Alternate Systems of Education - Formal and Non-Formal Education

Module Details

1. Subject Name Adult Education

Adult Education in India: National and International
2. Paper Name
Perspectives
3. Module number Module- 1.6
Alternate Systems of Education - Formal and
4. Module Name
Non-Formal Education
Prof. Vandana Chakrabarti, Director,
5. Principal Investigator Lifelong Learning and Extension,
SNDT Women’s University, Mumbai
Prof. Vandana Chakrabarti, Director,
6. Paper Coordinator Lifelong Learning and Extension,
SNDT Women’s University, Mumbai
Dr. Asha Patil, Associate Professor,
7. Content writer Department of Continuing and Adult Education & Extension Work
SNDT Women’s University,
Prof. Rajesh,
Department of Adult Continuing Education & Extension Work,
8. Content Reviewer
University of Delhi

Content Outline
1. Learning Objectives

2. Introduction

3. Definitions

4. Informal education

5. Formal Education

6. Non-formal education

7. Need for Non-formal Education

8. Scope of Non-Formal Education in India

9. To whom it serves? (Target group)

10. Characteristics of Non-Formal Education

11. Objectives of non-formal education

12. Difference between Formal and Non-Formal Education

13. Forms of NFE

14. Conclusion

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1. Learning Objectives:

At the end of this module the learner will be able tol

 Define formal and non-formal education
 Distinguish between formal and non-formal education
 State characteristics of non-formal education
 Explain need for alternate modes of education

2. Introduction

Education is a continuous process. One can learn from nature and surroundings,
from parents and siblings, from neighbours and relatives. In other words, our
informal education starts from birth within the family. Learning happens and no one
has a particular intension of either teaching or learning. We learn through
observations and imitation. Now a day due to explosion of technology/media, one
can also learn from various electronic media such as television, radio, mobile, films,
etc. This type of learning is known as informal education. Education is a long term
investment in human capital. It helps the growth and development of an individual
as well as the nation.

When we talk about types of education, we usually categorise education in three

categories namely informal education, formal education and non-formal education.
All of us are familiar about formal education as most of us have studied in formal
education system at some point of life. Some of us might have learnt through non-
formal education system as well. All of us learn something or other by the informal
way.
In educational literature, the study of alternative education systems often mentions
“open systems”, “non-formal education”, “distance learning”, “non-conventional
studies”, among other terms. Some time they are used synonymy. In this module
we will analyze the concepts of formal, non-formal and informal education, their
features/characteristics, and difference between formal and non-formal education,
advantages, limitations and inter-relations.

3. Definitions
Coombs (1973) has defined typology of educational programmes as follows:

Informal Education: ‘The truly lifelong process whereby every individual acquires
attitudes, values, skills and knowledge from daily experience and the educative
influences and resources in his or her environment-from family and neighbours,
from work and play, from the marketplace, the library and the mass media.’

Formal Education: ‘The hierarchically structured, chronologically graded

“educational system”, running from primary school through the university and
including, in addition to general academic studies, a variety of specialized
programmes and institutions for full-time technical and professional training.’

Non-Formal Education: ‘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 serve identifiable learning clienteles and learning
objectives.’

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According to Grand Staff (1973) ‘non-formal education is intimately connected with
the realization of the economic growth approach to development’. He stated that
‘due to the flexibility and responsiveness of non-formal education, it is possible to go
into the situation in which education is to be introduced’ (Sheth, 1993).

UNESCO (1997:41) defined non-formal education as “Any organized and sustained

educational activities that do not correspond exactly to the definition of formal
education” (UNESCO,1997:41).

The concepts of education are changing very fast, especially in globalized world.
Let’s see in details the types of education.

4. Informal education

The truly lifelong process in which every individual acquires attitudes, values, skills
and knowledge from daily experiences. It is through individuals own family,
relatives, neighbours, market place, work place and media.

Informal education happens throughout our life. It consists of learning activities that
are voluntary and self-directed. Due to motivation mainly by intrinsic interests,
curiosity, exploration, manipulation, fantasy, task completion, and social interaction,
one learns through informal ways. Informal learning occur in or out-of-school
settings. It can be linear or non-linear and often is self-paced. It provides an
experiential base and motivation for further activity and learning. The outcomes of
informal learning experiences in science, mathematics, and technology include a
sense of fun and wonder. It helps for a better understanding of concepts, topics and
processes.

