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Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning - formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book's arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change. [...] I would strongly recommend this book to all adult educators in general because as Rogers concludes, "Without informal learning, none of us would grow; and without the products of informal learning, none of our planned learning programmes would be effective" (p. 79). Adult Education Quarterly 66/2016 In conclusion, Rogers calls for a revision of the way we look at learning in order to cease interpreting it as what happens in agency-organised contexts and open its meaning to all learning, with special attention to what goes on outside plannedlearning experiences. International Review of Education 61/2015 The base of the iceberg [...] is a thick and deep theoretical discussion on education by Alan Rogers, a well-known author in the field. International Review of Education - Journal of Lifelong Learning 5/2015

Non-formal education. --- Learning. --- Learning process --- Comprehension --- Education --- Informal education --- Informal learning --- Nonformal education --- Adult education --- Educational innovations --- Occupational training --- Gap years --- Prior learning --- continuing education --- lifelong learning --- Frame of reference --- Iceberg --- Nonformal learning

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This book offers a unique and original study of youth organizations in the cities of London, Toronto, and Vancouver that provide creative and cultural learning opportunities for socially marginalized young people. There is a history of building significant institutions in many cities around the world to create unusual social and educational opportunities for young people who are frequently at the margins of society. The book tells the stories of a number of institutions bringing into the open extraordinary tales of social entrepreneurialism, innovative aesthetic, artistic practice, and dynamic progressive education and learning. Youthsites is both a cultural history of urban youth and social change and a timely celebration of extraordinary individuals at a time of declining welfare provision.

Non-formal education. --- Alternative education. --- Nontraditional education --- Education --- Educational innovations --- Alternative schools --- Informal education --- Informal learning --- Nonformal education --- Adult education --- Occupational training --- Gap years --- Prior learning --- Experimental methods

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The economic and social prospects are daunting for the 89 million out-of-school youth who comprise nearly half of all youth in Sub-Saharan Africa. Within the next decade, when this cohort becomes the core of the labor market, an estimated 40 million more youth will drop out, and will face an uncertain future with limited work and life skills. Furthermore, out-of-school youth often are ""policy orphans,†? positioned between sectors with little data, low implementation capacity, lack of interest in long-term sustainability of programs, insufficient funds, and little coordination across the diffe

Non-formal education --- Youth --- Young people --- Young persons --- Youngsters --- Youths --- Informal education --- Informal learning --- Nonformal education --- Age groups --- Life cycle, Human --- Adult education --- Educational innovations --- Occupational training --- Gap years --- Prior learning

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Wedemeyer stresses that learning is a natural idiosyncratic, and continually renewable human trait and survival resource. It is not dependent upon teaching, schooling, or special environments, although-properly used-these resources enhance learning. There is a powerful subculture of independent learners who are responsible for much of the real progress that has been made in most areas on endeavor. This book attempts to explain this kind of learning and relate it to schooling, suggesting ways in which all learning-whether traditional or non-traditional-can be encouraged and improved through new kinds of educational institutions and processes.

Continuing education. --- Non-formal education. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Education --- Adult education --- Informal education --- Informal learning --- Nonformal education --- Educational innovations --- Occupational training --- Gap years --- Prior learning --- Pedagogiek en onderwijskunde --- onderwijstechnologie.

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Addressing the significant shifts in the social, political and professional context for informal education, this book makes clear the continuities in community-based informal education with girls and argues for its continuing importance. The impact of neo-liberal approaches to empowerment is highlighted throughout. Drawing together historical, theoretical and practice-based work, including case studies from a range of projects, Batsleer offers an analysis of the significant issues that will affect practice in the future and the significance of feminist inspired informal education rooted in spe

Young women --- Girls --- Non-formal education --- Informal education --- Informal learning --- Nonformal education --- Adult education --- Educational innovations --- Occupational training --- Gap years --- Prior learning --- Children --- Females --- Women --- Young adults --- Services for