Agencies of Education

INTRODUCTION-

T. Raymont has rightly said “teachers are not the only

education and schools and colleges are not the only educational institutions”.
The other institutions though for good or ill are unquestionably educational
institutions.

MEANING-

By agency we mean those sources, institutions and organizations

through which the educand receives education. For the continuity,
development and progress of its physical and social life, society depends upon
education. Each generation has to handover experiences, traditions, customs
and thoughts and values of its own as well as those it has inherited, to the
succeeding generation. It is that, each society has to maintain and develop
institutions for the transmission of the rich cultural heritage to the rising
generation. Such institutions are called the “agencies of education”.

By agency we mean those sources, institutions and organisations through

which the educand receives education. For the continuity, development and
progress of its physical and social life, society depends upon education. Each
generation has to handover the experiences, traditions, customs, thoughts and
values of its own as well as those that it has inherited, to the succeeding
generation. It is that, each society has to maintain and develop institutions for
the transmissions of the rich cultural heritage to the rising generation. Such
institutions are called the “agencies of education”.

Types of agencies:

Those agencies which are developed with the specific and exclusive aim of
imparting education are called the formal agencies of education. They are
preplanned aim, scope and programme. The time and places of their activity as

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well as the means of their procedure ard performance are all fixed and well
regulated

 Formal Agencies
 Informal Agencies
 Active Agencies
 Passive Agencies

1. Formal Agencies:

Formal Agencies are those institutions and organizations, which are

systematically organised and deliberately setup by society. Those agencies
which are developed with the specific and exclusive aim of imparting
education are called the formal agencies of education. The process of
education is deliberately planned. Responsible members of the society make
some plans to educate the new generation. They are preplanned in aim, scope
and programme. The time and places of that activity as well as the means of
their procedure and performance are all fixed and well regulated. They are
kept under a certain code of discipline and regularly supervised. Such agencies
include the school, the church, the state, organised recreational centres,
museums, libraries and art of galleries etc.

2. Informal Agencies:

Informal Agencies grow up spontaneously and also dissolve in the same way.
They observe no formalities of rules, generations and discipline. Their main
function is also not imparting of education, but indirectly they exercise a great
educative influence on their members. Through these agencies a lot of
education is available to children without the informal agencies of education.
They include the family, society, the playgroups, professional organisations,
youth-activity groups and the like.

Only the educational institutions are the formal agencies of education

other agencies can be hardly called formal. Sometimes a layman includes some
agencies other than educational institutions in the category of formal agencies
of education. But the main purpose of church, museum family and community
is not to impart instruction at a definite time and place and through a definite
curriculum to the children; hence they cannot be called formal agencies. The
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school and colleges are formal agencies because their aim is to educate the
children.

3. Active agencies facilitate human interaction through a two way

communication process. E.g. family, school, religious, organizations etc.

4. Passive agencies lack the provision for interaction while transferring

information. E.g. television, newspapers etc

According to F.J.Brown, educational agencies can be classified as formal

institutions, group organizations, commercial agencies and non-commercial
agencies.

o Formal institutions and group organizations are synonymous with formal

and informal agencies of the first classification.
o Commercial agencies are profit oriented ones like press, cinema, etc.
o Non-commercial agencies are service oriented ones such as
governmental organizations, voluntary agencies, etc.

COMPARISON STUDY OF FORMAL AND NON-FORMAL EDUCATION-

FORMAL EDUCATION NON-FORMAL EDUCATION

1. It is limited to period of being 1. It is lifelong with learning
taught as against a period of life and integrated with life and work. Life
work. It is imparted in educational it’s upgraded and enriched by
institutions. learning.

2. It has fixed points of entry and 2. It has a flexible point of entry and
exit. Age admission and entry exit, re-entry and re-exit and so on
qualification are prescribed. throughout the life span of the
individual.

3. It is geared to impersonal goals of 3. It is a process of enabling the

knowledge acquisition; it is individual to understand his own
examination oriented. needs, the environmental situations,
societal goals and mutual
relationships.

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4. It is employment oriented. 4. It is motivated by individual
growth, self renewal and maximizing
human potential.

5. It has fixed concepts and contents 5. It has a diversified content in a

in its curriculum. fixed curriculum which is responsive
to learner and environmental needs.

