Understanding

Education instructions formally, child learns a lot through

the other modes of edic.
modes and forms of educaion such
as peer groups and media.
All these
about the
cationare
various forms of ed. ve
very
this unit we are going to stucdy
important. In
ducation.
4.2 OBJECTIVES

be able to:
After going through this unit you will
describe what formal, informal and non-formal education is;

compare various forms of

education in terms of their merits and dem
list agencies of education under various heads such as formal, informail
merits,
non-
formal; and
discuss media as an important informal agency of education.

4.3 FORMAL EDUCATION

Education is divided into formal and informal. Formal education is provided

in
educational institutions according to a particular pattern. In the school, the child
obtains education according to a specific programme aiming at particular goals
He/She follows a pre-determined syllabus. In this form of education the time and
place of teaching and leaming are fixed and follow a pre-determined schedule of
time.
Formal agencies of education are those social groups or organizations which the
society constitutes for imparting formal instruction to the students, such as education
department of the government, private social organisations like the education
society, trust etc. which establish teaching institutions (schools, colleges and
universities etc.). The education that is arranged by these agencies, its aims,
curricula and teaching methods are pre-determined. The students receive education
under the care and guidance of teachers. In one sentence, we can say that these
agencies run education in a planned manner.

4.3.1 Merits of Formal Education

The society or state realizes its goals and aims of education through these
agencies.
In the absence of formal agencies, it is not possible to transfer all
acquired
knowledge, wisdom and achievements in a complex society to its next generation.
These agencies help the children in learning which they cannot learn through
informal agencies. Not only this, formal agencies are required to systematize and
give proper direction to the knowledge and conduct learmed from informal agencies.
Formal agencies of education like schools and
and deliberately planned to bring about
colleges impart education consciousy
specific
influences on the learners. 1ney
have regular working hours. They prepare students for taking public examination's
on regular basis.
Usually they employ full time staff. They follow prescnD
curiculum and textbooks. They have to conform to
rigid departmental rules an
regulations. Fomal education has a hierarchically structured, chronologicalyaded

education system', running from g and

primary school through the university
including, in addition to general academic studies, a variety
programmes and institutions for full-time technical and
of sped
professional trainiug
The advantages of the fomal kind of education lie in that it can be specificallyand

consistently provided to a large number of ctives

children simultaneously. Ine
 determined beforeha
also.
Although, education in one form Ageneles of Educatlon
t h i se d u c a t
are
as a person lives,
long education in its formal sense starts
as
ot
r heothecr
five and
continues to the age oftwenty five. During this
ther modes of education such offfour or passes through a succession of institutions of primary,
Forms of education are
very at
t he
a .g e
t h e i n d i v i d

the torm of schools, colleges and universities.

e various forms of education. period iranced education in
sCco
of Formal Education
Limitations

43.2 have their o w n limitation The education of children in

agenciesi

f o r m a l
e
cannot be made available. Difficulty is also faced in
the
of 1-3 years
But
t h ea g e
group up
education ildren
for chilc in the age group of 3-5 years, and it is the time
l education is; a r a n g i n ge d u c a i

is laid. Besides, another shortcoming of

personal:
of their merits and demerits; undation of child's upon bookish knowledge and
they generallylay emphasis
when t h e
is that
fornmal, informal, non- agencie

development and conduct. Sometimes they think that

such as these o n skill
comparativelyless.
ete the specified
complete
curriculum only, and in such a case, it fails
duty
is to round development of the child's personality.
y o f education. their an allI1
about
large number of people is an advantage but
bringing
in
be provided to
a
that it
can
formal nature, formal education often
of its completely
T hf
ea c t
Because
alsoa drawback.

of ne's and leaves it completely

personality
certain aspects
mal education is provided in fails to
touch
reality that it hinders
detached from
time, it c a n also become so
the school, the child veloped. At
attern. In
learner in satisfyi his/her needs. This fact can be seen in
ne aiming at particular goals. rather than
helps the formal education in India. It would not
of
education the time and thecontemporary pattern
om of the c a s e of
in India, the more formal
education a person receives
pre-determined schedule of to state that,
becomes in facing the problems of real
a inaccurate
be the more useless s/he
ater a certain stage,
deteriorates instead of improving.
which the ife. His/her adjustment
ps or organizations
the students, such education
as
INFORMAL EDUCATION
education
anisations like the 4.4
tions (schools, colleges and the formal education outlined above,
without
by these agencies, its aims, Informal education complements
It is the truly lifelong process whereby
education
The students receive that these which formal education remains incomplete. from daily
attitudes, values, skills and knowledge
entence, we can say every individual acquires from work and
from family and neighbours,
experiences in his/her environment
-

and the mass media.

play, from the market place, the library
4.4.1 Nature of Informal Education
ication through these agencies.
which it is provided. There
sible to transfer all acquired Eaication of this kind has no specific time or place at
is the education
«society to its next generation. are not fixed
teachers, syllabi, text books etc. Informal education
through in the house, roamin8
field, talking to family members
learn
ch they cannot and
0ne receives while playing in
never comes to
arerequired to systematize in fact, everywhere. This kind of education
Somewhere, ever learn through
his
learned from informal agencies. ,and it teaches the individual more
than s/he
with
can

s/he comes in contact

es impart education
consciously Omal education. Achild leams many things when s/he
goes to new places.
fluences on the learners. They People. S/He discovers many new worlds when formal education can.
E ucation that s/he receives cannot be evaluatedtechniques, and the quality
as
for taking public examinations
staff. They follow prescribed education can be evaluated by some specific not
known. But this is
rigid departmental rules and
touctured, fantity of education imbibed by the learner can be
chronologically graded measure
inntomal education for there are no standard techniques of to a