Informal education is unpredictable. It happens in the moment. In informal

education, the person learns by responding to situations and through experiences. It
does not have either any prescribed learning framework, nor organized learning
events or packages. What is more important is that those who learn through
informal education have hardly any control over the environment/situation. A
considerable amount of education happens beyond the school walls, outside the
academic books. There is a need to recognize it. Self-directed learning opportunities
are ample. One can learn from musical events, art exhibitions, visits to places of
environmental and historic interest (Rogers, 1986).

5. Formal Education
Formal education is a systematic, hierarchically structured, organized, and
chronologically graded ‘education system’, running from primary school to the
university. Usually at the age of 5 years, one enters in formal schools. It is
institutional activity. It is subject-oriented and usually leads to certificates. After
completion of one grade one can enter the higher grade. E.g. after completion of
Std. I, one can take admission in Std. II. It has general academic studies as well as
a variety of specialised technical and professional training programmes.

Formal education system is structured and administered in set of laws and norms. It
has rigid curriculum with fixed objectives, content and methodology. It involves
teachers, the students and the institution/infrastructure. Formal education is usually
offered through schools, colleges and universities. Classroom attendance for
students is compulsory. It involves intermediate and final assessments in order to
advance students to the next learning stage. It confers degrees and diplomas

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pursuant to a quite strict set of regulations. Assessments are done usually at the
end of academic year in schools and bi yearly in colleges based on semester system.
Assessment is done on general basis. Assessment follows mono-directional
methodology which fails to stimulate students. Pattern of examination is fixed.
Formal education system does not take into consideration the efficiency and efficacy
of students. The subjects are presented in isolated blocks. In general, the objectives
aimed at the personal growth of students are neglected.

According to UNESCO report ‘Alternative Approaches to School Education at Primary

Level’, formal education mostly concentrates on ‘bookish’ knowledge. There is no
place in the school programme for learning experiences that a child brings to school
such as, tending the family cattle, participating in family or neighbourhood activities,
acquiring skills relating to family vocations, etc. (Mistry, 1998). These observations
mentioned in the report are still relevant even after two decades. The basic
principles of learning are not given much importance while planning curriculum and
teaching-learning methods. In this system, teachers are ‘givers’ and learners are at
‘receiving end’. In other words, in this system, teachers pretend to teach; students
pretend to learn; and, institutions pretend to be really catering to the interests of
students and of the society. In short, formal education system is far away from the
real needs of the students.

The setting-up of a formal education system does not consider the students’
standards, values, attitudes that are relevant to the education system. The subjects
are presented in isolated blocks. In general the learning objectives of students are
neglected. The basic principles of learning are overlooked in the planning of formal
education. It will not be exaggerated to say that in the case of formal education
mostly the teachers pretend to teach; students pretend to learn and, institutions
pretend to be really catering to the interests of students and society. Thus,
generally, formal education remains aloof in catering the needs of the students and
of community at large.

6. Non-formal education

Background
Way back in 1972, the UNESCO put forth the concept of ‘learning society’. To
achieve this, education should reach to all age groups and all sections of society. For
this out of school education becomes as important as formal education. It was
realized that learning could not be confined to a particular place, time or age group.
Thus the idea of non-formal education came up.

The term ‘Non-formal’ was first used in the early 1970s. The intension was to make
people aware about other types of education. Though, since aegis, people were
practicing non-formal education for teaching religious practices, learning crafts from
older generation, agricultural tasks, learning language, cooking, etc., it did not
became a parallel system to formal education. It was in late 1970’s educational
activities organized outside the established formal system were recognized as non-
formal education activities.
The concept of NFE has undergone changes over a period of time. Some people
believe NFE as a complementary to the formal education, others think it is an
alternative to the formal system. In other words, it is being conceived as an

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organized activity outside the formal system. According to Professor Malcolm
Adiseshiah, ‘the NFE is wide-ranging because it comprehends all learning outside of
the formal system, has no parameters of time and space. It can be classified for pre-
school, un-schooled and under-schooled children in the age-group 1-15, and for
youth and adults, or needing new additional skills in the age group 15-60’ (Singh,
1987). Based on learning content, NFE can be grouped under two heads namely
activities where the major emphasis is on general education and where the mainly
focuses on vocational skills.

