INTRODUCTION

Importance of education
Just as a face is the mirror to the heart of a person, level of education reflects the status of a
nation. Since independence India has marched much ahead in the field of science and
technology. We are among the six nuclear powers of the world. In information technology we
are second to none. We have our own satellites orbiting the earth launched from our own
launching station and manufactured indigenously. We are self-sufficient in food production
and the position of balance of payments is more than satisfactory. But the social face of India
is from satisfactory. In the two major segments of social face i.e. education and median age in
India, we have not performed up to the mark and have thus adversely affected the social
performance. Hence to rape the real fruits of growth and achievements of the country the
issue of education shall have to be dealt with all seriousness.
The importance of education for the development of a country must not be underestimated
because education is the tool which alone can inculcate national and cultural values and
liberate people of false prejudice, ignorance and representations. Education provides them
required knowledge, technique, skill and information and enables them to know their rights
and duties towards their family, their society and towards their motherland at large.
Education expands their vision and outlook, provokes the spirit of healthy competition and a
desire to advance for the achievements of their consciousness regenerating truth, and thereby
capability to fight ignorance, injustice, corruption, violence, disparity and communalism, the
greatest hazards to the progress of the nation. Education is thus a means to stir up the
consciousness of the people against injustice, violence and disparity, generally resulting in
unrest and violence.

From the British rule of more than two centuries India inherited grinding poverty, ignorance
and above all illiteracy percentage at the time of transfer of power was eight. Even after sixty
years of independence nearly 35 per cent of our total population lacks basic literacy. More
than 50% of Indian children drop out of the schools at primary level, majority of the dropouts coming from the population segment living below subsistence level. Hardly seven out of
100 youths in the age group of 17-23 years get an opportunity for higher education. Those
potting for science are less than 20%, 7% go for engineering and technology while 3.3% are
enrolled in Medical colleges, Number of students of basic science is decreasing and hence
standard of research in the universities is on the wane.
It is evident that our government has failed to provide compulsory primary education to the
masses. India shares 34% percent of the worlds illiterate population. Under the
circumstances how can the nation reap the fruits of development? The Major factor
responsible for this situation seems to be the lack of will and commitment on the part of
central and state governments. During the year 2005-06 total expenditure by the centre and
state governments was Rs. 9900 crores, hardly 2.8% of countrys GDP whereas Kothari
Commissions recommendation was the provision of at least 6% of GDP towards education
meaning thereby that provision is less than one half.
We are now entering into XI plan and allotment for education continues to be 3% of GNP
whereas in the common minimum programme of the government public expenditure on
education it should be six percent of GNP. In accordance with in the approach paper for XI
plan it has been stressed that public spending on education must be raised to 6% of GDP so
that constitutional obligation of providing free and compulsory education of good quality to
children of all sects irrespective of caste, creed and color may be fulfilled.

Social face of India is poor and dark. A healthy and happy population is the basic
components and indicators of development and progress of a nation. Undoubtedly Indias
GDP is rising and touching the level of 9% but there is no reflection of this rise in the
standard of living of nit only in rural population but urban people as well. Gulf of disparity is
widening every day. This shows lack of coherence between economic growth and social
progress meaning thereby that overall development of our economy is yet to be achieved.
Economic progress not accompanied by social progress is of no use for a nation. There are
countries having lower per capita income than India but much better placed in matter of
literacy only for the reason that public expenditure in those countries is around 50% of the
amount required by India in order to enhance the existing state of adult literacy.
A lot has to be done for Indias large young and blooming masses which constitute nearly
seventy percent of countrys total population. Median age comes to about 35 years. How
unfortunate it is that countries having much lower median age are far better than India. There
are many countries having much lower median age but having life expectancy of more than
sixty years.
In order to improve the social face of a country Education must be job-oriented. Education is
a means to secure employment hence there is need to encourage and expand avenues for
vocational training. Our percent education system is going a long way towards widening the
gulf of disparity among the rich and poor students as also between students from rural and
urban areas. Education in technical branches has become so costly that poor parents of most
talented students cannot even think of getting their wards admitted into such institutions. We
need a system of education that can provide equal opportunities to all rich and poor,
education that can contribute towards development and can promote growth not only in terms
of GDP but may also bring about all out development and growth such that may uplift the

poor and the deprived and such that may alleviate poverty and may narrow the gulf between
the rich and the poor. We need education system that may eradicate illiteracy and may
provide the common man an access not only to basic education but also to higher and
technical education.
Some of the key points define the importance of education:

1. An essential human virtue

Education is an essential human virtue. Man becomes 'man' through education. He is what
education makes him. It has been rightly said that without education, man is a splendid slave,
reasoning savage.

2. A necessity for society

Education is necessary for society. Education fashions and models man for society. Man
cannot be conceived merely in terms of his biological existence. Education brings into focus
the social aspect of man. Education signifies man's supreme position in society.

3. Important for the integration of separate entities

An individual is made up of different entities. Education brings about the integration of these
separate entities.

4. Gives significance of life

Education teaches what man lives and struggles for. It cultivates an integrated life. By so
doing, it gives significance of life.

5. Educated men are superior

Education is a sign of superiority. Aristotle wrote, "Educated men are as much superior to
uneducated as the living are to the dead."

6. Sign of freedom
Education is a sign of freedom. Epictetus had declared, "Only the educated are free."

7. A controlling grace
Diogenes felt that "Education is a controlling grace to the young, consolation to the old
wealth to the poor and ornament to the rich."

8. Basis of good life

Education is an essential basis of good life. A man becomes a human being in the real sense
when he is transformed from primarily an animal being into a human being.
In short, education is an essential concomitant of all human societies. "What sculpture is to a
block of marble, education is to the soul", says Addison.

10

Need of Education in Rural settings

Majority of India still lives in villages and so the topic of rural education in India is of utmost
importance. A survey named called the Annual Status of Education Report (ASER), shows
that even though the number of rural students attending schools is rising, but more than half
of the students in fifth grade are unable to read a second grade text book and are not able to
solve simple mathematical problems. Not only this, the level of math and reading is further
declining. Though efforts are being made, they are not in the right direction. The reason cited
for this problem in surveys is the increasing number of single classroom to educate students
from more than one grade. In some states attendance of teachers and students is also
declining. These are a few reasons why schools have failed to educate rural India.
Quality and access to education is the major concern in rural schools as there are fewer
committed teachers, lack of proper text books and learning material in the schools. Though
Government schools exist, but when compared to private schools then quality is a major
issue. Majority of people living in villages have understood the importance of education and
know that it is the only way to get rid of poverty. But due to lack of money they are not able
to send their children to private schools and hence depend upon government schools for
education. Above that, in some of the government schools there is only one teacher for the
entire school and if they dont show up at work, then it is a holiday. If the quality along with
number of teachers and, those too committed teachers can be improved in these schools, then
aspiring rural children and India can fulfill their dreams of doing something great.
Some government schools in rural India are overly packed with students, leading to a
distorted teacher- student ratio. In one such remote village in Arunachal Pradesh there are
more than 300 students in class X which makes nearly 100 students in each classroom. In

11

such a situation it is impossible for teachers to pay full attention towards each and every
student, even if they are willing to help.
Every village is not provided with school which means that students have to go to another
village to get education. Owing to this parents usually do not send their daughters to school,
leading to a failure in achieving rural education in India.
Poverty is another setback. Government schools are not as good and private schools are
expensive. This results in a very low number of students actually clearing their secondary
education and taking admission in colleges for further studies. So the drop-out-rate at the
secondary level is extremely high in villages. Only parents who can afford college education
send their kids to secondary schools. If parents are not able to send their wards for higher
education then all their previous efforts get wasted as completing just secondary education
means a low paying job and the person is again struck in the same never ending cycle of
money, life and poverty.
Most textbooks are in English and since people in rural areas either speaks their native
language or Hindi, but not English that defeats the purpose. This results in lack of their
interest in studies. Though some of the students from villages are really brilliant, as they have
a wealth of practical knowledge and know how to survive even in very harsh conditions of
life, difficultly in understanding their textbooks, lack of facilities and their poverty are a
hurdle in their education.
Quality related issues are far powerful than poverty. Students are not at all encouraged to
think but they are asked to memorize pre-defined questions for exams. So for many students
clearing examination at the end of the session, passing their exam becomes more important
than gaining knowledge. Also as per the new CBSE rule, every student is supposed to be
promoted to the next class irrespective of marks in their examination. Hence majority of

12

students do not bother to study, which means a decline in their education level . Neither
students nor teachers take any interest in studies which is why the level of education is
declining in India despite many efforts.
The foundation to turn India into a strong nation has to be laid down at primary and rural
levels and so the quality of education right from the beginning should be excellent. Education
and text books should be made interesting. For rural students textbooks related to their
culture, their traditions and values should also be there so as to create their interest in studies.
The reasons behind so many drop-outs in spite of free education should be found out as this is
a hurdle on the road to progress. Improvement in the condition of government schools,
education quality, committed teachers and more salaries to these teachers should be part of
development.
There is a difference between city and village student not in terms of brain or development
but their initial environment, skills, learning ability, availability of infrastructure, and access
to different facilities. All of these must be considered while making the curricula which
should not be different but how it is going to be taught would make the difference. Encourage
the genuine rural students who are interested in education and make them competent. There
are many examples of success in rural education in India like the Barefoot College, 8 Day
Academy and Gurukul School in Bihar. These are innovative and successful examples of
schools running in rural India. It is the time to replicate such efforts as our country and its
rural population is very vast which means one of two stories of these kinds wont make any
difference. Instead of this large number of such schools are required in rural India. It is also
absolutely mandatory to evaluate the success of the schools and students at each and every
level. Timely assessment will throw light on present problems and achievements. Let us try to
build a solution around these problems which will resolve the overall issues of rural
education in India.
13

