Role of family, Community and Society in promoting education

1. Education and Society
Role of family,
Community and
Society
in promoting education.
By
M.VIJAYALAKSHMI
Assistant Professor

2. UNIT-III
Education and Society

3. Unit – 3: Education and Society
3.1 Role of family, community and society in
promoting education.
3.2 Concept of social system and education as a
sub-system.
3.3 Role of Education in Social Mobility and
Social Stratification.
3.4 Education for the 21st Century - futuristic
perspective - concerns and issues.
3.5 Principles of education - four pillars as
envisioned by Delor's Commission.

4. UNIT-III
Education and Society
3.1 Role of family,
Community and
Society
in promoting education.

5. AGENCIES OF EDUCATION
• Educational functions of
• Family
• Peer group
• Community
• School and
• Mass Media –
• Lifelong Education:
• Mass education –
• Open and Distance Learning

6. MEANING OF AN
“AGENCIES OF EDUCATION”
• To perpetuate chain of cultural transmission
between successive generations, society has
established some social organizations called
‘Agencies of Education’
• Undertake the functions of preservation,
transmission and enrichment of the cultural
heritage of a given community
• Impart education either directly or indirectly to
youths of the community and help them pick up
the elements of culture
• Family, Peer group, Community, Religion, School
and the Mass Media

7. DIFFERENT CATEGORIES OF
AGENCIES OF EDUCATION
AGENCIES OF
EDUCATION
I
FORMAL
NON-
FORMAL
INFORMAL
2
PRIMARY
SECONDARY
TERTIARY
3
ACTIVE
PASSIVE

8. PRIMARY AGENCIES
(DIRECT CONTACT)
Family
Peer group
Neighbourhood

9. SECONDARY AGENCIES
(DIRECT AND INDIRECT CONTACT)
EDUCATIONAL INSTITUTIONS
RELIGIOUS INSTITUTIONS

10. TERTIARY AGENCIES
(NO DIRECT CONTACT)
CULTURAL / LINGUISTIC
ASSOCIATIONS
STATE
NATION

11. FORMAL AGENCIES
• Schools, Colleges, Universities, Training
Institutes etc
• Authoritative in character and closed type in
social situations
• Have fixed curriculum
• Appointed teachers
• Specified premises for functioning
• Scheduled time for work
• Admission procedures
• Examination system
• certification etc

12. NON-FORMAL
AGENCIES OF EDUCATION
• Flexibility in arrangement of education
system
• Education and training – Voluntary
Organizations – Adult Populations
• Adult Education, Carpet-making, Toy-making
• Women – Tailoring, Knitting, Basket weaving
- Mahila Mandals
• Youth Organizations
Open University System

13. INFORMAL EDUCATIONAL AGENCIES
• Incidental education – conversation,
contact and in a non-designed
situation
• Family, society, play groups,
professional organizations, youth-
activity groups

14. ACTIVE SOCIAL
AGENCIES OF EDUCATION
•Mutual interaction of
persons
•Family, school, church

15. PASSIVE AGENCIES
• One-way process
• Influence the individual, but are
not influenced by him
• Press, radio, television, theatre,
museum, public library and
cinema

16. INFLUENCE OF
SOCIAL ORGANIZATIONS
• Responsible for preserving and transmitting
the social traditions to the youths
• Preserve the uniqueness of a social group
emerging from language, religious faiths,
traditions and other cultural activities
• According to Lester Ward, take the
responsibility to control and direct the
energy of the society

17. ROLE AND FUNCTIONS OF
HOME OR FAMILY
• Oldest social institution
• Basic unit – all other social institutions
• Responsible human-being
• Nuclear family – husband, wife and their
children
• Joint family – along with them the parents,
other close relatives like uncle, aunt, nephews
and niece - live together
• Paves the way for the style of life one leads
• Absence of pleasant family – emergence of
delinquents and criminals of society

18. EDUCATIONAL INFLUENCE OF HOME
• Family – starting point – development-map of
the child
• Beginning of Education in Informal Ways
• Home or Family – significant informal agency
of education. Home – first school, Mother –
first teacher for child
• Factor Determining the Nature of Formal
Education of the Child

