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Informal Learning: A Discussion around Defining and Researching Its Breadth and Importance

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Title: Informal Learning: A Discussion around Defining and Researching Its Breadth and Importance
Language: English
Authors: Golding, Barry, Brown, Mike, Foley, Annette
Source: Australian Journal of Adult Learning. Apr 2009 49(1):34-56.
Availability: Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Peer Reviewed: Y
Page Count: 23
Publication Date: 2009
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Descriptors: Foreign Countries, Informal Education, Lifelong Learning, Cultural Context, National Programs, Context Effect, Power Structure
Geographic Terms: Australia
ISSN: 1443-1394
Abstract: Informal learning has often been seen as formal learning's "poor cousin". Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality. (Contains 2 tables.)
Abstractor: As Provided
Number of References: 30
Entry Date: 2009
Accession Number: EJ864431
Database: ERIC
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  Data: Informal Learning: A Discussion around Defining and Researching Its Breadth and Importance
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  Data: Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
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  Data: Informal learning has often been seen as formal learning's "poor cousin". Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality. (Contains 2 tables.)
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