Experiences and Motivation for the Present Work

The researcher, being a student of Social Work, was placed in the Neb sarai community of
New Delhi for his fieldwork. The researcher worked on several aspects like minimizing the
dropout rate, giving health training to adolescents, counselling, etc. The researcher worked in
the Neb Sarai community for nine months. Throughout her fieldwork, the issue that the
researcher thought was highly prevalent in the community and needed immediate attention
was of illiteracy amongst children youth and women of community. The researcher had both,
observed as well as experienced lack of education while working in Neb Sarai community.
He also worked the different groups of children and had many sessions to motivate them
towards the importance of the education and how awareness is important for their betterment.
It became important to know what NFE holds for the community people. What do they think
about NFE or what are their perspectives towards educating their children? Moreover it was
observed that while trainee visited to their home he found none at home at several times
because both mother and father of the child work and contribute to their family income hence
sometimes children dont go to school and there is no one found at home to tell them to go to
school.
Researcher worked with rag pickers children also but the issue of education among children
was vastly found throughout his fieldwork days till the end of the research thats why my
supervisor told me to conduct research on the NFE program of my agency which was
assigned to me for fieldwork and as well as for research work. More it was become important
to know how many of people are aware of programs (i.e. NFE) run by NGO and are they
being benefited by agency or not?

14

LITERATURE REVIEW
THE NATURE OF NON-FORMAL EDUCATION

Introduction

The Concept of Non-Formal Education

Non-Formal Education in India and Other Countries

Rural Development and Non-Formal Education

NFE - Role of State and Voluntary Agencies

Recommendation for NFE in various Education Commissions and

National Policies
(a) Kothari Commission (1964-66)
(b) National Policy on Education (1968)
(c) National Policy on Education (1979)
(d) New National Policy on Education (1986)

Literacy Programmer and Adult Education

Socio-economic and Political Perspectives of NFE

Teaching Methods and Learning Material for NFE

Evaluation Scheme of NFE

Educational Media for NFE

Open Universities and Distance Education -A New Approach of NFE

Overlap between Formal, Informal and Non-Formal Education

Need for Non-Formal Education

Summing up

15

Introduction
The right to basic education is a widely considered fundamental human right and it is
an essential pre-condition for the progress of the nation. The existing formal
education system has not been able to cater to the needs of the Indian population. The
Constitution of India, in Article 45, mentions compulsory primary education for all
children up to fourteen years of age. This has not been possible even after 52 years of
independence. This has created the need for a new revised educational system
concentrated mainly on the rural poor who are outside the mainstream of formal
education. The new system is known as Non-Formal Education; it is outside the
formal education programs. It imparts continuous education to the participants
irrespective of their age, sex and educational background. NFE has varied contentssocio-economic, political and cultural factors and all are closely connected.
The scope of NFE covers activities ranging from simple memorization to the learning
of complicated technologies. It covers all areas of formal education including rural
development, nutrition, health, family planning and agriculture.' It enriches the
learning received through formal education. It exploits the available time and interest
of the individual in bringing out the inherent knowledge, so that the individual can
improve his or her conditions of living.' The methods followed by NFE are mainly the
learner-oriented and based on dialogue between learner and educator. Non-Formal
Education has certain differences from informal education. The International Council
for Educational Development (ICED) has drawn the following valuable distinction
between Non-Formal Education and informal learning:
By informal education we mean the truly, life-long process whereby every
individual acquires attitudes, values, skills and knowledge from daily experience and
16

the educative influences and resources in his or her environment-from family and
neighbors, from work and play, from the market place, the library and the mass
media. We define for Non-Formal Education as any organized educational activity
outside the Established formal system whether operating separately or as an important
feature of some broader activity that is intended to server identifiable learning
clienteles and learning objective.3

The Concept of Non-Formal Education

Non-Formal Education covers all the important educational objectives of imparting
knowledge and skills. The history of NFE in India shows that Non-Formal Education
was used in the early Vedic period without using the name. The present nomenclature
and concept came to India in early seventies when at the UNESCO-sponsored
seminar; the out-of-school education was stressed as a strategy of ever-eluding
objective of Universal Elementary Education.4 At the seminar, the term 'Informal
Education' was proposed. But the participants rejected it because it had the
connotation of incidental educative purpose. Therefore, a new term Non-Formal
Education proposed and was accepted. Thirty years after the seminar, it bears wider
meaning and its area spread from the least extreme of literacy to the last stage of
media education. The classic definition of NFE developed in 1973 by P. H. Coombs
and A. Ahmed is "any organised activities outside the established formal systemwhether operating separately or an important feature of some broader activity-that is
intended to serve identifiable learning clienteles and learning objectives.5 Then later
a number of Indian as well as foreign educationists defined the term with necessary
alterations. In 1974 the report of Ministry of Education, India, clarifies that:

17

Non-Formal Education is meant to cover various educational needs of non-school

going children or 'drop-outs', these programmes are supposed to be differentiated
based on conditions prevailing in various environments, oriented to help children to
improve their work, earnings, health, family life, understanding of the natural and
social surroundings etc.6
In 1978, the document of UNESCO Regional Office at Bangkok mentions the
following general objectives of Non-Formal Education programmes: (a) to promote
awareness through pre-literacy education and acceptance of learning as a means to
individual and national development; (b) to provide equal educational opportunities
for all, and through them mere equitable distributions of gains and employment
avenues; (c) to establish national infrastructural needs and provide manpower; (d) to
make communities self-reliant through Improved management skills involving them
in planning, organisation and implementation of the programmes; (e) to effect transfer
of technology to more need-based area of activity; (f) to mobilize existing unpotential local resources in the community; (g) to promote programmes for NonFormal Education directly linked to productive skill and tangible gains.7
The concept of NFE was developed in relation to less developed countries. The
villages in India suffer from inadequate education facilities and so the rural masses
are systematically discriminated with the benefit of development. Indian educationists
and economists think about the practicability of it. According to Malcom S.
Adiseshaiah,
The NFE is wide ranging because it comprehends all learning outside the formal
system, and has no parameters of time and space. It can be classified for pre-school,
non-school and under school children in the age group 1-15, and for youth and adults,

18

unschooled under schooled needing new additional skills in the age group 15-60.
Non-formal learning can be classified by the learning content involved into these
organized activities where the major emphasis is on general education, and also those
where the content is mainly vocational.8
According to Aravind Chandra et al., "education is imparted in a free atmosphere,
without the rigidity of rules and regulations associated with school or college
education, it is termed as Non-Formal Education."9 The academic objectives of NFE
are clustered around dropouts from formal education, functional illiterates,
unemployed and underemployed youths and adults.10 There are a number of
educational activities and programme that can be termed as NFE including literacy,
adult education, distance education, open university, extension activities, including
those of agriculture, health, population education etc. Thus the process of education
provided to the child or adults or any group, which is structured but outside the formal
education is normally called Non-Formal Education. As for the objectives of NonFormal Education, Dr. Shirur says, "the objectives of Non-Formal Education are to
provide basic knowledge and skills, practice and attitudes necessary for each group to
become conscious of their needs and problems and to learn to achieve their individual
and social goals."11
The above descriptions prove that Non-Formal Education has become a medium for
social change as the knowledge and skills needed urgently. Thus the process of
education provided to the child or adults or any group, which is structured but outside
the formal education is normally called Non-Formal Education.

19

NFE in India and Other Countries

Not only in India but also other countries, a lot of work has been done in the field of
NFE. The concept emerged initially in western countries. Developed as well as
developing countries take initiatives to promote NFE. Here I mentioned only such
examples.
In our neighbouring county, Sri Lanka, the government and other agencies are
conducting NFE programmes for rural and community development. Under NFE fulltime and part-time technical courses run for school leavers and adults. These courses
intend to give an opportunity of learning skills which would lead to employment or
self-employment.
In 1958 China started an impressive programme of 'half study-half work' both in
urban and rural areas. It is true that in its implementation Chinese authorities have
disagreed with the nature and content of NFE, but they uniformly realize that Chinese
education must stand on two legs, i.e. the leg of formal and the leg of non-formal,
flexible and open education. In rural sectors three types of NFE programmes are
envisaged.12The first form has been designed to supply skilled human resources for
China's slow but persistent increase of rural mechanization. The second model of NFE
in China is that short-term training classes and education extension services. This
programme has a combination of offering a basic level of literacy and an effective
extension and demonstration programme. The classes at the commune focus on
specific agricultural techniques, such as seed selection, water conservation production
etc. The third model is non-school information dissemination activities. The model
farmers demonstrate their techniques. The additional non-formal mechanisms are the

20

use of T. V. and radio and the publication of books and magazines popularised for the
rural public.
A successful Non-Formal Education programme was conducted in Tanzania. An
integrated programme like adult education centres, teacher training programmes
through mass media. The Directorate of Adult Education was formed in the Ministry
of National Education. In the words of Daniel Mbunda,
Literacy themes were printed on popular textiles, local dancing groups and jazz
bands popularized the movement through their music, shows at local functions were
designed to popularize the literacy campaign. Political and government meetings
would not be complete without a literacy component. The activities of individuals and
organisations, both public and private, were mobilized in the war against illiteracy. In
other words a national will to eradicate illiteracy was created.13
Non-Formal Education revolution in Tanzania was a great success because the
national will was present throughout the revolution. Now NFE has become a part and
parcel of the life of Tanzanians.
Japan's current education system originated from the Fundamental Code of Education
in 1875. In 1920, the term 'Shakai Kyoiku' (social education) is become official and
then it used to indicate education carried out in non-formal ways. The Social
Education Law of 1949 defined it as "organised program for education activities,
including programs for physical education and recreation mainly for youths and adults
except for those provided in the curriculum of school based on the School Education
Law."14 The social education in Japan has five specified characters: self-directed
independent learning (distance and correspondence education), environment-based
learning (multimedia approach), human relation training (group leadership training),
21

voluntarism (voluntary service for other people in need) and community-oriented

activities. Now Japan has one of the most developed countries in the world.
In short developed as well as developing countries consider the relevance of NonFormal Education as very crucial.