19. • Training in Vocational Skills
• Development of Social Behaviour
and Virtues
• Citizenship Training
• Providing Moral and Spiritual
Education

20. PEER GROUP
• People of same age group
• Have similar tastes and interests
• Easy to mingle , discuss and play
• Psychological label – Childhood (6 to 11 yrs) – Gang
Stage
• Social Virtues – courage, persistence, dependability,
co-operation, sympathy, valuing others’ opinions
• Parents and teachers – encourage – play and other
activities
• Remove withdrawal tendency and inferiority complex
from children
• Parents – pay attention – good friends – good habits

21. EDUCATION AND COMMUNITY
• COMMUNITY means “Communality” – people
sharing same modes of life, habits and speaking
the same language
• Community - Secondary group; Family – Primary
group
• Socializes the individuals effectively
• Instills in the individuals the social heritage of
the community
• School – Formal Educational Agency
• Non-formal agencies – industries, training
institutes, voluntary organizations for adult and
social education, museum, public libraries,
laboratories

22. SPECIFIC FUNCTIONS OF COMMUNITY
• Assess the cultural and developmental need of
the area and to provide educational facilities
suited to them
• Providing facilities for education through formal
agencies such as schools and colleges
• Laying down minimum standard of attainment for
pupils
• Organizing suitable vocational courses for pupils
• Coordinating the efforts of various educational
agencies

23. • Protecting the family as a legitimate agency of
education
• Making provision for a programme of teacher
education
• Establishing libraries, museums, theatres and
other social service agencies
• Organizing Adult Education and Social Education
Centers
• Conducting meetings, fairs, festivals, exhibitions
which are of cultural and educational value
• Promoting the democratic attitudes of people –
through conferences, clubs and other
cooperative enterprises

24. SCHOOLS
• Home – Oldest social institution – all other
developed
• Took the responsibility of socializing the child
• Providing - vocational skills – function
independently
• Basic civil and moral training and guidance
for following religious and cultural practices
• Grew larger – human knowledge and
experience accumulated in the written form
• Necessity for formal agency – “School”

25. • Parents – major time occupation
• More occupation – demand differential
knowledge and skills
• Education become a specialized occupation -
highly learned and qualified – “Teachers”
• School – socially efficient in serving the society
• As years rolled – changes took place
• Shift system, appointment of part-time teachers,
open schools, utilizing the community resources,
students’ self-learning techniques, use of ET for
effective teaching, use of Question bank,
Educational Projects and Assignments etc
• “Work and earn while you learn”

26. Role and Functions of School
• Conservation and perpetuation of social
life
• Enrichment of culture
• All-round development of the individual
• Promotion of social efficiency
• Post-school adjustability
• Inculcation of higher values of life

27. EDUCATIONAL FUNCTIONS OF THE SCHOOLS
• All round development of the personality of
the individual
• Preparation for post-school adjustability
• Development of basic skills for acquiring
education throughout one’s life
• Development of life-skills and social
efficiency
• Providing citizenship training
• Development of moral values, civic sense and
vocational skills

28. MASS MEDIA
MEANING OF MASS MEDIA
• Lot of information and message, produced at
a particular source are when disseminated or
transmitted to thousands of people
overcoming the barriers of distance and time
• Include written or printed media with or
without visuals like magazines, newspapers,
journals etc and the more effective media of
larger audience coverage like films, radio and
Television

29. CHARACTERISTICS OF MASS MEDIA
• Powerful, produce information instantaneously,
flexibility, highly effective in the face of fast
changing tastes and ideas of people
• Audio-visual creations produce quick impact –
cognitive and affective levels
• Information to a large extent could reach the wide
unknown audience rapidly
• “Openness” - to receive or shut out the
information transmitted
• Extensively used to provide information,
education, entertainment, advertisement and
propaganda

