formal and informal education

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Formal and informal education: understanding the differences, similarities, and how to use both, share this article.

75% of workplace learning is informal.

That means the majority of learning takes place outside of official training courses or classrooms and instead happens naturally and spontaneously, often in social settings.

To maximize learning and development in training, it’s important to encourage both formal and informal education and learning as much as possible. Here’s what you need to know about formal and informal education – including the key differences, similarities, and how to use both to train members of an organization.

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Formal education

Informal education, formal vs informal learning comparison, what is the difference between formal and informal education , similarities between formal and informal education, examples of formal and informal education, how to use both formal and informal education for best results in training , formal and informal education definitions.

First up – what do we mean when we talk about formal and informal education? Here are the definitions.

Formal learning is learning that’s delivered in a controlled, systematic way and guided by an educator or instructor. In a formal learning environment – either online or in-person – learning follows a structured learning path with a definitive goal like achieving a certification or degree. Formal learning includes school teaching, university courses, employee training , health and safety training, and much more.

Unlike formal education, informal education doesn’t follow any specific structure or system. Informal learning usually takes place outside of formal learning settings and is self-directed, so it usually happens spontaneously and naturally. 

When it comes to informal learning, the learner has no specific goal in mind – and may not even realize that learning is taking place. For example, informal learning can happen while watching a video on social media, chatting with a colleague, or reading an article you find online. The learning isn’t necessarily deliberate – but you still gain new knowledge on a specific topic.

Here are 4 key differences between formal and informal education you need to know.

The biggest difference between formal and informal education is the structure that both forms of learning take. Formal education is systematic and organized – meaning learning is structured around achieving specific learning goals. For example, client onboarding might have the goal of helping new clients utilize key product features. The learning path is built with this goal in mind.

Informal learning is unstructured and unplanned. Unlike formal learning, it doesn’t follow any formal system – instead, learning is shaped by the learners’ individual decisions and actions, rather than a pre-set path. 

For example, let’s say a conversation starts between two colleagues about how they organize their email inboxes for better productivity. If the learner is interested in the topic, they might ask questions to learn more about the topic or seek out other resources like listening to a podcast or reading a blog. The conversation is unstructured and doesn’t have a specific goal in mind – but learning is taking place.

Teaching Methods

It’s easy to tell the difference between formal and informal education by looking at the teaching methods – essentially, formal education includes teaching and informal education doesn’t. 

Formal education is structured and taught by an educator like a teacher, professor, course instructor or coach. The teaching might happen face-to-face or online. Even if the learning is self-directed, formal education is designed, created, and delivered by an educator.

Informal learning doesn’t include any formal teaching. That means there’s no set educator or instructor. Learners may learn from a specific person – who may be an expert in their field – but there is no fixed teaching or lessons.

Learning Environment

As formal education takes a structured approach to learning, it often takes place in a formal learning environment – either in-person or online. Learning happens in a specific learning space like a classroom, a Zoom meeting room, or via an LMS.

Informal learning happens without any learning purpose in mind, so it can happen anywhere – including in formal learning environments like schools and universities but it also outside in the ‘real-world’. Informal learning can happen on the bus, in a cafe, on vacation, and anywhere else.

Assessment and Accreditation

A key characteristic of formal education is that it usually includes assessments such as exams, quizzes, and formal assignments. At the end of a course, it’s common for learners to receive a certification or accreditation to mark their completion.

Informal learning doesn’t include any assessments or accreditations because it is unplanned – no one gives you a certificate for chatting with your colleagues. It happens outside of formal learning settings and learners’ knowledge isn’t tested or rewarded.

While there are key differences between formal and informal education, there are also some similarities between the two learning formats. Here are 3 of the most important.

Social interaction

Humans are social animals. We learn by observing and interacting with the people around us.

Both formal and informal education are enhanced by social interactions. In formal education, learners benefit from social interaction with their course instructors, community moderators, and other learners in their cohort. 

Informal learning takes a less structured approach to social learning, but it tends to be a social rather than an individual activity. Think about the times that you’ve  learnt through conversations with colleagues and friends, participation in online forums and communities, and spending time on social media. These are all examples of social interactions where informal learning is taking place.

Input from teachers and facilitators

Formal and informal education both include teachers of some kind – but while formal education is controlled and delivered by educators, informal education happens naturally. 

Imagine an in-person employee training program taught by an instructor in a classroom. The course itself is the formal education element but informal education can also happen through casual conversations between learners and their instructor, for example. Just spending time with someone who’s an expert in their field can result in informal education opportunities – even without either person realizing it.

Lifelong learning

Learning is a lifelong process. While formal education occurs at specific times – such as at school, university, and at work – both formal and informal education can happen at any time throughout our lives. Informal learning is spontaneous and continuous , but formal learning can also happen at any point. As soon as you choose to watch an educational video series, enroll in an online course, or take part in a training session, you’re taking part in a form of formal learning.

It’s common for formal and informal education to take place alongside each other – and blending the two can lead to the best outcomes for learners. Here are some examples of how it works.

Learning a second language

Imagine you decide to relocate to a new country and you choose to enroll in a language course to learn the language of your host country. 

The course will probably take the form of face-to-face lessons in a classroom and follow a structured approach to learning – teaching you about specific vocabulary and grammar rules, and include assessments. This is an example of formal learning.