Non-Formal Education and Rural Development

Development means the uplift of human beings with reference to their socioeconomic life. In this, education plays a vital role. A large section of our population is
not able to respond to formal education because of a number of socio-economic
problems. But in the case of rural areas, the problem is acute. In this situation the
importance of NFE programmes cannot be overestimated. Formal educational
institutions are mainly concentrated in urban areas. According to the 1991 Census, the
general literacy level was 52.11%. Of the literates, the urban population constitutes
60.2% and only 44.69% in rural areas.
Formal education still remains beyond the reach of most of the people in rural areas.
Non-Formal Education is the answer to rural illiteracy and ignorance. The report of
Ministry of Education "the fifth five-year plan educational strategies are also based on
the assumption that non-formal ways of imparting and requiring education will be
developed for all categories of learners and an all Levels of education for children,
youth and adults from elementary to higher education."15 Rural developments does
not start with goods and commodities; it starts with people's needs and desires. It can
be achieved through education.
Non-Formal Education can meet many aspects of rural development. It is necessary to
establish interrelationship between occupation and NFE through training of village

22

industries, handicrafts, self-employment etc. Students of professional institutions,

polytechnics and universities can play a very effective role in imparting skills to rural
people. This kind of help link their degrees and encourage them to take up voluntary
activities.
Functional education programmes can be divided into three types:16(a) literacy
programmes for non-school going children in the age group of 6 to 14 years; (b)
vocational education, family welfare education and literacy programme for youth in
the age group of 15 to 25 years; (c) functional literacy for job improvement and selfemployment programmes for adults in the age group of 26 years and above. The
teachers and the persons responsible for the execution of the NFE programmes call
change agents.17
Non-Formal Education for rural development has been incorporated in many
schemes, projects and plans for the uplift of the rural masses. Rural universities on the
line of Mahatma Gandhi's revolutionary ideas on education can lead to the
transformation of rural areas.

Role of Voluntary Agencies

In the area of education the role of voluntary agencies is very crucial and
acknowledged. Religious organisations, charitable institutions, autonomous bodies
etc. involved in the field of Non-Formal Education. The formal and non-formal
streams of education were originally started voluntarily centuries ago. The
government came into picture much later. Religious bodies have their own interested
areas, through temples, mosques and churches imparted knowledge to thousands of
men and women. At the same time, their role is significantly large in formal and non-

23

formal category of education. The state may have served as a supporting or cocoordinating agency.
Some voluntary agencies have been working actively for the removal of illiteracy. In
Kerala, formal as well as Non-Formal Education, major part of which is under
voluntary agencies. Agencies which impart Non-Formal Education in Kerala are
KANFED, Sastrasahityaparishat, Mithranikethan, social service organisations,
developmental

projects

etc.

They

provide

intellectual,

organisational

and

infrastructure facilities for the programme. Voluntary participation is self-motivated

and easily adaptable to local needs. Even the well-administered state cannot reach
everyone and operate as effectively as a voluntary group. The state can only coordinate these efforts that are initiated by such voluntary organizations.

NFE in the Context of Education Commissions and National Policies

Education is a powerful instrument of national development economic, social and
cultural. So the reforms to the transformation and improvement in each age had taken
by government at every time. The national leaders realized that a revolutionary
approach is needed to bring radical changes in objectives, structures, process and
organisation of education. Before independence the policy of education in India was
not national in character as the country was under foreign rule and the educational
policy objectives aimed at fulfilling the purpose of a colonial government. It is
expected that India's population may exceed 1000 million by the turn of this century.
There is 50% of total illiterate population in the world live in India. It is only by
spreading the facilities of education, emerge a new and stronger nation. This can
happen only when illiteracy is wiped out completely from our country. A lion's share
of our population between the age group of 5-35 years is not able to receive formal
24

education and does not get the benefit of regular education. Therefore, the system of
Non-Formal Education should be utilized to tackle this growing problem. Various
education commissions and national policies stressed the system of education outside
the formal structure of education.

Recommendations for NFE in Kothari Commission, 1964-66

The Education Commission of 1964-66 set up by the Government of India, and
popularly known as Kothari Commission recommended NFE on a large scale for out
of school children and adults. The Commission put stress more on literacy, continuing
education, correspondence courses etc. All these linked with adult education
programmes. The Commission present that India was more illiterate in 1961 than
1951, so as massive unorthodox national effort is necessary. All economic and social
developmental plans have their human aspect and involve a large number of persons
who have had no schooling. It is therefore, logical that every developmental project in
whatever field should include an integral part and plan for the education of its
employees, more especially of those who are illiterate.18
The Commission also recommends correspondence courses for those who are unable
to attend regular courses. There must also be a method of taking education to the
millions who depend upon their own efforts to study whenever they can find time to
do so.19 Correspondence courses or home study provides the right answer for this
situation. Lessons should be broadcast through the media of radio, T.V. and
magazines. The Commission recommends fullest exploitation of mass media of
communication and which effectively used as a powerful instrument for creating the
climate and impart knowledge and skills necessary for improving the quality of work
and standard of life of the people.
25

The Kothari Commission has recommended the setting up of libraries all over the
country and the use of school libraries for the public benefit. Libraries play a crucial
role in imparting knowledge and awareness.
Universities can make a valuable contribution to the proper development of NonFormal Education. The Commission recommended that each university should have a
department of Adult and Continuing Education. Our universities can take the role of
open universities and thereby grant education to those who want to satisfy their desire
for knowledge. It is necessary that this 1s linked with employment and impart
vocational education which possesses potential for future development. In this context
universities should perform certain functions. They are social, economic and cultural
development, transmitting e society to the advantages of new scientific conclusions.
Re-educating workers in various professions, re-educating teachers, developing new
methods and skills of teaching, creating awareness of hygiene, cleanliness, population
control etc. And providing training for various subject.

The National Policy on Education, 1968

On the basis of Kothari Commission Report, National Education Commission was set
up for reviewing the structure and evolves a national education policy. Liquidation of
mass illiteracy is an essential component for accelerating programme of production
and quickening the tempo of national development. With a view to reducing the
number of illiterates part-time literacy classes should be organised for grown up
children. All employees in large commercial, industrial and other concerns should be
made functionally literate within a prescribed period of their employment and a lead
in this direction should be given by the industrial plant in public sector. 20 similarly,
teachers, students and educational institutions should be actively involved in literacy
26

campaigns. The achievement of literacy should be sustained by the provision of

attractive reading materials and library service to new literates.
Part-time and own-time education is another important component of national policy
for NFE. These facilities will smoothen the transition from school to work, reduce the
cost of education to the state, and provide opportunities for desired people. In
particular greater emphasis has to be laid on the development of correspondence
courses, not only for university students, but also for secondary school students, for
teachers, for agricultural, industrial and other workers; and facilities should be
available to both men and women, to study privately and appear at the various
examinations conducted the boards of examination and the universities.21 In short,
adult or continuing education should be developed through facilities for part-time or
own-time education through the expansion and improvement of library services,
educational broadcasting and the television. The development of extension services in
universities is of great significance in this context. In particular, the universities
should organize special extension programmes to train rural leadership.

National Education Policy 1979

There were ten years after National Education Policy 1968, education at all levels
needs to a functional revision in relation to the felt needs and potentialities of the of
the people. Emphasis should be shift from teaching to learning, the role of learner
being more crucial. The policy highlights Gandhiji's ideas and experiments in the field
of education, i.e. correlation of hand and heart leading to complementarity of
intellectual and manual work is important and useful to society, community service
and participation in constructive and socially useful productive work should be an
integral part of education at all stages so as to foster self-reliance and the dignity of
27

labour. It stresses the need of Non-Formal Education while it is necessary to expand

the facilities for formal education in elementary schools for all children in the age
group 6-14, it is also important to formulate schemes of Non-Formal Education for
dropouts and the older children in the age group who have not had any schooling. 22
Adult education and literacy programme came under preview of Non-Formal
Education. At that time illiterate adult population was 230 million. Planners think that
their contribution to national development could be increased, if they received same
education. The nation should deem its solemn duty to impart education to them. The
concept of adult education defined that not the acquisition of literacy and numeracy
and also functional development and social awareness with a view to cultivating the
habit of self-education.23 It also includes the part of Revised Minimum Need
Programme whose thrust is to reach the poor people. Since the real problem of adult
illiteracy exists in the rural areas, special efforts will have to be made to involve the
rural community and teachers in the rural areas to conduct this programme. A special
effort should be made to advice mahilamandals and youth organisations. Some input
from the community would be desirable to make it a continuing programme.
Besides removing illiteracy and creating awareness, adult education programme has
to have some developmental content. It should also aim at improving the skills of the
target groups so that their productivity can be improved.24 The policy suggested
certain measures for the continuation of adult education including low-price books
and literature, village libraries, material put out through mass media etc. The
development of rural library system is necessary to support the programme of
continuing education.

