Learning may be categorised as formal in that it is accessible through formal institutions, such as social and educational institutions, set up by our society to assist in our personal learning. Formal learning usually leads to recognised qualifications or learning outcomes. It is, however, informal learning which comprises most of our learning experiences. Informal learning is any activity that involves learning outside of formal learning (Connor, 1997). Foley (1995) defines informal learning as that which occurs when people consciously try to learn through their experiences, whereas formal learning is distinguished by curriculum, organised by professionals and occurring within an institutional setting. Informal learning occurs in a variety of places, involves a heterogeneous population and uses a wide variety of methods. It does not reflect the political and socio-legal frameworks of formal learning patrimonies and therefore does not reflect the 'narrowness' of formal learning. It encompasses a diversity of arrangements, actors and practices (Cullen, et.al., 2000). "It reflects subscribed, emergent and highly contextualised needs, rather than the 'operational' needs of formal education and training policy and practice" (Cullen, et.al., 2000, p. 4). Often participants when engaged in informal learning, do not see themselves as learning (Cullen, et.al., 2000). Informal learning is embedded and often taken-for-granted by learners (Livingstone, 1999).
gmat coaching centres in kolkata
Adults tend to engage in multiple types of learning on an everyday basis with a variety of emphases and tendencies (Livingstone, 2001). Learning is a natural human process, neither good nor bad of itself, however, the outcomes of learning may have moral, cultural and social consequences (Jarvis, Holford, & Griffin, 2003). The moral context of learning is influenced by the attitudes, values and behaviours of the surrounding social environment (Garratt, 2000). Learning is an individual process of change and as individuals develop their potential it may challenge the existing status quo of the culture and social environment in which they are situated. Learning can therefore develop a political dimension (Jarvis, et.al. 2003).

https://www.kolkatabizbook.com/gate-training/