NON-FORMAL EDUCATION IN INDIAN
 CONTEXT
 

NON-FORMAL EDUCATION IN THE CONTEXT OF EDUCATION FOR ALL IN INDIA

Non- Formal Education in the Indian context has developed a restricted meaning of an alternative delivery system of education for children who are not able to participate in the formal elementary school. NOn-Formal Education has therefore, been limited to providing a second chance to those children who are out-of- school. Broadly speaking, such children are often described as drop-outs. However, a very large number of such children are, in fact, pull-outs from school because of economic and cultural compulsions. Many children may be called stay-outs because the reach of the primary school system in India is not universal. Besides pull-outs and stay-outs, a very large number of children are what may be termed as push-outs. These children do not find the primary school attractive or meaningful.

In order to fulfill the constitutional goal of providing free and compulsory education to all children upto the age of 14, we have to provide education which is both relevant and interesting. For a variety of reasons the formal school system has tended to leave out millions of rural and urban poor children who are not able to attend a full time day-school. Consequently, there is a need for developing a viable alternative system of

education which would provide Basic Education for All children in the country. Non-Formal Education has evolved as one such alternative.

Non-Formal Education as an alternative to formal Elementary Education was experimented with as early as 1976 at which time nine educationally backward states in the country were pursuaded to initiate experimental NFE centres. In 1988, following the introduction of the National Policy on Education (1986), a full- fledged scheme of Non-Formal Education supported by the Central Government was introduced primarily in ten educationally backward states, as well as all over the country in urban slums, remote areas, desert and hilly regions.

The scheme of Non-Formal EDucation envisaged wide spread participation by State Governments as well as Voluntary Agencies engaged in educational programmes, specially in rural and tribal areas.

NON-FORMAL EDUCATION IN THE CHANGING CONTEXT OF PRIMARY EDUCATION IN INDIA

Since 1986 there has been a growing National concern for achieving Basic Education for All in the shortest possible time. Several programmes of support to primary and elementary education in the country have been initiated in order to achieve this goal.

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The experience gathered since 1976 and particularly since 1988 in the area of Non-Formal Education clearly demonstrates that Universal Elementary Education can only be achieved if Non-Formal Education is made available as a viable alternative to formal school education.

Despite Limited success, Non-Formal Education has become acceptable to a large section of the rural poor parents who are keen and willing to send their children to school but find the formal full- day school not suitable in their economic condition. The feasibility of Non-Formal Education has become enhanced in the last eight years. Participation in the Non- Formal Education programme by nearly 650 voluntary Agencies has added to its credibility and acceptability.

DEPARTMENT OF NON-FORMAL EDUCATION IN THE NCERT

In 1988 when the Centrally Sponsored Scheme of the NonFormal Education was formulated by the MHRD, a fullfledged Department of Non- Formal Education was established in the NCERT Prior to 1988, Non- Formal Education functioned as part of other departments. With the establishment of a Department, Non-Formal Education became recognised as an alternative to elementary education. From 1988-1995 the department was also given the responsibility of overseeing Education to Scheduled Castes and

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Scheduled Tribes since Non-Formal Education emphasized reaching these communities where large number of children were out-of-school. In 1995, the department was re-organised and renamed Department of Education in Non-Formal and Alternative Schooling. This reorganisation has vindicated the significance of Non-Formal Education as an essential alternative to Formal Elementary Education. The department is now poised to play a significant role in the achievement of Universal Elementary Education which has been a goal for the country.

MAJOR ROLES AND FUNCTIONS OF THE DEPARTMENT

Following the 1988 Central Scheme of Non-Formal Education the department was designated as a National Resource Centre for Non-Formal Education. The functions and roles of the department included the following :

- providing academic and technical support to State agencies as well as Voluntary Agencies implementing the scheme of Non- Formal Education;

- evolving training models and providing training for func- tionaries in Non-Formal Education at all levels;-

- developing materials and methodologies for the implementation of Non-Formal Education;

- conducting fundamental and action research in all aspects of Non-Formal Education;

- providing extension services to all agencies (State as well as Voluntary) concerned with Non-Formal Education;

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- carrying out programme in pupil evaluation in Non-Formal Education; and

- creating and maintaining capacities at the State level for successful implementation of the scheme of Non-Formal Education.

PROGRAMMES AND ACTIVITIES OF THE DEPARTMENT FROM 1988-1996

The department has attempted to fulfill all its roles and functions enumerated above in the eight years of its existence. The department has carried out numerous activities and has attempted to create academic and technical capacities in the States and amongst the Voluntary Agencies implementing Non-Formal Education.

This report provides details of the various activities conducted by the department from 1988-1996.

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