ol through the university and

lean
for people iw
specialised thino . informal education is a gradual process,in this manner prove to de
a variety of But the things learnt
ies,
and professional training. morere volcars
of
valuable than experience. formal education.
Formal
the degree accumulated through

that it be specifically
nSimultaneously.
can
and educat
more
ion al
cs education
while informal
on
education is
specific subjects
The objectives general in nature.
 Understanding Formal education is classroom-b
-based,
Educaton education happens outside the provided t y
classroom, in after-sch trained t
trained.
based organizations, museums, libraries,
follow any set pattern of truction or
or
at home."The progra chers. indi
incidentally. Education is not organised
educatior In factinfonm sams, comns
deliberately in hese they i
informal groups. Education is indirect. One

agencies ofof withoutinstbei

itutniony elug
it. Nevertheless influence of intomal may learm:
Informal agencies of education are those education is qpite
cducation
constituted on their own under the social
social group .
cite sivgilie
structure,
aanging formal or non-fomal education, but
children, youths and adults knowingly or they influencece the educati which iTations
have no aig
tha
,religious institutions, etc. The
unknowingly she ed
education fami
specified aims, curricula or teaching methods.conducted
Here the
n
nese agencie,
coming into contact with each other.
people earn
leam ruatura p
Much of education of the people is conducted
in these apene:
important. Formal agencies have vision of es, so
receive education in behaviour and code of purposeful educatioon, they ae
have a great significance in the education conduct by
inform: but the chi
stoms and traditions and conduct. These
of language,
lifestyle andeatiagencies. Th
agencies ang rmanine
preservation development of civilization and
and significantly
culture. cor
American educationist John Dewey
and significant. According to
considered
these agencies
him, real education of the accider
these institution, their
intelligence develops, their hildren isis nconducteda
children
adjust in the society. These agencies also constructimagination sharpens
formal agencies of
4.4.2 Limitations of Informal ctirs
ucatiors
Education
But informal education too has its own limitation.
The learming
systematized. Modem social life has become so gained is t
it without
providing complex that we cannot
be imparted by thesesystematized education. The education of different skill cam
undærsa
informal agencies.
and industrial education too. Formal agencies are neded for vocaticnus
Informal education,
for formal education, it can therefore, cannot be substitute
only supplement it.
4.4.3 Mass Media as an
Informal Agency of Education
Various forms of mass
media serve as an
Mass media denotes a
important agency of infomal edicain.
section of the media
coined in the 1920sspecifically designed to reach a
audience. The term was
networks, mass-circulation with the advent of nationwide rau
mass media such newspapers
as books and
and magazines. However, some
Mass media now
manuscripts had already been in use centunes
also includes
podcasts, and video Internet media
(like blogs, messa
boaris

that is sharing) because individuals now have a means

means to exposur
comparable in scale to that
media
producers. The term public
previously rest
estricted to a select group ofmas
whose mission is to media is less used and is
"media

serve or
engage a public."
dei nedas
Types of drama in numerous
back into the ancient cultures were probably the mass-media,gomg

world. firstu
Newspapers developed from about Englishin
64 1620; but they took 1612, with the first exau
until the 19th century
ry to
toTreach a mass-au
 the growth of mass media was driven by technology, Agencies of Education
20th century, the
provided by trained teachers plication of material. Physical duplication
much

nformal
allowed

m, in after-scho programs, hs p r i n t i n g , r e c o r d pressing and film duplication allowed the

w h i ca

ommunity-
During
that
at The
home. informal purng and movies at lowow prices to huge audiences.
agencies do not
ation. In fact they impart
newspapers

the electronic duplication ofinform ormation for the first

ologe.hooks,

deliberatelyin these institutions educas duplication

tiono television n allowed
all

One may learn without These are and

gencies of education is quite conscious

significar of
Radi
adio
t i m e

m a s s
m e d i a

se social groups or organizations of

edia:
medi

cial structure, and which have no aim thatare porms

nedia
E l e c t r o n i c m e d
and print

sense, for radio and television.

ion, but they influence the education of theof
orunknowingly; suchaas family, com
in the
3roadcasting, in
narrow

Broa types.of recorded discs or tapes. In the 20th

ation conducted in these agencies has es of various music. Video and computer uses followed.
used for
M a n yi n s t a n c e s

Here the people leam no were mainly

ethods. naturallyby
thes

for entertainment, but also for documentaries.

century,

ten used
Film, most often
nducted in these agencies, so they are u s e s and presents both opportunities and
ich has many
ucation, but the childvery
The Internet, w h i c h
ion ofpurposeful can include Blogs
and podcasts (such as news, music
challenges. Examples
de of conduct by info agencies. They and video)
speech,
on of language, lifestyle and eating pre-recorded
hese agencies significa contribu inners,
the an be used for rapid breaking news and short clips
which c a n
ilization and culture. Mobile phones, oroscopes, alerts, games, music, and advertising
ke jokes,
entertainment
of
onsidered these agencies accidental, natural electronic publishing
including
al education of the children is conducted in .Publishing,
welops, their imagination sharpens and they Audio recording and reproduction
Video games,
lso construct formal agencies of education.
Internet
mal Education Net" or less precisely as "the Web") is
known simply as "the
The Internet (also mass media, and can be briefly
described as "a
wn limitation. The learning gained is not interactive medium of
a more accessible network
ecome so complex that we cannot understand it is the worldwide, publicly
network of networks". Specifically,
networks that transmit data by packet switching using
cation. The education of different skills cannot of interconnected computer smaller domestic,
es.Formal agencies are needed for vocational the standard Internet
Protocol (P). It consists of millions of
networks, which together carry various
al education, therefore, cannot be substitute academic, business, and governmental the
online chat, file transfer, and
plement it. information and services, such as electronic mail,
interlinked Web pages and other documents of the World Wide Web.
Informal Agency of Education
the World Wide Web are not
Contrary to some common usage, the Internet and
San important agency of informal education. interconnected computer networks,
synonymous: the Internet is the system of the Web is
media specifically designed to reach a large inked by copper wires, fiber-optic cables, wireless connections etc.,
and URLs.
ae 1920s with the advent of nationwide radioof the contents, or the interconnected documents, linked by hyperlinks
forms with many other
Ders and magazines. However, some ne World Wide Web is accessible through the Internet, along
usCripts had already been in use for centuries. Services including e-mail, file sharing and others.