Informal learning will happen when you leave the classroom and go to work or to the supermarket, for example. Then you’re surrounded by people speaking the new language and labels and phrases written in that language. You will naturally listen and learn the language by absorbing information from the world around you, as well as by talking to the cashier and the other shoppers. 

This is an example of informal learning – but it’s just as important and useful as the formal education you’re receiving too.

Employee management training

Employees often engage in formal and informal education at work. Management training is a great example – an employee might be put forward for a formal management training course where they complete online modules and courses taught by an instructor with the goal of qualifying to be a manager in their organization. This is the formal education element.

But outside of the formal training program, that employee may also learn how to be a good leader and an effective manager by observing other managers in their organization, as well as through conversations with c-suite executives, and after-work events with colleagues. This is an example of informal learning that’s helping to enhance and reinforce the formal education of the company training program.

To improve learning outcomes in your organization, it’s important to encourage both formal and informal education. Here are 3 ways to facilitate both learning types.

• Build learning communities: Learning is often a social activity – so maximize both formal and informal learning by providing opportunities for discussions outside of the classroom. Choose a corporate LMS that lets you build learning communities, including forums, online discussion boards, and chat functions to help learners interact and engage with training content.
• Assign mentors and buddies: To increase informal learning opportunities, pair learners with mentors or buddies to facilitate learning outside of the classroom and provide a more dynamic learning experience.
• Find strategies to increase engagement: Engaged learners are more hungry for knowledge – and more likely to take part in both formal and informal learning. Structure training for maximum engagement by adding videos, quizzes, gamification, and extra resources for additional learning beyond the course content.

Ready to take advantage of formal and informal education?

If you’re looking to improve learning outcomes in your organization, it’s important to understand the difference between formal and informal education – and how to leverage both forms of education for best results.

Take your education program to the next level.  Whether you’re navigating the complexities of formal education or exploring the flexibility of informal learning, our tailored solutions are designed to scale with your needs. 

Request a solutions call with our experts today and discover how we can help you transform your educational approach, drive engagement, and achieve success. 

Daniela Ochoa is the go-to Content Marketing Specialist at Thinkific Plus. With years of experience in marketing and communications, she is passionate about helping businesses grow through strategic customer education, content marketing, and online learning at scale.

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Learning can happen anywhere: through a casual conversation, mobile apps, traditional classrooms, online platforms, or simply an observation – the possibilities are endless. Different learning styles work for different organizations depending on the learning content and audience. So when it comes to creating an L&D program , it is important to pay attention to the little details that make a learning experience memorable.

Understanding the nuances of different learning approaches can significantly impact the effectiveness of the learning intervention. In this blog, we will compare formal and informal education, and highlight the benefits each approach brings to the table. Let’s get started!

Formal and Informal Education Explained

Formal learning refers to the structured and organized educational experiences that typically take place within an institutional setting. We’ve all experienced formal learning in some shape or form. This type of learning follows a predefined curriculum, often guided by established institutions like schools, colleges, universities, or training programs . Apart from a defined curriculum, formal learning also requires a pre-defined medium of instruction (i.e. in-person or online) and is tested and accredited by a subject matter expert.

On the other hand, informal learning is much more spontaneous and flexible, acquired well outside the traditional classroom setting. It is often self-directed and driven by personal interests or needs. Informal learning can also occur in social settings. The learning is not structured and does not yield any formal credentials. Oftentimes, people learn informally through everyday experiences and observations.

Formal Learning Methods

Face-to-face learning.

The traditional classroom setting is perhaps the best-used and most familiar example of formal instruction. It involves direct interaction between instructors and learners in a physical setting and has been a longstanding approach to formal education. The instruction is specifically timed and structured, allows for immediate teacher feedback and intervention, and promotes in-person social interaction between the learners.

Online Courses

Online learning modules are another way of delivering formal education. Due to technological advancements and the current eLearning trends , digital platforms have become one of the fastest-growing methods of instruction in the last few years. While there is some flexibility in terms of location and schedule, online courses are considered a formal learning approach, especially if they are associated with an accredited institution. 

Training Workshops

Training workshops are formal learning sessions that focus on specific skills, knowledge, or competencies. These workshops are often conducted in a condensed timeframe and are designed to be interactive and practical. These workshops mostly aim to teach learners a specific skill set and have measurable outcomes that trainees must achieve. The training is facilitated by subject matter experts and can be delivered in person or online.

Informal Learning Methods

Learning from others.

Social learning involves observation, communication, and collaboration with others around us. Learning from peers is often done spontaneously and delivers the most practical outcomes that learners can immediately practice. Within formal learning methods, many instances of social learning can be found: whether it is peer learning, mentorship, or purely observational. 

Hands-On Learning

Hands-on learning, also known as experiential learning, involves acquiring knowledge and skills through direct engagement with real-world tasks, projects, or activities. This form of informal learning emphasizes the practical application of learned concepts. The skills developed as a result are often abstract and difficult to quantify. Learning new skills via projects and activities or by trial and error is often experiential. These skills are best retained by active and continued participation. 

