Definitions of learning in the context of education, training and learning in the

youth field
Communication from the Commission:
Making a European Area of Lifelong
Learning a Reality.
COM(2001) 678 final (21.11.2001)
Learning typically provided by an
education or training institution, structured
(in terms of learning objectives, learning
time or learning support) and leading to
certification. Formal learning is intentional
from the learner’s perspective.
Learning that is not provided by an
education or training institution and
typically does not lead to certification. It
is, however, structured (in terms of
learning objectives, learning time or
learning support). Non-formal learning is
intentional from the learner’s perspective.
Learning resulting from daily life activities
related to work, family or leisure. It is not
structured (in terms of learning objectives,
learning time or learning support) and
typically does not lead to certification.
Informal learning may be intentional but in
most cases it is non-intentional (or
“incidental”/random).
Joint EU / World Bank Study 2008
Non-formal education and learning (NFL) is a process of social learning centered on the learner
that is realized through activities outside of the formal education system. NFL is by definition
voluntary and intentional, and covers a wide variety of learning fields: youth work, youth clubs,
sports associations, voluntary service, and many other activities which organize learning
experiences.1 NFL is also an integral part of a lifelong learning as it helps ensure that young
people and adults acquire and maintain the skills and competences needed to adapt to a
continuously changing environment.
Working paper by the European
Commission and the Council of
Europe:
Pathways towards validation and
recognition of education, training &
learning in the youth field (Feb. ‘04)
Formal learning
In specific cases the youth sector /
youth work acts as a substitute,
alternative education and training
provider (e.g. in second chance
schools and similar projects), mainly
for school dropouts, early school
leavers, disaffected young people or
other young people at risk. The
learning process is structured in terms
of learning objectives, learning time,
learning support and it is intentional;
the participants get certificates and/or
diplomas.
Non-Formal learning
Learning outside institutional contexts
(out-of-school) is the key activity, but
also key competence of the youth
field. Non-formal learning in youth
activities is structured, based on
learning objectives, learning time and
specific learning support and it is
intentional. For that reason one could
also speak of non-formal education. It
typically does not lead to certification,
but in an increasing number of cases,
certificates are delivered.
Informal learning
Learning in daily life activities, in work,
family, leisure is mainly learning by
doing; it is typically not structured and
not intentional and does not lead to
certification. In the youth sector
informal learning takes place in youth
and leisure initiatives, in peer group
and voluntary activities etc. It provides
specific learning opportunities, in
particular of social, cultural and
personal "soft" skills.
SALTO-Youth Inclusion Resource Center
Report: Bridges for Recognition.
Promoting Recognition of Youth Work
across Europe (January 2005)
Formal learning is purposive learning that
takes place in a distinct and institutionalized
environment specifically designed for
teaching/training and learning, which is
staffed by learning facilitators who are
specifically qualified for the sector, level and
subject concerned and which usually serves a
specific category of learners (defined by age,
level and specialism). Learning aims are
almost always externally set, learning
progress is usually monitored and assessed,
and learning outcomes are usually recognized
by certificates or diplomas. Much formal
learning provision is compulsory (school
education).
Non-formal learning is purposive but voluntary
learning that takes place in a diverse range of
environments and situations for which
teaching/training and learning is not
necessarily their sole and main activity. These
environments and situations may be
intermittent or transitory, and the activities or
courses that take place may be staffed by
professional learning facilitators (such as
youth trainers) or by volunteers (such as
youth leaders). These activities and courses
are planned, but are seldom structured by
conventional rhythms or curriculum subjects.
They usually address specific target groups,
but rarely document or assess learning
outcomes or achievements in conventionally
visible ways.
From the learner’s standpoint at least, this is
non-purposive learning which takes place in
everyday life contexts in the family, at work,
during leisure and in the community. It does
have outcomes, but these are seldom
recorded, virtually never certified and are
neither immediately visible for the learner nor
do they count themselves for education,
training or employment purposes.
Accreditation of prior experience and learning
systems are one way in which the outcomes
of such learning can be made more visible
and hence open to greater recognition.

1
European Portfolio of Youth Workers and Youth Leaders Working in the Context of Non-Formal Education, Council
of Europe, 2007.