aternet media (like blogs, message boards, "conternt)

individuals now have a nOugh a vast amount of information, imagery, and commentary (i.e.
se means to
reviously restricted to a select group of mass
exposur n made available, it is often difficult to determine the authenticity
and
ablity of information contained in web pages (in many cases, self-published.
media is less used and is defined as "media The o n of the Internet has also allowed breaking news stories to reach
ge a public."
within minutes. This rapid growth of instantaneous, decentralized
es were probably the first mass-media, gog Communication is often
tonication
to society. deemed likely to change mass media and its relationship

ut l612, with the first example in English in

"Cross-media"
iala means the idea of distributing the same message through different
y to reach a mass-audience direcuy channels. A similar idea is expressed in the news industry "convergence" as
Many authors underst cross-media publishing to be the ability to publish in
OTS understand
 Create
ate en formau
once, publ
The intemet is quickly becoming the center of i manyy'
mass
accessible via the intemet. Instead of media.
picking
o'clock news, people will log onto the
up a
Everyth
internet to newspar
in g
paper, or watdhis
theywant it. Many workers listen to the
their desk. Games
get the
radio through the news
int
th wa
ey
t
tchingoes mithn
e g
are played through internet
the net whilewartsiin
, vhes
The Internet and education: Findings of the
Pew
InternetTe A
Project. Even the education system relies on the internet.
theentire class by sending one e-mail.
They have web
get another copy of the class outline or
American Ae
pages hereers stcanudertcomas Can
class blogs where students must post weekly, and assignments.
Some
The intemet thus far has become an
are graded on class
es eve classes even hne
extremely dominant form of otrib
Blogs (Web Logs) mexdia
Blogging has become a hugeform of media. Ablog isa
by an individual, with regular entries of website, usuallyy maintainer
commentary,
other material such as graphics or video. Entries descriptions of events,or
are
reverse chronological order. Many commonly isplayed in
blogs provide commentan
mmentary
particular subject; others function as more personal online
diaries
or
A news on
combines text, images, and links to other blogs, web typical bog
related to its topic. The ability for readers to leave pages, and ot
comments in
format is an important part of
many blogs. Most blogs are an inte interactive
although some focus on art (artlog), photographs
(photoblog), primarily textual
(vlog), music (MP3 blog), audio (podcasting) are part of a sketchbloog. videns
social media. Micro-blogging is another type of wider netwo
with short
blogging which consists ofhibe
very posts. og
RSS feeds

RSS is a format for syndicating news and the content of

news-like
major news sites like Wired, news-oriented community sites likesites, includine
personal blogs. It is a family of Web feed formats used to Slashdot, and
publish
updated content such as blog entries, news headlines, and podcasts.frequently
An RSS
document (which is called a "feed" or "web feed" or
"channel") contains eiter
a
summary of content from an associated web site or the full text. RSS maks
it possible for people to keep up with web sites in an automated manner that c
be piped into special programs or filtered displays.
Podcast
A podcast is a series of digital-media files which are distributed over the lntens
using syndication feeds for playback on portable media players and compu.
The term podcast, like broadcast, can refer either to the series of come
or to the method
by which it is syndicated; the latter is also called podcasuny
host or author of a podcast is often called a
podcaster.
Mobile
media om
Mobile phones were introduced in Japan in 1979 but became aa mass
became mas inFinland
troduced
in 1998 when the first downloadable
Soon most forms
ringing tones were inu ndtoday

66 of media content were introduced on mo

 media consumed on mobile towers over that of inter
conversion effort. An Content
al
mpatible data and screen format: creasing number was va
(otal over
dlla
31 billion
dollars in 2007. The
r s worth of mobile music (ringing
co t inc tonemedia

nging tones, ringback tones, truetones,

t
Ageneies fVAueati

manyy".make it
erviack
ective "create once, publis| music videos, mue
videos, music streaming services etc.), over 5 billion
music
ter of mass media. Everyth oics,
files,
karahile gaming; and various ne
karaoke, news, entertainment and advertising
becomithe n10g
booOus

icking up a newspaper, or watchino

P3 books are so popular that five of the
ars wortah mobile phone wenone ten best-
internet to get the news they want hooks were originally released as mobile phone books.
books

e radio through the internet while when printed

the internet. sitting at elling

the
ntermet, mobile is also an interactive media, but has far wider reach,
internet,
at the end of 2007 to 1.3 billion internet users
Similar
to
obilephone u s e r s
Like email on the intern the top application on mobile is also a
gs of the Pew Internet & American
v i t h3 . 3 b i l l i o n

elies the internet. Teachers can Life

on (source service,
service, but SMS text messaging is uscd by over 2.4 billion
contact
. They haveweb pages where students. nal
personal
messaging
services and applications exist or have similar cousins
o r assignments. Some classes
can search to multiplayer games to virtual worlds to blogs. Mobile
search t
even have people

from
weekly, and are graded on their contribution on
mobile,

unique i
nich many mobile media pundits claim make mobile
extremely dominant form of media. several

media than either TV or the internet, starting with mobile being

c
has
powerful
a manently carried andalways
morej connected. Mobile has the best audience accuracy
media with a built-in payment channel available to every user
mass
media. A blog is a website, usually maintained is the only
and

