1. The word “educate” comes from the Latin ‘educere’, meaning “to lead out”, “to bring out”.

To
educate means to bring out of the child, the student, that sprit of learning and wonder, the
desire to know, that thirsts for knowledge.
2. 3.  True education is the harmonious development of the  Physical,  Mental,  Moral and
 Social, the four dimensions of life.  The illiterate of 21st century will not be those who
cannot read and write, but those who cannot learn, unlearn and relearn.
3. 4.  Webster defines education as the process of teaching to develop the knowledge, skill, or
character of the student.  Education is the process of bringing desirable change into the
behavior of human beings.  It can also be defined as the process of imparting or acquiring
knowledge and habits through instruction or study.  Sociologist Rodney Stark declares that,
“Education is the cheapest, most rapid, and most reliable path to economic advancement
under present conditions.”
4. 5. A) Formal education. B) Non-formal education. C) Informal education.
5. 6. Formal education is basically an  Institutional activity,  Uniform and subject oriented, 
Full time,  Sequential,  Hierarchically structured,  Leading to certificates degrees and
diplomas.
6. 7.  Full time education.  Technical and professional training.  A variety of specialized
programmes.  Running from primary school through the university.  Chronologically
graded education system.
7. 8. Any organized education activity  Outside the established formal system whether
operation Separately or  As an important feature of some broader activity that is intended to
serve Identifiable learning clienteles and learning objectives.
8. 9. 1. It is flexible. 2. It is life, environment and learner oriented. 3. It is diversified in content
and method. 4. It is non-authoritarian. 5. It is built on learner-participation. 6. It enhances
human and environmental potential.
9. 10. The truly lifelong process whereby every individual acquires attitude, values, skills and
knowledge from daily experience and the educative inferences and resources in his or her
environment from family and neighbors, form work and play, from the market place, the
library and the mass media.
10. 11. 1. Informal education is the least controlled, that’s why this type of education can not be
excluded of somebody’s life. 2. Informal education consists of accidental, unclear,
quantitative information. 4. Informal education refers even to emotions, feelings, beliefs etc.
5.Informal education offers responsiveness ready response when interact with environment.
6. Informal education offers possibility to freely act in unknown situation. 7. Informal
education offers freedom of self-formation.
11. 12. Formal Education Non Formal Education Target Group Mainly young, Universal,
Compulsory, Selective Mainly adults, those interested, voluntary and open Time Scale Full
time and Primary activity Part time and Secondary activity of participants Relevance
Separate form life, In special institution, In sole purpose buildings Integrated with life, In the
community, In all kinds of settings Programme Run by professionals, Excludes large parts of
life It is participatory, Includes large parts of life. Curriculum One kind of education for all
Education to meet learner Methods Teacher centered,Mainly written Learner centered, Much
is Oral Objectives Conformist Promotes
12. 13. Formal Education Non Formal Education Independence Set by teachers, Competitive
Set by learners and Controlled by Learners Orientation Future Present Relationship
Hierarchical Egalitarian believing in Equal Right Validation Validated by education
Professional Continuing validated by learners
13. 14. Latin roots “ex”-out “tensio”- Stretching Extension is that type of education which is
stretched out to people in the rural areas far and near, beyond the limits of the educational
institutions to which the formal type of education is usually confined.
14. 15.  “Extension” originated in England in 1866 with a system of University Extension which
was taken up first by Cambridge and Oxford Universities.  1873- The term “Extension
Education” was used by Cambridge University.
15. 16.  Extension education is education for the betterment of people and for changing their
behavior i.e. knowledge, skill and attitude.  Extension education is the dissemination of
useful research findings and ideas among rural people to bring out desirable changes in their
social and cultural behavior.  Extension education is an applied science consisting of
contents derived from researches, accumulated field experiences and relevant principles
drawn form the behavioral sciences synthesized with useful technology, in a body of
philosophy, principles, contents, and methods focused on the problems of out of school
education for adults and youths. (Lagans. J.P.)
16. 17.  The expression of the ends forwards which our efforts are directed.  Direction of
movement before, starting any programme.  The objectives should be such which provide
right direction to the large number of people to set a direction and travel the distance
between theory and practice.
17. 18.  To raise the standard of living of the rural people.  Extension education in our country
is primarily concerned with the following main objectives:  The basic objectives of the
extension education are the overall development of the rural people.  To bring about
desirable changes in the human behavior, which includes change in knowledge, skill and
attitude.
18. 19.  The dissemination of useful and practical information relating to agriculture, including
improved seeds, fertilizers, implements, pesticides, improved cultural practices, dairying,
poultry nutrition etc. 4. To make the people aware that agriculture is a profit table profession.
5. To create an environment for rural people so that they can show their talent, leadership
and efficiency. 6. To provide appropriate solution of the farmer’s problems. 7. To bring the
scientist closer to the farmers.

