Concept of Education

UNIT 1 CONCEPT OF EDUCATION

Structure
NOTES
1.0 Introduction
1.1 Unit Objectives
1.2 Meaning, Nature and Scope of Education
1.2.1 Etymological Meaning of Education
1.2.2 Brief Analysis of Some Definitions of Education
1.2.3 Functional and Operational Definitions and Meanings of Education
1.3 Types of Education: Formal, Informal and Non-Formal
1.3.1 Formal Education
1.3.2 Informal Education
1.3.3 Non-formal Education
1.3.4 Agencies of Education
1.4 Inclusive Education
1.5 Summary
1.6 Key Terms
1.7 Answers to ‘Check Your Progress’
1.8 Questions and Exercises
1.9 Further Reading

1.0 INTRODUCTION
The word ‘education’ has a very wide connotation and is difficult to define. There is no
single objective which can cover the entire life with its various manifestations. Philosophers
and thinkers have defined education in accordance with their own philosophy of life due
to which there are divergent concepts and definitions of education. The concept of
education is like a diamond that appears to be of a different colour when seen from
different angles.
In this unit, you will learn the meaning, definitions, types and scope of education.
You will also study the meaning and importance of inclusive education.

1.1 UNIT OBJECTIVES

After going through this unit, you will be able to:
• State the meaning and the need of education
• Explain the nature and scope of education
• State the different forms of education
• Discuss the importance of inclusive education

1.2 MEANING, NATURE AND SCOPE OF

EDUCATION
There are various schools of psychology which have influenced the interpretation of the
educative process. Some psychologists think that a child’s mind is a clean slate and a
teacher could write anything on it. Others are of the view that a child is a clay and a
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Concept of Education teacher is a potter who could make anything out of it. All these different opinions have
led to different interpretations and definitions of education.
Traditional education focuses on teaching, not learning. It assumes that for every
ounce of teaching there is an ounce of learning by those who are taught. However, most
NOTES of what we learn before, during and after attending schools is learned without it being
taught to us. Children learn to walk, talk, eat and dress without being taught formally.
Adults learn most of what they use at work or at leisure. Classroom learning is generally
forgotten and what is remembered is mostly not so relevant.
Definitions Laying Stress on Inner Potentialities
Aurobindo, Gandhiji, Shankaracharya, Tagore and Vivekananda of India, and Aristotle,
Nunn, Pestalozzi and Plato in the West come under this category.
Aurobindo defines education as ‘helping the growing soul to draw out that is in
itself.’
Gandhiji speaks of education as, ‘By education, I mean an all-round drawing out
of the best in the child and man—body, mind and spirit.’
Shankaracharya says, ‘Education is realization of the self.’
Tagore thinks, ‘Education means enabling the mind to find out that ultimate truth
which emancipates us from the bondage of the dust and gives us the wealth, not of
things but of inner light, not of power but of love, making the truth its own and giving
expression to it.’
According to Vivekananda, ‘Education is the manifestation of divine perfection
already existing in man—Education means the exposition of man’s complete individuality.’
Aristotle speaks of education as ‘the creation of a sound mind in a sound body.’
Education, according to him, should develop the body, i.e., the physical capacities of
the child and the mind which means his intellectual, emotional, moral and spiritual
capacities.
According to Percy Nunn, ‘Education is the complete development of the
individuality so that he can make an original contribution to human life to his best capacity.’
The individual is a sum total of various constituents and all of these must be developed.
Every individual is unique and as such the task of education is to cater to the individual
needs. The development should take place to the maximum possible extent.
J. H. Pestalozzi defines education as ‘the natural, harmonious and progressive
development of man’s innate powers.’ Man is endowed with certain inborn powers and
capacities and the task of education is to bring about the development of these. Due
regard should be paid in the process of education to the child’s nature and needs. Undue
stress should not be laid on the development of some powers of the child at the cost of
others. A proper balance should be struck in the development of the various innate
powers of the child.
Plato said, ‘Education develops in the body and in the soul (of the pupil) all the
beauty and all the perfection which he is capable of.’
Definitions Stressing the Social and Environmental Aspects
In the words of John Dewey, ‘Education is the development of all those capacities in the
individual which will enable him to control his environment and fulfil his responsibilities.’

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 According to Redden, ‘Education is the deliberate and systematic influence Concept of Education