28

Recommendations for NFE in New National Policy of Education,

1986
The directive principles of Indian Constitution provide the provision of free and
compulsory education to all children up to the fourteen years old. Between the periods
of 1951 to New National Policy of Education, 1986, a number of institutions started
for elementary education. But which is not fully effective to attain the real goal. The
national policies of 1968 and 1979 give much emphasis on elementary education and
adult education. The Education Commission 1966 has rightly stated: "Education does
not end with schooling, but it is a life-long process."25
In 1985, the newly elected Prime Minister addressed the nation to propose a new and
dynamic educational policy for India. National Policy in 1986 gives greater emphasis
on NFE. A large and systematic programme of Non-Formal Education will be
launched for school drop-outs, for children from habitations without schools, working
children and girls of whole day schools.26 Effective steps will be taken to provide a
framework for the curriculum, but based on the needs of the learners and related to the
local environment.27 The Fifth Five Year Plan's educational strategy is also based on
the assumption that non-formal ways of imparting and acquiring education will be
developed for all categories of learners and on all levels of education for children,
youth and adults from elementary to higher education.28 NFE 1986 proposed ior rapid
eradication of mass illiteracy because half of the total illiterate population of the
world live in India, which also proposed to utilize non-formal channels of education
like T.V., radio, .postal., coaching etc. A separate educational T.V. channel has been
suggested.

29

Centrally assisted schemes introduced for running NFE centers in the ten educational
backward states, viz. Uttar Pradesh, Jammu Kashmir, Rajasthan. Madhya Pradesh,
Andhra Pradesh, Bihar, W. Bengal, Orissa, Arunachal Pradesh and Assam. The aims
of the policy assure all children up to fourteen years provide free and compulsory
education before 1995.

Literacy Programme and Adult Education

Literacy is the main component of education. Both formal and Non-Formal Education
gives priority to eradicate illiteracy. Listing formal education programme has failed to
produce the desired result. NFE is the best strategy to literate people. This is
acceptable to everybody irrespective of age, caste and wealth. The 50% of world
illiterate population live in India. In order to wipe out illiteracy totally in the world,
the UN declared 1990 as the International Year of Literacy and 1991-2000 as the
'International Literacy Decade'.
Illiterates are two groups: adult illiterates and illiterates below 14 years who dropout
their education at elementary level. The overall dropout level was high in some states,
in 1987-88. Bengal had 79.03% and Kerala had only 0.4% is recorded.29 The NSS
42nd round survey had further shown that in the age group 6 to 12, 42.3% rural
children were never enrolled in school.
The currently accepted definition of literacy by UNESCO: "A person is literate when
he has acquired for effective functioning in his group and community and whose
attainment in reading, writing and arithmetic make it possible for him to continue to
use those skills towards his own and the community's development.30 This leads to a
question of currently accepted term literacy, who write his name include the category
of literate. The follow-up programmes by non-formal way leads the fulfillment of all30

round development mentioned in UNESCO's definition. It is the most significant

welfare idea of this generation. Government of India, through five year plans has
made special efforts to improve literacy, adult education, women's education
particularly in rural areas. The plan observed that adult education is an integral part of
the revised Minimum Need Programmes which is (a) To reach the poor directly, (b)
To implement it through co-ordination with other departments and (c) To make it as
an essential facet of planning.
Acharacteristic of formal education is that it can be imparted in a classroom. But it is
not a must in non-formal programmes. Considering the absolute inadequacy of formal
education for eradicating illiteracy from the masses, NFE is the best and suitable
strategy. The level of education of a country is an indicator of its development. Mass
education is being advocated by the educationists and statesmen because the number
of illiterates who are to be made literate is so huge. Literacy can reduce the gap
between the rich and the poor by making the people more knowledgeable about the
means of life. Literacy is the open door to knowledge and to a better tomorrow.
In Indian situation NFE is closely linked with adult education. It may be remembered
that India already has an extensive adult education programme. The literacy and
training components are common between NFE and adult education. Therefore, it is
quite natural NFE eater the adults also. Now both consider under the same head.
According to Coombs, "only organised, systematic educational activity outside the
framework of the formal system to provide selective types of learning to particular
subgroups in the population, adults as well as children."31 The concept of adult
education has changed from time according to the needs of the nation and people. In
any way or programme, all have agreed one point that, adult education should be

31

relevant to fulfill national objective and helps the adult to solve his personal, social,
economic and political problems of life.

Socio-economic and Political Perspectives of Non-Formal Education

The success of any society depends up on a well informed and enlightened citizen. In
this process education has an important role, which moulded the views and attitudes
of people. The non-fonnal contents also contribute to social life. The social needs of
the people are their desirability in society, compatibility with other people and
usefulness. Even a primary level of education improves a person socially and makes
his status higher than an illiterate. The NFE imparts a change in behaviour and mental
attitude, which raises the social significance of a person. Revolutionary political
parties in socialist countries, both before and offer their revolutions, have initiated
large programmes for changing the consciousness, skills and organisation of their
people.32
The NFE revive the hopes of becoming socially useful and desired. Such persons can
learn a skill or a hobby or more so, when they find a job and can completely transform
themselves. Because they had no skill, and were unproductive and unemployed, they
considered themselves, and were considered by others as well as unwanted and a
burden to the society. They also becoming socially conscious, and at least, aware of
the benefits of planned parenthood, clean home and surroundings, as also about the
use of mass media. The social significance of NFE increases if it makes the people
socially conscious, desirable and useful. Non-Formal Education develop social
consciousness of people towards social evils like alcoholism, drug abuse, corruption
etc. NFE leads to develop social sensitivity and social desirability which again is
increased by achieving social importance. Social desirability is seen in developing
32

correct social values, attitudes and habits. Condemning exploitation of children and
women and promoting literacy are also socially desirable virtues. Non-Formal
Education contents for self-development promote socially desirable values, attitudes
and practices.
Educated people can be more useful to their society. The literacy programme, family
welfare campaigns, job training and other community services of the non-formal
stream make people socially productive. People can be made socially aware by
instructing them to use their capabilities and resources, through NFE. In India,
widespread poverty and illiteracy have blunted the social consciousness, desirability
and usefulness of a large number of people. These have led to emphasis on joboriented and literacy programmes in non-formal stream. Literate and employed can
develop social awareness, desirability and usefulness. The non-formal programmes
aiming at them have good social status.
Illiteracy, ignorance and superstition are very high among women. Non-Formal
Education removing these and widen their mental horizon and to develop social and
productive skills, through better use of their leisure leading to self-employment or
some gainful employment outside the home.
Non-Formal Education means learning to change one's behaviour to enhance the
quality of life through work and value without formal schooling. The economic
implications of NFE are many, particularly for a country which has such a vast
population of adult illiterates. Non-formal programmes, which functioned for the
removal of poverty, unemployment etc. is productive in certain extent. Young people
who entering the job market, non-formal programmes give skills and opportunities for
employment. Short-term and non-formal job training like electronic material

33

servicing, garment making, handicrafts etc. have instant economic values. For the
young non-formal learners: these courses have great job potential. So, it increases
their economic assets: they have a high status.
The economic value of NFE can be found in monetary terms, such as income,
supplementary earnings or the savings of non-formal learners. An increasing diversity
of contents, an improving social position of the learners, and their rising economic
prospects, all reflects the high status of Non-Formal Education. Because India is still a
poor and developing country in economic terms, the vocational NFE has a higher
status than a mere literacy or cultural NFE programmes tor education. Vocational
programmes must be offered in rural areas for the large number of unemployed youth
and adults.
The educated and trained adults would like to educate their children. This is the first
step of the income-rising ladder. The successive generations would also be inclined to
keep on climbing the ladder. People can improve their living through their own
efforts. The war on poverty can be fought and won in a constructive way through nonformal training in vocational skills and marketing strategies. The incidence of
poverty-based crimes may also come down if the jobless and the underemployed can
make an honest living through their own efforts. The disparities in income can be
reduced through NFE.
Social scientists had conduct surveys on the impact on social economic and political
development of the people. The beneficiaries of NFE are observed, interviewed and
asked about the benefits. The observations, interviews and questionnaire provide
information about the improvements among the people.

