Contemporary India and Education - unit 1 - Nature of education as a discipline, types, and levels of education

1. Contemporary India
and Education
Dr.C.Thanavathi
M.A.(His.), M.Phil. (His.), B.A. (Eng.), M.Ed., M.Phil. (Edn.)
DGT., DCA, SET (Edn.), CTE, PGDHE, Ph.D. (Edn.), Ph.D. (His.)
Assistant Professor of History,
V.O.C. College of Education, Thoothukudi – 628008.
9629256771
thanavathic@thanavathi-edu.in, http://thanavathi-edu.in/index.html
Unit I
Education in
Contemporary India,
Constitutional Context

2. NATURE OF EDUCATION
AS A DISCIPLINE

3. •
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•
•
NATURE OF EDUCATION AS A DISCIPLINE

4. •
•
•
•
NATURE OF EDUCATION AS A DISCIPLINE

5. The chief Characteristic of
Education as a Discipline
Education is
Purpose
Education is
Deliberate
Education is
Drawing out
and bring up
process
Education is
Knowledge
as well as
experience
Education is
Liberal and
Vocational
For the Good of
the Individual
and well fare of
the society
Stabilizer,
Conservator and
Reconstructionist
Education is
Planned

6. The chief Characteristic of
Education as a Discipline
Education is
Lifelong
Education is
Influence
Exerted
Education is
Balanced
Development
Education is
Bipolar
Education is
Tripolar
Education is
Psychological
as well as Social
Education is
Growth
Education is
Power

7. TYPES OF EDUCATION

9. Formal Education
● Formal education in which the teacher the
taught face each other in a classroom
situation on a regular and continuous basis
and predetermined syllabus according to
time table, source of promotion to next class
after passing the previous one.
● Take a public examination at the end of the
course and receives a certificate.
● It is legally institutionalised and rigid it has
forced point of entry and cut.
● It is motivated by employment opportunity.

10. Formal Education
● It corresponds to the education process normally
adopted by our schools and universities.
● Formal Education corresponds to a systematic,
organized education model, structured and
administered according to a given set of laws and
norms, presenting a rather rigid curriculum as
regards objectives, content and methodology.
● It is characterized by a continuous education
process, which necessarily involves the teacher,
the students, and the institution.

11. Characteristics of Formal
Education
● Education imparted by formal institutes like Schools,
Colleges, and Universities.
● Though the main centers of formal education are
School or Colleges but library, museum, zoo, picture
galleries, lectures, symposia etc. serve as agencies of
formal education.
● Definite curriculum and courses of studies are
framed to teach the students and definite duration
of years required to complete the courses.
● Proper time schedule prepared for day to day
personalised teaching and semester or yearly
planning of academic sessions are implemented.

12. Characteristics of Formal
Education
● Both teacher and the students meet in a venue like the
classroom for personalised teaching.
● Attendance of teachers as well as the students is taken
for formal record and completing the Courses.
● Formal evaluation system (both internal and external)
is implemented to assess the performance of the
learners. Both continuous and Term End Examination
are used for evaluating the performance of the
students. Proper certification is done by the
Board/University for awarding the degrees or
diplomas to the students.
● On the basis of the result, the students are promoted
to higher classes or pursue higher degrees.

13. Informal Education
● The education received in indirect manner is called
Informal education.
● Some people called it individual or cultural
education it has no anticipated goal.
● Formal planning and rigid organization it is life long
process.
● The home, peer group playmates mass media etc.
for example, the son of farmer acquires knowledge
about farming from his father.
● In informal education experiences are unstructured
and indefinite.

14. Informal Education - Activities
● Visit to museums or to scientific and other
fairs and exhibits, etc.
● Listening to radio broadcasting or watching
TV programs on educational or scientific
themes.
● Reading texts on sciences, education,
technology, etc. In journals and magazines.
● Participating in scientific contests.
● Attending lectures and conferences.

15. Characteristics of Informal
Education
● Informal education is also called natural or incidental
education.
● No formal or non-formal institute is required to
provide informal education.
● For informal education, there is no need of any
curriculum, methods of teaching, teachers/mentors
and place of teaching.
● Education and experiences acquired during travel,
interaction with people, family discourses, community
and social dealings, interaction within the
environment, neighbourhoods, playmates, cultural
and religious activities are necessarily informal
education.

16. Characteristics of Informal
Education
● Informal education supports formal as well as the
non-formal education.
● Informal education does not provide degrees or
diplomas, it simply enriches by filling the gaps of
formal and non-formal education.
● Informal education may comprise the activities like
storytelling, group discussions, reading books on
your interests, listening to radio broadcasting or
watching educational Television programmes, visits
to zoo, museums, educational fairs and scientific
exhibitions, attending lectures and conferences, etc.