Family and other local institutions play an important role in NFE. For instance,
children/youth pick up vocational skills by helping in the work done by their families
(e.g. Carpentry, pottery, etc.), women learn to manage household chores or
upbringing of children, religious educations organised in temples and mosques, etc.
Are examples of non-formal education. In all these literacy is not necessary. Mostly
it is acquired through oral communication and actual participation. It is also worthy
to note that the NFE system has a variety of types meant for different groups of
individuals as per their needs and situations.

7. Need for Non-formal Education

Education plays a pivotal role in social reconstruction and development of a person.

In today’s globalized world, where knowledge explosion is taking place continuously,
linear expansion of non-formal education is both desirable and inevitable. There is a
direct relationship between educational and economic expansion. It reflects in Gross
Net Product (GNP) of a nation. Thus, education sector is expected to meet the
growing requirements of a trained middle and high-level manpower for the sustained
growth of economy. As the cost of formal education is increasing day by day,
government is not willing to invest in it and thus promoting privatization. Also formal
educational systems have adapted too slowly to the socio-economic changes around
them. Thus there is need to have some parallel system which can fulfil the needs of
people.
Millions of people in the world are still living in conditions of poverty, hunger, ill
health and illiteracy. Their basic elementary needs are not fulfilled in spite of
technological development. Increasing the gap between the ‘haves’ and ‘have not’s
is resulting into uneven development. The main reason behind this is illiteracy. On
one hand, percentage of literacy is increasing and on other hand absolute numbers
of illiterates are increasing. To educate crores of illiterates irrespective of sex, age,
skilled/unskilled, able-disabled, non-formal education system should be developed.
In most of the developing countries, the enrolment of children in the school and
their sustenance is not hundred percent. As a result school dropout rate of children
is very high. Competency level of those students who complete the primary
education is also questionable.

Many times it is not possible for a government to provide formal education for its
population. Sometimes there are many individuals, who can’t attend the formal
education due to their own situations/problems. In both the situation, only
alternative left is non-formal education.

Non-formal education happens outside the formal education system. It is more

flexible in all aspects such as age, place, time, curriculum and examination. It
considers the needs and convenience of learners. It mobilizes local resources. It also
enriches human and environmental potential. Thus it can be called as an alternative
system for formal education system. Hence, it is more useful for school dropouts,
working children/men/women, poor people who can’t afford formal school.

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Non-Formal Education is student friendly system. It does not require student
attendance, thus, decreasing the contacts between teacher and student. Most of the
activities take place outside the structured institution. It has flexible curricula and
flexible teaching methodology. This system is capable of adapting to the needs and
interests of students, for which time is not a pre-established factor but is contingent
upon the student’s work pace. It emphasizes to fulfil the needs of students. Non-
formal education prepares students to deal with daily problems. Non-formal
education is capable of adapting to the interests of students, as it is need based.

The current formal education system is inadequate to meet - effectively, efficiently -

the needs of individuals and of the society. There is a need to fulfil demands of
growing number of people.

The formal education system has limitations. It cannot reach all sections of a society
as it is rigid and also expensive. In India, though primary education is free, only
certain sections of the society can afford middle school and higher education. There
are a large number of children belonging to deprived classes who remain away from
formal school system due to poverty, migration, etc. Hence, there is a dire need to
have NFE. It gives them second chance to get education. Government of India has
implemented many schemes to enrol the out of school children. In formal education,
there is very limited scope for learning. NFE meets certain demands of the market.
If non-formal education is implemented carefully, education will reach all the
individuals of all age groups.

8. Scope of Non-Formal Education in India

Formal education system exists in all countries. Non-formal education is just a

complementary system to formal education. As stated earlier, NFE is need based,
flexible, and cost effective. In addition to the Central and State Governments, Non-
Governmental Organizations (NGOs) have played a major role in implementing the
NFE programmes. Most of the time it is misunderstood that NFE is for school
dropouts and poor and weaker sections of the society. But it is partially true. NFE
gives second chance to those who have left the school in between. It also gives the
chance to learn those who never had been to school (missed the chance). For
example adult education for illiterates.
Looking at the very nature of NFE, one can say that it is an instrument for
development- personal, economic as well as political. It helps in improving
productivity, as it focuses on skill development.

