EDUCATION

In education, the discipline focused on approaches of instruction and learning in educational

institutions or school-like surroundings is called There are several forms of education; two are
mentioned below;

The formal education

Formal education is a methodical, controlled system of instruction based on a curriculum and

generates acknowledged academic certifications or degrees (Veronica, 2022). Formal education
presents a curriculum in terms of goals, content, and methods; it correlates with the systematic
orderly education model, designed and delivered in line with the specified set of laws and
conventions. Formal education occurs at the establishments of learning. Furthermore, it is
imperative for the people to improve their abilities, particularly necessary to carry out their job
responsibilities satisfactorially (Gaftandzhieva, 2024). The operations of civilisation depend on
formal education; similarly, the needs of civilisation drove the development of the first schools
in the globe (Eskelson, 2020). Like in Egypt, learning literacy was considered as a means to fit
the elite rank of society (Roushdy, 2021). The evidence provided above in learning via main
domains justifies the need of formal instruction for these skills. Simply said, literacy is an
evolutionarily unique ability that requires ordered, formal education, over a long period of
learning, in order to become mastered (Eskelson, 2020). Effective student participation not only
increases their learning but also helps to strengthen their communication skills and foster
confidence and self-reliance (Noble et al., 2021).

Strength and weakness of formal education

Formal education helps the people improve their chances for a career. The people choose
different disciplines in line with their interests and aptitudes; they include medical, education,
law, management, administration, engineering, architecture, and so on (Pambudi & Harjanto
2020). They seek better education in these disciplines and either start their own companies or
accept job offers. People clearly want schooling in order to get suitable jobs. Employment
chances help the people in three different ways. They are able to sustain their living conditions
better, create a source of income, make use of their educational qualifications, and thus pay for
their expenses bolarinwa, 2023. Formal education gives people competencies and aptitude that
will assist them improve their job possibilities. This method guarantees a thorough education
for students, therefore preparing them for either advanced studies or specialised careers.
Although the organised character of formal education is a benefit, it also brings restrictions of
inflexible curriculum that may not fit individual learning styles or paces, hence maybe leaving
some students disengaged (Martins Gomes & McCauley, 2021). Ignoring different learning
needs, the standardised testing system emphasises even more a one-size-fits-all approach.
Pursuing formal education, particularly at higher levels, may be quite expensive; tuition fees,
lodging costs, and other related charges can provide obstacles for those from lower-income
families (Mintz, 2021). Financial stress stems from the pressure to pay back student loans after
graduation. Formal education systems could help to explain social inequalities; factors including
socioeconomic background, geographical location, and access to quality education resources
can affect educational results (Kosyakova & Bills 2021; Nurse & Melhuish, 2021).

INFORMAL EDUCATION

Informal education is a lifetime of learning process whereby each person gains attitudes,
values, skills, knowledge from the educational influences and resources in his or her own
environment and from everyday experience (Thwe & Kalman, 2024). Informal education is that
which emerges from daily activities connected to family, employment, and leisure. It lacks
organisation in terms of learning objectives, learning time, or learning support. In the course of
informal education, one does not get any credentials or degrees (Yembuu, 2021). It happens in
circumstances when the people's main goal is not learning. Rather than by teachers, the
individual students engage practice-based informal education (McManimon, 201). It's often
cooperative and kind. Informal education (IE) is the practice of both deliberate and inadvertent
elements of working on new knowledge in groups. It can be discussion-based, meant to help to
close the gap between conventional classroom settings and life outside the classroom (Yembuu,
2021). Informal education can assist people in knowing how to respond to and manage several
situations and surroundings (Maiorca et al., 2021). Moreover, it aggregates social groups
necessary for education. Families and communities are the main unofficial agents providing
informal education. According to Syakhrani & Aslan, 2024, the families of the people form the
basis upon which learning of the individuals occurs. Informal education seeks to provide
settings where people may apply changes, learn, explore and grow out of experience. creates
surroundings that let people comprehend and grow together (Maiorca et al., 2021).

Strengths and weaknesses of informal education

It is more focused since the learner controls all of the informal instruction. Every day
interactions between one person and other people define it. Here comes unplanned learning
(Ben-Peretz & Schonmann 2021). It is more targeted as the individual itself is involved in it and
views it. While formal education—which consists of classroom conditions, appropriate
curriculum, and schedule—which is free and under control—informal education is free but less
under control. There are no calendars or agendas one should use privately. Not one
professional teacher is involved in informal learning. One is free to pursue an education
according to their degree of comfort (Koc, 2023.). Informal learning takes less time and less
money than formal education. Paid books, paid goods, or fees—none of which apply—
Burghardt & Hecht, 2020 In informal education, lack of a clear and ordered training framework
could make planning and tracking learning over time difficult as well (Mahmood et al., 2024).

Conclusion

Education is lifelong learning process resulting from daily life activities which are unplanned,
both discussed with their characteristic, importance with listed strength and weakness; it is
learning and classified into various types which are formal which require organised and
regulated system of education that demand recognised academic certificates or degrees.
Reference list

Veronica, L. (2022). Formal education: Understanding its meaning and importance.