34

Teaching Methods and Learning Material for NFE

Learners of Non-Formal Education differ from the learners of the formal education.
So the methods used for NFE must suit to the background of non-formal learners. The
teacher-oriented methods such as formal class lectures will not work effectively in
NFE. The methods ensuring maximum learner participation of the learners is
applicable in this field. Methods such as talks cum demonstration, workshop, group
discussion, self-study and contact classes are the most appropriate methods for NFE.
Methods that permit interaction, involvement and opportunities to express one should
be choose for non-formal teaching. A combination of two or more methods will be
effective for larger groups and individuals who seek varying objectives from NFE.
An oral explanation becomes easier to understand through a demonstration so it
considered more appealing and effective method. A good and proper demonstration
requires systematic planning regarding all details. The workshop method is more
effective than a demonstration, as the learner get personally involved in learning by
doing.33 unlike the demonstration method in which the learners are usually passive
observers, in a workshop, the learners themselves, in groups, prepare the article or
articles under the guidance of the instructor. Group discussion is another fruitful
method in the field of NFE. In a group discussion members expose their views and
arrived at a mutually agreed solution.
Material used in NFE is easily grasped by learners. The five senses sight, hearing,
touch, smell and taste-make understanding of concrete and material things possible.
The audio-visual aids make the learning process clear, simpler and interesting. Audiovisual aids have a special significance for the learners who come from different
backgrounds, and have various abilities and experiences. These materials help the
35

learners to build common platform of experience and to proceed from there to the
abstract of non-material aspect of learning.34 Graphic aids include chart, diagrams,
flashcards, pictures and photographs and these are mostly used to present information
through eye-catching writings and illustrations. Displays on chalkboards, bulletin
boards and flannel boards used for presenting information.
Three-dimensional aids-objects, specimen and models are more useful in Non-Formal
Education. Objects are real things which help in developing correct concept and
understanding of things. Specimen is art of actual objects or a group of similar
objects. Models differ from the real things in size and material; it may either be
smaller or bigger than the original. Projected aids like slides, filmstrips, television and
videotapes commonly used in Non-Formal Education. Leaflets, folders, brochures etc.
is very much useful to neo-literates. Graphical materials, displays and projected aids
will have to be used according to the age, ability and experience of the learners.

Evaluation Scheme of NFE

Formal education has organised evaluation schemes, elaborate theories and rigid
practical test, with a stringent system of final examination to evaluate the students for
success or failure. But all this methods are absent in Non-Formal Education. It
follows different criteria for evaluation, confined not judging the performance of the
individual beneficiary, but to evaluate what NFE has done for the educational and
intellectual awareness of the community. It is necessary to find, whether there has
made any positive impact on learners. Evaluation is also needed to make better plans
for the future. Periodical evaluation can help to find the weakness and deficiencies in
planning and implementation, so that corrective steps can be taken in this time.

36

There are six methods used for evaluation in NFE. They are attendance, cost
effectiveness, use of knowledge and abilities acquired, budget utilization. Reaction of
the learners and reaction of the instructor.35
Overall attendance of the learners is a significant indication of the keeners of the
learners. Attendance can be according to the programmes. Cost effectiveness of the
project in terms of input-out ratio can be worked out to evaluate the programme.
The use of knowledge and abilities acquired through NFE can be evaluated. These can
be done at three levels: (1) personal development, like being able to do one's own
work involving reading, writing and simple arithmetic, fluency in conversation,
cooking one's own meals or making one's own clothes, (2) competency in doing
similar work for the family and neighbors, including reading and writing of letters for
them, or arranging family and community functions, family planning camps and
campaigns for clean environment and (3) increased employment opportunities for
men and women, provided through better education in a non-formal way. Using skills
learned through NFE, even self-employment, are all a measure of the success of NFE.
The records of the income and the expenditure can be checked to find out if the
resources are being properly utilized for the intended purpose and there is no wastage
or leakage.
The reaction of learners can be measured through questionnaires and check-lists
which can be administrated in groups or individually, separately for the illiterates and
literates, and the less educated persons. The reaction of the instructor can be in the
form of a report on his satisfaction regarding impact of the Non-Formal Education on
learners. University level NFE programme has been properly evaluated by
examinations and assessments.
37

The most difficult aspect of Non-Formal Education is its correct evaluation as

evaluation refers to a formal component. Non-innovative evaluation method pointing
the actual gain of knowledge, change in opinions and practices, enjoyment of leisure
and increased job or self-employment opportunities.

Educational Media in NFE

The main function of education is communication of skills, knowledge and attitudes.
The mass media known to gave great potential in communicating these effectively.
The media communication has opened new dimension in the horizon of human world.
By application of various media in the field of education, millions of people have
come to acquire new ideas, philosophies, approaches and attitudes. Educational
broadcasting has an important role to play in furthering education and development.
The role is more significant in the context of situations obtaining in developing
countries like India which are faced on the one hand with the problem of huge
percentage of illiteracy and heavy dropout rates, and on the other, with the emergent
need to providing greatly increased access to education in formal and non-formal
system.36
Education is not limited in classroom teaching only. In this context radio has been
playing an important role for promoting relevant and interesting education. It not only
informs, but also inspires the audience. It also a potential instrumental tool in the
formal, informal and Non-Formal Education. All India Radio introduced programmes
for children from Bombay station early as in 1929 and from Madras station in 1930,
the pioneering school broadcast programme started in 1932.37 The other stations
followed suit and have been broadcasting educational programmes quite successfully.
The National Adult Education Project was implemented on a massive scale by the
38

Government of India in order to remove illiteracy from the country since 2 October
1978. The AIR also has committed itself to supporting the project with suitable
programme for publicity, motivation and training. This service learning directly from
the teachers is minimal and there is more emphasis on learning through various mass
media, educational broadcasts are expected to play an important role in Non-Formal
Education system. In five states like Kerala, Gujarat, Maharashtra, Assam and Tamil
Nadu, there are well organised radio-cum-correspondence training like language and
science. For example, the state government of Kerala in collaboration with the AIR,
Thiruvananthapuram organised radio correspondence-cum-contact course for training
teachers in 1975. As many as 35,000 teachers have been trained under this
programme.38 Most of the radio stations are single channel ones and it is not possible
to cater the variety of demands like adult education, workers education, distance
education etc. The main problem faced the radio broadcasting is that which lose the
initial glamour with the introduction of television.
Throughout the history of development, technology has been linked to learning.
Modern technology has been linked to learning. Modem technology combined with
educational programme, i.e. educational T.V. The formulated term 'Instructional
Television' refers to the use of any television media in any of its various technological
forms to present information, ideas and experience in any subject area and at any level
as some portion of an organised educational programme. Regarding the use of
instructional T. V the Encyclopedia of Education given the following:
Use of instructional television in an organised educational programme are varied but
have been described in the following categories: total teaching, supplementary,
enrichment and remedial. If television is used for total teaching, all major contents
and basic concepts are presented by television. In supplementary use, television
39

programmes present material carefully correlated with the principal course material
but not otherwise ordinarily provided. For enrichment, television is used to present
materials considered desirable in subject areas other than the principal course of
study. In its remedial aspect television is used to present materials for make-up work
or concentrated emphasis in narrow subject areas.39
The development of T.V, in India follows its development and utilization in some of
the advanced countries of the world. Educationists recognized that television used as a
potential aid to education. Education system through communication technology will
definitely play a decisive role in order to face the manifold challenges in education.
The National Policy of Education 1986 recommends:
Modern communication technologies have the potential to bypass several stages and
sequences in the process of development encountered in earlier decades. Both the
constraints of time and distance at one become manageable. In order to avoid
structural dualism, modern educational technology must reach out to the most distant
areas and the most deprived sections of beneficiaries simultaneously with the areas of
comparative affluence and ready availability. The media have a profound influence on
the minds of children as well as adults; some of them tend to encourage consumerism,
violence etc. and has a deleterious effect. Radio and T.V. programmes which early
militate against proper educational objectives will be prevented. Steps will be taken to
discourage such trends in films and other media also. An active movement will be
started to promote the production of children's films of high quality and usefulness.40
It is significant to note that the television service was started by All India Radio under
a project aided by UNESCO to produce and transmit social education programme in
1959 in Delhi.

40

In planning and production of programmes both the media radio and T. V. would
emphasis the following national priorities:41 (a) universaliation of elementary
education both formal and non-formal, (b) Non-Formal Education for adults, linking
education to economic and social tasks, (c) development of vocational and
professional skills, (d) training for citizenship, (e) popularizing science with a view to
developing a scientific outlook, ( f ) promoting national integration, (g) providing
information about themes of national importance- population education, energy
conservation, preservation of wild life, environmental sanitation, nutrition and health.
Thus, the efficient utilization of media is successful in educating the masses about
such concepts such as democracy, secularism, national integration, family welfare and
population education.

