New study: most students personally value informal learning, once such learning experiences were recognised. Students reported to learn more then they had ever expected before. The findings of the study legitimise the attention for informal learning in formal adult education.

A balance between formal and informal learning processes is considered important within lifelong learning policy. Nevertheless, the latter are often expelled to the margins of theoretical conceptualizations and empirical studies. The connection between formal and informal learning is therefore often impeded by a lack of insight into the concept of informal learning. However, such insight is necessary to achieve a productive synergy and thereby break through neo–liberal emphasises on formal learning. Several researchers therefore recommended an approach based on in-depth qualitative research to analyse the formal-informal relation in learning processes.In line with these recommendations, an explorative study was set up to explore the occurrence and use of informal learning processes through semi–structured in-depth interviews with 15 students of a formal adult education programme in Belgium. The research aims were to examine what elements of the formal program and through which mechanisms adult learners informally learn. In addition, we looked for students’ possible personal and social significance of such processes and observed their relations with formal learning processes.

The occurrence of the three forms of informal learning – socialization, incidental and intentional informal learning – as conceptualized by Schugurensky was examined in formal lessons within adult education teaching practices. Respondents reported several rich sources of informal learning such as the informal and hidden curriculum, informal moments during classes, contacts between students, observing each other, telling stories, spontaneously teaching or coaching each other… Often respondents were not conscious about the occurrence of such informal learning processes during classes. During the interviews introspective recognition facilitated the students’ reflection of their personal (informal) learning experiences. Once the participants were aware of such learning processes, they considered such informal learning experiences as an additional and important way to learn.

Important additional value

Furthermore, the results of the study show that informal learning components had an important additional value in helping to reach the goals of formal adult education programmes. The combination between formal and informal learning in the present programme reinforced students’ learning and were considered to facilitate the achievement of the necessary certificates. Furthermore, respondents reported personal, social, educational and professional improvements as a result of engaging in informal learning processes, all important objectives of formal adult education.

Jeltsen Peeters, Koen Lombaerts, Free De Backer & Tom Vanwing, Department of Educational Sciences, Vrije Universiteit Brussel, Belgium