CONTEMPORARY

B.Ed.
INDIA AND (First Year)
Notes
EDUCATION
Prepared by,

Dr.S. CISERON M.Ed., M.A(His)., M.Phil. (Edn)., Ph.D. (Edn)

Associate Professor, Pope John College of Education.

 COURSE – 2 CONPEMORARY INDIA AND EDUCATION
UNIT- I: CONCEPT AND AIMS OF EDUCATION
Meaning of Education – Formal, Non-formal and in-formal education – Various
Agencies of education – Aims of Education in contemporary Indian Society –
Determinants of Aims of Education.

CONTENTS
INTRODUCTION: ......................................................................................................................... 1
CONCEPT OF EDUCATION: -EDUCATING FOR HUMAN GREATNESS. ........................... 1
Education as a Bipolar Process: .................................................................................................. 2
Education as a Tripolar Process: ................................................................................................. 2
WHAT IS EDUCATION? .............................................................................................................. 3
ETYMOLOGICAL MEANING OF EDUCATION: ..................................................................... 3
Etymological words for ‘Education’ ........................................................................................... 4
INDIAN CONCEPT OF EDUCATION:........................................................................................ 5
WESTERN CONCEPT OF EDUCATION: ................................................................................... 6
DEFINITION OF EDUCATION: .................................................................................................. 7
NARROW AND BROADER MEANING OF EDUCATION:.................................................. 8
Comparison Between Narrow & Broad Meaning of Education ............................................. 8
AGENCIES OF EDUCATION (OR) THREE CHANNELS OF EDUCATION: ......................... 9
CLASSIFICATION OF THE AGENCIES OF EDUCATION: ............................................... 10
ACTIVE AGENCIES: ......................................................................................................... 10
PASSIVE AGENCIES:....................................................................................................... 11
FORMAL EDUCATION: ............................................................................................................ 12
INTRODUCTION: ................................................................................................................... 12
DEFINITION: ........................................................................................................................... 13
EVOLUTION: .......................................................................................................................... 13
CHARACTERISTICS OF FORMAL EDUCATION: ............................................................. 14
EXAMPLES OF FORMAL EDUCATION ............................................................................. 14
AGENCIES OF FORMAL EDUCATION ............................................................................... 14
ADVANTAGES OF FORMAL EDUCATION: ...................................................................... 15
DISADVANTAGES OF FORMAL EDUCATION ................................................................. 15
CONCLUSION ......................................................................................................................... 16
INFORMAL EDUCATION ......................................................................................................... 16
INTRODUCTION: ................................................................................................................... 16

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 EVOLUTION: .......................................................................................................................... 16
CHARACTERISTICS .............................................................................................................. 17
EXAMPLES OF INFORMAL EDUCATION ......................................................................... 18
ADVANTAGES OF INFORMAL EDUCATION ................................................................... 18
DISADVANTAGES OF INFORMAL LEARNING ............................................................... 19
CONCLUSION ......................................................................................................................... 19
NON-FORMAL EDUCATION(NFE) ......................................................................................... 20
INTRODUCTION .................................................................................................................... 20
DEFINITION ............................................................................................................................ 20
CHARACTERISTICS .............................................................................................................. 21
ADVANTAGES OF NFE......................................................................................................... 21
DISADVANTAGES OF NFE .................................................................................................. 22
CONCLUSION ......................................................................................................................... 22
DIFFERENCES BETWEEN FORMAL, INFORMAL AND NON-FORMAL EDUCATION .. 22
ROLE OF FAMILY, SCHOOL, COMMUNITY, STATE AND MASS - MEDIA .................... 25
THE FAMILY .......................................................................................................................... 25
INTRODUCTION ................................................................................................................ 25
MEANING AND DEFINITION OF FAMILY .................................................................... 26
CHIEF CHARACTERISTICS OF FAMILY: ...................................................................... 26
Educational Functions of Family: ......................................................................................... 28
THE COMMUNITY ................................................................................................................ 31
INTRODUCTION ................................................................................................................ 31
MEANING AND DEFINITION OF COMMUNITY ..................................................... 31
Meaning of Community: ....................................................................................................... 32
Definition of Community:..................................................................................................... 32
CHARACTERISTICS OF THE COMMUNITY (OR) THE SOCIETY ............................. 33
EDUCATIONAL INFLUENCES OF COMMUNITY ON CHILD .................................... 33
EDUCATIONAL FUNCTIONS OF COMMUNITY: ......................................................... 35
CONCLUSION ..................................................................................................................... 36
THE STATE: ............................................................................................................................ 37
Introduction ........................................................................................................................... 37
Meaning and Definition of State: .......................................................................................... 37
Educational functions of State: ............................................................................................. 38
THE SCHOOL .......................................................................................................................... 41

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 INTRODUCTION: ............................................................................................................... 41
MEANING AND DEFINITION OF SCHOOL: .................................................................. 41
IMPORTANCE OF SCHOOL: ............................................................................................ 42
CHARACTERISTICS OF THE SCHOOL .......................................................................... 43
EDUCATIONAL FUNCTIONS OF THE SCHOOL........................................................... 43
CONCLUSION ..................................................................................................................... 47
AIMS OF EDUCATION IN CONTEMPORARY INDIAN SOCIETY:..................................... 47
INTRODUCTION .................................................................................................................... 47
OBJECTIVES OF EDUCATION IN INDIA ........................................................................... 48
CLASSIFICATION ON AIMS OF EDUCATION .................................................................. 49
CONCLUSION ......................................................................................................................... 51
DETERMINANTS OF AIMS OF EDUCATION: ....................................................................... 52
INTRODUCTION .................................................................................................................... 52
FACTORS THAT DETERMINE THE AIMS OF EDUCATION........................................... 53
CONCLUSION ......................................................................................................................... 55

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INTRODUCTION:
• Education is a gradual process which brings positive changes in human life
and behavior. We can also define education as “a process of acquiring
knowledge through study or imparting the knowledge by way of instructions
or some other practical procedure”.
• According to thinkers of ancient India, Education is the ‘third eye’ of a person.
• It gives him the required knowledge throughout his life. It teaches him how
to act thoughtfully. It leads him to realize the true significance of life. It
removes darkness and shatters illusion.
• A good quality of life can be attained only through a good quality of education.
• Getting proper education is necessary for success in life just like the food is
necessary for the healthy human body. The good education is constructive in
nature which is very helpful in future life.
• Gottfried Wilhelm Leibnitz has rightly said,
“Make me the master of education, and I will undertake to change the world.”
If we want to change the world, we have to focus on education and increase in
knowledge.

CONCEPT OF EDUCATION: -EDUCATING FOR HUMAN

GREATNESS.
• Education is a life-long process. It starts with the womb and ends in the
tomb.
• It has become the need of the hour to establish a cordial and a positive
relationship between a teacher and a student.
• With changing times, we as teachers, need to adopt new and updated
strategies to deal with students.
• Let’s discuss one of the famous examples of student teacher relationships –
Serving as a teacher for the royal princes, Dronacharya found that Arjun was
an exceptionally talented student. Starting from the first test, Dronacharya

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 saw such immense determination and focus in him that he predicted that
one day he will become a great warrior. Seeing such enormous talent in
Arjun, Dronacharya bestowed him with special wisdom of the Dev Shastras
and the mystical bow of Brahma.

Education as a Bipolar Process:

• Education was considered in the past as a uni-polar process (Adams in
his Book ‘Evolution of Education Theory’).
• It considers that in the process of education two people are involved. The
one is an educator and the other is educand.

Teacher Student

Figure 1:-Bi-polar Process

Education as a Tripolar Process:

• According to John Dewey, the function of the educator becomes then the
modification of the personality of the educand in light of the need of the
society. In this Sense, John Dewey holds, education is a tri-polar process
and not a bipolar one.

Educational
Environment

Teacher Student

Education (Tri-polar Process)

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 WHAT IS EDUCATION?
• Education is a biological, sociological and psychological necessity. We cannot
avoid that education is a spiritual necessity also. It has been considered ''a
controlling grace of the young consolation to the old, wealth to the poor and
ornament to the rich.”
• ‘It is the supreme art of the teacher to awaken joy in creative expression and
knowledge.’ –Albert Einstein
Is education the key to a successful future?
• Yes, education is the key to success: Education makes us aware of
knowledge, skills, ethics which we learn as it helps us to progress and
develops further.
• Proper education can be received by formal education at school as it
provides us with the learning that helps us to keep up with the highly
competitive professional world.
• Education makes people know their strengths which leads to take the right
path to a successful career.

