Australian Journal of Adult Learning - Volume 52 - Number 2 - The interrelatedness of formal, non-formal and informal learning

Oct 15, 2026

Uploaded by Jasmine

The paper examines the interrelatedness of formal, non-formal and informal learning among labour market program participants, focusing on disadvantaged groups facing skill and demographic pressures. Using data from a learning grid in a Learning Survey (n=172) from northern New South Wales and southern Queensland, it compares the importance of life experience, work experience, and formal training/study for self-reported skills. It finds informal learning and work experience are relatively more important, and argues for a holistic approach rather than a deterministic formality dichotomy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Introduction

Policy drivers for RNFIL

Key literature on formal, non-formal and informal learning

Definitions, differences and relationships

Australian Journal of Adult Learning Volume 52, Number 2, July 2012 The interrelatedness of formal, non-formal and informal learning: Evidence from labour market program participants Roslyn Cameron Central Queensland University Jennifer L. Harrison Southern Cross University Definitions, differences and relationships between formal, nonformal and informal learning have long been contentious. There has been a significant change in language and reference from adult education to what amounts to forms of learning categorised by their modes offacilitation. Nonetheless, there is currently a renewed interest in the recognition of non-formal and informal learning internationally and in Australia. This has been evidenced through the New OECD Activity on Recognition of Non-Formal and Informal Learning and recent policy developments in Australia. These developments have implications for the recognition of skills derived from informal and non-formal learning, especially for those disadvantaged in the labour market. This paper reports on 278 Roslyn Cameron and Jennifer L. Harrison data from a learning grid in a Learning Survey of labour market program participants (n = 172) from northern New South Wales and southern Queensland. We find that life (informal learning) and work experience (non-formal learning) are relatively more important for gaining self-reported skills than formal training/study. We conclude by arguing for a holistic focus on the dynamic interrelatedness of these forms of learning rather than being constrained by a deterministic dichotomy between formality and informality. Introduction This study looks at the relativity and interconnectedness between the three forms of learning—formal, non-formal and informal—for self-reported skill sets from labour market program (LMP) participants. LMP participants are considered to be disadvantagedin the labour market but they are a potential source of labour for a market under immense skill and demographic pressures. Despite the recent global financial crisis Australia is experiencing significant skill shortages and will soon feel the effects of the demographic tsunami of the ‘baby boomer’ generation leaving the workforce en masse. Government policy and funded initiatives to increase workforce participation and address human capital concerns has brought the recognition of non-formal and informal learning (RNFIL) to the forefront of several policy drivers aimed at groups excluded and traditionally disadvantaged in the labour market. Now more than ever, the recognition of informal and non-formal learning will need to be considered to assist these groups and help alleviate some of the labour market pressures being experienced. There have been three sets of policy drivers behind bringing RNFIL back to the forefront of policy. These include the Social Inclusion agenda, the Council of Australian Governments’(COAG) National Skills and Workforce Development Agreement, and the 2008 The interrelatedness of formal, non-formal and informal learning 279 Ministerial Declaration on Adult Community Education (ACE) . In 2009 COAG established the Vocational Education and Training—National Skills and Workforce Development Agreement. This agreement aims to improve the foundational skills of Australia’s working age population to enable effective educational, labour market and social participation and to ensure the Australian working age population has the skills and capabilities for the 21st century labour market and to increase human capital innovation, productivity and utilisation (COAG 2008). The establishment of the Ministry for Social Inclusion and related policy directions from the Australian Government adds another policy dimension to the potential role that RNFIL could play in addressing major issues that emerge from the social inclusion agenda. For example, many of the primary and secondary indicators of social inclusion have direct relevance to the practice of RNFIL and the fi

FAQs

这项研究关注哪些学习形式之间的关系？

研究关注正式学习、非正式学习与非正规学习之间的相对性与相互关联，并考察它们对劳动力市场项目参与者的自我报告技能的影响。

研究使用了什么数据来源与样本量？

论文使用来自学习网格（learning grid）的学习调查数据，样本为n=172的劳动力市场项目参与者，地区覆盖新南威尔士州北部和昆士兰州南部。

研究结论如何看待正式培训与非正式/非正规学习的作用？

研究发现，生活经验（非正式学习）与工作经验（非正规学习）在获得自我报告技能方面相对更重要；并主张采用动态的整体视角，而不是把“形式性/非形式性”当作决定性的二分。

Oct 15, 2026

Uploaded by Jasmine