extended by the mature person upon the immature through instruction, discipline and
harmonious development of physical, intellectual, aesthetic, social and spiritual powers
of the human being according to their essential hierarchy by and for the individual and
social uses and directed towards the union of the educand with the creator as the final NOTES
end.’ The ultimate goal of life is the union of the individual with God. This union can take
place only when the various capacities of the child are developed for the good of the
individual as well as that of society.
G. Thomson says, ‘By education I mean the influence of the environment upon
the individual to produce a permanent change in his habits of behaviour, of thought and
of his attitude. Environment has various aspects—physical, social and cultural. Education
should facilitate the task of adaptation of the child to his environment.’
A perusal of these definitions reveals that the definition given by Gandhiji is the
best. Gandhiji had a scientific temper of mind. He observed facts, sorted them before
accepting them and after weighing them well, he drew his conclusions. Gandhiji felt that
while physical and intellectual development was necessary, the training of a child’s heart
and spirit was more important. He remarked: ‘Literacy is not the end of education nor
even the beginning. It is one of the means whereby man and woman can be educated.
Literacy in itself is no education.’ This aim is in conformity with the one accepted by the
Board of Education in England: ‘The aim of education should be to develop to the full
potentialities of every child at school, in accord always with the general good of the
community of which he is a member.’
Drawing out and not ‘pouring in’ has been stressed by Gandhiji. Gandhiji wrote,
‘We have up to now concentrated on stuffing a child’s mind with all kinds of information
without even stimulating or developing it.’
Gandhiji fully realized that nature has endowed children and youth with tremendous
vitality. They have within them the springs of youth, joy and vigour. They have the God-
given curiosity to wish to know things for themselves. The task of education is to use
these powers. It would be wrong to suppress them. This energy should be utilized and
harnessed properly.
‘True education,’ says Gandhiji, ‘is that which draws out and stimulates the spiritual,
intellectual and physical faculties of the children.’Any programme of education that puts
exclusive emphasis on one of these three aspects of the human personality is against the
basic principle of education.
Meaning of the term ‘best in child and man’. The best in child and man has
three fields, i.e. body, mind and spirit. Education, therefore, must cater to the physical,
mental and spiritual needs. No field should remain neglected. The best in man will include
the harmonious development of the various faculties of man and child.
How can we draw out the best? The best can be drawn out by touching the
hearts of the students. Gandhiji: ‘If I was to be their real teacher and guardian I must
touch their hearts. I must share their joys and sorrows, I must help them to solve the
problems faced by them, and I must take along the right channel and surging aspirations
of their youth.’

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Concept of Education Education as Continuous Reorganization and Integration of Activities and
Experiences
Education takes place when new ideas combine with the old. Something new is constructed
NOTES by the synthesis of the two and this process goes on constantly through life. Education is
growth and growth never stops. We learn in terms of the old. An intelligent order, sequence
and continuity is to be maintained as the new thing can best be learnt in the context of
the old one. Herbart’s principle of ‘apperception’ points out the same fact.
Child is active by nature. He plays and does so many things but these
undifferentiated experiences do not lead to education unless they are guided and property
directed. So the experiences of the child should be given coherence, unity and organization
and education is to be consciously and deliberately planned by providing rich and creative
activities and experiences to children. The experiences of the child should be well knit to
give them meaning. Education entails bringing about the growth of the educand through
experience and activity. Every experience and activity leads to some sort of learning and
enrichment of the mind of the learner. These in turn enter into combinations and thus
increase the ability of the new learner to direct further noble activities and experiences.
An activity passes through three stages. An example will make the three stages
clear. A child sees a flame. He does not know what a flame is. In an impulsive reaction
he tries to catch it.
In the second stage, he grasps the meaning of a flame. He gains the knowledge
of heat and pain. His experience becomes purposeful.
In the third stage, the child begins to perceive new bearings and new connections.
The mind at this stage combines old activities and experiences into new patterns to meet
novel situations. Different experiences help us to meet new situations. It is generally
observed that education must lead to experimentation, the discovery of new truths and
the use of new truths to further education for the fuller intellectual growth and
development of man. After all, education has to, and should go beyond tradition, dogma
and static conditions, in a dynamic society.
Education is both retrospective and prospective. It is both conservative and
progressive. Education transmits the culture of one generation to another. The rising
generation has not only to be conveyed the activities and experiences of the past generation
and asked to carry on those activities but it also has to be asked to make necessary
changes in these activities and experiences to meet the new situations which it will
encounter. An integration of the old must take place with the new ones. It must be
remembered that communities live in the present on the past and for the future. This
means that activities and experiences in the present will guide the activities of the future.
Thus, education is continuous reorganization and integration of activities and experiences.
Education is a constructive agency for improving our society. Brown has stated,
‘Education brings changes in behaviour, and if its main functions are to remain mere
transmission or enrichment of culture, it will fall short of its role in a dynamic society.
Education must also provide situations at all age levels but within the maturity and ability
of the individual to stimulate a creativeness of mind which can explore new horizons and
bring the vision of the future into a living reality.’

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Education: A Process of Self-realization Concept of Education

