Lifelong learning: formal, nonformal, informal, and self-directed
A model is presented to help clarify the concept of lifelong education. Constructed on the idea that an operational definition of lifelong education should be based on the locus of control for making decisions about the goals and means of learning, the model identifies four situations of learning: 1) formal (learners have little control over the objectives or means of learning), 2) nonformal (learners control the objectives but not the means of learning), 3) informal (learners control the means but not the objectives of learning, and 4) self-directed (learners control both the means and objectives of learning). The authors suggest that lifelong education is not the domain of a particular age group or piece of legislation. It is rather a composite of many learner-initiated activities. To further clarify the model, expansions (based on research examples) of formal, nonformal and informal education are provided, leading to an in-depth examination of the ultimate state of learner autonomy: self-directed learning. Included in the discussion is a review of current research trends and an evaluation of qualitative research methods and theory building in self-directed learning research
| Main Authors: | , |
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| Format: | book biblioteca |
| Language: | eng |
| Published: |
Ohio
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| Subjects: | Adult learning, Educational research, Independent study, Informal learning, Lifelong learning, Nonformal education, Simulation models, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000167200 |
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| Summary: | A model is presented to help clarify the concept of lifelong education. Constructed on the idea that an operational definition of lifelong education should be based on the locus of control for making decisions about the goals and means of learning, the model identifies four situations of learning: 1) formal (learners have little control over the objectives or means of learning), 2) nonformal (learners control the objectives but not the means of learning), 3) informal (learners control the means but not the objectives of learning, and 4) self-directed (learners control both the means and objectives of learning). The authors suggest that lifelong education is not the domain of a particular age group or piece of legislation. It is rather a composite of many learner-initiated activities. To further clarify the model, expansions (based on research examples) of formal, nonformal and informal education are provided, leading to an in-depth examination of the ultimate state of learner autonomy: self-directed learning. Included in the discussion is a review of current research trends and an evaluation of qualitative research methods and theory building in self-directed learning research |
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