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Non-formal learning is more flexible than learning in formal contexts (Ionescu, 2020). This means that non-formal curricula can focus on content that relates to learners’ interests (e.g., focusing on content use in contexts that are meaningful to learners, or where learners exercise some choice in learning content).
Formal learning broadly aligns with organized, institutionalized learning models (such as learning seen in schools), whilst informal learning describes the everyday learning that people experience throughout their lives, and which can go easily unrecognized. Non-formal learning is less clearly understood. Despite its specific use in various ...
Sep 12, 2024 · In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we ...
Formal learning broadly aligns with organised, institutionalised learning models (such as learning seen in schools), whilst informal learning describes the everyday learning that people experience throughout their lives, and which can go easily unrecognised. Non-formal learning is less clearly understood.
Jul 2, 2021 · The definition of non-formal and informal learning based on what they are not is striking given that these types of learning predate formal learning and most learning is non-formal or informal (Eraut, 2000; Lee et al., 2019). Formal learning seems to have won the conceptual battle, using the visibility of schools and universities, places primarily designed for teaching and learning, as its ...
- Manuel Souto-Otero
- 2021
Formal learning may be easier to observe as it can be identified by Direct Teaching Behaviours (e.g., explaining, demonstrating, making corrections) whilst informal learning can happen anywhere, can be communicated via Indirect Teaching Behaviours (e.g., sense of humour, body language) and may not be easily observed (Jung & Choi, 2016).
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They go on to conceptualise a continuum model, with non-formal learning being a midpoint between formal and informal learning (Fig. 1). It might be argued that the OECD leave non-formal learning relatively ill-defined when they state that ‘for the majority of authors, it seems clear that non-formal learning is rather organised and can have