FocusTypes of settings and intentions associated with human learning
Principal MetaphorsThe categories of Formal Learning, Non-Formal Learning, and Informal Learning represent a typology of formats or sites of learning. This typology can be applied across virtually all metaphors and theories of learning.
SynopsisThe Organisation for Economic Co-operation and Development (OECD) defines three forms of learning: Formal Learning usually involves certified teachers, accredited curricula, and institutional settings. Non-Formal Learning (sometimes called Incidental Learning) refers to structured learning situations in which one or more of the elements mentioned in the previous sentence is absent. All of those elements are absent in Informal Learning, which is not oriented by or structured around explicit learning outcomes – and which, from the point of view of the learner, is never intentional.
CommentaryThe cluster of Formal Learning, Non-Formal Learning, and Informal Learning is a device for making distinctions – and so its value and utility depends on one’s needs and applications. The fact that is was authored by a political-economic interest (the OECD) should give pause.
Authors and/or Prominent InfluencesOECD
Status as a Theory of LearningThe distinctions among Formal Learning, Non-Formal Learning, and Informal Learning do not constitute a theory of learning.
Status as a Theory of TeachingNo specific perspectives on or theories of teaching are associated with Formal Learning, Non-Formal Learning, or Informal Learning.
Status as a Scientific TheoryFormal Learning, Non-Formal Learning, and Informal Learning constitute a typology, not a scientific theory.
Please cite this article as:
Davis, B., & Francis, K. (2019). “In-/Non-Formal Learning” in Discourses on Learning in Education. https://learningdiscourses.com.
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