6. It is a process of sharing,
6. It is imposed by ‘give’ on the exploring, analyzing and judging
‘receiver’ with little interaction together with maximum
between the two. participation of the learner.

7. It fosters uncritical command 7. It develops an open-end critical

obedience. and self reliant awareness.

8. It works on the principle of 8. It works on the principle of

weeding-out principles. universal success through universal
learning satisfaction.

9. It nurtures status quo and 9. Encourages healthy points of

discourages deviation. departure towards progress.

10. It works within a fixed social 10. It anticipates and prepares for
frame and hence gets quickly out of change for the future.
step with social change.

Formal education in formal agency Informal education in informal

agency.
1. It is planned keeping in view some 1. It has no definite aim.
definite aim.

2. It is imparted through formal 2. It is not imparted through any

lessons or well planned means. formal/planned means.

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3. There is definite course to be 3. There is no definite course.
covered during a definite period.

4. Both teacher and taught are 4. They are not conscious of the
aware of process through which process.
education is imparted.

5. It is organized by some agency, 5. There may not be any organizing

managing committee or body behind the process.
government.
6. It is a lifelong process and
6. It starts and ends at a particular continues for whole life.
age.
7. Being natural doesn’t strain
7. Puts a mental strain both on anybody.
teacher and taught.
8. No formalities are observed here.
8. Observes several formalities.
9. Education can be obtained from
9. Only qualified teachers work. anybody.

10. It takes place naturally.

10. There are regular and set
programmes.
11. Nothing like a time-table is
11. A specific time-table is followed. followed here.

Home/ Family as an Agency of education:-

Home / family is the oldest form of social organisation known to man. It has
existed in some for or the other since times immemorial. It is the fundamental
unit of society.

According to “Ballard” -“Family was the original social institution from which
all other institutions developed. It is in fact, the foundation of all social
organisations”.

Joseph Mazzini was right, when he said that the child comes to have the first
lesson of citizenship on mother’s knee and fathers kiss.
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According to Macksay- The family is the oldest human group and the basic
one. While the particular form of family structure may and does vary from
society, the central force of family activities everywhere are child-bearing and
then the initial induction of the child into the culture of given society- in short,
socialization.

IMPORTANCE OF HOME/ FAMILY AS AN AGENCY OF EDUCATION-

Home and family has been playing an important role in training and education
of a child. It is the first place were we learnt our first lessons of living together,
working together, helping each other and learning lessons of mutual help and
adjustment.

Family/home is an important agency of education and has been

exercising an everlasting and immediate influence on behavior, character,
conduct and personality of its members.

Important functions of home:

 Social
 Economic
 Civic
 Moral
 Religious and cultural

Educational functions of Home:

 Personal interaction
 Provides complete social environment in childhood,
 Vocational education
 Teaches social values
 Citizenship education
 Provides moral and religious education.
 Develops proper attitudes and interests

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Society and Education:

Man is a social animal, He cannot maintain his existence without society. So he

created a society. For its information, mutual contact of persons, exchange of
ideas and some rules for preservation of rights are required. Mutual contact
and feeling of oneness are essential for the formation of a society. There is no
restriction or limit for the size of society. A society may be of two persons only
and of crores of people also.

Society may be defined as, “it is a group of persons, and living in a geographic
area preserves certain common or specific cultural traditions and ideals
regarded as forming a society”.

Responsibilities of the Society for Education:

The responsibilities of education of the child lie on both state and society. In
democratic countries like, India the direct responsibility is that of society and it
manages the education of child through different educational institutions, but
ultimately its responsibility falls on the state. Family, Schools, assemblies and
state are different units of society; all these have impact on child. This impact
has an important place in the development of the child. Besides the formal
education of the schools, the child learns many things informally from the
social environment. So it is the duty of the parents to keep the child away from
vicious atmosphere so that he may be protected from immoral and unsocial
elements.

Mutual dependence Man and Society:

Man & Society are mutually dependent. So the welfare and progress of the
others, the society should provide for the education of the individual properly
and seriously and should create such an atmosphere that the child is
encouraged to develop himself. The society should adopt liberal attitude in its
own interest and as a result the interest of the individual is elevated of being
degraded. Mutual co-operation, liberal and constructive attitude is anticipated
in the interest of man and society both. It will serve the interests of both and
lead to the progress of both.