1. "I cannot teach anybody anything, I can only make them think.“ (Aristotle)
2. 3.  Education is a systematic process through which a child or an adult acquires
knowledge, experience, skill and sound attitude. It makes an individual civilized, refined,
cultured and educated. Its goal is to make an individual perfect. It is the key to solve the
various problems of life.
3. 4.  - Education in the broadest sense of the term is meant to aid the human being in his/her
pursuit of wholeness. Wholeness implies the harmonious development of all the potentialities
God has given to a human person.  - True education is the harmonious development of the
physical, mental, moral (spiritual), and social faculties, the four dimensions of life, for a life of
dedicated service.
4. 5.  The word ‘Education’ has been derived from different Latin words.  a) ‘educare’ which
means ‘to bring out’ or ‘to nourish’.  b) ‘educere’ which means ‘to lead out’ or ‘to draw out’.
 c) ‘educatum’ which means ‘act of teaching’ or ‘training’.  d) ‘educatus’ which means ‘to
bring up, rear, educate’.
5. 6.  · The most common Indian word ‘shiksha’ is derived from the Sanskrit verbal root ‘shas’
which means ‘to discipline’, ‘to control’, ‘to instruct’ and ‘to teach’.  · Similarly the word
‘vidya’ is derived from Sanskrit verbal root ‘vid’ which means ‘to know’. Vidya is thus the
subject matter of knowledge
6. 7.  1. Mahatma Gandhi – “By education I mean an all-round drawing out of the best in man
– body, mind and spirit.”
7. 8.  2. Rabindranath Tagore – “Education enables the mind to find out the ultimate truth,
which gives us the wealth of inner light and love and gives significance to life.”
8. 9.  Dr. Zakir Husain – “Education is the process of the individual mind, getting to its full
possible development.”
9. 10.  . Swami Vivekananda – “Education is the manifestation of divine perfection already
existing in man.”
10. 11.  . Aristotle - “Education is the creation of sound mind in a sound body.”
11. 12.  Rousseau - “Education is the child’s development from within.”
12. 13.  Herbert Spencer- “Education is complete living.”
13. 14.  Plato – “Education is the capacity to feel pleasure and pain at the right moment.”
14. 15.  Aristotle – “Education is the creation of a sound mind in a sound body.”
15. 16.  Pestalozzi – “Education is natural, harmonious and progressive development of man’s
innate powers.”
16. 17.  Froebel -“Education is enfoldment of what is already enfolded in the germ.”
17. 18.  T.P. Nunn - “Education is the complete development of the individuality of the child.”
18. 19.  John Dewey – “Education is the process of living through a continuous reconstruction
of experiences.”
19. 20.  Indira Gandhi – “Education is a liberating force and in our age it is also a
democratizing force, cutting across the barriers of caste and class, smoothing out
inequalities imposed by birth and other circumstances.”
20. 21. 1. Education is a life-long process- Education is a continuous and lifelong process. It
starts from the womb of the mother and continues till death. It is the process of development
from infancy to maturity. It includes the effect of everything which influences human
personality.
21. 22. 2. Education is a systematic process- It refers to transact its activities through a
systematic institution and regulation.
22. 23. 3. Education is development of individual and the society- It is called a force for social
development, which brings improvement in every aspect in the society.
23. 24. 4.Education is modification of behaviour- Human behaviour is modified and improved
through educational process.
24. 25. 5. Education is purposive: every individual has some goal in his life. Education
contributes in attainment of that goal. There is a definite purpose underlined all educational
activities.
25. 26. 6. Education is a training- Human senses, mind, behaviour, activities; skills are trained in
a constructive and socially desirable way.
26. 27. 7. Education is instruction and direction- It directs and instructs an individual to fulfill his
desires and needs for exaltation of his whole personality.
27. 28. 8. Education is life- Life without education is meaningless and like the life of a beast.
Every aspect and incident needs education for its sound development.
28. 29. 9.Education is continuous reconstruction of our experiences- As per the definition of John
Dewey education reconstructs and remodels our experiences towards socially desirable way.
29. 30. 10. Education helps in individual adjustment: a man is a social being. If he is not able to
adjust himself in different aspects of life his personality can’t remain balanced. Through the
medium of education he learns to adjust himself with the friends, class fellows, parents,
relations, neighbours and teachers etc.
30. 31. 11. Education is balanced development: Education is concerned with the development of
all faculties of the child. it performs the functions of the physical, mental, aesthetic, moral,
