A concerted collective effort is currently underway to define non-formal education and non-formal learning.

It is exciting and informative, but at times, it almost seems like a catch-22…

Defining the meaning of words is essential to begin to understand the different contexts and connotations. Definitions, though, must be universal: they must apply to all aspects and meanings of the definiendum…

Definitions in European—let alone global—contexts can, therefore, not be normative (in the philosophical meaning of the word), but can only attempt to be descriptive and explanatory – while avoiding ambiguity through

getting lost in details.

If definitions are understood as explanatory statements that capture the meaning, the use, the function and the essence of a term or a concept – how can definitions of non-formal education and learning be produced that hold true for so many heterogeneous contexts?

Defining NFE – Catch-22?
Photo by buriednexttoyou

One way or the other, it seems necessary and adequate casino to not cling to any of the established classes of definitions – such as, say, stipulative, or ostensive.

Most of the elements of definitions for non-formal education and non-formal learning variedly include several elements: some are more reportive (i.e. attempting to capture the essence of a concept as in use today), others are more stipulative (i.e. give a term a new or expanding meaning in a European or global context), and most are a combination of these two.

I am quite curious what definitions will be constructed from this collective undertaking of TALE and TOT and NONFORMALITY.

Join the fray if you like!

Their upcoming Conference “Vision not Division – Learning for all in the 21st Century,” jointly organised amongst others with Futurelab – Innovation in Education, focuses on

“the increasingly significant contribution that non-formal learning is likely to have to play in the future provision of education and learning in the 21st Century.”

The conference brings together seminal figures from the British sphere of non-formal learning – researchers, practitioners and policy makers alike.

In preparation and anticipation of the conference, their consultation planning group looked at recent definitions of non-formal learning to identify some common ground through characteristics of non-formal learning spanning across several definitions:

• a commitment to
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  the ‘agency of the learner’

• purposeful and intentional learning but most often a voluntary commitment by the learner
• reliant on a set of values/beliefs about learning rather than an organizational setting
• learner-centred
• requiring a flexibility in learning styles, tending towards experiential and reflective
• provides for accreditation of learning if required by the learner
• takes place in a wide range of environments and settings covering a broad range of subjects and
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  activities

• delivers an integral aspect of Life Long Learning

They also say that, in their view,

“non-formal learning occupies the space that separates formal and informal learning and permeates both these arenas, when utilised by skilled and expert practitioners.” [Source]

The definitions considered are well-known and widely referred to – including the European Commission’s Communication “Making a European Area of Lifeling Learning a Reality (2001),” the shared Commission & Council Working Paper “Pathways towards validation and recognition of education, training & learning in the youth field (2004)” and the Salto Report “Promoting recognition of youth work across Europe (2005).”

(Sidenote of interest: the people behind the definitions in these reports are no other than Lynne Chisholm and Peter Lauritzen. Andreas)

What do you think about this common ground?

Something missing, something wrong?