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Relation between school & Society:
School is a unit of society, so mutual co-operation is necessary for the smooth
fulfilment of responsibilities. All the units of society should co-operate with
each other for the development of all. They go to the extent of saying that
school should be the mirror of society where all the individual of the society
are reflected.
EDUCATIONAL FUNCTIONS OF FAMILY-
Family is expected to perform following rules-
1. Proper physical development- for proper physical development of the
child, home should provide for good, healthy surroundings and rest.
Home should be airy and well ventilated.
2. Proper moral environment- Since morality can’t be taught, it can only be
learnt. It is therefore essential that the older members of family set god
examples before the younger ones.
3. opportunities for participation in household responsibilities-
Children should be associated with management of household
affairs. By participating in such activities child learns to subordinate their
interest for the sake of family.
4. development of intellectual, aesthetic and practical interests of the
child-
It is very important that parents should try to find out the interests of
the child take necessary steps for their development.

5. Understanding of child’s nature- the intelligent parent would seize of

every opportunity to gain knowledge of child psychology. He would
consider a child to be an adult in miniature. He would show neither
leniency/strictness in dealing with children.
6. Understanding importance of play in education of child’s parents should
provide ample opportunities ties for play.
7. Opportunities for self expression-parents should encourage their
children to participate in various recreational and constructive activities.
They should provide them with newspapers, magazines and books of
short stories.
8. special responsibility for religious education-
should be provided by home.

9. realization of limitations of school-

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Realize importance of work of the school, its limitations and cooperate with
the school authorities in furthering the program of their child.

Industrialization and urbanization have greatly affected the role of home in

these areas-

- providing moral education

- providing religious education
- providing social contact
- Providing vocational guidance.

SCHOOL AS AN IMPORTANT AGENCY OF EDUCATION-

School is a unit of a society, so mutual cooperation is necessary for

the smooth fulfilment of responsibilities.

SIGNIFICANCE OF A SCHOOL-

School is a social institution set up by society to serve its ends. It is one of the
most important functional agencies of education. It plays a major role in
moulding the ideas, habits and attitudes of child with a view to provide well
balanced personalities with physically strong, mentally alert, emotionally
stable, culturally sound and socially efficient.

FUNCTIONS OF PRESENT DAY SCHOOLS-

 Many sided education-

Teach the 3 R’s was the conception of traditional
school but now reading, writing, arithmetic, recreation, rights,
responsibilities and relationship is the slogan of present day school.

 Training for democracy-

Present day school must prepare student for a
democratic society by providing them democratic experiences. Students
should be trained in ‘art of living together’ and made to realize the
implication of terms rights and duties of a responsible member of a

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 democratic society. Secondary education has great adequately with civic
responsibility.

 Conservation of culture-
School conserves the moral, customs and ways of social
life and passes it on to students. We can’t be cut off from our social natural
environment. Education is transmission of technical skills and cultural
traditions from one generation to another and a school discharges this
function very effectively.

 Social reform-
Mere conservation of culture is not enough.

 Developmental of scientific attitudes-

School should develop a spirit of scientific enquiry in
students. Their ability to use information should be developed. Ability to
use information should be developed. They may be given training to apply
information, to judge, to be able to see the consequences of a course
action, to bring an active forward looking intelligence to bear on a solution
and to think creatively.

 Understanding importance of play in education of child-

Parents should provide ample opportunities for play.

 Opportunities for self-expression-

Parents should encourage their child to participate in
various recreational and constructive activities. They should provide them
with newspapers, magazines and books of short stories.

 Special responsibility for religious issues.

 School life closely connected with life outside-
School life is to be connected with outer world so that
student may be trained to grapple with problems which they will meet in
later life.

 Value of interdependence-
School must provide situation in which student may be
gradually led to understand the relationship in community, country and in
world at large. It must encourage activities through which child can make a

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personal contribution in group enterprise, cooperative instead of competitive
individualism.

 Opportunities for full development of the child-

Schools must aim at producing the highest type of
personality. School should aim at providing opportunities to develop all three
in coordination with one another and so to develop whole personality.

 Recognition of individual differences-

Schools should endeavor to provide for each individual
pupil suitable opportunities to use and develop his natural aptitude and
inclination in the special course of studies chosen by him.

 Provision for social justice-

Present day school must kindle in the hearts and minds of
student a passion for social justice based on sensitive to social evils and
exploitation which corrupts grace of life.

 Responsibility for moral education-

An increasing importance is being given to character
building aspects in schools.

