Illich, I. (1970). Deschooling Society. Cuernavaca, Mexico: CIDOC. Downloadable from: http://www.preservenet.com/theory/Illich/Deschooling/intro.html
p. 23 “A deschooled society implies a new approach to incidental or informal education.”
In a formal schooling situation, learning is standardized and presented as a curriculum. However, much of the learning that takes place is learning for examinations, not learning for life. Very little of what is learned for examinations is retained beyond the examination. In fact, a whole lot of self-learning usually needs to take place, after schooling has finished, for young people to become useful in a vocation.
On the other hand, learning in life (expanding knowledge from the events, situations and opportunities that present themselves as you go about daily routines) ensures that learning is anchored in reality. This incidental and oftentimes informal learning is usually the learning that remains.
At this time, society tends to give more value to formalized school learning. However, those who have been unschooled, and especially those who have been unschooled with a discipleship emphasis, will prove to be the most useful and adaptive participants in the broader society, because their learning is relevant, and much more anchored in reality.