Non-formal education : understand what it means

While conducting the research for the BRICKS project, the partners faced one common problem : understand what is non-formal education and how and why is it different from formal and informal education. For this purpose, the BRICKS project, gathered the different definitions and proposed its own based on the experience and research of the four partners (Belgium, Georgia, Italy and Poland). 

Education, what is it ?

Education is the process through which a society transfers its collective knowledge, skills, and values from one generation to the next. In its broadest sense, it encompasses any activity or experience that shapes an individual’s mind, character, or physical abilities. Education plays a crucial role in enhancing the capacities and potential of individuals and communities, enabling social, cultural, and economic development. As a cornerstone of empowerment, it equips people with knowledge and information, fosters self-esteem and self-confidence, and supports the full realisation of their potential.

Council of Europe (n.d.). Education. Compass – Manual for Human Rights Education with Young People. Available at: https://www.coe.int/en/web/compass/education

Evolution and definition of formal education :

1997 – UNESCO ISCED

2012 – UIS ISCED

2022 – NCVER

2022 – NCVER Training

UNESCO Institute for Statistics

Formal education is defined as education that is institutionalised, intentional, planned through public organisations and recognised private bodies and, in their totality, make up the formal education system of a country. Formal education programmes are thus recognised as such by the relevant national educational authorities or equivalent, e.g. any other institution in co-operation with the national or sub-national educational authorities.

Formal education consists mostly of initial education. Vocational education, special needs education and some parts of adult education are often recognised as being part of the formal education system. Qualifications from formal education are by definition recognised and are therefore within the scope of ISCED (International Standard Classification of Education).

Institutionalised education occurs when an organisation provides structured educational arrangements, such as student-teacher relationships and/or interactions, that are specially designed for education and learning.

(UNESCO, 2011, p. 8, cited by EASNIE, 2016b, pp. 24–25).

Evolution and definition of non-formal education :

According to the research of the BRICKS project, non-formal education in heritage crafts refers to “community-based, hands-on learning outside formal systems, where adults gain skills through mentorship and intergenerational exchange. It plays a key role in preserving craft traditions, promoting inclusion, and supporting regional development”.

Gathering all the defintions we conclude that non-formal education refers to organised and intentional learning that takes place outside the formal school system. It includes structured yet flexible activities—such as workshops, short courses, apprenticeships, or community programmes, designed to meet the needs of specific groups of learners. Participation is voluntary, methods are learner-centred, and the focus is on developing practical skills, knowledge, and personal competences. While it usually does not lead to formal qualifications, the learning outcomes can often be assessed, recognised, or validated.

As an important part of lifelong learning, non-formal education complements formal education and supports people in acquiring new abilities, enhancing their professional pathways, and fostering personal development.

Getting a quick overview of non-formal education:

1973 – Coombs

1984 – UNESCO

2004 – Compasito

2006 – OECD

2008 – CEDEFOP

2015 – CEDEFOP

2016 – Eurostat

2016 – European Commission

The full picture of the evolution of the concept :

Philipp Coombs 1973

UNESCO 1984

Council of Europe 2004

OECD 2006

CEDEFOP 2008

CEDEFOP 2015

Eurostat 2016

European Commission 2016

Evolution and definition of informal education :

1984 – UNESCO (TVET)

2005 – Jordan MoL/VTC

2006 – ILO

2006 – OECD

2013 – Wahba

Informal education refers to the learning that emerges naturally from everyday activities at work, in the family or during leisure time. It is neither organised nor structured, there are no defined objectives, schedules, or resources, and it is mostly unintentional from the learner’s perspective. Informal education extends accumulated knowledge through lived experience rather than through planned instructional processes.

Ardouin, Thierry. “Non-Formal and Informal Education: History, Current Issues and Questions. Interview with Stéphanie Gasse (Department of Education Sciences at the University of Rouen in Normandy).” EPALE, 14 April 2020.

For more details on the quick overview timelines for the different concepts, you can go to UNESCO. Informal education and training, TVETipedia Glossary Available here.  

 Co-funded by the European Union

GRANT AGREEMENT n. KA220-ADU-E61A293C REFERENCE DU DOSSIER 24PCA0020

© 2026 All Rights Reserved.

