During the affluent noughties it was sometimes said of government that it had "more visions than Mystic Meg and more pilots than British Airways". In 2011, the pilots, the pathfinders, the new initiatives are largely gone--implementation is the name of the game--but the visions remain. The latest one, as it affects adult learners, is in…

Presents a conceptual framework for understanding the interrelationships among formal, nonformal, and informal education. (MP)

Argues that learning can be divided into three sectors (informal, formal, and nonformal education), asserting that through the harmonious combination of these sectors the principles of a global and integrated lifelong education can be implemented. (Author/MP)

Three categories of learning structure are examined: formal, nonformal, and informal. Other possibilities for grouping the structures are also indicated, including learning for society and learning for oneself. Various modalities of articulation are presented, and a distinction is made between those appropriate for school level and those useful…

A critical review of the epistemological foundations of free-choice learning (FCL) theory was undertaken to evaluate how this theory treats knowledge, whatever importance we might attach to it. It is argued here that free-choice learning has great promise yet would benefit from theoretical adjustments that modify Vygotsky's learning theory by…

Argues that adult educators use "learning" when they mean "education" and that this confounds and demeans incidental and informal learning processes. Suggests that intended, purposeful planned learning should properly be termed education and that there is no such thing as a nonlearner. (SK)

The community is a natural setting for autonomous, democratic adult education. A framework for connecting the community and adult education has three mechanisms: community formal adult education, community nonformal adult education, and community informal adult education. (SK)

The author brings together the question posed in Kathryn Ecclestone's article in last month's "Adults Learning--"Where's the vision?"--and the letter from Wayne Bennett, General Manager of Dillington House, about the threat to residential colleges. The author brings out some of the connections between them and issues surrounding adult community…

Describes and explains the rationale for establishing a program in higher education that would support and interact with the community of institutions and individuals involved in informal or nonformal science education. Outlines a number of research questions proposed at a recent meeting of informal science educators. (DDR)

Identifies definitions and types of informal learning. Examines issues such as the utility of informal learning, the processes involved, and the lack of methods to assess the quality of learning acquired informally. (SK)

Following a brief review of the existing interactive dimensions of three modes of learning--formal, nonformal, and informal--the author comments on policies proposing further integration of modes. (MP)

Includes "Take Your Partners for Adult Learning" (Carlton); "Museums Must Recognize Needs of All Users" (Anderson); "Charts, Ships, Models and the History of Time" (Coben, Lincoln); "Alternative Ways of Learning" (Sullivan); "Older Adults and Family Learning" (Reynolds); "Multiculturalism,…

Parallel to the primary, secondary, postsecondary, and adult/community education sectors is education not associated with formal programs--learning in arts and cultural sites. The emergence of cultural and educational tourism is an opportunity for adult/community education to define itself by extending lifelong learning opportunities into parallel…

Although at present the school is the primary vehicle for institutionalization of education, it very well may not be the only vehicle for achieving that purpose in the future. The total learning environment of the child, including both school and non-school environments, is examined. (RM)

Presents environmental education as a sharing of contested stories about the relationship between humans and nature. Suggests that the best storytelling occurs in nonformal and informal educational settings. Employs ethnographic research methods. Contains 19 references. (DDR)