STREAM - AIOU Theses - Allama Iqbal Open University

COMPARISON OF TIIE PERCEPTION TOWARDS
NON FORMAL EDUCATTON OF M.A (EDUCATION)
STUDENTS IN FORMAL AND NON FORMAL
STREAM
NAMRA MUNIR
ROLL NO.R-742043
DISTANCE, NON.FORMAL AND CONTINUING EDUCATION DEPARTMENT
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
2009

COMPARISON OF THE PERCEPTION TOWARDS
NON FORMAL EDUCATTON OF M.A (EDUCATION)
STUDENTS IN FORMAL AND NON FORMAL
STREAM
NAMRA MUNIR
ROLL NO.R-742043
Submitted in Partial Fulfillment of the Requirements for the Degree of Master
of Philosophy in Education Department of Distance and Non-Formal Education
Faculty of Education Allama Iqbal open university,Islamabad
1009

AUTHOR DECLARATIONS
1. Duing the period of this registered study in which this thesis was
2.
3.
constructed, the author has not been registered for any other academic
award or qualification.
The material included in this dissertation / thesis has not been subrnitted
wholly or in parl for any academic award or qualification other than that
for which it a now submitted.
Except where otherwise acknowledged in the text, this thesis represents
the original research of the author.
ll
Namra Munir

Title of Thesis: Comparison of
Education of M.A
Formal Stream
Name of Student: Namra Munir
APPROVAL SHEET
the Perception towards Non-Formal
(Education) Students in Formal and Non
Accepted by the Faculty of Education, Allama Iqbal Open University, in
partial fulfillment of the requirements for the Master of Philosophy Degree in
Education with specialization in Distance and Non-Formal Education.
Viva
Dr. Navid Jarhil Malik Paracha
Dr. Muhammad Javed Iqbal
Incharge/ Chairman, Distance Non-
Formal & Continuins Education
brl,*"*/ww-lt^.),/\
Prof. Dr. Rehana Masrur
Dean, Faculty of Education
Allama Iqbal Open University
Islamabad
Dated: 06-07-2009
-.%it-=-+
.1-
Supervisor
a\

ACKNOWLEDGEMENTS
In the name of Allah the most Beneficent the most Compassionate the most
Merciful, The Beneficent, Hath made known the Quran, He hath created man and He
hath taught him UTTERANCE (Al-Rehman)
We are indebted, knowingly and unknowingly, to a sea of people in every
sphere of our day to day life for their efforts, sometimes for their guidance; at another
tirne for their patronage, prayers and so or1 and so forth. I must admit that in the
course of my thesis, I was helped and guided and encouraged by a number of
individuals, but only a few of them can be mentioned here.
One of the most feared occunences in writing thesis is rejection of much of
the matelial which sometimes deviates you, discourages you and forces you to
plunge into the depths of hopelessness. Many a time, during the course of my
research I felt the same, but some of the people came out from nowhere and put me
on the right track time and again.
My thanks first go to my parents, for their purest prayers at every step of my
life specially and at every stage of this thesis specifically.
But the most scintillating and augustus personality to whom I am indebted to
every breath of my iife, is Dr. Iftikhar Ahmad Baig a godfather to me, whose
enormous support, divine patonage, whose sublime nobility and matchless sincerity
give, gave and will give impetus to all my efforts in completing this thesis. He in fact
gave me the strength, zeal, vigor and vitality that I am able to tuun my airy castles
into solid habitation. The most sacred secret is that I owe a lot to him and I honour
iv

hirn with my sense, and respect him with my heart and revere him with my soul.
Thank you Mr. Baig, you are just too wonderful for words.
I want to extend my deepest thanks to Prof. Dr. Muhammad Rashid (Retired)
Dean Faculty of Education who foresaw in me the ability to venture upon the project
by granting admission to me.
Perhaps the most memorable aspect of this thesis has been the opportunity to
be taught, guided and facilitated by a number of people. Among them my most
dignified and scholarly intellectual teachers are Prof. Dr. Rehana Masrur Dean of
Faculty of Education, Dr. Muhammad Javed Iqbal and Dr. Nabi Bux Jamani, who
taught me and helped me with their unstinted kindness and generosity. My fulsome
praise and prayers for these and for other teachers are there for ever.
While reviewing this thesis Mr. Tanveer Ahmad and Mr. Aaphtab Ahmad
rallied round unstintingly with advice, moral support and above all offered peace
during the time of need.
I am deeply grateful to Mr. Muhammad Ameen who composed repeated
drafts of this thesis with efFrcacious effrciency. Last, but not the least, my whole-
hearted praise and thanks rest with those whom I am unable to mention here.
(Ameen)
May Almighty AUah shower His indelible blessings upon all of them.
NamraMunir

Title:
Pages:
Researcher:
Advisor:
University:
Year:
Degree:
ABSTRACT
Comparison of the Perception towards Non Formal Education
of M.A (Education) Sttrdents in Formal and Non Formal
Stream
165
Namra Munir
Dr. Iftikhar Ahmad Baig
Allama Iqbal Open University
2009
M. Phit
This research study is a descriptive analysis of perceptions towards non-
formal education of M.A (Education) Students in Formal and non-formal stream. In
this research the MA (Education) and MA (Education) students of A.I.O.U and
students of IER, University of the Punjab Lahore were considerecl as populations of
the study. Data was collected through questionnaire. Objectives of the study were to
highlight the nature of non formal education at higher level, to find out the
perception of students of both streams about non formal education to investigate how
perceived learning contributes to knowledge at higher education level and to
compare the perception of students of formal education with non-formal education
about their perception regarding non-formal education.
These objectives were achieved by administering a questionnaire which
contained various topics such as concept of distance education, its components,
v1

problems and performance of AIOU. The collectecl data was analyzed and
interpreted and results were converted into percentage.
Findings of the study were as that non-formal education is the best alternative
to formal education, non formal education is an effective way of instruction, non
formal education brings effective change in society, degree of non formal education
considered standardized and there is more coordination between students and
teachers in non forrnal education than in formal education.
Recommendations of the study were that the length of non formal education is
proposed to be at par with formal system and competent and sincere tutors and other
staff may be appointed.
vl1

