G u I d e L i n e s m a n u a L s a n d g u I d e L i n e s

Intentional learning is defined as ‘a deliberate search for knowledge, skills, competences or 

attitudes of lasting value’.

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 The intention of learning must be formulated before the activity starts, 

either by the learner or by another individual. 

It is the intention to learn that distinguishes learning activities from non-learning activities. Of course, 

some activities whose main purpose is not learning may also lead to learning. For example, when 

entering a sports competition one might improve one’s own performance although there might not be 

a formulated intention to do so. This case is considered a non-learning activity because, although 

learning may happen, it is a by-product of the activity. 

In other words, a non-learning activity can produce the same type of outcomes as a learning activity. 

Random learning can happen as a by-product of a non-

learning activity, as an ‘improvement in 

behaviour, information, knowledge, understanding, attitude, values or skills’ or ‘work, societal and 

personal outcomes’. 

The border between learning activities and non-learning activities is sometimes difficult to identify. 

Culture, sports and religion include activities which may or may not be considered learning activities, 

depending on whether there is an intention to learn; these should be addressed with particular care. 

This is particularly the case in less organised activities like self-learning. In more organised activities 

designed for learning the desire or effort of the participant to learn would not change the nature of the 

activity to make it a ‘non-learning activity’. Examples of borderline cases are presented in Annex 1.