30. SOME OF THE MASS MEDIA AND
THEIR EDUCATIONAL USES
NEWS PAPERS
• India – second largest country – print and
publish daily news papers
Daily Papers
• Dina Thanthi, Dinamalar, Dinamani, The Hindu,
The New Indian Express, Deccan Herald, Times
of India etc
Weekly and Monthly Magazines
• Kalai Kathir, Mangayarmalar, Science Today etc

31. RADIO AND TELEVISION
• Reach out even illiterate masses
• Provide non-formal education
• Quality education – “drawing hall”
• Only one way communication – cannot completely
replace teachers
• Still play a significant role in educating the masses
• Systematically planned and organized
• Attract and stimulate the listeners
• Illustrated by the increasing volume of commercial
advertisements and sponsorship programmes

32. RADIO LISTENERS – 4 CLASSES
• Appreciate the emotions and moods without
much importance to words and music
• Listen the programmes mainly for relaxation and
get news/information incidentally and not
deliberately
• Prefer to get mainly news/information
• Listen with the aim of getting educated; listen
programmes consistently, think and analyze
them crtitically
• Children – trained to this type of critical listening

33. TELEVISION
• Use of both the sensations of ‘hearing’ and
‘seeing’
• ‘Manaimatchi’, Ariviyal Ayiram’, Dinam oru
kural’, Vazhkai Kalvi’, Hallo Ungaludan’,
‘Vinadi-Vina’, Vazhakkadu Mandram’, ‘Nool
Nayam’, ‘Kavithai Arangam’ ‘Mana Nalam’ etc
• Fulfill the needs of different sections of the
Tamil population and provide for non-formal
education

34. • Bring the events in the external world, life-like
to the classroom
• Can view all the details so clearly through
television programmes
• Solar eclipse and cricket matches
• May be of direct relaying of live-events or pre-
recorded
• Superior to films, video-tapes, projected slides,
still-pictures, VCDs etc as a teaching aid
• Highly useful in developing teaching skills,
problem-solving capacity, business
entrepreneurship, marketing expertise, health
care etc among the people

35. OTHER AUDIO-VISUAL DEVICES
• Films, film-strips, slides, posters, models, tables etc –
used in education extensively
• Classified into 2 types
– Projected Aids
– Non-projected Aids
• Nowadays – “Multi-media Learning Packages”
• Recreation films and film songs – social message
• Sakalakala Sambandhi – Widow remarriage
• Muthal Thethi – Eradicate the attitude of suicide
• Sivasankari’s “Oru Manithanin Kathai” – Ruins of
Alcoholism
• Bharath Ratna – Background of Kargil war and promotes
patriotism among the youth

36. INTERNET
• Millions of websites
• Collect information on any topic within
minutes
• Today without going to school, one
could get complete education through
internet

37. PRECAUTIONS NEEDED
IN THE USE OF MASS MEDIA
• Highly influential among our youths
• Imaginary
• Acting skills of celluloid heros and heroines – blindly follow by
them
• Not meant for students only
• Very difficult to control them
• Responsibility of educational institutions – unworthy one
• Educative websites – recommended to the students
• Classroom discussion can be arranged
• Tastes developed – themselves avoid
• Efforts – to integrate – libraries, study centres and
information science
• Guided to make the best use of it
• Highly useful for talented students for self-learning

38. LIFELONG EDUCATION
• Lifelong learning is the “ongoing, voluntary
and self-motivated” pursuit of knowledge for
either personal or professional reasons
• Enhances social inclusion, active citizenship
and personal development, competitiveness
and employability
• The term recognizes that learning takes place
throughout life and in a range of situations
• Learning takes place on an on-going basis
from our daily interactions with others and
with the world around us

39. YEAXLEE (1929) – THREE KEY
FEATURES OF LIFELONG EDUCATION
• Seen as building upon and affecting all existing
educational providers, including both schools
and institutions of higher education
• Extends beyond the formal educational
providers to encompass all agencies, groups and
individuals involved in any kind of learning
activity
• It rests on the belief that individuals are, or can
become, self-directing, and that they will see
the value in engaging in lifelong education
(Tight, 1996)