any
accounts
credit cards or payable:
or
even an age limit. Mobile is often
s of commentary, descriptions of events, or vithout
Mass Medium
and either the fourth screen (if counting cinema, TV
the 7th
video. Entries are commonly displayed in çalled
and PC screens).
blogs provide commentary or news on a
more personal online diaries. A typical blog Magazine
o other blogs, web pages, and other media
readers to leave comments in an interactive A magazine
is a periodic; publication containing a variety of articles, generally
and/or purchase by readers.
ny blogs. Most blogs are primarily textual, financed by advertising
photographs (photoblog), sketchblog, videos Magazines are typically published weekly, biweekly, monthly, bimonthly quarterly,
or

podcasting) are part of a wider network of cover that iS in advance of the date it is actually published.
with date on the
a
other type of blogging which consists of blogs in color on coated paper, and are bound with a soft cover.
They are often printed

vs and the content of news-like sites, including
i-oriented community sites like Slashdot, and
Web feed formats used to publish frequenthy
tries, news headlines, and podcasts. An RSS
r or "web feed" or "channel") contains either
sociated web site or the full text. RSS makes
vith web sites in an automated manner that can
r filtered displays.
Magazines fall into two broad categories: consumer magazines and business
magazines. In practice, magazines are a subset of periodicals, distinct from those
periodicals produced by scientific, artistic, academic or special interest publishers
which are subscription-only, more expensive, narrowly limited in circulation, and
often have little or no advertising.
Magazines can be classified as:
General interest magazines (e.g. Frontline, India Today, The Week, The
Sunday Indian etc.)
Special interest magazines (women's, sports, business, scuba diving, etc.)

Newspaper
edia files which are distributed over the Intermet
ewspaper is a publication containing news and information and advertising.
back on portable media players and computers.
t,
can refer either to the series of contentitse finprinted on low-cost paper called newsprint. It may be general or special
ndicated; the latter is also called podcasting. 1ne rest, most often
published daily or weekly. The first printed newspaper was
uoshed in 1605, and the form has thrived even in the face of competition trom
ften called a
podcaster. re ogies such as radio and television. Recent developments on the Internet
inng major threats to its business model, however. Paid circulation is decining
in
Japan in 1979 but became a mass media only newe Countries, and advertising revenue, which makes up the bulk of a
nland. heaper's income, is shifting from print to online; some tator
dable ringing tones were introduced in Fin verthe did
nt were
introduced on mobile phones, andtou not entir pont out that historically new media such as radio and television
entirely supplant existing.
 Understanding Software publishing
Education
A software publisher is a publishing
company in the
developer and the distributor. In.some
s

may be combined (and indeed, may reside companies, ftware

in a
o
or all
dustry bety
case of shareware). sinole
gle person,threees of sween h
these
Software publishers«often license software:from
such as a time limit or geographical developers
region. The terms with
especial y intoe
and are typically secret. of
licensingspccivaryficenomAE
limitatieone
Developers may use publishers to reach
focussing on marketing. Or publishe maylarger
use
or
foreign mari
meet a market need that the developers eate softwarev
publisher has identified.
Video games

A video game is a computer-controlled game

monitor or television is the primary feedback where a video dis
also includes games which display device. The term play such as a
only
be played on a teletypewriter) or which text (and "comp uter game"
which can therefore
use other theon
vibration, as their primary feedback device, but theremethods, such asneorsouwetically
thesecategories. There always must also be somessortare very few new sound or
the form of button/joystick combinations of input game_ in
(on arcade games), a device, usual
keyboard ly in
t
trackball combination (computer games), or a
controller (console games
combination of any of the above. Also, more esoteric
input. Usually there are rules and goals, but in more devices have been nd s
may befree to do whatever they like within the open-ènded games the nlau
confines of the virtual player
In common usage, a
univer
Iverse.
"computer game" or a "PC game" refers to a
played on a personal computer. "Console game" refers to one game thatis
that
a device
specifically designed for the use of such, while interfacing withis aplayedon
standard
television set. "Arcade game" reters to a game designed to be played in an
establishment in which
patrons pay to play on a per-use basis. "Video game" (or
videogame") has evolved into a catchall phrase that encompasses the
aforementioned along with any game made for any other
limited to, mobile phones, PDAs, advanced device, including, but not
calculators, etc.
Check Your Progress 1

1) Define formal education and discuss its merits.

***************"

*****************"

*******

2) How does informal education compliment formal educano

************"

**************

*************"*****

************'

58
 of m a s s - m e d i a which help in the education
some
ources
s o u r c e g

of masses? Ageneles of Vduestion

List
***********s4, .. ****'"*'**'''*°'**'''*'' '

the software 1)
' ' * *

es, two or allindustry betwe a the ' *****''****** . '********°'"****''****

three of these
single person,
especial y in Jes n the
***'***'********
, ******'********'*****

evelopers wth specific limitat 5 NON-FORMAL EDUCATION

ems of licensing vary tations,
enomaneoushy, Non-Formal Education
of
Definition
r foreign
or
kets, or
to adult ucation, continuing cducation and on the
developers hucation includes
5 . 1

to create avoi Non-formaleducationincludes

tified. software to to job-education,e t c etc. Philp

Coombs talke about it in 1968.
Non-Formal cducation
fot an.
conceptfor an ancient phenomenon. Some of its definitions are as
I S an e w

where a video display f ö l l o w s

(1974) "Any organised, systematic, educational

evice. The term "computersuch asa a Coombs
and
Ahmed
outside the mework of the formal system to provide
dwhich can therefore game" Caried on
tivity
"learning to particular sub-group in the population, as well
other methods, such theoretically
as
selected
types of

t there are very few new sound or a sc h i l d r e n , "

me sort of input device, games in

"

