USE OF PSYCHOLOGY TO THE TEACHER

Educational Psychology helps the teacher in many ways as follows:-

1. To understand the learner: Educational psychology helps the teacher to understand the learning capacity, interest,motivation, mental status, overt and covert behaviour, and developmental stages including physical, intellectual, social and emotional developments of the children.
2. To understand the problems of children: Educational psychology helps in understanding the learning problems associated with mental, physical, social and emotional problems of children in the educational process and situation.
3. To understand the learning process: The teacher knows how to adopt the principles, laws and theories of learning in his teaching-learning process. Various appropriate approaches in learning are understood and implemented in the learning process after learning of Educational psychology.
4. To understand the developmental characteristics: An individual passes through different developmental stages such as infancy, childhood, adolescence and adulthood. Each stage has its own characteristics. Effective instruction according to development stages is helping to mould behaviour of pupil.
5. To select methods of teaching: Educational psychology helps the teachers to select the appropriate teaching methods in a classroom based on the individual learners and learning environment. It also helps him to develop new techniques and strategies for teaching the heterogeneous group.
6. To improve quality of teaching: Educational psychology aims at helping the teacher in bringing improvement in quality of teaching.
7. To create conducive learning environment: Classroom climate includes setting and management which are to be set in a proper way for the learning of the children. Educational psychology helps a teacher in creating such learning environment to the learners in a school.
8. To make socialization in classroom: Educational psychology helps in developing group dynamics, teamwork, and leadership qualities among the learners.
9. To maintain discipline: Educational psychology advocates self-discipline through creative and constructive activities. It helps the teacher to tackle the problem of indiscipline.
10. To identify the special needs children: The special needs children are the children who need adapted learning instructions, adapted learning environment or adapted learning process. They may be physically disabled, intellectually disabled or learning disabled. These children are identified and provided special services for their learning. Educational psychology helps the teacher to identify such children.
11. To enable teachers for curriculum development: Curriculum should be designed based on the needs and wants of the individual to get accommodated in the present world of development. So, Educational psychology helps the teachers to develop suitable curriculum according to the learners.
12. To render guidance service: Personal guidance, educational guidance, vocational guidance and social guidance are to be given by the teachers for the life betterment of the children. Educational psychology helps in carrying out such a guidance service to the students.
13. To know the teacher himself: Educational psychology helps the teacher to understand himself what he is and how he would be in the educational situation. It also helps him to assess his potentials and teaching abilities. The teacher also understands his emotionality, physical comfortableness, sociability, cognitive abilities etc., after studying Educational psychology.
14. To evaluate the performance: Educational psychology provides the psychological tests to evaluate the learning outcomes of the learner.
15. To conduct the research: Educational psychology helps him to development research attitude to conduct researches to improves the behaviour of individuals in the educational situation.

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IMPORTANCE OF AN INSTRUCTIONAL SYSTEM

1. An instructional system is useful in the attachment of the achievement of specific goals; therefore, fulfillment of the goal and after that updating and upgradation can be done to eliminate the drawbacks.

2. The instructional system is decided and implemented according to human needs and wants.

3. Importance is given to the satisfaction of needs as the institutional system is based on these needs.

4. An instructional system is implemented to achieve the motives, aims and goals that are set.

5. A lot of importance was first given to the formation of an effective educational environment, which has led to the importance of an instructional system being downgraded.

6. After deciding the goal, the course and syllabus are helpful in the development of a system to achieve these goals.

7. An instructional system does the work of creating a symbiosis between all the components used in a technique.

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NEED OF AN INSTRUCTIONAL SYSTEM

Education is a complex process. Education is a device of developing the nation. The goals of education are achieved through instruction which is also a complex process. Instructional system is useful for the following:

1. To achieve the desired objectives.

2. To correlate various units and sub-units.

3. To implement the right approach.

4. To determine the sequence of action.

5. To plan remedial instruction.

6. To implement proper methodology.

7. To revise the instruction.

8. To remove barriers.

9. To utilize human resources.

10. To make an analysis of needs and decides the priority of needs.

11. To improve the quality of system through feedback.

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COMPONENTS OF AN INSTRUCTIONAL SYSTEM

It can be seen that there is a close relationship between the teaching-learning process, i.e., educational process and the components of the instructional system. Keeping in mind the educational process, it can be seen that, aims and goals; contents and syllabus; tools used in teaching methods, educational environment and evaluation are components of the instructional system. They have been discussed in detail below.

