This article examines the informal learning of two principal HRD practitioners working at the Sydney 2000 Olympic Games construction sites, highlighting tensions between individual experience and the workplace. The article is based on an interpretive study in which findings are “counterpointed” by postmodern and critical perspectives. Key questions include these: Why is informal learning, at this particular moment, an important research focus in HRD? What are the problems of defining informal learning? How does one learn informally, and what affects it? The article concludes by rethinking informal learning and discussing implications for future HRD research and practice.

Informal learning in corporate workplaces

Lifelong Learning in Nursing: Perceptions and Realities.

It is suddenly fashionable in political circles in the United Kingdom (and elsewhere) to talk about lifelong learning and lifelong education. This seems to be the direct result of the present economic climate which has called into question many previous assumptions: job security has become an effective myth for most of those who can actually get work; long?term unemployment seems to have become structural and permanent. Consequently, the notions of lifelong learning and lifelong education have taken on dimensions far removed from the almost Utopian ideals of their supporters in the years following the publication of the report Learning to Be. Given the current economic gloom, the popularity of the terms with politicians and the fact of being in the European Year of Lifelong Learning, it is perhaps appropriate to take stock of the whole notion of lifelong learning and lifelong education and to see just what meaning (if any) lies behind these words and where they might take us in the future. This essay lays its foundations in the historical background to the ideas of lifelong learning and lifelong education before moving onto a critique of the post?Faure advocates of the principles. It discusses various problems inherent in the concepts (such as lifelong inadequacy) before concluding that, although many of the difficulties in the concepts are due to the confused nature of adult education itself (e.g. is it education or leisure?), there is a greater need than ever for sustained efforts in favour of lifelong education to help to restore the hope which seems to have become a rare commodity among an all too large section of society.

Lifelong Learning and Lifelong Education: a critique

The nature and import of discrimination in adult education are examined from a postmodern perspective. That perspective is self-consciously informed by an understanding of the interpretative nature...

Discriminative Justice and Responsibility In Postmodernist Adult Education

The terms non-formal and informal are attributed to learning in everyday life by many authors, often linked to their interests in particular learning practices. However, many authors use the terms without any clear definition, or employ conflicting definitions and boundaries. An analysis of relevant literature revealed two fundamentally different interpretations of informal learning. The one describes formality of education at the organizational level, while the second describes formality of learning at the psychological level. This article presents a conceptual reconciling of these two perspectives. Based on a literature review, the educational modes of education are defined as discrete entities (formal, non-formal, and informal education), whereas formality at the psychological level is defined in terms of attributes of formality and informality along a continuum (formal ↔ informal learning). Relations to other  well-established frameworks within the field of informal learning are discussed.

/pdf/the-formality-of-learning-science-in-everyday-life-a-48ei5zuosz.pdf

The formality of learning science in everyday life: A conceptual literature review

Philosophy of Lifelong Education@@@Planning Adult Learning: Issues, Practices and Directions@@@Growing and Structure of Distance Education

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Philosophy of Lifelong Education@@@Planning Adult Learning: Issues, Practices and Directions@@@Growing and Structure of Distance Education