UNIT-VII AGENCIES OF EDUCATION
HOME AS AGENCY OF EDUCATION
The
mother is rightly said to be the first teacher of the child, and the home is
the primary informal educational institution. Up to the age of
5 or 6 the child remains mainly with
the mother, the
father, and other
siblings. Childhood or
infancy is the
most impressionable age just like a clean slate on which
anything can be written. A child's behaviour during the early years can
be molded and shaped in a desired form and direction provided that
suitable socio-psychological environment
is made available.
If negative impressions are provided to the child at home, it
is very difficult to remove these during the years of schooling of the child. And if the child is reared in an open,
affectionate and free environment with due care and attention, later
development of the child is healthy. Home, therefore, plays the most significant
role in laying the foundations of child's personality in terms of cognitive, social, emotional, and moral
development.
Important Functions of H o m e
Home
has some important functions in relation to the development of the child as a social being.
These functions are: (1)
socialization (2) acculturation (3) sense
of
belongingness (we-feeling) (4) propagating religious faith
and (5) moral learning and moral
education. All these functions of home are interdependent or interrelated. Home is the first
social institution which attempts to socialize the child. This means developing in the child
components and capacities essential for future role performance. Every society relies upon
a number of social institutions for the performance of one or both of the social functions viz:
education. All these functions of home are interdependent or interrelated. Home is the first
social institution which attempts to socialize the child. This means developing in the child
components and capacities essential for future role performance. Every society relies upon
a number of social institutions for the performance of one or both of the social functions viz:
(1) To
help perpetuate the society's culture; and (2) to facilitate the process of
social change.
Of these
two basic functions of social institutions preservation of social inheritance
is
the most crucial function of the family. Human life, as we know, is grounded in an organized
cultural history as well as cultural transformation. In regard to the former function, home
performs the most pivotal role. The child observes his parents in particular ways in day- to-
day living and because of the sense of belongingness, it easily retains and internalizes those
behaviours which are appreciated by the family. In fact, it is the -feeling which is a
characteristic feature of the family that makes internalizations possible. The moral ethos
and the entire values system (good or bad) is picked-up by the child and reinforced by the
parents.
the most crucial function of the family. Human life, as we know, is grounded in an organized
cultural history as well as cultural transformation. In regard to the former function, home
performs the most pivotal role. The child observes his parents in particular ways in day- to-
day living and because of the sense of belongingness, it easily retains and internalizes those
behaviours which are appreciated by the family. In fact, it is the -feeling which is a
characteristic feature of the family that makes internalizations possible. The moral ethos
and the entire values system (good or bad) is picked-up by the child and reinforced by the
parents.
Educational Functions of Home
We all
understand that educational functions relate to an overall development of
child's personality which comprises development of worthwhile knowledge, skills, attitudes,
child's personality which comprises development of worthwhile knowledge, skills, attitudes,
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values behaviours and above all the
educability of the child. Educability means development of interest in and motivation
for learning what is worthwhile and simultaneously applying efforts to achieve the same. Further, the
development of the personality of the child is greatly affected by the kind of relationship he/ she has with parents.
There is
an interrelatedness of factors that contribute to emotional illness. It is
believed that many of the disturbances seen in the individual members of the family are in
some sense a product of disturbances in the interpersonal relations between various
members and especially between father and mother. Very often the mental illness,
especially of a child, has functional significance for family equilibrium. Similarly, the value
orientation of children that are deeply rooted, are mainly unconscious and markedly affect
the pattern of behaviour and thought-processes in all areas of activities depending upon
how the parents treat their children. If the child is loved, accepted and given due freedom to
take decisions on his own, he is most likely to develop a positive and caring attitude towards
parents and others.
believed that many of the disturbances seen in the individual members of the family are in
some sense a product of disturbances in the interpersonal relations between various
members and especially between father and mother. Very often the mental illness,
especially of a child, has functional significance for family equilibrium. Similarly, the value
orientation of children that are deeply rooted, are mainly unconscious and markedly affect
the pattern of behaviour and thought-processes in all areas of activities depending upon
how the parents treat their children. If the child is loved, accepted and given due freedom to
take decisions on his own, he is most likely to develop a positive and caring attitude towards
parents and others.
In today's
complex society, the
family, therefore, plays
a vital role
in the
development of child's personality. His attitudes and values all depend upon how he is
nurtured by parents and significant others. The child's intellectual abilities, aspirations and
commitments also are first acquired in the family. For a proper development of a child's
personality, therefore, it is of paramount importance that parents are accordingly educated.
A good parent may be one who understand and accepts the growing child with his needs
and aspirations, provides due freedom to him and avoids imposition of his own views and
attitudes on the child. A good parent has a caring but never a possessive attitude towards
the child. He/she wants to see the child grow autonomously, thus, enabling the blossoming
of the child's personality. Home not only influences the socialization and acculturation of
the child, but it also plays a significant role in determining the educability of the child.
development of child's personality. His attitudes and values all depend upon how he is
nurtured by parents and significant others. The child's intellectual abilities, aspirations and
commitments also are first acquired in the family. For a proper development of a child's
personality, therefore, it is of paramount importance that parents are accordingly educated.
A good parent may be one who understand and accepts the growing child with his needs
and aspirations, provides due freedom to him and avoids imposition of his own views and
attitudes on the child. A good parent has a caring but never a possessive attitude towards
the child. He/she wants to see the child grow autonomously, thus, enabling the blossoming
of the child's personality. Home not only influences the socialization and acculturation of
the child, but it also plays a significant role in determining the educability of the child.
Sociologists have empirical
evidence to show that differentiated achievements are partly determined by genetic factors like intelligence and partly by the
nurturance of the child at home. The way the child is treated at home
influences his motivation and interests, not only before the child starts going
to school but throughout school life. It is the parents who can supplement and support the activities of teachers. So creating or
establishing an improved
home-school relationship becomes
a necessity for
in improving the
child's education. Attitudes and
actions of the parents are as important as those of teachers in their initiation into school culture.
SCHOOL AS (FORMAL) AGENCY OF EDUCATION
In most
small, simple society’s education may be almost entirely by informal means.
Group Ways are learnt by observing behaviours of adults. But as the society becomes more
complex and differentiated, informal educational institutions become less effective. With
Group Ways are learnt by observing behaviours of adults. But as the society becomes more
complex and differentiated, informal educational institutions become less effective. With
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the
passage of time, social complexity and need for educational specialization
becomes so
great that school and teaching get more or less embedded into the social structure.
The school, while it is related to society as a whole, represents a little society by
itself. Teachers, students and other members of this little society interactively participate in
their own distinctive ways. The school has its own mores, its own social setting and its own
culture. In a way, it represents a "total institution" in the sense that any student coming
from any social culture has to abide by the rules and regulation of the school and adjust to
the distinct social milieu of the school for the limited period during which he stays at school,
great that school and teaching get more or less embedded into the social structure.
The school, while it is related to society as a whole, represents a little society by
itself. Teachers, students and other members of this little society interactively participate in
their own distinctive ways. The school has its own mores, its own social setting and its own
culture. In a way, it represents a "total institution" in the sense that any student coming
from any social culture has to abide by the rules and regulation of the school and adjust to
the distinct social milieu of the school for the limited period during which he stays at school,
Important Functions of the School
The school, as an agency of the
society and also as a miniature society, is supposed to perform
the following main functions:
i) To
generate commitment and capacities in pupils for future adult roles.
ii) To
allocate human resources within the role structure of the adult society.
From the
functional point of view the school can be treated as an agency of the
society for socializing the younger generation. That is, it is an agency through which individuals are trained to be motivationally and technically adequate to the performance of
adult roles.
society for socializing the younger generation. That is, it is an agency through which individuals are trained to be motivationally and technically adequate to the performance of
adult roles.
Through
the school the commitments and capacities required for their future role performance
are developed in individual personalities. Such commitments comprise two components:
(i)
Commitments to the implementation of the broad values of the society, and
(ii) Commitments to the
performance of specific types of roles within the structure of the society. Thus a person, even in a
relatively humble occupation can be a "solid citizen", if he
/she has a commitment to do honest work in that occupation. Similarly, the
capacities also are of two types
(i) Competencies or skills involved
in the performance of individual roles; and (ii) Role responsibility.
Thus, a
mechanic as well as a doctor needs to have not only the basic skills of his trade,
but also the ability to behave responsibly towards the people with whom he is brought
into contact in his work. The second function - the resource allocation within
the role structure - is based on differentiation among
students for different types of roles which further depends upon
(i) basic ability and
(ii) Achievement in specific fields of study which
is appropriate to the
role.
role.
Thus, if we have to select
students for the medical profession, for example, we can
do so by assessment of their Basic ability (intelligence) and performance in subjects like
physics, chemistry and proficiency in language. In general this function of school lies in
do so by assessment of their Basic ability (intelligence) and performance in subjects like
physics, chemistry and proficiency in language. In general this function of school lies in
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separating the academically more able
from the less able and assigning them roles best suited to their educational ability.
Such separation seems to best serve the individual as well as the
social interests and adjustment. If, on the other hand, the individuals are
assigned roles which do not fit their educational capacities or
interest etc. neither they shall ever feel adjusted nor can they be productive members of the
society. However, some people have seriously
questioned the ethical legitimacy of such sorting. They think that competitive sorting
of people undermines the democratic ideal of equal opportunity. It is because
such sorting is done mainly on the basis of
I.Q. scores which may be inherently biased against socially disadvantaged groups.
Educational Functions of the School Agencies
of Education
In
addition to general functions like the socialization and acculturation, the
school is supposed to perform certain specific educational
functions. These educational functions can be grouped into two categories:
A: Manifest
Functions: The
manifest functions are: (i) Transmitting
traditional
culture; (ii) Teaching Basic
Skills and Vocational Education; and (iii) Character Education.
B: Emerging
Functions: (i) Personal
and social problem
solving; (ii) Social
competence; (iii) Diffusion
of new knowledge; (iv) Providing equality of opportunity; (v) Sex
and family
life education; (vi)
Increased functional literacy; (vii) Development
of
cosmopolitan outlook; and
(viii) Learning to live together.
i) Transmitting Traditional Culture
Acculturation of the young to
society's collective achievement has always been the
central role of the school, usually done through formal teaching of history, literature, art
and craft etc. The celebration of national, historical and other significant events is also a
good means for acculturation of the young child. We should, however, keep in mind that
acculturation function of the school is different from the socialization function. Socialization
refers to actual behaviour patterns that a society considers as skills whereas acculturation
means getting knowledge of the past that is handed down as culture which affects the mind
set. In schools the child is socialized by such practices, as waiting patiently and courteously
for a turn to speak with others. On the other hand, the child is acculturated to knowledge
about transition of a bullock cart to automobiles through formal study of history.
central role of the school, usually done through formal teaching of history, literature, art
and craft etc. The celebration of national, historical and other significant events is also a
good means for acculturation of the young child. We should, however, keep in mind that
acculturation function of the school is different from the socialization function. Socialization
refers to actual behaviour patterns that a society considers as skills whereas acculturation
means getting knowledge of the past that is handed down as culture which affects the mind
set. In schools the child is socialized by such practices, as waiting patiently and courteously
for a turn to speak with others. On the other hand, the child is acculturated to knowledge
about transition of a bullock cart to automobiles through formal study of history.
ii) Teaching Basic Skills and Vocational
Education
Some
attention at secondary level of schooling has been given to occupational education. In fact, at
present greater vocational education is being urged at the secondary level.
Recommendations to this effect were made by the Secondary Education Commission 1956),
then by the Education Commission (1966) and later by Adisesiah Committee as
well. As a prelude to vocational education,
work experience is introduced up to the secondary stage of school with a
view to instilling in students a respect for manual and practical work and also to orient them to the world of work.
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iii) Character Education
For many
people, character education constitutes the more important function of
school, even more important than basic literacy. Teachers, like Clergy, have always been
viewed as ideal role models for children. They are consequently often held to restrictive
standards of behaviour including dress and speech, standards not expected of other
members of the community. Yet, character education is one of the most important
functions of the school. It implies that children understand what they ought to do in a
situation or context and they actually behave the way they ought to behave even if it
involves personal inconvenience or element of sacrificing. Of the three facets of moral
education - knowing, judging and acting, character education emphasizes more on acting.
school, even more important than basic literacy. Teachers, like Clergy, have always been
viewed as ideal role models for children. They are consequently often held to restrictive
standards of behaviour including dress and speech, standards not expected of other
members of the community. Yet, character education is one of the most important
functions of the school. It implies that children understand what they ought to do in a
situation or context and they actually behave the way they ought to behave even if it
involves personal inconvenience or element of sacrificing. Of the three facets of moral
education - knowing, judging and acting, character education emphasizes more on acting.
The teacher can ensure proper
character education only when he/she acts as a role model. The adage that
example is better than precept, is most befitting in this context. For example, if a teacher teaches children to be
honest, but his behaviour reflects some kind of partiality with students, the whole purpose of character education gets
defeated.
B: The Emerging Functions of School
The functions of school as
stated above are an established fact whether or not they are satisfactorily achieved. The emerging functions
are, however, often controversial and hence they
may be better
named as educational
issues. Some functions/issues are mentioned
below:
i) Personal and Social Problem Solving
According to Dewey and his
associates, the central function of education (and hence of the School) is to
enable children to solve personal and social problems. According to these 25 Understanding Education Thinkers real
education must help the society to solve difficult problems
relating to personal life, such as family problems, mental health, workplace
stress or problems of a larger society of which they are members
(such as control of crime and delinquency, reduction in poverty, effective governance
etc.).
ii) Social Competence
Today,
the Indian society is undergoing rapid changes in the political, social and economic fields.