Component of an Instructional System:

1. Aims and Goals: Before implementing any program or plan, it is very important to first decide what is the goal to be achieved. There is a difference between aims and goals. Aims are very broad, while goals can be easily achieved during that stage. Goal identification means to decide the behavioural changes that are expected to take place in the students due to the implementation of an instructional system. Immediate goals are achieved step-wise. One cannot proceed towards the next step till the expected goals are fulfilled. The desired goal can be achieved by the complete evaluation and additional changes that are necessary in the system. Specific goals are achieved through the fulfillment of the short term goals. By fulfilling the specific goal one can proceed towards achieving the aim.
2. Course and Syllabus: The course and syllabus are helpful in the achievement of the goals decided at the beginning of the educational process. After the syllabus has been finalized contents are the next step that help in achieving the goals therein. The course has elements and sub-elements which are arranged in an ascending order.
3. Instructional System & Methods, Educational Environment: It is important to create a conducive environment for the achievement of the  desired goals. Nevertheless, the main crux of the instructional systems is in this step. The creation of an environment is essential for achieving the expected goal of the two stages mentioned before, namely, goals and syllabus. For this, it is essential to co-ordinate the human component, surrounding component, instructional techniques, study material and instructional system properly. In Instructional system, at this stage, actual action is taken to achieve the expected goals.
4. Evaluation: This is the last stage of an Instructional system. In this stage, it is seen how far the expected goals have been achieved. This means that the estimate of the fulfillment of the goal helps in updation. At the end of the year evaluation is done at the school level. by conducting unit test continuously throughout the year, it can be seen how far the expected behavioural changes have occurred.

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STEPS OF INSTRUCTIONAL SYSTEM DEVELOPMENT

Meaning of Instructional System:

Anything that works independently is a system. The various elements in a system are associated and based upon each other step-wise. a system that is created for instruction and which is dedicated to instruction is known as an instructional system.

"An instructional system is defined as an integrated set of  methods, media equipment and personnel performing efficiently the functions required to accomplish one or more training objectives."

- Smith

Steps of Instructional System Development:
There are ten steps involved i the development of the instructional system. These steps are mentioned below: 

Steps of instructional system

1. Identifying the Problem: For the implementation of an instructional system, it is important to first verify the reasons for doing so. This means that the teacher should be exactly aware of the problem. The problem must first be identified and then a proper method can be used to eliminate it. Thus, for system implementation, it is essential to have exact knowledge about the problem.
2. Studying the Existing Techniques: It is very important to know which popular technique can be used for a given problem. The various components which are expected to be analysed while studying the popular techniques are the human and surrounding factors that are involved in this technique, the various problems faced while using it and the goals that can be achieved with the help of a given technique and which goals are needed etc.
3. Deciding the Technique of Instruction: The planning of the human and surrounding factors, their working, methods, required time and goals have to be thought about so that the technique for the instructional system can be decided. The technique can be decided by properly co-ordinating the essential elements required in it.
4. Goal Identification: To solved a problem, it is essential to decide the expected goals. Goal identification means to decide what is to be achieved by the expected technique and not the popular method. In this step, it is expected that the parameters on which the goal is set and their clarification be given.
5. Searching a Method for the System: To achieve the goal that has been decided which ways, methods, techniques, means and tools will be used, their usefulness, contemplating about other more useful methods and implementing the different methods in a restricted instructional system can be thought of and the expected method can be decided.
6. Development of an Instructional System: A grid is formed at this stage with the help of the findings of the earlier steps comprising identifying the problem, studying the existing techniques, deciding the technique of instruction, goal identification and searching a method for the system. A sample of the instructional system is prepared. Therefore, this step is known as the development of an instructional system.
7. Guiding Study: If the instructional system is implemented on a small scale before being used on a large scale, then the problems, defects and limitation faced while implementation can be identified. Also, it can be verified how far the expected goals have been fulfilled. Thus, the changes required for the proper achievement of the goals set can be formulated after conducting a guiding study.
8. Actual Implementation: In this stage, the finalised instructional system can be implemented on a large scale. The instructional system can be verified by using the exact technique decided upon and by collecting information through the proper means.
9. Analysis of Instructional System: Once the instructional system has been implemented and after analysing the information collected through testing and verifying it, a conclusion can be drawn about the successful implementation of the technique.
10. Implementation of the Instructional System: If the decided goal is achieved through a particular instructional system, i.e. after the success of the instructional system; it can be used universally and it is spread to and popularized on a large scale.

