3.3. Enhancing non-formal and informal learning opportunities

Non-formal learning is often institutionalized but less regulated when compared to formal education and is therefore more flexible in responding to people’s learning needs. Institutions for the provision of non-formal learning vary more in their structures than those where formal learning takes place, but flexibility is perhaps a common attribute that they share: non-formal learning institutions’ sizes, locations and activities are more adaptable and are therefore well-suited to rapidly changing circumstances or filling a perceived gap that formal learning provisions struggle to cover. Non-formal learning also takes place outside of institutions, e.g. through workplace-based training, community-organized learning opportunities or family learning.

Informal learning results from daily life activities related to work, family or leisure. It is not structured in terms of learning objectives, learning time or learning support. It does not typically lead to certification. Informal learning may be intentional but, in most cases, it is non-intentional (‘incidental’ or random) (Yang, 2015). It is not possible to provide examples that cover the full extent of informal learning opportunities in which people engage throughout their lives. A typical broad area in which informal learning can be fostered is the activities of public learning spaces such as museums and libraries, religious settings, sports organizations and cultural centres. By its very nature, informal learning cannot be planned nor implemented deliberately. It is, however, possible to plan for conditions conducive to fostering it, for example by recognizing learning outcomes in informal settings and creating a public learning culture to make learning a joyful and enjoyable event.

This section focuses on a number of non-formal learning environments, including community learning centres (CLCs), adult learning centres, libraries, study circles and the family, before addressing informal learning opportunities. These diverse learning environments reflect the ‘all spheres’ dimension of the UNESCO understanding of lifelong learning, as articulated at the start of Chapter 1.

3.3.1. Scope of non-formal learning environments

Non-formal learning assumes many forms, both within and outside of institutions. Types of institutions known for their provision of non-formal learning including CLCs and adult learning centres. Public learning institutions are also organized spaces that provide opportunities to diverse groups of visitors for non-formal learning. Public learning institutions include libraries and cultural institutions such as museums, theatres and concert halls. There are also many small-scale, community-based environments for non-formal learning, some of which will be covered here.

Community learning centres

The community learning centre concept has a rich history in many parts of the world. CLCs are key providers of adult learning, providing degree and non-degree programmes that serve diverse learning needs. Depending on the country or sub-national region, CLCs are set up and administered by bodies representing different sectors and consequently have a variety of funding structures, programme types and target groups. Increasingly, CLCs have been exploring ways to support the RVA of community-based learning activities to make learning outcomes more visible. RVA enables participants to gain access to new pathways (bridging learning in formal and non-formal contexts), thus supporting learning continuity for all.

Particularly in Asia, CLCs have served as a popular paradigm of non-formal learning, presented as environments for learning activities in both urban and rural contexts. In the city of Shanghai, People’s Republic of China, for example, CLCs have played a major role in meeting the educational needs of older people, contributing to coping with the challenge of population ageing. According to the latest data from the Shanghai Municipal Bureau for Statistics, at the end of 2019, the registered population aged over 60  accounted for 35 per cent of the total registered population in the city (Xinhua, 2020). To promote active and healthy ageing, the city government has established around 6,000 CLCs (at both the township and neighbourhood levels) to provide learning programmes targeting older citizens. More than 40,000 classes accommodate 820,000 learners in total (Shanghai Education Committee, 2019). These classes cover a variety of subjects mostly catering to the interests of older learners. The classes on self-rehabilitation based on Chinese traditional medicine, on the Chinese martial art of tai chi, and on smartphone usage are three of the most popular options.

In rural areas, where access to educational opportunities is limited, CLCs are particularly relevant to the provision of learning programmes. In Bangladesh, for example, the focus of CLCs’ activities is establishing a connection between literacy learning and skills training for youth and adults to support sustainable local development. Activities therefore cover themes of income generation and basic literacy, as well as health, sanitation and early childhood care. Social events, such as theatre shows and writing competitions, are also organized to promote literacy skills. The involvement of various NGOs with knowledge and experience in the relevant fields has contributed to CLC development in the country: Ganokendra (‘People’s centre’ in Bengali) have been overseen by the Dhaka Ahsania Mission and the Bangladesh Rural Advancement Committee (BRAC) (Hanemann, 2012).

In Germany, Volkshochschulen (VHS) are adult learning centres founded on principles of liberal education. The courses offered are accessible to everyone and cover a broad range of themes, including professional skills, languages, general education, and arts and crafts, among many others (EAEA, 2011). Though all Volkshochschulen are overseen by the German Adult Education Association (DVV), they assume different structures and sizes as well as levels of activity and authority, depending on the state or municipality in which they operate. There are over 900 VHS centres across Germany; similar to CLCs, they are positioned as institutions that bring local people together to learn. Though there are course fees for participants, costs are kept relatively low to try to maximize participation and support the interaction and shared experiences of people from different social backgrounds (Wulff, 2011).