ETYMOLOGICAL MEANING OF EDUCATION:

• Horace Mann-Father of Education-Advocate for teachers/students
The great champion of education says, “A human being is not attaining
his full heights until he is Educated.”
• Education is the touchstone of the civilization and culture of a country.
• It is an integral part and basis of human life.
• Education is important for the progress of individual and society.
• In literary senses, the word ‘Education’ owes its origin
to the following Latin roots:

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 Etymological words for ‘Education’
ETYMOLOGICAL TERMS MEANING
1.Educere To bring up, to nourish
2.Educare To lead out or to draw out
3.Educatum The act of teaching or training
4.Educo The letter E means out and
Duco means to lead

• The Greek word ‘pedagogy’ is sometimes used for education.

• The most common Indian word ‘shiksha’ is derived from the Sanskrit
verbal root ‘shas’ which means ‘to discipline’, ‘to control’, ‘to
instruct’ and ‘to teach’.
• Similarly, the word ‘vidya’ is derived from Sanskrit verbal
root ‘vid’ which means ‘to know’.
Thus, education implies:
● Act of leading forth
● Act of nourishing
● Act of rearing
● Act of training
• The following figure illustrates the overall meaning of education.
1. Cerebral Development: accelerates as they receive opportunities at
school to learn new mental skills and concepts.
2. Social Development: improving the well-being of every individual in
society so they can reach their full potential.
3. Emotional Development: Identity of Self in Relation to Others.
4. Physical Development: changes in growth, motor skills, and body
and brain structures.
5. Spiritual Development: development of the personality towards a
religion.

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 ALL ROUND
DEVELOPMENT
OF CHILD

INDIAN CONCEPT OF EDUCATION:

• Since time immemorial, education is estimated as the right road to progress
and prosperity.
• Different educationists’ thoughts from both Eastern and Western side have
explained the term ‘education’ according to the need of the hour.
• Various Indian educationists have given their views on education. Some
important definitions are:
• Mahatma Gandhi – “By education I mean an all-round drawing out
of the best in man – body, mind and spirit.”
• Rabindranath Tagore – “Education enables the mind to find out the
ultimate truth, which gives us the wealth of inner light and love and
gives significance to life.”
• Dr. Zakir Husain – “Education is the process of the individual mind,
getting to its full possible development.”

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 • Swami Vivekananda – “Education is the manifestation of divine
perfection already existing in man.”
• Dr.S. Radhakrishnan-"Education is to complete; must be humane it
must include not only the training of the intellect but the refinement of
the heart and the discipline of the spirit. No education can be regarded
as complete it if neglects the heart and the spirit.''
• APJ Abdul Kalam-''Education is the most powerful weapon which
you can use to change the world."

WESTERN CONCEPT OF EDUCATION:

• There is no single definition of education, from time to time, many scholars
have presented different definitions of education as follows:
• Plato- “Education is the capacity to feel pleasure and pain at the right
moment. It develops in the body and in the soul of the pupil all the
beauty and all the perfection of which he is capable of. “
• Aristotle’s view: Aristotle, the disciple of Plato said, “Education
develops man’s faculty especially his mind so that he may be able to
enjoy the contemplation of supreme truth, goodness and beauty in
which perfect happiness essentially consists.”
• Herbart’s view: Herbart opines “Education is the development of
good moral character.”
• Redden’s view: Redden’s definition has been regarded as the best
definition of education. According to him, “Education is the deliberate
and systematic influence, exerted by the mature person upon the
immature, through instruction, discipline and harmonious
development of physical, intellectual, aesthetic, social and spiritual
powers of the human being, according to individual and social needs
and directed towards the union of the education and with his creator
as the final end.”
• It is clear from the definitions of education that
o Education is another name for development of innate powers.

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 o Educationists related education with knowledge (skill
attainment).
• Thus, education is the total development of the personality. It is a process of
growth and development thought out life.

DEFINITION OF EDUCATION:
• Education is a systematic process through which a child or an adult
acquires knowledge, experience, skill and sound attitude.
• Education has been described as a process of waking up to life:
• Waking up to life and its mysteries, its solvable problems and the ways to
solve the problems and celebrate the mysteries of life.
• Waking up to the inter-dependencies of all things, to the threat to our
global village, to the power within the human race to create alternatives,
to the obstacles entrenched in economic, social and political structures
that prevent our waking up.
• Education in the broadest sense of the term is meant to aid the human being
in his/her pursuit of wholeness. Wholeness implies the harmonious
development of all the potentialities God has given to a human person.
• True education is the harmonious development of the physical, mental,
moral (spiritual), and social faculties, the four dimensions of life, for a life of
dedicated service.
• Education may be defined as the process of bringing out desirable change
into the behavior of human beings." It can also be defined as the process of
imparting or acquiring knowledge and habits through instructor or study.
When learning is progressing towards goals that have been established in
accordance with a philosophy which has been defined for and is understood
by learner, it is called "education".
• If education to be effective it should result in changes in the entire behavioral
component: -

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NARROW AND BROADER MEANING OF EDUCATION:
Education includes all the influences which act upon an individual during his
passes from cradle to grave. Education is mainly divided into narrow and broad
meaning. Let’s discuss the comparison between the narrow and broad meaning
of education.

Comparison Between Narrow & Broad Meaning of Education

Aspects of Education Narrow Meaning Broader Meaning
1. Meaning Acquisition of knowledge and Unfoldment of innate and
skill inner potentialities of the
child
2. Aim Intellectual development with All-round harmonious
bookish knowledge development
3. Duration Have a definite entry and exit Lifelong education
point. Generally, limited by
years of institutional
education
4. Subject-matter Theoretical knowledge of Theoretical and life centric
different subjects experiences
5. Role of teacher Provider and sender of Helper, friend philosopher
theoretical knowledge and guide in the acquisition
of experiences, knowledge
and skill
6. Role of student Passive listener or receiver An active partner in the
process of education
7. Method Basically, oral instruction Spontaneous self-activity
Thus, the below diagram represents, what is education:

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AGENCIES OF EDUCATION (OR) THREE CHANNELS OF
EDUCATION:
• Society establishes some of the institutions to maintain its continuity of life.
• The word ‘agency’ means operation or action of agent.by ‘agent’, we mean
a person (or) thing that acts (or) exerts power. Hence, agencies of education
are those factors, sources, places(or) institutions which exercise an
educational influence on the child.
• For the continuity and development of its life, society counts upon education.
• Education not only shapes the behavior of the individuals but also helps in
transformation of rich cultural heritage to the rising generation. Therefore,
society establishes and develops institutions for achieving the modification of
behavior and passing on cultural heritage to the successive generation.
• These institutions are called “Sources” or “Agencies of Education”.

• More precisely, society has created a number of specialized institutions to

carry out these functions of education. These institutions are known as
“Agencies of Education “.

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• Sources through which the child directly or indirectly receives education-
formal and informal-are called agencies of education.

• To perpetuate chain of cultural transmission between successive generations,

society has established some social organizations called ‘Agencies of
Education’.
• Undertake the functions of preservation, transmission and enrichment of the
cultural heritage of a given community.
• Impart education either directly or indirectly to youths of the community and
help them pick up the elements of culture.
• Family, Peer group, Community, Religion, School and the Mass Media.

CLASSIFICATION OF THE AGENCIES OF EDUCATION:

• Educational agencies are mean to achieve some goal.

• An individual acquires knowledge and experiences through different ways.
So, these sources and ways of learning take place in different institutions
which exercise an education influence on the child. So, the agencies of
education are called the chief communicating agents between individual
and the goal of education.
• According, to the role, education agencies are of two types-Active and
Passive and according to their form they are of three types i.e. formal,
informal and non-formal. These types of agencies are explained in the
following ways.

ACTIVE AGENCIES:
• Those agencies which provide for education through the interaction of
the persons are called active agencies of education.
• The interaction is a two-way process. Both the educator and the
educand or the individual and the group, influence and react to each
other.

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 • The agency is called active because both the agency and the individual
actively participate and share in the educative process.
• Examples of such agencies are the family, the school, the church, the
youth activity groups, associations, social welfare agencies, sports club,
museum, art galleries, entertainment programmes, etc.
• In short;
• Active agencies are those where both educator and educed are active
participants.
• The action and reactions are entertained.
• The school, home, family are considered as the active agencies of
education.
• Learning is a two-way process.
• Interaction is lively.

PASSIVE AGENCIES:
• Passive agencies are those agencies which potentially influence the individual
but are not influenced at all by the individual. The interaction is one-way
traffic. Such agencies are called passive, for the individual plays passive role
as he is not able to influence the agencies.
• Examples of such agencies are library, press, cinema, newspaper, radio,
television, theatre, magazine, etc.
• In short;
• Passive agencies are those which only influence the learners but they
are not influenced in return.
• The teaching-learning process is one way.
• These create public opinion and public control. If the leaner is interested
he may learn.
• Radio, TV, press, Library are the examples of passive agencies.
The modern society has witnessed the creation of a new channel of education.