Society is fast
heading towards industrialization, urbanization,
use of computers and
electronic gadgets in
daily life. All such changes
in the society
entail concomitant behavioural competencies for an adequate and
effective social interaction in the emerging Indian society. For example, there
is both lateral and upward social mobility which
brings with it unique social of personal
problems. Such problems require social competencies to solve them. These
competencies can be better developed in small group projects through community studies, role plays, creative dramatics etc.
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iii) Diffusion of New Knowledge
At the
start of the new millennium there is a huge explosion of knowledge due to the new findings of the
scientists, technologists, and other investigators. This knowledge must be
acquired by the youth to cope successfully with a society different from their
ancestors' society. Schools, therefore, have
little choice but to transmit some of these new ideas developed by
the scientists or technologists. This
would help children understand the changes
and adapt themselves to the growing demands.
iv) Providing Equality of Opportunity for a
Social Position
Since attainment
of social equality,
equity is one
of the fundamental
rights guaranteed in our Constitution, efforts are being made to
ensure that every child, rich or poor, male or female, physically
normal or handicapped, socially deprived or privileged receives an
equal choice to
succeed as an
adult. Therefore, compensatory
education programmes such as special
education,. Remedial education, provision of free ships or scholarships or other kinds of aids to socially and
economically deprived students is being provided as a part of obligation to the constitutional provisions.
v) Sex and Family Life Education
In the
traditional Indian society, the transmission of sex and family life education
was
not at all systematic but only incidentals, episodic or through peer interaction. Parents were
hesitant, rather inhibited, to provide sex education - education about raising children, about
sexually transmitted diseases etc. But due to the incidence of easily diseases like AIDS this
area cannot be left unattended but rather needs immediate attention. It is for these reasons
that due attention is being paid to include sex education as a part of curriculum at school
level so that the students get systematic sex education and become aware of the dangers of
unsafe sex.
not at all systematic but only incidentals, episodic or through peer interaction. Parents were
hesitant, rather inhibited, to provide sex education - education about raising children, about
sexually transmitted diseases etc. But due to the incidence of easily diseases like AIDS this
area cannot be left unattended but rather needs immediate attention. It is for these reasons
that due attention is being paid to include sex education as a part of curriculum at school
level so that the students get systematic sex education and become aware of the dangers of
unsafe sex.
vi) Increased Functional Literacy
Literacy
to a layman means knowledge of 3Rs (Reading, Writing and Arithmetic). For the
emerging Indian society or any democratic and dynamic society for that matter,
it is essential
that its citizens should be literate if democracy is to survive. The literacy
of 3Rs is however, inadequate and a more
comprehensive concept - called functional literacy -has been accepted
in this regard.
The term functional
literacy represents meaningful
and relevant ways of social survival
involving worthwhile knowledge, skills, attitudes and values, which
provide empowerment to the common man especially the womenfolk for effective social participation and personal growth.
vii) Development of Cosmopolitan Outlook and
Scientific Temper
India, as
we all know, is a multi-cultural, multi-ethnic, multi-religious and multi-
lingual society. The preamble of the Indian Constitution avows to develop India into a
lingual society. The preamble of the Indian Constitution avows to develop India into a
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secular, democratic, socialistic
society. This essentially entails development of tolerance and respect for those who differ
on above mentioned factors. The schools today badly need to educate children to enable them to live and to cope
with a secular, global community by developing
harmonious relations with divergent groups, The qualities of understanding others,
empathy, mutual tolerance, and respect, 'we-feeling' and community outlook need
to be developed in children in schools. Such
an emerging function is required of school, failing which clashes and
communal disturbances or disharmony, expedient exploitation by politicians
for their personal gains
etc. are bound
to occur. This, in fact, is
the most important functions of the school which alone can
bring a social cohesion leading the society
to peaceful coexistence.
viii) Learning to Live Together
Learning to live with others
is one of the four pillars of education as recommended
by the Delors Commission (1996). The Commission observes: "The task of education is to
teach at one and the same time, the diversity of human race and an awareness of the
similarities between and the interdependence of all humans. From early childhood, schools
must, therefore, take every opportunity to teach these two things". Education at school
must first help them discover who they are. Only then will they genuinely be able to put
themselves in other peoples' shoes and understand their reactions. (P. 92-93). We should
teach children to adopt the point of view of other ethnic or religious groups. By doing so we
can overcome the lack of understanding that leads to hatred. Teachers, therefore, have to
behave as role models which the young receptive mind emulates and imbibes.
by the Delors Commission (1996). The Commission observes: "The task of education is to
teach at one and the same time, the diversity of human race and an awareness of the
similarities between and the interdependence of all humans. From early childhood, schools
must, therefore, take every opportunity to teach these two things". Education at school
must first help them discover who they are. Only then will they genuinely be able to put
themselves in other peoples' shoes and understand their reactions. (P. 92-93). We should
teach children to adopt the point of view of other ethnic or religious groups. By doing so we
can overcome the lack of understanding that leads to hatred. Teachers, therefore, have to
behave as role models which the young receptive mind emulates and imbibes.
2.4.3 Relationship between Home and School
Since
both home and school are the agencies of education and both are interested in
the development of the child as an individual and as a social being, they have a common
goal. These two agencies influence the child, each in their own way. Some sociologists of
education have analyzed the differential impact that fathers and mothers have within the
education system. The importance of school and its link with family lies in its contribution to
social and cultural reproduction rather than to possibilities of social change. Women,
especially mothers, play a significant role in cultural reproduction as well as in moral
learning. The mothers, historically being domestic administrators, have served as role
models for their daughters. Now-a-days mother is an agent of cultural reproduction.
the development of the child as an individual and as a social being, they have a common
goal. These two agencies influence the child, each in their own way. Some sociologists of
education have analyzed the differential impact that fathers and mothers have within the
education system. The importance of school and its link with family lies in its contribution to
social and cultural reproduction rather than to possibilities of social change. Women,
especially mothers, play a significant role in cultural reproduction as well as in moral
learning. The mothers, historically being domestic administrators, have served as role
models for their daughters. Now-a-days mother is an agent of cultural reproduction.
Remaining
all the time with infants and bestowing on them love and care, the
mother influences their behaviour in an implicit manner. It is a kind of "invisible pedagogy"
through which the children learn the culture of home. It is this invisible pedagogy which
underlies the form of cultural transmission. The base of such pedagogy is mother’s
attachment with children. Further, it must be noted that parents .in certain aspects are far
more influential than schools over the children’s educational progress. Whether parents
facilitate their progress in school or hinder it, depends upon what kind of relationship is
mother influences their behaviour in an implicit manner. It is a kind of "invisible pedagogy"
through which the children learn the culture of home. It is this invisible pedagogy which
underlies the form of cultural transmission. The base of such pedagogy is mother’s
attachment with children. Further, it must be noted that parents .in certain aspects are far
more influential than schools over the children’s educational progress. Whether parents
facilitate their progress in school or hinder it, depends upon what kind of relationship is
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developed between
parents and the
children. If the
relationship is grounded
in care, affection and understanding of child's needs, the psychological bonds are
bound to be stronger and deeper. Such a relationship is highly
facilitating for the child's later progress. On
the contrary, if the relationship is based on fear and authority of parents
where children only receive directions and not guidance, there are
remote possibilities of adopting a right course in
their educational efforts and
Parents’ interests, in fact, are found
to affect children’s' success in school.
Relationship between School and Community
Education
has a social context in which it must be understood. To begin with, this
context is observable in the local community which plays a vital role in understanding and
getting direction to the educational process. In India the local communities are varied
depending upon nature of habitations that comprise it. The educational needs of different
types of communities vary according to their nature. And hence different types of
educational institutions come up to suit the specific needs of those communities. While the
nature of local community determines and influences, the nature of educational facilities to
be provided, the educational institution also influences the local community. In this way the
relationship between local communities and educational facilities is mutual and reciprocal.
context is observable in the local community which plays a vital role in understanding and
getting direction to the educational process. In India the local communities are varied
depending upon nature of habitations that comprise it. The educational needs of different
types of communities vary according to their nature. And hence different types of
educational institutions come up to suit the specific needs of those communities. While the
nature of local community determines and influences, the nature of educational facilities to
be provided, the educational institution also influences the local community. In this way the
relationship between local communities and educational facilities is mutual and reciprocal.
The
community expects the school and the teacher to realize societal aspirations
and
expectations through children. In this way the community influences the school and the
teacher or the educational system. But as the educational system is influenced by the
community, the community is also influenced by the school and the teacher. An educational
system is designed keeping in view not only the specific needs of a community but also the
needs of a larger society or the nation as a whole. An educational system, through its
curriculum, must contain and propagate new ideas, values and behaviour. In order that
inculcation of such values becomes a reality, co-operative and active participation of
parents and other members of the community in the school programmes of child
development will greatly facilitate the educational process. The school or the teachers must
play a leadership role in all such interactions with the community members to propagate
these ideas, values attitudes etc. to the community. According to the Acharya Ram Murti
Committee Report (1992) which revised the NPE 1986, if we are to move to an enlightened
and humane society, mutual cooperation of the school and community is a sine-qua-non.
Through such cooperation and active interaction all the teachers, the students and the
community will be assume greater responsibilities for their own development; they learn to
appreciate the role of education in achieving the societal role and in improving the quality
of life.
expectations through children. In this way the community influences the school and the
teacher or the educational system. But as the educational system is influenced by the
community, the community is also influenced by the school and the teacher. An educational
system is designed keeping in view not only the specific needs of a community but also the
needs of a larger society or the nation as a whole. An educational system, through its
curriculum, must contain and propagate new ideas, values and behaviour. In order that
inculcation of such values becomes a reality, co-operative and active participation of
parents and other members of the community in the school programmes of child
development will greatly facilitate the educational process. The school or the teachers must
play a leadership role in all such interactions with the community members to propagate
these ideas, values attitudes etc. to the community. According to the Acharya Ram Murti
Committee Report (1992) which revised the NPE 1986, if we are to move to an enlightened
and humane society, mutual cooperation of the school and community is a sine-qua-non.
Through such cooperation and active interaction all the teachers, the students and the
community will be assume greater responsibilities for their own development; they learn to
appreciate the role of education in achieving the societal role and in improving the quality
of life.
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Socio-economic Status
of the Communities
and their Impact
on Educational System/School
In India, the village communities are
divided predominantly on the basis of caste or tribe.
But in cities, the social division is on the basis of socio-economic status of the individuals
that comprise the community. People belonging to a higher socio-economic class in India as
also in other countries normally are more educationally conscious and have better
manageluent abilities. They seek to establish good quality educational institutions for
themselves. Being economically in a better position they can afford to provide better
educational facilities in their institutions. On the other hand, the village and tribal
communities
But in cities, the social division is on the basis of socio-economic status of the individuals
that comprise the community. People belonging to a higher socio-economic class in India as
also in other countries normally are more educationally conscious and have better
manageluent abilities. They seek to establish good quality educational institutions for
themselves. Being economically in a better position they can afford to provide better
educational facilities in their institutions. On the other hand, the village and tribal
communities
Understanding Education and
slum dwellers in cities being economically weaker are unable
to establish educational institutions to suit their needs. Such communities therefore are
taken care of by the Government which opens different types of schools for them. In Article
45 of the Indian Constitution, provision is made for free and compulsory education so that
even the poorest is not deprived of his right to education. In India, some denominational
trusts and some business families open schools but charge exorbitant fees. As a result the
low socioeconomic communities fail to derive any benefit from such privately managed
quality institutions.
to establish educational institutions to suit their needs. Such communities therefore are
taken care of by the Government which opens different types of schools for them. In Article
45 of the Indian Constitution, provision is made for free and compulsory education so that
even the poorest is not deprived of his right to education. In India, some denominational
trusts and some business families open schools but charge exorbitant fees. As a result the
low socioeconomic communities fail to derive any benefit from such privately managed
quality institutions.
Students Participation in Community
Activities
It must
be understood that
development of better
inter-personal relations,
brotherhood, consideration for others etc. depends directly on the nature and extent of
participation of students in community activities. That is why in big towns and cities social
relations are much less than those found in villages and small towns. So for development of
social skills and values, interaction between people or between students themselves must
be ensured. Such participation and interactions will help the community members to
broaden their horizon, mutual understanding and acceptance of other's cultural religious
differences. To a greater extent th6 school community interactions can make it possible. The
only condition is that teacher must understand the community, its needs, aspirations and
difficulties. This process can be facilitated if the teachers are enlightened members of the
same community. The Delors Commission observes: "when teachers are themselves a part
of the community where they teach, their involvement is more clearly defined. They are
more sensitive and responsive to the needs of the communities and better able to work
towards community goals. Strengthening the link between school and the community is
therefore one of the most important ways of ensuring that the school is able to be in
symbiosis with its milieu"
brotherhood, consideration for others etc. depends directly on the nature and extent of
participation of students in community activities. That is why in big towns and cities social
relations are much less than those found in villages and small towns. So for development of
social skills and values, interaction between people or between students themselves must
be ensured. Such participation and interactions will help the community members to
broaden their horizon, mutual understanding and acceptance of other's cultural religious
differences. To a greater extent th6 school community interactions can make it possible. The
only condition is that teacher must understand the community, its needs, aspirations and
difficulties. This process can be facilitated if the teachers are enlightened members of the
same community. The Delors Commission observes: "when teachers are themselves a part
of the community where they teach, their involvement is more clearly defined. They are
more sensitive and responsive to the needs of the communities and better able to work
towards community goals. Strengthening the link between school and the community is
therefore one of the most important ways of ensuring that the school is able to be in
symbiosis with its milieu"
145 | P a g e
MEDIA AS AGENCY OF EDUCATION
The 20th
Century advancement in
information technology led
to tremendous
revolution in communication in the shape of multimedia systems which are vital for our
understanding of the modern world. With the help of multimedia new forms of socialization
and new types of individual and collective identities are being created. The expansion of
information technology and networks is tending to encourage communication with different
people within or outside the country. The media which makes interactive communication
with different people possible has wider implications as an agency of education.
revolution in communication in the shape of multimedia systems which are vital for our
understanding of the modern world. With the help of multimedia new forms of socialization
and new types of individual and collective identities are being created. The expansion of
information technology and networks is tending to encourage communication with different
people within or outside the country. The media which makes interactive communication
with different people possible has wider implications as an agency of education.
