Informal Learning: A Neglected Species 1

Abstract

If we want to encourage wider participation in organised learning and promote a culture of lifelong learning then learning should be conceptualised in a broader, more inclusive and less linear way. Despite an ostensible policy interest in informal learning it is largely ignored and the signs are that it will not be given any priority by the English Learning and Skills Councils. This may be because the existence of a hierarchy of what is valued as learning and because informal learning is so disparate and widespread, it is difficult to track what is taking place. As a result it is difficult to assess the outcomes in ways that would be acceptable to policy-makers and funding bodies.

To bring about a culture of lifelong learning the assumption that people who do not engage in formal learning are deficient in learning and skills should be challenged. There should be recognition that many who do not engage in formal learning have gained a wealth of knowledge and experience from their informal learning. This means that we must abandon the term ‘non-learner’.