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• The main function of these is to nourish and develop the culture and
experiences, which come through our heritage.
Classifications of all the agencies of education have been done in various ways. Some of the
important ones are given below: -

Formal Informal Non-Formal

Education Education Education
-Correspondence
-School Courses
-The Family
-Library -Adult Education
-The Community Centres
-Educational
Society -Open University
Programmes

-Sports Club
-Religious
Instituition -The State -Social Welfare
Centres
-Museum -General Games
-Scouting and
-Art Galleries
Guiding
-Organised Games
-Youth Welfare Club

FORMAL EDUCATION:
INTRODUCTION:
• Formal education refers to the hierarchically structured and
chronologically graded system of education. It is consciously and
deliberately planned system of education to bring about specific behavioral
changes in the educand. It is preplanned by the society with definite aims
and is imparted in schools, colleges and universities, which are established
for systematic education.
• Formal agencies are those institutions and organizations which are set up by
the society deliberately with the exclusive aim imparting definite and ready-

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 made tidbits of knowledge in a specified time under a structured
environment.

DEFINITION:
“Learning that occurs in an organized and structured environment (such as in an
education or training institution or on the job) and is explicitly designated as
learning (in terms of objectives, time or resources). Formal learning is intentional
from the learner’s point of view. It typically leads to certification. Earning that
occurs in an organized and structured context (in a school/training center or on
the job) and is explicitly designated as learning (in terms of objectives, time or
learning support). Formal learning is intentional from the learner’s point of view. It
typically leads to certification.”

EVOLUTION:
• The best-known statement comes from the work of Coombs with Prosser and
Ahmed (1973):
“Formal education: the hierarchically structured, chronologically graded
‘education system’, running from primary school through the university and
including, in addition to general academic studies, a variety of specialized
programs and institutions for full-time technical and professional training.”
• An American entrepreneur, author and motivational speaker, Emanuel
James Rohn remarked, “Formal Education will make you survive, Self-
education will lead you to success.”
• Formal education system was brought to India by Lord Thomas Babington
Macaulay in the 1830s.
• Education after that has constantly undergone massive change. No longer
restricted to any class/caste/gender to teaching subjects, teaching pedagogy,
assessment techniques every aspect witnessed change.
• Right to Education has been introduced making it Right to Children for Free
and Compulsory Education Act (RTE) from age of 6 to 14 as per Article 21-
A of Indian Constitution which came into effect on 1st April 2010

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CHARACTERISTICS OF FORMAL EDUCATION:
1. The process of this education undergoes formal rules, laws, norms, and
methods.
2. Teachers and students are to abide by the accepted rules and also the laws
of education.
3. The program of education is pre-planned and pre-determined.
4. The teachers and the taught are also appointed and selected previously.
5. Curriculum and disciplinary standards are predetermined.
6. This education is also a method of contractual learning.
7. One must get qualifying marks or and also grades in the examination for
recognition and certification.
8. Moreover, the Government and the public recognize this education.
9. This education mainly aims at serving the vocational and professional
needs of individuals.
10. Educational authority exercises full control over this system of
education.

EXAMPLES OF FORMAL EDUCATION

• Learning in a classroom
• School grading/certification, college, and university degrees
• Planned education of different subjects having a proper syllabus acquired
by attending the institution.

AGENCIES OF FORMAL EDUCATION

• Formal agencies are those institutions and organizations which are
systematically organized.
• There are well-defined aims and objectives, specific curriculum, definite
teachers and students, definite and fixed time and place in such agencies.
• In short, everything or every aspects of education are pre-planned or planned
in advance. The schools, colleges, universities etc. are the important
agencies of formal education.

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ADVANTAGES OF FORMAL EDUCATION:
• An organized educational model and up to date course contents.
• Students acquire knowledge from trained and professional teachers.
• Structured and systematic learning process.
• Intermediate and final assessments are ensured to advance students to the
next learning phase.
• Institutions are managerially and physically organized.
• Works towards instilling technical skills in the students.
• A proper schedule helps in disciplining the students towards achieving a
common goal.
• Teamwork and social interaction skills get developed.
• Education is obtained under the influence of the professionally trained
educators.

• A certified course which is recognised by the institutions.

DISADVANTAGES OF FORMAL EDUCATION

• Students are more susceptible to the negative influences of society as a large
number of people are present in schools, colleges etc.

• Every student has a different set of abilities and keeping everyone together
under typical coursework can be disadvantageous to specific students.

• The costs incurred and the resources used can come out to be very expensive
in the long run.
• Some unprofessional and non-standard education system may cause the
wastage of time and money of the students which leads to the
disappointment from formal education and argue them to go for non-formal
education.
• Costly and rigid education as compare to other forms of learning
• However, it is viewed, education is a dominant factor in the process of nation-
building and national development. A peaceful integration of both groups

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 existing in a society is one of the important contributions of formal education
to society development.

CONCLUSION
• Formal education is the system of education that we use to receive at the
formal educational institutions in an organized and systematic way.
• Further, it maintains a fixed course of study, fixed time-table, fixed time-
limit, etc.
• On completion of this education, one is to appear in the standard
examination for evaluation and come out successful with qualifying marks.
• This type of education entitles one for a degree, diploma, certificate, etc. that
give public recognition. Also, on consideration of these formalities and
methodical planning of the system, the common people are inclined to believe
that education can be had only in schools, colleges, and universities.

INFORMAL EDUCATION
INTRODUCTION:
• Informal agencies grow up spontaneously and also dissolve in the same way.
They observe no formalities. They indirectly impart education. If one is
interested one can learn.
• They include family, society, playground, professional organizations, youth
activity groups, etc.
• The children receive a lot of education through these agencies without
making such of conscious and deliberate effort.
• These agencies diffuse and transmit culture and knowledge from one
generation to another in an informal, unorganized manner.

EVOLUTION:
• “Informal learning is described as an unplanned and implicit process with
unpredictable results (Hager, 1998).

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 • “It is never organized or intentional from the learner’s point of view. It is
seen as the development of the individual through interaction with others.”
(Marsick and Watkins, 1990).
• At first, informal learning was only delimited from formal school learning
and nonformal learning in courses (Coombs/Achmed 1974). They describe
three forms of education/learning: a) formal education – highly
institutionalized, chronologically graded and hierarchically structured
“education system”, ranging from primary school to the university; b) non-
formal learning – organized and systematic educational activity carried on
outside the framework of the formal system to provide selected types of
learning to particular subgroups in the population of any age; c) informal
learning – lifelong process by which every person acquires and
accumulates knowledge, skills, attitudes and insights from daily
experiences and exposure to the environment – at home, at work, at play.
• It is unorganized and often unsystematic; yet it accounts for the great
bulk of any person’s total lifetime learning – including that of even a highly
“schooled” person (Coombs & Ahmed, 1974).
• Marsick and Watkins take up this approach and go one step further in
their definition. They, too, begin with the organizational form of learning
and call those learning processes informal which are non-formal or not
formally organized and are not financed by institutions

CHARACTERISTICS
Informal education for instance comprises the following activities:
• visits to museums or to scientific and other fairs and exhibits, etc.;
• listening to radio broadcasting or watching TV programs on educational
or scientific themes;
• reading texts on sciences, education, technology, etc. in journals and
magazines;
• participating in scientific contests, etc.;
• attending lectures and conferences.

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Informal learning can be characterized as the following:

• It is independent of boundary walls. i.e. It usually takes place

outside educational establishments;
• It has no definite syllabus. i.e. It does not follow a specified curriculum and
is not often professionally organized but rather originates sporadically, in
association with certain occasions, from changing practical requirements;
• It is not pre-planned and has no timetable.
• We get informal education through daily experience and by learning new
things.
• It is a lifelong process in a natural way.
• The certificates/degrees are not involved and one has no stress for learning
the new things.
• You can get from any source such as media, life experiences, friends, family
etc.

EXAMPLES OF INFORMAL EDUCATION

• Teaching the child some basics such as numeric characters.
• Someone learning his/her mother tongue
• A spontaneous type of learning, “if a person standing in a bank learns
about opening and maintaining the account at the bank from someone.”

ADVANTAGES OF INFORMAL EDUCATION

• More naturally learning process as you can learn at anywhere and at any time
from your daily experience.
• It involves activities like individual and personal research on a topic of interest
for themselves by utilizing books, libraries, social media, internet or getting
assistance from informal trainers.
• Utilizes a variety of techniques.
• No specific time spans.
• Less costly and time-efficient learning process.

