Everyone has had experiences with "education" and "learning." So this module will start with an exercise to help clarify your understanding of those two words.

EXERCISE:

Answer the following questions briefly and save the answers for later:

1. What is education?
2. What is learning?
3. Describe a learning experience that was extremely important to you. It may have taken place anywhere and lasted a few minutes or several years, but it made a lasting impression on you.

After completing this module you should be able to:

1. Define education and learning.
2. Describe three different types of education.
3. Describe conditions which encourage learning.

Most people equate "education" with schooling. Likewise "learning" is what happens in schools. The author would like to propose other definitions and provide what he considers to be a more comprehensive understanding of education and learning.

Definitions:

Education means learning knowledge, skills and attitudes. The most important of these is learning how to learn. Learning means deciding about your own life style.

3 Types:

(1) Formal = schools. The hierarchically structured, chronologically graded system running from kindergarten through university and including full time technical and professional training. Schools typically perform six functions: babysitting, indoctrination, socialization, employment of teachers, certification and teaching/learning.

(2) Nonformal (NFE) = any intentional and systematic educational enterprise (usually outside the school system) where the enterprise is adapted for particular students or situations in order to maximize learning and to minimize the maintenance constraints (babysitting, taking roll, enforcing discipline, writing reports, supervising study hall, etc.). NFE is characterized by one or more of the following: learner centered, cafeteria curriculum (options & choices), informal human relationships (roles of teachers and students are less rigid and often switch), practical emphasis (immediately useful), and lower level of structure than schools.

Informal = unplanned day-to-day experiences from which people learn. Sometimes elders, parents, employers, or peers help analyze these experiences and therefore assist with the learning.

Examples of NFE:

4-H, Scouting, Cooperative Extension, farmer training centers, mobile artisan training, literacy campaigns, apprentice brigades, self-help programs, integrated ag. development projects, community development.

General Issues:

(1) quality of education, (2) equal access, (3) local vs. federal control, (4) individual needs vs. society's needs, (5) drop-out rates, (6) expense, (7) who pays? (8) what is taught?

Learner Attitudes:

(1) is curious, (2) is able and willing to ask pertinent questions, (3) has an open mind while seeking an answer, (4) is decisive when appropriate, (5) is aware of own strengths & weaknesses, (6) is mature (accepts responsibility for learning), (7) balances optimism with cynicism, (8) judges what is worth learning, and (9) sets high standards then works to reach them.

Educator Styles:

Directive is when the educator initiates, structures, motivates, delegates, praises, and reprimands. Democratic is when she/he asks questions to involve the learner, leads discussion, encourages others to take responsibility for their learning, and confirms commitments.

Non-directive is when she/he refuses to decide for learners, uses silence and non-verbal support, and intentionally relinquishes power.

Effective Teaching (school):

Five qualities distinguish effective teachers. They: (1) are clear with instructions and explanations, (2) are enthusiastic, (3) are business-like in the classroom, (4) employ a variety of techniques, subject matter, & activities, and (5) provide opportunities for students to get involved in learning.

Effective Teaching in NFE:

Because of the characteristics of NFE (see bold words in first section) educators must emphasize (1) flexibility, (2) thorough preparation, (3) ability to anticipate learners' changing needs (4) willingness to adapt to learners, (5) a healthy cynicism toward institutions. Clarity, variety, enthusiasm, and learner involvement are also important.

Why Distinguish Formal Ed From NFE?

Schools Dominate our perceptions of education. They relegate learning "outside the classroom" to second-class status. They define the "teaching" role. They gobble up most of the resources available to education. In universities, extension and resident education often seem to be in conflict philosophically. Since formal education and NFE are different we must understand the strengths and weaknesses of each in order to anticipate which one will work better in a given situation. Formal and nonformal education can complement each other if properly understood. Most educators are biased either toward formal or nonformal education.

Readings: Characteristics of Facilitators (Chapter 2), A. Etling, 1975.

Teaching as a Subversive Activity, N. Postman & C. Weingartner, 1969.

Attacking Rural Poverty, Philip Coombs, 1974.

 QUESTIONS FOR DISCUSSION

Do you agree with the preceding section? Why or why not?

Do you still agree with the definition of "education" and "learning" that you wrote during the introductory exercise? or would you like to modify it?

Was the learning experience that you described in the introductory exercise an example of formal, nonformal or informal education?

Are formal, nonformal and informal education equally important? Why?

Working with people in volunteer groups or community organizations is more like nonformal education than formal education. Do you agree or disagree with this statement?

Which leadership styles (see module L-1) are more appropriate to nonformal education?

Peter Sheal (1989) offers ten principles that promote learning. He says that people learn best:

1. in an informal, non-threatening learning environment;
2. when they want or need to learn something;
3. when the learning caters to their individual needs and learning styles;
4. when their knowledge and experiences are valued and used;
5. where there's an opportunity for them to have some control over the learning content and activities;
6. through active mental and physical participation in the learning activities;
7. when sufficient time is provided for the assimilation of new information, practice of new skills, or development of new attitudes;
8. when they have opportunities to successfully practice or apply what they have learned;
9. when there is a focus on relevant and realistic problems and the practical application of the new learning; and
10. when there is guidance and some measure of performance so that learners have a sense of progress toward their goals.

These principles give you a checklist to tell you if the conditions for learning are positive and strong for a particular group at the time you wish to teach them. Consult module E-2 to give you a fuller explanation of nonformal education, and module E-3 to provide some principles for adult education (people who are over 21 and out of school).

How to Develop and Present Staff Training Courses, Peter R. Sheal, Nichols Publishing, 1989.