The chapter "Learning through Practice: Beyond Informal and Towards a Framework for Learning through Practice" by Stephen Billett explores the significance of learning through work in technical and vocational education and training (TVET). It argues that learning through practice, often described as informal or ad hoc, is a central and effective method for developing occupational competence, both historically and in contemporary contexts. The chapter critiques the term "informal" as imprecise and erroneous, emphasizing the structured and purposeful nature of workplace learning. It highlights the strengths of learning in practice settings, such as engagement in authentic tasks, indirect guidance, and close interaction with experts, while also acknowledging limitations, including inappropriate learning outcomes and process constraints. The chapter proposes a comprehensive framework for understanding and promoting learning through practice, focusing on curriculum, pedagogy, and personal epistemology. This framework aims to enhance the effectiveness of practice-based learning by addressing educational purposes, organizing experiences, and supporting learners' engagement. The chapter concludes by discussing policy implications and the need for a science of learning through practice to legitimize and improve this form of learning in TVET.The chapter "Learning through Practice: Beyond Informal and Towards a Framework for Learning through Practice" by Stephen Billett explores the significance of learning through work in technical and vocational education and training (TVET). It argues that learning through practice, often described as informal or ad hoc, is a central and effective method for developing occupational competence, both historically and in contemporary contexts. The chapter critiques the term "informal" as imprecise and erroneous, emphasizing the structured and purposeful nature of workplace learning. It highlights the strengths of learning in practice settings, such as engagement in authentic tasks, indirect guidance, and close interaction with experts, while also acknowledging limitations, including inappropriate learning outcomes and process constraints. The chapter proposes a comprehensive framework for understanding and promoting learning through practice, focusing on curriculum, pedagogy, and personal epistemology. This framework aims to enhance the effectiveness of practice-based learning by addressing educational purposes, organizing experiences, and supporting learners' engagement. The chapter concludes by discussing policy implications and the need for a science of learning through practice to legitimize and improve this form of learning in TVET.