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• No need to hire experts as most of the professionals may be willing to share
their precious knowledge with students/public through social media and the
internet.
• Learners can pick up the requisite information from books, TV, radio or
conversations with their friends/family members.

DISADVANTAGES OF INFORMAL LEARNING

• Information acquired from the internet, social media, TV, radio or
conversations with friends/family members may lead to the disinformation.
• Utilized techniques may not be appropriate.
• No proper schedule/time span.
• Unpredictable results which simply the wastage of time.
• Lack of confidence in the learner.
• Absence of discipline, attitude and good habits.

CONCLUSION
• Informal education exists in schools whether or not it is open recognized
by the staff, students and parents who use them. At present it is a diverse
process with varying aims and objectives and a variety of intentions and
contexts, but arguably offering a common purpose: that of self-
development.
• The informal dimension of the curriculum could thus assume a high
profile in the eyes of parents and others, not least young people, when they
select the appropriate school.
• In conclusion, Informal education that does not have clear and set
curriculum is less able to help students gain an overall better education.
While the educational ability of informal may be lower, it aids students in
forming an identity.
• Extracurricular activities, clubs, and events outside of a formal classroom
setting all form a person’s identity.

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 • They give people their personality and push them to pursue items that
they find interesting. In these ways, informal education shapes a person’s
identity.

NON-FORMAL EDUCATION(NFE)
INTRODUCTION
• As seen, formal education has a well-defined set of features. Whenever one
or more of these is absent, we may safely state that the educational process
has acquired non-formal features. Therefore, if a given education system
is not relating to most of the time - non-contiguous communication - we
may say that it has non-formal education features.
• Educative processes endowed with flexible curricula and methodology,
capable of adapting to the needs and interests of students, for which time
is not a pre-established factor but is contingent upon the student’s work
pace, certainly do not correspond to those comprised by formal education,
but fit into the so-called non-formal education.

DEFINITION
Coombs (1973) “Non-formal Education means an organized systematic
educational activity carried on outside the framework of the formal system to
provide selected types of learning to particular sub groups in the population.”
Ahmed and Coombs (1974), Any organized, systematic, educational activity
carried on outside the frame work of the formal system to provide selected
types of learning to particular sub-group in the population, adults as well as
children.
In an article, "Non-formal education for developing societies"(1979), it is
defined as “the method or process of assessing the needs and interests of
people, of communicating with them, of motivating them to participate, and of
helping them to acquire the necessary skills and to adopt behavioral patterns
and related activities which improve the quality of their lives."

20
CHARACTERISTICS
• Non-formal Education is not only for children but for adult men and
women. It is for rich as well as for poor as it adopts a democratic
approach, wherein each and every citizen has a right to participate.
• It has no fixed curriculum, working days or working hours. (Example:
In formal education there is a fixed curriculum, duration and
evaluation system. Whereas, in NFE, there is no fixed format for
admission, evaluation or even a fixed curriculum to follow).
• It is flexible and adopts itself to suit the needs and skills of learner’s
abilities. (Example: If the learner has interest agriculture, then the
learner is provided Non-formal Education related to agriculture.)
• It is employment-oriented and work based. (Example: NFE gives
education which prepare its learners for skill-based jobs. A maid
servant gets training of a home governess through NFE then it will give
her good job and salary).
• Movement from work to learning and learning to work is possible.
(Example: A farmer wants to learn new skills and techniques of farming.
By joining NFE classes both learning and work can take place
simultaneously).
• It is not expensive and therefore everyone can afford it.

ADVANTAGES OF NFE
• Practiced and vocational training.
• Naturally growing minds that do not wait for the system to amend.
• Literacy with skillfulness growth in which self-learning is appreciated.
• Flexibility in age, curriculum and time.
• Open-ended educational system in which both the public and private sector
are involved in the process.
• No need to conduct regular exams.
• Diploma, certificates, and award are not essential to be awarded.

21
DISADVANTAGES OF NFE

• Attendance of participants is unsteady.

• Sometimes, it’s just wastage of time as there is no need to conduct the exam
on regular basis and no degree/diploma is awarded at the end of the training
session.
• Basic reading and writing skills are crucial to learn.
• No professional and trained teachers.
• Students may not enjoy full confidence as the regular students enjoy.
• Some institutes provide fake certification through online courses just for the
sake of earning.

CONCLUSION

• The notion of non-formal education has been a significant feature of policy

debates around education in southern countries for three decades. It has
drawn attention to the importance and potential of education, learning and
training that takes place outside recognized educational institutions.
• It is important to acknowledge that the informal teaching is oriented on the
development of professional skills and improving personality.
• The nonformal education provides a young person with a possibility of
expressing himself in a field where he or she is capable to improve individual
potency, find appealing ways of spending leisure time, to acquire new
competencies.

DIFFERENCES BETWEEN FORMAL, INFORMAL AND NON-

FORMAL EDUCATION
CRITERIA FORMAL INFORMAL NON-FORMAL

DEFINITION • Formal • Informal • Non-formal

learning is learning is education is
always never organized, learning with the

22
 organized and has no set support of digital
structured, objective in education where
and has terms of there is no direct
learning learning involvement of
objectives. outcomes and is teachers but
• From the never self-help.
learner’s intentional from
standpoint, it’s the learner’s
always standpoint.
intentional: i.e. Often it is
the learner’s referred to as
explicit learning by
objective is to experience or
gain just as
knowledge, experience.
skills and/or
competences.
INSTANCES Acquiring proper Students Non-credit adult
knowledge from discussion, educational
educational learning outside programs, sports
institutions like the classroom, programs planned
school, college & use of DVD by community
university having association,
educational & TV online courses.
shows
COURSE Properly organize Multidisciplinary Particular
CONTENTS information field information. knowledge of
based on facts. specific domain.

23
 TYPE OF Formal activities Routine training Non-formal
AVTIVITY Calming activities (outside
activities. the school,
classroom and
after getting jobs)
OUTCOME Positive and Positive or Positive and
Projected negative and non- projected
projected.
SOURCE OF Schools, colleges, Internet, Social Outside the
ACQUIRING universities and Media, educational
KNOWLEDGE other educational electronic/print institution.
institutions media, group
discussion
amongst
friends/family
members.
WAY OF Direct Individual, Direct
ACQUIRING implicit
KNOWLEDGE
ADVANTAGES Organized, Natural learning Practiced and
structured and process as you vocational
systematic learn from daily training, Literacy
learning process experience, less with skillfulness
end with costly and time growth, flexibility
recognized proficient, no in age,
certificate which need to hire curriculum and
leads to access a experts, learn time, no regular
reasonable job. from social exams.
media, electronic
print media, etc.

24
DISADVANTAGES Costly and rigid Unreliable Non-regular
education. Long sources of turnout of
academic information, no learners, no
session, proper time regular exam so
adoption of bad schedule, no
habits during inappropriate degree/certificate
study hours, techniques, is awarded at the
unprofessional unpredictable end of a training
trainers may results, absence session which is
cause the of confidence and just undue
wastage of time discipline in consumption of
and money as learner. precious time.
well.

ROLE OF FAMILY, SCHOOL, COMMUNITY, STATE AND MASS -

MEDIA

THE FAMILY
INTRODUCTION
• Family is the first school not only in terms of socialization and citizenship,
but also in terms of general education.
• A positive family environment will give children examples they can follow
in order to better relate with others when they leave this environment.
• Family, society and educational institutions play important role for
inculcation of values.
• The first and most important agent of socialization is family.
• Families pass on their values, behaviors, and language at the time when
children are first developing and establishing a sense of self.

25
MEANING AND DEFINITION OF FAMILY
MEANING OF FAMILY:

• The family is an intimate domestic group made up of people related to

one another by bonds of blood, or legal ties. It is the smallest and most
basic social unit, which is also the most important primary group found
in any society.

• It is the simplest and most elementary group found in a society. It is a

social group consisting of a father, mother and one or more children. It is
the most immediate group a child is exposed to.

• Family has been defined by different social scientists.

DEFINITION OF FAMILY:
“Family is a group defined by divine relationship, sufficiently precise and
enduring to provide for the procreation and upbringing of children.”– Maclver

• To make the meaning of family clearer; According to most functional

definitions, a family is any unit in which there exists;
• Sharing of resources and economic property.
• A caring and supportive relationship.
• Commitment to or identification with other family members.
• Preparation of children born to or raised by the members to become
adult members of the society
Successful family = big-hearted individuals = service to others and self

CHIEF CHARACTERISTICS OF FAMILY:

The following are the chief characteristics of family-

26
Universality:
• Family is a Universal group.it is found in some form(or) the other,
in all types of societies whether primitive(or) modern.
Limited Size:
• Family is a primary group; as such its size is quite limited.
• Generally, family includes only those persons who are born in it and
are closely related by blood relationship and adoption. In this way it
includes father, mother and their children, so its size is small.
• Although there are groups smaller than family, but they are not so
because of the biological conditions. Hence, biological conditions

demand that the family should be limited in size.

