1 THE INTERRELATIONSHIPS BETWEEN INFORMAL AND FORMAL LEARNING

This paper summarises the results of research commissioned by the Learning and Skills Development Agency of England, to map the conceptual terrain around non-formal learning. The remit was to investigate relevant literature, and clarify the meanings and uses of terms like informal, non-formal and formal learning. Because of Conference length restrictions, what follows is under-referenced (we consulted in excess of 250 texts, some of which were themselves reviews of further literatures). References, together with the full analysis and the detailed evidence that supports our argument, are in Colley et al (2003). The subject of this research is topical. Current EU policies in lifelong learning are raising the profile of informal and non-formal learning. The recognition and enhancement of such learning is seen as vital in improving social inclusion, and increasing economic productivity. This presents a problem and a paradox. The problem is a complete lack of agreement in the literature about what informal, non-formal and formal learning are, or what the boundaries between them might be. The paradox is that there are strong tendencies to formalise the informal – for example through externally prescribed objectives, curriculum structures, assessments and funding. Yet, at least in the UK, there are parallel pressures to informalise formal learning – through the use of less structured approaches to student support, provided by a rapidly growing army of classroom assistants, learning advisers, learning mentors and the like, who lack full teaching qualifications. These trends seem to represent two arms of a concerted movement to integrate informal and formal learning