ABSTRACT

A typology of adult learning situations has been suggested (Rogers 1996): the formal, the extra-formal and the non-formal. Formal structures comprise the educational system of statutory and non-statutory agencies such as schools, colleges and universities. These are hierarchically ordered and chronologically graded, all of which form the main focus of the government thinking outlined above. Extra-formal courses and classes are run by formal agencies outside the educational system, such as commercial bodies and training agencies, but still have identified learners and learning objectives. These are also included within government proposals, often for the delivery of work-based training rather than education. The non-formal sector is the diverse range of learning opportunities provided by voluntary agencies and informal groups (Elsdon et al. 1995). Within this category the concept of self-directed learning is central, whereby individuals recognise their own learning needs and through individual or group action devise strategies for meeting them. This is the truly lifelong process that enables individuals to acquire values, skills and knowledge from daily experience. It is the integration of these three sectors that will create the learning society that the government proposes, and to this end we need to set formal continuing education into the wider research context of how and why adults learn.