Aenao.org - Non-formal education

The past decades a large number of discussions took place in attempt to identify what constitutes formal, informal and non- formal learning. The differences between these types of learning are related to several factors, such as the intention to learn, the context in which learning takes place, the people who are responsible to teach, the assessment of the learning process and learning outcomes. According to Chisholm (SALTO, 2005) non- formal learning ‘’ is a purposive but voluntary learning that takes place in different environments and situations for which teaching/learning is not necessarily their main activity. These environments and situations may be intermittent or transitory, and the activities or courses that take place may be staffed by professional learning facilitators (e.g. youth trainers) or by volunteers (e.g. youth leaders). These activities and courses are planned, but are seldom structured by conventional rhythms or curriculum subjects. They usually address specific target groups, but rarely document or assess learning outcomes or achievements in conventionally visible ways’’. One of the most commonly used method to apply non-formal learning is through experiential learning (or learning by participation), where learning is the result of previous experiences, skills and knowledge that have been acquired through the life course. Non- formal learning can be an important part of formal education, as well as of life- long learning, aiming both at children, and adults. However, it is important to clarify that these three concepts of learning are interchangeably connected, since it is highly possible in every learning context to be elements of all three types of learning.