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MEANING OF AN INSTRUCTION

Introduction:

A system is a group of objects related to or interacting so as to form an unit.

Instructional: A series of procedures and events designed to aid learning and achieve measurable objectives is instruction. The coming together of the two systematic components of system and instruction is known as an instructional system.

     Teachers perform systematic teaching being motivated by specific motives to achieve the expected goals of the teaching procedure. This is known as instruction.

     To achieve the desired goals, the means, techniques and methods are constantly changed and then used. This procedure is known as system updation. Through system updation, the necessary changes and improvements are made in the instruction.

Meaning of Instruction:

Teaching in the classroom, the student's study and the interaction between the teacher and students are all actions that are included in instruction. Instruction also includes the teacher's teaching and the student's learning. This means that having a conducive environment for teaching is instruction.

     In a school, the teachers, the students, the syllabus, the textbooks, the various tools used for teaching and the examinations are all elements simultaneously working towards the achievement of a defined goal, which is known as a system.

       Instruction is a well-planned activity which helps in creating an environment which is conducive for the teaching-learning process. The technique is to create a conducive environment for achieving a specific goal while teaching, which results in moulding the nature of the students. Thus, it can be said that, instruction means handling the classroom situation properly and in such a way that it results in the desired goal.

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CHARACTERISTIC OF A SYSTEM

1. The components of a system are interrelated:- 

System has its own style of functioning and it is made of various components. These various components are interrelated and work in a particular way. Hence, system is called as a group of a divers units functioning in a proper manner.

2. Every system is a part of the Natural System:- 

Elements in the system orderly work. Though a system is comprise of many other sub system, it is ultimately is a part of the Natural System. For eg- Human body is a system which contains the sub system such as circulatory system, digestive system, nervous system etc. Ultimately, the human body is a part of natural system.

3. The main components of system are input, process, output:-

For eg- for making pots, the potter provides input i.e. raw material (clay, water) then he subject the raw materials to a particular process and then he gets a pot of desired shape and size.

4. System is a relative concept:- 

For eg, man is a system. But man can be studied as a sub system when we considered a bigger system such as society on nature.

5. System may be closed or open:- 

In closed system, new information on changes cannot be accepted. It is dependent on other system. For example, car is a closed system and it cannot be driven without a driver. It cannot change its speed and direction independently. Open system accepts new information and changes. for example, classroom teaching is an open system. Teacher can adopt new techniques of teaching and he can make appropriate changes in his teaching according to the feedback given by the students.

6. Every system has objectives:- 

System is generated to achieve some objectives. In the system, input is converted into output by means of a process. Efficiency of any system is decided on the basis of extent of the target it has achieved.

7. Every system encounters problems:- 

System is working in an environment. Hence, it is inevitable to face external barriers. Sometimes, the components of the system itself do not support the system thus affect the output. However, The system can be analyzed to identify the problems that can be solved.

8. There are alternative means in the system:- 

While organizing the system, the organizer is aware of the possible difficulties and he plans for the alternative processes. For example, a computerized test is administrated to the students. If a computer is not available, a teacher has to do the assessment work manually or he can appoint a trained person for the same. Thus, the alternative means have to be considered in order to solve the problems in the system.

9. Feedback improves the system

10. System is representative and of cyclic nature.

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MEANING AND DEFINITION OF SYSTEM

Introduction:

Use of latest technology is indispensable in modern life. Technology enhances speed and accuracy in work and also improves the quality of work. In the industrial sector advanced technology is adopted immediately. However, in education, there is a negative attitude in adopting anything new. The same thing is experienced in case of Information and Communication Technology. However, this subject and its practical work has become an indispensable part. The complex and rigid process of teaching learning can be made qualitative and interesting with the help of technology. System approach has its origin in management for the study of system approach, it is essential to understand its system, working, characteristics and principles.

Meaning of System:

The popular meaning of 'System' is as mentioned below-

"System is an assemblage of objects united by some form of regular interaction or interdependence; an organic or organized whole; as the solar system or new telegraph system."