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How to Leverage Informal and Formal Education Together

Formal and informal education doesn’t have to be mutually exclusive. In fact, by recognizing the complementary aspects between the two, both forms of learning can be incorporated together to connect theoretical understanding with practical application. It all starts with recognizing areas where formal education might lack real-world application and where informal learning might benefit from structured knowledge. Another important factor is recognizing individual learners’ needs and providing them with the flexibility to personalize the type of learning they best respond to. Having done that, subject matter experts can then figure out ways to create a hybrid learning style that has the best of both, formal and informal education. For example, adding a project-based learning module in the classroom provides a break from structured learning and lets students learn from experience. Similarly, on-the-job learning is done best when trainees are assigned mentors who can provide practical insights on top of a formal training module.

We’ve all experienced both formal and informal education in some form or another. Based on our experiences, we can all agree that each approach is effective based on the circumstances in which it is delivered. All organizations, whether higher education institutions or corporate workplaces , can benefit from a careful blend of either approach. The success lies in recognizing which objectives are best delivered formally vs informally. If you need help creating and delivering the perfect online learning experience, Edly’s instructional design services can help you deliver the best learning solution tailored to your audience. Get in touch with us today to know more about our services or try our platform for free !

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Formal Education vs. Informal Education

What's the difference.

Formal education refers to the structured and systematic learning that takes place in educational institutions such as schools, colleges, and universities. It follows a specific curriculum and is typically led by trained teachers or instructors. On the other hand, informal education is the learning that occurs outside of these formal settings, often through daily life experiences, interactions with others, and self-directed exploration. While formal education provides a standardized and recognized qualification, informal education offers a more flexible and personalized approach to learning. Both forms of education have their own merits, with formal education providing a comprehensive and structured knowledge base, while informal education allows for practical skills development and lifelong learning. Ultimately, a combination of both formal and informal education can lead to a well-rounded and holistic learning experience.

Further Detail

Introduction.

Education plays a crucial role in shaping individuals and societies, providing them with knowledge, skills, and opportunities for personal and professional growth. While formal education, typically obtained through structured institutions like schools and universities, has long been the traditional path, informal education has gained recognition as an alternative means of acquiring knowledge and skills. In this article, we will explore and compare the attributes of formal education and informal education, shedding light on their unique characteristics and benefits.

Formal Education

Formal education refers to the structured learning process provided by educational institutions, following a predefined curriculum and assessment system. It encompasses primary, secondary, and tertiary levels of education, leading to recognized qualifications such as diplomas, degrees, and certifications. Here are some key attributes of formal education:

• Structured Curriculum: Formal education follows a well-defined curriculum designed to cover a wide range of subjects and topics, ensuring a comprehensive understanding of various disciplines.
• Qualified Instructors: Formal education is delivered by trained and qualified teachers who possess expertise in their respective fields, ensuring the dissemination of accurate and up-to-date information.
• Evaluation and Assessment: Formal education employs standardized evaluation methods, including exams, assignments, and projects, to assess students' understanding and progress.
• Recognized Credentials: Successful completion of formal education programs leads to recognized credentials, such as diplomas and degrees, which are widely accepted by employers and institutions.
• Structured Learning Environment: Formal education provides a structured learning environment, including classrooms, libraries, laboratories, and other facilities, fostering a conducive atmosphere for learning.

Informal Education

Informal education, in contrast to formal education, refers to the learning that occurs outside of structured institutions and traditional classrooms. It is often self-directed and driven by personal interests and experiences. Here are some key attributes of informal education:

• Flexibility and Personalization: Informal education allows individuals to tailor their learning experiences according to their specific interests, needs, and pace, providing a high degree of flexibility.
• Real-World Relevance: Informal education often focuses on practical skills and knowledge that are directly applicable to real-life situations, enabling individuals to acquire relevant expertise.
• Experiential Learning: Informal education emphasizes hands-on experiences, experimentation, and exploration, enabling individuals to learn through trial and error.
• Informal Networks and Communities: Informal education often takes place within communities, social networks, and online platforms, fostering collaboration, knowledge sharing, and peer-to-peer learning.
• Lifelong Learning: Informal education promotes the idea of lifelong learning, encouraging individuals to continuously seek knowledge and skills throughout their lives.

Comparing Formal and Informal Education

While formal and informal education differ in their structure and delivery methods, both approaches offer unique benefits and contribute to an individual's overall learning journey. Let's explore some key points of comparison:

1. Learning Environment

Formal education provides a structured learning environment with dedicated classrooms, libraries, and laboratories, offering a focused space for learning. In contrast, informal education can take place anywhere, including homes, workplaces, or even outdoors, providing individuals with the freedom to learn in their preferred environment.

2. Curriculum and Flexibility

Formal education follows a predefined curriculum, covering a wide range of subjects and topics. While this ensures a comprehensive education, it may limit flexibility and personalization. Informal education, on the other hand, allows individuals to choose their areas of interest and explore them in-depth, providing a high degree of flexibility and customization.

3. Assessment and Credentials

Formal education employs standardized assessment methods, including exams and assignments, to evaluate students' understanding and progress. Successful completion leads to recognized credentials, which are widely accepted by employers and institutions. In contrast, informal education often lacks formal assessment and recognized credentials, relying on individuals' demonstrated skills and knowledge.

4. Expert Guidance

Formal education benefits from qualified instructors who possess expertise in their respective fields. They provide structured guidance, answer questions, and facilitate discussions. Informal education, while lacking formal instructors, often relies on mentors, online communities, and networks to provide guidance and support.

5. Time and Cost

Formal education typically requires a significant investment of time and financial resources. It follows a predetermined schedule and may take several years to complete. Informal education, on the other hand, offers more flexibility in terms of time commitment and can often be pursued at a lower cost or even for free, depending on the resources available.