Libraries

For centuries, libraries have existed as hubs of local and lifelong learning, providing equal and free access to materials and literacy services to all age groups. In addition to and in cooperation with local museums, they preserve and provide access to local and international culture and heritage. They also advance digital inclusion through shared and cost-effective access to ICTs. The term ‘libraries’ denotes an assortment of institutions, including those that are public, community-led, private, university- or school-based, located in prisons or otherwise. In general terms, libraries are part of a local community’s social fabric. They are meeting places that forge connections between people and institutions integral to the promotion of lifelong learning (Field and Tran, 2018). For this publication, we will focus on community libraries and prison libraries.

The community library is an alternative library model that has been mobilized in marginalized areas without public funding. It is best described as local people establishing their own libraries to serve the community. More often than not, community libraries are small institutions that respond to the specific needs of the people who use them. Moreover, by welcoming people of all literacy abilities with relevant materials and outreach activities, they improve people’s quality of life while protecting local and Indigenous knowledge. Whether organized by a community group, church or school, community libraries all prioritize the needs of local people, meaning that no two community libraries are exactly the same (Shrestha and Krolak, 2015).

Another example of libraries reaching out to marginalized groups are prison libraries. In prison, a library provides a space for inmates to engage in lifelong learning during the often-long periods of time at their disposal. Activities including reading, participation in group events, borrowing books and other resources, and carrying out research can be done in a safe, quiet environment. Efforts to target prisoners who have low levels of literacy or are from non-native language backgrounds are common. By promoting a culture of reading and learning, prison libraries encourage people who typically have low levels of education to become lifelong learners.

Box 3.6. LLL in practice Rural and prison libraries In the United Republic of Tanzania, rural community libraries have received renewed support. Established in the 1970s, many of these institutions fell into neglect over subsequent decades but are now receiving more attention as part of a national initiative to promote adult literacy. In addition to mobile libraries, community libraries are playing a role in the national ‘Yes, I Can’ campaign, which originated in Latin America before being rolled out across the country. Yes, I Can oversees the delivery of pre-recorded literacy lessons through mass media; accompanying teaching materials and textbooks are housed in rural libraries, where literacy classes are also held. Similar campaigns have been implemented in Timor-Leste and Aboriginal Australia, enabling lifelong learning for rural populations with low levels of literacy. Another successful library example can be found in Bastøy, a minimum-security prison in Norway, where prison libraries are branches of local public libraries and are therefore organized professionally. Inmates at Bastøy prison are allowed to borrow books from any library in the country; they also have limited access to online educational resources as part of the prison’s educational programmes. Bastøy prison is designed to prepare inmates for everyday life outside of prison, and the prison library works towards this principle. Before being incarcerated, many prisoners had never used a public library before. It is therefore the desire of the prison librarian to show inmates how to use a library so that they can continue to take advantage of this public service once they are released. Sources: UIL, 2018; Boughton and Durnan, 2014; Krolak, 2019; Bolt and Ra, 2018

Study circles

Study circles are loosely organized learning communities, often hosted by community centres. They are typically small collectives of individuals who meet regularly to debate or discuss issues of relevance to their community. Rather than focusing on a hobby or activity, as social clubs usually do, study circles focus on a problem, opportunity or issue that their members wish to understand and examine for the benefit of the local area. The idea is rooted in a democratic understanding of self-directed learning and has long been associated with social movements. Study circles are increasingly recognized as a means of organizing lifelong learning within a locality, and feature in a growing number of policies formulated by governments, international bodies and civil society organizations. Founded on the principle of voluntary participation, they constitute one of the most fundamental, locally based forms of community-oriented learning. As such, they may contribute to civic education in the community or support projects to improve local infrastructure (Duke and Hinzen, 2020).

Box 3.7. LLL in practice Study circles in the Republic of Korea Two cases of study circles in the Republic of Korea show how this small-scale form of lifelong learning can meet different learning needs. The first is taken from Uijeongbu City, where the Uijeongbu Mom Sam (‘mother teacher’) Atelier brings together mothers who want to learn more about good parenting. It was formed in 2006 and pursues ‘pleasurable childcare and happy education’ by organizing social activities and fostering a culture of community learning. As part of the Uijeongbu Lifelong Learning Exhibition, the group organizes a family play camp involving games and lectures on parental mentoring. The group also reaches out to the community and performs voluntarily services including cooking and childcare (Yoon, 2020). In Osan City, a study circle has been established to support those with low levels of literacy. The Osan City Literary Workshop aims to help people from this target group become passionate about learning by providing them with experiential learning opportunities. The principles of lifelong learning are reflected in the workshop’s recruitment of participants: those who benefit range in age from their thirties to their sixties and come from different backgrounds. Organizers of the study circle bring their practices and experiences to the National Literacy Teacher Conference each year and collaborate with adult literacy instructors in other cities to share effective methods (Moon, 2020).

