The impact of informal education on formal Education- George Akom (Educationist) writes

 

Education is a continuous process that extends beyond the structured environment of classrooms. Individuals learn daily through interactions with family, peers, community members, the media, and their lived experiences.

 

 

This form of learning known as informal education plays a profound role in shaping learners’ values, attitudes, and competencies within formal education systems. While informal education can greatly enhance learners’ performance, neglecting it can equally undermine the goals of formal education.
Informal education contributes significantly to formal education by equipping learners with foundational skills even before they enter school.

Through household responsibilities, social interactions, and community participation, children develop communication abilities, problem-solving skills, teamwork, and confidence. These experiences translate into improved engagement and performance in formal academic settings.

 

 

Mr.George Akom

Moral values such as respect, discipline, honesty, and perseverance mostly grounded in informal learning shape learners’ behaviour and influence the overall teaching and learning environment in schools.

However, one area often overlooked in educational discourse is the critical consequences of neglecting informal education, especially on learners’ behaviour.

When homes and communities fail to provide positive guidance, emotional support, and value-based upbringing, learners may enter formal education with behavioural gaps that hinder academic progress. A lack of parental involvement, limited moral training, and absence of constructive social interactions can lead to indiscipline, poor attitudes toward learning, disrespect for authority, and weak interpersonal skills.

The result is an increased burden on teachers, who must spend valuable instructional time managing behaviour instead of delivering quality education.
Neglecting informal education may also expose learners to the uncontrolled influence of peers, media, and social trends.

In such situations, students may adopt negative behaviours such as truancy, addiction to social media, dishonesty, and exam malpractices behaviours that undermine the integrity of formal education. Without strong informal guidance, learners struggle to develop self-control, responsibility, and resilience, all of which are essential for academic success and personal growth. Communities that do not reinforce positive norms and values risk producing students who are academically capable but socially and morally disconnected.

Cultural contradictions also emerge when informal education is neglected. Learners may become more vulnerable to misinformation or harmful social influences, as no consistent value system is provided at home.

This affects their reasoning, emotional stability, and ability to make sound decisions. Ultimately, the absence of strong informal education structures weakens the moral fabric necessary for learners to thrive in formal settings.

Given these realities, it is essential for stakeholders; parents, teachers, community leaders, and policymakers to recognise that informal education is not separate from formal education but rather its foundation. Strengthening family involvement, promoting community participation, and encouraging positive home environments will ensure that informal education complements the work of schools. Effective collaboration is needed to nurture learners who are not only academically competent but also socially responsible and emotionally grounded.
In conclusion, informal education is both a support system and a shaping force for formal education.

When nurtured positively, it enriches academic achievement and behavioural development. When neglected, it leads to behavioural challenges that hinder learning and disrupt classroom environments.

A balanced and collaborative approach is crucial for producing well-rounded, disciplined, and productive citizens capable of contributing meaningfully to national development.
Author:
George Akom
Snr. Assistant Registrar
Ghana Communication Technology University
0243387291/kingakom77@gmail.com