6. Social Interaction and Networking

Formal education provides ample opportunities for social interaction and networking with peers, fostering collaboration and the exchange of ideas. Informal education, while often lacking structured social settings, encourages individuals to connect with like-minded individuals, forming networks and communities based on shared interests.

Both formal education and informal education play significant roles in an individual's learning journey. Formal education offers a structured and recognized path, providing comprehensive knowledge and recognized credentials. Informal education, on the other hand, offers flexibility, personalization, and real-world relevance, allowing individuals to pursue their specific interests and acquire practical skills. Ultimately, the choice between formal and informal education depends on an individual's goals, preferences, and circumstances. Embracing a combination of both approaches can lead to a well-rounded and lifelong learning experience.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

Understanding the Spectrum: Formal, Non-Formal, and Informal Education

Table of Contents

Have you ever considered how the education you receive outside the classroom could be just as valuable as the one inside? Education is not a one-size-fits-all journey – it is a multifaceted spectrum consisting of formal, non-formal, and informal learning. Each of these types plays a crucial role in shaping our understanding of the world and our place within it. But what exactly are the differences between them, and how do they complement each other to provide a comprehensive learning experience? Let’s dive in and explore the unique characteristics and impacts of formal, non-formal, and in formal education systems.

What is formal education?

Formal education is the structured, chronological progression of schooling that we are most familiar with. This system is methodical, involving a curriculum , certified teachers , and standardized testing . Let’s explore its key features:

• Institution-based: Typically takes place in schools, colleges, and universities.
• Structured curriculum: Follows a set syllabus that is designed to cover specific subjects over a defined period.
• Credentialing: Completion often leads to diplomas , degrees , or certificates .
• Ages and stages: Organized according to levels like primary, secondary, and tertiary.

The impacts of formal education

Formal education provides foundational knowledge, critical thinking skills, and often a pathway to professional careers. It can be a predictor of socioeconomic status and is a staple in societal structures. However, it is also criticized for its rigidity and potential to stifle creativity and practical skill development.

Non-formal education: Bridging the gap

In contrast, non\-formal education is more flexible and adaptable. It is organized and systematic but does not necessarily fit within the traditional academic calendar or curricular structure. Here’s how it stands out:

• Organized learning: Structured but with a less rigid curriculum than formal education.
• Various settings: Can occur in community settings, workshops, or online courses.
• Targeted learning: Focuses on specific skills or knowledge areas, such as vocational training .
• Voluntary participation: Learners choose to engage based on interest or need, rather than compulsion.

The value of non-formal education

Non-formal education is instrumental in providing life skills , vocational training, and adult education . It can be more responsive to community needs and individual learning styles . While it may not always lead to formal qualifications, it is highly valuable for personal development and practical expertise .

Informal education: Learning through life

Informal education is the most fluid and natural form of learning. It occurs through daily interactions, experiences, and personal reflections. It’s not structured or planned in a conventional sense and includes:

• Everyday experiences: Learning from family, friends, media, and the environment.
• Incidental learning: Unintentional learning that happens as a by-product of activities.
• Self-directed: Individuals take the initiative to acquire knowledge or skills.
• Continuous process: Occurs throughout life, without specific beginning or end points.

The role of informal education

Informal education is essential for socialization , cultural transmission , and lifelong learning . It enhances formal and non-formal education by providing context and real-world application. Although often undervalued because it is not certified, its impact on personal growth and adaptability is immense.

Complementary nature of the education spectrum

Understanding that formal, non-formal, and informal education systems are not mutually exclusive but rather complementary is crucial. They each serve different purposes and accommodate different learning styles and life stages. Here’s how they work together:

• Comprehensive learning: Combining different types of education leads to a more holistic learning experience.
• Flexibility: Learners can move between systems based on their needs and circumstances.
• Accessibility: Multiple forms of education increase opportunities for lifelong learning for all individuals.
• Adaptability: The interplay between the three types allows for a more responsive and relevant educational experience.

Creating a synergistic learning environment

By recognizing the strengths of each educational type, educators, policymakers, and learners can create a more inclusive and effective educational ecosystem . This synergy enables individuals to develop not only academically but also personally and professionally.

The landscape of education is vast and varied, with formal, non-formal, and informal education all playing pivotal roles. Understanding these distinctions and their interconnections provides a more nuanced view of how we learn and grow throughout our lives. The true value lies in the synergy between these systems, offering a tapestry of learning experiences that can enrich our lives in countless ways.

How do you see these forms of education playing a role in your own life? Can you identify moments of informal or non-formal learning that have significantly impacted you? Share your thoughts and experiences in the comments below.

