Globalization process, effects of demographic changes and changes in workforce markets have caused compulsory education and formal education to fall short of meeting the need for training qualified workforce required by the economy in recent years. This situation has brought about the need for diversifying post-compulsory educational policies and services and lifelong education has started to become widespread via being supported as a social policy tool. While, on the one hand, thanks to life-long education, alternative works are carried out for those who have a disadvantageous position in the involvement in the compulsory education process or those who have a negative educational background, on the other hand, works are done to have people acquire professional qualities and skills. To achieve social integration and economic growth, the coverage of life-long education programs can be versatile ranging from basic education based on read-and-write, professional education, general education, general culture education to trainings developed with the aim of evaluating free times. Women's low education levels and low participation rates in the workforce as an employee and employer have text to an increase in the number of programs aiming at women in these trainings. In the education process, various programs have been developed especially for women who could not complete their educations for various reasons or for those whose educations do not fit the requirements of the day. The purpose of this study is to examine the role and importance of local governments by examining non-formal education programs for women in the case of Bursa.