Centre of Social Organization:
• A family is the smallest unit of the society. It is the most basic and
important group in primary socialization of an individual.
• The family performs several essential functions for society. It
socializes children, it provides emotional and practical support for
its members, and it provides its members with a social identity
• Thus, Society, and its structure is based upon these small units.
A mating relationship:
• A mating relationship is the precondition to establish the family,
without it, family cannot be formed.
• Family is based on emotions and sentiments. Mating, procreation,
maternal and fraternal devotion, love and affection are the basis of
family ties.
Constructive Influence: -
• Each family has distinctive customs, traditions, mores, norms and
culture. This family culture has a great influence on its members.
All the members of the family are bound to observe the family rules
and regulations.
• Family also teaches the social qualities like obedience, tolerance,
sympathy, love, affection, and sacrifice.

27
 • Above all, the family socializes the child, which helps in the
development of human personality. Thus, family exercises most
profound influence on its members.
Responsibilities of the members:
• Each member of family shares duties and responsibilities. In other words,
they have a deep sense of obligation to the family as a whole.
• They share the pleasure and pain, burdens and difficulties together and
discharge their duties and responsibilities with a united spirit.
Cradle of Social Values:
• A family is the cradle of all social values. Every family has its own
customs, traditions rules and regulations.
• As an important agent of socialization, the family teaches the norms
and family culture to its members.
• The members are socialized in such a manner that they never dare
to violate the family rules and regulations. That is why it is said that
it is easy to establish a family but it is difficult to break or dissolve
it.
Permanent Institution:
• Family is both an institution and an association. As an institution
family is permanent.
• Its members may depart or live apart, their association or living
together may be temporary for some reason or the other but the
basic relationship remains permanent.
• It is because family is the most changeable of all-important
organizations. The family undergoes variations in its structures and
functions from time to time.

Educational Functions of Family:

• Among all the agencies of education home as the first and most vital
agency of shaping the behaviour of the child.

28
 • The education starts from the mother. That is why mother is the first
teacher and home is the first school for child’s socialization. It is the oldest
educational institution.

• Home helps in providing various educational activities, information, and

guidance to its family members since the inception of the society. The
educational functions of the home are discussed in the following points.

Physical and motor development:

• Home helps the child for its full physical growth and motor coordination
through proper food, nutrition, health habits, exercise and immunization
programs.
Mental Development:
• Mental Development of the child is the second important function of the
family. By mental development we mean the development of mental
powers namely, thinking, feeling, reasoning, discrimination, judgment
and memory.
• To develop these powers, parents provide adequate opportunities and
experiences to the child.
Emotional Development:
● The influence of the family greatly affects the emotional development of
the child. Home environment, its upkeep, sanitation and decoration all
influence the emotional development of the child.
Social Development:
● It’s the function of the school to ensure the social development of the child,
but we must not forget that the family is the miniature of the society, in
which the child learns all the socially desirable values namely, sympathy,
love, co-operation, tolerance, responsibility and justice by living
democratically with all the members of the family.
Religious Development:
● Family is the only institution where religious development of the child can
be ensured, in a secular state like India, it is the duty of the family alone
to impart religious education to the child.

29
Transmission of Culture:
● Though it’s the duty of the school to preserve, transmit and develop the
culture of the race. But it does not mean that the family, as an agency of
education, has nothing to do in this connection.
Development of the Language:
● The child learns his mother tongue in a natural way in his family. School
only reform it and add to the vocabulary.
● We observe that the children belonging to the educated and cultured
families pronounce the words correctly in comparison with those who
come out from the backward and illiterate families. Schools are able to
reform very little in such cases.
Development of Interests and Habits:
● Good or bad habits and interests of the child spring up and develop in the
family in which he lives. These good or bad habits and interests form the
character of the child.
Development of Morality and Character:
● A family develops moral and ethical values in child. These values lead to
the formation of habits and attitudes which build character, the backbone
of life.
Development of Innate Tendencies:
● Congenital and Conducive environment of the family brings out and
develops the innate tendencies of the child. If these tendencies do not have
a natural outlet, they turn in to complexes and the child becomes
maladjusted.
Development of Individuality:
● Though other institutions are also responsible to see that the child
develops his individuality in proper lines, yet this development starts in
the family.
● The seeds begin to sprout out during the early childhood in the
environment of the family.
● The responsibility of parent’s utmost here and for this they are ever
vigilant and considerate in this respect.

30
Provision of Practical and Vocational Education:
● Attitudes to labor, hard work and practical work also develop in the family
during the early childhood.
● The child gets the first lesson of further vocation in the family from those
who are engaged in the family vocation.

THE COMMUNITY
INTRODUCTION
• Community is an informal and active agency of education. It is defined as a
group of families settled together in a particular area with more or less
common practices, ideals, ideas, values and culture.
• It is a dynamic form of organization for the betterment and progress of its
individuals. It provides general and liberal from of education by socializing
its members.
• There is also a better coordination between school and community and home
and community.

MEANING AND DEFINITION OF COMMUNITY

• “Changing the behaviour of individuals is not enough; education must seek
to modify community patterns of behaviour through close and constant
interaction with the total culture of community.”

• Community or society has an important role to play as an agency of

education.
• A child is to live and grow in society. He must be educated to preserve and
utilise the achievements of the society to which he belongs. It is the
community or the society which inculcates and fosters the spirit and
culture and education among all its members.

31
Meaning of Community:
▪ The word Community combines two words ‘Com’ and ‘Munis’. ‘Com’
signifies togetherness and ‘Munis’ indicates to serve. Hence, the word
community means ‘to serve together’.
▪ Generally, community indicates a group of people living together on a
geographical piece of land having common ways of working and
common ideals to achieve.
▪ Community education advocates and supports the creation of
innovative programs and collaboration between all members of
communities for the purposes of advancing community learning and
sustainability.

Definition of Community:
▪ Community has all along been understood by different people in
different ways. A few definitions are given below.
▪ “A community may be thought of as the total organization of social life
within a limited area.” -Ogburn and Nimkoff.
▪ “A community is the smallest territorial groups that can embarrass all
aspects of a social life.” – K. Davis.
▪ Cook and Cook have interpreted a community as “an organized way
of life within a geographic area. It is, in more detail, population
aggregate inhabiting a delimit able area, sharing historical heritage,
possessing a set of basic institutions, participating in a common life,
conscious of local unity, and able to act together in solving problems
which involve the public interest.” -Cook and Cook’s View.
▪ “The strength of community education is also its weakness. Community
education’s strength is that it deals with many different and varied
components of education within the community. Its weakness is that
this makes it very hard to describe what we do.”- Tony Townsend

32
CHARACTERISTICS OF THE COMMUNITY (OR) THE SOCIETY
▪ In addition to qualities already specified in Cook’s definition of the
community, the following attributes may also be counted.

1. The sense of belongingness or loyalty of the residents. Each member of

the community generally identifies himself with common symbols of his
home, town or city. This identification is more emotional than rational.
2. Common social heritage. Each community or society has its own
common social and cultural heritage. It is the accumulated social experience
which is preserved and transmitted from generation to generation in the form
of traditions and values. It is this common social heritage which gives a
particular community its unique character.
3. Functioning social organisation. In a community, a number of social
organisations exist. They help all its members to maintain face to face
associations of neighbourly relations. These social organisations, on the one
hand, help the members in the individual progress, and secondly, assure
them of mutual aid.
4. Relative economic self-sufficiency. Every group is dependent upon the
other groups; but dependence is a matter of degree only.

EDUCATIONAL INFLUENCES OF COMMUNITY ON CHILD

Each community influences the education of the child formally as well
informally.
Influence on Physical Development:
• Though the family sand the school exerts a potent influence on the
physical development of a child, yet the effect of the community
environment also cannot be underestimated.
• The community organizes local bodies which look after the
sanitation of the localities. These local bodies often build parks,
gardens and provide gymnasiums.
• In this way, the facilities provided by the local bodies greatly
influence the health and physical development of the children.