Chapter I
1.1
1.2
1.3
r.4
1.5
t.6
Chapter2
2.1
2.2
2.3
INTRODUCTION
Statement of the problem
Objectives of the study
Significance of the study
Research questions
Delimitations of the study
Procedure of the studv
1.6.1 Population
1.6.2 Sample
1.6.3 Development of tool
1.6.4 Validationoftool
1.6.5 Administation of tool
1.6.6 Analysis of data
TABLE OF CONTENTS
REVIEW OF RELATED LITERATURE
General notion of education
S ignificance of education
Modes of education
2.3.1 Informaleducation
2.3.2 Formal education
2.3.3 Non-formaleducation
vl11
I
13
13
t4
t4
1,4
15
15
15
15
l6
t6
t6
t7
18
t9
2l
22
23
26

2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.tr
2.t2
2.t3
2.t4
2.15
2.t6
2.17
2.18
2.t9
2.20
Formal education versus non-formal education
Balance between formal and non-formal education
Educational polices and non-formal education
Perspective of non-formal education in Pakistan
Open university
Establishment of Allama Iqbal Open University
Faculties
Foundation, pu{pose and structure of Allama Iqbal Open
University
Evolution and need of non-formal education 4l
Layout of M.A Education programs of both the systems 43
Job opportunities for graduates of IER and aiou 52
Distance education 53
The distance education as a mod of non-formal education 56
Different terms used for distance education 57
Nature and scope of distance education 58
Need for distance education 62
Elements of distance education 63
2.20.1 Role of print material in promoting education 63
2.20.2 Role of television in promoting education 65
2.20.3 Role of radio in promoting education 66
2.20.4 Role of regional centers in promoting distance education 67
rx
29
34
35
36
37
37
38
38

2.21
2.22
2.23
2.24
2.25
2.26
2.27
2.28
2.29
2.30
2.31
2.32
2.33
2.34
2.35
2.36
2.20.5 Role of tutorial in promoting education
2.20.6 Role of study centers in promoting education
2.20.7 Role of audio visual aids in promoting education
2.20.8 Role of library services in promoting education
2.20.9 Role of distance education
Advantages of distance education
Problems of distance and non-formal education
Distance education in Pakistan
2.23.1 Role of Allama Iqbal open university
The need and popularity of non-formal education
Perception
Perception-in-action
Perception and action
Types of perception
Categories of perception
Philosophical ideas of perception
Cognitive processing and epiphenomenalism
Perceptual space
History of the perception
Perception and reality
Perception is our personal view of reality
Perception is key to sanity
68
69
69
70
7l
72
77
78
78
84
85
86
87
87
88
88
90
91
92
93
93
93

2.37
2.38
2.39
2.40
Chapter 3
3.1
).L
aa
J.J
3.4
3.5
3.6
Chapter 4
Chapter 5
5.1
5.2
5.3
5.4
5.5
Positive realistic perceptions lead to well-being
Distorted perceptions are all around us
Those who would use distorted perceptions to influence us to
their advantage are everywhere
Distorted perceptions are very powerfrrl
METHODOLOGY OF THE STUDY
Design of the study
Instruments and their development
Validation of tool
Population
Sample
Statistical analysis of data
AI\ALYSIS OF DATA
suMMARy, FINDINGS, CONCLUSIONS ANI)
RECOMMENDATIONS
Summary
Findings
Discussions
Conclusions
Recommendations
BIBLIOGRAPHY
ANNEXURES
x1
94
95
95
95
98
98
98
99
99
99
100
101
134
134
135
139
t40
t43
144
157

Table No
4.T.1
4.1.2
4.t.3
4.r.4
4.1.5
4.t.6
4.1.7
4.1.8
4.1.9
4.1.10
4.1.11
4.1.12
4.1.13
4.t.14
4.1.15
4.t.t6
4.t.r7
LIST OF TABLES
Statement Page
Opinion about concept of non-fonnal education 102
Opinion about the non-formal education the best alternative to 103
education
Opinion about the student of non-formal education 104
Opinion about the non-formal education is the cheapest way to 105
educate the people
Opinion about the non-formal education is flexible 106
Opinion about the non-formal education opporfunities 107
Opinion about the non-formal education is more diffrcult l0g
Opinion about the way of instruction 109
opinion about the non-formal education system is interesting ilO
Opinion about the understanding the content 1l I
Opinion about the teachers are equally good lIz
Opinion about the non-formal education is valuable 113
Opinion about the effectiveness of non-formal education ll4
Opinion about the certificate/degree 115
Opinion about the couse material 116
Opinion about the role of non-formal education ll7
Opinion about the guidance of teachers 11g
x11

4.1.18 Opinion about the coordination between students and teachers 1 l9
4.1.19 Opinion about the hard work of students 120
4.1.20 Opinion about the study through non-formal education l2l
4.1.21 Opinion about the socialization in the students 122
4.1.22 Opinion about the role in economic development 123
4.1.23 Opinion about the non-formal education facilitates the students 124
4.1.24 Opinion about the qualiffing the examination 125
4.1.25 Opinion about the motivation of the students 126
4.1.26 Opinion about the textual material L27
4.I.27 Opinion about the educational needs of students 128
4.1.28 Opinion about the chances of acquiring knowledge 129
4.1.29 Opinion about examinations 130
4.1.30 Opinion aboutthe non-formal educationis helpful forthose who 131
want to learn
4.1.3I Suggestions by the students
4.1.32 Advantage of non-formal education
xlll
132
t32