economic, spiritual development of the individual so that the individual may get rid of his
animal instincts by sublimating the same so that he becomes a civilized person.
31. 32. 12. Education is a dynamic process: Education is not a static but a dynamic process
which develops the child according to changing situations and times. It always induces the
individual towards progress. It reconstructs the society according to the changing needs of
the time and place of the society.
32. 33.  13. Education is a bipolar process: According to Adams, education is a bipolar process
in which one personality acts on another to modify the development of other person. The
process is not only conscious but deliberate.
33. 34. 14. Education is a three dimensional process: John Dewey has rightly remarked, “All
educations proceeds by participation of the individual in the social consciousness of the
race.” Thus it is the society which will determine the aims, contents and methods of
teachings. In this way the process of education consists of 3 poles – the teacher, the child
and the society.
34. 35. 15. Education as growth: The end of growth is more growth and the end of education is
more education. According to John Dewey, “an individual is a changing and growing
personality.” The purpose of education is to facilitate the process of his/her growth.
35. 36.  Aims give direction to activities.  According to a UNESCO study, “the physical,
intellectual, emotional and ethical integration of the individual into a complete man/woman is
the fundamental aim of education.”  The goal of education is also to form children into
human persons committed to work for the creation of human communities of love, fellowship,
freedom, justice and harmony.  Students are to be moulded only by making them
experience the significance of these values in the school itself.
36. 37.  Sir Percy Nunn observes, “Nothing goods enters into the human world except in and
through the free activities of individual men and women and that educational practice must
be shaped the individual.  Education should give scope to develop the inborn potentialities
through maximum freedom.”
37. 38.  Believe that every individual is different from others. Every child is a new and unique
product and a new experiment with life. Thompson says, “Education is for the individual”.
Individual should be the centre of all educational efforts and activities.
38. 39.  Believe that central aim of education is the autonomous development of the individual.
Rousseau said, “Everything is good as it comes from the hands of the Author of Nature, but
everything degenerates in the hands of man.” God makes all things good, man meddles with
them and they become evil.
39. 40.  Believe that education is an individual process because of individual differences. No
two individuals are alike. So education should be according to the interest of the individual.
40. 41. (1) Individual aim makes individual selfish. (2) Maximum freedom may go against the
society. (3) Individuality cannot develop from a vacuum; it develops in a social atmosphere.
(4) Unless society develops, individual cannot develop. (5) Who will recognize society- where
individual is selfish?
41. 42.  The supporters believe that society or state is supreme or real.  The individual is only
a means.  The progress of the society is the aim of education.  Education is for the
society and of the society.  The function of education is for the welfare of the state.  The
state will make the individual as it desires.  It prepares the individual to play different roles
in society. Individuality has no value, and personality is meaningless apart from society.  If
society will develop individual will develop automatically. Here society plays an important
role.
42. 43. (1) It makes individual only a tool of government. (2) It reduces individual to a mere non-
entity. (3) Society ignores the legitimate needs, desires and interests of the individual. (4) It is
against the development of individuality of the individual.
43. 44.  Individual aim and social aim of education go independently. Both are opposing to
each other. It is not in reality. Neither the individual nor the society can exist. The individual is
the product of the society while society finds its advancement in the development of its
individual member.  Individual cannot develop in vacuum. According to John Adams,
“Individuality requires a social medium to grow.” And T.P. Nunn says,” Individuality develops
in social environment.”
44. 45.  According to James Ross, “The aim of education is the development of valuable
personality and spiritual individuality.” The true aim of education cannot be other than the
highest development of the individual as a member of society. Let education burn the
individual flame, feeding it with the oil of society.
45. 46. Thank you
(i) Planned with a particular end in view
ADVERTISEMENTS:

