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What is Non-Formal Learning

Chapter 3
Handbook of Research on Credential Innovations for Inclusive Pathways to Professions
Learning with some structure that occurs outside the formal system and may include programs delivered by, for example, community organisations, councils, galleries, zoos, botanic gardens, and adult education providers.
Published in Chapter:
Implementing Continuing Professional Education Micro-Credentials in a University Context
Josephine Lang (The University of Melbourne, Australia) and Karyn Giglietta (The University of Melbourne, Australia)
Copyright: © 2022 |Pages: 20
DOI: 10.4018/978-1-7998-3820-3.ch003
Abstract
Responding to unrelenting change and disruption of global macro factors, universities are rethinking the roles they play in the education landscape. The longevity of life, the complexity of the workplace, and the increasing need for workforce upskilling provide opportunities for universities to engage with lifelong learning and develop a strategic approach towards participating in the 60-year curriculum. This chapter describes the efforts of one Australian university as it commences to diversify from a dominant focus of preparing professionals to enter the professions to building a stronger program portfolio that supports ongoing professional learning. The global technological innovation of digital micro-credentials enables the university's strategic response to fulfil the need for continuing professional education. Using the university as a case study, the chapter discusses key issues and challenges in the early establishment and implementation of the strategic vision for engaging in digital micro-credentialing within the continuing professional education.
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Chapter 19
How Digital Gaming Enhances Non-Formal and Informal Learning
Refers to activities that are explicitly designated as learning, which are embedded in the leisure-time associations as a part of their curricula and objectives. Non-formal learning is intentional for the educator, but not from the learner’s point of view.
Published in Chapter: How Digital Gaming Enhances Non-Formal and Informal Learning; From: Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches
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Chapter 729
Ubiquitous Professional Training for Teachers using the uProf! Model
Learning that takes place through education organized for specific learners with specific learning objectives, outside the formal established system.
Published in Chapter: Ubiquitous Professional Training for Teachers using the uProf! Model; From: Encyclopedia of Information Science and Technology, Third Edition
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Chapter 2
Use of Technology-Enabled Informal Learning in a Learning Organization
Learning which may or may not be intentional. It is organized but not necessarily structured. No formal credits are earned by attendance.
Published in Chapter: Use of Technology-Enabled Informal Learning in a Learning Organization; From: Handbook of Research on Human Development in the Digital Age
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Chapter 3
Identification of Challenges and Opportunities for Work 4.0 Competences Developing in Slovakia
Education organized outside formal education provided by different institutions (cultural institutions, enterprises, adult education institutions) in different forms and contents of non-credit education.
Published in Chapter: Identification of Challenges and Opportunities for Work 4.0 Competences Developing in Slovakia; From: Human Capital Formation for the Fourth Industrial Revolution
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Chapter 25
Lifelong Learning in Europe: The Erasmus Program
It occurs in a planned way within organizations and includes, but is not limited to, professional seminars, workshops, preparation courses, short courses, and fitness programs.
Published in Chapter: Lifelong Learning in Europe: The Erasmus Program; From: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
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Chapter 12
An Exploration of Darkness within Doctoral Education: Creative Learning Approaches of Doctoral Students
Learning activities and approaches defined and initiated ‘outside’ the formal and informal learning environments, e.g. enacted in or influenced by the private sphere (life world) of the student.
Published in Chapter: An Exploration of Darkness within Doctoral Education: Creative Learning Approaches of Doctoral Students; From: Handbook of Research on Creative Problem-Solving Skill Development in Higher Education
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Chapter 667
Ubiquitous Teachers' Training and Lessons Learned with the uProf! Model
Learning that takes place through education organized for specific learners with specific learning objectives, outside the formal established system.
Published in Chapter: Ubiquitous Teachers' Training and Lessons Learned with the uProf! Model; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 12
Comprehensive Internet Youth Protection Policies by Private Organizations and Effectiveness Verification: Efforts by Japan Internet Safety Promotion Association
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Chapter 8
Competences and Learning Profiles of Digital Age's Students
Can be referred as semi-organized and intentional, meaning it may or may not have organised activities but that it has a learning objective.
Published in Chapter: Competences and Learning Profiles of Digital Age's Students; From: Handbook of Research on Engaging Digital Natives in Higher Education Settings
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Chapter 19
Innovative Approach to Developing Competencies for Business Practice
Non-formal learning is a learning in a registered institution, which is able to issue a certificate of that learning. “Non-formal learning is institutional and formal education not related with qualifications (e.g. training based on the experience of enterprises, social organisations); planned, deliberate and systematic activities; courses and training” 13 AU133: Endnote Reference 13 .
Published in Chapter: Innovative Approach to Developing Competencies for Business Practice; From: Handbook of Research on Enhancing Innovation in Higher Education Institutions
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Chapter 5
Enhancing the Skill Sets for Increasing Youth Employability in Latvia
Learning embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contains an important learning element. Non-formal learning is intentional from the learner’s point of view and its outcomes may be validated and may lead to certification.
Published in Chapter: Enhancing the Skill Sets for Increasing Youth Employability in Latvia; From: Socio-Economic Perspectives on Vocational Skill Development: Emerging Research and Opportunities
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Chapter 5
Building the Future of Distance and Online Learning: The Case of a Portuguese University
Forms of learning that is institutionalized, intentional and planned by an education provider. The defining characteristic of non-formal education is that it is an addition, alternative and/or complement to formal education within the process of the lifelong learning of individuals.
Published in Chapter: Building the Future of Distance and Online Learning: The Case of a Portuguese University; From: Online Distance Learning Course Design and Multimedia in E-Learning
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Chapter 1
Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes
Non-formal learning may be organized by an institution as a short-term voluntary program, but falls outside the formal learning system. Non-formal learning modality is flexible in content, and it is generally adapted to the needs of participants. This kind of learning program is generally delivered through training courses or workshops. No formal credits are awarded in the non-formal learning modality.
Published in Chapter: Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes; From: Blockchain Technology Applications in Education
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