Open Universities and Distance Education: A New Approach of NFE

Open University system first started in the United Kingdom with considerable
success.42 In India, Andhra Pradesh became the pioneer in establishing the university
by an Ad of State Legislation. This was followed by lndira Gandhi National Open
University (IGNOU) in 1985 by an ad of Parliament. The establishment of the Open
University got its approval from the National Policy on Education 1986. The main
objective is to advance and disseminate learning by a diversity of means including the
conventional and latest communication technology to large segment of population.
The National Open University has to encourage other open universities and distance
education system. It also provide higher education to disadvantaged groups such as
those living in remote and rural areas including working people, housewives and other
adults who wish to upgrade or acquire knowledge through studies in various field. It
provides an innovative system which is flexible and open. It promotes national
41

integration and the integrated development of the human personality through its
policies and programmes. It means that non-formal channels of education will
establish itself as a parallel system of higher education with the introduction of open
universities. The Open University systems are getting state recognition and state funds
and they are the most favored institutes. Course material is specially prepared to suit
self-study. IGNOU course design is slightly different. For any undergraduate there are
preparatory non-credit courses for four months followed by three years of study. Each
course carries four credits. These courses are for students who are from non-formal
channels. Open universities have study centers to contact the student and the
coordinators help the students. IGNOU has regional centers in several states apart
from having study centers to provide a rapport between students and institutes-and
provide facilities for contact programmes and practical training. Generally the student
centers are situated in already existing polytechnics, junior colleges, universities and
other institutions where an infrastructure already exists. The teachers working there
are appointed as part-time tutors.
The concept of distance education has emerged as a result of man's search for an
education which could be provided to a person at home. Now continuing education
became the part of educational system. Most quoted definition is by Borje Holmberg,
according to him, "distance education is the various forms of study at all levels which
are not under the continuous, immediate supervision of tutors present with their
students in lecture rooms or on the same premises, but which nevertheless, benefit
from planning, guidance and tuition of a tutorial organization.43
This system of open education is well-developed in developed countries of the world.
In developing countries like India, instruction through correspondence became
popular. The main objective of distance education is to increase the knowledge of the
42

educated citizens, to provide higher education to those who fail to join the regular
university courses, and to ensure lesser expense and higher efficiency than the formal
system of education.44
The first arid widely used form of distance education is correspondence courses,
which also the channel of Non-Formal Education available at university level. The
objective of correspondence education is to provide a new stream of education to
enable a large number of persons, with necessary aptitude to acquire further
knowledge to improve their personal competence. It intended to cater students who
had to discontinue formal education, in geographically remote area. Courses of study
for an undergraduate courses broken up into a number of modules, which are posted
to students who work on the material sent to him and can obtain further guidance and
clarification through writing back to the diffusing centre and through attending the
periodic contact classes which are organised at or near his place of residence along
with other students participating in correspondence courses.45
Second form of distance education is one which used not only the posted material, as
in the above cases, but also the electronic media. In the use of radio and T.V either as
a supplement to postal teaching or as a comprehensive self contained form of distance
education. This has rich possibilities including certain negative aspects.
A third form of distance is one which breaks away from established syllabus and
contents of schools and universities and innovates with new learning content. This
new content may relate age and stage of learning. For instance research in any of the
university adult education department has shown that illiterate adults can reach the
literacy level of third or fourth standard or primary school or similar learning of a
worker in a factory can combine academic study and professional training in a certain

43

period, during which he is continuously assessed and given a certificate to proficiency

which may enable him to higher position.
Indira Gandhi National Open University is supposed to the beacon of distance
learning. It will also guide the states to seek to encourage distance learning in setting
up similar universities. Distance method can successfully used for catering to groups
who, for geographical, economic or social reasons are unable or unwilling to make
use of traditional provisions.

Overlap between Formal, Informal and Non-Formal Education

Education comprises three categories, i.e. incidental or informal, non-formal and
formal system. Each section has a predominant role in the scenario of education
which begins the moment a child is born and ends it when he dies. The United
Nation's publications in general give the following classifications:
Incidental education; learning which takes place without either a conscious attempt to
present on the part of the source or a conscious attempt to learn as part of learner.
Informal education; learning result from situation where either learner or source of
information has a conscious intent of promoting learning but not both Non-Formal
Education; any school learning where both source and the learning. Formal education,
which differs from non-formal have conscious intent to promote formal education by
its location within the situation called school which are characterized by the use of
age-graded classes of youth being taught fixed curriculum by a cadre of certified
teachers using pedagogical method.46
In India educationists had not paid much attention to differentiate incidental and
informal, both are encompassed in any of them. Non-Formal Education shared certain

44

characteristics of informal as well as formal. At the same time it is distinguished from

formal on one hand and informal education on the other. It differs from formal
education in the sense that it takes place outside the formal system. It is also differ
from informal education in that it is organised. It must be added that it is not possible
to have watertight compartments. These suggested classifications are a matter of
convenience and they are not mutually exclusive. NFE can be organised with the
framework of a formal educational institutions. Co-curricular activities and other
programmes organized in a school can be classified as non-formal in character.
Similarly there can be element of formal education in a Non-Formal Education
activity. The correspondence courses for example for the first degree give by a
university do follow a prescribed syllabus, provided for a brief contact programme in
which there is regular classroom teaching, and students of correspondence courses
take the same public examination and in the same manner as other students
corresponding final course.47

Need for Non-Formal Education

Education is the most powerful weapon for fighting ignorance and illiteracy and to
bring about a lasting social change, for a country's progress is measured by its level of
education. The universal right to education, which is basic to the quality of life is
denied to these underprivileged classes. The children of poor prematurely forced to do
work. Due to lack of pre-school education affect their physical and mental
development. The degree of failures in the lower socio-economic class is very high in
primary to higher education. Literacy and out of school training programs strengthen
their socio-economic and material upliftment.

45

The process of urbanization also had many problems. Poor people migrated from rural
areas to seek better opportunities creates tremendous problems of housing,
employment, schooling etc. This widespread problem does not removed through
formal developmental schemes. Every society needs educated people who should be
directly involved in its democratic life. The socio-economic and cultural conditions of
weaker sections of the society make it imperative that they should be helped to
acquire new knowledge, skills, values and attitudes not only for their own betterment
but for the good of the country as a whole. Our county therefore needs to encourage
all efforts to educate the less-favored sections of the population especially where the
poor and illiterate form the majority.
The rigid formal education system is not reached all the sections of a society and all
the categories of men and women. Only the privileged groups, by and large, avail
themselves of educational facilities through schools, college, universities and
technological institutions. The fixed point of entry and exist of formal education
makes it more difficult for students from the weaker sections of the society re-enter it.
Because of certain causes the formal system became less suitable for the deprived
sections of the society. Much more emphasis will have to be placed on the non-formal
ways of education particularly for those who are excluded from the benefit of formal
schooling. The importance of Non-Formal Education has also been recognized by the
Government of India and it now forms an essential part of the revised educational
planning.
Education is now recognized as a lifelong process. This is applicable form illiterates
to formally educate. The formally educated can continue their education and
knowledge in the areas associated with their studies and work, or they can take up
new subjects to study for their personal enlightenment. The formally educated can
46

conveniently adopt non-formal programs like correspondence courses, in service

training, additional job training etc.
Education in any form needs to provide improvement of their quality of life and to
help them to participate productively in the national development. The formal
education system, because of its rigidity excludes the poor for the advantages. The
NFE, which is flexible and relevant to the lives of illiterates and poor, needs to be
encouraged. Formally educated persons can also to continue their education for either
self-development or higher professional advancement in a non-formal way.

Summing up
Non-Formal Education means learning to change one's behavior to enhance the
quality of life through work and values without formal schooling. The academic
objectives of NFE are clustered around dropouts from formal education, functional
illiterates, unemployed or underemployed youth and adults. NFE is not a counter
activity in opposition to formal education, but complement the formal stream of
education, NFE has the potential of being a life-long education.

47

RESEARCH DESIGN AND METHODOLOGY

A methodology is usually a guideline system for solving a problem, with specific
components such as phases, tasks, methods, techniques and tools. It can be defined also as
follows:

1. "The analysis of the principles of methods, rules, and postulates employed by a

discipline";
2. "The systematic study of methods that are, can be, or have been applied within a
discipline";
3. "The study or description of methods".

Generally speaking, methodology does not describe specific methods, even though much
attention is given to the nature and kinds of processes to be followed in a particular procedure
or in attaining an objective. When proper to a study of methodology, such processes
constitute a constructive generic framework; thus they may be broken down in sub-processes,
combined, or their sequence changed.
Basically trainee has to following targets:
1) He has to interact with parents and children who avail the benefits of NFE program.
2) He also has to interact with NFE teacher and the agency people to know more about
NFE.
3) He has to indulge in research to know whether information he has collected is
authentic or not.

48

Research Design
Although research may be collected in various way but my research would be Descriptive
and will be collected through surveys, interview, observations, and meeting etc because it is
most possible that the people who are going to researched will be less educated or not.
Thus the process would be:
1) Data gathering through interviews and observations.
2) Organizing data into appropriate manner.
3) Analysis of data.
4) Finally evaluation.

Universe/sample
The universe of the study is the NFE students of NavSrishti those who have passed out from
the organisation. I was decided to select 20 students who have passed out from the NFE
programme in last 2 years, their parents and the NFE instructor. So in all it was a sample of
40.

Sampling Design
Universe

Type of sampling

Neb Sarai Community

Number of Student selected

Random

20

Number of parents of students selected

Purposive

19

NFE Teacher Selected

Purposive

Sample Size

40

49

Tools of data collection

Data is collected through one to one and face to face interviews each student was search and
interviewed as per the trainee was supervised questions were asked in Hindi as per the
convenient to talk to the community people later trainee again translated his research again in
English.
Hence three interview schedules were prepared: one for the children, one for parents and one
for the NFE teacher. Researcher collected information through the means of questionnaire
and he visited each and every home of the children to get information.

Analysis
Data collected would be both qualitatively and quantitatively analysed. And research could
reflect each aspects of the study.

50

FINDINGS AND ANALYSIS OF RESEARCH

Trainee was placed in the Neb Sarai community where this organisation named NGO is
working. Trainee spent his all field work days in the same community and he also observed
the NFE classes through out the year and here he observed that the classes are being held all
the working days of the week and students come at 9:00 am in morning they are left at 1:00
pm in noon. The teacher is found to be very discipline about the time and she also asked
children to be at time. In single day she teacher the target subject according to the scheduled
prepared by the NGO itself and thereafter she used make them involve in Art and Craft
activities and she also used to make them play and make them learn the poem.
Moreover it was also observed that she also asked children to be neat and clean and she also
teach them the importance of hygiene. Apart from this she also asked their parent to come to
meet at parents meeting she also used to visit their homes if the child stopped coming to the
NFE classes. I personally feel that she is very hard working and she works with a great
passion and dedication she really very conscious about the welfare of the community that is
the only person at agency who is well known in community and people always talk in her
favour. She not only help people for education but she regularly motivate and aware people
about the benefit/programs which meant for such communities.
On the other hand she also makes use of those volunteer from German and from other
countries for her class. It was being observed that she allows other people like volunteers like
me also was used to teach children and she also asked me help in improving the syllabi made
for the NFE going children although it was well organised but she asked me that could I
suggest something better that it.