Family learning

Compared to the learning environments introduced previously, the family constitutes the smallest unit for collective learning. The concept of family learning is centred on intergenerational communication and therefore complements lifelong learning. It recognizes that learning-focused interaction between members of the same family or community supports the development of life skills, particularly literacy (Hanemann, 2015). While the purposes of family learning are manifold, for this publication we will focus on literacy as a key element of family learning.

It is never too early or too late to start literacy learning. Disadvantaged parents who lack strong literacy skills need targeted support to translate their ambitions for their children into reality. In multilingual and multicultural contexts, they may also need help learning the language of the school. Programmes that provide literacy and general parenting support often emphasize a ‘whole family’ approach to literacy and learning, whereby parents (re)discover literacy alongside their (pre-)school-aged children. Early intervention is critical to prepare children for school and to prevent them from dropping out. It can also have a longer-term impact on young people who need persuasion to remain engaged in education, training or employment.

It is unrealistic to rely on schools as the only solution: families and communities need to become integrated elements of a more holistic strategy. Different contexts, target groups, learning needs and institutional settings and capacities have resulted in the development of many different types of family learning programmes (ibid.). A common model has three components: adults’ sessions, children’s sessions and joint sessions during which adults and children develop activities together. Programmes typically operate from local pre-schools and primary schools, community- and faith-based institutions, neighbourhood organizations and adult learning providers. Promoting partnerships and cooperation among these institutions can strengthen connections between schools, families and communities. By building on literacy practices and strengths already present in families, successful family learning programmes can ultimately lead to more social cohesion and community development.

3.3.2. Quality and relevance of non-formal and informal learning

The diversity and flexibility embedded in the administration, organization and implementation of non-formal learning has created potential to cater for specific learning needs that cannot be realized easily in the formal educational setting. The diversity and flexibility of non-formal and informal learning have also presented challenges associated with quality and relevance.

There is much research on the impact of different factors on quality; this research is applied to inform the choice of strategy to improve quality in non-formal learning provision. As a prerequisite, a basic level of input (teachers, curricula and materials, equipment, enabling environments, etc.) is indispensable for any system to function properly. In several countries, these inputs are not yet fully available, even in the formal education system. Evidence shows that a minimum package of core inputs is needed for any system or programme to provide education of a decent quality. For non-formal learning provision, this minimum package would include at least two components: improving the effectiveness of teaching personnel and improving curricula and learning materials for non-formal learning provision. These two components deserve particular attention when designing LLL implementation strategies for non-formal learning provision. We will therefore examine them here.

Box 3.8. LLL in practice Lifelong learning villages in Mali In Mali, lifelong learning villages were established by Association Jeunesse et Développement du Mali, an NGO promoting young adults’ engagement in development, under the acronym VITAL (Village d’apprentissage tout au long de la vie, French for Lifelong learning village). Within these villages, vocational training and learning circles facilitated the acquisition of knowledge in relevant vocational fields, including agriculture, through the development of literacy skills (UIL, 2015a). Within each circle, literacy resources were shared as modules and handouts providing theoretical and practical information on a given topic, for example maize production. In this case, the modules covered the history, legal aspects and potential future developments of maize production as background knowledge. The circle also shared marketing advice to give participants practical ideas for improving their vocational livelihood. Circles generally consisted of around 30 people who met two or three times each week – a flexible enough arrangement to support participation by those in full-time work – and were led by trained facilitators. As an economic outcome, the villagers who took part went on to make a profit from independently made soap and dyed clothes; increases in maize production were also observed (UIL, 2015a).

Improving effectiveness of teaching personnel: In many reports (e.g. UIL, 2009, 2013 and 2016), the quality of non-formal educators is cited as a key challenge: adult educators were inappropriately trained, held minimal qualifications, were underpaid and worked in unfavourable conditions. While some countries require not only postgraduate qualification but also a certain number of years of experience, in many other countries, secondary education or even less is enough to qualify as a non-formal educator. Specifically designed initial and continuing education programmes for adult educators at higher education levels remain sparse. There is increasing acknowledgement of the strategic importance of investing in the professionalization of non-formal educators to improve the quality of non-formal learning services.