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Operational Dimensions of Education

1 Organised Operations of Education-I

• Pre-School/Pre-primary/Nursery Education
• Primary Education
• Secondary Education

2 Organised Operations of Education-II

• Professional Education
• Open and Distance Learning System (ODLS)

3 Innovative Alternate Models of Education

• Non Formal Education (NFE) Revised as Education Guarantee Scheme and Alternative Innovative Education (EGS and AIE)
• District Primary Education Programme (DPEP)
• Lok Jumbish
• National Child Labour Projects (NCLPs)
• M.Venkatarangaiya Foundation

4 Education for All in India – Joint Responsibility of State and Community

• Sarva Shiksha Abhiyan: A Comprehensive Strategy for UEE
• Literacy and Life Skills Programmes for Adults

5 Informal Education

• Informal Education: The Concept
• Differences Between Formal, Non-Formal, And Informal Education
• Compartmentalisation Between Formal, Non-Formal, And Informal Education
• Need For Informal Education
• Beneficiaries Of Informal Education
• Agencies Of Informal Education

6 Policy Planning and Implementation

• What is an Educational Policy?
• National Policy on Education
• National Policy on Education – 1986 and its Implementation
• Early Childhood Care and Education
• Elementary Education
• Higher Education: University System
• Technical Education

7 Institutional Arrangements of Educational Operations

• Local Level Bodies for Educational Operations
• State Level Bodies for Educational Operations
• Educational Bodies helping the MHRD

8 Resource Management for Education at Macro-Level

• Resources and Their Management
• Resource Management at the Macro-Level
• Human Resource Development (HRD)
• Physical Resource Management
• Management of Financial Resources

9 Programme and Institutional Evaluation

• Meaning and Definition of Programme Evaluation
• Purpose of Programme Evaluation
• Components of Programme Evaluation
• Institutional Effectiveness: Dimensions and Criteria
• Context Input Process and Product Evaluation (CIPP) Model

10 Organization of Learning Experiences in Face-to-Face Mode

• Demonstration
• Team Teaching
• Questioning
• Programmed Instruction
• Project Work
• Computer Assisted Instruction (CAI)
• Brainstorming

11 Organizing Learning Experiences at Micro-Level Through ODLS

• Self-Learning
• Characteristics of Self-Learning Materials
• Design of Self-learning Materials
• Academic Counselling
• Assignments
• Emerging Technologies

12 Curriculum Transaction in Classroom Situations

• Verbal Exposition or Teacher Talk
• Classroom Discussion
• Questioning and Answering
• Learner Participation

13 Curriculum Transaction in ODLS

• Correspondence Education (CE) Model
• Multi-Media Model
• Teleconferencing Model
• Flexible Learning Model
• Virtual Campus Model

14 Decision-Making at Micro-Level

• Concept of Decision-Making and its Related Aspects
• Stakeholders and their Involvement in Decision-Making
• A Rational Model for Decision-Making
• Areas of Decision-Making in Educational Institutions
• Intuitive Decision-Making
• The Role of Ethics in Decision-Making

15 Instructional Support Practices at Micro-Level

• In-Service Education of Teachers
• Cluster School System
• Institutional Collaboration
• Community Support
• Guest Lectures

16 Effectiveness of Educational Organisations

• What is Effectiveness?
• Theoretical Views on Organisational Effectiveness
• Factors Affecting Educational Effectiveness
• A Comprehensive Model of Educational Effectiveness
• Role of the Head of the Organisation in Organisational Effectiveness
• Role of the Teacher in Organisational Effectiveness

17 Continuous and Comprehensive Evaluation Programme

• What is Continuous and Comprehensive Evaluation?
• Characteristics of Continuous and Comprehensive Evaluation
• Formative and Summative Evaluation
• Evaluation of Scholastic and Non-scholastic Learning Outcomes
• Continuous and Comprehensive Evaluation and Examination Reforms

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the encyclopaedia of pedagogy and informal education

informal, non-formal and formal education – a brief overview of some different approaches

Many of the debates around informal and formal education have been muddied by participants having very different understandings of basic notions. here we explore three different approaches commonly found in the literature..

contents: introduction · looking to institutions: informal, non-formal and formal education · turning to process: conversation and setting · a question of style: informality and formality · further reading and references · links

If we examine the literature around informal education that has appeared in the last thirty years or so, three main traditions or approaches emerge. Each of these has something to say about the nature of formal education – and bring out different aspects of the phenomenon.

Looking to institutions: informal, non-formal and formal education

The most common way of contrasting informal and formal education derives from an administrative or institutional concern and includes a middle form – non-formal education. Back in the late 1960s there was an emerging analysis of what was seen as a ‘world educational crisis’ (Coombs 1968). There was concern about unsuitable curricula; a realization that educational growth and economic growth were not necessarily in step, and that jobs did not emerge directly as a result of educational inputs. Many countries were finding it difficult (politically or economically) to pay for the expansion of formal education.

The conclusion was that formal educational systems had adapted too slowly to the socio-economic changes around them and that they were held back not only by their own conservatism, but also by the inertia of societies themselves… It was from this point of departure that planners and economists in the World Bank began to make a distinction between informal, non-formal and formal education. (Fordham 1993: 2)

At around the same time there were moves in UNESCO toward lifelong education and notions of ‘the learning society’ which culminated in Learning to Be (‘The Faure Report’, UNESCO 1972). Lifelong learning was to be the ‘master concept’ that should shape educational systems (UNESCO 1972:182). What emerged was the influential tripartite categorization of learning systems. It’s best known statement comes from the work of Coombs with Prosser and Ahmed (1973):

Formal education : the hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training. Informal education : the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment – from family and neighbours, from work and play, from the market place, the library and the mass media. Non-formal education : any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives.

The distinction made is largely administrative. Formal education is linked with schools and training institutions; non-formal with community groups and other organizations; and informal covers what is left, e.g. interactions with friends, family and work colleagues. (See, for example, Coombs and Ahmed 1974).

