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Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed

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Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed DOCUMENT RESUME ED 220 723 CE 033 968 AUTHOR Mocker, Donald W.; Spear, George E. TITLE Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Information Series No. 241. INSTITUTION ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE 82 CONTRACT 400-81-0025 NOTE 39p. AVAILABLE FROMNational Center Publications, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210 (IN241, $3.75). EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Adult Learning; Definitions; *Educational Research; *Independent Study; *Lifelong Learning; *Models; *Nonformal Education; State of the Art Reviews IDENTIFIERS Conceptual Analysis; *Informal Education ABSTRACT A model is presented to help clarify the concept of lifelong learning. Constructed on the idea that an operational definition of lifelong learning should be based on the locus of control for making decisions about the goals and means of learning, the model is a two-by-two matrix of learner and institution that represents four identified situations of learning: formal(learners have little control over the objectives or means of learning); nonformal (learners control the objectives but not the means of learning); informal (learners control the means but not the objectives of learning); and self-directed (learners control both the objectives and means of learning) .The model is interpreted as demonstrating how all planned or deliberate learning is located along a continuum; the concept of control provides thebasis for classifying the various types of lifelong learning. From the model the authors also suggest that lifelong learning is neither thedomain of a particular age group nor a single program or piece of legislation.; it is a composite of many programs, pieces of legislation, and learner-initiated activities. To further clarify the model, expansions (based on research) of formal, nonformal, and informal learning are provided. Then, using the established model, an in-depth examination is made of the ultimate state of learner autonomy: self-directed learning. Included in the discussionis a review of previous research and a look at current research and trends. A list of references concludes the paper. (CT) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** FORMAL,NONFORMAL, LIFELONGLEARNING: INFORMAL,ANDSELF-D1RECTED INFORMATION SERIESNO. 241 Donald W.Mocker and George E.Spear in AdultEducation Center forResourceDevelopment City University ofMissouri-Kansas and VocationalEducation Clearinghouse onAdult, Career, The ERIC Research inVocationalEducation The NationalCenter for The OhioState University 1960 KennyRoad Columbus, Ohio43210 U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION 1982 EOUCATIONAL RESOURCES INFORMATION CENTER (ERIC) NTI-us document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproductirm quality Points of view or opinien.s stated in thisdocu merit do run necesurily representofficial NIE positmn or policy THE NATIONAL CENTER MISSIONSTATEMENT The National Center for Research in VocationalEducation's mission is to increase the ability of diverse agencies, institutions, and organizations tosolve educational problems relating to individual career planning, preparation, and progression.The National Center fulfills its mission by: Generating knowledge through research Developing educational programs and products Evaluating individual program needs and outcomes Providing information for national planning and policy Installing educational programs and products Operating information systems and services Conducting leadership development and training programs For further information contact: Program Information Office National Center for Research in Vocational Education The Ohio State University 1960 Kenny Road Columbus, Ohio 43210 Telephone: (614) 486-3655 or (800) 848-4815 Cable: CTVOCEDOSU/Columbus, Ohio Telex: 8104821894 FUNDING INFORMATION Career, and Vocational Project Title: ERIC Clearinghouse on Adult, Education Contract Number: N I E-C-400-81-0025 Educational Act Under Which the Funds Were 41 USC 252 (15) Administered: and PI_ 92-318 Source of Contract: U.S. Department of Education National Institute of Education Washington, D.C. Research in Vocational Education Contractor: The National Center for The Ohio State University Columbus, Ohio 43210 Executive Director: Robert E. Taylor Project Director: Juliet V. Miller This publication was prepared pursuantto a contract with the Disclaimer: National Institute of Education,U.S. Department of Education. Contractors undertaking