CHAPTER 1
INTRODUCTION
Non formal education system has become a necessary compliment to
traditional education system when many people carurot or may not utilize
conventional system. Non formal education is fiiirctioning in various parts of the
world as an independent alternative to formal education. It is also being used in some
parts of the world as a complement to the traditional classroom instruction.
According to Holmberg (1998, p.24):
Reasons why adults choose non-formal education, are primarily convenient,
flexible and adaptability of this mode of education to suit individual student's
needs. The vast majority of students in developing countries choose non-
formal education because they genuinely prefer this system to other modes.
This is to be expected frorn adults whose family, professional and social
commitments make face to face teaching bounded by a timetable, less
attractive or unrealistic.
The present day concept of non-formal education appears novel. The non-
formal education is strpposed to be complementary to the formal system of
education.
It is an organized systematic educational activity outside the frameworks of
the formal system to provide selective type of learning to particular subgroups in the
population, adults as well as children. It comprehends all learning's outside the

fonnal system and has no parameters of time and space. Non-formal learning can
also be classified by the learning content involved into these organized activities
where the major emphasis is on general education and also those, where the content
is mainly vocational.
Non-formal education is complex in its learning content, which has to be
improvised for each group of clienteles. It is complex in the multiplicity of media of
learning and its value is not adjustable in terms of certificates but it is part of the total
system of education all the time.
In the past decades emphasis has shifted to increasing the productivity of the
masses, particularly rural masses. Education should, therefore, logically support
these masses in their day-to-day activities. It is now believed that by developing a
national "human resource" base by making masses more effective producers, the
GNP would grow as a natural consequence. Thinkers, therefore, consider the non-
formal education as a part of literacy ancl skilled development programme.
Non-formal education as an ideal type differs from formal and informal
education. These include, but are now limited to costs, structure, instructional
method, linkage with the occupational structrue and nature of awards.
Unlike the formal education the NFE is basically non-competitive and open
ended. Non-formal education proposes to be a mole effective approach to solving
problems of edtrcation for individual growth as well as national development. Non-
formal education is not only cost effective but also innovative and goal oriented.
The non-formal education offers a more elective multi-disciplinary approach
to the problems of development in a country than the formal. It affects short items as

well as long ranged.
People need education to acquire a broad base of knowledge, attitude, values
and skills. Such education provides people with potential to learn, to adjust social
and cultural activities. Non-formal education has been visualized as education for
development. It is work oriented, community based, individualized learning
opportunities, attitude, reinforcement and civil literacy and cultural. Coombs and
Alrmad (1973, p.l1) defined non-formal education as, "Any organized educational
activity outside the established formal system whether operating separately or as an
important feature of some broader activity that is intended to serve identifiable
clienteles and learning obj ectives".
under:
Coombs (1978,p.23) has discussed non-formal education in details as under:
Any organized, systematic, educational activity carried on out side the frame-
work of the formal system, of learning to particular subgroups in the
population, adults as well as children. Thus non-formal education includes,
for examples, agriculture extension and formal training programmes, adults
literacy programmes, occupational skills training given out side the formal
system, youth clubs with substantial educational purpose, and various
commurity prograflrmes of instruction in health, nutrition, family planning,
cooperatives and the like.
Qureshi (1995, p.1) defined non-formal education in-comprehensive words as
Non-formal education is time less, ageless educational phenomenon which
has developed and has consolidated its hold over all forms of learning. Non-

formal education has capacity and capability to supplement and compliment
the formal education system, thus non-folmal education is not necessarily
contrary to what formal education is. It is not substitute for formal system of
education. It is a complete, comprehensive system itself.
Two National Conferences held in 1971 and 1985 in Pakistan have amply
clarified the concept and goals of Non-formal Education. The 1979 Conference held
at Allama Iqbal Open University (AIOU) agreed on the following definition:
Non-formal Education (NIFE) is an organized and systematic arrangement
and process for imparting education and haining out side the established and
conventional stream of education and training, which supplernents and
compliments the later including appropriate interaction between the two in
the development of human resources to enhance both the quality of life and
productive capacity.
Daniel (1995, p. 14) described the scope of non-formal education as under:
Non- Formal Education (NFE) intends to reach those who are out of formal
education system and as such their needs are quite varied and diverse. People
with such back grounds, if motivated, can be provided with the requisite
infrastructure for non- formal assumptions about the inferiority of non-formal
education. In fact non-formal education could be considered as a process of
social engineering which requires patience, perseverance, devotion and
dedication. It requires rnuch more rigorous planning, preparation and training
particularly of teachers, than the formal school system. It is flexible nature of
NFE that appears managers, supervisors, ffid teachers to be for more

structured in their approach to learning. There is another invalid assumption
that the ages for learning are fixed invariant and therefore discourages any
efforts in the domain of non-formal education.
The traditional delivery system for higher education has been a classroom
setting with a professor giving a lecture and students listening and writing notes.
Interaction between tlr.e professor and student has been viewed as an essential
learning element within this arrangement. However, innovations in educational
delivery mechanisms have changed this paradigm. Advances in information
technology (IT) are enabling little used educational delivery methods such as
distance iearning (DL) to gain new life. In addition, the advances in IT have ushered
in a new paradigm, on-line learning (OL). The result is that many institutions of
higher learning have adopted non-formal and on-line education as the next logical
step in educational delivery systems. These systems are being promoted as the
educational pedagogy of the futrue. Some experts have gone as far as to predict that
the "residential based model," i-e, students attending classes at prearranged times and
locations will disappear in the near frrture.
However, one overriding question that must be addlessed is how will these
new educational delivery approaches that move away frorn the basic face to face
relationship between a professor and students impact student learning and student
perceptions of leaming.
Typically it is perceived that higher education has always used the lecture
method to deliver material. But now non formal education system has also been
introduced at higher education level. But the question is how people perceive non

