TVETipedia Glossary

Informal learning

Forms of learning that are intentional or deliberate but are not institutionalized. They are less organized and structured than either formal or non-formal education. Informal learning may include learning activities that occur in the family, in the work place, in the local community, and in daily life, on a self-directed, family-directed or socially-directed basis.

Source:
UIS, ISCED 2011 (International Standard Classification of Education), 2012
UIS, ISCED 2011 (International Standard Classification of Education), 2012
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As national education systems vary in terms of structure and curricular content, it can be difficult to benchmark performance across countries over time or monitor progress towards national and international goals. In order to understand and properly interpret the inputs, processes and outcomes of education systems from a global perspective, it is vital to ensure that data are comparable. This can be done by applying the International Standard Classification of Education (ISCED), the standard framework used to categorise and report cross-nationally comparable education statistics.

Informal learning is learning that occurs in daily life, in the family, in the workplace, in communities and through interests and activities of individuals. Through the recognition, validation and accreditation process, competences gained in informal learning can be made visible, and can contribute to qualifications and other recognitions. In some cases, the term experiential learning is used to refer to informal learning that focuses on learning from experience.

Source:
UIL, UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning, 2012
UIL, UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning, 2012
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The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning were developed to facilitate recognition, validation and accreditation (RVA) of all learning outcomes, particularly those of non-formal and informal learning. UNESCO Member States also committed themselves to establishing recognition frameworks to develop and improve RVA principles and mechanisms.

Acquisition of knowledge, know-how, information, values, skills and competences in the framework of daily activities – work, family or leisure – which are not explicitly designated as learning activities in terms of objectives, time or learning support.

Comment

Informal learning may be unintentional from the learner’s perspective;
the outcome of informal learning may be validated and certified;
informal learning is also referred to as experiential or incidental/random learning;
this term is close to, but not synonymous with: non-formal learning.

Source:
Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)
Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)
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This multilingual glossary (provided in a multitude of European languages) defines a selection of key terms used in European education and training policy. It is a revised and expanded version of the “Terminology of European education and training policy – A selection of 130 key terms” (2014). It considers new priorities of European Union policy, mainly concerning skills intelligence and employment. New definitions have been developed in collaboration with the experts of Cedefop’s departments VET and Skills and VET and Qualifications.

Learning that results from daily activities related to paid or unpaid work, family or community life, or leisure.

Source:
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
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This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.