Informal education is the process of education where the attainment of learning follows practices that depend on interactive, dialogic and experiential subject matter whereas formal education refers to a move systematic and structured form of education. This book on formal and informal education takes into account the locations where educational is imparted, the various methodologies that facilitate learning and the interactive tools that help in the learning process. It includes contributions of experts and scientists which will provide innovative insights into this field. The book aims to shed light on some of the unexplored aspects of formal and informal education and the recent researches in this field. Coherent flow of topics, students-friendly language and extensive use of examples make this book an invaluable source of knowledge.

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

The monograph From Formal to Non-Formal: Education, Learning and Knowledge presents a review of selected aspects of non-formal education and learning, and is written by António Fragoso, Petra Javrh, Polona Kelava, Taja Kramberger, Nives Ličen, Marko Radovan, Drago B. Rotar, Klara Skubic Ermenc, Tadej Vidmar, Igor Ž. Žagar, Tihomir Žiljak and Sabina Žnidaršič Žagar. These authors are all anthropologists, sociologists, philosophers, political scientists, education scientists and historians of education. As such, the subject covered is a broad one and reaches into fields that at first glance appear to be very distant from each other. It is precisely this diversity of approaches that offers the best promise of new findings regarding non-formal learning, education and knowledge and that represents a fruitful basis for further reflection on these topics. The monograph thus offers answers to some starting points for reflection on the increasingly varied dimensions and possibilities of formal, non–formal and informal knowledge and learning.

Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning – formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book’s arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change.

This book provides policy recommendations on how best to structure and organise systems for recognition of non-formal and informal learning and is based on an OECD review of 22 countries.

Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.

Writers explore how informal educators encourage conversation, democracy and learning. They also examine evaluation, working with process, living with values and planning. Each chapter includes a number of questions that help readers to explore their work. Further support is given on a set of linked web pages.