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The necessity of informal learning (Paperback)
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The necessity of informal learning (Paperback)
Series: ESRC Learning Society series
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This report argues for a fundamental reassessment of the
significance of informal learning. Formal education and training
represent only a small part of all the learning done in schools,
colleges, at work, at home and in the community. Yet it is formal
learning which is at the heart of the government's unshakeable
determination to drive up standards by means of qualifications,
national targets and league tables. A hierarchy of different types
of learning has emerged with 'learning for earning' at the top and
informal learning at the bottom. This report concludes, however,
that an unjustifiable reliance on certification may serve to
alienate informal learners. These 'learning entrepreneurs' argue
that the formal training they receive is often dispensable, whereas
their own informal learning is necessary and is very much part of
who they are and how they interact with the world. A love of
informal learning which is not linked to certification or to work
appears to be a key characteristic of lifelong learners. The five
projects from the ESRC's The Learning Society Programme represented
in this report do not claim to be the first (but just the latest)
to have 'discovered' the importance of informal learning. There is
a long-standing tradition in the UK whereby policy makers,
researchers and practitioners readily admit the significance of
informal learning and then proceed to develop policy, theory and
practice without further reference to it. We need to break this
sequence by acknowledging that informal learning is not an inferior
form of learning whose main purpose is to act as the precursor of
the main business of formal learning. It is fundamental, necessary
and valuable in its own right, at times directly relevant to
employment and at other times not relevant at all. The potential of
informal learning will, however, only be realised if government,
companies and educational institutions reassess its central role in
the lives of all learners. The case for informal learning has still
to be won; indeed, it has scarcely begun to be heard. The necessity
of informal learning is essential reading for all politicians,
policy makers, employers, trade unionists and educationalists keen
to create a culture of lifelong learning within the UK.
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