Important Functions of Media
Of the
different agencies of education, media in today's context perhaps plays the
most vital role in socialization, acculturation or information dissemination. The media have
found their rightful place in formal, information and non-formal education of children and
adults. For development of worthwhile knowledge, skills, and attitudes in people of all ages,
the media seems to possess a great potential. In the last quarter of the Twentieth Century
there was a rapid advancement in information technology with the help of which
tremendous amount of knowledge can be gathered, processed and disseminated in most
desired and effective manner. Mass communication systems opened up new directions to
the horizon of human world; they brought a revolution in man's behaviour to gaining of
knowledge. Cameras mounted on space shuttles give us close-up televised photographs of
the moon and other inter-galactic bodies. Television programmes are being transmitted
from one side of the world to another. In India SITE (Satellite Information Television
Experiment) has been very successful by which information of weather and other types of
information from all over the globe is readily available. Similarly educational broadcasting
computer network, e-mail, technology, computer disc etc. have almost revolutionized man's
approach to gaining and processing of knowledge. ETV (Educational Television) has become
a persuasive and effective means of both formal and non-formal education.
most vital role in socialization, acculturation or information dissemination. The media have
found their rightful place in formal, information and non-formal education of children and
adults. For development of worthwhile knowledge, skills, and attitudes in people of all ages,
the media seems to possess a great potential. In the last quarter of the Twentieth Century
there was a rapid advancement in information technology with the help of which
tremendous amount of knowledge can be gathered, processed and disseminated in most
desired and effective manner. Mass communication systems opened up new directions to
the horizon of human world; they brought a revolution in man's behaviour to gaining of
knowledge. Cameras mounted on space shuttles give us close-up televised photographs of
the moon and other inter-galactic bodies. Television programmes are being transmitted
from one side of the world to another. In India SITE (Satellite Information Television
Experiment) has been very successful by which information of weather and other types of
information from all over the globe is readily available. Similarly educational broadcasting
computer network, e-mail, technology, computer disc etc. have almost revolutionized man's
approach to gaining and processing of knowledge. ETV (Educational Television) has become
a persuasive and effective means of both formal and non-formal education.
The rapid
progress of information
technology may offer
new prospects for development by opening up a large number
of isolated regions and enabling people to communicate with the whole world in
the vital field of specific research. It will help easy access to an
international database and permit the establishment! of virtual laboratories that
would enable researchers from developing countries to work in their own
countries and thus reduce the brain drain.
Impact on Society
According to the Delors
commission (P-169) the inventions that have left their mark
on the Twentieth century - records, radio, TV audio and video recording, computers, cable
and satellite broadcasting - have not only added a technological dimension but also achieves
essentially economic and social significance as well. Most of these technologies have
become sufficiently miniaturized and cost-effective. They have reached a majority of homes
on the Twentieth century - records, radio, TV audio and video recording, computers, cable
and satellite broadcasting - have not only added a technological dimension but also achieves
essentially economic and social significance as well. Most of these technologies have
become sufficiently miniaturized and cost-effective. They have reached a majority of homes
146 | P a g e
in the industrialized countries and
also a number of people in developing countries. The use
of satellite transmission in India is reaching even remote, hilly or tribal areas and providing
useful information and knowledge to the villagers which otherwise was almost impossible
for them to get. Fortunately, the Government by provided radio or TV sets to village
Panchayat and to different schools. The Government is making efforts that such information
and technology reaches wider audiences outside the formal education system. Such an
exposure of the remote village to the outside world will slowly but certainly bring changes in
thinking and attitudes which will steadily lead to social transformation and cultural
enrichment.
of satellite transmission in India is reaching even remote, hilly or tribal areas and providing
useful information and knowledge to the villagers which otherwise was almost impossible
for them to get. Fortunately, the Government by provided radio or TV sets to village
Panchayat and to different schools. The Government is making efforts that such information
and technology reaches wider audiences outside the formal education system. Such an
exposure of the remote village to the outside world will slowly but certainly bring changes in
thinking and attitudes which will steadily lead to social transformation and cultural
enrichment.
Understanding Education To
realize these functions the Government of India launched INSAT I-B (Indian National Satellite 1-B) which is being harnessed to bring about
socioeconomic development in the country. The main thrust
areas of TV service of INSAT 1-B are: - To increase agricultural
productivity.
-
To stimulate participation
and involvement, particularly
of weaker sections
in the developmental
and extension activities.
- To stimulate the rural masses to
supplement their income through allied jobs activities. - To
promote better health and hygiene.
- To
inculcate scientific temper.
- To promote social justice.
- To promote social justice.
- To stimulate interest in news,
current topics, games and sports, and other important events.
Media and Awareness Generation for Community
Improvement
One of
the major uses of information technology or development of communication is to
generate information to people living in remote rural areas through which they
can improve the quality of their personal and social life.
Through such distance education learning programmes and the
development of communication, the rural people can develop increased level of awareness,
understanding and appreciation of physical, biological, social, educational, and cultural factors and their role
in influencing their own lives.
Educational Functions of Media
For a
learning society like India which has a huge population of one billion, the
media
systems based on modern technology constitute a very potent tool for education and
development. It has varied and numerous applications bearing on almost all aspects of
individual and social life. In one sense, all these uses of information technology basically
have their impact in educating people, giving them knowledge, skills, improving
understanding and changing their attitudes. The media in today's world performs specific
educational functions in both formal and non-formal systems. In education media can be
and is being used both at individual and mass levels of learning. Use of information and
communication technologies especially in non-formal education (Distance Learning Mode) is
systems based on modern technology constitute a very potent tool for education and
development. It has varied and numerous applications bearing on almost all aspects of
individual and social life. In one sense, all these uses of information technology basically
have their impact in educating people, giving them knowledge, skills, improving
understanding and changing their attitudes. The media in today's world performs specific
educational functions in both formal and non-formal systems. In education media can be
and is being used both at individual and mass levels of learning. Use of information and
communication technologies especially in non-formal education (Distance Learning Mode) is
147 | P a g e
becoming one
of the most
important delivery systems
of learning society.
Its use for
distance education appears to be an avenue of promise for every country in the world. In
India, IGNOU and CIET (Central Institute of Educational Technology) are launching distance
education programmes throughout the country. In general, distance education employs a
variety of delivery systems such as correspondence courses, radio, television, audio-visual
materials, telephone lessons and teleconferencing. The new technologies will have an
important role to play in adult education in tune with learning throughout life. In the formal
school situations though nothing can entirely replace the face-to-face learning,
distance education appears to be an avenue of promise for every country in the world. In
India, IGNOU and CIET (Central Institute of Educational Technology) are launching distance
education programmes throughout the country. In general, distance education employs a
variety of delivery systems such as correspondence courses, radio, television, audio-visual
materials, telephone lessons and teleconferencing. The new technologies will have an
important role to play in adult education in tune with learning throughout life. In the formal
school situations though nothing can entirely replace the face-to-face learning,
Yet we
can use the media to our best advantage. The Delors Commission (P-173) also observes that the new technology
has created a host of new tools for use in the classroom as under:
--
Computers and Internet,
- Cable
and Satellite TV Education,
-- Multimedia equipments,
-- Multimedia equipments,
-- Inter-active information exchange system including
e-mail and on-line access to libraries and
public data base.
Teachers
can coach their students to evaluate and to use effectively the information they have
gathered for themselves. In this way, a new partnership can develop in the classroom. Owe
i.e., it should
be remembered that
these tools should
be used in conjunction
with conventional modes
of education and
not to be
considered as selfsufficient substitute for them. If used with
the conventional mode it can enrich the formal system by filling
instructional gaps, updating
knowledge, and giving
new learning experiences.
With the advent of television and educational technology, education does not stop at the borders of the campus and television
offers another way to reach out into homes
and serve people where they live. The role of media and educational technology
has been clearly defined in NPE-86
as under:
"Modern
communication techniques have the potential to bypass several stages and sequences in
the process of
development encountered in
earlier decades. Both
the constraints
of time and distance become manageable. In order to avoid structural dualism, modern educational technology must reach out to
most distant areas and most deprived sections
of beneficiaries."
The use of computers and
multimedia systems make it possible to design individual learning paths along which each pupil can move at
his/her own pace. The compact disc technology
(CD) has a special role to play, for it can handle large amount of information complete with sound pictures and text.
Interactive media allows pupils to ask questions and look up information themselves. It is observed that
pupils who are under-achievers or experience
difficulties in conventional mode of education reveal their talents better and show more motivation and curiosity in informal
mode.
148 | P a g e
In the end it is important to
stress the: development of these technologies is not to
replace the textbook and the teacher. In child's education they have their own role to play.
Textbooks, although they no longer are the only instrument of teaching and learning,
nevertheless, retail the central place therein. They remain the cheapest of media and
easiest to handle, illustrating the teacher's lessons, allowing the pupils to' revise lessons and
to gain independence. Similarly, the development of these technologies does not diminish
the role of teachers, it however offers them an opportunity that they must catch hold of. It
is true that in today's world teachers cannot be regarded as the only repository of
knowledge that they have to pass on to the younger generation. They become partners in
collective fund of knowledge. With the development of these technologies, there has
definitely been a shift in emphasis in the teacher's role. Their role now is not only that they
have to teach pupils to learn but also of teaching how to seek, look up and appraise facts
and information. The competency of the teacher is 'a new form of literacy for him.
replace the textbook and the teacher. In child's education they have their own role to play.
Textbooks, although they no longer are the only instrument of teaching and learning,
nevertheless, retail the central place therein. They remain the cheapest of media and
easiest to handle, illustrating the teacher's lessons, allowing the pupils to' revise lessons and
to gain independence. Similarly, the development of these technologies does not diminish
the role of teachers, it however offers them an opportunity that they must catch hold of. It
is true that in today's world teachers cannot be regarded as the only repository of
knowledge that they have to pass on to the younger generation. They become partners in
collective fund of knowledge. With the development of these technologies, there has
definitely been a shift in emphasis in the teacher's role. Their role now is not only that they
have to teach pupils to learn but also of teaching how to seek, look up and appraise facts
and information. The competency of the teacher is 'a new form of literacy for him.
Relationship between Home, Schools,
Community and Media
The
different 'agencies of education discussed in this unit, however, do not
influence
the child in a separate and distinct manner, but rather supplement each other to go on and
reinforce his knowledge, skills, understanding or attitudes in a holistic integrated form. In
the context of education of the child they are juxtaposed with each other. The child receives
experiences from all these sources called the agencies and assimilates these as they are
received through one agency and reinforced or refined by another. In this way the total
environment comprising the home, school, the peer group, the community and the media
influences the child in the process of learning and education. There is a constant interaction
of the child with the socio-cultural and physical environment. In this process of education
and development of child's unique personality - his psychological (needs) forces, attitudes,
knowledge, his aspirations and goals interact with the external forces and consequently the
child constructs his own world. In this way in child's education-his past, present and future-
all fuse together; that is why every individual is unique in himself despite the fact that he
shares a common external environment with other children or his peer group.
the child in a separate and distinct manner, but rather supplement each other to go on and
reinforce his knowledge, skills, understanding or attitudes in a holistic integrated form. In
the context of education of the child they are juxtaposed with each other. The child receives
experiences from all these sources called the agencies and assimilates these as they are
received through one agency and reinforced or refined by another. In this way the total
environment comprising the home, school, the peer group, the community and the media
influences the child in the process of learning and education. There is a constant interaction
of the child with the socio-cultural and physical environment. In this process of education
and development of child's unique personality - his psychological (needs) forces, attitudes,
knowledge, his aspirations and goals interact with the external forces and consequently the
child constructs his own world. In this way in child's education-his past, present and future-
all fuse together; that is why every individual is unique in himself despite the fact that he
shares a common external environment with other children or his peer group.
Thus,
there is an interaction of the child with each of the agencies separately and
the agencies
(factors) also influence each other. For example, a teacher is not only
expected to propagate knowledge (his passive
role); his active role lies in becoming an agent of social change and social
mobility. He is an interpreter and mediator of new ideas, attitudes and values - agent which can help the community or
the family awakens from the deep slumber of traditions
and lead them
to be active participant
in social upliftment
and national development. But at the same time, the teacher
learns a lot by his active interaction with the child, the home and the community.
All the above agencies of
education share a common purpose - the development of
child into an independent, autonomous but a responsible individual capable of taking his
child into an independent, autonomous but a responsible individual capable of taking his
149 | P a g e
own decisions, solving his problems
and caring and responsive to the needs of his fellow men. So
children need to be educated for personal identity in a confused and changing.
Understanding Education social order
They need an arena of
expression of personal choice in their daily life if they are to grow into
self-actualizing people and not merely self-adjusting cogs in the expanding
social machinery. So all these agencies have
significant relationship with the child and also with each other if they help him actualize himself his
hidden viewers and his sociability.