formal education as compared to formal education system at higher education level?
In reality, this is a relatively new phenomenon.
Psychological ideas about perception
Accolding to Robles-De-La-Tolre (2006, pp.2a-26) in psychology and the
cognitive sciences, perception is the plocess of acquiring, interpreting, selecting, and
organizing sensory information. The word. perception comes from the Latin
perception-, perception, meaning "receiving, collecting, action of taking possession,
apprehension with the mind or senses". Methods of studying perception range from
essentially biological or physiological approaches, through psychological approaches
ttu'ough the philosophy of mind and in empiricist epistemology. Yousuf (1996,
p.3a8) defines perception as "the process of discriminating, observation and grasping
the meaning of things".
In the above definition perception is said to be a process of which one
distinguishes, differentiates, observes and realizes the meaning of things or in other
words is a process of explaining intemelationship between various things. While
Gerdasian and Ugwuegba (1985, pp.51-52) outline following three important points
with reference to perception:
1. Perception is not only dependent on stimulus attributes of what is being
perceived but is also determined by the perceiving individual's experiences,
intention and social needs.
2. Perceiver is not a passive and indifferent organism but one who actively
selects information and forms perceptual hypothesis in order to reduce

uncertainty and decide what precisely is happening.
3. Perception is an activity that is fundamentally of the same nature as concept
attainment which is another higher mental process. Thus our perception
helps us build up our model of the world so that we can anticipate further
happenings and deal with them appropriately.
Perception is one of the oldest fields within scientific psychology, and there
are correspondingly many theories about its underlying processes. The oldest
quantitative law in psychology is the Weber-Fechner law which quantifies the
relationship between the intensity of physical stimuli and their perceptual effects.
Philosophical ideas about perception
According to Charles (2006, pp. 455463):
The most common theory of perception is naive realism in which people
believe that what they perceive is things in themselves. Children develop this
theory as a working hypothesis of how to deal with the world. Many people
who have not studied biology carry this theory into adult life and regard their
perception to be the world itself rather than a pattern that overlays the form of
the world. Thomas Reid took this theory a step ftirther, he realized that
sensation was composed of a set of data transfers but declared that these were
in some way transparent so that there is a direct connection between
perception and the world. This idea is called 'Direct realism'. Direct Realism
iras become popular in recent years with the rise of Postmodernism and
Behaviourism. Direct Realism does not clearly specify the nature of the bit of

tire world that is an object in perception, especially in cases where the object
is something like a silhouette.
Charles (2006,pp.475479) further states that:
The succession of data transfers that is involved in perception suggests that
somewhere in the brain there is a final set of activity, called sense data that is
the substrate of the percept. Perception would then be some form of brain
activity and somehow the brain would be able to perceive itself. This concept
is known as Indirect Realism. In lndirect Realism it is held that we can only
be aware of external objects by being aware of representations of objects.
This idea was held by John Locke and Immanuel Kant. The common
argument against lndirect Realism, used by Gilbert Ryle amongst others, is
that it implies a homunculus or Ryle's regress where it appears as if the mind
is seeing the mind in an endless loop. This argument assumes that perception
is entirely due to data transfer and classical information processing. This
assumption is higirly contentious and the argument can be avoided by
proposing that the percept is a phenomenon that does not depend wholly
upon the transfer and rearrangement of data.
Direct Realism and Indirect Realism are known as 'realist' theories of
perception because tirey hold that there is a world external to the mind. Direct
realism holds that the representation ofan object is located next to, or is even part of,
the actual physical object whereas indirect realism holds that the representation of an
object is brain activity. Direct Realism proposes some as yet unknown direct
connection between external representations and the mind whilst lndirect Realism

equires some feature of modern physics to create a phenomenon that avoids infinite
regress. According to Charles (2006, pp. 475479) Indirect Realism is consistent
with experiences such as:
Binding, dreams, imaginings, hallucinations, illusions, the resolution of
binocular rivalry, the resolution of multistable perception, the modelling of
motion that allows us to watch TV, the sensations that result from direct brain
stimulation, the update of the mental image by saccades of the eyes and the
referral of events backwards in time whereas Direct Realism argues either
that these experiences do not occur or avoids the problem by defining
perception as only those experiences that are consistent with Direct Realism.
Apart from the realist theories of perception there are also anti-realist
theories. There are two varieties of anti-realism: Idealism and Skepticism. Idealism
holds that we can only be aware of mental things whereas skepticism holds that
because we never perceive external objects directly we can never know for certain
whether they exist. One of the most influential proponents of idealism was George
Berkeley who maintained that everything was mind or dependent upon mind.
Berkeley's idealism has two main strands, phenomenalism in which physical events
are viewed as a special kind of mental event and subjective idealism. David Hume is
probably the most influential proponent of skepticism. The philosophy of perception
is very closely related to a branch of philosophy known as epistemology, the theory
of knowledge.
Perception depends not only on necessary information but also on perceiver's
intentions and social needs. In this way sttrdy of perceptions of people towards non-

formal education is concerned with how people perceive non-formal education or it
appears to their brain in the light of their prior knowledge, experiences, intentions
and social needs.
How People Perceive
When one selects an object for perception from different objects of the
environment, the factors that affect this process of selection are called factors of
perception. An individual perceives in the light of these factors.
. Objective factors
o Subjective factors
. Social factors
Objective factors
These are the external factors belonging to external world that provd assisting
in perceiving an object. In these factors the following principals are important
o Continuity principal
. Similarity principal
. Proximity principal
. Closure principal
o Symmetry principal
. Familiarityprincipal
10

