This study reports on innovative alternative approaches to children's education in 12 developing countries. These approaches are examined with reference to their flexibility regarding time and place of learning, age of pupils, relationship with formal education systems, relevance and functionality for the actual situation of learners, and ability to meet national and local development goals and learning needs. Findings indicate that nonformal education (NFE) makes use of a wide range of learning sites and that these sites are in keeping with the lifestyles of learners whenever possible. NFE generally demands fewer hours for its program of basic or primary education than the formal equivalent. Classes for children who must work are timed to correspond to their needs. A confidence-building drop-in approach is used to reintegrate street children. Class size varies from small learning groups to large group instruction involving more than 50 pupils. Curricula of NFE vary considerably. A typical curriculum includes instruction in language, elementary mathematics, social science, games, social and human values, and relevant vocational and life skills. Methods of instruction include teacher-centered and self-learning methods. NFE will need accreditation, evaluation, pre-service and in-service teacher education, and funding as the system is improved. (29 references) (RH)