9. To whom it serves? (Target group)

It is intended for all age-groups and sections of society-child, youth and adult;
working and non-working men and women, the unemployed and leisured; illiterate,
semi-literate, literate or educated; urban/rural or tribal people. In other words, all
categories of people if and when they need, if and when they want- will be in a
position to use non-formal opportunities for learning. Even those who are in formal
education system or who have benefitted from it also need non-formal education for
personal fulfilment, professional growth or deeper understanding at all the stages of
life.
However, benefits from formal education system have been largely drawn by
privileged section of society. Non-formal education is mostly attended by under-
privileged people: the poor, landless, illiterate, women and tribal. This is necessary
to bring the equitable society. Priority should be given to those who have been
neglected for a long time. Non-formal education takes into account the interest,
need and will of the learners.
Non-formal education serves to a variety of people which includes:

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 School drop outs;
 Adult illiterates and semi literates;
 Unemployed youth;
 Differently able children/adults;
 Workers from unorganized sector;
 Poor marginalized people; and
 Those who do not fit into the formal education system.

10. Characteristics of Non-Formal Education

Following are the distinguished characteristics of non-formal education which makes

it different from formal and informal education:
 Non-formal education is highly participative, non-hierarchical and learning
happens in spontaneous environment. Here, all participants are both teacher and
learners.
 Non-formal Education is for all, irrespective of age, sex, class (poor, rich).
Anybody who is willing to learn can join it.
 It is flexible in many aspects such as duration, time, curriculum, methodology of
teaching and evaluation of outcome.
 No fixed criteria for admission.
 It is need based (demand based), learner centric.
 It is skill-based, job oriented.
 It is available on job and off job.
 It is affordable.

11. Objectives of non-formal education

According to UNESCO following are the objectives of Non-formal Education

(Pandya & Maniar, 2014):
 To promote awareness through literacy education programmes and acceptance of
learning as a means to individual and national development;
 To establish national infrastructural needs and provide for manpower
requirements;
 To provide equal educational opportunities to all, and through them more
equitable distribution of national income and employment avenues;
 To mobilize existing and potential local resources in the community;
 To facilitate transfer of appropriate technology to more need-based areas of
activity

12. Difference between Formal and Non-Formal Education

Following table explains distinction between formal education and non-formal

education.

Factor Formal Education Non-formal Education

Admission/entry Entry requirements Clientele determine entry
point determined/pre requirements
decided
Infrastructure Requires a fix Doesn’t require a fixed
infrastructure with structure. Teaching can
class rooms, take anywhere, any
laboratories, library, time. Usually
etc. Teaching takes place/venue is as per the
place within four convenience of learners.
walls. Isolated from E.g. chaupals, in
natural environment workshops, within

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 factories, in temples, in
the open air, on the
farm, etc.
Attendance compulsory attendance Attendance optional
Teaching Rigid teaching - Mostly participatory
methodology methodology methods
- Democratic way
- self analysis and
reflection on learning
Goals and - fixed goals - Flexible and diversified
curriculum/syllab - fixed syllabus goals
us/ Content - outsiders decide the - No fixed syllabus
goals and - Involvement of learners
curriculum/syllabus in framing the
- syllabus may not be curriculum/syllabus
suitable for all - Learner centric
learners - Focuses on current
- input oriented issues
- Individualized/output
oriented.
Learning - Learning may take Surety of learning is there.
place in classrooms
- Students may get
passing certificates
by just copying or
mugging up
Focus - focus on teaching focus on Learners’ learning
rather than learning
Approach - Authoritative Learners and
- authority centred teachers/instructors at
around teacher and par (friendly
head- relationship)
master/Principal
- Learners at receiving
end
- Hierarchical
- external
Period and time - specific and limited - continuous process
duration in the early - No fix timings for classes
life of an individual
(upto 10-15 years)
- expected to fulfil
life-time needs
Purpose Long-term and general Short-term and specific
Investment in - Time consuming (8- Short duration, may be
terms of years 15 years) part-time
- full time

13. Forms of NFE

Learning develops capacity of a person. As NFE is need based, the clientele who
joins the NFE are ready or willing to learn new skills. It helps them to gain new
knowledge. It increases their ability to function more effectively in changing society.
NFE serves to a diverse group of clientele. Following are some of the most popular
forms of NFE used in twenty first century:

