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Table 2.1 Features of non-formal learning in the youth sector
Common elements in existing definitions
-purposive learning
-diverse contexts
-different and lighter organisation of provision and delivery
-alternative/complementary teaching and learning styles
-less developed recognition of outcomes and quality
Essential Features
-balanced co-existence and interaction between cognitive, affective
and practical dimensions of learning
-linking individual and social learning, partnership-oriented solidarity
and symmetrical teaching/learning relations
-participatory and learner-centred
-holistic and process-oriented
-close to real life concerns, experiential and oriented to learning by
doing, using intercultural exchanges and encounters as learning
devices
-voluntary and (ideally) open-access
-aims above all to convey and practice the values and skills of
democratic life
Non-formal teaching/ training and learning methods
-communication-based methods: interaction, dialogue, mediation
-activity-based methods: experience, practice, experimentation
-socially-focused methods: partnership, teamwork, networking
-self-directed methods: creativity, discovery, responsibility
Source: Council of Europe (2001)
As Fennes and Otten 14 note the term ‘education’ is complemented by
the term ‘learning’ which reflects a shift in terminology that has taken
place in research and policy documents. Fennes and Otten,
moreover, argue that learning is related to activities as well as
individual and group processes while education is more closely
related to systems and outcomes. Thus, a related concept to ‘nonformal
education’ is ‘non-formal learning’. The European
Commission defines ‘non-formal learning’ as “learning that is not
provided by an education and training institution and typically does
not lead to certification. However, it is intentional on the part of the
learner and has structured objectives, times and support” 15 . Informal
learning, on the other hand, is defined as the learning that results
from daily activities related to work, family life or leisure, that is not
structured and usually does not lead to certification 16 . In most cases,
it is unintentional on the part of the learner.
14 Fennes, H. and Otten, H. (2008) Quality in non-formal education and training of European Youth Work. Council of
Europe, Paris.
15 http://ec.europa.eu/education/lifelong-learning-policy/informal_en.htm
16 http://ec.europa.eu/education/lifelong-learning-policy/informal_en.htm
15