Formal Education, Non-formal and Informal Learning: Knowledge and Experience

The purpose of the study was to contribute to the model of formal education, non-formal and informal learning (Coombs & Ahmed, 1974) by exploring students' knowledge about and experience with them.553 students of humanities, educational sciences and economics participated in the study.Results show that (1) students of humanities have the highest level of knowledge about all three forms of education and learning.(2) As the students progress with their studies, their knowledge about the three forms of education and learning increases.No differences in students' knowledge, involvement in non-formal and informal learning and teaching were found regarding mon-1 Marina Diković doktorirala je pedagogiju, viša je asistentica.Područje njezina znanstvenoga istraživanja je didaktika (kurikulum) i interkulturalna pedagogija, odgoj i obrazovanje za ljudska prava te građanski odgoj i obrazovanje.Autorica je i suautorica brojnih radova iz širega područja pedagogije.2 Marlena Plavšić diplomirala je i doktorirala psihologiju, a magistrirala antropologiju.Viša je asistentica.Znanstveni su joj interesi mentalno zdravlje i razvojna psihologija.Uključena je u različite civilno-javne inicijative i projekte u zajednici.ČLANCI M. Diković and M. Plavšić: Formal, non-formal, informal napredak 156 (1 -2) 9 -24 (2015) 10 thly income and parents' formal education.(3) More students with higher knowledge about three forms of education and learning list experience with non-formal learning and informal teaching.