The Webster's dictionary defines it as, "Systems is a group of objects related or interacting so as to form a unity."

According to the meanings given above, the different components of a system are clubbed together through specific methods and rules. For example, all the living organisms in the universe like animals, vegetation, human beings etc. are satisfying each others needs and dependent on each other. In the human body, the respiratory system, the digestive system and the circulation system all work together in co-ordination to form a system, i.e. the human body. There is co-ordination and inter-connectivity between the different components of these systems. Their work is dependent on and satisfying for each other. Also, they cannot work without each others co-operation. Many actions that are correlated are performed together and the expected outcomes are achieved skilfully and effectively.

Definition of System:

System has its own style of functioning and it is made up of various components. System is defined by different experts in the following manner.

"Systems is a group of objects related or interacting so as to form a unity."

- Webster's                        

"Any arrangement or combination as of parts or elements in a whole."

- Bertalanffy                            

"A system is a set of interrelated elements."

- Ackoff                                                                         

"A system is an orderly arrangement of elements which works in a particular way, it can be a living organization or a cosmic phenomenon."

- Robb                                                                                 

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RABINDRANATH TAGORE

Life Sketch

Viswakavi (World Poet) Rabindranath was born on May 9, 1861 in Bengal. His father Maharihi Devendranath Tagore was a rich man and an aristocrat and his mother was Sarada Devi. Rabindranath Tagore was not sent to any school. He was educated at home by a tutor. Rabindranath was not happy, getting educated within the four walls. He was a curious and creative child.

Though he was educated at home, he studied many subjects and there was a method in his studies. He would get up early. After physical education he would study Mathematics, History, Geography, Bengali and Sanskrit. In the afternoon, he learnt drawing, English and play games. On Sundays he would learn music and conduct experiments in science. Reading plays was of special interest to him. He was happy to read plays of Kalidas and Shakespeare. He had a special interest in Bengali, which was his mother-tongue.

For further studies, he was sent to a public school at London, where he became a student of Prof. Henry Morley whose lectures influenced Rabindranath to take interest in English literature. He developed interest in English culture, traditions and literature. While studying in England, he wrote a poem “Broken Heart”. After 18 months in England, he returned to India without taking any degree.

Rabindranath started writing poetry. “Gitanjali” is a well-known collection of his poems. Rabindranath Tagore was awarded the Nobel Prize for literature in 1913. Rabindranath Tagore was the first Indian to get a Nobel Prize and the British Government conferred on him knighthood and gave the title of “Sir”.

Rabindranath started a school at Bolpur, a village 112km. north of Kolkata. This school developed into Shantiniketan. Students come to Shantiniketan from many countries. It specializes in arts, crafts, music and dance besides rural reconstruction.

He established Viswabharathi University near Santiniketan in 1921. It is now a university of the Central Government.

Rabindranath Tagore was also a good artist. He started to learn painting at the age of 60. He drew more than 2000 pictures, which were exhibited in many countries. What makes Rabindranath Tagore special for Indians is “Jana gana mana” and it is our National Anthem. Rabindranath Tagore wrote it when he visited Madanapalli in Andhra Pradesh on the eve of the Rishi Valley School Anniversary at the invitation of Dr. Arundale, the Principal. Mahatma Gandhi and Jawaharlal Nehru had the greatest respect for Rabindranath Tagore. He was a great philosopher and a teacher. He was called “Gurudev” by all. He breathed his last on August 7, 1941, leaving his thoughts and ideas for all to follow.

Philosophical Idea

Rabindranath was a philosopher, poet, dramatist, teacher, essayist and painter of outstanding repute. His philosophy of life was based on the ideals of dedication, patriotism and naturalism. Although he was an ideal philosopher, but the thoughts of naturalism, pragmatism and individualism are also reflected in his philosophy. The values which contributed a lot towards enrichment of his life are discussed as follow:

(1) Idealist:

Tagore believes that man should realize the "ultimate truth" which will liberate him from the worldly bondage. Experience according to him is within the world of illusion (Maya). He thoughts the world is the place of both truth and illusion (Maya).