Subjective factors
These are the factors related to individual's own personality, his personal
needs, habits, values, experiences, intentions, expectations and interests.
Social factors
Social and culture factors constitute the aim of life and an individual
perceives a thing, person or value in the manner as he learns from his society, among
these factors the followings are significant.
1. Social learning.
2. Culnre opportunities and limitations.
3. Social taboos
4.
5.
6.
Social suggestion.
Moral and religious values.
Attitudes etc.
For cenhuies, knowledge has passed from a master to a pupil in a one-to-one
or one-to-few arrangement (apprenticeship form of education). This method is still
being used in most programs today. Over the time, the lechue method of arranging a
meeting at a given place and time with many students was adopted and has now
become the primary educational delivery method. However, classroom lecture is not
single way for educational delivery in the twentieth centuy.
Non formal education through the use of closed circuit television has existed
for over 25 years. In addition, correspondence courses have existed for over 50
years. Generally, these methods have not been perceived as providing the same
11

learning irnpact as the lecture method.
Formal education fifty years ago was basically for privileged few in our
society. However, as the economy has changed from an agrarian mode then to the
industrial mode, through the information age, and now in the telecommunication age,
formal education which includes exposure to the liberal arts and technology has
become essential for the economic sllccess of individuals, organizations, and
countries.
Another factor influencing higher education is increased competition for
students. Universities are banding together to form consortiums to offer additional
degrees and flexibility in course offerings. The changing demographics of students,
new required skill sets, and new educational competitors are driving the adoption of
new educational delivery systems that bridge the time-place gap that traditional
courses have created. Interactive distance teaching (IDL) according to Satiga (1996,
p.69) offers non-residential education services which may be more compatible with
student lifestyles and needs. That is why the perception of the participants i.e.;
students become of utmost importance as it will not only measure the existing
patterns but will also recommend new ways of dealing with them.
It is imperative that student's perception ought to be gauged as it does not
matter what you teach and how you teach but what really matters is what is learnet
and this aspect is solely related to the learner. Content and pedagogy remain
paralyzed. They do not yield results for which they have been framed. Good book
and proper methods of teaching will be of no importance if the learner remains
unlearned.
t2

This study is designed to know how students of Allama Iqbal Open
University learn at M.A level. What the students of non formal education expect
frorn their tutors and students of formal education from their teachers? What is their
academic satisfaction level from the extend? How students of both systems evaluate
the worth of degree of non formal education? And find answer of questions like this.
What do the students of formal system of education understand about non formal
system of education? Is their any difference in morale of the students of both
svstems?
1.1 STATEMENT OF TIIE PROBLEM
Main objective of this study was "Comparison of the perception towards non
formal education of M.A @ducation) students in formal and non formal stream".
r.2
1.
2.
3.
4.
OBJECTIVES OF THE STI]DY
Objectives of the study were:
To highlight the nature of non formal education at higher level.
To find out the perception of students of both streams about non formal
education.
To investigate how perceived learning contributes to knowledge at higher
education level.
To compare the perception of students of formal education with non formal
education about their perception regarding non-formal education.
t3

1.3 SIGNIFICANCE OF THE STTIDY
Study will be significant in the following manners:
1. It would help students to understand nature of non formal education at higher
education level.
It will enable the planners to understand the difficulties faced by non formal
education students in higher education.
It would compare the expectation of students of both systems, thus classify
misconception about non formal system of education so that it may help to
plan to remove misconceptions about either system.
T.4 RESEARCH QUESTIONS
1.5
2.
a
J.
l. Do formal and non-formal students have the same perception about non-
formal education?
2. Do non-formal education stream students think that non-formal stream has
advantages over formal stream?
3. Do formal education stream students perceive that non-formal stream has
1.
2.
advantages over non-formal stream?
DELIMITATIONS OF THE STUDY
The shrdy was delimited to the following:
Lahore Region of AIOU
The MA Education students of non-formal stream for the semester of
T4

Autumn. 2007 of session 2006-2008.
3. MA students of formal system of education for the session 2006-2008 in
Punjab University.
1.6 PROCEDURE OF THE STUDY
1.6.1 Population
Target Population
Target population was the MA Education students of formal and non-formal
stream of education
Accessible population
1. 365 students of MA Education program of A.LO.U enrolled for the session
2006-2008 in autumn semester 2007.
2. 320 students enrolled in M.A .Education program in Punjab University for
session 2006-2008.
1.6.2 Sample
Sample of the study was.
1. 100% of the both the population was included in study as sample.
1.6.3 Development of Tool
A questionnaire on five point lilcert scale was developed to know about the
perception of students of each stream. The questionnaire consisted of the statements
15

about non formal education and formal system of education, method of instruction,
modes of evaluation and other practices related to academics.
Questionnaire was developed after thoroughly reviewing literature,
discussion with the adviser and other experts in formal and non formal education
svstem.
1.6.4 Validation of Tool
After final discussion the questionnaire was tried out on fifteen students of
respective population. After try out amendments were made and questionnaire was
finalized.
1.6.5 Administration of Tool
The questionnaire was administered personally among the M.A Education
students of formal stream while administration to the non-formal students was made
by prepaid post.
t.6.6 Analyses of Data
The data was analyzed by applying percentage. On the basis of analyses of
data findings, conclusion and recommendations were made.
t6

CHAPTER 2
REVIEW OF RELATED LITERATURB
Islam lays great stress on the achievement of knowledge. According to the
Holy Quran (2:29):
Allah has made rnan as his vicegerent due to knowledge, when angels argued
about the vicegerency of man then Allah taught Adam the names of some
things and then Adam told them and hence proved his capability for
vicegerency on earth.
This sh.ows the importance of acquiring knowledge from the Quranic point of
view. It is obligatory alike for Muslims both male and female. Therefore it stresses on
acquiring knowledge from cradle to grave.
Knowledge is of trryo types, revealed knowledge and acquired knowledge.
Revealed knowledge has given to human beings through Prophets by Allah. Acquired
knowledge is that which is being acquired by the human beings through the study of
natural phenomena, attitude of man and through the study of society. Quran says that
for the successful life on the earth both kinds of knowledge, revealed and acquired, are
necessary.
Knowledge is one of the fundamental basic qualities of man around that the
building of his essence and personality evolves. The level and the rank or the position
of an individual goes up in proportion to the extent of the individual actual attainment
of knowledge, awareness and consciousness about the realities of life.
l7