THE NATURE OF NON-FORMAL EDUCATION
Introduction
The
right to basic education is a widely considered fundamental human right and it
is
an essential pre-condition for the progress of the nation. The existing formal education
system has not been able to cater to the needs of the Indian population. The Constitution of
India, in Article 45, mentions compulsory primary education for all children up to fourteen
years of age. This has not been possible even after 52 years of independence. This has
created the need for a new revised educational system concentrated mainly on the rural
poor who are outside the mainstream of formal education. The new system is known as
Non-Formal Education; it is outside the formal education programmes. It imparts
continuous education to the participants irrespective of their age, sex and educational
background. NFE has varied contents-socio-economic, political and cultural f a d o r s a n d
all are closely connected.
an essential pre-condition for the progress of the nation. The existing formal education
system has not been able to cater to the needs of the Indian population. The Constitution of
India, in Article 45, mentions compulsory primary education for all children up to fourteen
years of age. This has not been possible even after 52 years of independence. This has
created the need for a new revised educational system concentrated mainly on the rural
poor who are outside the mainstream of formal education. The new system is known as
Non-Formal Education; it is outside the formal education programmes. It imparts
continuous education to the participants irrespective of their age, sex and educational
background. NFE has varied contents-socio-economic, political and cultural f a d o r s a n d
all are closely connected.
The
scope of NFE covers activities ranging from simple memorization to the learning
of complicated
technologies. It covers
all areas of
formal education including
rural development, nutrition, health, family planning and agriculture.'
It enriches the learning received through formal education.
It exploits
the available time
and interest of
the individual in bringing
out the
inherent knowledge, so that the individual can improve his or her conditions of living.' The
methods followed by NFE are mainly the learner-oriented and based on dialogue between
learner and educator. Non-Formal Education has certain differences from informal
education. The International Council for Educational Development (ICED) has drawn the
following valuable distinction between Non-Formal Education and informal learning:
inherent knowledge, so that the individual can improve his or her conditions of living.' The
methods followed by NFE are mainly the learner-oriented and based on dialogue between
learner and educator. Non-Formal Education has certain differences from informal
education. The International Council for Educational Development (ICED) has drawn the
following valuable distinction between Non-Formal Education and informal learning:
By
informal education we mean the truly, life-long process whereby every
individual
acquires attitudes, values, skills and knowledge from daily experience and the educative
influences and resources in his or her environment-from family and neighbours, from work
and play, from the market place, the library and the mass media. . . . We define for Non-
acquires attitudes, values, skills and knowledge from daily experience and the educative
influences and resources in his or her environment-from family and neighbours, from work
and play, from the market place, the library and the mass media. . . . We define for Non-
Formal Education as
any organized educational
activity outside the established formal system-whether operating separately or as an important
feature of some broader activitythat is
intended to server identifiable learning clienteles and learning objective.
150 | P a g e
The Concept of Non-Formal Education
Non-Formal Education covers
all the important educational objectives of imparting knowledge and skills. The history of NFE in India shows that Non-Formal
Education was used in the early Vedic period without using the name. The
present nomenclature and concept came to
India in early seventies when at the UNESCO-sponsored seminar; the out-of-school
education was stressed as a strategy
of ever-eluding objective of Universal Elementary Education.
At the seminar,
the term 'Informal
Education' was proposed.
But the participants rejected it
because it had the connotation of incidental educative purpose. Therefore, a new term Non-Formal Education
proposed and was accepted. Thirty years after the seminar, it bears wider
meaning and its area spread from the least extreme of literacy to the last stage of media education.
The
classic definition of NFE developed in 1973 by P. H. Coombs and A. Ahmed is
"any organized activities
outside the established
formal system-whether operating separately or an important feature
of some broader activity-that is
intended to serve identifiable
learning clienteles and learning objectives."" Then later a number of
Indian as well as foreign educationists
defined the term with necessary alterations. In 1974 the report of Ministry of Education, India, clarifies
that: Non-Formal Education is meant
to cover various educational needs of
non-school going children or 'drop-outs', these programmes are supposed
to be differentiated based on conditions prevailing in various environments, oriented to help children to improve their work,
earnings, health, family life, understanding of the natural and social surroundings .
In 1978,
the document of
UNESCO Regional Office
at Bangkok mentions
the
following general objectives of Non-Formal Education programmes:
following general objectives of Non-Formal Education programmes:
(a) To
promote awareness through pre-literacy education and acceptance of learning as a
means to individual and national development;
(b) To
provide equal educational opportunities
for all, and through them mere
equitable
distributions of gains and employment avenues;
(c) To
establish national infrastructural needs and provide manpower;
(d) To
make communities self-reliant through improved management skills involving them in
planning, organization and implementation of the programmes;
e) To
effect transfer of technology to more need-based area of activity;
( f ) To mobilize
existing unpotential local
resources in the
community; (g) to
promote programmes for Non-Formal Education directly linked to productive skill and
tangible gains.'
promote programmes for Non-Formal Education directly linked to productive skill and
tangible gains.'
The
concept of NFE was developed in relation to less developed countries. The
villages in India suffer from inadequate education facilities and so the rural masses are
villages in India suffer from inadequate education facilities and so the rural masses are
151 | P a g e
systematically discriminated with the
benefit of development. Indian educationists and
economists think about the practicability of it. According to Malcolm S. Adiseshaiah, the NFE
is wide ranging because it comprehends all learning outside the formal system, and has no
parameters of time and space. It can be classified for pre-school, non-school and under
school children in the age group 1-15, and for youth and adults, unschooled and under
schooled needing new additional skills in the age group 15-60. Non-formal learning can be
classified by the learning content involved into these organized activities where the major
emphasis is on general education, and also those where the content IS mainly vocational.
economists think about the practicability of it. According to Malcolm S. Adiseshaiah, the NFE
is wide ranging because it comprehends all learning outside the formal system, and has no
parameters of time and space. It can be classified for pre-school, non-school and under
school children in the age group 1-15, and for youth and adults, unschooled and under
schooled needing new additional skills in the age group 15-60. Non-formal learning can be
classified by the learning content involved into these organized activities where the major
emphasis is on general education, and also those where the content IS mainly vocational.
According
to Aravind Chandra et al., "education is imparted in a free atmosphere,
without the rigidity of rules and regulations associated with school or college education, it is
termed as Non-Formal Education. “The academic objectives of NFE are clustered around
dropouts from formal education, functional illiterates, unemployed and underemployed
youths and adults.1° There are a number of educational activities and programme that can
be termed as NFE including literacy, adult education, distance education, open university,
extension activities, including those of agriculture, health, population education etc. Thus
the process of education provided to the child or adults or any group, which is structured
but outside the formal education is normally called Non-Formal Education. As for the
objectives of Non-Formal Education, Dr. Shirur says, "the objectives of Non-Formal
Education are to provide basic knowledge and skills, practice and attitudes necessary for
each group to become conscious of their needs and problems and to learn to achieve their
individual and social goals."
without the rigidity of rules and regulations associated with school or college education, it is
termed as Non-Formal Education. “The academic objectives of NFE are clustered around
dropouts from formal education, functional illiterates, unemployed and underemployed
youths and adults.1° There are a number of educational activities and programme that can
be termed as NFE including literacy, adult education, distance education, open university,
extension activities, including those of agriculture, health, population education etc. Thus
the process of education provided to the child or adults or any group, which is structured
but outside the formal education is normally called Non-Formal Education. As for the
objectives of Non-Formal Education, Dr. Shirur says, "the objectives of Non-Formal
Education are to provide basic knowledge and skills, practice and attitudes necessary for
each group to become conscious of their needs and problems and to learn to achieve their
individual and social goals."
The above descriptions prove
that Non-Formal Education has become a medium for social change as the knowledge and skills needed urgently. Thus the
process of education provided to the
child or adults or any group, which is structured but outside the formal education is normally called Non-Formal
Education.
NFE in India and Other Countries
Not only in India but also
other countries, a lot of work has been done in the field of NFE. The concept emerged initially in western
countries. Developed as well as developing countries take initiatives to promote NFE.
In our neighbouring county, Sri Lanka, the government
and other agencies are
conducting NFE programmes for rural and community development. Under NFE full-time
and part-time technical courses run for school leavers and adults. These courses intend to
give an opportunity of learning skills which would lead to employment or self-employment.
conducting NFE programmes for rural and community development. Under NFE full-time
and part-time technical courses run for school leavers and adults. These courses intend to
give an opportunity of learning skills which would lead to employment or self-employment.
In 1958
China started an impressive programmes of 'half study-half work' both in
urban and rural areas. It is true that in its implementation Chinese authorities have
disagreed with the nature and content of NFE, but they uniformly realize that Chinese
education must stand on two legs, i.e. the leg of formal and the leg of non-formal, flexible
and open education. In rural sectors three types of NFE programmes are envisaged. The first
urban and rural areas. It is true that in its implementation Chinese authorities have
disagreed with the nature and content of NFE, but they uniformly realize that Chinese
education must stand on two legs, i.e. the leg of formal and the leg of non-formal, flexible
and open education. In rural sectors three types of NFE programmes are envisaged. The first
152 | P a g e
form has been designed to supply
skilled human resources for China's slow but persistent
increase of rural mechanization. The second model of NFE in China is that short-term
training classes and education extension services. This programme has a combination of
offering a basic level of literacy and an effective extension and demonstration programme.
increase of rural mechanization. The second model of NFE in China is that short-term
training classes and education extension services. This programme has a combination of
offering a basic level of literacy and an effective extension and demonstration programme.
The
classes at the commune focus on specific agricultural techniques, such as seed
selection, water conservation production etc. The third model is non-school information
dissemination activities. The model farmers demonstrate their techniques. The additional
non-formal mechanisms are the use of T. V. and radio and the publication of books and
magazines popularized for the rural public. A successful Non-Formal Education programme
was conducted in Tanzania. An integrated programme like adult education centers, teacher
training programmes through mass media. The Directorate of Adult Education was formed
in the Ministry of National Education. In the words of Daniel Mbunda, literacy themes were
printed on popular textiles, local dancing groups and jazz bands popularized the movement
through their music, shows at local functions were designed to popularize the literacy
campaign. Political and government meetings would not be complete without a literacy
component. The activities of individuals and organizations, both public and private, were
mobilized in the war against illiteracy. In other words a national will to eradicate illiteracy
was created.
selection, water conservation production etc. The third model is non-school information
dissemination activities. The model farmers demonstrate their techniques. The additional
non-formal mechanisms are the use of T. V. and radio and the publication of books and
magazines popularized for the rural public. A successful Non-Formal Education programme
was conducted in Tanzania. An integrated programme like adult education centers, teacher
training programmes through mass media. The Directorate of Adult Education was formed
in the Ministry of National Education. In the words of Daniel Mbunda, literacy themes were
printed on popular textiles, local dancing groups and jazz bands popularized the movement
through their music, shows at local functions were designed to popularize the literacy
campaign. Political and government meetings would not be complete without a literacy
component. The activities of individuals and organizations, both public and private, were
mobilized in the war against illiteracy. In other words a national will to eradicate illiteracy
was created.
Non-Formal
Education revolution in
Tanzania was a
great success because the national will was present throughout
the revolution. Now NFE has become a part and parcel of the
life of Tanzanians. Japan's current education system originated from the
Fundamental Code of Education in 1875. In 1920, the term 'Shakai
Kyoiku' (social education) is become official and then it used to indicate
education carried out in non-formal ways. The Social Education Law of 1949 defined
it as "organized program for education activities, including programs for physical education and recreation
mainly for youths and adults except for those provided in the curriculum of school based on the School Education
Law."14 The social education in
Japan has five specified characters:
o Self-directed
independent learning (distance and correspondence education), o Environment-based learning (multimedia
approach),
o Human relation training (group leadership training),
o Voluntarism (voluntary service for other
people in need), and
o Community-oriented activities. Now Japan has
one of the most developed
countries in the world.
countries in the world.
In short
developed as well as developing countries consider the relevance of NonFormal
Education as very crucial.
Non-Formal Education and Rural Development
Development means
the uplift of
human beings with
reference to their socio-
economic life. In this, education plays a vital role. A large section of our population is not
economic life. In this, education plays a vital role. A large section of our population is not
153 | P a g e
able to respond to formal education
because of a number of socio-economic problems. But
in the case of rural areas, the problem is acute. In this situation the importance of NFE
programmes cannot be overestimated. Formal educational institutions are mainly
concentrated in urban areas. According to the 1991 Census, the general literacy level was
in the case of rural areas, the problem is acute. In this situation the importance of NFE
programmes cannot be overestimated. Formal educational institutions are mainly
concentrated in urban areas. According to the 1991 Census, the general literacy level was
52.11%. Of the literates, the urban
population constitutes 60.2% and only 44.69% in rural areas.
Formal
education still remains beyond the reach of most of the people in rural areas.
Non-Formal Education is the answer to rural illiteracy and ignorance. The report of Ministry
of Education "the fifth five-year plan educational strategies is also based on the assumption
that non-formal ways of imparting and requiring education will be developed for all
categories of learners and an all Levels of education for children, youth and adults from
elementary to higher education."'~ Rural development does not start with goods and
commodities; it starts with people's needs and desires. It can be achieved through
education.
Non-Formal Education is the answer to rural illiteracy and ignorance. The report of Ministry
of Education "the fifth five-year plan educational strategies is also based on the assumption
that non-formal ways of imparting and requiring education will be developed for all
categories of learners and an all Levels of education for children, youth and adults from
elementary to higher education."'~ Rural development does not start with goods and
commodities; it starts with people's needs and desires. It can be achieved through
education.