17. Non Formal Education
● This group include the school dropout, the
employed or working person those living away from
the additional institutions house wives, related
persons.
● Non formal education is not a substitute or parallel
to the formal education.
● We need Formal and Non formal education system
supplementing each other Non-formal education
deter from Formal and informal education.

18. Characteristics of Non
Formal Education
● Non-formal education endowed with flexible curricula, time
schedule, choices of subjects, and the place of education.
● It is not necessarily requiring daily teacher-student
interaction like formal education.
● Education imparted in distance mode like the Open and
Distance Learning system, offered by the Open Schools and
Open Universities, even the distance education
departments of the regular institutes also offer non-formal
courses/education.
● Like the formal education, non-formal education has a
curriculum and uses variety of methods of teaching and
mode of communication.
● The gravity and quality of instruction both for formal and
nonformal education are the same.

19. Characteristics of Non
Formal Education
● The timing of regular classes in non-formal education is
usually conducted on weekends (Saturday/Sunday) or
during the vacations.
● Multi-media communication systems like Print (Self
Learning Materials) and non-print (Audio/Video)
materials, radio, television, teleconferencing, interactive
radio counseling, online learning, etc. are popularly used
as medium of instruction in non-formal education.
● In India, institutes like Indira Gandhi National Open
University, National Open Schooling, and the State Level
Open Education Institutes provide non-formal education.
● Like formal education, degree awarded and Certification
are also done in non-formal education.

20. • Pre-Primary Education
• Primary Education
• Secondary Education
• Senior Secondary Education
• Higher Education
• Professional Education
• Distance Education
• Open/Optional Education
LEVELS OF EDUCATION

22. Pre-Primary Education
• This is the initial stage of organized
instruction; it is school or center-based and is
designed for children aged at least three
years.
• Also referred to as Kindergarten and currently,
most kindergartens are private-run. Public
kindergartens are usually affiliated to primary
schools.
• Pupils aged four to six are admitted for 1-2
years of schooling.
• Pre-primary education is known as various
names such as nursery education kinder
garden education Early Childhood Care and
Education (ECCE).

23. Pre-Primary Education
• Nursery and Kinder garden are in fact western
system of Pre-primary education which we are
trying to. Adopt into Indian system. Here children
are taught how to do develop basic skills.
• The pre-primary education in India is also known
as Kindergarten. Kindergarten, a term created
by Mr Friedrich Frobel in 1837, which means
"children's garden".
• Pre-primary education helps children become
more independent and confident as well as
promote the all-round development of the
children. He establishes kinder garden taught
through songs and gifts. In India Gandhiji planned
Pre-basic education.
• Kinder garden Montessori, Nursery, pre-basic
school, Day Care Centers, Balawadis etc are
example.

24. Primary Education
• Elementary or primary education is the first type of
formal education most people encounter.
• Primary education begins between five and seven
years of age, is the start of compulsory education
where it exists, and generally covers six years of full-
time schooling.
• This is actually the first level in the Education ladder.
• The importance of primary education is recognized as
it lays the foundation for lifelong learning.
• It has been found that the child develops significantly
in physical, cognitive, social, and emotional aspects in
the early years, and its experiences deeply influence
its disposition for learning.
• Primary schools develop basic skills and social
behavior by games, exercises, music, and simple
handicrafts.

25. Primary Education
• The seven foundation learning areas of
primary education are thinking,
communicating, sense of self and others,
health and physical understanding, social
living and learning, cultural understanding,
and understanding the environments.
• They teach basic literacy skills such as
reading and writing, as well as
mathematics, history, science, and many
other topics.
• To graduate, students are required to pass
standardized testing that meets applicable
regulatory or funding requirements.

26. Primary Education
• The elementary stage of formal
educational set up covers primary
education it is the stage when the
child start reading.
• Formal instruction in an institution
child having 6-8 years of schooling
that usually start from the age of 5 or
6.
• The main aim of primary education is
to establish functions in a variety of
subjects such as Science,
Mathematics, Social science.

27. Secondary Education
• Secondary education is the stage of
education following primary education.
• Secondary level education is like a bridge
between elementary and higher education.
• It prepares young students between the age
group of 12 and 18 for entry into higher
education.
• The main focus of the curriculum at this level
is to prepare students for employment, give
instruction functional academics, and teach
them adaptive skills.
• The social and interpersonal skills are
developed during this phase of education.