According to Quran those who have been given knowledge, Allah guides them
to elevated position.
2.1 GENERAL NOTION OF EDUCATION
Education is a powerful catalyzing agent, which provides men with mental,
physical, ideological and moral training, so as to enable them to have full
consciousness of their pu{pose in life and equip them to achieve that purpose. It is an
instrument for the Spiritual development as well as the fulfillment of human material
needs. According to Oxford Dictionary (1995, p.a31) "Education is a process of
development of character or mental powers". Dewey (1994,p.236) defines "Education
is a process of development of those capacities in the individual which enable him to
control his environment and fulfils his possibilities".
Khalid (1975, p.3) defines education as "The word 'education' has been
derived - from the Latin words Educare" Educatum or Educere. "Education and
Educare" mean "to train, to bring up and to nourish", while "educere" means "to lead
out." The former implies that education is something external, to be imposed or put in
from otrtside. The latter indicates gowth from within.
Hence the importance of every subject included in the Greek Curriculum was
assessed in terms of its capacity to train body, mind and soul. Dewey (1994, p.240)
defines education in these word, "Education is a process of living through a
continuous reconstruction of experiences. It is the development of all those capacities
in the individual, which will enable him to control his environment and fulfill his
possibilities".
18

2.2 SIGNIFICANCE OF EDUCATION
Education is not the name of a particular activity or process. It is a sum of
different activities or processes, which mainly bring into focus the social aspects of
human being. Education is not something static, but a continuous and life long
process. It is bound up with human race since its birth and shall continue to function as
long as the human race exists. So education has always been very highly valued and
has been a major force behind the social and cultural life of every society. It enables
the individuals to develop their capacities that empowered them to control the
environment to fulfrll their possibilities. Physical and mental maturity of the individual
also depends upon his interactions and adjustments to the situations and
circumstances. The National Education Commission (1959, p.19) has rightly
observed:
states:
In a world based on science and technology it is education that determines the
level of prosperity, welfare and security of the people. On the quality and
number of persons coming out of our schools and colleges will depend on
success in the great enterprise of national reconstruction whose principal
objective is to raise the standard of living of the people'
The Universal Declaration of Human Rights, quoted by Rashid (2000, p'152)
Education shall be directed to the full development of human personality and
to strengthening of respect for human rights of fundamental freedom. It shall
promote understanding, tolerance and friendship among all nations, racial or
l9

eligious groups and shall fiuther promote the activities of the United Nations
for the maintenance of peace.
Education is essential for every nation. Each nation's prosperity or declines
depending upon the education of its children. Civil, religious, political, legislative,
judicial and economic reforms continue only through the education. Kelsey (1993,
p.3) stated that:
Education is not intellectual development alone that governs individual's
national and global progress. And that potential can be released only as the
school addresses the individual from the perspective of the whole person. That
whole includes mental, physical, emotional, social, creative, moral and
spiritual dimensions of every child. The dimensions are not discrete. They
blend the teacher within every individual. And with every individual some
facets are more highly developed than others are. Development here is always
individual. It is an ongoing life time process. Foundations for the growth begin
in the home and are reinforced in the school growth beyond that continues only
through individual initiative.
Everyone knows importance of education because it is a lifelong process.
According to Holy Quran Sura AI-Zumer, it is said, "Are those people who know and
understand equal to those who are deprived from the knowledge."
Ghayas-ul-Din (1999, p.47) stated, 'Nobody rejects the importance of
education. Education is a weapon, which is the backbone for the development, success
and presence ofany country".
20

According to Simons (1998, p.3) "The American President Clinton expresses
his views that the initial targets for his second term the education was one of them".
According to Mohsin (1991, p.15) "When Mr. Toney Blare was elected the
Prirne Minister of England the newspaper reporter asked him what are your
preferences, he said,'Education"'.
According to an evaluation of UNICEF (1995, p.70) "The wealth that we spent
on basic health, look after and primary education result in the increase of production
and economic development of any country".
According to Khalid (1991, p.157) "There conducted an educational conference
on 27 November, 1947 in Karachi after only three months of independence. The
Quaid-e-Azam sent his message for this conference and said, the education is a
problem of life and death for our nation".
2.3 MODES OF EDUCATION
The very fust learning of a person takes place in his family environment. He
learns habits, attitudes, skills and new things by listening, observing and doing in
informal situation first by living among the family members and then from his
environment he interacts with. This leaming deliberately does not take place in a
formal situation. Such learning is generally called informal education. This natural
learning is usually by result of social and physical surrourdings in which an individual
lives. Most of one's education takes place unconsciously in an incidental manner.
When "education is deliberately planned, chosen and employed by the
community for the welfare of its coming generations", it is called formal education.
2T

(Klralid, 1975,p.5)
It encompasses the existing structured school, college and university system.
Education is provided by the following modes.
l. Informal Education
2. Formal Education
3. Non-Formal Education
2.3.1 Informal Education
In-formal education is that education, which is incidental and spontaneous,
neither pre planned nor deliberate, not imparted by any specialized agency, ro
prescribed timetable or curriculum. Bhatia (1985, p.10) states that:
Informal education is the process by which a person imbibes attitudes,
develops skills, cultivates values and acquires knowledge, without there being
any organization or system about it. This would include the deliberate attempts
of parents and elders in the family and community to help the young ones grow
and adapt themselves to the environment. Informal education would also
include all incidental learning that takes place while at work or at play and
during travels as well as spontaneous learning tluough films, radio and
television.
Family is the main source of informal education. Apart from the family, the
peer group, siblings, community and professional organizations etc., are the.source of
informal education and children learn a lot through this mode without making much
conscious and deliberate effort. The cultural values, knowledge and skills are diffused
from one generation to another in an informal and rurorganized manner. Through this
22

