Nonformal and Informal Environmental Education

The base of the iceberg: Informal learning and its impact on formal and non-formal learning is a thick and deep theoretical discussion on education by Alan Rogers, a well-known author in the field. This book discusses the relationship between informal learning on the one hand and formal and non-formal learning on the other. Including the introduction (Chapter 1) and the conclusion (Chapter 6) it has six chapters. Designed to be a guide, each one of the four main chapters ends with suggestions for further reading and control exercises. The core of the analysis, supported by an extensive literature review, moves from the definition of concepts and their limits (Chapter 2) to a discussion of the nature and processes of informal learning (Chapter 3) and then to a literature review on the different dimensions of informal learning (Chapter 4). Chapter 5 is devoted to the multifaceted links between informal, non-formal and formal learning. The introductory chapter begins with a discussion aiming to draw a line between education (teacher-centred) and learning (learner-centred) in the context of lifelong learning. The shift from education towards learning resulted in ‘‘the redefinition of teaching as the facilitation of learning and of education as the provision of learning opportunities or learning experiences’’ (Biesta 2009, cited by Rogers, p. 11). This debate between schools of thought brought forth several definitions of learning to the point that Rogers observes a confusion against which he warns the reader: ‘‘This change from ‘education’ to ‘learning’ in our current Discourses may help to make clearer the fact that there is no consensus to be found as yet as to the meaning of the word’’ (p. 13), making the reader wonder how the author defines learning. In Chapter 2, Rogers presents three generally agreed-on definitions of learning emanating from UNESCO – formal learning, non-formal learning and informal learning – before pointing out the key criteria which distinguish them. These are the

The issue of assessment and recognition of non-formal and informal learning at the university has recently become an object of heated debates in academic communities in Lithuania. This paper analyses the concept of assessment at tertiary level, discusses the challenges that the assessment and recognition of non-formal and informal learning pose to universities, and proposes the format of portfolio for the assessment of non-formal and informal learning for academic credit. It presents the results of research into the usefulness of portfolio method in the process of adults’ preparation for the assessment and recognition of their non-formal learning at the university. Article in Lithuanian

Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work,e.g.in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science learning with the societal and environmental perspectives of science. Chemistry learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry formal curriculum but can easily form contexts for non-formal learning. Because of its flexible character, non-formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-formal and sustainability education in chemistry.

An important goal of higher education is to shape the behavior of future citizens by influencing conscious students.The work is aimed at presenting the methodology for assessing "competencies in the field of sustainable development" acquired during university studies in non-formal and informal learning contexts. Given the absence of a framework, but following the criteria established by the "Council Recommendation of 20thDecember 2012 on the validation of non-formal and informal learning" (2012/C 398/01), a model called "Higher Education for Sustainability Competencies" (HE4SC) has been developed. Starting from the 17 Sustainable Development Goals by United Nations, the model allows evaluating the theoretical and practical knowledge achieved by students through their university educational path and environment. The main idea of the proposed model is to translate the Sustainable Development Goals into "sustainability competences" of individuals, developed in non-formal and informal learning contexts. In defining the model, it is important to single out a "sponsor" of sustainability, that will guarantee the activities that can support the acquisition of competencies by students; identify the Sustainable Development Goals more appropriate for the specific analysis; make classification of "competencies in the field of sustainable development" for the chosen goals; determine the level that is considered acceptable for each "competence in sustainable development" in accordance with the scheme of the European Qualifications Framework. While underestimating the contribution of the university environment and ways to improve the transfer of knowledge, skills and competencies, a balance between "sustainability competencies" can be achieved through the HE4SC model.