Education curbs the animal instincts in man and shows him the way to realize his latent
powers. It thus makes the potential actual and makes explicit what is implicit in us. It is,
therefore, development from within and not an accretion from without. It modifies the NOTES
behaviour of the educand. Ross points out, ‘Education thus consists in a modification of
natural development which, as a result of education, is other than it would have been
without it.’ Education emancipates us from our oddities and infirmities. It is thus a process
of sublimation of instincts. Education, therefore, may be visualized as a process of self-
realization and emancipation.
The self-realization aspect of education is well emphasized by Gandhiji. To him,
education is ‘an all-round drawing of the best in the child and man—body, mind and
spirit’, education is a ‘pouring out’ and not a ‘pouring in’ process. The word e means
‘out of’ and duco means ‘I lead’. In other words, education means leading out the
inborn powers and potentialities and enabling the child to become what he is capable of
becoming. The word ‘self-realization’ implies development of individuality in the child.
We do not want our educands to be dumb driven, credulous creatures. Nunn points this
out by saying that ‘the complete development of individuality is the essence of education’.
It is through this that ‘he (educand) can make an original contribution to human life
according to his best capacity.’ The emancipation aspect of education has also been put
forth by Tagore. According to him, education aims at ‘enabling the mind to find out that
ultimate truth which emancipates us from the bondage of dust and gives the wealth not
of things but of inner light, not of power, but of love, making thus its own and giving
expression to it’.
Education—A Lifelong Process
Education is a continuous and lifelong process. It is the process of development from
infancy to maturity. It includes the effect of everything which influences human personality.
Education—A Bipolar Process
Both the educator and the educand influence each other. The personality of the educator
modifies the behaviour of the educand and in turn is affected by the personality of the
educand.
Education—A Tripolar Process
Education is also regarded as a tripolar process involving the influence of the personality
of the educator on that of the educand in a social setting which affects the modification
of the behaviour of the latter . The knowledge of the nature of the educand is at once
very useful and essential. Similarly, the educator also must thoroughly understand
himself—his assets and limitations and act accordingly in educating the educand. The
social setting has to be presented by the educator to the educand in a simplified and
purified manner. It must be remembered that the unconscious influence of the environment
is subtle and pervasive.
Education—A Deliberate Process
The process of education is not only conscious but also deliberate. The educator is fully
aware of the fact that his aim is to develop the personality of the child along definite lines
through the modification of his behaviour.
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Concept of Education Education—A Psychological and Sociological Process
According to the psychological aspect of the process, the educator must understand the
nature, interests, capacities and limitations of the child. The sociologial aspect implies
NOTES that the educator must also interpret the endowments of the child in a social setting.
1.2.1 Etymological Meaning of Education
Etymologically, the word ‘education’ is derived from the following Latin words which
are briefly explained here:
(i) ‘Educare’: This means ‘to raise’, ‘to nourish’, ‘to bring up’.
(ii) ‘Educere’: This implies ‘to draw out’, ‘to lead out’.
(iii) ‘Educatum’: This denotes ‘to train’.
(iv) ‘Educo’: ‘e’ meaning ‘out of’, and ‘duco’ meaning ‘to lead’, ‘to lead out’.
Thus education means:
(i) to bring up
(ii) to draw out
(iii) to lead out
(iv) to nourish
(v) to raise
(vi) to train
A synthesis of the meaning of these terms implies that education is drawing out
and leading out something from within the individual by bringing up, nourishing, raising
and training.

‘Educare’
(To raise to nourish, to bring up)

‘Educere’
Origin of the word ‘Educo’
(To draw out
To lead out) Education and Its Meaning (To lead out)

‘Educatum’ (To train)

Fig. 1.1 Origin of the Term Education (Derivation or Etymology of Education)

1.2.2 Brief Analysis of Some Definitions of Education

• One of the oldest treatises on education titled The Great Learning, written around
2,500 years ago and attributed to Confucious, a great Chinese scholar and thinker,
sets out the meaning, the aim and the process of education in these words:
‘The great learning consists in manifesting the clear character, loving the people
and abiding in the highest grid. Those who wish to make their wills sincere would
first extend their knowledge. The extension of knowledge consists in the
investigation of things; when things are investigated, knowledge is extended;
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 when knowledge is extended, the will becomes sincere; when the will is sincere, Concept of Education
the mind is rectified; when the mind is rectified, the personal life is cultivated;
when the personal life is cultivated, the family will be regulated; when the family
is regulated, the state will be in order; and when the state is in order, there will be
peace in the universe’.
NOTES
Although this definition does not make clear the meaning of terms like ‘will’,
‘knowledge’ and ‘cultivated’, yet it seems to be an operational one.
• According to Nunn, ‘Education is the complete development of the individuality
so that he can make an original contriution to human life to his best capacity’. The
individual is a sum total of various constituents and all these must be developed.
Every individual is a unique one and as such the task of education is to cater to the
individual needs. The development should take place to the maximum possible
extent. This definition takes note of the needs of other human beings also.
• Thomson says: ‘By education I mean the influence of the environment upon the
individual to produce a permanent change in his habits of behaviour, of thought
and of his attitude. Environment has various aspects—physical, social and cultural.
Education should facilitate the task of adaptation of the child to his environment’.
The definition highlights the need for providing a suitable environment.
• According to Redden, ‘Education is the deliberate and systematic influence
extended by the mature person upon the immature through instruction, discipline
and harmonious development of the physical, intellectual, aesthetic, social and
spiritual powers of the human being according to their essential hierarchy by and
for the individual and social uses, and directed towards the union of the educand
with the creator as the final end’. The ultimate goal of life is the union of the
individual with God. This union can take place only when the various capacities of
the child are developed for the good of the individual as well as that of society.
This definition points out the three-fold function of the educator. One, for the
development of powers of the individual. Two, for enabling the individual to become
a useful member of the society. Three, for assisting the individual to be one with
the Creator. In other words, education should liberate the individual. The objective
of life as attainment of ‘Moksha’ as advocated by ancient Indian seers is
emphasized in this definition.
• Aristotle’s definition neglects the spirit and explains education only in terms of
creation of ‘a sound mind in a sound body’.
• Gandhiji’s definition of education has already been analysed.
1.2.3 Functional and Operational Definitions and Meanings of
Education
By education we mean the natural, harmonious and progressive development of man’s
innate powers by drawing out the best in his body, mind and spirit so as to produce an
individual who is culturally refined, emotionally stable, ethically sound, mentally alert,
morally upright, physically strong, socially efficient, spiritually enlightened, vocationally
self-sufficient and internationally liberal. This should be the end product of education.
Any programme of education which puts exclusive emphasis on one of these aspects of
the human personality will be considered as lop-sided and narrow. Broadly speaking, this
functional and operational definition and meaning should guide us in planning and
implementing our educational programmes.
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Concept of Education Vocational Development

