Do we actually learn more by formalising learning? There is a tendency to formalise learning. The most prominent development is the establishment of Qualifications Frameworks and Accreditation of Prior Learning systems. Both initiatives are based on the assumption that learning can be described in terms of learning outcomes.
Thinking in terms of learning outcomes is not a bad thing. As a proxy, it clarifies what people learn; it focuses the development of learning programmes; it allows recognition of prior learning against agreed standards.
The concern is that by emphasising the learning that is definable in terms of learning outcomes, we tend to forget that a lot of learning that is indefinable, leading to a narrow conception of learning.