This article explores how non-formal and informal learning evolved in the light of the global processes of digitization and technology modernization. A crosscountry analysis of participation in non-formal and informal learning activities is carried out, dwelling on the key models of recognition of such learning (based on the findings from Europe, Asia, the United States, and Australia). It is shown that social and legal aspects relative to the recognition of non-formal and informal learning differ dramatically across countries, affecting their economies, socioeconomic development, and pace of technological innovation. Recognition of non-formal and informal learning occurs at three levels. Internationally, competence standards and recognition mechanisms are designed. On a national scale, every country elaborates public documents regulating its specific mechanisms of validating and recognizing non-formal and informal learning. National differences in competence recognition practices manifest themselves where a number of countries offer accreditation of competences, and some recognize the skills acquired in volunteering, leisure and sociocultural activities. Finally, the local level reflects the interests of labor market stakeholders, such as corporations, employees and employers. The article also emphasizes the role of corporate universities in advocating the policy of competence recognition in non-formal and informal learning.

In this paper, we focus on non-formal and informal learning, and formulate criteria for the (self-)evaluation of the competences acquired by learners during this type of learning. Starting with a hypothesis concerning the means used by learners to learn or improve knowledge already acquired, we compare the answers given to a question submitted to two groups of students, namely, learners of French as a foreign language in Poland, and French-speaking future teachers of FFL. We present the results of this survey in order to define a set of non-formal and informal activities, listed by the participants, in order to propose a grid, i.e. a (self-)evaluation device aimed at assessing the (self-)consciousness of the impact of non-formal and informal learning.

Today, rapid change is a constant challenge in the workplace, and thousands of individuals need to be involved in continuous learning. Traditional training approaches, however, do not emphasise informal and incidental learning. Furthermore, since informal learning us seldom designed, learning outside of a structured experience may lead to mistaken or dysfunctional learning. Strategies for improving informal learning are urgently needed. This book, first published in 1990, responds to this need by taking a challenging look at many assumptions about workplace learning outside of the classroom and by proposing methods to improve it. They develop a theory of informal and incidental workplace learning based on current developments in training and human resource development which they illustrate with readable and illuminating case studies which tell vivid stories of adult education and human resource development practice. Informal and Incidental Learning in the Workplace is essential reading for researchers and practitioners of human resource development, and also for students of education and adult learning.

This study used the PIAAC dataset to compare the effects of informal literacy learning on adults’ literacy proficiency to those of formal and non-formal learning. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis. The results indicate that informal literacy learning had the most significant effect on Nordic adults’ literacy proficiency. Non-formal adult education had a clearly smaller effect, and formal adult education seemed to have a negative effect when background factors were controlled for. Informal learning, particularly reading outside work, had a significant effect independent of adults’ backgrounds, indicating that it offers also less-educated and unemployed adults the opportunity to develop literacy proficiency.

With the increasing importance of lifelong learning, the concepts of learning and education have evolved and expanded alongside the advancements in technology, technical tools, and systems. As learning spaces and forms have become more diverse, their dimensions also required redefinition and rethinking. Non-formal learning has gained increasing prominence in educational processes, particularly playing a crucial role in technical education. In the realm of technical education, non-formal learning can manifest in numerous forms. Through industrial practices, workshop activities, or projects, students can gain tangible experiences and deepen their theoretical knowledge. This type of learning helps foster creative thinking and problem-solving skills among students. The digitalization trend has also infiltrated this educational form. Technological advancements and the COVID situation further reinforce the prominence of these educational and learning approaches. Research is being conducted in a corporate environment to examine mandatory occupational safety training, involving a micro-survey of 100 participants divided into 50-person groups under non-formal and formal educational frameworks. The topic revolves around mandatory occupational safety training. Non-formal tools included the use of a safety corridor as a new educational space, web-based, AR-driven content, and tangible resources. Students can learn at their own pace, select topics of interest, or relevant to their professional goals. However, in this method, assessment techniques need restructuring to prepare and sensitize students for the new learning process to enhance the efficiency of the learning process. Formal education involved knowledge transfer through presentations and lecturing formats. The research proved that non-formal, quality, practice-oriented education should not be confined solely to formal schooling but should encompass both formal and non-formal educational and learning activities. This research provides significant assistance, tools, ideas, and methods for instructors to ensure sustainable technical education in the field of occupational safety throughout practical training.