51

Age
It is found that the most children of age group (8-10) attended the NFE classes in last years. It
can be concluded that the children of age below 15 got admitted in NFE Centre although it is
their school going age but they are coming to NFE and here from they are admitted to school
in different classes according to their talent and pace.
Moreover it was observed that the parents prefer to send their children to NFE Centre
because they think that children better being taught and taken care by NFE centre and they
also said that the teacher at NFE is very hardworking and responsible women.

Age of Students

(6-8)
(8-10)
(10-12)
(12-14)
14 above

Present Occupation
Almost all students are still school going after passing out from NFE Centre no one children
was found working anywhere only two children were found who still coming to NFE it
52

means NFE is also being used as remedial and coaching class as well which is supplementing
to their school education too.

Present Occupation

School going
Both School and NFE
Working
Do nothing

Students at different level

It is found that most of the students are studying in class 4th they all got admission by the
NGO itself it mean they would be admitted to school in 2nd or 3rd class generally children got
admission in school in different classes according to their talent and the pace they have.
Moreover it can also be concluded that the children in school didn't get proper attention of
teacher because the huge strength of children in class 1stthat is why people of community
prefer to send their child to NFE first.

53

Students at different level

1st
2nd
3rd
4th
5th

Reasons for going NFE

It was also found that most of the children who were interview, like to go to NFE by
themselves. Moreover they told me that NFE teacher is good she always helps us and she
teaches very well she also made us play lots of games and she made us learn various poems.
She also took us on picnic tour. Children are better known of importance of education, very
few students were coming to NFE by the motivation of their parents and NFE teacher later
they realised the importance of education.

54

Reason for going NFE

Like to come
Parents Used to send
NFE Teacher convince to come
Lived Near NFE Centre
You wanted to study

Referral to NFE
Most of the students were going to NFE by themselves they are those who were selfmotivated they were aware of the importance of education and there were some children
about 8 children out of 20 were initially force by their parents and NFE teacher but later they
got interested in study by the attraction of classes and games and teacher which were
organized by NFE teacher.

55

Referral to NFE

self
Friends
Parents
NFE teacher

Experience at NFE
Researches gave children choices to tell whether the NFE teacher is not good, good, or very
good. Here it was found that most of the students (12/20)said that the Teacher is very good
and (8/20)children told me that she is good and none of them said that she is not good so
Here we can conclude that the teacher has good rapport amongst community people due to
her hard work and dedication towards her job. And children those who were interviewed
were well sensed children they replied positively on every steps.

Procedure for getting admission into NFE

According to the answers of children it was resulted that children need two photos and their
parents had to present with their children before NFE teacher at agency and the child got
admission in NFE. Teacher talks to the parent and told them to send their children regularly
to the NFE class.

56

Some children dont know the procedure that how they got admitted to NFE because teacher
earlier known about their parents and they were convinced by the teacher.

Duration at NFE
Usually student spent one year at NFE but it was some children left the NFE Centre before
one year and few students spent two years at NFE although most of the students spent more
one year at NFE. Here it can be concluded NFE is used as the classes to mainstream the the
children and they are admitted to school in different levels according to their skills and talent
and those who are still coming to NFE and they are school going too. Here they use NFE
class as remedial classes or as coaching classes. It is also used as the ticket to admit in school
sometimes in higher classes.

Duration at NFE

Two Year
One Year
4-8 Months
Less than 4 Months

57

Teaching Aids at NFE

It was found that the children coming to NFE received all basic stationary like pens, pencils,
copy, books, and etc. sometimes they are given other things also like bag and other thing, it
depends on the occasion like some respondent told me that they were given these things and
some told me they were not given any bag or bottle. It is concluded that all those who came
to NFE was provided with all basic stationary and all other things which were necessary for
them and these thing bound themselves to stay with NFE class.

Subject Taught
According to the respondent children NFE classes facilitate the subjects like Hindi, English,
Maths and general awareness about hygiene and some social awareness like some respondent
were found to be aware about the age of maturity one girl told her mother that you can't force
me for marriage before 18 years of age and I would do marriage by my choice. Although the
teacher regularly teaches the core subjects but she also drawn attention of children toward
awareness of the society norms and about general awareness regarding how things should be
done in the systematic and in the purview of laws and orders.

Likes and Dislikes

Most of the students were found to be interested in NFE classes. They said that they like NFE
because they were being played various games and there used to be many activities done by
NFE teacher like she asked them to make drawings and she also gave them some art and craft
thing which was most like by the children once researcher found various flowers made by
children by cutting and pasting of different parts of the flower like flower pedals and stick
made from paper. Moreover they also told that they had fun when teacher make them learn
poems and they were asked teach other students also.
58

NFE Teacher
Almost all students like NFE teacher they scaled her as good, better, best and very few
respondent said she is neither so good nor bad (4 children), and only 2 two students said she
is not good. Here we can conclude that the NFE teacher has good image amongst all children
who attended the NFE. It means according to the respondents she is a good teacher for them
and for other children of the community too. They also said that she is helpful person who
always pay attention to their problems and worries even today and she provides assistance
and help to everyone. Moreover she provides all necessary information to the community
people regarding how to apply for ration card and ID card etc.

Aspirations/Ambitions
According to the research most of the students were fond of becoming the teacher because
they well observed the NFE teacher they also observed her respect which she gets from
community people because of her hard work and dedication towards her job. On the other
hand some children wanted to become doctors specially the girls group and those children
who want to be powerful they said we want to become police or some said we want to be rich
person so here we can conclude that even though they are not so advantage but they have big
inspiration because they believes that one day will come, they will get recognition and can be
stand besides those who they inspired now.

Changes you got After NFE

All children said that they got some positive changes in them here they told researcher that
they got some changes in their level of education, behaviour, awareness, talent, sense of
responsibility and even they also learnt some good values and they got to know about their
duty regarding community and their families. So here we can drive conclusion that the NFE
59

teacher used to teach them something more than the core subjects which were also enforced
to teach them (NFE going children).

Suggestion for Improvement

Children suggested that NFE good for them and for other children of community also but
they suggested that there should be other more NFE centres in the community so that many
other children can get benefit of it because they said NFE is also useful to those who even
going to the schools also. Some of them said there is only one centre of NFE and it is very far
away from our house, some said class room got uncomfortable during summer days.

Contact with NFE Teacher

Respondents said that teacher still help them she not only provided help in educating them
but she also asked them to come to attend some events which are important for their
development and awareness even she told them to attend some kind of programs of NGO and
outside the NGO and she insists them to participation in them which is provided by the
universities like Jamia Millia Islamia and Delhi University to showcase their talent before
huge audience. She also suggested them the participation would remove their hesitation and
enhance their courage to do better in future.

Importance and benefits of NFE

NFE centre is running successfully in community because the children and the people of the
community think that it is important for their children because they learnt to read and write
and they got admissions in different classes according to their pace and talent more over
teacher provides regular help to her students who are pass out of NFE. Here we can conclude
that the student coming to NFE centre used to get benefits of it and still they are being
benefited till now by the NFE teacher or NGO.
60

More over respondent said that have got various benefits of NFE and still they are getting
some benefits like five group of girls still coming to NFE and using it as coaching classes.

Profile of NFE teacher

NFE teacher is 23 years old lady who is graduated in B.A (pass) and she has about 3 years
and 7 months experience of teaching at Nav Shrishti in NFE. Now she has good image
amongst community people due her hard work and dedication towards her job.

Teacher View regarding NFE

According to her NFE is very important for the children of community because she said when
children come to centre they dont know anything and important thing is that they are not
interested in the education there they need to understand the importance of education and she
has pay individual attention to each student who are really needy of it. And she has to
maintain discipline and regularity of children to the NFE for that she has organised meeting
with their parents and she has to visit homes if children discontinue to attend NFE classes.

Limitations in the Present Research Work:

Certain limitations may be noticed in the present research work which could not be tackled
because of limited resources, manpower, lack of time, and limited scope of the study.
1.

Limited scope of study: As the place of conducting the research is limited to one
community only, the scope of the study is also limited. A comparative analysis of
20 NFE pass out children is taken into account but the scope of illiteracy has very
wide scope.

2.

Lack of time: Although trainee devote himself for more than 30 days but the time
period allotted for the research was thirty days. And those thirty days included the

61

literature review, sampling and data collection. Hence the researcher has to keep
the sample size small. Small sample size reduces the accuracy of the research
study.
3.

Lack of resources and manpower: The interviews were conducted in the presence
of the researcher only. Hence the researcher played the role of the facilitator, the
moderator and the observer. Additional manpower could have divided the load
and would have resulted in greater accuracy.