cade games), a keyboard usually in
& mouse
a controller (console
games), or a
esoteric devices have been used for
more open-ènded games the player
he confines of the virtual universe.
PC game" refers to a game that is
me" refers to one that is played on
ch, while interfacing with a standard
zame designed to be played in an
na per-use basis. "Video game" (or
all phrase that encompasses the
r any other device, including, but not
calculators, etc.
its merits.
******"********************************
****************.
***'**********
1975).
Non-Formal education refers to
organized out-of-
Bella (
La
school
Educational programmes designed to provide specific learning
for specific target population.
experiences
of the ldea of Non-Formal Education
52 Emergence
II, in the st-colonical period new nation, one after another,
World War
Aterthe
formal education. By the late sixties, there
fo expanded and improved
SCcrambledfor
in the facilities in formal education was
was gTOWing uneasiness that expansion two-fold categorisation of education into
answer. The traditional
not the whole
leaves a big gap. Studies by Philip Coombs and
fomal and informal education
societies developed a third kind of education emerged
other revealed that as
non-formal education. This, non-formal education
which could be labelled as
and short-term related
accounts for much of the highly functional, development
needs of a rapidly changing society. Non-formal education became part of the
intemational discourse on education policy in the late 1960s and early 1970s. It
can be seen as related to the concepts of recurrent and lifelong learning. Tight
(1996: 68) suggests that whereas the latter concepts have to do with the extension
of education and learning throughout life, non-formal education is about
acknowledging the of education, learning and training which takes
importance
place outside recognized educational institutions'.
********** h many northem countries the notion of non-formal education is not common in
ntemal policy debates - preferred alternatives being community education and
* * **********

mimunity leaming, informal education and social pedagogy.

liment formal education?
45.3
**
Objectives of Non-Formal Education
************************** *****

Followin are the three sets of objectives of non-formal education:

********** " * * * * * * * * * * * * * * * * * * * * * * * * *

The immediate
**
objective is the removal of illiteracy.
****************************

iThe middle-rang objective is the application of 'new' knowledge to resolve 69

****s******* *****
CConomic, cultural and social
problems.
 Understanding i The
Education long-range objective is to provide
for 1
Non-formal agencies of education e long educa
are
those s
provide non-formal Ication for
children, youthns
education run by these agencies, have and adults,
teaching methods ,etc. generally specifieicd aims, gcuranraiutme
The children who are unable to
want to
receive formal eduo.
study, in their educatio the
role. They also contribute in non-formal agencieation and he
viding update es of
and adults in their respective fields.
education and continuing
The truth
education are
knowle
remains dge to Authceatiomieraplesa
agencies of education. conducted throu mass cducYtermte y
esc non-n
However, we cannot expect so organized
done by formal agencies of education for.
education.
and universities are needed for
Formal agencies se agencies
specific education
4.5.4 Nature of Non-Formal
Education
Flexibility is the key-word
in the case
of non-formal agenciesnfs
system is an 'open one with regard to:
ation. T
admission

curricular work

place of in instruction

time and duration of instruction

regular/temporary/part time staff.

Fordham (1993) suggests that in the 1970s, following four

to be associated with non-formal education:
characteristics r
Relevance to the needs of disadvantaged groups.

Concern with specific categories of person.

A focus on clearly defined purposes.

Flexibility in organization and methods

4.5.5 Types of Non-Formal Education Programmes

Following are some important types of non-formal programmes:

Adult functional literacy programmes.
Correspondence courses.

OpenOpen school studies.

Satellite instructional television programme.

in the age-group
6-14.
Programme for drop-outs
Open Learning Institutions and
atonA
Open School, Open University
come under
non-formal agencies o theCan
education In July
correspondence category.
education agencies are usually placed under this
70
 Agene
first
Delhi, started the Open School-the
New and
o fS e c o n d a r yE d
Education,

institution set up
to bring the flexibility
the
is an
It is opportunities to
educational
country.
and to extend the
of
the The main objectives
the educational system
i t sk i n di n

openness
disadvantaged sectio
i nt h e sections of the society.

the followin
w c a k e r
a

school areeth
n d

alternative to formal schooling.

as an
I system
school
school learners,
Y e ns
paralle

offer
a
of education to out of
to unity learners from disadvantaged
housewives and
opportuni

the
vide ults,
adults,
a r e a s of the country.
prov
working
to
out, ving
livin in r e m o t e
drop society
take up secondary
enabling learners to
of
courses for
ctions

idge/preparatory

offer

and life enrichment

to
levelcourses.
vocational
senior secondary, technical,
secondary
methods.
offer
distance teaching
to
through education through research,
course
distance-learning system of
open
dist
an
dissemination.
promote
to information

and
Dublication Education
Non-Formal
of
4.5.6
Agencies education are as
programmes
for non-formal
organising
agencies for
The various
follows:
education.
Institutions for formal Nehru Yuvak Kendras,
education such as
for non-formal
Special agencies factories, public libraries, centres of correspondence
centres in
training
education, etc.
like club and societies.
Voluntary non-governmental organization

Radio and television.

economic
in accelerated social and
Non-formal education is the missing ingredient"
it has its own valid claim to
development schemes that do not work. Therefore,
supported life formal education.
Tcality. It is deliberate, planned, staffed, financially
and and in general responsive to
tis functional, place
unrestricted as to time

Deds like informal education. It is much responsive to needs and change.

more
It unlocks, the doors of
nas, it is more effective tool for rural development. "Non-Formal education
velopment plans. According to Malcom, A. Adiseshiah,
on the self-
De marketable and vocationalised. It should lay emphasis
pattem. "According to H. S. S. Lawrence," Non-Formal education system
not ival to the formal educational system but it was complementary to the
latter common ingredients in both should be identified and an integrated
system evolved."
4.5.7
Non-Formal Education and Adult Education
Explaining the difference between non-formal and adult education writes Anil
Bordia, "