33
Influence on Mental Development:
• The enlightened communities often organize reading rooms and
libraries for use by the children and adults. Some communities
organize exhibitions, symposiums and conferences on various
subjects also. This provides healthy entertainment to children and
also helps in their mental development.
Influence on Social Development:
▪ The community organizes fairs, festivals, social conferences and
many other religious functions.
▪ All these activities stimulate the children to imbibe social ideas and
a spirit of social service more and more with the result that they
learn about the social customs, traditions and beliefs in a natural
way and also learn the socially desirable values namely sympathy,
co-operation, tolerance, social service, sacrifice and adjustment. In
this way, we see that community exerts a great influence on the
social development of children.
Influence on Cultural Development:
• Each community has its own culture.
• The children of that community come into active and lively contact
in the community functions, festivals and conferences and learn to
respect their culture through imitation.
Influence on Character and Moral Development:
• Though family exerts a very powerful influence upon the character
formation and imbibing of moral values by children, yet the
community of which the family is a small unit also influences the
character and moral development to a very great extent.

Influence of Political Ideas:

• Lectures by political leaders, political meetings and conferences organized
by the community give political lessons to children of the community. They
learn about various political parties, their political philosophies and
manifestoes.

34
 • These all go to form their own political conviction. In this way, the
community influences on the political ideas of children indirectly.
Influence on Vocational Development:
• The community influences the vocational development of the
children. They carefully observe the vocations followed by the
members of their community, learn about the problems and
techniques involved in various vocations, form their own opinions
about them and ultimately choose any one of them for their future
life.
Influence through Other Agencies:
• The community provides many informal devices and materials to
children for their developed in various aspects of personality.
• Radio, TV broadcast, Theatres, Picture houses, Museums, Zoo,
Magazines, Newspapers, reading rooms and Libraries are the
various and varied devices of influence the development of children
of the community.

EDUCATIONAL FUNCTIONS OF COMMUNITY:

Now we discuss below the formal influences which a community exerts
upon children-
Establishment of Schools:
• The community establishes various types of schools so that the
culture of the community may be preserved, developed and
transmitted to its children.
• Many communities establish their own communal schools to train
their children for the welfare and advancement of their community
interests.

Formulation of Aims and Control on Education:

• The community determines the aims of Education. It also supervises
and guides the educational process followed in the schools
established by it.

35
 Provision of Universal Education:
• The community determines the various stages of education. At the
same time, it strives to provide universal education.
Construction of Curriculum:
• For the purpose of achieving the aims of education, suitable
curriculum is constructed. Hence, the community prepares an
outline of curriculum to be followed in its school.
Provision of Vocational and Industrial Education
• In modern age there is a great demand for vocational and industrial
education. Hence, the community establishes vocational, industrial
and technical schools according to its needs.
Adult Education:
• Community welfare and its development needs that adults should
also be educated. Thus, the community makes provision for adult
education also.
Finance of School:
• To shoulder the responsibility of running the schools smoothly and
efficiently arrangement of required finance is essential.
• The community makes necessary provision of finance for school
buildings, furniture and salary of teachers.
Co-operation between Citizens and School Leaders:
• Close cooperation between citizens and leaders of school is
necessary. Hence, the community tries to maintain as much close
co-operation as possible between the members to the managing
committees and school teachers.

CONCLUSION
• Thus, community is a potential educational force which both the
administrator and the teacher must realize. They should not work in
subordination to it but should understand and work with it.

36
 • Some disagreement may arise on certain points, but the same can be
minimize or resolved through co-operation and sincere effort at both the
ends.

THE STATE:
Introduction
• Every State has its specific educational set-up based on its condition
and ideology.
• Education is the key of all development and every State gives top
priority to its educational field life an investment on human resource
for future.
• The role of the state was really essential in the education. The
determining cause of a social fact must be sought among the
antecedent social facts and not among the states of the individual
consciousness.
• The population density and growth as key factors in the evolution of
the societies and advent of modernity. As the number of people in a
given area increase, so does the number of interactions and the
society become more complex.

Meaning and Definition of State:

Meaning of State:
• The term ‘state’ occupies the important place in the study of contemporary
education.
• The modern term ‘State’ is derived from the word ‘Status’ earlier used by
the German tribe ’Teutons’.
• It was Machiavelli, who used the term ‘State’ in the modern sense.
Hence the term ‘State’ means “an association of people who live within a
geographical area under the organized government and subject to no outside
control.”

37
 • State has to create healthy conditions in order to develop individual
personality.
Definition of State:
• According to Bodin-The state is “an association of families and their
common possessions, governed by supreme power and by reason.”
• “State may be defined as an organized political community with the
government recognized by the people.” - I.L. Kandel.
• “State is a community of persons, more or less numerous. Permanently
occupying a definite portion of a territory, independent and so a foreign
control and possessing an organized government to which the inhabitants
render a habitual obedience.” - Dr. Garner.
• “The state is a people organized for law within a definite territory”-Woodrow
Wilson

Educational functions of State:

The following are the main functions of education in a democratic state-
Construction of a National Scheme of Education:
● In a democratic state education is just like the soul in a body. Thus,
each state constructs a national scheme of education, keeping into
consideration the multifarious needs of the citizens.
Training in Citizenship:
● The progress of a state depends upon the ability, capacity and
strength of character of its citizens.
● The second function of a democratic state is to provide political,
social, cultural and economic training to its citizens so that they are
able to grow as individuals to serve their nation with full sincerity,
zeal and devotion.
Provision of Schools:
● The third function of state is to establish primary, secondary and
various types of other schools.

38
 ● A democratic state establishes such schools and also the voluntary
agencies run such schools to fulfill the needs of its citizens.
Adult Education:
● The fourth function of state is to provide adult education for the
uneducated and illiterate adults.
● Adult education can play an important role in improving the
conditions for learning, in increasing the sharing of this learning
along the lines of intercultural education, and in equalizing
opportunities for learning and for meaningful participation among all
members of society.
Finance of School:
• Financing is greatly essential to establish schools of various types and
stages. The state provides adequate financial assistance to all the
schools established either by the state or run by other voluntary
agencies.
Universal, Compulsory and Free Education:
● The success of a democratic state depends upon those citizens who
make use of their rights and discharge duties correctly. Therefore,
each democratic state provides universal, compulsory and free
education upon to a certain standard.
Encouragement to Guardians:
● To achieve this objective, the state motivates the parents in such a
way that they begin to take interest to educate their children.

Provision of Efficient Teachers:

● Establishing various types of schools, compulsory and free
education up to a certain level requires the services of a large
number of efficient teachers to run those schools and to promote
those schemes successfully.

39
Provision of Military Education:
● In this modern age of conflict each citizen is expected to defend the
state against a foreign invasion.
● The state provides military education in all schools and colleges so
that in times of emergency the trained citizens are able to be vigilant
and defend the state.
Provision of Standard Books:
● Good education depends upon the availability of standard and
authoritative books.
● The state persuades authors and publishers to prepare good and
standard books of reasonable price.
Provision of Scholarships:
● Many talented, gifted and intelligent children of indigent means
cannot pursue their education properly and go ahead further. The
state provides scholarships and stipends to the needy and deserving
ones without any discrimination of color, cast, creed or sex.
General Control and Direction of School System:
● Each state determines the aims, curriculum and methods of
teaching various subjects together with the evaluation system
keeping into consideration its own demands and needs of its
citizens.
Organization of Boards and Committees:
● The state organizes committees and boards for determining the
aims, curriculum, methods, the examination system and other
relevant activities concerning education.
Appointment of Commission:
● Sometimes the state appoints commissions of enquiry to know about
the working, deficiencies and drawbacks of school and suggests
measures for improvement and progress.

40
 ● The secondary Education Commission was appointed in India for
this purpose and the government is executing the recommendations
of these commissions gradually.
Encouragement to Education Research:
● The modern age is an age of research. Hence, each state encourages
educational research according to its needs and requirements to
solve its own problems and explore new areas of improvement. We
in India are beginning to realize its importance and schemes of
research are coming up over here also.

THE SCHOOL
INTRODUCTION:
• The children of today are gearing up to become adult citizens of tomorrow.
The growth is parallel to the future of our country, reflected through
quality of the present education system.
• A school must stimulate curiosity in the young, impressionable minds
and equip them with tools to be better human beings.
• School education must focus on the following aspects, which contribute
immensely to the development of the young minds as they step into
adulthood.

MEANING AND DEFINITION OF SCHOOL:

Meaning of School:
• “Educating the mind without educating the heart is no education at
all.” Aristotle
• The term school denotes a particular place, where education is
imparted in a definite way. The school goes a long way in reforming the
individual and society.
• While the school's first responsibility to its students may be academic,
the job doesn't end there. Ideally, the school's role is to bring each
student to her individual, maximum academic potential.