 Responsibility for moral education-

Schools should impart vocational education to students.

 Freedom for self development-

For development of creative mind, freedom for self
development and freedom for activity must be given in school.

 School as a place of productive activity-

Practical activities like socially useful productive work and work
experience should form an integral part of school programme.

 Programme of school visualized as unity-

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 Secondary education commission 1952-53 stressed that entire
programme of school should be visualized as a unity and inspired by
psychologically congenial and stimulating approach.

 School as an epitome of life outside-

School should serve as a mirror of society’s activities but in a
simplified, purified and balanced way.

 School as a centre of community service-

A community school service is a one whose programme is
designed for useful and effective management on the part of children and one
which helps to improve quality of living in a community, one which serves the
total population of community and seeks to evolve its purposes out of interests
and needs of people in community.

COOPERATION BETWEEN SCHOOL AND FAMILY-

Teachers are interested in the welfare of their students; they want

them to develop emotionally, ethically, mentally, physically and socially as do
the parents. Hence, the obvious need for cooperative efforts on part of teacher
and student who are custodians of welfare of children.

METHODS OF SECURING COOPERATION-

1. Dealing with parents in a friendly manner.

2. Personal contents and mutual consultation about the progress of
the child.
3. School reports, causal letters to parents and progress reports
cards.
4. Sufficient notice to parents regarding change of books or other
equipments.
5. Acquainting parents with weakness of student’s well in time.
6. Meeting with the parents of children within particular class.
7. Inviting parents to witness training and skills displayed by children
in various fields.

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 8. organizing special campaigns like literacy etc
9. Home visits by teacher.
10.annual prize distribution function
11. Open day school and inviting parents to see regular activities and
programmes.
12.Celebration of parent days.
13.Organizing conferences.
14.Organizing lecture on current education problem and trends in
educational theory and practice.
15.Associating parents in he management of school.
16.Formation of parent-teacher association.
17.Making school a center of community service, adult education
classes.
18.Parents participation in improvement and school –raising funds,
awarding scholarships, donating books, arranging mid day meals
etc.

COMMUNITY/SOCIETY AS A SOCIAL GROUP IN EDUCATION-

Community is undoubtedly an important agency of education.

Community also makes specific provision and promotion of educational
institutions.

EDUCATIONAL FUNCTIONS ARE-

1. Establishing and maintaining educational institutions.

2. Formulating different aims of education, of course keeping in view the
national goals.
3. Making provision for universal education.
4. Providing suitable environment.
5. Providing adult education.
6. Establishing libraries and reading rooms.
7. Making provision for vocational education.
8. Setting up community centers.

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 COMMUNITY AND SCHOOL-

SCHOOL AS A CENTER OF COMMUNITY SERVICE-

1. Linking curriculum with needs of children.

2. Organizing social service clubs for understanding various progression
of community service.
3. Setting up adult education centers.
4. Celebration of national days and festivals.
5. Providing a special section of library books useful for adults.
6. Formation of parent-teacher association.
7. Organizing campaigns like literacy.
8. Making school as a center for utilizing leisure time meaningfully.

SCHOOL/ IMPROVEMENT PROGRAM UNDERTAKEN BY COMMUNITY-

1. Donating land for school.

2. Construction of a few rooms or entire school building.
3. White washing or repair to school building.
4. Construction of school compound walls.
5. Provision of sheds for cooking meals.
6. Donating land for playground.
7. Donation of land for agricultural and other purposes.
8. Painting of blackboards.
9. Repair of school furniture.
10.Supply of free uniform and other articles.
11.Supply of grain, firewood etc.
12.Supply of radio and T.V sets.
13.Provision of drinking water.
14.Helping school in enrolment and retention of students.
15.Providing first aid etc.

PEER GROUPS AND PLAY GROUPS-

PEER GROUP- In developed countries like India, peer groups are yet in infancy
but their influence has been steadily growing. They operate in the area of
vocational, recreational and social activities. They also provide sex education. A
peer group serves as an important social agency of education during
adolescence. It is fairly independent of external control and supervision.

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PLAY GROUP- following are educative values of activities of play groups-

- Children learn to cooperate with other children.