mode an individual acquires and practices experience within the frarUe of the
commgnity he lives. A child, especially, learns many things; habits, attitudes, skills,
ways of thought and behaviour of which he is unaware. Thus the whole community
teaches him. He learns how to get along with his fellow beings just by living among
them. His behaviour is so shaped according to society's norms of which he is tur-
aware. Development of an individual's personality of which he is capable, assumes
meaning only in social setting. The individual is the end and these social institutions
are the means. All educational efforts and activities were organized to preserve the
individual's life. Even in modern scientific area most part of pre-school education falls
in the form of informal education. That is why the maximum opportunities are
provided by the famiiy physical, moral, intellectual and spiritual growth of a youth.
2.3.2 Formal Education
A system of education which is plarured, age limited, place bounded and has
full time teachers is called formal 'system of education. According to Awan (2000,
p.169):
Formal education is the education imparted by educational enterprises
prevalent throughout the world chosen and employed by the community, under
set rules and regulations for the welfare of its individuals. This education is
given in schools, colleges and universities and similar other institutions, which
are established with the aim to modify the behaviour and to shape the
personality of a child in a more desirable form. The consciously structured
/.J

education is imparted through the process of formal instruction. This mode of
education is deliberately planned and has well-defined systematic curriculum.
As the learner in this system is conscious of his learning outcomes so he puts
concefted efforts to derive full benefit out of it, to achieve the desired aim. The chief
characteristics of formal education system are three-dimensional process which
includes teacher, taught and social setting or environment i.e. the institutions. At this
stage, it looks appropriate to have a brief description of forces which lead to the
present formal system of education. The formal system of education now-a-days
passes ttu'ough many stages. The religious beliefs and practices perhaps, were the
initiatives which gave binh to experts in instruction. The specialist in religion, the
medicine and magicians were thus likely to be the first professional teacher or the
superior intellectuals, responsible to instruct the young. The schools were established
to keep abreast with needs of the community. Curricula were also developed
accordingly. Late4 these early schools grew to centers of learning. The writers,
scientists and scholars were attracted to impart knowledge. They devoted their lives to
teaching learning process. With the expansion of knowledge more specialized schools
were established and a revolutionary departure from elite's to common man, a policy
of equal educational opportunities for all were formulated. Ultimately the education
became the responsibility of the state. Awan (2000, p.170) states the salient features of
formal education are as under:
i. Planned with a particular end in view,
ii. Limited to a specific period,
iii. Has a well-defined and systematic curriculum
24

iv. Given by specially qualified teachers, and
v. Observes strict discipline.
There existed a system of education in the ancient societies where education
and living were identical, what the elders performed was imitated by their children.
With the progress of time the task education fell into the hands of the clergy,
and the church, mosque or the temple as the case was, partially transformed into
institution of education, the clergy being the upholder of knowledge. With the
emergence of schools, the process of education became more a task of the laity. Thus
an institutionalized system of education came to existence; the children were grouped
according to their age. The syllabuses were drawn up and their academic achievements
were evaluated and then were upgraded.
With the growing complexities there rose a need to impart new krtowledge,
attitudes and skills, and for this purpose higher institutions were established. Thus in
addition to schools, colleges and universities were introduced in. "Colleges and
universities are the agencies set up by society for advancing and directing the process
outside the home and place of work. They are among the oldest, and are the most
important agencies of education which society provide and is able to control".
It is expected that the school should not only bring about the personnel
development but it should also contribute to the social development, bestow the
cultural heritage on the young ones and help build up tife patterns according to the
prevailing social values, norms and traditions (Farrent,1996,p.64). The formal school
has been demarcated into three levels namely the primary level, secondary level and
the tertiarv level.
25

2.3.3 Non-Formal Education
Non-Formal education is not a recent phenornenon. Agricultural extension has
existed in the USA for over 100 years. Tribal groups have used the non-formal
approach for decades.
Chandra and Shah (1987,p.4) defined non-formal education as:
When education is imparted in a free atmosphere, without the rigidity of rules
and regulations associated with school or college education, it is termed as
non-formal education (NFE). The NFE is free of formal requirements are not
used is a binding or compulsive manner to speed up education through the non-
formal approach, to complement formal education, as well as to retain persons
who find their training has become obsolete, had to be devised. Formal
education is bound to collapse if it is also burdened with the non-formal
education system.
Coombs (1973, p.ll) stated that:
Non-formal education is any organized educational activity outside the
established formal system whether operating separately or as an important
feature of some broader activity that is intended to serve identifiable learning
clienteles and learning obj ectives.
Ghafoor (1990, p.2) said, "Education is a process of learning or acquisition of
knowledge which takes place in a variety of manners: These are three well recognized
modes of learning which are formal, informal and non-formal".
Ghafoor (1990, pp.15) explained all the three modes of learning i.e. formal,
informal and non-formal. According to him Informal education is a lifelong process by
26

means of which the individual acquires, values, skills and knowledge through day to
day experience and the resources of his environment. While formal education is the
hierarchically structured and chronologically organized education system extending
from primary school to the university and including in an addition to general academic
studies a variety of specialized programmes and full time institutions. While non-
formal education is any educational activity organized outside the established formal
system of education.
Ghafoor (1991, p.15) stated "Two National conferences held in 1979 and 1985
in Pakistan have amplified to clarify the concept and goals of Non-formal Education.
The 1979 conference held at Allama Iqbal Open University, Islamabad agreed on the
following definition".
Non-Formal Education (NFE) is any deliberately organized educational adults
and out of school youth for the pu4)ose of communicating ideas, developing skills,
changing attitudes or modifying behavior related to the realization of development
goals and the achievement of higher standards of living and welfare of the people.
The natural outcome of the profusion and emergence of modern knowledge has
influenced the educational trends to use education as a social, political and economic
tool for survival. Educational systems of the countries reflect the quality and
development of nations. It atfracts people to acquire new knowledge and skills,
particularly in science which doubles itself every decade. Under these conditions, the
experts in pedagogical sciences are always exploring the new venues of education for
pacing with the demands and challenges of the future. The very obvious and prompt
27