suchprojects under government sponsor- and ship are encouraged to expresstheir judgment in professional technical matters freely. Pointsof view or opinions do not,there- Education fore, necessarily representofficial National Institute of position or policy. Title V of the Civil Rights Actof 1964 states: "No personin the Discrimination of race, color, or nationalorigin, Prohibited: Uriited States shall, on the grounds be excluded from participationin, be denied the benefits of, orbe subjected to discrimination under anyprogram or activityreceiving federal assistance." The ERICClearinghouse project, like every pro- gram or activityreceiving financial assistance fromthe U.S. Depart- ment of Education, mustcomply with these laws. This publication was preparedwith funding from theNational Institute of Education, U.S.Department of Education, under this Contract No. NIE-C-400-81-0025 .The opinions expressed in report do not necessarilyreflect the position or policies ofN I E or the Department of Education. TABLE OF CONTENTS Page iv LIST OF FIGURES FOREWORD vii PREFACE ix EXECUTIVE SUMMARY INTRODUCTION Introduction to Lifelong Learning 1 Model of Lifelong Learning 2 FORMAL, NONFORMAL, AND INFORMALLEARNING 5 Formal Learning 5 6 Nonformal Learning 8 Informal Learning 11 SELF-DIRECTED LEARNING 11 Introduction Previous Reviews of Research 12 Current Research and Trends 15 23 Discussion 25 SUMMARY 27 REFERENCES LIST OF FIGURES Page 4 1. Lifelong learning model iv 0 FOREWORD and Clearinghouse onAdult, Career, InformationCenterclearinghouses in anationwideinformation Resources the The Educational(ERIC/ACVE) is oneof sixteen of thefunctions of Education Institute ofEducation. One This paper Vocational by theNational into theERIC database. system thatis funded literature thatis entered decision-makers, is tointerpret the practitioners,researchers, Clearinghouse interest toadult education should be ofparticular students. for and graduate E. Spear ofthe Center W. Mocker,and George Missouri- to Donald Education, theUniversity of is indebted School of is a Professor, The profession in AdultEducation, the Dr. Mocker Development of this paper. codirector ofthe Resource scholarship inthe preparation curriculum, and Kansas Cityfor their in adulteducation and includesclassroom teachinggraduate courses His background Spear, currently Development inAdult Education. and trainingteachers, Jr. Resource program, Education. Heis Center for local adultbasic education Development inAdult directing a for Resource interest is inself- teaching, codirector ofthe Center and hismajor research Professor, is educationgraduate courses currentlyteaching adult Tough, directedlearning. Pittsburgh; toAllen M. University of Winkfield, the Patrick R.Penland, Minugh andPatricia W. Recognition isalso due to to Carol manuscript Studies inEducation; and their criticalreview of the the OntarioInstitute for Education, for Director at theERIC for Researchin Vocational Assistant National Center Susan Imel, coordinated thepublication's final revisionandpublication. Education Wagner. prior to its and Vocational Thompson, andJudith 0. Adult, Career, Catherine operator.Editing Clearinghouse on assisted bySandra Kerka, word processor She was and JanetRay served as development. manuscript, EditorialServices. Catherine Smithtyped the NationalCenter's Sharon L.Fain of the wasperformed by Robert E.Taylor -)irector Executive Research The NationalCenter for in VocationalEducation PREFACE The concept of lifelong learning has become oneof the most widely discussed concepts in adopted the label, the field of adult education. In theUnited States and Canada, journals have passed to ensure its state departments of education havebeen renamed, and legislation has been growth. Through the efforts of organizationssuch as the United Nations Educational,Scientific Studies at Michigan and Cultural Organization (UNESCO)and the Institute for international State University, the concept has been carriedto every free country in the world and somethat are not so free. However, with all of this activity andinterest, there is still no agreement on adefinition of the that make up the concept. basic concept of lifelong learningand no consensus on the elements satisfied with "doing a Perhaps the most discouraging fact ofall is that many adult educators are "understanding it." Bowers and Fisher(1972) have referred to this better job of it" rather than lifelong definitional problem as the "semanticjungle." What is lifelong learning? Is it the same as relationship to other education? Because lifelong learninghas not been clearly defined, its informal learning, nonformal learning,and formal concepts
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