Non-Formal Education can meet
many aspects of rural development. It is necessary
to establish interrelationship between occupation and NFE through training of village
industries, handicrafts, self-employment etc. Students of professional institutions,
polytechnics and universities can play a very effective role in imparting skills to rural people.
This kind of help link their degrees and encourage them to take up voluntary activities.
to establish interrelationship between occupation and NFE through training of village
industries, handicrafts, self-employment etc. Students of professional institutions,
polytechnics and universities can play a very effective role in imparting skills to rural people.
This kind of help link their degrees and encourage them to take up voluntary activities.
Functional education programmes can be
divided into three types
(a) Literacy programmes for non-school going children in
the age group of 6 to 14
years;
(b)
Vocational education, family welfare education and literacy programme for youth
in the
age group of 15 to 25 years;
(c)
Functional literacy for job improvement and self-employment programmes for adults
in the age group of 26 years and above.
The teachers and the persons
responsible for the execution of the NFE programmes call change agents.17
Non-Formal Education for rural development has been incorporated in many
schemes, projects and plan for the uplift of the rural masses. Rural universities
on the
line of Mahatma
Gandhi's revolutionary ideas
on education can
lead to the transformation
of rural areas.
Role of Voluntary Agencies
In the
area of education
the role of
voluntary agencies is
very crucial and
acknowledged. Religious organizations, charitable institutions, autonomous bodies etc.
involved in the field of Non-Formal Education. The formal and non-formal streams of
education were originally started voluntarily centuries ago. The government came into
picture much later. Religious bodies have their own interested areas, through temples,
mosques and churches imparted knowledge to thousands of men and women. At the same
acknowledged. Religious organizations, charitable institutions, autonomous bodies etc.
involved in the field of Non-Formal Education. The formal and non-formal streams of
education were originally started voluntarily centuries ago. The government came into
picture much later. Religious bodies have their own interested areas, through temples,
mosques and churches imparted knowledge to thousands of men and women. At the same
154 | P a g e
time, their role IS significantly
large in formal and non-formal category of education. The state
may have served as a supporting or coordinating agency.
Some voluntary agencies have
been working advisedly for the removal of illiteracy.
In Kerala, formal as well as Non-Formal Education, major part of which is under voluntary
agencies. Agencies which impart Non-Formal Education in Kerala are KANFED, Sastrasahitya
parishat, Mithranikethan, social service organizations, developmental projects etc. They
provide intellectual, organizational and infrastructure facilities for the programme.
In Kerala, formal as well as Non-Formal Education, major part of which is under voluntary
agencies. Agencies which impart Non-Formal Education in Kerala are KANFED, Sastrasahitya
parishat, Mithranikethan, social service organizations, developmental projects etc. They
provide intellectual, organizational and infrastructure facilities for the programme.
Voluntary
participation is self-motivated and easily adaptable to local needs. Even the
well-administered state cannot reach everyone and operate as effectively as a
voluntary group. The state can only co-ordinate these efforts that
are initiated by such voluntary organizations.
NFE in the Context of Education Commissions
and National Policies
Education
is a powerful instrument of national development economic, social and cultural. So the reforms to
the transformation and improvement in each age had taken by government at every time. The national leaders
realized that a revolutionary approach is needed to bring radical
changes in objectives, structures, process and organization of education. Before
independence the policy
of education in
India was not
national in character as the country was under foreign rule
and the educational policy objectives aimed at fulfilling the purpose of a
colonial government. It is expected that India's population may exceed 1000 million by the turn of this century.
There is
50% of total illiterate population in the world live in India. It is only by
spreading the facilities of education, emerge a new and stronger nation. This can happen
only when illiteracy is wiped out completely from our country. A lion's share of our
population between the age group of 5-35 years is not able to receive formal education and
does not get the benefit of regular education. Therefore, the system of Non-Formal
Education should be utilized to tackle this growing problem. Various education commissions
and national policies stressed the system of education outside the formal structure of
education.
spreading the facilities of education, emerge a new and stronger nation. This can happen
only when illiteracy is wiped out completely from our country. A lion's share of our
population between the age group of 5-35 years is not able to receive formal education and
does not get the benefit of regular education. Therefore, the system of Non-Formal
Education should be utilized to tackle this growing problem. Various education commissions
and national policies stressed the system of education outside the formal structure of
education.
Recommendations for NFE in Kothari
Commission, 1964-66
The
Education Commission of 1964-66 set up
by the Government of India, and
popularly known as Kothari Commission recommended NFE on a large scale for out of
school children and adults. The Commission put stress more on literacy, continuing
education, correspondence courses etc. All these linked with adult education programmes.
The Commission present that India was more illiterate in 1961 than 1951, so as massive
unorthodox national effort is necessary. All economic and social developmental plans have
their human aspect and involve a large number of persons who have had no schooling. It is
therefore, logical that every developmental project in whatever field should include an
popularly known as Kothari Commission recommended NFE on a large scale for out of
school children and adults. The Commission put stress more on literacy, continuing
education, correspondence courses etc. All these linked with adult education programmes.
The Commission present that India was more illiterate in 1961 than 1951, so as massive
unorthodox national effort is necessary. All economic and social developmental plans have
their human aspect and involve a large number of persons who have had no schooling. It is
therefore, logical that every developmental project in whatever field should include an
155 | P a g e
integral part and plan for the education of its employees,
more especially of those who are illiterate.
The Commission
also recommends correspondence courses
for those who
are
unable to attend regular courses. There must also be a method of taking education to the
millions who depend upon their own efforts to study whenever they can find time to do
so.19 Correspondence courses or home study provides the right answer for this situation.
Lessons should be broadcast through the media of radio, T. V. and magazines. The
Commission recommends fullest exploitation of mass media of communication and which
effectively used as a powerful instrument for creating the climate and impart knowledge
and skills necessary for improving the quality of work and standard of life of the people.
unable to attend regular courses. There must also be a method of taking education to the
millions who depend upon their own efforts to study whenever they can find time to do
so.19 Correspondence courses or home study provides the right answer for this situation.
Lessons should be broadcast through the media of radio, T. V. and magazines. The
Commission recommends fullest exploitation of mass media of communication and which
effectively used as a powerful instrument for creating the climate and impart knowledge
and skills necessary for improving the quality of work and standard of life of the people.
The
Kothari Commission has recommended the setting up of libraries all over the country and the use of school
libraries for the public benefit. Libraries play a crucial role in imparting
knowledge and awareness. Universities can make a valuable contribution to the proper development of Non-Formal Education. The
Commission recommended that each university
should have a department of Adult and Continuing Education. Our universities
can take the role of open universities and thereby grant education to those who
want to satisfy their desire for
knowledge. It is necessary that this one is linked with employment and
impart vocational education which possesses potential for future development.
In this context universities should perform
certain functions. They are social, economic and cultural development,
transmitting the society to the advantages of new scientific conclusions.
Reeducating workers in various professions, re-educating teachers, developing
new methods and skills of teaching, creating
awareness of hygiene, cleanliness, population control etc., and providing training for various subject.
The National Policy on Education, 1968
On the basis of Kothari
Commission Report, National Education Commission was set up for reviewing the
structure and evolves a national education policy. Liquidation of mass illiteracy
is an essential
component for accelerating
programme of production
and quickening the tempo of national development. With a view to
reducing the number of illiterates
part-time literacy classes should be organized for grown up children.
All
employees in large commercial, industrial and other concerns should be made functionally
literate within a prescribed period of their employment and a lead in this direction should
be given by the industrial
plant in public
sector. Similarly, teachers, students and
educational institutions should
be involved in
literacy campaigns. The achievement
of literacy should be sustained by the provision of attractive reading
materials and library service to new literates. Part-time and own-time education
is another important component of
national policy for NFE.
These
facilities will be smoothened the transition from school to work, reduce the
cost of education to the state, and provide opportunities for desired people. In particular
cost of education to the state, and provide opportunities for desired people. In particular
156 | P a g e
greater emphasis has to be laid on the
development of correspondence courses, not only
for university students, but also for secondary school students, for teachers, for agricultural,
industrial and other workers; and facilities should be available to both men and women, to
study privately and appear at the various examinations conducted the boards of
examination and the universities." In short, adult or continuing education should be
developed through facilities for part-time or own-time education through the expansion and
improvement of library services, educational broadcasting and the television. The
development of extension services in universities is of great significance in this context. In
particular, the universities should organize special extension programmes to train rural
leadership.
for university students, but also for secondary school students, for teachers, for agricultural,
industrial and other workers; and facilities should be available to both men and women, to
study privately and appear at the various examinations conducted the boards of
examination and the universities." In short, adult or continuing education should be
developed through facilities for part-time or own-time education through the expansion and
improvement of library services, educational broadcasting and the television. The
development of extension services in universities is of great significance in this context. In
particular, the universities should organize special extension programmes to train rural
leadership.
National Education Policy 1979
There
were ten years after National Education Policy 1968, education at all levels
needs to a functional revision in relation to the felt needs and potentialities of the of the
people. Emphasis should be shift from teaching to learning, the role of learner being more
crucial. The policy highlights Gandhiji's ideas and experiments in the field of education, i.e.
correlation of hand and heart leading to complementarily of intellectual and manual work is
important and useful to society, community service and participation in constructive and
socially useful productive work should be an integral part of education at all stages so as to
foster self-reliance and the dignity of labour. It stress the need of Non-Formal Education
while it is necessary to expand the facilities for formal education in elementary schools for
all children in the age group 6-14, it is also important to formulate schemes of Non-Formal
Education is for dropouts and the older children in the age group who have not had any
schooling."
needs to a functional revision in relation to the felt needs and potentialities of the of the
people. Emphasis should be shift from teaching to learning, the role of learner being more
crucial. The policy highlights Gandhiji's ideas and experiments in the field of education, i.e.
correlation of hand and heart leading to complementarily of intellectual and manual work is
important and useful to society, community service and participation in constructive and
socially useful productive work should be an integral part of education at all stages so as to
foster self-reliance and the dignity of labour. It stress the need of Non-Formal Education
while it is necessary to expand the facilities for formal education in elementary schools for
all children in the age group 6-14, it is also important to formulate schemes of Non-Formal
Education is for dropouts and the older children in the age group who have not had any
schooling."
Adult education
and literacy programme
came under preview
of Non-Formal
Education. At that time illiterate adult population was 230 million. Planners think that their
contribution to national development could be increased, if they received same education.
The nation should deem its solemn duty to impart education to them. The concept of adult
education defined that not the acquisition of literacy and numeracy and also functional
development and social awareness with a view to cultivating the habit of self-education. 'It
also includes the part of Revised Minimum Need Programme whose thrust is to reach the
poor people. Since the real problem of adult illiteracy exists in the rural areas, special efforts
will have to be made to involve the rural community and teachers in the rural areas to
conduct this programme.
Education. At that time illiterate adult population was 230 million. Planners think that their
contribution to national development could be increased, if they received same education.
The nation should deem its solemn duty to impart education to them. The concept of adult
education defined that not the acquisition of literacy and numeracy and also functional
development and social awareness with a view to cultivating the habit of self-education. 'It
also includes the part of Revised Minimum Need Programme whose thrust is to reach the
poor people. Since the real problem of adult illiteracy exists in the rural areas, special efforts
will have to be made to involve the rural community and teachers in the rural areas to
conduct this programme.
A special effort should be
made to advice mahila mandals and Youth organizations.
Some input from the community would be desirable to make it a continuing programme.
Besides removing illiteracy and creating awareness, adult education programme has to have
some developmental content. It should also aim at improving the skills of the target groups
so that their productivity can be improved. 'The policy suggested certain measures for the
Some input from the community would be desirable to make it a continuing programme.
Besides removing illiteracy and creating awareness, adult education programme has to have
some developmental content. It should also aim at improving the skills of the target groups
so that their productivity can be improved. 'The policy suggested certain measures for the
157 | P a g e
continuation of adult education
including low-price books and literature, village libraries, material
put out through mass media etc. The
development of rural library system is necessary to support the programme
of continuing education.
Recommendations for NFE in New National
Policy of Education, 1986
The
directive principles of Indian Constitution provide the provision of free and
compulsory education to all children up to the fourteen years old. Between the periods of
1951 to New National Policy of Education, 1986, a number of institutions started for
elementary education. But which is not fully effective to attain the real goal. The national
policies of 1968 and 1979 give much emphasis on elementary education and adult
education. The Education Commission 1966 has rightly stated: "Education does not end with
schooling, but it is a life-long process."25 In 1985, the newly elected Prime Minister
compulsory education to all children up to the fourteen years old. Between the periods of
1951 to New National Policy of Education, 1986, a number of institutions started for
elementary education. But which is not fully effective to attain the real goal. The national
policies of 1968 and 1979 give much emphasis on elementary education and adult
education. The Education Commission 1966 has rightly stated: "Education does not end with
schooling, but it is a life-long process."25 In 1985, the newly elected Prime Minister
addressed the nation to propose a new and dynamic
educational policy for India. National
Policy in 1986 gives greater emphasis on NFE. A large and systematic programme of Non-
Formal Education will be launched for school drop-outs, for children from habitations
without schools, working children and girls of whole day schools.26 Effective steps will be
taken to provide a framework for the curriculum, but based on the needs of the learners
and related to the local environment." The Fifth Five Year Plan's educational strategy is also
based on the assumption that non-formal ways of imparting and acquiring education will be
developed for all categories of learners and on all levels of education for children, youth and
adults from elementary to higher education. NFE 1986 proposed for rapid eradication of
mass illiteracy because half of the total illiterate population of the world lives in India, which
also proposed to utilize non-formal channels of education like TV. Radio, postal coaching
etc.