The contribution covers discussion on informal university learning, which is a part of heutagogy. In the paper, the university learning is considered as autopoietic organization development as well as development of business organization strongly dependent on external knowledge resources. In general, university education space covers formal, informal, and non-formal learning. Nowadays, informal learning has an excellent opportunity for development, because of Web 2.0 ideas and solutions. In the paper, the architecture of informal learning environment is visualized in ArchiMate 4.0 beta version language. The main goal of the paper is to present informal learning architecture as supplement to the formal learning. The MOOCs (massive open online courses) are included in the architecture model for informal learning support.

The article presents some methodological and practical recommendations for the assessment of non-formal and informal learning achievements at university studies. The stages of the assessment and recognition of non-formal and informal learning described are very important while performing the procedure of the assessment and recognition of non-formal and informal learning which according to the functions can be classified into two types: administrative and assessment.The role of the institution which provides validation and accreditation of non-formal and informal learning is very important, that is why the centre which is responsible for this kind of validation and accreditation should take responsibility starting from the initial phase when it has to provide the precise information about any possibility to have one‘s knowledge and skills assessed and finishing with the help to implement the recommendations that the commission gives to the candidate.

Drawing on the conceptual framework of informal music learning, I explore the implications of formal, nonformal, and informal music learning practices on students’ developing musicianship and musical identity. Specifically, the present column examines three key areas in which informal music learning practices differ from traditional music learning approaches: (a) teacher-facilitated instruction, (b) functional musicianship, and (c) peer collaboration. A reflective guiding question encourages teachers to consider how informal learning principles might inform their practice. The present column asks, how can the principles of informal music learning help us begin to reimagine learning in formal and nonformal music learning spaces?

Learning today takes place in various mixed forms - through practice, and personal connections, extending beyond the boundaries of traditional educational institutions. Many students navigate in different fields of knowledge throughout their lives. The specifics of non-formal and informal education are an important aspect of future professionals’ learning since formal education cannot encompass all such experiences. Blended learning combines formal and non-formal learning, face-to-face and online communication, guided actions and independent choice of path to achieve personal and social learning goals. Considering the pertinence of developing professionally oriented communicative competence among prospective English university teachers, the purpose of the study is to theoretically substantiate the content domain of blended learning (BL), including formal, non-formal and informal aspects. It is stated that in the narrow sense, the BL of prospective English university teachers is a purposeful process of transferring and assimilating knowledge, improving linguistic, speech, socio-cultural, educational and strategic competencies, enhancing students’ cognitive activities. BL should be a flexible synthesis of distance learning, complemented by direct interaction with the teacher and other students during traditional learning, which will significantly intensify the learning process, fostering independent learning and the individual learning trajectory of each student. In a broad sense, the BL of prospective English university teachers is a system of formal and non-formal learning that integrates with informal learning that is characterized by social experience and defined as a self-organized, individually cognitive activity. The study has used a set of theoretical research methods including analysis, systematization and generalization of the results from the scientific and pedagogical experience of Ukrainian and foreign scientists. The webinar is distinguished as an interactive form of organizing non-formal learning, incorporating a mixture of formal learning through practical exercises such as debates, the flipped learning model, the project method, the discussion method, the presentation method, etc.

Informal and Non-Formal Learning in Vocational Education and Training

In recent decades, educators and policymakers in the United States have increased their focus on Science, Technology, Engineering, and Mathematics (STEM) learning opportunities both in school and in informal learning environments outside of school. Informal STEM learning can take place in varied settings and involves a variety of STEM domains (e.g., engaging in engineering practices in a construction exhibit at a museum; talking about math during book reading at home). Here we provide a selective review of the literature on informal STEM learning to illustrate how these educational experiences are crucial for efforts to increase early STEM learning even before children reach school age. Leveraging cognitive and learning science research to inform policy, we make three recommendations to advance the impact of informal STEM learning: 1) integrate cognitive and learning science–based learning practices into informal learning contexts, 2) increase accessibility and diversity of informal STEM experiences, and 3) create explicit connections and coherence between formal and informal STEM learning opportunities in early childhood education.