Non-formal learning includes various structured learning situations which do not either have the level of curriculum, institutionalization, accreditation or 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.
Examples of non-formal learning include swimming sessions for toddlers, community-based sports programs, and programs developed by organisations such as the Boy Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development. 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 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 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.
It is 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 by the OECD educational ministers of the "life-long learning for all" 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.
Characteristics Nonformal learning is an organized educational activity that takes place outside formal education systems while maintaining intentional learning objectives. It is often described as occupying a middle ground between formal and informal learning. Informal learning occurs naturally through family, culture, and everyday experience, while formal learning typically takes place within educational institutions, follows prescribed curricula, and includes structured assessment. Nonformal learning shares characteristics with both forms of education, combining intentional instruction with flexibility in organization and delivery.
Learning may take place in a variety of locations One characteristic of nonformal learning is its flexibility in where and how learning occurs. Learners often have considerable autonomy in determining the objectives, timing, and methods of their learning, while educators may adapt instructional approaches to participants' interests and local needs. Learning activities may include field trips, demonstrations, hands-on experiences, lectures, mentoring, or interactions with professionals and subject-matter experts. Programs may be offered in physical or virtual settings, including sports associations, adult literacy programs, after-school clubs, community organizations, and community-based projects. These settings provide opportunities for experiential, collaborative, and learner-centered education that may be difficult to achieve in more structured formal educational environments.
Relevance to the needs of disadvantaged groups Nonformal learning is frequently used to address educational needs that formal education systems may not fully meet, particularly for learners in rural or low-income communities or for those who face barriers to participation in formal schooling. Its flexible organization and voluntary participation can increase educational access while allowing programs to respond to the needs of specific learners and communities. Researchers have noted that nonformal education serves two complementary purposes: providing educational opportunities for learners not adequately served by formal education systems and promoting social inclusion by engaging marginalized populations. Programs may serve people with intellectual, physical, or behavioral disabilities as well as other underrepresented populations. Their learner-centered structure allows educational activities to be adapted to participants' developmental levels, interests, and circumstances.
Concern with specific categories of person Nonformal learning may complement formal education through enrichment programs, after-school activities, and educational field experiences, or it may provide alternative educational opportunities for individuals who encounter barriers to formal schooling. Programs frequently supplement literacy and numeracy education while also supporting marginalized learners through flexible, inclusive instructional approaches.
Nonformal education is also used as an alternative educational pathway for groups including women and girls, people with disabilities, and individuals who did not complete formal schooling. Although this flexibility allows programs to respond to learners' specific needs, scholars have cautioned that relying exclusively on nonformal education for certain populations may unintentionally reinforce educational segregation or social marginalization. Consequently, many researchers recommend that nonformal education complement rather than replace inclusive formal education whenever possible.
Focus on clearly defined purpose Nonformal learning is generally organized around clearly defined educational objectives. Mok describes nonformal learning as "relatively systematic and (but not necessarily) pre-planned," with learners and educators intentionally pursuing specific learning outcomes. Although nonformal learning may include literacy, civic education, and lifelong learning, it frequently emphasizes procedural knowledge, practical skills, and the application of learning in authentic settings. Sadler argued that many physical, intellectual, and social skills require repeated practice, feedback, and supportive learning environments rather than instruction alone.
Flexibility in organisation and methods Because nonformal learning occurs outside mandated educational systems, educators have considerable flexibility in selecting instructional methods. Programs commonly incorporate music, dance, art, games, storytelling, discussion, experiential activities, and collaborative projects while adapting content to participants' interests and community priorities. The collaborative and flexible structure of nonformal education is frequently influenced by the needs of participants and their communities. Learners, families, educators, and community members often participate in determining program goals and learning activities, helping ensure that educational experiences remain relevant to local contexts while making effective use of community knowledge and resources.
Participatory Participation in nonformal learning is typically voluntary rather than compulsory. Learners generally choose whether to participate and often exercise considerable influence over both learning activities and educational goals. This voluntary nature encourages learner autonomy, intrinsic motivation, and the practical application of new knowledge within participants' personal, professional, and community lives.
Goals and objectives
Provides functional literacy and continuing education for adults and youths who have not had a formal education or did not complete their primary education. Provide functional and remedial education for the young people who did not complete their secondary education. Provide education to different categories of graduates to improve the basic knowledge and skills. Provide in-service, on-the-job professional training to different categories of workers and professionals to improve their skills. Give adult citizens of different parts of the country necessary aesthetic, cultural and civic education for public enlightenment.
+Countries involved in recognition of non-formal learning (OECD 2010) Austria Denmark Italy South Africa Australia Germany Korea Spain Belgium Greece Malta Slovenia Canada Hungary Mexico Switzerland Chile Iceland Netherlands United Kingdom Czech Republic Ireland Norway Croatia
Formal and informal learning
Although all definitions can be contested (see below) this article shall refer to the European Centre for the Development of Professional Training (Cedefop) 2001 communication on 'lifelong learning: formal, non-formal and informal learning' as the guideline for the differing definitions.
Formal learning: learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner's perspective.
Informal learning: learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is not-intentional (or "incidental"/random).
UNESCO focuses on the flexibility of non formal education and how it allows for more personalised learning. This type of education is open to any personality, age, origin, and irrespective of their personal interest.
Non-formal learning: see definition above.
Contested definitions If there is no clear distinction between formal and informal learning where is the room for non-formal learning. It is a contested issue with numerous definitions given. The following are some the competing theories.
"It is difficult to make a clear distinction between formal and informal learning as there is often a crossover between the two."[McGivney, V. (1999) Informal learning in the community: a trigger for change and development (Leicester: NIACE). Cited in 'Helen Colley, Phil Hodkinson & Janice Malcolm (2002) Non-formal learning: mapping the conceptual terrain. A Consultation Report, Leeds: University of Leeds Lifelong Learning Institute. Also available in the informal education archives: http://www.infed.org/archives/e-texts/colley_informal_learning.htm]
Similarly, Hodkinson et al. (2003) conclude after a significant literature analysis on the topics of formal, informal, and non-formal learning, that "the terms informal and non-formal appeared interchangeable, each being primarily defined in opposition to the dominant formal education system, and the largely individualist and acquisitional conceptualisations of learning developed in relation to such educational contexts." Moreover, he states that "It is important not to see informal and formal attributes as somehow separate, waiting to be integrated. This is the dominant view in the literature, and it is mistaken. Thus, the challenge is not to, somehow, combine informal and formal learning, for informal and formal attributes are present and inter-related, whether we will it so or not. The challenge is to recognise and identify them, and understand the implications. For this reason, the concept of non-formal learning, at least when seen as a middle state between formal and informal, is redundant."
Eraut's[Eraut, M. (2000) Non-formal learning, implicit learning and tacit knowledge, in F. Coffield (Ed) The Necessity of Informal Learning, Bristol: Policy Press (2000)] classification of learning into formal and non-formal: