Formal, nonformal and informal education: A holistic perspective on lifelong learning

Belle, La; Thomas, J. E.

doi:10.1007/bf00598444

Cited by 196 publications

(125 citation statements)

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“…within an educational environment and a formal student training. However, in recent decades, there have been studies and research that emphasize the importance of other forms of education away from schools, regardless of the level (Harrop & Turpin, 2013;Jamieson, Dane, & Lippman, 2005;La Belle, 1982). Learning processes are not only confined in regulated areas but also non-formal or informal ways are present throughout a person's lifetime.…”

Section: Introductionmentioning

confidence: 99%

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Fonseca

Valls

Redondo

et al. 2016

Computers in Human Behavior

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The main focus of this study was the inclusion of informal methods in the educational frameworks of architectural and urban design. The project used is based on the 3D representation of virtual models of new urban proposals in order to re-organize a local market in Tonalá, Mexico. Starting from a formal course, where the students had to develop solutions to real architecture and urban problems, a second phase was designed, based on feedback in an informal environment by the end-users (citizens and professionals). The key objectives of the experiment were to show students to connect and receive feedback through technology, evaluate how these interactions can define new informal ways of learning, and discuss how this informal data can be incorporated into an academic curriculum. The results confirm how the informal interaction constitutes a great contribution in the improvement of student's skills, even considering that the incorporation of informal data into their evaluation still remains challenging.

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Section: Introductionmentioning

confidence: 99%

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Fonseca

Valls

Redondo

et al. 2016

Computers in Human Behavior

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“…This type of education is non-formal education. Continuing education courses for adults are an example (La Belle, 1982). What is called as "adult education" from now on in this paper is non-formal education for adults.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Participation in Adult Education in Turkey: AES Data Analysis

Dinçer¹,

Tekin‐Koru²,

Aşkar³

2016

Comparative Education Review

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Abstract:The aim of this study is to provide the determinants of participation in adult education in a non-EU developing country, Turkey. The analysis is conducted on a set of data on individuals engaging in adult education using the Adult Education Survey (AES), applied by TurkStat. The results indicate that economic growth in the sector of employment, significantly and positively affects the odds for adult education and characteristics of men and women who take courses in the most popular fields of education vary. Moreover, younger, more educated and employed individuals are more likely to take part in adult education activities in Turkey. A person with none or only a primary school education is not active in adult education independent of gender.

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“…One of the most widespread typologies of lifelong learning activities is the distinction between formal, non-formal and informal learning (La Belle 1982). Formal learning refers to the structured, chronologically graded and prescribed activities that take place at institutions specially designed to offer education, i.e.…”

Section: Introductionmentioning

confidence: 99%

Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample

Villar

Celdrán

2013

Eur J Ageing

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This article examines the participation of Spanish older people in formal, non-formal and informal learning activities and presents a profile of participants in each kind of learning activity. We used data from a nationally representative sample of Spanish people between 60 and 75 years old (n = 4,703). The data were extracted from the 2007 Encuesta sobre la Participacio´n de la Poblacio´n Adulta en Actividades de Aprendizaje (EADA, Survey on Adult Population Involvement in Learning Activities). Overall, only 22.8 % of the sample participated in a learning activity. However, there was wide variation in the participation rates for the different types of activity. Informal activities were far more common than formal ones. Multivariate logistic regression indicated that education level and involvement in social and cultural activities were associated with likelihood of participating, regardless of the type of learning activity. When these variables were taken into account, age did not predict decreasing participation, at least in non-formal and informal activities. Implications for further research, future trends and policies to promote older adult education are discussed.

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Formal, nonformal and informal education: A holistic perspective on lifelong learning

Cited by 196 publications

References 1 publication

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Investigation of Participation in Adult Education in Turkey: AES Data Analysis

Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample

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