New Non-FormalThe
educationNew No Education Plan differs from previous adult
Ssupport programmes in that it
and emy provides for adequate administrative and
resource
but it i aszes need-based curricula and teaching and leaming materials;
training unique
progga in
also subjected
evaluation at all emphasizing
on a continuing basis. All stages
and
ted to and teaching and learning materials are to be pretested
impact studies."
 IS most he
Ipful in the foll ges over stem of otb
Universalisation primary education. wing areas. the for
rmal edsyute
ucat
of
Eradication of adult literacy
Meeting the omissions of formal
Mecting the enormous and education
imperative challenoa.
.Enabling the pupils to learn and earn. es demoCTatic s8
Enabling those students to study
owing to pecuniary and other who had to
Enabling the students in circumstances. disconti
the formal geographically
education cannot be within remote
te areas to.
Sorrnal ehe
to
Enabling individuals to refresh andnd their easy reach.get echucan
update
date their know
Rectifying the educational
those live in towns. imbalance between knowledge.
those wh
who live invilla
Providing educational facilities to
of society. socially and
economically ne
4.5.9 Persons to be
Benefitted by
Non-formal education is
particularly useful for the
Non-formal Educt
People of all ages: Those who following categoies ofim
education programme. never had the
opportunity to follow ay ta
Students: Those who are not
in
school. position to complete primary, middle or
semi
Learners: Leamers of
and more different stages of education
who feel the need fr
comprehensive knowledge in subject of a
dn
Labourers: Both in urban particular interesd.
and rural areas
labourers, small
entrepreneurs, etc., who need workers, knowieug
young small famers, ans
their jobs tamas
up-to-date
particularly related to latest technological
Educated improvemens
unemployed: Unemployed educatedpersons
whose no-relevant persons of
ot various age
their chances of education va
needs to be made more relevant
n
employment.
Graduated, professionals, intellectuals: Those who ds a
refteshne

orientation to make themselves necUS

Other Persons:
up-to-date in their knowledge. SatistactonA
Those whorequire programmers for pers
recreation, leisure time activities, cultural. or artistic pro grammes

Non-Formal education is one of the modes

NeISare
t o n a

infomal. Therefore, non-formal education of education,

a n d
d e i g s

ought to be pe
 formal system. It will prove an insufficient and an
and informal Agencles of Edueation
Education oordination
ineffective
with
mechanism for
formal
ving the complex problems or for achieving concrete
nism
Again, it not be limited to the imparting of
in general and of India in
i s o l a t i o n .

be designed as an integrated systems in the context of

in
the for
over
partial
t to formal system of education ineif
goals
i f
organised

kills
only.
It
must
b.
e n v i r o n m e n t .
To mak
make it effective in modern societal

system. M,but
ages Ki-economic
c o m m
based programme of innovation and change
u n i t y

llowing areas.
b a s i c

forms of education may contribute. This requires filling

integrated

K, a
more
various fo
systems and the community necds.
context, which
to
d between rning
the learn
t h eg a p sb e t w e

BROAD cOMPARISON BETWEEN

4.6 BROAD

tion.
F O R M
AND NON-FORMAL AGENCIES
challenges of democratic set-up O F E D U C A T I O N

had to discontinue formal educatio Formal Agency of Non-Formal Agency

tances. Ttem
of Education

remote areas to get education beca learners

It caters to those learners who
cause It caters to
their easy reach. cannot attend full time courses
n who can attend full
dropped from school.
Learners

or have
pdate their knowledge. time courses.

It also includes learners who

between those who live in villages and want to improve their

qualifications.

To increase knowledge.
ially and economically neglected sectos To get a certificate,
To better skills.
Aims, Purposes
diploma or degree
To improve qualifications.
Non-formal Education
and goals needed for a job or

ed by self-employment.
of persons:
ul for the following categories An educational
No specific place,
can be home |
to follow any formal Place factory, fam library,
open
the opportunity more or
ad institution with
space etc.
less permanent location.

middle or secondary limit.

to complete primary, Usually prescribed age. Usually no age
Age
Usually flexible groups.
for deeper
feel the need Students are grouped
of education who interest. Grade/class
in a subject of particular into classees.
landless
Almost flexible.
small farmers,
young workers, Almost fixed and rigid.
o
related
eas
need up-to-date
knowledge Curiculum books on
who
technological improvements. books Usually general
Text books Prescribed text
the subjects.
age group recommended
educated persons
of various
increas as well as
d i n order
to text books.
elevant
be made more few full
time
teachers.

Normally almost all Very teachers or

on
refreshment or
Teachers Mostly part
time

needs teachers on full contract basis.

Tuals: Those who | time basis.
0-date in their knowledge. ike
Normally no examinations
satisfaction.

programmers for personal Examinations Examinations at regular few

examinations,

very
programmes, e intervals Tests of
or

ultural. or artistic
and

assignments.

education, others are t different kinds.

ae modes of
designed

and
nerceived
cot e
 Methods of Face to face
Understanding teaching. Con tact progr
Education
Teaching
correspond
Radio,TT.V. ammes
Status Nomally high status.
Usually not o
with regula
Degrees/ Degrees/Diplomas
awarded to successful 1. Normally certifi
edered
full tim cour
Diplomas 2.
candidates.
awar ficates awa
Degreesfor andcourses
in diplom
accordance urses plarme
prescribedM.A.syllabi-
with
M.Ed., etc. ptheEa
Further Comparison
1. Formal Education 2. Non-Formal Education

Life long and not

Limited to a period of being taught.|Life
Generally not integrated with work. of being taught. limited to a

Has fixed points of entry and exit. Integrated with work.