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Correspondence education: It is planned, organized and structured. Many
universities in the World offer correspondence courses. They include a wide variety
of courses including professional one. People from all age groups and economic-
social classes enrol for Correspondence courses. Students who enrol for these
courses get printed educational material. Quality of this material is debatable. Some
of the universities also provide CDs as well. There is no face to face contact of
students and teachers on a regular basis. Sometimes guidance lectures are
organized which are optional for students to attend. Correspondence learning
system allows students to proceed at their own pace. The student’s motivation is the
basic factor for the program’s success.

Distance education: the concept of distance education is wider than that of

correspondence education. Print as well as electronic devices are used in this
system. Nowadays, a large number of universities are offering online courses which
are through distance mode. The online learning may be synchronous or
asynchronous. These courses are designed specifically for those who cannot attend
the formal education system may be due to their job or work. In other words, it
provides an opportunity to learners to learn even though they are separated by time
and distance.

Students submit assignments online and also get feedback through same mode.
The organization and administration of distance learning significantly differs from
those of formal education. Thus, for instance, no students attend classes at the
institution, except for occasional visitors. The curriculum and assessment strategies
are not uniform in all universities who offer distance education courses.

Instructional Design for non-formal education

The very nature of NFE is flexible. Hence, it is not confined to any one single
instructional design. It is open to innovations. While designing instruction, one has
to keep in mind following factors:
 Curriculum should be need based and also reflect national priorities;
 Instructions should be dependent on type of the content;
 Teaching methodology should be dependent on local situations.

There are four types of instructional designs (Sandeep, Madhumati, 2000) used in
NFE namely-
 Content centred approach;
 Problem focused approach;
 Conscientization approach; and
 Human development and creative planning approach.
Each one of this is explained in detail in following paragraphs.

Content Centred Approach: this approach is usually used in programmes where a

specific knowledge is to be transferred to people. Initially a baseline survey of
learners is conducted to know the minimum levels of competency. Experts find the
knowledge, attitude and practices (KAP) used by people. Based on this, new
information is given to people to fill the gap and achieve the desired competency
level. e.g. programmes on contraceptives (family planning), low cost nutrition and
modern agricultural practices.
Curriculum in this approach mainly focuses on KAP gap. Usually content is divided
into small units/messages. Various methods such as discussion with the help of
charts and posters, personal counselling, demonstrations, role play are used to
deliver the message. For example, if one wants to give information on child spacing,

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one can use personal counselling method. For information on low cost nutritious
dishes, one can use demonstration method.
Problem-focused Approach: this method focuses on problem solving. It helps
learner to solve their day to day problems. It helps learners to generate information
to find out the root cause of the problem and its solution as well. For example
alcoholism. One can find out the reason behind drinking habits, its effects and
solution to overcome this habit.
Conscientization Approach: this is based on Paulo Freire’s philosophy. It deals
with issues of power imbalance and the exploitation of the poor by vested interests.
By using this method, poor can become aware about their situation; develop their
power to fight for their rights collectively.
Content and methods in this approach are designed in such a way that learners are
promoted to think and analyse the issues critically. Based on the reflections, people
take action. For example rights of the domestic servants.
Human Development and Creative Planning Approach: this approach focuses
on developing learners’ creative and planning capacities. This will enable them to
function more dynamically and effectively as decision-makers, planners and change
agents. This approach encourages creativity, innovations which in turn will help to
improve the quality of people.

Perspectives of Non-Formal Education: non-formal education has promising

future in globalized world as continuous information explosion is taking place. Non-
formal education is need based which helps for individual as well national
development.

Recommendations

The existing formal education system needs radical transformation, if meaningful

development of all is to be made. It should focus on development of skills. A
multiple entry system should be developed alonwith considerable flexibility in the
choice, content and duration of the courses (Sheth, 1993). The content of education
should be relevant to the learners life and job market as well.

14. Conclusion

Education is essential for the development-personal as well as the nation. It brings

transformation-from a state of powerlessness into a state of power achieved through
knowledge. It helps to take decisions and actions to overcome the hurdles in
development. Non-formal education can play a vital role in the much needed radical
reform in education system, especially in India.

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