Policy in 1986 gives greater emphasis on NFE. A large and systematic programme of Non-
Formal Education will be launched for school drop-outs, for children from habitations
without schools, working children and girls of whole day schools.26 Effective steps will be
taken to provide a framework for the curriculum, but based on the needs of the learners
and related to the local environment." The Fifth Five Year Plan's educational strategy is also
based on the assumption that non-formal ways of imparting and acquiring education will be
developed for all categories of learners and on all levels of education for children, youth and
adults from elementary to higher education. NFE 1986 proposed for rapid eradication of
mass illiteracy because half of the total illiterate population of the world lives in India, which
also proposed to utilize non-formal channels of education like TV. Radio, postal coaching
etc.
A
separate educational T. V. channel has been suggested. Centrally assisted
schemes introduced for running NFE centers in the
ten educational backward states, viz. Uttar Pradesh, Jammu Kashmir,
Rajasthan, Madhya Pradesh, Andhra Pradesh, Bihar, W. Bengal, Orissa, Arunachal Pradesh and Assam. The aim of the
policy assures all children up to fourteen
years provide free and compulsory education before 1995.
Literacy Programme and Adult Education
Literacy
is the main component of education. Both formal and Non-Formal Education
gives priority to eradicate illiteracy. Listing formal education programme has failed to
produce the desired result. NFE is the best strategy to literate people. This is acceptable to
everybody irrespective of age, caste and wealth. The 50% of world illiterate population live
in India. In order to wipe out illiteracy totally in the world, the UN declared 1990 as the
International Year of Literacy and 1991-2000 as the 'International Literacy Decade'.
gives priority to eradicate illiteracy. Listing formal education programme has failed to
produce the desired result. NFE is the best strategy to literate people. This is acceptable to
everybody irrespective of age, caste and wealth. The 50% of world illiterate population live
in India. In order to wipe out illiteracy totally in the world, the UN declared 1990 as the
International Year of Literacy and 1991-2000 as the 'International Literacy Decade'.
Illiterates are two groups: adult illiterates and
illiterates below 14 years who dropout their
education at elementary level. The overall dropout level was high in some states, in 1987-
education at elementary level. The overall dropout level was high in some states, in 1987-
88. Bengal had 79.03% and
Kerala had only 0.4% is recorded." The NSS 42nd round survey
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had further shown that in the age
group 6 to 12, 42.3% rural children were never enrolled in school.
The currently accepted
definition of literacy by UNESCO: "A person is literate when
he has acquired for effective functioning in his group and community and whose attainment
in reading, writing and arithmetic make it possible for him to continue to use those skills
towards his own and the community's development .This leads to a question of currently
accepted term literacy, who write his name include the category of literate. The follow-up
programmes by non-formal way leads the fulfillment of all-round development mentioned
in UNESCO's definition. It is the most significant welfare idea of this generation.
he has acquired for effective functioning in his group and community and whose attainment
in reading, writing and arithmetic make it possible for him to continue to use those skills
towards his own and the community's development .This leads to a question of currently
accepted term literacy, who write his name include the category of literate. The follow-up
programmes by non-formal way leads the fulfillment of all-round development mentioned
in UNESCO's definition. It is the most significant welfare idea of this generation.
Government
of India, through five year plans has made special efforts to improve
literacy, adult education, women's education particularly in rural areas. The plan observed
that adult education is an integral part of the revised Minimum Need Programmes which is
literacy, adult education, women's education particularly in rural areas. The plan observed
that adult education is an integral part of the revised Minimum Need Programmes which is
(a) to
reach the poor directly,
(b) to
implement it through co-ordination with other departments and
(c) to make it as an
essential facet of planning. A characteristic of formal
education is that it can be imparted in a
classroom.
But it
is not a must in non-formal programmes. Considering the absolute inadequacy of formal education for
eradicating illiteracy from the masses, NFE is the best and suitable strategy. The level of education of a country is an
indicator of its development. Mass education
is being advocated by the educationists and statesmen because the number of illiterates
who are to be made literate is so huge. Literacy can reduce the gap between the
rich and the poor by making the people more
knowledgeable about the means of life. Literacy
is the open door to knowledge and to a better tomorrow.
In
Indian situation NFE is closely linked with adult education. It may be
remembered that India already has an extensive adult education
programme. The literacy and training components are common between NFE and adult education.
Therefore, it is quite natural NFE eater the adults also. Now both consider
under the same head. According to Coombs, "only
organized, systematic educational activity outside the framework of the formal
system to provide selective types of
learning to particular subgroups in the population, adults as well as children.
The concept of adult education has changed from time according to the needs
of the nation and people. In any way or programme, all have agreed one point
that, adult education should be relevant to fulfill national objective and
helps the adult to solve his personal,
social, economic and political problems of life.
Socio-economic and Political Perspectives of
Non-Formal Education
The
success of any society depends up on a well informed and enlightened citizen.
In
this process education has an important role, which moulded the views and attitudes of
people. The non-formal contents also contribute to social life. The social needs of the
people are their desirability in society, compatibility with other people and usefulness. Even
this process education has an important role, which moulded the views and attitudes of
people. The non-formal contents also contribute to social life. The social needs of the
people are their desirability in society, compatibility with other people and usefulness. Even
159 | P a g e
a primary level of education
improves a person socially and makes his status higher than an illiterate.
The NFE imparts a change in behaviour and mental attitude, which raises the
social significance of a person. Revolutionary political parties
in socialist countries, both before and offer their revolutions, have
initiated large programmes for changing the consciousness, skills
and organization of their people.
The NFE revive the hopes of
becoming socially useful and desired. Such persons can
learn a skill or a hobby or more so, when they find a job and can completely transform
themselves. Because they had no skill, and were unproductive and unemployed, they
considered themselves, and were considered by others as well as unwanted and a burden to
the society. They also becoming socially conscious, and at least, aware of the benefits of
planned parenthood, clean home and surroundings, as also about the use of mass media.
learn a skill or a hobby or more so, when they find a job and can completely transform
themselves. Because they had no skill, and were unproductive and unemployed, they
considered themselves, and were considered by others as well as unwanted and a burden to
the society. They also becoming socially conscious, and at least, aware of the benefits of
planned parenthood, clean home and surroundings, as also about the use of mass media.
The social
significance of NFE increases if it makes the people socially conscious,
desirable and useful. Non-Formal Education develop social consciousness of people towards
social evils like alcoholism, drug abuse, corruption etc. NFE leads to develop social sensitivity
and social desirability which again is increased by achieving social importance. Social
desirability is seen in developing correct social values, attitudes and habits. Condemning
exploitation of children and women and promoting literacy are also socially desirable
virtues. Non-Formal Education contents for self-development promote socially desirable
values, attitudes and practices. Educated people can be more useful to their society. The
literacy programme, family welfare campaigns, job training and other community services of
the non-formal stream make people socially productive. People can be made socially aware
by instructing them to use their capabilities and resources, through NFE. In India,
widespread poverty and illiteracy have blunted the social consciousness, desirability and
usefulness of a large number of people. These have led to emphasis on job-oriented and
literacy programmes in non-formal stream. Literate and employed can develop social
awareness, desirability and usefulness. The non-formal programmes aiming at them have
good social status.
desirable and useful. Non-Formal Education develop social consciousness of people towards
social evils like alcoholism, drug abuse, corruption etc. NFE leads to develop social sensitivity
and social desirability which again is increased by achieving social importance. Social
desirability is seen in developing correct social values, attitudes and habits. Condemning
exploitation of children and women and promoting literacy are also socially desirable
virtues. Non-Formal Education contents for self-development promote socially desirable
values, attitudes and practices. Educated people can be more useful to their society. The
literacy programme, family welfare campaigns, job training and other community services of
the non-formal stream make people socially productive. People can be made socially aware
by instructing them to use their capabilities and resources, through NFE. In India,
widespread poverty and illiteracy have blunted the social consciousness, desirability and
usefulness of a large number of people. These have led to emphasis on job-oriented and
literacy programmes in non-formal stream. Literate and employed can develop social
awareness, desirability and usefulness. The non-formal programmes aiming at them have
good social status.
Illiteracy, ignorance
and superstition are
very high among
women. Non-Formal
Education removing these and widen their mental horizon and to develop social and
productive skills, through better use of their leisure leading to self-employment or some
gainful employment outside the home. Non-Formal Education means learning to change
one's behaviour to enhance the quality of life through work and value without formal
schooling. The economic implications of NFE are many, particularly for a country which has
such a vast population of adult illiterates. Non-formal programmes, which functioned for
the removal of poverty, unemployment etc. is productive in certain extent.
Education removing these and widen their mental horizon and to develop social and
productive skills, through better use of their leisure leading to self-employment or some
gainful employment outside the home. Non-Formal Education means learning to change
one's behaviour to enhance the quality of life through work and value without formal
schooling. The economic implications of NFE are many, particularly for a country which has
such a vast population of adult illiterates. Non-formal programmes, which functioned for
the removal of poverty, unemployment etc. is productive in certain extent.
Young people who entering the
job market, non-formal programmes give skills and
opportunities for employment. Short-term and non-formal job training like electronic
material servicing, garment making, handicrafts etc. have instant economic values. For the
opportunities for employment. Short-term and non-formal job training like electronic
material servicing, garment making, handicrafts etc. have instant economic values. For the
160 | P a g e
young non-formal learners: these
courses have great job potential. So, it increases their economic
assets: they have a high status.
The
economic value of NFE can
be found in monetary terms, such
as income, supplementary earnings or the savings of non-formal
learners. An increasing diversity of contents, an improving social position of the learners,
and their rising economic prospects, all
reflects the high status of Non-Formal Education. Because India is still a poor and developing county in economic terms, the vocational
NFE has a higher status than a mere literacy
or cultural NFE programmes tor education. Vocational programmes must be offered
in rural areas for the large number
of unemployed youth and adults.
The
educated and trained adults would like to educate their children. This is the
first
step of the income-rising ladder. The successive generations would also be inclined to keep
on climbing the ladder. People can improve their living through their own efforts. The war
on poverty can be fought and won in a constructive way through non-formal training in
vocational skills and marketing strategies. The incidence of poverty-based crimes may also
come down if the jobless and the underemployed can make an honest living through their
own efforts. The disparities in income can be reduced through NFE. Social scientists had
conduct surveys on the impact on social economic and political development of the people.
The beneficiaries of NFE are observed, interviewed and asked about the benefits. The
observations, interviews and questionnaire provide information about the improvements
among the people.
step of the income-rising ladder. The successive generations would also be inclined to keep
on climbing the ladder. People can improve their living through their own efforts. The war
on poverty can be fought and won in a constructive way through non-formal training in
vocational skills and marketing strategies. The incidence of poverty-based crimes may also
come down if the jobless and the underemployed can make an honest living through their
own efforts. The disparities in income can be reduced through NFE. Social scientists had
conduct surveys on the impact on social economic and political development of the people.
The beneficiaries of NFE are observed, interviewed and asked about the benefits. The
observations, interviews and questionnaire provide information about the improvements
among the people.
Teaching Methods and Learning Material for
NFE
Learners of Non-Formal
Education differ from the learners of the formal education. So the methods used for NFE must suit to the
background of non-formal learners. The teacher-oriented
methods such as formal class lectures will not work effectively in NFE. The methods ensuring maximum learner participation of
the learners is applicable in this field.
Methods such as talks cum demonstration, workshop, group discussion, and self-study and contact classes are the most appropriate methods for NFE. Methods that permit interaction, involvement and opportunities to express one should be choose for non-formal teaching. A combination of two or more methods will be effective for larger groups and individuals who seek varying objectives from NFE.
Methods such as talks cum demonstration, workshop, group discussion, and self-study and contact classes are the most appropriate methods for NFE. Methods that permit interaction, involvement and opportunities to express one should be choose for non-formal teaching. A combination of two or more methods will be effective for larger groups and individuals who seek varying objectives from NFE.
An oral
explanation becomes easier to understand through a demonstration so it
considered more appealing and effective method. A good and proper demonstration
requires systematic planning regarding all details. The workshop method is more effective
than a demonstration, as the learner get personally involved in learning by doing? Unlike
the demonstration method in which the learners are usually passive observers, in a
workshop, the learners themselves, in groups, prepare the article or articles under the
guidance of the instructor. Group discussion is another fruitful method in the field of NFE. In
a group discussion members expose their views and arrived at a mutually agreed solution.
considered more appealing and effective method. A good and proper demonstration
requires systematic planning regarding all details. The workshop method is more effective
than a demonstration, as the learner get personally involved in learning by doing? Unlike
the demonstration method in which the learners are usually passive observers, in a
workshop, the learners themselves, in groups, prepare the article or articles under the
guidance of the instructor. Group discussion is another fruitful method in the field of NFE. In
a group discussion members expose their views and arrived at a mutually agreed solution.
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Materials used in NFE are
easily grasped by learners. The five senses sight, hearing,
touch, smell and taste-make understanding of concrete and material things possible. The
audio-visual aids make the learning process clear, simpler and interesting. Audio-visual aids
have a special significance for the learners who come from different backgrounds, and have
various abilities and experiences. These materials help the learners to build common
platform of experience and to proceed from there to the abstract of non-material aspect of
learni11g.3~ Graphic aids include chart, diagrams, flashcards, pictures and photographs and
these are mostly used to present information through eye-catching writings and
illustrations. Displays on chalkboards, bulletin boards and flannel boards used for presenting
information.
touch, smell and taste-make understanding of concrete and material things possible. The
audio-visual aids make the learning process clear, simpler and interesting. Audio-visual aids
have a special significance for the learners who come from different backgrounds, and have
various abilities and experiences. These materials help the learners to build common
platform of experience and to proceed from there to the abstract of non-material aspect of
learni11g.3~ Graphic aids include chart, diagrams, flashcards, pictures and photographs and
these are mostly used to present information through eye-catching writings and
illustrations. Displays on chalkboards, bulletin boards and flannel boards used for presenting
information.