In Tagore's view man is born with enormous surplus force which is excess of his physical need. This surplus is the limitless potentiality of human personality and creativity. In this lies the infinite future of man. The surplus potentiality manifests itself in man's religious spiritual and moral activities. As an idealist he was an ardent supporter of truth, virtues and values. According to Tagore, "By art man can experience the wholeness of life. The fine arts were nothing but intellectual and spiritual discipline. He said Bhakti can spiritualize Kama.

(2) Humanist:

Tagore said nature and man are created by supreme power. There is a strong link between man and nature. So man should act naturally to feel the presence of superpower within him. Love fellowmen in a natural way. Realization of self is the essence to realize the Godhood.

(3) Naturalist:

Tagore said nature is the great teacher which is not hostile to man. Nature is kind, generous and benevolent like mother. In his view, "Education diverted from nature has brought untold harm to young children." Man should develop his relation with the nature as his fellowmen.

(4) Patriotism:

Tagore was a great poet and patriot. His writings were filled with patriotic values. He had joined in freedom movement to make the country free from foreign yoke. Sense of national service, patriotic feeling, dedication etc. was fostered through his writings. "Jana Gana Mana Adlii Nayak Jai Hai" is the famous National song which elicited a strong sense of integration.

(5) Internationalist:

Rabindranath Tagore was in favour of one world creation of unit amidst cultural, colour and religious diversities is the need of the time for peaceful co-existence in the globe. Forgetting selfishness one we should work to establish world culture based on love, affection fellow feeling and mutual understanding. Cosmopolitan feelings are explicit in his writings and paintings. Tagore's internationalist thought and attempt for making united world is appreciated all over the world.

(6) Vedantist:

Tagore's philosophy reveals that he was a vedantist in true sense of terms. He had faith in one Supreme Being that is the Brahma. He finds unity in diversities in the world and a spiritual unity between man and man, man and nature. The relationship between god and man must be like the relationship between love and joy. He believes both the presence of God in all manifestation of matter and spirit.

Educational Idea

Rabindranath Tagore was primarily an educationist rather than a political thinker. He put emphasis on 'naturalism' for framing educational model. In education, freedom is the basic guiding force for inculcating interest within a student who will derive inspiration from nature to pursue any branch of knowledge he likes. The establishment of Shantiniketan fulfilled the desired goal of Tagore in the educational front.

1. Unity of West and East:

Tagore's education marked a novel blending of the ideas of the East and West. The spiritualism of Indian philosophy and progressive outlook of the western people were blended together to give rise to an educational philosophy which marked its distinction in comparison to other educationists of India.

2. Natural growth in natural circumstance:

Tagore envisaged that nature is the best teacher to the pupil. Nature will provide the student with necessary situation to earn knowledge. No pressure should be exerted upon the student to learn anything. It is nature which will be the guiding force to inculcate the spirit of learning in the mind of a student to pursue the education he likes. It will shape his behavior and character.

3. Goodbye to book-centered education:

For the first time in the arena of education, Tagore established a new mile-stone. With boldness and firmness, he rejected a book-centered education for students. To him it is not just to confine the mind of boys and girls to text-books only. It will kill the natural instincts of a student and make him bookish. It will kill his creative skill. So, students should be freed from the-book-centered education and should be given a broader avenue for learning.

4. Freedom to learner:

Tagore had championed the cause of freedom. The same he wanted to implement in the field of education. With that object he had opened Shantiniketan, Sri Niketan and Brahmachari Ashram. Accordingly, he gave free choice to students to develop their interest in any field they like. To him, education should be after the heart of a man. He explained freedom in three-categorized ways i.e. freedom of heart, freedom of intellect and freedom of will.

Education imparted in a natural way will lead to the fulfillment of these three freedoms. One may pursue the vocational education or education of an intellect, or education in any branch of the arts or one may become a sansei by observing celibacy.

5. Teaching - practical and real:

According to Tagore, teaching should be practical and real but not artificial and theoretical. As a naturalist out and out, Tagore laid emphasis on the practicality of education. That will definitely increase the creative skill within a learner. That creativity will bring perfection in the learning process and the student will be a master in his own field but not a slave to mere theoretical knowledge which one delves deep.

6. Palace of fine arts (dance, drama, music, poetry etc.:

Tagore attached great importance to the fine arts in his educational curriculum. To him, game, dance, music, drama, painting etc. should form a part of educational process. Students should take active part in these finer aspects of human life for these are very essential to enrich soul.

