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    The interrelatedness of formal, non-formal and informal learning

    Access Status
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    Authors
    Cameron, Roslyn
    Harrison, J.
    Date
    2012
    Type
    Journal Article
    
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    Citation
    Cameron, R. and Harrison, J. 2012. The interrelatedness of formal, non-formal and informal learning. Australian Journal of Adult Learning. 52 (2): pp. 277-309.
    Source Title
    Australian Journal of Adult Learning
    ISSN
    1443-1394
    URI
    http://hdl.handle.net/20.500.11937/45976
    Collection
    • Curtin Research Publications
    Abstract

    Definitions, differences and relationships between formal, non-formal and informal learning have long been contentious. There has been a significant change in language and reference from adult education to what amounts to forms of learning categorised by their modes of facilitation. Nonetheless, there is currently a renewed interest in the recognition of non-formal and informal learning internationally and in Australia. This has been evidenced through the New OECD Activity on Recognition of Non-Formal and Informal Learning and recent policy developments in Australia. These developments have implications for the recognition of skills derived from informal and non-formal learning, especially for those disadvantaged in the labour market. This paper reports on data from a learning grid in a Learning Survey of labour market program participants (n = 172) from northern New South Wales and southern Queensland. We find that life (informal learning) and work experience (non-formal learning) are relatively more important for gaining self-reported skills than formal training/study. We conclude by arguing for a holistic focus on the dynamic interrelatedness of these forms of learning rather than being constrained by a deterministic dichotomy between formality and informality.

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