Has lexible points
and re-exit . In of entry, exit
fact, it cmt
throughout
individual.
the
life-span of
continu

Has fixed cumiculum.
analysing and judging together
In it the 'giver 'dominates and the
receiver is rather passive.
Geared to knowledge acquisition.
Has a
diversified and varied cumaim
A process of sharing,
exploring
A process of enabling the individa
understand his needs, the environmem
situation and mutual relationships
An open-end process of educaie
which develops self-reliant awarne-
Anticipates and prepares for charg

|Not confined to any educationd

up.
vaniousag
Fosters an uncritical obedience. Very flexible in regard to
of education.
Works within a fixed social frame.
Associated with traditional schooling
-

schooling confined to a school or a

college, etc.
Rigid with regard to various aspects
of education, i.e., admission,
curiculum, place of instruction, mode
of instruction, the time and
duration
of instruction.
74
 the contrasts etweer
evidence on formal
Contact programmes. Rereareh,eviden
non-formal Agen of Aration
correspondence lessons programnes cation programme in terms of
Radio, T.V. 9 7 6 )a n a l y s e d
non-formal
of purposes,
Sinkins
(1976),
eliverysystems and control, and
i d e a l d contrasted these with
Contrastens

Usually not considered inning,c o n t e

ideal-types provide a useful framework
The resulting
idealt formal
8
with regular full programmes.
inanal which n
to which non-fonnal cducation
initiatives, while
time coursepar the
extent

outcalness and responsiver remain located within a curricula emphasizing

1. Normally Tses, d
Reribrility,
bring
localnessand
those forms drivcn by conversation).
certificates awn
2. Degrees and adncation(in
contrast
with

diplomasas
awardedfor courses Formal Non-Formal
in
accordance with theplanm
anned
prescribed syllabi-
M.Ed., M.A. etc.
B,Ed Long-term & general Short-term &specific
Purposes Credential-based.
Non-credential-based.
long cycle/preparatory/ short cycle/ recurrent
2. Non-Formal Education Timing
full-time. part-time.
ife long and not limited ndardized/ input centred individualized/output centred
to
fbeing taught. anmy
penod
Content

academic entry requirements practical clientele determine

determine clientele.
ntegrated with work. entry requirements.
lexible points of entry, exit institution-based, isolated
as
delivery environment-based,
nd re-exit fact, it re-entry
from environment. community related.
.In System
hroughout life-spancontinues flexible, leamer-centred
the rigidly stuctured, teacher-
of thel centred and resource and resource saving.
ndividual.
ntensive.
Has a diversified and varied
cumiculum
Aprocess of sharing, Control extemal/ hierarchical. self-goveming/ democratic.
exploring,
analysing and judging together.
Check Your Progress 2
Aprocess of
enabling the individual
understand needs, the environmental
his 1) Who are the persons most benefitted by non-formal education?
situation and mutual relationships.
An open-end process of education ******************°°°***
**********°****°*******

which develops self-reliant awareness ************* ********.

***°°°******** ******

Anticipates and prepares for change. **************°****.******°*°*** **°*°*°°*°°°*°°**************

Not confined to any educational

set-| 2) Compare the formal and non-formal mode of education.
up.
Very flexible in regard to various aspects
of education. ************* ********°*

*********°. **********

44.7 NO WATERTIGHT
DIVISION OF AGENCIES
OF EDUCATION
There is no
clear-c dividing time in classifying educational agencies into formal,
non-formal
fomal ager and informal agencies Even school take the form of
a can a non-
of
C
programmes education when it organises adult education classes and
Students in the school acquire a good deal of education througn
 Understanding informal contacts ith the peers and
Education the teacher
T.V. are normally termed as inform The press,
agencies of
occasional programmes of formal
take up
non-formal agencies of education. Regulareduca education. s, the
cation, they tower Tadi
based on the school curriculum
may be hool t
agencies consideroadcast
education and radio and 1.V. as me the d
of formol4 Progr
educatogrion.ammes of
al
The entire programme of
correspondence/distance
be classified both formal as well ol

mode of educational activity.

as
non-formal, dep cationiopen
nding uponexucat
An adultschool which follows a regular program he r
category of formal agency of education. Howe
work, for sometime it is placed under the it is educatiousedn com
education. Recreational programme of an adultcategory
non-formafore
of
category of informal education. Now this comes school
agency of education. underthy be plat
catcgory of mun n an iw
With the increasing ofuse
education.
new

very difficult divide Educational agenciestechnology

to
into
and scien
water tight i tthahas
4.8
compartm
artment,
BALANCE IN
FORMAL,
INFORMAL AGENCIES NON-FORN RMALA
All the three formal, non-formal and informal
agencies
role in the development of a child
If we think we find that of education-
on play avi
at home. We are also aware of the child 's educa
influence of ucation beg
social groups. Here we think it sufficient to family, neighbourhood
education have vital role to play in the child'smention that these institae itutions
education and the credit
arrangement of formal agencies goes to them. Their
education should be acepted. importance in the fial
On the other hand, our social
We have generally made
development has arrived at a very complex sinu
unprecedented progress in almost all
fields. Wen
systematized education for understanding them. Systematized education is
by formal agencies, especially by schools. Schools provië
all children to provide equal opportunitis
develop according to their interest, aptitude and needs
However, despite huge efforts, some children are not able to take the
benet
formal education. In order to make such children literate and to make them sulk
in their
respective fields, non-formal education is provided
in the counr
But formal and non-formal agencies of education do not help them. 1he i
at home and schools should be similar; the children find it difficult to
under diferent beliefs. It
takc
may be that they not receive two mutualy cntradec
ideologies. If the tasks done at schools are not repeated at commune

the good habits and stable honicilden. ht

feelings cannot be constructed in tne nis
present age, all the three of formal, non-formal and informal typ dependso
education have their own significance. The success of each of then
a n dintöom.