Spiritual Development Aesthetic Development

Social Cultural
NOTES Development Development
Education is the All Round
Religious Natural, Harmonious and Emotional
Development Progressive Development of an Development
Individual by Drawing out the
Recreational Best in Him Intellectual
Development Development

Physical Development Language Development

Moral Development

Fig. 1.2 Meaning of Education

Chief Characteristics of the Nature of Education

Following are the chief characteristics of the nature of education:
• Education is purposive, i.e., there is a definite purpose underlying all educational
activities.
• Education is deliberate, i.e., education involves care and guidance.
• Education is planned, i.e., education is not haphazard. It is systematic.
• Education is life-long, i.e., education starts from the time of conception and
goes on till death—education from cradle to grave as is sometimes said.
• Education is influence exerted, i.e., the mature persons (parents, elders and
teachers) influence the learners.
• Education is balanced development, i.e., education is concerned with the
development of all faculties of the child.
• Education is bi-polar, i.e., both the teacher and the pupil influence each other.
Of course, the influence of the teacher is more prominent.
• Education is tri-polar, i.e., education involves the teacher, the taught and the
environment or the subject-matter.
• Education is psychological as well as social, i.e., the endowments or the
capacities of the child—his needs, interests, etc. must be interpreted and developed
in a social setting.
• Education is growth, i.e., education modifies the behaviour of the child.

1.3 TYPES OF EDUCATION: FORMAL, INFORMAL

Check Your Progress
AND NON-FORMAL
1. What is education
Education, in its widest sense, indicates ways in which people learn skills and gain
according to
Dewey? knowledge, information and understanding. It can be divided into various ways of learning,
2. State any three namely formal, informal and non-formal or quasi formal.
characteristics of
education.

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1.3.1 Formal Education Concept of Education

Formal education is imparted in an educational institution—a school or college. In ancient

times in India, it was mostly imparted at the residence of the teacher. It is consciously
and deliberately planned to bring about specific changes in the educand or the learner. NOTES
As such it is synonymous with educational institutions. School is the most important
agency of formal education.
Important characteristics of formal education are as follows:
• Planned education keeping in view some definite aim
• Education imparted through well planned means or formal lessons
• Education having a definite course to be covered during a definite period
• A teaching–learning process with which the teacher and the learner are acquainted
• Education organized by some agency, say the government or a private enterprise
• Education imparted in an institution having building/premises
• Education starting and ending at a particular age
• Education associated with a degree or certificate
• Education usually associated with some sort of mental strain on the teacher and
the taught
1.3.2 Informal Education
Informal education takes into its orbit all indirect influences of the home and the society.
The press, the libraries, the films and other such agencies are included as agencies of
informal education. Their influence is subtle and imperceptible but at the same time very
important and significant.
Important characteristics of informal education are as follows:
• Unconscious learning
• No fixed aim
• No fixed curriculum, methods of teaching, etc.
• No organized body or institution behind this process
• Lifelong learning
• Natural outcome
1.3.3 Non-formal Education
This is an arrangement wherein flexibility is the key word. The system is an open one
with regards to various aspects of education, i.e., admissions, curriculum, place of
instruction, mode of instruction and the time and duration of instruction. Open university,
open learning, correspondence courses and distant education are the various examples
of such a system.
Some of the important definitions of non-formal education are:
• Bremwork: ‘Non-formal education differs from formal education from the point
of proximity to immediate action, work and the opportunity to put learning to use.’
• Coombs: ‘Non-formal education is one which is imparted through organizations
and institutions outside the formal education institutions.’
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Concept of Education • Harbison: ‘Non-formal education is the only means of filling the gap between
the “Schooled” and “Unschooled population”.’
• Henderson: ‘Non-formal education is far wider and more inclusive than schooling
which imparts wider experience out of school.’
NOTES
• Mc-Call: ‘Non-formal education is the entire range of learning experience outside
the regular graded school system.’
• Paulson: ‘Non-formal education includes any structured, systematic, non-school
educational and training activities of relatively short duration in which sponsoring
agencies seek concrete behavioural changes in fairly distinct target population.’
Main characteristics of non-formal education are as follows:
• Learner-centred education: It is based on the needs of the learners.
• Lifelong process: It continues throughout life.
• Self education: There is more emphasis on self-education.
• Boom for drop-outs: It provides suitable opportunities to those who on account
of one or the other reason are unable to continue their formal education.
• Motivational: It is motivated by individual growth.
• Community need based: It takes note of the needs of the community and
accordingly includes a variety of learning programmes.
• No formal qualifications needed: A large number of non-formal educational
courses do not need minimum qualifications for entry.
• Multi-dimensional: It provides a variety of opportunities to update one’s knowledge
and skills.
• Supplementary to formal education: It supplements the system of formal
education which is rather expensive.
• Multi-agencies: It is provided by part-time schools, open schools, adult education
centres and voluntary agencies.
• Flexible system: It is flexible in terms of hours of study, courses, examinations,
duration, etc.
A comparative study of three types of education has been done in Table 1.1
Table 1.1 Formal, Informal and Non-formal Education: A Comparison