62

CONCLUSION AND SUGGESTION

Study reflect that the NFE is very important for those community children who dont have
direct access to the formal system of education if they got admission in school somehow then
its become difficult for them to get benefit of it because they belong to the disadvantaged
section of society their parent are socially, educationally and economically backward and
even they are not get proper attention of teacher because the strength of children in initial
classes is usually high sometime the situation becomes worse for them that is why they
sometimes their parents even fails to provide basic needs of survival to their children also, so
here they left with one option that is NFE where they are able to send their children to NFE
where the children gets the all basic stationary which is required like pencil, eraser,
sharpener, copy etc.

Which I think is the most motivating thing for them. This system of

education is not formal but it helps their children to cater the need of education which they
were hungry of being provided.They are well understood of the importance of education.
They accept that it is NFE which helped their children to have better education because
before joining NFE the children were found of lack of education and skills and less interest in
education but now they are well conscious about their study.They now go to schools by their
own and they work with the greater sense of responsibility.

63

BIBLOGRAPHY

S. B. Mohanty, Lifelong Adult Educafion(New Delhi: Ashish Publishing

House. 1988) p. 105.

2Ibid.

Qtd. in Torsten and T. Neville Postlethwaite,

The International Encyclopaedia of Education, Research and Studies (New

York: PergamonPress, 1985) p. 3557.

C.P.Khanna.Panorama of Education: A Global Perspective (Doaba House,

1992)
p. 145.

P.H.Commbset al. Attacking Rural Poverty: How Non-Formal Education can

He/p (Baltimore, Maryland: University Press, 1974) p. 10.

Report of' Non-Formal Education (New Delhi: Ministry of Education, Govt.

of India, 1974) p. 1.

S.B.Mohanty, op. cit., p. 108.

8R. P. Singh, Non-Formal Education: An Alternative Approach (New Delhi:

Sterling Publishers, 1987) p. 2.

Aravind Chandra and Anupam Shah, Non-Formal Education for All (New

Delhi: Sterling Publishers, 1987) p. 1.

10

11

Shirur,Indian Journal of Adult Education, Vol. 38 (1977) p. 3.

12

R.P.Sinyh.op. cit., p. 71.

13

lbid., p. 8.

Daniel Mbunda, "NFE: The Key to Tanzania's Successful Literacy

Campaign,"New Frontiers in Education, Vol. 8, No. 1 (Jan.-March 1977) p.

95.
64

14

TarstenHusen (ed.), International Encyclopedia of Education (New York:

Pergamon Press, 1987) p. 3546.

15

Report of NFE op. cit., p. 5.

16

Aravind Chandra, op. cit., p. 155.

17

lbid. p. 161.

18

Report of Education commission 1964-66 (New Delhi: Ministry of

Education, Govt. of India, 1974) p.434.

19

20

Ibid. p. 435.
G.Rasoal, National Policy on Education 1968 (New Delhi: Ministry of

Education, Govt. of India) p. 59.

21

Ibid. p. 56.

22

National Policy On Education 1979 (Article 2.4).

23

lbid. Article 3.1

24

Ibid. Article 3.7.

25

Repott of Education Commission 1964-66, p. 423.

26

National Policy on Education 1986, p. 11.

27

Ibid. p 12.

28

Report of Non-Formal Education, op. cit., p. 1.

29

Status Paper on Literacy in Kerala - A Regional, Gender and Social

Analysis

(Thiruvananthapuram:

Social

Service

Division,

Planning

Board,Government of Kerala. 1992) p. 5.

30

International Encyclopedia of Education, Vol. 1, p. 199.

31

R. P. Singh, op. cit., p. 1.

32

S C.Shukla, Social Aspects of NFE, NFE and NAEP (New York: Oxford

University Press, 1980) p. 14.

65

33

Aravind Chandra, op. cif.,p. 4.

34

lbid. p 81.

35

Ibid.

36

P. C. Mohanty, Mass Media in Education (New Delhi: Ashish Publishing

House, 1992) p. 1.

37

J. Mohanty ,Educational Broadcasting: Radio and 7: V in Education (New

Delhi: Sterling Publishers, 1984) p. 9.

38

lbid.,p 12.

39

International Encyclopedia in Education, Vol. 9, p. 5171.

40

National Policy on Education 1986, p. 22.

41

Draft Guidelines for Broadcasting for Education and Development (New

Delhi: Ministry of Education and Culture, Govt. of India) p. 12.

42

International Encyclopedia in Education, op. cif.,p. 3668.

43

D. R. Garruon, Understanding Distance Education: A Framework for the

Future (London: Routledge, 1989) p. 3.

44

A. H. Hommadia, Open University (New Delhi: Indian Bibliographies

Bureau, 1990) p. 46.

45

Borah Swapna, Distance Education (New Delhi: Amar Prakashan, 1990)

p.37.

46

Cited in SaraswathyBalasubramahniam, Patterns of NFE at University

Level in India, Us USA and USSR (New Delhi: UppalPublishingHouse, 1991)

pp. 10-11.

47

P. D. Shukla. Towards New Pattern of Education in india(New Delhi:

Sterling Publishers. 1984) p. 164.

66

Annexure 1

SCHEDULE I
SCHEDULE FOR STUDENTS
1) Name of the child:
2) Age:
3) What do you do now?
a. Studies in school (which class?)
b. Go to school and NFE both
c. Working child
d. Does nothing
4) Why did you join NFE classes?
5) Who guided you to join the NFE class?
6) How was your experience going to NFE classes?
7) What was the procedure for taking admission into NFE classes?
8) For how long (months/Year) did you attend the NFE class?
9) In the NFE class, what all teaching material was provided to you by the NFE
teacher?
10) What all were you taught (subjects and other educational things) at NFE
class? Explain?

67

11) What were the things you liked in the NFE class?
12) What were the things that you disliked in the NFE class?
13) How was your NFE teacher? Did you like her? Yes/No , why?
14) Has NFE helped you in anyways? If yes how, If No Why?
15) What do you want to do or become?
16) Did you find any change/improvement in you after NFE? The changes
should be specified in the areas of:
a. knowledge level,
b. awareness level,
c. new talents and skills
d. positive behaviour,
e. manners and etiquettes
f. health and hygiene
g. sense of responsibility
h. any other
17) Is there anything you would like to change in NFE? What?
18) Does NFE teacher still help you in any way?
19) Do you think NFE was important for? How?
20) According to you, what are the benefits of NFE programme?
68

SCHEDULE II
SCHEDULE FOR PARENTS
Name and age of the child who attended NFE:
Name of the parent and address:

Please provide information for following:

N a m e Relation

Age I n c o m e

H o u s e Education Occupation
(own/rented)

1) What was the educational status of your child when he /she joined NFE class? School
going/ drop out/ Never been to school
2) What as the age of the child when you send your child to NFE?
3) Why did you send your child to NFE?
4) For how many months/years did your child attend the NFE classes?
5) What all formalities did you have to do to admit your child to NFE?
6) According to you what are the main facilities /benefits that is being provided by NFE?
7) Did you buy any book or stationary or was your child provided by the NFE teacher?

69

8) What all things/materials were provided to your child by the NFE teacher/ agency?
9) According to you what were the main responsibilities of the NFE teacher and agency?
10) How did you get to know about the NFE?
11) Was there ever a parent-teacher meeting or did the NFE teacher ever called you to
discuss about your child?
12) Did your child like going to NFE classes and Why?
13) In case if your child was absent did anyone come from the agency to enquire about
the child?
14) Has your child benefitted from the NFE classes?
15) What does your child do now?
16) Did you find any changes in your child after NFE? Please specify the changes. The
changes should be specified in the areas of:
a. knowledge level,
b. awareness level,
c. new talents,
d. positive behaviour,
e. manners,
f. health and hygiene
g. sense of responsibility

70

h. any other
17) Are you satisfied with the NFE education? If yes, why / If No, why?
18) If you were asked to change something in NFE program what change/changes you
would like to do?

71

SCHEDULE III
SCHEDULE FOR NFE TEACHER
1) Name and Age:
2) Qualification
3) How many years of experience?
a) In NFE
b) Outside
4) What are the main functions and objectives of NFE?
5) What is the process/procedure to admit children to NFE in NavSrishti?
6) What is the average age of the child coming to NFE classes?
7) What is the educational status of the children coming to attend NFE classes:
School going/ drop out/ Never been to school
8) What is the socioeconomic profile of the children coming to NFE?

a. Average Income of the family

b. Occupation of parents
c. Occupation of the child
d. education level of parents
e. own accommodation or rented

9) What are the main facilities and material provided by NFE here?

72

10) Do you have any standard syllabus? Yes / No

11) If yes, who makes the syllabus?
a) You yourself
b) Someone at agency
c) Or you follow any other syllabus
12) What is the duration for covering the syllabus?
13) Which subjects do you teach?
14) How many subjects are taught in a day?
15) What teaching methods are using?
16) Besides taking classes, what are your other responsibilities?
17) How do you ensure the attendance of children in your class?
18) In case a child is absent or irregular, what actions do you take in this regard?
19) Do you invite parents for parents meetings?
20) a) How many children are admitted to NFE every year?
b) At which basis are they classified? Explain in detail
21) What are your suggestions for improving the NFE program?
22) Are you satisfied with your job?
23) Do think children are benefitting from the NFE program? How?
24) Children who pass out from the NFE classes, what do they do:
a. Mainstreamed in the school
b. Do nothing

73

c. Start working
d. Any other
25) What are the challenges you face while doing your job?
26) If you are asked to change something what change/changes you would you like to
make?
27) According to you, is NFE necessary for children of community?

74