each other. They should work in cooperation. If forn non-formal a

be efi
e f t è e c t i v e

agenciescooperate with each other, our education system wouldi

76 fruitful. We should make efforts for it.
 ert the danger ofeducation being isolated from the subject Agencles of EAucetlon
achers. The press,
s of education. the radio try
to
erience. Hence cone of the
weightiest problems with which the
education, they However, wh en they
and the with is the
s h o u l d

One
o fl i f e - e x

o fe d u c a t i o n
p e r i c

Cope method of keeping a proper

school broadca
assume the matte

philosc the
formal and non-formal, the incidental and the
i n f o r m a l

and T.V. m of betwcen

des of education. It may be remembered that one should try to
sidered as 1
\essons
programmes
fformal education. of f
lance
ationa r t u e s of informal education as far as he can and also to keep
atethevirtues.

much formal educations,

mcorp
of to
ooo
dangers

stance education/opene ucation away.

y
the

ormal, depending upon

the type may BROAD CLASSIFICATION OF AGENCIES OF
and 4.9 E D U C A T I O N

gramme of ucation comes of Agencies of educatior

wever, when it is used for unde the Broad Classification

e category of non-form educatio tional Informal AgenciesNon-formal Agencies

adult school may be placedagency of
FormalAgencies

underthe (Active Agencies) (Passive Agencies)|(Active-Passive Agencies)

omes under the category of an
informal Art Gallery |Adult and Social
School Education Centres
technology and science, it has becon
es into water tight compartments. Cinema Play ground (when
College regular physical education
AL, NON-FORMAL AND is organised)
IES Home or Family Home/ Family Radio (Educational
ormal agencies of education play vital (in the past) Programmes)
a
nkwe find that child 's education begins Church(in the past)ibrary T.V. (Educational Programmes)
nce of family, neighbourhood and other
nt to mention that these institutions of Professional Organisations
Adult school Museum
child's education and the credit for the (on regular basis) like Teachers' Associations
them. Their importance in the field of when they organise
seminars, workshops etc.

t has arrived at a very complex situation.

Open school Peer group Clubs when educational talks
dprogress in almost all fields. We need
(when contact etc. are organised.
them. Systematized education is provided
classes are also
Is. Schools provide equal opportunities to
eir interest, aptitude and needs.
arranged
T.V. (when used Play-ground (when Cinema (when educational
hildren are not able to take the benefit of integral part not supervised by
as an pictures are organised)
children literate and to make them skilled ofthe curriculumand |the teacher)
ducation is provided in the country post -telecast and

f education do not help them. The belieis

post-telecast
teaching is
he children find it difticuit to take decision organised)
ey not receive two mutually contradictory Radio (when used
are not repeated at home ad in community, Internet (when some
children. In n as an Press
Ot be constructed in the
of agencies
of integral
part
of the curriculum
educational course
n-formal and informal ypes
depends
on
and pre-broadcast is organised)
. The success of each of them
eration. If formal, non-formal and inform
and
and post-broadcast
ur education systen would be
effective: lessons are
organised) 77
 Reading Room
Correspon
Understanding

Educatlon
Radio (Normal
Open Learming Instit R E F E R E N C E S

Programme)
4.12
C h r o n o m e d i a " . h t t p : / / w w w

Television (Normal
Programme)
Distance Leaming Inti (1968). The World E
nstitutiene
Coombs, P (

Voluntary
Press.

P(1985). The
The World
(1985).
P
Organisations like Coonmbs,

Bharat Sewak P r e s s .

Ahmed, I. (1-
&
Samaj, Boy Coombs,
P. University Pres=
Scouts etc. JohnHopkins

"Tnt
(1993).
P E.
Internet
Fordharn,

YMCA George rge Williams

Williams Col
in Gcorge
YMCA
Progress 3 Graham-Brown, S. (1991)
Check Your

informal and non-formal agencie

Name some formal,
L o n g m a n .

1)
*****"*****'***** ********** ..
educaiun Jeffs,
T. &
Smith, M.
K. (e-
teaching
a n d com

********v casework,

Muray, F_
....************ V. &
*****

******* ****
McGivney,
approaches
from char
**********************************.
.... ************************
. . .
....
....* ********* ***
and
PEWinternet.org Understan
How can T.V. be made an ertective agency of education? MIT P-
2) reissued
Hill, NY; Press
**************** * ************i..

reissued by Gingko
*****************v
*********************'**** ******************°*****°...
Recording Technology
notes.html.L

* * * * * * * * * * * * * * ' * * * * * * * * * * * * * * ' * * * *

****** ***

***
*****************
***

Rubenson, K.(1982). In

Paris: Paper for Conferem

4.10 LET US SUM UP Tight, M. (1996). Key C

Routledge.
In this unit we have learnt that there are various forms of education, fom UNESCO (1972). Learnm
informal and non-formal. Each form has its own merits and limitations. Silsm
form is very important as far as its contribution to the development of individai WGBH.org
nations, and society. Education is very important in the moden world soitn
to be attained through any of these mediums, although an amalgam ofall medis
would be most beneficial. This unit provides a fair idea about how the sqi
education is expanding because of zoom in information and communicatin
technology. ICT can help a lot in fulfilling the dream of education for all

4.11 UNIT END EXERCISE

1. Interview and find out from at least 20 educated wdid
persons; througn \u
modes of education they have completed their education. Report mu
1200 words.
2. Watch at least 5 educational programmes on T.V. or listen on auReput
ontheir effectiveness and
78 suggest improvements if necaed.

wwsa

R C a

eJ

J a t l a 0

te9 i

h a f i t G e

A t h d e

t h e

1iualbu

hett w a