41
 • The school plays an important role in helping children learn to interact
positively with their peers and teachers. All of these experiences help
to develop a child's interests, build self-esteem and shape the course
of her later academic and professional life.
Definition:
• Etymologically the word school is derived from the Greek word ‘Skhole’
which means leisure.
• In ancient Greece leisure places were used for self-development.
Gradually these places came to be known as schools where teachers
under a pre-planned system used to give specific dozes of curriculum
during a fixed time.
• Throwing light on the word leisure, A.F. Leach writes- “The discussion
forums or talking shops where the youth of Athens spent their leisure
time in sports and exercises, in training for war, gradually crystallized
into school of philosophy and the higher arts. In the leisure spent in the
trim gardens of the academy, school developed.”
• As a social institution, the school will try to develop a social
consciousness in the child. The school is to be a representative of the
society outside it. According to John Dewey: “The school is to reflect
the larger society outside its walls, in which life can be learnt by living.
But it is to be a purified, simplified and better-balanced society.”
• “Schools are institutions devised by civilized man for the purpose of
aiding in the preparation of the young for well-adjusted and efficient
members of society.” -J.S. Ross.

IMPORTANCE OF SCHOOL:
• The school, as an agency of the education and also as a miniature society,
is supposed to perform the following main functions:
1. To generate commitment and capacities in pupils for future adult
roles.

42
 2. To allocate human resources within the role structure of the adult
society.
• That is, it is an agency through which individuals are trained to be
motivationally and technically adequate to the performance of adult roles.
• 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

CHARACTERISTICS OF THE SCHOOL

A clear and shared focus:
• An entire school knows and shares the focus, everyone within that
school works better toward the end goal.
High standards and expectations for all students
• If expectations are high, performance tends to be high as well. When
teachers have high expectations for students and provide tasks that
are engaging and of high interest, students build self-esteem, increase
confidence and improve academic performance
A good school visibly and substantively improves the community it is embedded
within.

A good school values its teachers and administrators and parents as agents of
student success.

A good school will help students see themselves in terms of their historical
framing, familial legacy, social context, and global connectivity.

A good school seeks to grow great teachers who seek to grow all students to
shape and change their world.

EDUCATIONAL FUNCTIONS OF THE SCHOOL

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:

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Formal Functions of School:
Extensive Cultural Heritage:
• The school not only transmits the cultural heritage to the rising
generation, it also helps to promote culture and civilization.

• A Cannon has said, “If each generation had to learn for itself what has
been learned by its predecessors, no sort of intellectual or social
development would be possible and the present state of society would be
little different from the society of the old stone-age.”

• Thus, the school performs the important function constantly re-

organising and re-structuring human experiences for the promotion of
culture and civilization.

Conservation and Perpetuation of Society

• One of the most important functions of school is to maintain the

continuity of social lift by handing down traditions, experiences, values
and customs of the society; from one generation to the other.
• The progress of the society depends upon the transmission of knowledge
and skills from one generation to the next.
• This important function is faithfully and efficiently performed by the
school.

All-round Development of the Individual.

• The functions and responsibilities of school have increased manifold

during the recent years. Through its different activities, it draws out the
hidden potentialities of the child and develops them in a proper way.

• Its function is no longer the transmission of the knowledge of 3 R’s as

the concept of education has developed and become more comprehensive
the school has to assume a more comprehensive role. Now, the school
aims at the development of the whole personality of the child.

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 • Education is now defined as all round development of the personality of
the child, physically, intellectually, morally, socially and spiritually.
Through its curricular and co-curricular activities, the school caters to
the child’s social, constructive, artistic and other impulses.

• Thus, the child not only acquires knowledge, but also develops the
requisite habits, skills and attitudes. In this way, the school helps to
bring about all round development of the child’s personality.
Promotion of Social Efficiency.
• To lead a successful life in the modern society the individuals must
acquire social efficiency. In a democratic society, the children must be
trained in the democratic ways of life through education and the school
programmes must be planned accordingly.

• Training for effective participation in a democratic society and cultivation

of a planned sense of rights and duties is an important function of the
school. This is done by the school by having a clear concept of democratic
ideals, and then directing the educational programmes accordingly.

Adjustability in Society.
• John Dewey says, “We send children to school to learn in a systematic way
the occupations which constitute living.” Brown says that, “The school has
a direct responsibility of preparing the individual child for post-school
adjustments.”

• A child spends a period of his life in school. After completing his school
education, he is generally to adjust himself in the society outside the
school to the best of his capability and capacity. If this adjustment is
proper, the school has succeeded in its aims and objectives.

• So, one of the main functions of the school is to turn out of its portals
such young men and young women as may adjust themselves properly

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 and usefully and lead successful lives on private, public and professional
levels.

Informal Education of School:

Informal functions of a school relate to the physical, social and emotional
development of the children. We discuss them in some detail as under-
Physical Development:
• The first informal function of the school is to develop the child physically.
For this, the entire environment of the school should be such which leads
to the physical well-being to the children.
Development of Social feeling:
• The second informal function of the school is the development of the
social feeling in all the children of the school. As a matter of fact, the
school is a miniature of the society.
• Hence, the school should provide such a social environment before
children by organizing student unions, social service camps, social
functions and parent teachers’ associations etc. so that the all the socially
desirable values namely sympathy, cooperation, social awakening and
above all the discipline develop in them a natural way.
Emotional Development:
• The third most important informal function of school is to develop the
child emotionally. For this, the entire environment of the school must be
artistic. In other words, there should be garden flower plants and other
beautiful natural objects.
• The school building and the campus should be neat and clean. The walls
of the rooms should be whitewashed annually and the rooms be
decorated tastefully.
• Trips, tours, exhibitions and debates also stimulate the emotional and
aesthetic sense of children who can further be infused with a sense of
admiration towards truth, beauty and goodness, the high ideals of
human life.

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CONCLUSION
So, the school is considered not merely a minion of society, but it is the creator
of the society. In modern age the role of school is very important. The main
functions of schools are;
• School is the savior of culture traditions.
• School helps to achieve the ideal of the nation.
• School can give a glimpse of practical democracy.
• School provides an opportunity for the development of individual powers
and abilities.
• School takes the responsibility of social reconstruction.
• School tries to make us ideal citizens.

AIMS OF EDUCATION IN CONTEMPORARY INDIAN SOCIETY:

INTRODUCTION
• The world itself and everything in it including life has an aim. Without a
proper aim the direction is lost and without direction the functioning is
not smooth.
• Therefore, for the effective functioning aim is to be fixed in advance for
every activity, including Education.
• Education is not a single-aimed activity. It has multiplicity of aims.
• John Dewey highlights the importance of educational aim as “to have an
aim is to act with meaning, not like an automatic machine, it is to mean to
do something and perceive the meaning of things in the light of that intent….
the aims as a foreseen end gives direction to the activity; it is not an idle
view of a mere spectator, but influences the steps taken to reach the end.”
• Encyclopedia of modern education states, “Education is a purposeful
and ethical activity. Hence it is unthinkable without aims.”
• According to Kothari Commission. “One of the important social objectives
of education is to equalize opportunity, enabling the backward or
underprivileged classes and individuals to use education as a tool for
improvement of their social and economic condition."

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OBJECTIVES OF EDUCATION IN INDIA
• As per the National Policy on Education (1968), the aim of education is
“to promote national progress, a sense of common citizenship and culture
and to strengthen national integration”.

• It laid stress on “the need for a radical reconstruction of the educational

system to improve its quality at all stages, and give much greater attention
to science and technology, the cultivation of moral values and a closer
relationship between education and the life of the people.”

• The National Policy on Education (1986) reinforced these aims to state that
education should further the goals of socialism, secularism and democracy
enshrined in the Constitution of India.

• Education should strive to promote values such as India’s common

cultural heritage, egalitarianism, democracy and secularism, equality of
the sexes, protection of the environment, removal of social barriers,
observance of small family norms and inculcation of scientific temper.

• Education should foster among students on understanding of the diverse

cultural and social characteristics of the people living in different parts of
the country.

• Minimum levels of learning for each stage of education should be provided

to ensure the quality of education.

• To promote equity, educational opportunity should be provided in terms

of access to education as well as the conditions necessary for success.

• Universalization of primary education, total literacy, adult education and

provision of wider opportunities for continuing education are also some of
the aims of education.

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 • To provide opportunities to those sections of the society which cannot avail
of formal education-an access to education through open and distance
learning.

• To establish network between different institutions in the country so as to

facilitate research and development, education in science and technology
and participation in all activities of national importance.

CLASSIFICATION ON AIMS OF EDUCATION

Broadly the aims of education are classified into two types. They are:
• Individual aim of education.

