This paper investigates the collaborative opportunities between formal and non-formal education providers to enhance learning, development, and peacebuilding. It emphasizes the complementary nature of formal education, known for its structured curriculum, and non-formal education, which prioritizes experiential learning. By identifying common interests and initiating collaborative efforts such as internships and research collaborations, it can lead to creating the link between theoretical knowledge and practical skills. The role of education in peacebuilding is highlighted, showing how both educational approaches can foster social cohesion in post-conflict societies. Recommendations for policymakers include fostering partnerships, promoting internationalization, and providing funding to support collaboration. The paper suggests evaluating the effectiveness of such programs through criteria like education quality, participation levels, and participant feedback. A case study of Montenegro shows the integration of non-formal education in a society traditionally valuing formal education, suggesting the establishment of state-supported centers and joint peacebuilding programs. The collaboration between the University of Montenegro and the UNESCO Chair Programme exemplifies the potential impact of such international partnerships. [For the full proceedings, see ED652261.]