Area Formal Education Informal Education Non-formal Education

1. Aim It has definite aims. It has no definite aim. It has by and large
clearcut aims.
2. Scope Its scope is definite. Its scope is not definite. Its scope is generally
definite.
3. Duration It begins from It is lifelong. It can be lifelong.
school and goes
up to university.
4. Entry Points It has fixed entry It has no entry point. Entry points are flexible.
points.
5. Agencies It is provided It has no definite It is normally available
usually in full time agencies. through part time insti-
educational institutions. tutions.
6. Organization It is an organized There is no organization Organization may not
and planned effort. for it. be a permanent one.
There is usually a Ad-hoc organizations
recognized organi- usually take up this
zation. which is more work.
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 7. Time Its schedule is fixed. It has no fixed schedule. Schedule fixed as well as Concept of Education
Schedule not fixed.
8. Level of The teacher and the Unconscious process. It is party conscious.
Consciousness learners are aware
of the process.
9. Methodology Formal, fixed and There is no set Flexible approach NOTES
a variety of methods methodology. is followed.
10. Teachers Trained teachers It can be obtained from Trained teachers/
impart education. any source. instructors impart
non-formal education.
11. Place It is confined to the It can be acquired It mostly takes place
four walls of educa- at any place. outside the four walls of
tional institutions. educational institutes.
12. Environment Environment is Environment is Environment is artifi-
more or less natural. cial as well as natural.
artificial.
13. Curriculum Curriculum is fixed. There is no curriculum. Curriculum is very
flexible.
14. Discipline Discipline is nor- Issue of discipline does Discipline is rather
mally strict. not exist. flexible.
15. Resources Relatively higher Resources are not Comparatively less
Required resources are needed. resources are required.
needed.
16. Evaluation and Examinations are There is no examination. Examinations are not
Examination regularly held. frequent.
17. Award of Certificate and Certificate/degree Certificate or
Certificates degrees form an is not given or degree may or may
and Degrees integral part. received. not be awarded.
18. Mental Stress It involves a lot of No mental strain is Usually no mental strain
mental stress. involved. is involved.
19. Motivation The teachers and Motivation is not Normally motivation
learners are involved. on the part of the
motivated. learners is quite high.
20. Interaction There is face to face Interaction is incidental. Interaction depends
interaction which is upon the situation.
quite visible.
21. Pass/Failure Students are Pass/Failure does Normally it does not
labelled as having not exist. work on the principle
‘passed’ or ‘failed’. of weeding out failures.
22. Planning It is a planned No planning is required. Planning is flexible.
system.

Examples of different types of education are given in Table 1.2

Table 1.2 Examples of Different Types of Education

Types of Education Examples

1. Formal Education School, College
2. Non-formal Radio, TV, Press etc.
3. Informal Social gatherings, Entire environment. Unconscious learning. Through
imitation. Sitting on the table within a group. Street and marketplace.

Narrowing the Gap between Different Types of Education

The revolution in information and communication technology (ICT) and its use in the
teaching–learning process has narrowed down the difference. The use of computers,
radio and TV has introduced several elements of formal education into informal and
non-formal education and vice versa. At one time radio and TV were used only for the
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Concept of Education purpose of non-formal education. Now they are being used in a planned way for formal
education. In fact, there is a special TV channel for this purpose. It is estimated that at
the higher education level, nearly 10 per cent enrolment is through Distance Education/
Open Education. New slogans like ‘Open Learning’, ‘University Without Walls’ and
NOTES ‘Virtual University’ are taking the place of formal education which at one time was
confined to the ‘four walls’ of the school/college. Use of Internet for educational purposes
has become very popular. Content on different subjects is now available in CDs. Students
have the opportunities of pursuing their studies in their bedrooms. They can get university
degrees without attending any institution.