• Social aim of education.

Individual aim believes that a child can bloom and blossom to the best of
his individual capacity. Every individual has his/her own tendencies and
education should help him/her to find out his/her innate powers. Thus,
education aims at the development of individual as well as the society.

Social aim of education believes in the organismic theory of society. Education

provides means for the students not for self-realization and self-expression, but
rather for self-sacrifice for the greater glory of the society. Education of the
individuals is subordinated to the State authority.

Specific aims of education:

The aims of education are classified further into specific aims which includes,

1. Moral/Character Building: It is more important to have high morals

and a strong character. Highest love for man may be called as
morality. Moral qualities like justice, sincerity, honesty, tolerance, self-
control etc. make an individual socially efficient. Therefore, education for
moral upliftment is emphasized. Among the philosophers, who

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emphasized education for character building- Swami Vivekananda,
Mahatma Gandhi, Pluto, Aristotle etc. are the most popular.

2. The Vocational Aim: It is realized by all that education is important

not only to the presentation and transmission of culture but also an
important instrument in all spheres social, economic, political and
vocational. Vocational is considered as a fundamental aim of education.
Vocational aim in education makes the student self-sufficient in life. This
self-sufficiency develops satisfaction, mental and moral and self-
confidence. Vocational aim makes education more purposeful activity. It
bridges the gulf between upper and lower class. It gives benefit to children
having lower intelligence. It strikes a balance between economic and
industrial development.

3. Citizenship as the aim of education: Human is a social animal. This aim

of education caters the training for citizenship. Education should offer
such experiences as would make one a good citizen of a democratic state.
Education should provide an individual a certain training to fit in society
and play different roles in life. As a citizen individual should know his role,
his rights and should be conscious of his duties towards the society.
Example- Running a school group or a library group and considering its
necessity in a wider and more comprehensive way for the benefit of a
society, or a nation.

4. Complete living as the aim of education: In the middle of 19th century,

Herbert Spencer felt that complete living as the aim of education.
Education should teach an individual: How to earn a living? Prepare the
pupils for social and political duties. Teach the art of self-presentation.
Ensure survival by imparting knowledge about bearing and rearing
children. It should equip one for the enjoyment of the refinement of
culture, art, literature etc.

5. Self-expression as an aim of education: The abilities of an individual

remain dormant in childhood and it is the function of education to arouse

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 them. The theory of self-expression compares the evolution of man with
the germination process. From the seed the sapling arises and further
changes to a tree. This change is not meaningless. This shows the innate
power that works everywhere. Self-expression leads to self-realization.
Education must help in bringing out this innate potential. In the emerging
Indian Society, we need is these aims of education and later in the year
1964 the Education Commission was set up under the Chairmanship of
Dr. Kothari. D.S. The commission in its recommendations emphasized on
the followings aims of education with the rest of the aims discussed.

• Increasing productivity: This aim ensures the maximum utility of individuals

for the betterment of the nation.
• Achieving social and national integration: Besides strengthening the nation,
education is also responsible for integrating the nation. It should bring a
feeling of oneness and nationalism and a spirit of sacrifice and tolerance.
The basis of national integration is emotional integration. A feeling of
national pride and faith in the nation's greatness.
• Accelerating the process of modernization: Modernization is a process of change
from traditional and quasi-traditional order to certain desired types of
technology. It aims at bringing about desirable changes in the social
structure, values and the social norms.
• Cultivating social, moral and spiritual values: This aim includes educating the
individual the values example- brotherhood, etiquette, cooperativeness,
tolerance, service to others, sympathy, sharing, helpfulness, gratitude,
dignity of labor, sense of belonging, liberty, gentleness, love, non-violence,
fear of God and feeling of a supreme power.

CONCLUSION
• According to Dr. Radha Krishnan, “It is my earnest desire that the
Commission should survey all aspects of educational system at all levels
and give suggestions that may help the educational system in progressing
at all levels.”

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 • There is a dire need for revolutionary changes in India’s education system.
Not just the syllabus and pedagogy, but also the attitude change towards
the marks system need to be changed.
• With the effective learning system, India can successfully utilize its vast
human resources.

DETERMINANTS OF AIMS OF EDUCATION:

INTRODUCTION
• ‘Education is one of the basic needs for human development and to escape
from poverty' (Sivakumar & Sarvalingam, 2010, p. 20), it is necessary for
national development and a prosperous society. According to Rahman and
Uddin (2009) “education is the responsibility of the government and should
be managed through national resources.” Furthermore, “Higher education
is important for social and economic impacts in society” (Brennan &
Teichler, 2008). Thus, governments and society have a vested interest in
ensuring a constant flow of students in education.
• The process of education has all along been discussed in terms of its aims.
The importance of aims in Education has been emphasised by scholars,
philosophers and educators through all ages. Education must have aims
as “activity with an aim is all one with acting intelligently”.

• This means a system of education which is not clear about its aims or
which works towards undesirable ends is bound to fail. According to
Rivlin, “Education is purposeful and ethical activity; hence it is unthinkable
without aims.”
• It has been rightly observed by B.D. Bhatia that “without the knowledge
of aims, education is like a sailor who does not know his goal or his
destination and the child is like a rudderless vessel which will be drifted
along somewhere ashore”.

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FACTORS THAT DETERMINE THE AIMS OF EDUCATION
• Aims of education cannot be just “pulled out of a hat”. A large number of
factors contribute to the determining of educational aims. These factors
touch every phase of human life that was, that is, or that will be.
• The following factors usually determine aims of education.
1. Views about the nature of reality.
2. Views about human nature.
3. The Philosophical of life.
4. Political ideologies and Individual-State relationship.
5. Socio-economic problems.
6. Exploration of knowledge.
1. Views about the Nature of Reality.
• Aims of education have direct relationship with the prevailing
philosophy of life. The philosophy of life at a certain time is
influenced by the views of eminent thinkers and schools of
philosophy.
• According to idealistic view, the aim of education should be self-
realization or unfolding of what is potential within the child.
• According to the naturalistic view-point, self- expression or self-
gratification should be the aim of education. The pragmatists think
that education should aim at enabling the individual "to control his
environment and fulfill his possibilities."

2. Views about Human Nature

• Educational aims have often been decided keeping in view one or
the other element which comprises human nature. Idealists regard
'unfolding the divine in child and man' as the aim. To naturalists,
the aim of education is 'self-expression.'
3. The Philosophies of Life
• The philosophy of life in which the people of a particular society or
time believes, goes a long way in determining the aims of education.

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 Thus, the different philosophies of life give rise to different aims of
education.
4. Political Ideologies and Individual-State Relationship.
• Political ideologies influence aims of education. Under a totalitarian
system, the aims of education will be much different from those
under a democratic political system.
• Under the former, the system of education becomes stereotyped and
education takes the form of indoctrination. School and text-books
must promote the ideology of the State.
• Under the later (democratic), the individual enjoys freedom and free
play. The goal of education is the good man who is to be educated
for a life of freedom.
• Education aims at developing the full personality of each individual,
irrespective of caste, creed, class or religion.
5. Socio-Economic Problems.
• Socio-economic problems of a country also determine the aims of
education. For example, the Indian Education Commission (1964-
66) put emphasis on "increasing productivity' as one of the national
objectives of education."
6. Exploration of Knowledge.
• Exploration of knowledge is a potent factor in determining aims of
education. With the advancement of scientific and technical
knowledge, education all over the world has become science-
oriented. More and more-stress are being laid on the study of
modern sciences.
• This clearly shows that the exploration of new knowledge is an
important factor in determining aims of education.

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CONCLUSION
• As conscious effort education has definite aims and objectives. Aims give
direction to our educational efforts. Educational aims are changing
according to the specific needs and ideals of the individual as well as, the
society.
• In ancient times educational aims were determined by the idealistic
conceptions of life. According to naturalism, the aim of education should
be spontaneous and natural self-development of the child’s nature in close
contact with nature.
• Our constitution provides the guiding principles and social values within
which we locate our educational aims. Education should aim to build a
commitment to these values, which include aims like development of
democratic citizenship and values, training in skillful living, development
of vocational Skill, development of social, moral and spiritual values,
promoting national consciousness, development of physical resources and
development of human resources.
• In the 21st century, education systems face the dual challenge of
equipping students with the new knowledge, skills and values needed to
be competitive in a global market while at the same time producing good
citizens who are responsible adults and good citizens both of their country
and of the world.
• The challenge for education, therefore, is to reform, create and develop
systems that prepare the individual to work in a borderless economy and
live in a global society that mold individuals into global citizens.
MAY GOD BLESS YOU
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