FORMAL EDUCATION
Formal education corresponds to a systematic, organized education model, structured and
administered according to a given set of laws and norms, presenting a rather rigid curriculum as regards
objectives, content and methodology. It is characterized by a contiguous education process named, as
Sarramona1 remarks, “presential education”, which necessarily involves the teacher, the students and
the institution. It corresponds to the education process normally adopted by our schools and
universities. Formal education institutions are administratively, physically and curricularly organized and
require from students a minimum classroom attendance. There is a program that teachers and students
alike must observe, involving intermediate and final assessments in order to advance students to the
next learning stage. It confers degrees and diplomas pursuant to a quite strict set of regulations. The
methodology is basically expositive, scarcely relating to the desired behavioral objectives - as a matter of
fact, it is but seldom that such targets are operationally established. Assessments are made on a general
basis, for administrative purposes and are infrequently used to improve the education process. Their
character is, for the most part, punitive, obeying a mono-directional methodology that fails to stimulate
students and to provide for their active participation in the process, though in most cases, failures are
ascribed to them. The setting-up of a formal education system does not consider the students’
standards, values and attitudes that are relevant to the education system which, generally, is not tested
or assessed at the level of student acceptance, as well as for efficacy and efficiency. The same
methodology - poor, ineffective, scarcely creative - is adopted, whether the universe contains 10, 50 or
200 students. Other institutional resources than the expositive method are seldom employed and, when
they are employed, the basic learning principles are disregarded. The subjects are presented in isolated
blocks, whether as to content or methodology. Thus, for instance, in the case of Physics, for techno-
administrative reasons the subject is divided into theory, laboratory and exercises and, their adequate
order and correlation is disregarded. In general, the objectives aimed at the personal growth of students
are negligenced and, the basic principles of learning fail to be considered in the planning and the
performance of education systems. It is not excessive to say that in the case of formal education, for the
most part teachers pretend to teach; students pretend to learn; and, institutions pretend to be really
catering to the interests of students and of the society. Thus, generally, formal education cannot
disguise its aloofness from the real needs of the students and of the community.
Formal vs.
Informal
Education
Formal education is classroom-based, provided by trained teachers.
Informal education happens outside the classroom, in after-school
programs, community-based organizations, museums, libraries, or at
home.
What are the main differences between the two?
In general, classrooms have the same kids and the same
teachers every day. After-school programs are often drop-in, so
attendance is inconsistent, as is leadership.
Classroom activities can last several days. After-school programs
need to complete an activity each day because a different
group of kids could be in attendance tomorrow.
You can assume that classroom-based teachers have a certain
level of training in educational philosophy, effective teaching
strategies, classroom management, and content. After-school
providers, by contrast, vary in experience and knowledge of
teaching techniques, content expertise, and group
management. Typically, materials for after-school settings need
to include a lot more structure.
Teachers need to meet educational standards and stick to a
specified curriculum, which can make it difficult for them to
incorporate nontraditional content. After-school programs, on
the other hand, can be more flexible with their content.
Both formal and informal education settings offer different strengths to
your educational outreach project. If your project fits in the classroom,
it can have a very long life; teachers will use trusted resources for years.
After-school programs offer a different kind of environment, where your
activities don't need to be as formal and where you can reach a different
audience.
While both schools and after-school programs serve students, many kids
who feel disenfranchised at school blossom in after-school settings. Real
learning can happen in a setting where kids feel less intimidated or more
comfortable than they do in a formal classroom. The ultimate goal is
that their success in an informal setting can lead to greater confidence
in the formal classroom.
An additional benefit of developing materials for informal educational
settings is that they may be useful to parents at home with their kids, or
to adult learners who are looking to expand their knowledge, either for
their own enrichment or to increase their career options.
