Formal education: the hierarchically structured, chronologically graded education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.
Informal education: the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment – from family and neighbours, from work and play, from the market place, the library and the mass media.
Non-formal education: any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives.
The distinction made is largely administrative. Formal education is linked with schools and training institutions, non-formal with community groups and other organizations, and informal covers what is left, e.g. interactions with friends, family and work colleagues.(See, for example, Coombs and Ahmed 1974).
Formal education or formal learning usually takes place in the premises of the school, where a In nonformal education, someone (who is not in school) can learn literacy, other basic skills or job skills.
Home education, individualized instruction (such as programmed learning), distance learning and computer-assisted instruction are other possibilities.
Non-formal education is imparted consciously and deliberately and systematically implemented. It should be organized for a homogeneous group.
Non-formal, education should be programmed to serve the needs of the identified group. This will necessitate flexibility in the design of the curriculum and the scheme of evaluation.
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