1.3.4 Agencies of Education

It is rightly observed by Counts that ‘The school is but one among many educational
agencies.’ The common belief that education is confined to schools and colleges is not
entirely true. No doubt schools and colleges do occupy the most predominant place in
the society as educational institutions. But when we use the word ‘education’ to denote
the idea of the all-round development of the personality of an individual, we must recognize
the role of other agencies of the society besides the schools and the colleges. Schools
function for a short time daily. They function for only seven months during the year. The
rest of the time the students spend outside the school premises—in the family, in the
neighbourhood and with the peer groups. They are influenced by mass communication,
media and other agencies like social education centres and libraries.
According to some educators, of all the education we receive, we learn one-
fourth from our teachers, one-fourth from books, one-fourth from our colleagues and
one-fourth from the overall environment. This indicates the type of education and the
multitude of agencies of education.
Education in a wider sense takes place from the womb to the tomb, i.e., from
conception to cremation. Education is a lifelong process. Education goes on whether we
are aware of it or unaware of it. Thus there are several types of social institutions that
impart education. There are active as well as passive agencies of education. Likewise
there are formal, non-formal and informal agencies of education run and managed by
government and private agencies.
Education imparted in formal agencies is called formal education. Education given
in non-formal agencies is called non-formal education. Education received in informal
ways is called informal education.
While discussing different types of agencies, it may be borne in mind that teachers
are not the only educators. As observed by T. Ramount, ‘Let us agree to recognize
explicitly that in a real sense teachers are not the only educators. In other words, it is life
that educates, the school provides a part of life’s experience’.
By the agencies of education we mean various sources, i.e., the institutions and
organizations that play their role in varying degrees in the process of education.
Agencies of education have been classified in various ways, as shown in Tables
1.3–1.5.

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 Table 1.3 Classification of Agencies into Formal, Informal and Non-formal Types Concept of Education

Formal Agencies of Informal Agencies Non-formal Agencies of

Education of Education Education
1. School 1. Art Gallery 1. Adult and Social Education
Centres NOTES
2. College 2. Cinema 2. Playground (when regular
physical education is organized)
3. Home or Family (in 3. Home/Family 3. Radio (Educational Programmes)
the Past)
4. Church (in the past) 4. Library 4. T.V. (Educational Programmes)
5. Adult school (on 5. Museum 5. Professional Organizations like
regular bases) Teachers’ Association when they
organize seminars, workshops, etc.
6. Open school (when 6. Peer group 6. Clubs when educational talks etc.
contact classes are also are organized.
arranged)
7. T.V. (When used as an 7. Playground (when 7. Cinema (When educational pictures
integral part of the not supervised by are organized)
curriculum and pre- the teacher)
telecast and post-
telecast lessons are
organized)
8. Radio (When used as an 8. Press 8. Internet (When some educational
integral part of the curri- course is organized)
culum and pre-broadcast
and post-broadcast
lessons are organized)
9. Reading Room 9. Correspondence Institutions
10. Radio (Normal 10. Open Learning Institutions
Programme)
11. Television (Normal) 11. Distance Learning Institutions
12. Voluntary
Organizations like
Bharat Sewak
Samaj, Boy Scouts
13. Internet
14. State

Table 1.4 Classification of Agencies into Active and Passive Types

Active Agencies of Education Passive Agencies of Education

1. The Family 1. Cinema
2. The School 2. Radio
3. The Community 3. T.V.
4. The Religion 4. Internet
5. The State 5. Library
6. Social Clubs 6. Magazines
7. Peers 7. Newspapers
8. Neighbourhood 8. Marketplaces
9. Reading Room
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Concept of Education Table 1.5 Classification of Agencies into Formal, Informal,
Commercial and Non-commercial Types

Formal Informal Commercial Non-commercial

1. School 1. The Family 1. Cinema 1. Dramatic Clubs
NOTES
2. Religious Institution 2. General Games 2. Radio 2. Social Welfare Centre
3. Library 3. The State 3. T.V. 3. Sports Club
4. Art Galleries 4. The Peer Group 4. Clubs 4. Scouting and Guiding
5. Museum 5. The Community 5. Newspapers 5. Youth Welfare Clubs
6. Zoo 6. The Society 6. The Press 6. Adult Education Centres
7. Organised Games

Besides the above three broad categories, agencies of education are also classified
into government-run, government-aided, government-unaided and semi-government types,
as shown in the following chart.

Agencies of Education

(1) (2) (3) (4)

Government-run Government-aided Government-unaided Semi-government

Formal Agencies of Education for Formal Education

Formal agencies of education like schools and colleges impart formal education. These
agencies are consciously and deliberately planned to bring about specific influences on
the educand. They have regular working hours. They prepare students for taking public
examinations on a regular basis. Usually they employ full time staff. They follow
prescribed curriculum and textbooks. They have to conform to rigid departmental rules
and regulations.
Informal Agencies of Education for Informal Education
The informal agencies do not follow any set pattern of instruction or education. In fact
they impart education incidentally. Education is not organized deliberately in these
institutions. These are informal groups. Education is indirect. One may learn without
being conscious of it. Nevertheless influence of informal agencies of education is quite
significant.
Non-formal Agencies of Education
‘Flexibility’ is the key-word in the case of non-formal agencies of education. The system
is an ‘open one’ with regard to: (i) Admission, (ii) Curricular work, (iii) Place of instruction,
(iv) Mode of instruction, (v) Time and duration of instruction, and (vi) Regular/temporary/
part time staff. Open School, Open University, Open Learning Institutions and agencies
imparting correspondence education come under non-formal agencies of education. Adult
education agencies are usually placed under this category.