40. CONTINUING EDUCATION
Concept of Continuing Education
• ‘lasts from the cradle to grave’
• ‘is an ocean no one can cross over’
• ‘is an unperishable wealth’
• ‘grows on sharing’
• It is an arrangement which provides for
opportunities to people of all ages to learn
any course of their choice, at convenient time
and place and progress at one’s own speed to
suit the individual capacity and capability

41. OBJECTIVES
OF CONTINUING EDUCATION
• To provide a suitable alternative path to wider
opportunities in education and especially in higher
education
• To provide an efficient and less expensive process of
education
• To provide educational facilities to all qualified and
willing persons who are unable to join regular
University and other courses due to various reasons
• To provide opportunities of academic pursuits to
educated citizens willing to improve their standard of
knowledge and learning through continuing
education while in employment
• To encourage self-learning

42. CATEGORIES OF PEOPLE REQUIRING
CONTINUING EDUCATION
• Adults educated to some extent
• Those who want to get higher education
while remaining in employment
• People of all age groups who are willing
to improve upon their educational and
professional qualifications

43. SALIENT FEATURES OF
‘CONTINUING EDUATION’
• Education - life-long education process,
continuing education offers educational
facilities to people of all age groups, to
pursue the courses of their choice
• Traditional notion of treating University
education as the terminal point in human life
has been shattered. Structure of continuing
education from the formal education system

44. • Various media and methods are employed for
the instructional process in continuing
education. Radio and television broadcasts –
instructional materials - by post – direct
contact classes
• Objectives of continuing education centre
around the community and its needs rather
than the individuals
• Aims to help all individuals to qualify
themselves for any post / position in the
occupational ladder

45. • Today ‘Directorates of Continuing Education’
have been started in about 84 universities to
provide part time education by
correspondence mode and employing
different mass media
• Number of students – learn through this
mode of education
• To develop knowledge and to get university
degrees
• This made continuing education to flourish in
Indian Universities

46. MASS EDUCATION
• Education directed to large number of
people, which provides functional literacy,
knowledge and awareness in personal health
and hygiene, sanitation and the facilities
available to them for improving their living
conditions
• Nearly two thirds of Indians live in villages
and urban slums
• Still a dream for the children in the poor
families

47. • Indian constitution and the ‘Right to Education
Act’ – have vision – 100% school enrollment and
retention of all children in the age group 6 to 14
• Unfortunately 80 % in several state in India
• Children – compete Std. VIII – 50% to 70%
• Drop out rates are high in rural and tribal areas
• To increase the rate of enrollment, retention and
regular attendance, Central and State
Governments – launched many schemes like
free education upto Std. V – free mid-day meals,
free books and stationery, free transport,
incentives to girl students etc

48. • Illiterates above the age of 15 as well as school
dropouts without completing Std. VIII –
functional literacy programmes are launched
through “National Literacy Mission” – to solve
the personal and vocational problems
• Animators – brief training
• Literacy centres – function for one hour
• Full free and last for eight months
• Provided free learning materials
• No compulsory attendance, threat of
examinations or issuing of certificates

49. PROMOTING MASS MEDIA
• Every educated person – help illiterate. ‘Each
one, teach one’ is a noble idea.
• Adult education broadcasts in television –
enriched and more interesting
• Social education programmes - broadcasted –
useful to home makers and others
– Media offers two-way communication – personalized
contact
• Popular sports person and actors – participate-
develop awareness
• Many organizations and industrial houses offer
training programmes to young aspirants –
stipendiary system

50. DISTANCE EDUCATION
• If teaching and learning are separated either by
distance or time
• Prof. Helmberg (1981) – one in which education
is provided at different levels – in the absence
of direct and continuous supervision of teachers
• Well planned and structured by a panel of
experts in the field
• Instructional materials and arrangement are
made
• Guidance and periodical evaluation are made
by teachers

51. Television Lessons
Satellites
Video Lessons
Student - learning
Computer
Correspondence
Courses
Teachers/Guides
Direct Contact
Classes
Radio Broadcast
Video Discs / C.D.’s
Educational
Institutions
State Library
Learning Centre