Box 3.9. LLL in practice Using Curriculum globALE to train adult educators in Lao PDR Curriculum globALE is a globally applicable framework for the training of adult educators. It was initially developed by DVV International in cooperation with the German Institute for Adult Education – Leibniz Centre for Lifelong Learning (DIE). It is now being developed further in collaboration with UIL and the International Council for Adult Education (ICAE). Curriculum globALE has three main principles: competency orientation, action and participant orientation, and sustainability of learning. The framework is applicable globally because its modules can be adapted to specific national contexts and contain cross-cutting issues, e.g. a gender-sensitive approach, emphasis on sustainable development and climate change, and a focus on humanistic and democratic values. Learning formats include taught sequences, individual self-study and practical work, alternating for the participants to ensure a strong linkage between theory and practice, knowledge and doing. Curriculum globALE was adapted – or ‘localized’ – to the national context of Lao People’s Democratic Republic between 2015 and 2017. Though the framework was developed at the international level, it was contextualised through a series of actions: designating a mixed team of international and national experts to plan and implement the training, appointing Lao trainers to deliver the vast majority of training in the Lao language, and merging training with mentoring to strengthen the link between capacity-building and implementation. Sources: DVV International, 2020; Gartenschlaeger, Khounvixay and Saleumsouk, 2019

Improving curricula and learning materials for non-formal learning provision: By developing links across different age groups and generations and between formal and non-formal settings, as well as by connecting education policy with social, health, employment, environmental and agricultural policy agendas (‘cross-sectoral approach’), non-formal learning provision can achieve much to ensure relevance to learners. This requires curricula and materials specifically designed for learners. These materials must be open to and draw on diverse information sources and must be adaptable to local realities and different target groups. Adult learner participation in the definition, design and/or review of non-formal learning programmes not only increases the likelihood of the programme’s relevance for learners, it can also increase learners’ interest and motivation. For example, developing culturally, linguistically and gender-sensitive curricula and learning materials for literacy programmes works best if relevant stakeholders are consulted, especially potential learners, and if it allows for local or even personalized adaptations. This increases ownership and the probability that the programme will be accepted and followed by all.

Box 3.10. LLL in practice Increasing quality and relevance of learning materials through a national consultation in Mexico In an effort to ensure the quality of its adult education programmes, the National Institute for Adult Education (INEA) in Mexico convened a national consultation to review the contents of its MEVyT (Education Model Life and Work) modules. The consultation was carried out through regional and state forums, in which more than 3,000 people participated, including authorities from the State Adult Education Institutes (IEEA) and INEA delegations, educational services personnel, area coordinators, teaching technicians, advisers and learners. The aim of these forums was to review both the focus and relevance of the educational content and the didactic activities of the Spanish-language materials. The participants of these forums discussed the revision of 18 basic modules and 32 diversified modules. The forums focused on the needs of three population groups in particular: young people, those aged 20 and over, and those aged over 60. In addition, special consideration was given to the needs of vulnerable populations served by the INEA through the MEVyT programme, namely the bilingual Indigenous peoples, the visually impaired population, and primary school-aged out-of-school children, as well as adolescents aged 10 to 14. The recommendations resulting from this discussion are guiding the development/revisions of the modified materials. Source: Gobierno de México, 2017

3.3.3. Non-formal and informal learning in LLL implementation strategies

There are several factors influencing the core processes of non-formal and, to a lesser extent, informal learning – namely relevance, quality assurance, learning outcomes and research. Table 3.3 presents these factors as main considerations for LLL implementation strategies for non-formal learning provision.[1]

Table 3.3. Key considerations for LLL implementation strategies – non-formal learning

Relevance	Ensure non-formal education programmes covered by the LLL implementation strategy are relevant to learners by representing an effective route to, and support for, personal and social transformation. Identify the positive influence of increased relevance of learning opportunities on participation and inclusion. Consider which knowledge, skills, attitudes and values (competencies) are relevant for specific learners, and at which levels. Consider the learners’ perspectives by involving representatives of target groups actively in programme development. Evaluate teaching and learning processes, relationships and methodologies of non-formal learning provision, ensuring they are effectively tailored to the needs and aspirations of the learner.
Quality assurance	Put non-formal educators and their professionalization in focus to improve and ensure quality and effective M&E frameworks and systems. Recognize how professionalization goes beyond educators to include managers/leaders of non-formal learning institutions. Plan for the implementation of standardized M&E frameworks to enhance quality.
Learning outcomes	Evaluate the effectiveness of non-formal learning provision, i.e. learning outcomes, time and other resources needed to achieve the programme aims. Understand how the measurement of learning outcomes plays a role in quality, financing and accountability. Identify ways in which recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes makes diverse learning experiences visible and valuable. Explore how the formative aspect of assessment can be strengthened to motivate learners.
Research	Gather evidence on the factors that impact quality the most (best practice) and use it to enhance quality management in non-formal learning provision, considering the causal chain between input, process, output and outcome. Determine how action research can become part of professional development and quality assurance.

 

Source: UIL and IIEP, 2020, Module 3, p. 25

[1] As many kinds of informal learning are unintentional and cannot be planned, Table 3.3 contains practical guidance for non-formal learning provision.