Formal education is planned with a particular end in view. It is given in

school, college and similar other institutions which are established with the
purpose. In this way it is direct schooling, instruction and tuition.

(ii) Limited to a specific period

Formal education is limited to a specific period or stage. It is provided

according to certain set rule and regulations. It is in the form of systematic,
planned and guided instruction.

(iii) Well-defined and systematic curriculum

ADVERTISEMENTS:

Forma education has a well-defined and systematic curriculum. This

curriculum is based on certain aims and objectives. These aims are in
conformity with the needs of the society and the state-.

(iv) Given by specially qualified teachers

Formal education given by specially qualified teachers they are supposed to

be efficient in the art of instruction.

(v) Includes activities outside the class-room

ADVERTISEMENTS:

In modern progressive schools, the process of education is not merely

restricted the four walls of the class-room. There are more activities outside
the class-room than inside it.

(vi) Observes strict discipline

Formal education observes strict discipline. The pupil and the teacher are
both aware of the fact an engage themselves in the process of education.

It may, however, be mentioned that any process of teaching which involves

supervision, instruction, set plan, definite aims and principles amounts to
formal education.

(B) Informal Education

Highlights

(i) Incidental and spontaneous

(ii) Not-pre-planned.

(iii) Not imparted by any specialised agency.

(iv) No prescribed time-table or curriculum.

(v) May be negative also

(i) Incidental and spontaneous

Informal education is incidents and spontaneous. There is no conscious

effort involved in it. Courtesies gentleness, etc. learnt in a market place or in
a hotel or in one’s sitting room amount to informal education.

(ii) Not-pre-planned nor deliberate

Informal education is an educative activity which is neither pre-planned nor
deliberate. The child learns many habits, manners and patterns while living
with others or moving in different spheres like home, society, groups etc.

(iii) Not imparted by any specialised agency

Unlike formal education, informal education is not imparted by any

specialised agency such as school or college.

(iv) No prescribed time-table or curriculum

Informal education is not given according to any fixed time-table or through

formal means of education. There is no set curriculum required. Informal
education consists in experiences and actual living in the family or
community.

(v) May be negative education also

Informal education may take to negative direction also. Instances are not
rare when one learns stealing, or some other forms of misbehaviour from
the experiences which the child may casually have in the street, in the
market, in the cinema hall or in some other such place.

In the words of an expert, Informal Education is “the process, by which a

person imbibes attitudes, develops skills, cultivates values and acquires
knowledge, without there being any organisation or system about it. This
would include the deliberate attempts of parents and elders in the family
and community to help the young ones grow and adapt themselves to the
environment. Informal Education would also include all incidental learning
that takes place while at work or at play and during travels-as well as
spontaneous learning through films, radio and television.”

(C) Non-Formal Education

Non-formal education is one of the recent concepts getting into use. Indian
involvement in non-formal education has increased as a result of our
interest in making education a life-long affair rather than a matter of formal
schooling.

Highlights

(i) Derived from the expression ‘formal education.

(ii) Outside the realm of formal education.

(iii) Conscious and deliberate.

(iv) To be organised for a homogeneous group.

(v) Serving the need of the identified group.

(i) Derived from the expression ‘formal education

The expression ‘non-formal’ in non-formal education has been derive from

the expression ‘formal’ in formal education by using the pre-fix non-

(ii) Outside the realm of formal Education

Unlike inform education which is unstructured, spontaneous and without

formality non-formal education would be structured and planned, but
outside realm of formal education. “Any organised, systematic education
activity, carried outside the framework of the established formal system
whether operating separately or as an important feature of some broad
activity, that is intended to serve identifiable learning clienteles ai learning
objectives.”

(iii) Conscious and deliberate

Non-formal education consciously and deliberately organised and

systematically implemented.

(iv) To be organised for a homogeneous group

Non-formal education should be organised for a homogeneous group. Such
a grot has to be identified in terms of the learning needs of the group
member

(v) Serving the need of the identified group

Non-form, education should be programmed to serve the needs of the

identify group. This will necessitate flexibility in design of the curriculum and
the scheme of evaluation.