52. NEED FOR DISTANCE EDUCATION
• To manage the ever increasing student –
population seeking higher education
• To regulate the huge rush in formal
universities by diverting a sizeable portion to
distance education programmes
• To make available formal education even for
those who are outside the regular school and
college system
• To provide education in various disciplines as
a continuation of non-formal education
programmes

53. DIFFERENT FORMATS OF
DISTANCE EDUCATION
• In addition to the correspondence lessons and radio
broadcasts, arranging for some week-end contact
classes
• Providing support to the school system to offer
additional courses or additional information and
knowledge through postal lessons, television and radio
broadcasts
• Arranging for usual learning for those who could not
reach in the regular school system
• Arranging for agricultural broadcasts, Radio and T.V.
Learning Movements, Radio Schools as found in some
Latin American countries etc

54. SALIENT FEATURES OF DISTANCE EDUCATION
• Presence of teacher is not mandatory for
teaching instruction
• Lessons prepared by a panel of teachers – use
at various centres
• Individual study by learners is emphasized
• Students learn independently through
different activities and media
• Importance is given for the instructional
materials prepared by the educational
institution offering distance education

55. • Students can learn by remaining at home or
‘LEARNING WHILE EARNING’
• Students and teachers meet in the classroom
only for certain educational activities
• Education gets democratized and reach out the
doors of individual learners
• As students learn on their own self-efforts – no
chance for standard of education getting diluted
• Cost of education is also cheap compared to
formal education
• Various kinds of media are employed – serves as
an alternative to teacher-student interaction

56. CORRESPONDENCE COURSES IN THE
DISTANCE EDUCATION MODE
• Correspondence-education is an important
method - distance learning mode
• Not a private system of education
• Depend heavily on printed materials (Called
learning packages)
• Contain structured lessons along with test
papers
• Responses are periodically evaluated by the
Directorate of correspondence courses
• Personal contact programmes are also held

57. SENDING LEARNING
PACKAGES
DIRECTORATE OF
CORRESPONDENCE
COURSES
STUDENT-
LEARNING
SUBMISSION
OF
ASSIGNMENTS
STUDENTS
RETURNING THE
EVALUATED
ASSIGNMENTS

58. • Radio and television - to enrich the learning
experiences of the students
• Now in science subjects – involving practicals
are also offered
• Effectiveness of the courses depends on
lessons prepared and proper motivation of
the students
• Correspondence courses in conjunction with
open universities, are of great value in
stimulating intellectual progress - India

59. DISTANCE EDUCATION IN INDIA
• First time in India – Delhi University in 1962 – the
School of Correspondence and Continuing
Education
• 80 Indian Universities are offering
• Indira Gandhi National Open University (IGNOU) –
pioneer
• Innovative course at the door steps of learners
• All Universities in Tamilnadu (like Madras, Madurai
– Kamaraj, Annamalai, Alagappa, Bharathiar,
Bharathidasan, Mother Teresa Universities) offer
open university programme as well as
correspondence courses

60. ADVANTAGES OF DISTANCE EDUCATION
• Helps – discontinued, but willing to continue
their education. Inexpensive also
• Promotional prospects in professional carrier –
vertical mobility
• Fail to get admission in colleges and
universities, disinterested to learn on a full-
time basis, compulsion to discontinue studies,
take up some job – join distance education
• Learn with self-motivation – quality of
education remains high. Wastages – avoided.