These definitions do not imply hard and fast categories – as Fordham (1993) comments. When we look more closely at the division there can be considerable overlap. For example, there can be significant problems around the categorizing the education activity linked to involvement in groups and associations (la vie associative) sometimes it might be informal, at other times non-formal, and where the group is part of a school – formal. We can see similar issues in some of the discussions of informal science education in the USA.

[I]nformal education consists of learning activities that are voluntary and self-directed, life-long, and motivated mainly by intrinsic interests, curiosity, exploration, manipulation, fantasy, task completion, and social interaction.  Informal learning occurs in an out-of-school setting and can be linear or non-linear and often is self-paced and visual- or object-oriented.  It provides an experiential base and motivation for further activity and learning.  The outcomes of informal learning experiences in science, mathematics, and technology include a sense of fun and wonder in addition to a better understanding of concepts, topics, processes of thinking in scientific and technical disciplines, and an increased knowledge about career opportunities in these fields. (National Science Foundation 1997)

The NSF definition falls in line with what Coombs describes as informal education – but many museums and science centers also describe their activities as informal science education (and would presumably come fall under the category of non-formal education). Similarly, some schools running science clubs etc. describe that activity as informal science education (and may well fulfill the first requirements of the NSF definition).

Just how helpful a focus on administrative setting or institutional sponsorship is a matter of some debate. It may have some use when thinking about funding and management questions – but it can tell us only a limited amount about the nature of the education and learning involved. The National Science Federation While a great deal of the educational activity of schools, for example, involve following prescribed programmes, lead to accredited outcomes and require the presence of a designated teacher, a lot of educational activity that goes on does not (hence Jackson’s [1968] famous concern with the ‘hidden curriculum’). Once we recognize that a considerable amount of education happens beyond the school wall or outside the normal confines of lessons and sessions it may be that a simple division between formal and informal education will suffice.

Recognizing elements of these problems, some agencies have looked for alternative definitions. One possibility here has been the extent to which the outcomes of the educational activity are institutionally accredited. Such activity involved enrollment or registration – and this can also be used as a way of defining formal education. Non-formal education is, thus, ‘education for which none of the learners is enrolled or registered’ (OECD 1977: 11, quoted by Tight 1996: 69). Using non-accreditation as a basis for defining an area of education has a strong theoretical pedigree. Eduard Lindeman famously declared that:

…education conceived as a process coterminous with life revolves about non-vocational ideals. In this wor1d of specialists every one will of necessity learn to do his work, and if education of any variety can assist in this and in the further end of helping the worker to see the meaning of his labor, it will be education of a high order. But adult education more accurately defined begins where vocational education leaves off. Its purpose is to put meaning into the whole of life. (1926: 5)

Institutional accreditation became the basis for allocating funding within the English adult education sector during the 1990s – but in an almost exact reversal of what Lindeman intended. Programmes leading to accredited qualifications were funded at a much higher rate than those leading to none. Significantly, such a basis said little about the nature of the educational processes or the social goods involved – with two crucial exceptions. Accredited programmes were more likely to be outcome focused (with all the implications this has for exploration and dialogue), and more individualistic. Indeed, it can be argued that one of the things this funding regime did was to strengthen an individual bias in education and undermine the building of social capital. Many groups and classes that had previously looked to a mix of learning and social interaction, had to register students for exams. This then had an impact on the orientation of teachers and students.

Turning to process: conversation and setting

Tony Jeffs and I have been critical of administrative approaches to defining informal (and formal) education. Instead we have looked to process as a significant way into setting the boundaries of informal education. Viewed in this way, formal education can be seen as essentially curricula-driven. In other words, it entails a plan of action and defined content. It also involves creating a particular social and physical setting – the most familiar example being the classroom.

In contrast, informal education can be viewed as being driven by conversation and, hence, unpredictable. Informal educators do not know where conversation might lead. They have to catch the moment, to try to say or do something to deepen people’s thinking or to put others in touch with their feelings. Such ‘going with the flow’ opens up all sorts of possibilities.

On one hand educators may not be prepared for what comes, on the other they can get into rewarding areas. There is the chance, for example, to connect with the questions, issues and feelings that are important to people, rather than what they think might be significant. This is also likely to take educators into the world of people’s feelings, experiences and relationships. While all educators should attend to experience and encourage people to reflect, informal educators are thrown into this. (Jeffs and Smith 1999a: 210)

For the most part, they do not have lesson plans to follow; they respond to situations, to experiences. There is not a prescribed learning framework, nor are there organized learning events or packages. Outcomes are not specified externally (Eraut 2000: 12) or accredited. What is more, those working in informal education, for the most part, have far less control over the environment in which they are operating: ‘Informal educators cannot design environments, nor direct proceedings in quite the same way as formal educators’  (Jeffs and Smith 1999).

Informal education, thus:

• Works through, and is driven by, conversation.
• Involves exploring and enlarging experience.
• Can take place in any setting.

Its purpose, at root, is no different to any other form of education. I would argue that it is concerned with helping people to develop the understandings and disposition to live well and to flourish together. John Dewey (1916) once described this as educating so that people may share in a common life. Informal educators have a special contribution to make here.

First, a focus on conversation is central to building communities. The sorts of values and behaviours needed for conversation to take place are exactly what are required if neighbourliness and democracy are to flourish. What is more, the sorts of groups informal educators (such as youth and social action workers) work with – voluntary, community-based, and often concerned with mutual aid – are the bedrock of democratic societies (Jeffs and Smith 1999: 34-46).