1.4 INCLUSIVE EDUCATION

Inclusion in education was once described as an approach wherein students with special
educational needs spend most or all their time with non-disabled students. Research
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suggests that inclusivity is no longer defined by physical and cognitive disabilities but also Concept of Education
includes a full range of human diversity with respect to ability, language, culture, gender,
age and of other forms of human differences.
Inclusive education ‘is a process of strengthening the capacity of the education
system to reach out to all learners’. It involves restructuring the culture, policies and NOTES
practices in schools so that they can respond to the diversity of students in their locality.
For a school to be inclusive, the attitudes of everyone in the school, including
administrators, teachers, and other students should be positive towards students with
disabilities.
Inclusive education means that all children, regardless of their ability level, are
included in a mainstream classroom, or in the most appropriate or least restrictive
environment (LRE), that students of all ability levels are taught as equals, and that
teachers must adjust their curriculum and teaching methodologies so that all students
benefit. This also avoids wasting resources, and ‘shattered hopes,’ which often occurs
in classrooms that are ‘one size fits all.’
Studies have shown that systems that are truly inclusive reduce drop-out rates
and repetition of grades, and have higher average levels of achievement, compared to
systems that are not inclusive. People who believe in inclusive education believe that the
education system is the impediment to learning for a child, and that every child is capable
of learning!
As a system, inclusive education should be flexible. Its principle should be
education in the regular classroom whenever possible. This need for flexibility must be
reflected in the methods and materials used to give these children the widest possible
access to the regular curriculum. When discussing the kind of service needed, the starting
point should always be what is best for the particular child. Emphasising inclusive education
does not rule out special schools or centres. They would still be required to cater to
children with profound and complex difficulties in need of more specialized and extensive
help, including e.g. many deaf children. This alternative should, however, not be considered,
unless classroom placement cannot meet their needs.
In line with the new policy of inclusive education, special schools begin to function
more and more as resource centres. They involve in outreach programmes, where they
draw on their vast experience and knowledge. They link their activities with those of the
regular schools, the families, and the communities.
Inclusive education services allow children with disabilities to stay with their family
and to go to the nearest school, just like all other children. This circumstance is of vital
importance to their personal development. Interrupting a disabled child’s normal
development may have far more severe consequences than the disability itself.
In this context, it is important to stress the role parents have. They have a right to
be involved in all decision-making concerning their child. Parents should be seen as
partners in the education process. Where there is such cooperation, parents have been
found to be very important resources for the teachers and the schools.
As a rule, there are a number of practical problems that have to be solved before
a child with special educational needs can go to school or take part in school activities.
The arrangements it takes are fairly simple, provided coordinated local and unconventional
initiatives are stimulated. One should also remember that the child’s schoolmates represent
a valuable potential partner who is ready and able to help in overcoming some of these
problems.
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Concept of Education Benefits of Inclusive Education
All children benefit from inclusive education. It helps them in the following ways:
• Develops individual strengths and gifts
NOTES • Works on individual goals while participating in the classroom activities along
with the other children
• Involves the parents in the education and activities of the local schools
• Helps to adopt a school culture of respect and belonging.
• Provides opportunities to learn about and accept individual differences which
helps to lessen the impact of harassment and bullying
• Develops friendships with other children, each with their own individual needs
and abilities
• Helps to develop a positive attitude amongst the school and the community at
large in favour of inclusive education
The curriculum for inclusive education should be based on the following parameters:
• Child-centred: Children with disabilities need child-centred curriculum, which
takes into account the individual needs of the children. The curriculum needs
to set specific, observable, measurable and achievable learning outcomes.
• Flexible: A flexible, locally relevant curriculum, teaching and learning strategies
are intrinsically important for children with special needs to participate in the
educational process.
• Participatory: Children with special needs require a learning environment in
which they can actively participate in learning within small groups.
• Partnership with parents: Partnership with parents is a key factor as children
learn not only in the classrooms but also at home.
Inclusive education must respond to all students as individuals, recognizing
individuality as something to be appreciated and respected. Inclusive education responding
to special needs will thus have positive returns for all students. All children and young
people of the world, with their individual strengths and weaknesses, with their hopes and
expectations, have the right to education. It is not our education systems that have a
right to a certain type of children. Therefore, it is the school system of a country that
must be adjusted to meet the needs of all its children.