In his words "Speaking is for mankind and music for nature speaking is clear and limited by its needs; whereas music is mystic and expressive for a romantic eagerness. That is why; speaking creates nearness between man and man, while music helps us to identify ourselves with nature. When the harmonies of sounds are released with our expression then speaking loses much of its limited significance, but on the contrary getting together of the two muses had an all pervading character".

7. Education for rural reconstruction:
Tagore was aware about the rural poverty of our country. So, he wanted to eradicate it through education. The practical training imparted in different crafts to the students will make them skilled artisans in their field. They can remove the poverty of the rural bulk by applying their education helping thereby in the process of rural reconstruction.

Aims Of Education

The aims of education as reflected in educational institution founded by Rabindranath Tagore in Santiniketan are as follows:

(1) Self Realization:

Spiritualism is the essence of humanism; this concept has been reflected in Tagore's educational philosophy. Self-realization is an important aim of education. Manifestation of personality depends upon the self-realization and spiritual knowledge of individual.

(2) Intellectual Development:

Tagore also greatly emphasized the intellectual development of the child. By intellectual development he means development of imagination, creative free thinking, constant curiosity and alertness of the mind. Child should be free to adopt his own way learning which will lead to all round development.

(3) Physical Development:

Tagore's educational philosophy also aims at the physical development of the child. He gave much importance to sound and healthy physique. There were different kinds of exercises. Yoga, games & sports prescribed in Santiniketan as an integral part of the education system.

(4) Love for humanity:

Tagore held that the entire universe is one family. Education can teach people to realize oneness of the globe. Education for international understanding and universal brotherhood is another important aim of his educational philosophy. The feeling of oneness can be developed through the concepts like fatherhood of God and brotherhood of man all creatures are equal on this earth.

(5) Establishment of relationship between man & God:

Man bears the diverse qualities and potentialities offered by God. These qualities are inborn and innate. The relationship between man and God is strong and permanent. However the dedication to spiritualism and sacredness will lead to the harmonious relationship with man, nature and God.

(6) Freedom:

Freedom is considered as an integral aspect of human development. Education is a man-making process, it explores the innate power exists within the man. It is not an imposition rather a liberal process their provides utmost freedom to the individual for his all-round development. He says, Education has leaning only when it is imparted through the path of freedom".

(7) Co-relation of Objects:

Co-relation exists with God, man and nature. A peaceful world is only possible when correlation between man and nature will be established.

(8) Mother tongue as the medium of Instruction:

Language is the true vehicle of self-expression. Man can freely express his thought in his mother-tongue. Tagore has emphasized mother tongue as the medium of instruction for the child's education.

(9) Moral and Spiritual Development:

Tagore emphasized moral and spiritual training in his educational thought. Moral and spiritual education is more important than bookish knowledge for an integral development of human personality. There must be an adequate provision for the development of selfless activities, co-operation and love fellow feeling and sharing among the students in educational institutions.

(10) Social Development:

According to Tagore, "Brahma" the supreme soul manifests himself through men and other creatures. Since He is the source of all human-beings and creatures, so all are equal. Rabindranath Tagore therefore said, "service to man is service to god". All should develop social relationship and fellow-feeling from the beginnings of one's life. Education aims at developing the individual personality as well as social characters which enables him to live as a worthy being.

Method Of Education

(1) Teaching through Tours and Trips:

Tagore believed that the subjects like history, geography, economics and other social sciences can be effectively taught through excursions and tours to important spots. By this students will get an opportunity to observe numerous facts and gain first-hand knowledge through direct experience.

(2) Learning by activities:

Rabindranath Tagore said that for the development of child's body and mind, learning through activity is essential. Therefore he included activities like climbing tree, drama, jumping, plucking fruits, dancing etc. in his educational programs.

(3) Narration-cum-discussion and debate method:

Narration-cum-discussion and debating activities were organized Tagore's education center to develop oratory abilities of the students. Students were encouraged to solve problems of various areas through rational debate and thorough discussion.

(4) Heuristic Method

Rabindranath Tagore introduced heuristic method as an important method of teaching in his educational institution. In this method first, the students, are asked questions to clarify their doubts on topics and teachers try to satisfy them by their correct answers. Then the teacher asks the questions to students to evaluate how far the students are able to comprehend the topic discussed in the class.

