Formal and Non-formal Education

Education in the largest sense is any act or experience that has a formative effect on the
mind,character or physical ability of an individual. In its technical sense, education is the
process by which society deliberately transmits its accumulated knowledge, skills and
values from one generation to another. Etymologically, the word education is derived
from educare (Latin) "bring up", which is related to educere "bring out", "bring forth
what is within", "bring out potential" and ducere, "to lead".[1] Teachers in educational
institutions direct the education of students and might draw on many subjects, including
reading, writing, mathematics, science and history. This process is sometimes called
schooling when referring to the education of teaching only a certain subject, usually as
professors at institutions of higher learning. There is also education in fields for those
who want specific vocational skills, such as those required to be a pilot. In addition there
is an array of education possible at the informal level, such as in museums and libraries,
with the Internet and in life experience. Many non-traditional education options are now
available and continue to evolve.
Formal and Non Formal Education has basic differences. Formal education is
classroom-based, accompanied by trained teachers. Informal education happens outside
the classroom, in after-school programs, community-based organizations, museums,
libraries, or at home. Both formal and informal education settings offer different
strengths to educational outreach project. After-school programs offer a different kind of
environment, where ones activities don't need to be as formal and once can easily reach
the audience. While both schools and after-school programs serve students, at school
blossom in after-school settings. Real learning can happen in a setting where kids feel
less intimidated or more comfortable than they do in a formal classroom.
Education is about teaching and learning skills and knowledge. Education also means
helping people to learn how to do things and encouraging them to think about what they
learn. It is also important for educators to teach ways to find and use information.
Through education, the knowledge of society, country, and of the world is passed on
from generation to generation. In democracies, through education, children and
adults are supposed to learn how to be active and efective citizens. t is part of the
job of an educator, an instructor, teacher, or tutor to create a place for learning.
There are many diferent minds of education.

Formal education
Formal education is usually in school, where a person may learn basic, academic, or
trade skills. Formal education begins in elementary school and continues with
secondary school. Post-secondary education (or higher education) is usually at a
college or university.
Non-formal education
Non-formal education is sometimes called adult basic education, adult literacy

education or school equivalence preparation. In non-formal education an adult (or a

youth who is not in school) can learn literacy, other basic skills or job skills. Nonformal education can be in small classes or through self study. [informal education
There is also informal education. For example, a parent teaches a child how to
prepare a meal. Someone can also get an informal education by reading many
books from a library. Informal education is when you are not studying in a school
and don't use another particular learning method.
This article presents a conceptual framework for understanding the
interrelationships among formal, non-formal and informal education. It provides a
typology of modes of education across the life span, from childhood to old age. The
non-formal education mode is the focus of the article as examples of programs for
difering ages, sexes, social classes and ethnic groups are discussed. The third
section of the article raises questions regarding the relationship between nonformal education for individual and social change within and across cultural and
socio-economic groups. It also discusses the relationship between non-formal and
formal education relative to their respective scope and outcomes. The author
argues that educational resources must be viewed as interacting modes of
emphasis rather than as discrete entities. Hence, all individuals are engaged in
learning experiences at all times, from planned, compulsory and intentional to
unplanned, voluntary and incidental. It is also argued that non-formal education
may be more strongly associated with socio-economic, sex and ethno-religious
groups than is formal education. Because of these strong socio-economic and
cultural ties, the utility of non-formal education for social, as opposed to individual,
change is often restricted. The value of non-formal, as opposed to formal, education
for access to the opportunity structure for low socio-economic status populations is
also questioned because of the greater legitimacy typically associated with
schooling.