This way of approaching informal education views it as part of a continuum.

Whether we are identified as a formal or informal educator we will use a mix of the formal and informal. What sets the two apart is the relative emphasis placed on curricula and conversation, and the range of settings in which they may work.

A question of style: informality and formality

Within the primary education field the notion of informal education has been used to describe the more fluid, ‘open’ and apparently progressive forms of schooling that developed in the 1960s (e.g. McKenzie and Kernig 1975). As Blyth (1988: 11) has commented, informal pedagogy has ‘figured spasmodically in English education from quite early in the industrial age and even before. Robert Owen and, later, Samuel Widlerspin are examples here.  However, there was a particular moment when ‘informal education’ came to the fore:

Certain words have acquired a peculiar potency in primary education, and few more so than ‘informal’. Never properly defined, yet ever suggestive of ideas and practices which were indisputably right, ‘informal’ was the flagship of the semantic armada of 1960s Primaryspeak . . . spontaneity, flexibility, naturalness, growth, needs, interests, freedom . . . self—expression, discovery and many more. (Alexander 1988: 148)

Many of the thinkers (e.g. Rousseau, Pestalozzi, Froebel, Dewey and Bruner) that we would see as informing the development of informal education as a conversational form are also important influences in this movement (see Blyth 1988: 7-24). However, since the 1960s the terms of educational debate have shifted dramatically. By the mid 1990s, the British government ‘espoused the simple nostrum that the key to enhanced standards and economic competitiveness was an unrelenting concentration on basic skills in literacy and numeracy, to be addressed mainly through “interactive whole-class teaching”‘ (Alexander 2000: 2). It is now far less common to hear informal approaches to primary education being advanced as a blanket alternative to formal ones.

When we look at usage within discussions of primary schooling, the most consistent form by the late 1980s was the noun informality’, rather than the adjective ‘informal’ (see Jeffs and Smith 1990: 5-6). Thus, instead of informal education, we it was possible to examine informality in pedagogy, in curriculum, in organization, in evaluation and in personal style (Blyth 1988). What was being examined here was a tendency. To talk of informality in education was to indicate significant elements of flexibility and openness.

Further reading and references

Bentley, T. (1998) Learning beyond the Classroom: Education for a changing world , London: Routledge. 208 pages. Argues the case for a focus on learning beyond the formal sector and the need to connect what happens in schools to wider opportunities for learning. The book is rather light on theorization, coming, as it does, from a policy perspective (Demos).

Blyth, A. (ed.) (1988) Informal Primary Education Today , Lewes: Falmer Press. 219 + viii pages. Very useful review of informality in primary education from the Plowden Report to the situation in the late 1980s. The contributors are a bit of a ‘Who’s Who’ in the area: Gammage on primary school practice; Blenkin on education and development; Galton on the nature of learning; King on informality and ideology; Kelly on middle years schooling; Nias on teachers’ accounts; and Alexander on teacher development.

Coffield, F. (2000) The Necessity of Informal Learning , Bristol: The Policy Press. 80 + iv pages. Useful collection of material arising out of ESRC Learning Society Programme. Includes Coffield on the significance of informal learning; an excellent piece by Michael Eraut on non-formal learning – implicit learning and tacit knowledge in professional work; Field and Spence on informal learning and social capital; Barron et al on implicit knowledge, phenomenology and learning difficulties; Davies on the impact of accreditation; and Fevre etal on necessary and unnecessary learning.

Coombs, P. H. with Prosser, C. and Ahmed, M. (1973) New Paths to Learning for Rural Children and Youth , New York: International Council for Educational Development. One of several reports involving Coombs that popularized the institutional split between informal, formal and non-formal education. See, also, P. Coombs and M. Ahmed (1974) Attacking Rural Poverty. How non-formal education can help , Baltimore: John Hopkins Press.

Illich, I. (1973) Deschooling Society , Harmondsworth: Penguin. Very influential statement concerning the divisive and dampening effect of schooling. Argues for the disestablishment of schooling and the creation of learning webs. See also his (1975) Tools for Conviviality , London: Fontana, for a wider political and economic statement.

Jeffs, T. and Smith, M. K. (1999) Informal Education: conversation, democracy and learning , Ticknall: Education Now. Introductory discussion of informal education that places the fostering of democracy at the core of informal education. Explores the nature of conversation and reflection, organizing the work, contrasts with formal education and the moral authority of the educator.

Jeffs, T. and Smith, M. (eds.) (1990) Using Informal Education , Milton Keynes: Open University Press. Has a number of case studies concerning both organisationally and community based initiatives; plus an analytical overview of the concept and practice of informal education. Criticizes approaches that focus on informal education as an institutional form. Instead focuses on setting and process. Text in archives

McKenzie, M. and Kernig, W. (1975) The Challenge of Informal Education. Extending young children’s learning in the open classroom , London: Darton, Longman and Todd. Review of informal primary education – post-Plowden, Chapters on learning in the informal school; setting the scene for informal learning; evaluating learning etc.

Richardson, L. D. and Wolfe, M. (eds.) (2001) The Principles and Practice of Informal Education , London: RoutledgeFalmer. 290 + xiv pages. This introductory text is divided into four sections: exploring education; working with; elements of practice; developing professional practice. It includes chapters on the nature of education, working with, the history of informal education, programme planning, activities, doing projects with formal groups, managing and evaluation.