Conclusion

Rabindranath Tagore, a true philosopher developed an ideal experimental education institution in Santiniketan. Tagore was a great advocate of spiritual education and also stressed on harmonious development of the child with equal emphasis on mental, social and emotional growth. Tagore was the greatest prophet of modern Indian renaissance who sought to bring change through education.

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CHARACTERISTIC OF NON-FORMAL EDUCATION

Non-formal education must be distinguished from formal and informal education and differs from them. J.P. Naik was the father of non-formal education.

1. It takes place outside the school organization or school system.
2. It focuses on imparting vocational training to the student and is generally linked to vocational and functional literacy. i.e. each one teach one.
3. It is an open-ended process of education with lots of discussions, sharing, exploring, analyzing, judging, etc.
4. It is well planned.
5. There may or may not be a definite course or curriculum.
6. Time to complete might be flexible.
7. Curriculum also might be flexible.
8. Agencies such as the government, management, etc. are involved.
9. There is mental strain on teacher and taught but not to the extent found in formal education.
10. There is no age limit or barrier to undergo non-formal education.
11. Exams may or may not be conducted at the end.
12. Certificates, awards, may or may not be awarded at the end of the learning.
13. Fees may not always be paid.
14. It is a voluntary mode of education. The student has the choice to take up what interests him.
15. Unfortunately, it does not get as much respect and recognition as compared to formal education.
16. Sometimes difficult to get jobs.
17. Work experience is given weight age.
18. Education is decentralized.
19. Courses may be full-time or part-time.
20. Earn and learn is allowed.
21. It is more practical and useful for day to day life than the theory based formal education.
22. Teacher and taught share a relationship of same level.
23. Emphasis is on self-learning.
24. Professional improvement is specific to that skill or vocation being taught.

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CHARACTERISTIC OF INFORMAL EDUCATION

1. It is incidental and natural learning. it is not imparted through any formal lessons.
2. There is no definite aim or definite course or definite curriculum.
3. There is no fixed time.
4. It is not deliberately planned.
5. There are no fees to be given.
6. We get education by living with others and through our life experiences and others life experiences.
7. Agencies of informal education is the wide canvas of the world that we come in contact with – home, family, society, club, church, media, etc.
8. There is no mental strain while learning. It is a natural process.
9. It takes place throughout the life of the individual.
10. There is no specific age for informal education.
11. There are no certificates or degrees or diplomas awarded.
12. Rather than gaining knowledge, we gain life skills and the ways of the world.
13. It is self learning.

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CHARACTERISTIC OF FORMAL EDUCATION

Formal education is a term that broadly covers the education imparted in schools and colleges and has the following characteristics –

1. It is purposeful, time-bound, syllabus-oriented, and professional with identifiable objectives and specifications.
2. It is deliberately planned for the purpose of training the child.
3. Consists of imparting instruction through direct schooling and tuition.
4. It intends to prepare the child for any walk of life where he can take up a suitable profession on attaining maturity and lead a life that is socially desirable.
5. Conscious and well-planned schools and colleges are the specialized agencies for imparting formal education in socially developed groups.
6. There is definite course to be covered within a definite time.
7. While teaching through formal education, specific norms and styles of functioning within a fixed time-table are followed.
8. There is a syllabus, textbooks, and infrastructure like buildings, laboratories, playground, etc. proper teaching aids and methods are followed with attendance being marked, examinations and assessments done and results reviewed.
9. Professional teachers with specific qualifications and training are involved and fees have to be dully paid.
10. This type of education though universally followed, is actually artificial, not deep-rooted, transitory, less effective, monotonous and is often theory based and far removed from the practical world.
11. Formal education only prepares man to earn a living more specifically for the white collared jobs.
12. Formal education concentrates on developing the 3R’s viz. reading, writing and arithmetic and often does not realize the hidden potentials of a child.
13. There is mental strain on the teacher and the taught.
14. It is covers only part of an individual’s life and is not a lifelong process.
15. Education is centralized.
16. Student cannot earn and learn at the same time as it is a full time course.
17. Teacher is considered superior to the taught.
18. It caters to all round development of the child.

Conclusion –

Thus though formal education is a universally accepted mode of education, it is often theory-based and far removed from the practical world.

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