History
The debate over the relative value of formal and informal learning has existed for a number of years. Traditionally formal learning that takes place in a school or university and has a greater value placed upon it than informal learning, such as learning within the workplace. This concept of formal learning being the socio-cultural accepted norm for learning was first challenged by Scribner and Cole in 1973, who claimed most things in life are better learnt through informal processes, citing language learning as an example. Moreover, anthropologists noted that complex learning still takes place within indigenous communities that had no formal educational institutions.
It’s the acquisition of this knowledge or learning which occurs in everyday life that has not been fully valued or understood. This led to the declaration the by OECD educational ministers of the "life-long learning for all" strategy in 1996. This includes 23 countries from five continents, who have sort to clarify and validate all forms of learning including formal, non-formal and informal. This has been in conjunction with the European Union which has also developed policies for life-long learning which focus strongly on the need to identify, assess and certificate non-formal and informal learning, particularly in the workplace.
Countries involved in recognition of non-formal learning (OECD 2010)
| Austria | Denmark | Italy | South Africa |
| Australia | Germany | Korea | Spain |
| Belgium | Greece | Malta | Slovenia |
| Canada | Hungary | Mexico | Switzerland |
| Chile | Iceland | Netherlands | United Kingdom |
| Czech Republic | Ireland | Norway |
Read more about this topic: Nonformal Learning
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