Colley, Helen, Hodkinson, Phil and Malcolm, Janice (2002) Non-formal learning: mapping the conceptual terrain, a consultation report. Other. University of Leeds , Leeds.Metadata only available from this repository.
In this piece Helen Colley, Phil Hodkinson & Janice Malcolm provide a very helpful overview of different discourses around non-formal and informal learning and find that there are few, if any, learning situations where either informal or formal elements are completely absent. Boundaries or relationships between informal, non-formal and formal learning can only be understood within particular contexts. They conclude that it is often more helpful to examine dimensions of formality and informality, and ways in which they inter-relate with each other; and that attention should be paid to the wider historical, social, political and economic contexts of learning, and to the theoretical view of learning that is held by the writer.
|Item Type:||Monograph (Other)|
|Additional Information:||Paper presented at the Learning and Skills Research Network Annual Conference, University of Warwick, 11-13 December 2002|
|Subjects:||L Education > LB Theory and practice of education|
|Schools:||School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Social Cohesion Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Early Years Childhood Youth and Community Research
|Depositing User:||Cherry Edmunds|
|Date Deposited:||03 Apr 2012 09:00|
|Last Modified:||06 Aug 2013 09:42|
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