61. • Eases considerably the pressure for admission in
regular colleges and schools – avoiding over
crowded classrooms
• The problem of increasing traffic congestion
does not accentuated
• Cheaper
• Permits earning while learning – avoids human
labour in regular schools and colleges

62. OPEN SCHOOL SYSTEM
1. CONCEPT OF ‘OPEN EDUCATION’
• No formal educational qualification are
required to join school system
• Above age of 16 – knowing reading and
writing can join the foundation course
• Entrance examinations - various level
• Pass can join
• Highly diverse, need based and life-oriented
and highly relevant to modern times

63. • Modular approach
• Supplied to the students
• Periodical personal contact programmes for
clarify doubts and to conduct practicals
• Employs various multisensory media
• Visit ‘Learning Resource Centres’ – at various
locations and make use of them
• Has unique in-built features – self-learning,
compensating for the opportunities lost
during one’s childhood etc.
• Novel idea – lifelong education

64. 2. EMERGENCE OF OPEN SCHOOL
SYSTEM IN INDIA
• England’s open University – forerunner
• Director of NCERT appointed a committee in
1974 to study this proposal and prepare a
detailed plan for it
• Studied the feasibility – prepared a ‘Draft Plan’
for it
• Submitted to the Ministry of Education,
Government of India was accepted
• A separate Directorate of Open School
Education was established in July 1979

65. • Open school was started at Chennai in 1985
• Provide continuing education – completed two
year study successfully in Non-formal Education
centres
• In 1990, National Institute of Open Schooling
was established through an act of Parliament
• Present – Headquarters – Noida in Uttar Pradesh
– have branch offices in all states
• More than 1500 study cntres
• In Tamil Nadu 27 schools serve as study centres
• In Chennai – C.P.Ramawsamy Iyer Foundation,
Alwarpet, Kendriya Vidyalaya at Avadi and
MEASI school at Broadway

66. 3. OBJECTIVES OF OPEN SCHOOL SYSTEM
• To provide education – employed and completed
16 years
• To provide opportunities for the following
categories of people who could not study in formal
schools
– Economically poor –rural housewives
– School drop-outs (after VII Std.)
– Failed in X or XII Standard in the formal system of
education
– Those desirous of continuing vocational education or
studying need based life-oriented courses / subjects
• Relax age–restrictions – wish to continue their
education

67. 4. STYLE OF FUNCTIONING OF OPEN SCHOOLS
• 16 years completed
• Lessons – post and personal contact classes –
weekends and public holidays
• Can’t - Remain at home and learn
• At five levels – III, V, VIII, X and XII standards
• X and XII – Learn atleast five subjects
• Complete and pass – awarded certificate
• Continue - open education system or formal
system of education
• Highly inexpensive
• Example – complete X Std course – Rs. 1000/-

68. 5. ADVANTAGES OF OPEN SCHOOL
SYSTEM OF EDUCATION
Open schools system helps in :
• Democratizing education by expanding
educational opportunities to all
• Raising the educational qualifications of people
• Eradicating illiteracy by joining hands with non-
formal education
• Continuing for those who are employed
• Reaching out education to the door steps of
individual learners
• Raising the productivity and performance level
of working force in the country

69. OPEN UNIVERSITY
• First – established in England, way back in 1969
• IGNOU – established in Sep 1985 – headquarters
at New Delhi
• IGNOU started – distance education programmes
from 1987
• 854 courses under 73 programmes
• Upto 2005, about 3.56 lakhs students – registered
• 46 Zonal Centres and 270 study centres
• Specially designed programmes – physically
challenged, socially backward woman and the
rural poor

70. • Initially telecast through ‘Doordarshan’ channel
• Republic day of 2001 – separate TV channel –
IGNOU – ‘Gyan Darshan’ – launched
• In Nov, radio broadcast services were started
using a new F.M. wave channel
• Today – our state – 4 open universities –
Tamilnadu Open University, Chennai, Annamalai
and Madurai Kamaraj Universities
• Dropped out of UG or PG courses – continue
through open universities
• Aim to fulfill the needs of higher education for
different sections of people
• Under privileged and most backward in the
society

71. • Use of printed lessons, recorded audio and
video cassettes, radio and TV programmes
along with institutional facility at study
centres constitute the media of learning
• 20 years – join UG programme
• No prior education qualification is insisted
• After admission – required to pass
foundation courses
• Boon for the people of different sections of
society - needs – pursuing their jobs
• Higher education - inexpensive

72. Sources are taken from
•Slidesharenet.com
•Web sources

73. THANK YOU