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nonformal learning
Non-formal learning is a loosely defined term covering various structured learning situations, such as swimming sessions for toddlers, community-based sports programs and conference style seminars, which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD.〔(【引用サイトリンク】title=Recognition of Non-formal and Informal Learning - Home )〕
Examples of non-formal learning include swimming sessions for toddlers, community-based sports programs, and programs developed by organisations such as the Boy Scouts or the Girl Guides, community or non-credit adult education courses, sports or fitness programs, professional conferences and continuing professional development.〔(Sarah Elaine. Formal, Non-Formal and Informal Learning http://www.infed.org/archives/e-texts/eaton_formal_nonformal_informal_learning.htm ) 〕 The learner’s objectives may be to increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning.〔() 〕
==History==
The debate over the relative value of formal and informal learning has existed for a number of years. Traditionally formal learning that takes place in a school or university and has a greater value placed upon it than informal learning, such as learning within the workplace. This concept of formal learning being the socio-cultural accepted norm for learning was first challenged by Scribner and Cole〔(S. and Cole, M. (1973) Cognitive Consequences of Formal and Informal Education, Science, 182, 553 – 559. )〕 in 1973, who claimed most things in life are better learnt through informal processes, citing language learning as an example. Moreover, anthropologists noted that complex learning still takes place within indigenous communities that had no formal educational institutions.〔(J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press )〕
It’s the acquisition of this knowledge or learning which occurs in everyday life that has not been fully valued or understood. This led to the declaration the by OECD educational ministers of the "life-long learning for all" 〔(Lifelong Learning for All http://www.oecd.org/dataoecd/17/11/29478789.pdf ) 〕 strategy in 1996. This includes 23 countries from five continents, who have sought to clarify and validate all forms of learning including formal, non-formal and informal. This has been in conjunction with the European Union which has also developed policies for life-long learning which focus strongly on the need to identify, assess and certify non-formal and informal learning, particularly in the workplace.terist
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