Three-dimensional aids-objects,
specimen and models
are more useful
in NonFormal Education. Objects are real things which help in developing
correct concept and understanding of
things. Specimen is art of actual objects or a group of similar objects. Models differ from the real things in size and
material; it may either be smaller or bigger than the original.
Projected aids like slides, filmstrips, television and videotapes commonly used
in Non-Formal Education. Leaflets, folders, brochures etc. is very much useful
to neoliterates. Graphical materials, displays and projected aids will have to
be used according to the age, ability and
experience of the learners.
Evaluation Scheme of NFE
Formal
education has organized evaluation schemes, elaborate theories and rigid
practical test, with a stringent system of final examination to evaluate the students for
success or failure. But all this methods are absent in Non-Formal Education. It follows
different criteria for evaluation, confined not judging the performance of the individual
beneficiary, but to evaluate what NFE has done for the educational and intellectual
awareness of the community. It is necessary to find, whether there has made any positive
impact on learners. Evaluation is also needed to make better plans for the future. Periodical
evaluation can help to find the weakness and deficiencies in planning and implementation,
so that corrective steps can be taken in this time. There are six methods used for evaluation
in NFE. They are attendance, cost effectiveness, use of knowledge and abilities acquired,
budget utilization, reaction of the learners and reaction of the instructor. Overall attendance
of the learners is a significant indication of the keeners of the learners. Attendance can be
according to the programmes.
practical test, with a stringent system of final examination to evaluate the students for
success or failure. But all this methods are absent in Non-Formal Education. It follows
different criteria for evaluation, confined not judging the performance of the individual
beneficiary, but to evaluate what NFE has done for the educational and intellectual
awareness of the community. It is necessary to find, whether there has made any positive
impact on learners. Evaluation is also needed to make better plans for the future. Periodical
evaluation can help to find the weakness and deficiencies in planning and implementation,
so that corrective steps can be taken in this time. There are six methods used for evaluation
in NFE. They are attendance, cost effectiveness, use of knowledge and abilities acquired,
budget utilization, reaction of the learners and reaction of the instructor. Overall attendance
of the learners is a significant indication of the keeners of the learners. Attendance can be
according to the programmes.
Cost
effectiveness of the project in terms of input-out ratio can be worked out to evaluate the programme. The
use of knowledge and abilities acquired through NFE can be evaluated. These can be done at three levels:
(1)
personal development, like being able to do one's own work involving reading, writing and simple
arithmetic, fluency in conversation, cooking one's own meals or making one's own clothes,
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(2) competency
in doing similar
work for the
family and neighbours, including reading
and writing of letters for them, or arranging family and community functions,
family planning camps and campaigns
for clean environment and
(3)
Increased employment opportunities for men and women, provided through better education
in a non-formal
way. Using skills
learned through NFE,
even selfemployment,
are all a measure of the success of NFE.
The
records of the income and the expenditure can be checked to find out if the resources
are being properly utilized for the intended purpose and there is no wastage or
leakage. The reaction of
learners can be measured through questionnaires and check-lists which can be administrated in groups or
individually, separately for the illiterates and literates, and the less educated persons. The reaction of the
instructor can be in the form of a
report on his satisfaction regarding impact of the Non-Formal Education on
learners. University level
NFE programme has
been properly evaluated
by examinations and assessments. The most difficult
aspect of Non-Formal Education is its correct evaluation as evaluation refers
to a formal component. Non-innovative evaluation method pointing the actual gain
of knowledge, change in opinions and practices, enjoyment of leisure
and increased job or
self-employment opportunities.
Educational Media in NFE
The
main function of education is communication of skills, knowledge and attitudes,
the mass
media known to have great potential in communicating these effectively. The media
communication has opened new dimension in the horizon of human world. By application of various
media in the field of education, millions of people have come to acquire
new ideas, philosophies, approaches and attitudes. Educational broadcasting has
an important role to play in furthering education and development. The role is
more significant in
the context of situations obtaining in developing countries like lndia which
are faced on the one hand with the problem of
huge percentage of illiteracy and heavy dropout rates, and on
the other, with
the emergent need
to providing greatly
increased access to education
in formal and non-formal system.
Education
is not limited in classroom teaching only. In this context radio has been playing
an important role for promoting relevant and interesting education. It not only
informs,
but also inspires the audience. It also a potential instrumental tool in the
formal, informal and Non-Formal Education. All lndia Radio
introduced programmes for children from Bombay station early as in 1929
and from Madras station in 1930, the
pioneering school
broadcast programme started in 1932.37 The other stations followed suit and
have been broadcasting educational
programmes quite successfully.
The
National Adult Education Project was implemented on a massive scale by the
Government of lndia in order to remove illiteracy from the country since 2 October 1978.
The AIR also has committed itself to supporting the project with suitable programme for
Government of lndia in order to remove illiteracy from the country since 2 October 1978.
The AIR also has committed itself to supporting the project with suitable programme for
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publicity, motivation and training.
This service learning directly from the teachers is minimal
and there is more emphasis on learning through various mass media, educational
broadcasts are expected to play an important role in Non-Formal Education system. In five
states like Kerala, Gujarat, Maharashtra, Assam and Tamil Nadu, there are well organized
radio-cum-correspondence training like language and science. For example, the state
government of Kerala in collaboration with the AIR, Thiruvananthapuram organized radio
correspondence-cum-contact course for training teachers in 1975. As many as 35,000
teachers have been trained under this programme. Most of the radio stations are single
channel ones and it is not possible to cater the variety of demands like adult education,
workers education, distance education etc. The main problem faced the radio broadcasting
is that which lose the initial glamour with the introducing of television.
and there is more emphasis on learning through various mass media, educational
broadcasts are expected to play an important role in Non-Formal Education system. In five
states like Kerala, Gujarat, Maharashtra, Assam and Tamil Nadu, there are well organized
radio-cum-correspondence training like language and science. For example, the state
government of Kerala in collaboration with the AIR, Thiruvananthapuram organized radio
correspondence-cum-contact course for training teachers in 1975. As many as 35,000
teachers have been trained under this programme. Most of the radio stations are single
channel ones and it is not possible to cater the variety of demands like adult education,
workers education, distance education etc. The main problem faced the radio broadcasting
is that which lose the initial glamour with the introducing of television.
Throughout
the history of development, technology has been linked to learning. Modern technology
has been linked
to learning. Modem
technology combined with educational programme, i.e.
educational T.V. The formulated term 'Instructional Television' refers to the
use of any television media in any of its various technological forms to
present information, ideas and experience in any subject area and
at any level as some portion of an organized educational programme. Regarding
the use of instructional T. V., the Encyclopedia of Education given the following:
The use of instructional
television in an organised educational programme is varied but has been
described in the
following categories: total
teaching, supplementary, enrichment and remedial. If television is used for
total teaching, all major contents and basic concepts are presented by television.
In supplementary use,
television programmes present material carefully correlated with the principal course material but not
otherwise ordinarily provided. For enrichment, television is used to
present materials considered desirable in subject areas other than the principal course of study. In its remedial aspect
television is used to present materials for make-up work or concentrated emphasis in narrow subject areas.
The development of T. V, in
India follows its development and utilization in some of
the advanced countries of the world. Educationists recognized that television used as a
potential aid to education. Education system through communication technology will
definitely play a decisive role in order to face the manifold challenges in education. The
the advanced countries of the world. Educationists recognized that television used as a
potential aid to education. Education system through communication technology will
definitely play a decisive role in order to face the manifold challenges in education. The
National Policy of Education 1986
recommends:
Modern
communication technologies have the potential to bypass several stages
and sequences in the process of development encountered in earlier decades. Both the
constraints of time and distance at one become manageable. In order to avoid structural
dualism, modern educational technology must reach out to the most distant areas and the
most deprived sections of beneficiaries simultaneously with the areas of comparative
affluence and ready availability. . . . The media have a profound influence on the minds of
and sequences in the process of development encountered in earlier decades. Both the
constraints of time and distance at one become manageable. In order to avoid structural
dualism, modern educational technology must reach out to the most distant areas and the
most deprived sections of beneficiaries simultaneously with the areas of comparative
affluence and ready availability. . . . The media have a profound influence on the minds of
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children as well as adults; some of them tend to encourage
consumerism, violence etc. and has a
deleterious effect. Radio and T. V. programmes which early militate against
proper educational objectives will be
prevented. Steps will be taken to discourage such trends in films and
other media also. An active movement will be started to promote the production of children's films of high quality and
usefulness.
It is
significant to note that the television service was started by All India Radio
under a project aided by UNESCO to produce and transmit social
education programme in 1959 in Delhi. In planning and production of programmes both the
media radio and T. V. would emphasis the following national priorities
(a)
Universalisation of elementary education both formal and non-formal,
(b)
Non-Formal Education for adults, linking education to economic and social
tasks,
(c)
development of vocational and professional skills, (d) training for
citizenship,
(e)
Popularizing science with a view to developing a scientific outlook,
(f)
Promoting national integration,
(g)
Providing information about
themes of national
importance- population education, energy
conservation, preservation of wild life, environmental sanitation, nutrition and health.
Thus, the
efficient utilization of media is successful in educating the masses about such
concepts such as democracy, secularism, national integration, family welfare
and population education.
Open Universities and Distance Education: A
New Approach of NFE
Open University
system first started
in the United
Kingdom with considerable
success.42 In India, Andhra Pradesh became the pioneer in establishing the university by an
Ad of State Legislation. This was followed by lndira Gandhi National Open University
(IGNOU) in 1985 by Parliament. The establishment of the Open University got its approval
from the National Policy on Education 1986. The main objective is to advance and
success.42 In India, Andhra Pradesh became the pioneer in establishing the university by an
Ad of State Legislation. This was followed by lndira Gandhi National Open University
(IGNOU) in 1985 by Parliament. The establishment of the Open University got its approval
from the National Policy on Education 1986. The main objective is to advance and
disseminate learning
by a diversity
of means including
the conventional and
latest communication technology to large segment of population.
The
National Open University has to encourage other open universities and distance education system. It also
provide higher education to disadvantaged groups such as those living in remote and rural areas including
working people, housewives and other adults who wish to upgrade or acquire knowledge through studies in various field. It
provides an innovative system which is
flexible and open. It promotes national integration and the integrated
development of the human personality through its policies and programmes. It means that non-formal channels of education will
establish itself as a parallel system of higher education with the introduction of open universities.
The Open University systems
are getting state recognition and state funds and they
are the most favoured institutes. Course material is specially prepared to suit self-study.
are the most favoured institutes. Course material is specially prepared to suit self-study.
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IGNOU course design is slightly different.
For any undergraduate there are preparatory noncredit courses for four months
followed by three years of study. Each course carries four credits.
These courses are for students who are from non-formal channels. Open
universities have
study centers to contact the student and the coordinators help the students.
IGNOU has regional centers in several states apart from having study centers to
provide a rapport between students and
institutes-and provide facilities for contact programmes and practical training.
Generally the student centers are situated in already existing polytechnics,
junior colleges, universities and other institutions where an infrastructure
already exists. The teachers working
there are appointed as part-time tutors.
The
concept of distance education has emerged as a result of man's search for an education
which could be provided to a person at home. Now continuing education became the part of educational
system. Most quoted definition is by Borje Holmberg, according to him,
"distance education is the various forms of study at all levels which are
not under the continuous, immediate
supervision of tutors present with their students in lecture rooms or on
the same premises, but which nevertheless, benefit from planning, guidance and
tuition of a tutorial organization
This
system of open education is well-developed in developed countries of the world. In
developing countries like
India, instruction through
correspondence became popular. The main objective of distance education
is to increase the knowledge of the educated citizens,
to provide higher
education to those
who fail to
join the regular university
courses, and to ensure lesser expense and higher efficiency than the formal system of education.
The first
arid widely used form of distance education is correspondence courses,
which also the channel of Non-Formal Education available at university level. The objective
of correspondence education is to provide a new stream of education to enable a large
number of persons, with necessary aptitude to acquire further knowledge to improve their
personal competence. It intended to cater students who had to discontinue formal
education, in geographically remote area. Courses of study for an undergraduate courses
broken up into a number of modules, which are posted to students who work on the
material sent to him and can obtain further guidance and clarification through writing back
to the diffusing centre and through attending the periodic contact classes which are
organized at or near his place of residence along with other students participating in
correspondence courses. Second form of distance education is one which used not only the
posted material, as in the above cases, but also the electronic media. In the use of radio and
which also the channel of Non-Formal Education available at university level. The objective
of correspondence education is to provide a new stream of education to enable a large
number of persons, with necessary aptitude to acquire further knowledge to improve their
personal competence. It intended to cater students who had to discontinue formal
education, in geographically remote area. Courses of study for an undergraduate courses
broken up into a number of modules, which are posted to students who work on the
material sent to him and can obtain further guidance and clarification through writing back
to the diffusing centre and through attending the periodic contact classes which are
organized at or near his place of residence along with other students participating in
correspondence courses. Second form of distance education is one which used not only the
posted material, as in the above cases, but also the electronic media. In the use of radio and
T. V. either as a supplement to postal teaching or as a
comprehensive self contained form of
distance education. This has rich possibilities including certain negative aspects.
