The many faces of non-formal learning

July 9, 2010

In Formal, non-formal and informal learning: The case of literacy and language learning in Canada (2010), I examine the notions of formal, non-formal and informal learning. Non-formal learning may be defined as:

Learning which “may or may not be intentional or arranged by an institution, but is usually organized in some way, even if it is loosely organized. There are no formal credits granted in non-formal learning situations.”

Non-formal learning can go by many names including:

  • nonformal or non formal learning
  • continuing education, programs or courses
  • community-based education, programs, or courses
  • adult education (non-degree)
  • continuing professional development
  • non-credit education, programs or courses
  • post-degree continuous learning
  • post-degree course work
  • professional development courses, seminars, conferences or webinars

Regardless of the name it goes by, non-formal learning may happen in a variety of contexts, such as:

  • educational institutions offering non-credit programs
  • voluntary and non-profit organizations
  • private learning academies
  • small and large businesses
  • community organizations
  • recreation centres
  • professional associations

Non-formal learning is likely led by someone with experience and expertise. The person in the teacher or tutoring role may or may not have formal training as an educator, but he or she probably has a deep interest in – and passion for – the subject matter.

Though some consider non-formal learning to be less credible than formal learning that is sanctioned or accredited by governments, the fact is that non-formal learning accounts for a huge percentage of the learning that occurs over one’s life span.

Check out these related posts:

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Nigeria launches national literacy awareness campaign

March 22, 2010

Nigeria has invested big dollars in a nation-wide literacy awareness campaign. Just last week it was announced that the National Commission for Mass Literacy, Adult and Non-Formal Education in Nigeria is launching a massive, national literacy awareness campaign across that country’s 36 states and the Federal Capital Territory.

Their plan (and a good one, I think) is to launch a radio awareness campaign. Literacy awareness campaigns differ from traditional marketing because they need to focus less on printed brochures, advertisements and other word-based forms of promotion. A radio campaign is a brilliant idea.

The country has invested 96.5 Million Nigerian nairas to fund this campaign. If I’ve done my math right, this translates into approximately $650,000 Canadian dollars, which is about $643,000 USD. Critics are saying this isn’t enough of an investment. Others are applauding the initiative.

I count myself among the second group. This is a tremendous initiative. A national campaign such as this requires a tremendous amount of planning, organization and coordination. I will be watching with interest as this unfolds.

Read more in this recent news article.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Formal, non-formal and informal learning: The case of literacy and language learning in Canada

February 16, 2010

This new research report is freely available in e-format (.pdf).

Executive Summary

This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to literacy and essential skills, as well as the learning of second and other languages in Canada.

Philosophical underpinnings of this research are:

  • There is value in learning of all kinds.
  • Learning is a lifelong endeavour.
  • An interdisciplinary approach is valuable.

Notions of formal, non-formal and informal learning may be briefly outlined as:

Formal learning – This type of learning is intentional, organized and structured. Formal learning opportunities are usually arranged by institutions. Often this type of learning is guided by a curriculum or other type of formal program.
Non-formal learning – This type of learning may or may not be intentional or arranged by an institution, but is usually organized in some way, even if it is loosely organized. There are no formal credits granted in non-formal learning situations.
Informal learning – This type of learning is never organized. Rather than being guided by a rigid curriculum, it is often thought of experiential and spontaneous.

– (Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques (OECD), n.d.; Werquin, 2007)

Examples are given for literacy and essential skills, as well as second and other languages for each of the categories mentioned above.

Finally, the examples of systems developed value different types of learning using asset-based approaches are given. The tools developed by Human Resources and Skills Development Canada are explored for the case of literacy. The Common European Framework of Reference for Languages developed by the Council of Europe is considered for second and other languages.

Copies of the report may be accessed through:

National Adult Literacy Database (Canada)

http://library.nald.ca/research/item/8549

or

European Association of Education for Adults (Helsinki, Finland)

http://www.eaea.org/news.php?aid=17397&k=2088&%20d=2010-02

or

National Library of Canada – Online Archives Collection (Canada)

http://epe.lac-bac.gc.ca/003/008/099/003008-disclaimer.html?orig=/100/200/300/eaton_intl_consulting/formal_non/Literacy_languages_and_types_of_learning.pdf‘

or

The Encyclopedia of Informal Education

http://www.infed.org/archives/e-texts/eaton_formal_nonformal_informal_learning.htm

or

Global Literacy Foundation

http://globalliteracy.org/Eaton

or

Centre for Adult English Language Acquisition (CAELA) (United States)

http://www.cal.org/CALWebDB/ESLResourceDB/ (Resource #0274)

New! August, 2010 – Check out the companion report: Formal, Non-Formal and Informal Learning in the Sciences.

Related posts:

Formal, non-formal and informal education: What Are the Differences?

Formal, Non-formal and Informal Learning (Infographic) https://wp.me/pNAh3-266

Formal, Non-formal and Informal Learning: A podcast

Breathtaking Impact of Volunteers’ Contribution to Non-formal and Informal Literacy Education in Alberta

Formal, Non-formal and Informal Learning in the Sciences

The many faces of non-formal learning

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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