Alexander, R. (1988) ‘Garden or jungle? Teacher development and informal primary education’ in A. Blyth (ed.) Informal Primary Education Today , Lewes: Falmer Press.

Alexander, R. (2000) Culture and Pedagogy. International comparisons in primary education , Oxford: Blackwell.

Coombs, P. (1968) The World Educational Crisis , New York, Oxford University Press.

Coombs, P. (1985) The World Crisis in Education, New York: Oxford University Press.

Coombs, P. with Ahmed, M. (1974) Attacking Rural Poverty, Baltimore: The John Hopkins University Press.

Eraut, M. (2000) ‘Non-formal learning, implicit learning and tacit knowledge in professional work’ in F. Coffield The Necessity of Informal Learning , Bristol: The Policy Press.

Fordham, P. E. (1993) ‘Informal, non-formal and formal education programmes’ in YMCA George Williams College ICE301 Lifelong Learning Unit 2 , London: YMCA George Williams College.

Henze, R. C. (1992) Informal Teaching and Learning. A study of everyday cognition in a Greek community , Hillsdale, N. J.: Lawrence Erlbaum.

Jackson, P. (1968) Life in Classrooms , New York: Holt, Rinehart and Winston.

Jeffs, T. and Smith, M. K. (1999a) ‘Informal education and health promotion’, in E. R. Perkins, I. Simnett and L. Wright (eds.) Evidence-Based Health Promotion , London: John Wiley.

Leadbeater, C. (2000) Living on Thin Air , London: Penguin.

Lindeman, E. C. (1926) The Meaning of Adult Education , New York: New Republic.

McGiveney, V. (1999) Informal Learning in the Community. A trigger for change and development, Leicester: NIACE.

McKenzie, M. and Kerig, W. (1975) The Challenge of Informal Education. Extending young children’s learning in the open classroom , London: Darton, Longman and Todd.

National Science Foundation (1997) Informal Science Education: Supplements to Active Research Awards ,  http://www.nsf.gov/pubs/1997/nsf9770/isesupl.htm

Rubenson, K.(1982) Interaction Between Formal and Non-Formal Education Paris, Paper for Conference of the International Council for Adult Education.

Tight, M. (1996) Key Concepts in Adult Education and Training , London: Routledge.

UNESCO (1972) Learning to Be (prepared by Faure, E. et al), Paris: UNESCO.

Acknowledgement: The picture is ‘Assessment – scenes from a Mormon social gathering’ by makelessnoise. Sourced from Flickr and reproduced under a Creative Commons  Attribution 2.0 Generic (CC BY 2.0) licence. https://www.flickr.com/photos/makelessnoise/458358782/

To cite this article : Smith, M. K. (2002). ‘Informal, non-formal and formal education: a brief overview of different approaches’, The encyclopedia of pedagogy and informal education . [ https://infed.org/mobi/informal-non-formal-and-formal-education-a-brief-overview-of-some-different-approaches /. Retrieved: insert date ]

© Mark K. Smith 2002.

Differences Between Informal & Formal Education

Definition of Primary Education

Each student has different strengths in the classroom. When combined together, both formal and informal education create a multi-layered web of learning for a child. There are significant differences between formal and informal education. However they both assist in how a child digests and uses all the information both in and out of the formal school setting.

Main Difference Between Formal and Informal Education

The main difference between formal and informal education is that a formal education is what most people think of when they think of school. No matter if the children attend a private or public or religious institution, if they are being taught alongside a group of their peers about the basics of education, reading, writing and arithmetic, then they are in a formal education setting. The classroom-based formal education model has trained teachers that teach a curriculum with the same group of students every day.

When children leave the classroom, they are basically entering informal education. The world around them helps to shape their perspective on important issues as well as how to behave outside of a rigid system such as the classroom. After-school programs are an example of informal education.

Difference in Activities

The activities planned by the teacher for the students in formal education can last weeks or months, depending on the age of the students and the requirement of the lesson. With informal education, such as in after-school programs or children’s clubs, activities are often short and completed within a few minutes or by the end of the program day.

Children aren’t always in the same groups of peers in informal education settings mainly because attendance isn’t always strictly required. The informal education providers may not be trained and are flexible in their content compared to teachers who need to stick to a preset curriculum with formal education. The less rigid environment in after-school programs and other informal education outreach programs can help a child struggling in school to soar.

Difference in Education Providers

The formal education definition, simply put, is that trained teachers provide specific curriculum based on age to a group of children in the same classroom daily. Teachers in formal education are trained for that age group and are required to offer lessons that will assist the child in passing the grade and moving forward with peers.

The rigors of a curriculum that the teacher is required to teach can cut back on nontraditional content that can spark imagination in a child who does not respond well to the structure of a classroom. Teachers are also trained in effective teaching strategies, so they can offer children who are struggling different ways to excel based on their specific needs. Education providers in informal education settings can be more involved with individual students and assist in their education pursuits.

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• UNESCO: Non-Formal Education
• Today: Formal vs. Informal Education

Kimberley McGee is an award-winning journalist with 20+ years of experience writing about education, jobs, business and more for The New York Times, Las Vegas Review-Journal, Today’s Parent and other publications. She graduated with a B.A. in Journalism from UNLV. Her full bio and clips can be seen at www.vegaswriter.com.