A third form of distance is one which breaks away from established syllabus and
contents of schools and universities and innovates with new learning content. This new
distance education. This has rich possibilities including certain negative aspects.
A third form of distance is one which breaks away from established syllabus and
contents of schools and universities and innovates with new learning content. This new
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content may relate age and stage of learning. For instance
research in any of the university
adult education department has shown that illiterate adults can reach the literacy level of
third or fourth standard or primary school or similar learning of a worker in a factory can
combine academic study and professional training in a certain period, during which he is
continuously assessed and given a certificate to proficiency which may enable him to higher
position. Indira Gandhi National Open University is supposed to the beacon of distance
learning. It will also guide the states to seek to encourage distance learning in setting up
similar universities. Distance method can successfully used for catering to groups who, for
geographical, economic or social reasons are unable or unwilling to make use of traditional
provisions.
adult education department has shown that illiterate adults can reach the literacy level of
third or fourth standard or primary school or similar learning of a worker in a factory can
combine academic study and professional training in a certain period, during which he is
continuously assessed and given a certificate to proficiency which may enable him to higher
position. Indira Gandhi National Open University is supposed to the beacon of distance
learning. It will also guide the states to seek to encourage distance learning in setting up
similar universities. Distance method can successfully used for catering to groups who, for
geographical, economic or social reasons are unable or unwilling to make use of traditional
provisions.
Overlap between Formal, Informal and
Non-Formal Education
Educational comprises three
categories, i.e. incidental or informal, non-formal and formal system. Each section has a predominant role in the scenario of
education which begins the
moment a child
is born and
ends it when
he dies. The
United Nation's publications in general give the following
classifications:
Incidental
education -learning which takes place without either a conscious attempt to present on the part of the source or a
conscious attempt to learn as part of learner.
Informal education - learning result from situation where either learner or source of
information has a conscious intent of promoting learning but not both
Non-Formal Education - any school learning where both source and the learning.
Formal education, which differs from non-formal have conscious intent to promote formal education by its location within the situation called school which are characterized by the use of age-graded classes of youth being taught fixed curriculum by a cadre of certified teachers using pedagogical method.
Informal education - learning result from situation where either learner or source of
information has a conscious intent of promoting learning but not both
Non-Formal Education - any school learning where both source and the learning.
Formal education, which differs from non-formal have conscious intent to promote formal education by its location within the situation called school which are characterized by the use of age-graded classes of youth being taught fixed curriculum by a cadre of certified teachers using pedagogical method.
In India
educationists had not paid much attention to differentiate incidental and
informal, both are encompassed in any of them. Non-Formal Education shared certain
characteristics of informal as well as formal. At the same time, it is distinguished from
formal on one hand and informal education on the other. It differs from formal education in
the sense that it takes place outside the formal system. It is also differ from informal
education in that it is organized. It must be added that it is not possible to have watertight
complainants. These suggested classifications are a matter of convenience and they are not
mutually exclusive.
informal, both are encompassed in any of them. Non-Formal Education shared certain
characteristics of informal as well as formal. At the same time, it is distinguished from
formal on one hand and informal education on the other. It differs from formal education in
the sense that it takes place outside the formal system. It is also differ from informal
education in that it is organized. It must be added that it is not possible to have watertight
complainants. These suggested classifications are a matter of convenience and they are not
mutually exclusive.
NFE can
be organized with the framework of formal educational institutions. Co-
curricular activities and other programmes organized in a school can be classified as non-
formal in character. Similarly there can be element of formal education in a Non-Formal
Educational activity. The correspondence courses for example for the first degree give by a
university do follow a prescribed syllabus, provided for a brief contact programme in which
curricular activities and other programmes organized in a school can be classified as non-
formal in character. Similarly there can be element of formal education in a Non-Formal
Educational activity. The correspondence courses for example for the first degree give by a
university do follow a prescribed syllabus, provided for a brief contact programme in which
167 | P a g e
there is regular classroom teaching,
and students to correspondence courses take the same
public examination and in the same manner as other students corresponding final course.
public examination and in the same manner as other students corresponding final course.
Need for Non-Formal Education
Education
is the most powerful weapon for fighting ignorance and illiteracy and to
bring about a lasting social change, for a country's progress is measured by its level of
education. The universal right to education, which is basic to the quality of life, is denied to
these underprivileged classes. The children of poor prematurely forced to do work. Due to
lack of pre-school education affect their physical and mental development. The degree of
failures in the lower socio-economic class is very high in primary to higher education.
Literacy and out of school training programmes strengthen their socio-economic and
material upliftment.
bring about a lasting social change, for a country's progress is measured by its level of
education. The universal right to education, which is basic to the quality of life, is denied to
these underprivileged classes. The children of poor prematurely forced to do work. Due to
lack of pre-school education affect their physical and mental development. The degree of
failures in the lower socio-economic class is very high in primary to higher education.
Literacy and out of school training programmes strengthen their socio-economic and
material upliftment.
The
process of urbanization also had many problems. Poor people migrated from
rural areas to seek better opportunities creates tremendous problems of housing,
employment, schooling etc. This widespread problem does not removed through formal
developmental schemes. Every society needs educated people who should be directly
involved in its democratic life. The socio-economic and cultural conditions of weaker
sections of the society make it imperative that they should be helped to acquire new
knowledge, skills, values and attitudes not only for their own betterment but for the good of
the country as a whole. Our county therefore needs to encourage all efforts to educate the
less-favoured sections of the population especially where the poor and illiterate form the
majority.
rural areas to seek better opportunities creates tremendous problems of housing,
employment, schooling etc. This widespread problem does not removed through formal
developmental schemes. Every society needs educated people who should be directly
involved in its democratic life. The socio-economic and cultural conditions of weaker
sections of the society make it imperative that they should be helped to acquire new
knowledge, skills, values and attitudes not only for their own betterment but for the good of
the country as a whole. Our county therefore needs to encourage all efforts to educate the
less-favoured sections of the population especially where the poor and illiterate form the
majority.
The rigid formal education
system is not reached all the sections of a society and all
the categories of men and women. Only the privileged groups, by and large, avail
themselves of educational facilities through schools, college, universities and technological
institutions. The fixed point of entry and exist of formal education makes it more difficult for
students from the weaker sections of the society re-enter it. Because of certain causes the
formal system became less suitable for the deprived sections of the society. Much more
emphasis will have to be placed on the non-formal ways of education particularly for those
who are excluded from the benefit of formal schooling. The importance of Non-Formal
Education has also been recognized by the Government of India and it now forms an
essential part of the revised educational planning. Education is now recognized as a lifelong
process. This is applicable form illiterates to formally educate. The formally educated can
continue their education and knowledge in the areas associated with their studies and work,
or they can take up new subjects to study for their personal enlightenment. The formally
educated can conveniently adopt non-formal programmes like correspondence courses, in-
service training, additional job training etc. Education in any form needs to provide
improvement of their quality of life and to help them to participate productively in the
national development.
the categories of men and women. Only the privileged groups, by and large, avail
themselves of educational facilities through schools, college, universities and technological
institutions. The fixed point of entry and exist of formal education makes it more difficult for
students from the weaker sections of the society re-enter it. Because of certain causes the
formal system became less suitable for the deprived sections of the society. Much more
emphasis will have to be placed on the non-formal ways of education particularly for those
who are excluded from the benefit of formal schooling. The importance of Non-Formal
Education has also been recognized by the Government of India and it now forms an
essential part of the revised educational planning. Education is now recognized as a lifelong
process. This is applicable form illiterates to formally educate. The formally educated can
continue their education and knowledge in the areas associated with their studies and work,
or they can take up new subjects to study for their personal enlightenment. The formally
educated can conveniently adopt non-formal programmes like correspondence courses, in-
service training, additional job training etc. Education in any form needs to provide
improvement of their quality of life and to help them to participate productively in the
national development.
168 | P a g e
The formal education system, because of its
rigidity excludes the
poor for the advantages. The NFE, which is flexible and relevant to
the lives of illiterates and poor, needs to be encouraged. Formally educated
persons can also to continue their education for either self-development or
higher professional advancement in a non-formal way.
Open learning system at the national and
state levels: an integrated approach
The
Government undertook a review of the National Policy on Education in 1992.
The modified policy made the following statements on Open University and Distance
Learning: “The open learning system has been initiated in order to augment opportunities
for higher education, as an instrument of democratizing education and to make it a lifelong
process. The flexibility and innovativeness of the open learning system are particularly
suited to the diverse requirements of the citizens of our country, including those who had
joined the vocational stream. The Indira Gandhi National Open University established in
1985 in fulfillment of these objectives, will be strengthened. It would also provide support
to establishment of open universities in the states." Following this, the Programme ofAction
(POA) 1986 was also reviewed and revised. The revised Programme of Action, 1992 whole
heartedly endorsed the university's initiatives in providing its academic programmes with an
employment orientation and launching more programmes focusing attention on education
and training in areas related to employment and self-employment. The POA 1992 suggested
that the open learning system should seek the involvement of industry, commerce and
other employer groups in the development of appropriate programmes. The POA also
emphasized the urgent need for establishing and developing the Open University network
with provision for sharing programmes, courses and delivery systems.
The modified policy made the following statements on Open University and Distance
Learning: “The open learning system has been initiated in order to augment opportunities
for higher education, as an instrument of democratizing education and to make it a lifelong
process. The flexibility and innovativeness of the open learning system are particularly
suited to the diverse requirements of the citizens of our country, including those who had
joined the vocational stream. The Indira Gandhi National Open University established in
1985 in fulfillment of these objectives, will be strengthened. It would also provide support
to establishment of open universities in the states." Following this, the Programme ofAction
(POA) 1986 was also reviewed and revised. The revised Programme of Action, 1992 whole
heartedly endorsed the university's initiatives in providing its academic programmes with an
employment orientation and launching more programmes focusing attention on education
and training in areas related to employment and self-employment. The POA 1992 suggested
that the open learning system should seek the involvement of industry, commerce and
other employer groups in the development of appropriate programmes. The POA also
emphasized the urgent need for establishing and developing the Open University network
with provision for sharing programmes, courses and delivery systems.
This
detailed account of the evolution of IGNOU and the open learning system in India in the early stages
provides you with the contextual framework for understanding the role of
planning and' management of distance education in a developing country. You
will have also noticed how the distance
education systems and institutions are significantly influenced by several political factors.
Emergence of the Open University System in India
It was
primarily the initiative of the government that led to the establishment of IGNOU and the launching of
the Open University system in India. It was the policies of the government that
decreed how IGNOU should operate, what thrust its programmes should have and what objectives it should seek to
achieve.
The influence
of government policies
was pronounced even
in the areas
of programme choice and development. Part of the initial
success of the IGNOU has to be attributed
to the immense patronage received from the government through funding and other support in putting together its
infrastructure All these also ensured, in a significant measure, a great deal of goodwill for the
fledgling institution from the people in general and the academia and professional groups in
particular.
169 | P a g e
An Integrated Approach
Following
the establishment of an open university in Andhra Pradesh in 1982, and
the announcement by the Centre to establish a national open university in 1985, several
state governments started preparations for establishing their own state open universities.
These included Bihar, Maharashtra and Rajasthan besides Gujarat, Orissa, Kerala, Madhya
Pradesh and Utter Pradesh. Bihar and Rajasthan established their own open universities in
1987 and Maharashtra in 1989. The remaining state governments put off their proposals for
the time being, apparently because the National Policy on Education of 1986 stated that
"this powerful instrument (the open university system) will have to be developed with care
and extended with caution". Since several state governments were anxious to establish
open universities, it was only natural that the issue came up for consideration at a meeting
of the Central Advisory Board of Education, on which all the states were represented, in
June 1987. Meanwhile, the IGNOU, in pursuance of its own responsibility for the promotion
and coordination of the Open University system, had also developed certain draft guidelines
which were to assist the state governments in their preparatory work for establishing open
universities. The CABE while recommending that every major state should have an open
university, also considered the draft guidelines and finalized them.
the announcement by the Centre to establish a national open university in 1985, several
state governments started preparations for establishing their own state open universities.
These included Bihar, Maharashtra and Rajasthan besides Gujarat, Orissa, Kerala, Madhya
Pradesh and Utter Pradesh. Bihar and Rajasthan established their own open universities in
1987 and Maharashtra in 1989. The remaining state governments put off their proposals for
the time being, apparently because the National Policy on Education of 1986 stated that
"this powerful instrument (the open university system) will have to be developed with care
and extended with caution". Since several state governments were anxious to establish
open universities, it was only natural that the issue came up for consideration at a meeting
of the Central Advisory Board of Education, on which all the states were represented, in
June 1987. Meanwhile, the IGNOU, in pursuance of its own responsibility for the promotion
and coordination of the Open University system, had also developed certain draft guidelines
which were to assist the state governments in their preparatory work for establishing open
universities. The CABE while recommending that every major state should have an open
university, also considered the draft guidelines and finalized them.
The
major provisions in the guidelines were: preparation of a detailed project
report by a group
of experts; consideration
of the time
and investments required
for the preparation
and production of learning materials; and the possibility of the new state open
University using
the learning packages
of the IGNOU;
the estimates of
cost (physical infrastructure, staff etc);
Conclusion
Non-Formal
Education means learning to change one's behaviour to enhance the quality
of life through work and values without formal schooling. The academic
objectives of NFE are clustered
around dropouts from
formal education, functional
illiterates, unemployed or underemployed youth and adults. NFE is not
a counter activity in opposition to formal education, but complement
the formal stream of education, NFE has the potential of
being a life-long education.
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