- They learn the qualities of follower ship as well as leadership.
- Children develop social attitudes.
- Children learn to go beyond ‘egocentric interests’.
- Provide opportunities to children to mix-up with children of different
socio-economic strata of society.
- Working in play groups, children learn to respect other’s rights and
privileges.
- Play groups provide all the advantages which play in general provides for
a child’s development in emotional, mental and physical areas.

CONTINUING CORRESPONDENCE, DISTANCE AND OPEN EDUCATION-

Distance education caters to all sections of society and especially to those

who on account of several reasons are unable to pursue full time regular
courses. In-service personnel, housewives, disabled persons,
underprivileged people, people residing in remote areas, school drop-outs
etc all can avail of the courses offered.

CHARECTERISTICS, MERITS AND DEMERITS OF DISTANCE EDUCATION AND

FORMAL EDUCATION-

DISTANCE EDUCATION FORMAL EDUCATION

It concentrates on needs of learner. Puts institution first.

Takes into account the convenience

of the learner. Teacher centered.

Flexible in the sense that a course

can be completed in a number of Course is to be completed within a
years. given period of time.

Indirect education as it is not

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centered on face-face Direct education centered on face-
communication. face communication.

Uses medium like computer, radio

and T.V Print word is the most prominent
element.
Part time education.
Full time education.
Less expensive
Relatively expensive.
Lacks certain kind of vitality which
only the presence of a teacher can Provides vitality with the presence
generate. of a teacher.

Flexible with regard to qualification

for entry. Rigid

May/may not be for a

degree/diploma. It is for a degree/ diploma.

Separation from peer group

Close contact
System of mass education
Imparted in a group.
Available even in areas where there
is no school/college. Not possible without an educational
institution.
Available to those with poor
health/disadvantageous physical Not available to such groups.
condition/any psychological
condition.

Looks for unorthodox modes and

means of educating all those who Depends upon conventional means
are willing to be educated. of education.

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OBJECTIVES OF OPEN UNIVERSITY-

1. To provide greater equality of opportunity and access to higher

education.
2. To provide educational opportunities for those who missed such
opportunities hen they were young and joined career.
3. to provide opportunities to those adults who would like to have access to
higher education throughout their lives and
4. To help those who want to learn new subjects or renew/update their
knowledge while in service.

FEATURES AND MERITS-

1. Relaxed entry regulation.

2. Self pacing.
3. Freedom and flexibility in chasing any combination of courses.
4. Transfer of credit from one programme to another and from one
university to another.
5. Education is home based and not classroom based.
6. Communication technology is used to provide multimedia teaching.
7. Quality of teaching is high because it helps the best expertise available in
country.
8. Offers not only degree, diploma and certificate courses but also
extension, enrichment, community oriented and continuing education.

MASS MEDIA AS AN AGENCY OF EDUCATION-

Mass media means of communication that reaches a large number of learner

or people with a common language/message.

1. Provides quality learning experiences.

2. Catering to large number of students.
3. Offering advice in terms of physical control of stimuli-magnifying pictures
and films enabling close observation.
4. Providing multisensory stimuli auditory and visual stimuli and multi range
stimuli.
5. Serving as storage banks of information as pictures, audios and
videotapes, films and slides- useful for sensing replaying and reviewing in
classroom.

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RADIO AS AN EDUCATIONAL AID-

1. Enriching of school programme.

2. Furnishing latest material.
3. Bringing student into contact with world around.
4. Developing critical thinking.
5. Developing leisure time interest and appreciation.
6. Providing opportunities for student participation.
7. Providing an alternative approach to education of out of school children.
8. Serving as a training component for teachers.
9. Imparting vocational skills.
10.Popularizing science with a view to develop scientific outlook.
11.Promoting emotional and national integration.
12.Providing information about population education, energy conservation,
preservation of wild life etc.

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CONCLUSION-

It is observed that according to some education of all the education we

receive, we learn 1/4th from books, 1/4th from our colleagues and one
from environment. This indicates the type of education
directly/indirectly, formally or informally, consciously or unconsciously
and actively/ passively.

In view of changing nature of society, role of each type

agency of education undergoes several changes.

Education in a wider sense takes place from womb to tomb. It is carried

on by a number of agencies, usually classified as formal, informal and
non-formal.

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BIBLIOGRPHY-

1. teacher and education in a developing society; S C Aggrawal; first

edition;1995;New Delhi; PN 165-168

2. nursing education; K P Neeraja; 3rd edition; new Delhi; PN-305-307

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