Coombs, 1973

Non-formal education takes place outside the main education and training structures and does not necessarily lead to recognised qualifications or identified diplomas. It can be acquired in a professional context or through the activities of civil society organisations and can be offered as a complement to the formal institutionalised system.

Coombs, an educational planner, was the first to attempt a definition in the context of the global educational crisis: “any organised educational activity outside the established formal system that is intended to serve identifiable learning clientele and learning objectives” 

Read more here

UNESCO, 1984

Education which takes place outside the formal system on either a regular or an intermittent basis.

This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.

Terminology of Technical and Vocational Education, 1984 

Read more here

Council of europe, 2004

Non-formal education refers to any deliberate, voluntary and planned programme of personal and social education that aims to convey and practise values, and develop a wide range of skills and competences, outside the formal education curriculum. Non-formal education for children might include out-of-school activities, extra-curricular activities in schools, summer camps and leisure centre activities. Non-formal education uses a participatory approach to learning.

Read more here

OECD, 2006

Non-formal education is defined as any organised and sustained educational activities that do not correspond exactly to the (…) definition of formal education. Non-formal education may therefore take place both within and outside educational institutions, and cater to persons of all ages. Depending on country contexts, it may cover educational programmes to impart adult literacy, basic education for out-of-school children, life skills, work skills and general culture. Non-formal education programmes do not necessarily follow the ladder system, and may have a differing duration.

Education at a Glance, Glossary of education terms, 2006

Read more here

CEDEFOP, 2008

Non-formal learning : Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s point of view.

  • non-formal learning outcomes may be validated and lead to certification
  • non-formal learning is sometimes described as semi-structured learning

 

Although Cedefop did not issue a separate definition of non-formal education, its description of non-formal learning aligns closely with the way many institutions understand non-formal education, emphasising organised yet flexible learning outside the formal system.

Read more here

CEDEFOP, 2015

The European Commission highlights and uses the recognition of non-formal and informal learning outcomes promoted by the OECD, the European Commission via the European Center for the Development of Vocational Training (CEDEFOP) witch revised the European guidelines for validation of non-formal and informal learning in 2015.

Non-formal education and training is understood as education and training leading to qualifications which are not directly recognised as such by relevant national education authorities (or equivalent authorities) or not leading to any qualifications at all (although recognition and validation of learning outcomes could then be used and indirectly lead to formal qualifications).

This concept is therefore distinguished from formal education and training, which: (a) typically takes place in (or, in the case of formal apprenticeships, dually involve) the system of schools, colleges and universities and other formal education institutions; (b) normally, although not necessarily, constitutes a continuous ladder of education for children and young people; (c) is directly relevant for the determination of the highest level of formal education attained.

Read more here

Eurostat, 2016

Adult learning is understood here as the job-related learning of adults who have left initial education and training and entered working life. Job-related learning refers to education and training undertaken for the purpose of acquiring skills for a current or future job, while recognising that non-work-related ‘leisure’ learning can also provide individuals with valuable skills for the labour market. Adult learning encompasses three types of learning:

Non-formal learning (unaccredited education and training) is intentional, institutionalised learning that is either of short duration (less than one semester) or not recognised by relevant authorities. Examples include non-formal qualifications obtained from short courses and workshops.

Eurostat (2016), Classification of learning activities (CLA) Manual: 2016 edition, European Union Publications Office, Luxembourg,  

Read more here

European Commission, 2016

Non-formal learning is the “concept on which there is the least consensus” (OECD, n.d.) and lies somewhere between formal and informal learning. Hence it makes sense to take a brief look at two broadly accepted definitions of the latter two terms.

Formal learning is learning that occurs in an organised and structured environment and is explicitly designated as learning (in terms of objectives, time or resources). It is intentional from the learner’s point of view and typically leads to validation and certification (Cedefop, 2008). Typical examples are learning that takes place within the initial education and training system or workplace training arranged by the employer (Werquin & Patrick, 2010).

Informal learning is learning that results from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. It is in most cases unintentional from the learner’s perspective (Cedefop, 2008).

There is also a definition of non-formal learning by Cedefop (2014), which is “learning embedded in planning activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional form the learners’ point of view.… Non-formal learning outcomes may be validated and may lead to certification.

European Commission, Validation of Non-formal MOOC-based Learning, 2016

Read more here