International Journal of Educational Research and Reviews, 10(2), 1–2.
https://www.internationalscholarsjournals.com/articles/formal-education-understanding-its-
meaning-and-importance-88578.html

Gaftandzhieva, S., Docheva, M., Doneva, R., Pashev, G., & Totkov, G. (2024). Assessing the
Digital Level in Educational Institutions: Formal Model and Software Prototype. TEM
Journal, 13(2).
https://www.ceeol.com/search/article-detail?id=1244509.

Eskelson, T. C. (2020). How and Why Formal Education Originated in the Emergence of
Civilization. Journal of Education and Learning, 9(2), 29-47. https://eric.ed.gov/?
id=EJ1248277

Roushdy, N. (2021). Between Class and Nation: International Education and the Dilemmas of
Elite Belonging in Contemporary Egypt (Doctoral dissertation, Boston University).
https://search.proquest.com/openview/8d340ea1c98bf60e08769cb0a5423aa5/1?pq-
origsite=gscholar&cbl=18750&diss=y.

Noble, C., Medin, D., Quail, Z., Young, C., & Carter, M. (2021). How does participation in formal
education or learning for older people affect wellbeing and cognition? A systematic literature
review and meta-analysis. Gerontology and Geriatric Medicine, 7, 2333721420986027.
https://doi.org/10.1177/2333721420986027.

Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development,
opportunities, and challenges. Children and Youth Services Review, 115, 105092.
https://doi.org/10.1016/j.childyouth.2020.105092

Taiwo Agosu, bolarinwa. (2023). EFFECT OF FORMAL EDUCATION ON POVERTY REDUCTION IN

NIGERIA. Management of Sustainable Development, 15(2).
https://doi.org/10.54989/msd-2023-0018

Martins Gomes, D., & McCauley, V. (2021). Creativity in science: A dilemma for informal and
formal education. Science Education, 105(3), 498-520.
https://doi.org/10.1002/sce.21614.

Mintz, B. (2021). Neoliberalism and the crisis in higher education: The cost of
ideology. American Journal of Economics and Sociology, 80(1), 79-112.
https://doi.org/10.1111/ajes.12370.
Kosyakova, Y., & Bills, D. B. (2021). Formal adult education and socioeconomic inequality:
Second chances or Matthew Effects?. Sociology Compass, 15(9), e12920.
https://doi.org/10.1111/soc4.12920.

Nurse, L., & Melhuish, E. (2021). Comparative perspectives on educational inequalities in

Europe: an overview of the old and emergent inequalities from a bottom-up
perspective. Contemporary Social Science, 16(4), 417-431.
https://doi.org/10.1080/21582041.2021.1948095.

Thwe, W. P., & Kalman, A. (2024). Lifelong learning in the educational setting: A systematic
literature review. The Asia-Pacific Education Researcher, 33(2), 407-417.
DOIhttps://doi.org/10.1007/s40299-023-00738-w

Yembuu, B. (2021). Intergenerational learning of traditional knowledge through informal

education: the Mongolian context. International Journal of Lifelong Education, 40(4), 339-358.
https://doi.org/10.1080/02601370.2021.1967488.

McManimon, S. K. (2021). Embedded research practices: Practice as process, participatory

method, and product in informal learning research. Journal of Museum Education, 46(2), 245-
254. https://doi.org/10.1080/10598650.2021.1891757.

Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S.
Y. (2021). Informal learning environments and impact on interest in STEM careers. International
Journal of Science and Mathematics Education, 19, 45-64.
DOIhttps://doi.org/10.1007/s10763-019-10038-9

Syakhrani, A. W., & Aslan, A. (2024). THE IMPACT OF INFORMAL FAMILY EDUCATION ON
CHILDREN'S SOCIAL AND EMOTIONAL SKILLS. Indonesian Journal of Education (INJOE), 4(2),
619-631.
https://www.injoe.org/index.php/INJOE/article/view/153.

Ben-Peretz, M., & Schonmann, S. (2021). Informal learning communities and their effects.
In Organizational learning in schools (pp. 47-66). Taylor & Francis.
https://www.taylorfrancis.com/chapters/edit/10.1201/9781003077459-4/informal-learning-
communities-effects-miriam-ben-peretz-shifra-schonmann.

Burghardt, M. D., & Hecht, D. (2020). Designing informal vs formal education activities—what
we have learned. International Journal of Designs for Learning, 11(2), 39-45.
https://doi.org/10.14434/ijdl.v11i2.27321.

Koc, R. (2023). Use of Informal Learning Environments in Turkish Language Teaching. Education
Quarterly Reviews, 6(1). https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=4365868.

Mahmood, D. S., Khalid, J., & Ain, Q. ul. (2024). Study the effect of informal learning by media.
Pakistan Research Journal of Social Sciences, 3(3).
https://prjss.com/index.php/prjss/article/view/172.