28. Secondary Education
• Lower Secondary Education – continues
the basic programs of the primary level,
although teaching is typically more
subject-focused.
• Usually, the end of this level coincides with
the end of compulsory education.
• It is the final stage of education in school
primary education end with VII then after
enter the Secondary and Higher Secondary
stage.
• Its starts with VIII to end with XII.

29. Senior Secondary Education
• It generally begins at the end of
compulsory education.
• The entrance age is typically 15 or
16 years.
• Entrance qualifications (end of
compulsory education) and other
minimum entry requirements are
usually needed.
• Instruction is often more subject-
oriented and the typical duration
varies from two to five years.

30. Higher Education
• Higher, post-secondary, tertiary, or third
level education refers to the stage of
learning that occurs at universities,
academies, colleges, seminaries, and
institutes of technology.
• Higher education also includes certain
collegiate-level institutions, such as
vocational schools, trade schools, and career
colleges that award academic degrees or
professional certifications.
• Higher education includes teaching,
research, exacting applied for work (e.g. in
medical schools and dental schools), and
social services activities of universities.

31. Higher Education
• Higher education follows secondary
education.
• Students take academic courses and are
awarded undergraduate, masters, and
doctorate degrees.
• Higher education facilities may also
offer professional degrees – for
instance, law, medicine, or dentistry
degrees.
• Typical examples are programs designed
to prepare pupils for doctorate studies
or programs designed to prepare pupils
for direct labor market entry.

32. Higher Education
• Higher education is non-
compulsory educational level
which comprises of under graduate
and post graduate along.
• With vocational education training
usually a person need to admit in a
college or a university to receive
higher education.

33. Professional Education
• Professional education is a formal specialized
training about a particular profession in which
learners are taught the central concepts, principles,
and techniques, and how these are applied in real
practice, and the learners also acquire the
necessary competencies needed for proper
practice and behaviour.
• Professional education is a formalized approach to
specialized training in a professional school
through which participants acquire content
knowledge and learn to apply techniques.
• Although content is what the participant is
expected to learn by attending professional school,
such an education also helps the participant
acquire the competencies needed for proper
practice and behavior.

34. Professional Education
• Some common goals of professional education
include incorporating the knowledge and values
basic to a professional discipline; understanding
the central concepts, principles, and techniques
applied in practice; attaining a level of competence
necessary for responsible entry into professional
practice; and accepting responsibility for the
continued development of competence.
• It is designed to produce responsible professionals
and then to ensure their continuing competence in
the profession by helping them recognize and
understand the significance of advancing
professional knowledge and improving standards
of practice.
• It involves the translation of learning to practice
and is intended to prevent occupations and
professionals from becoming obsolete.

35. Distance Education
• Distance education courses are basically
correspondence courses that individuals
can obtain their studies by not attending
regular classes.
• Students pursuing distance learning
education need not worry concerning the
course contents, mode of examination,
and duration of the course or the degree
as it’s going to be very same as awarded
to regular students.
• Distance education is extremely
advantageous for students who wish to
pursue their higher studies, but do not
get enough time to do this.

36. Distance Education
• This programs may be taken up by people who
stay at remote places, workers, housewives,
and even working professionals, who because
for one or another reason are not able to take
up a regular program.
• Distance education provided by institutes is
controlled by the Distance Education Council
of India.
• Distance education is helpful to those who
cannot join regular schools or colleges.
• At the school level, the National Institute of
Open Schooling offers education through
distance learning.
• While, at the college or university level, Open
universities provide distance education.

37. Open/Optional Education
• Open education is an attitude, a
practice, and a method of teaching that
inspires inquiry, equal access to course
materials, and sharing lessons and
materials with the wider community.
• At the center of open education is the
belief that education is strengthened
when shared openly. Open education
relies on open educational resources
(OER) and open licensing.
• Open education is a philosophy about
the way people should produce, share,
and build on knowledge.

38. Open/Optional Education
• Optional Education programs serve students
with attendance problems and/or dropouts up
to and including those who are 21 years of age
and provide prevention and intervention
services and/or optional education.
• Programs which primarily provide prevention
and intervention services integrate resources
of the school and community to meet the
needs of the students and parents.
• Optional education programs serve as part-
time or full-time options to regular school
attendance and offer modified instructional
programs or other services designed to
prevent students from dropping out of school.

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40. Dr.C.Thanavathi
M.A.(His.), M.Phil. (His.), B.A. (Eng.), M.Ed., M.Phil. (Edn.)
DGT., DCA, SET (Edn.), CTE, PGDHE, Ph.D. (Edn.), Ph.D. (His.)
Assistant Professor of History,
V.O.C. College of Education, Thoothukudi – 628008.
9629256771
thanavathic@thanavathi-edu.in
http://thanavathi-edu.in/index.html
Thank you