Check Your Progress

3. What are the three
1.5 SUMMARY
types of education?
4. State any two • Aurobindo defines education as ‘helping the growing soul to draw out that is in
characteristics of itself.’
formal education.
• Gandhiji speaks of education as, ‘By education, I mean an all-round drawing out
5. What is informal
education? of the best in the child and man—body, mind and spirit.’
6. What is inclusive • According to Vivekananda, ‘Education is the manifestation of divine perfection
education?
already existing in man—Education means the exposition of man’s complete
7. The curriculum for
individuality.’
inclusive education
should be based on • Pestalozzi defines education as ‘the natural, harmonious and progressive
what parameters?
development of man’s innate powers.’ Man is endowed with certain inborn powers
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 and capacities and the task of education is to bring about the development of Concept of Education

these. Due regard should be paid in the process of education to the child’s nature
and needs.
• Education takes place when new ideas combine with the old ones. Something
NOTES
new is constructed by the synthesis of the two and this process goes on constantly
through life. Education is growth and growth never stops.
• Education is both retrospective and prospective. It is both conservative and
progressive. Education transmits the culture of one generation to another. The
rising generation has not only to be conveyed the activities and experiences of the
past generation and asked to carry on those activities but it also has to be asked to
make necessary changes in these activities and experiences to meet the new
situations which it will encounter.
• Education curbs the animal instincts in man and shows him the way to realize his
latent powers. It thus makes the potential actual. It makes explicit what is implicit
in us. It is, therefore, development from within and not an accretion from without.
It modifies the behaviour of the educand.
• By education we mean the natural, harmonious and progressive development of
man’s innate powers by drawing out the best in his body, mind and spirit so as to
produce an individual who is culturally refined, emotionally stable, ethically sound,
mentally alert, morally upright, physically strong, socially efficient, spiritually
enlightened, vocationally self-sufficient and internationally liberal. This should be
the end product of education.
• Formal education is imparted in an educational institution—a school or college. It
is consciously and deliberately planned to bring about specific changes in the
educand or the learner.
• Informal education takes into its orbit all indirect influences of the home and the
society. The press, the libraries, the films and other such agencies are included as
agencies of informal education. Their influence is subtle and imperceptible but at
the same time very important and significant.
• Non-formal education is an arrangement wherein flexibility is the key word. The
system is an open one with regards to various aspects of education, i.e., admissions,
curriculum, place of instruction, mode of instruction and the time and duration of
instruction. Open university, open learning, correspondence courses and distant
education are the various examples of such a system.
• Inclusion in education was once described as an approach wherein students with
special educational needs spend most or all their time with non-disabled students.For
a school to be inclusive, the attitudes of everyone in the school, including
administrators, teachers and other students should be positive towards students
with disabilities.
• Inclusive education means that all children, regardless of their ability level, are
included in a mainstream classroom, or in the most appropriate or least restrictive
environment (LRE), that students of all ability levels are taught as equals, and that
teachers must adjust their curriculum and teaching methodologies so that all
students benefit.

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Concept of Education
1.6 KEY TERMS
• Non-formal education: This is any organized educational activity that takes
NOTES place outside the formal educational system.
• Informal education: This type of education takes into its orbit all indirect influences
of the home and the society.
• Education: It helps in the natural, harmonious and progressive development of
man’s innate powers by drawing out the best in his body, mind and spirit.
• Inclusive education: It means that all children, regardless of their ability level,
are included in a mainstream classroom, or in the most appropriate or least
restrictive environment.

1.7 ANSWERS TO ‘CHECK YOUR PROGRESS’

1. In the words of Dewey, ‘Education is the development of all those capacities in
the individual which will enable him to control his environment and fulfil his
responsibilities.’
2. The three characteristics of education, among others, are:
• It is purposive.
• It is deliberate.
• It is lifelong.
3. Formal, informal and non-formal are the three types of education.
4. Two characteristics of formal education, among others, are:
• Planned education keeping in view some definite aim
• Education imparted through well planned means or formal lessons
5. Informal education takes into its orbit all indirect influences of the home and the
society. The press, the libraries, the films and other such agencies are included as
agencies of informal education. Their influence is subtle and imperceptible but at
the same time very important and significant.
6. Inclusive education ‘is a process of strengthening the capacity of the education
system to reach out to all learners’. It involves restructuring the culture, policies
and practices in schools so that they can respond to the diversity of students in
their locality.
7. The curriculum for inclusive education should be based on the following parameters:
• Child centred
• Flexible
• Participatory
• Partnership with parents

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 Concept of Education
1.8 QUESTIONS AND EXERCISES

Short-Answer Questions
NOTES
1. Write any two definitions of education.
2. How can you say that education is a process of self-realization?
3. What are the different agencies of education?
4. Differentiate between formal and informal education.
Long-Answer Questions
1. Discuss the chief characteristics of the nature of education.
2. What are the various ways in which agencies of education have been classified?
Discuss.
3. Discuss the benefits of inclusive education. What should the curriculum of inclusive
education be based on?

1.9 FURTHER READING

Aggarwal, J. C. 2010. Theory and Principles of Education, thirteenth edition. New
Delhi: Vikas Publishing House.
Chauhan, S. S. 2007. Advanced Educational Psychology, seventh edition. New Delhi:
Vikas Publishing House.
Kundu, C. L. and D. N. Tutoo. 1998. Educational Psychology, fifth edition. New
Delhi: Sterling Publishers (P) Ltd.

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