Coombs' three-category typology of formal, informal and non-formal education, with informal learning as an overarching concept including incidental learning¶

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Evidence · no claims cited

Description¶

Coombs et al. (1973) classically grouped learning methods into formal education (hierarchically structured, chronologically graded), informal education (the lifelong acquisition of values, skills and knowledge from daily experience) and non-formal education (organised educational activity outside the formal system). The review reports Gunn's critiques and adopts informal learning as an overarching concept that can include incidental learning as a subset, following Watkins and Marsick, for whom "Both informal andincidental learning tend to occur in non-routine situations."

Design Implications¶

Context¶

Requirements¶

• The typology requires deciding what counts as a formal learning context, a question the review identifies as carrying at least one further unexamined ambiguity.

Constraints¶

• Gunn argues the threefold categorisation is deficient: informal learning can be highly structured, dormant and action-based learning are neglected, and the informal/incidental distinction needs drawing.

Target Learners¶

• adults in voluntary organisations, workplaces and community settings

Target Learning Objectives¶

• classifying adult learning activities by context and intentionality

Claims¶

Related Theories¶

• Typology of community-based education as formal, nonformal, and informal processes
• Three-type framework of informal, formal and non-formal education with non-formal education as bridge
• Framework connecting lifelong education and community through formal, nonformal, and informal providers
• Four-part typology of adult learning based on knowledge structure and primary agency

Examples¶

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Key Sources¶

• Percy, K., Burton, D., & Withnall, A. (1994). Self-Directed Learning among Adults: The Challenge for Continuing Educators. Association for Lifelong Learning. https://eric.ed.gov/?id=ED382882