In the rapidly evolving landscape of education, this study investigates the blurring boundaries between formal and non-formal schooling through alumni reflections, aiming to illuminate the efficacy of non-formal education in preparing learners, including street-connected children, for the complexities of the modern world. Drawing upon insights from individuals, it explores the learning of 21st-century skills during non-formal schooling and alumni perceptions of preparedness for real-world challenges, adequacy, and challenges faced in applying acquired skills. A representative sample of 103 alumni from Pehli Kiran schools was selected using stratified random sampling, supplemented by interviews with 10 alumni chosen through purposive sampling. Data analysis, including descriptive and inferential tests (t-test), and thematic analysis, reveals strong self-perceived skills across crucial dimensions, underscoring the importance of nonformal schooling in nurturing competencies such as character, citizenship, collaboration, communication, creativity, and critical thinking among street-connected children. Gender differences were not statistically significant, indicating uniform perceptions of skill development. Insights from non-formal schooling experiences highlight the transformative impact of practical skill acquisition. Despite challenges, respondents expressed satisfaction and fulfillment, emphasizing non-formal education's profound influence on their lives. The research underscores the need for ongoing assessment and adjustment of instructional strategies to foster holistic, futureready learners in today's rapidly changing world.
Jabeen et al. (Sat,) studied this question.