Informal learning is a central yet often overlooked pillar of lifelong learning. While policy has traditionally prioritised formal and non-formal education and training, a substantial share of skills is developed through everyday life – at work, through social interaction, and via self-directed learning. This sort of learning is flexible, continuous, and well suited to rapidly evolving skill demands of an era shaped by digitalisation and artificial intelligence. It also opens accessible pathways for those less likely to engage in structured learning.
Yet despite its growing importance, informal learning remains insufficiently defined, measured, and embedded in policy frameworks. This report addresses this gap through comparative analysis supported by Belgium (Flanders), Luxembourg, and the Netherlands. Drawing on international evidence, it examines the benefits, participation patterns, and key drivers of informal learning, and proposes a shared definition alongside a more coherent measurement framework – advancing visibility, comparability, and policy relevance. The report concludes with ten actionable recommendations to strengthen the evidence base and support the systematic integration of informal learning into lifelong learning and skills policies.