esponse to this demand is to expand the system of education or to find out the
alternate of formal system.
It was realized, that the global changing circumstances demanded abrupt
changes in the formal system but due to its structural frame work it failed to fulfrll the
roles recognized above. Naturally, the growing minds do not wait for the system to
modify; therefore, it gave birth to international movement which manifested itself in
different ways in different nations according to their own cultural, political and
economical factors.
Non-formal education is one of the recent international educational movements
which emerged from the idea of general irnprovement of the people to meet their
social and economical needs. The word "non-formal is derived by using the pre-fix
"non" to formal. It is usually written NFE. Coombs, et al. (1,973, p.l1) visualizes the
NFE as:
Any organized educational activity outside the established formal system
whether operating separately or as an important feature of some broader
activity that is intended, to serve identifiable clienteles and learning objectives.
Non-formal education is one of the recent concepts getting into use. The
expressions "non-fonnal" education has been derived from the expressions
"Formal" in formal education by prefix on.
Non-formal education is a type of education which is outside the realm of
formal education, conscious and deliberate, to be organized for a homogeneous group
and serving the need of the identified group.
28

2.4 FORMAL EDUCATION VERSUS NON-FORMAL
EDUCATION
Formal education is classroom-based, provided by trained teachers. Non-
formal education happens in after-school programs, community-based organizations,
museums, libraries, or at home
What are the main differences between the two? In general, classrooms have
the same kids and the same teachers every day. After-school programs are often drop-
in, so attendance is inconsistent, as is leadership.
Classroom activities can last several days. After-school programs need to
complete an activity each day because a different group of kids could be in attendance
tomorrow.
You can assume that classroom-based teachers have a certain level of haining
in educational philosophy, effective teaching strategies, classroom management, and
content. After-school providers, by contrast, vary in experience and knowledge of
teaching techniques, content expertise, and group management.
Teachers need to meet educational standards and stick to a specified
curriculum, which can make it diffrcult for them to incorporate nontraditional content.
After-school programs, on the other hand, can be more flexible with their content.
Both formal and informal education settings offer different strengths to your
educational outreach project. If your project fits in the classroom, it can have a very
long life; teachers will use trusted resources for years. After-school programs offer a
different kind of environment, where yotu activities don't need to be as formal and
where vou can reach a different audience.
29

While both schools and after-school programs serve students, many kids who
feel disenfranchised 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. The ultimate goal is that their success in an informal setting can
lead to greater confidence in the formal classroom.
An additional benefit of developing materials for informal educational settings
is that they may be useful to parents at home with their kids, or to adult learners who
are looking to expand their knowledge, either for their own eruichment or to increase
their career options.
There is a continuing debate in some circles about the relative merits of formal
and non-formal education. This debate may impact your work in a literacy program.
As normaily used, the term formal education refers to the structured
educational system provided by the state for children. In most countries, the formal
education system is state-supported and state-operated. In some countries, the state
allows and certifies private systems which provide a comparable education.
ln contrast, non-formal education refers to education which takes place outside
of the formally organized school. Most typically, the term or phrase non-formal
education is used to refer to adult literacy and continuing education for adults.
This education is called non-formal because:
. it is not compulsory
. it does not lead to a formal certification, and
o it may or may not be state-supported.
30

A strong focus on formal education assumes that such education will be
successftil. Evidence to date suggests that this is a mistaken assumption.
Conversely, a strong focus on adult education or literacy assumes that literate
parents will insist that their children to go to school and to become literate. There is
some evidence for this assumption. However, parents make decisions about schooling
based on various factors, including economics. When local, regional, or national
economic conditions are not good, parents, even literate parents, may resist sending
their children to school. When this happens, the problem of literacy becomes a
structural parl of flre country and becomes difficult to eradicate
Ideal-type models of normal and non-formal education
Formal Non-formal
Purposes Long-term & general Short-term & specific Non-
Credential-based
credential-based
Timing long cycle /prepantory I
full-time
short cycle / recurrent / part-time
Content standardized/input centered individualized / output centered
academic entry requirements practical clientele determine
determine clientele
entry requirements
Delivery system Institution-based, isolated Environment-based, community
from environment.
related fl exible, learner-centered
rigidly structured, teachercentred
and resource
intensive
and resotuce saving
Control external / hierarchical self-governing / democratic
(Adapted by Fordham 1993 from Simkins 1977,pp.12-15)
'Top down and bottom up'
One of the enduring themes in the literature of non-formal education,
according to Fordham (1993), has been that the education provided should be in the
interests of the leamers and that the organization and curriculum planning should
preferably be undertaken by the learners themselves: that it should be 'bottom up'. It is
31

also often argued that this should empower learners to understand and if necessary
change the social structure around them. Fordham (1993) continues: 'Examples where
there is a genuine sense of ownership is not easy to find; and almost all have an
element of community outreach as part of the general organization'.
lnformal
Fotmal
On the other hand examples of top-down non-formal programmes are all too
common. Almost all employer-led and State provided training falls into this category.
This can be seen as paralleling the distinctions that Jeffs and Smith (1990, 1999) make
between formal and informal education via curriculurn. In this way formal education
would broadly approximate to top-down curriculum formation (c); non-formal to
bottom-up or negotiated cuniculum formation (b); and informal education would
arguably be a non-curriculum or conversational form (a) pointers to the success of
non-formal pro grafiImes.
As Graham-Brown (1991:74-77) has argued in respect of literacy prograrnmes
there are a number of dimensions that have proved to be crucial to effectiveness:
. Training and motivation of literacy workers.
. The quality and relevance of materials.
r The reinforcements of literacy.
It is clear frorn the studies of literacy campaigns that both the commitment and
skills of literacy promoters are vory important. Enthusiasm is not enough. It is not that
32

straightforward to facilitate learner participation in dialogue and discussion. Certain
skills are needed to put across ideas and so on. Many of the literacy workers are young
(mostly between 18 and 25 inthe successful Botswana campaign). This meant that
they need not be automatically accepted or appreciated. In some campaigns there has
been a considerable effort to try to recruit older workers and those who are known and
held in good regard in a locality. In many campaigns workers are paid, and the job
accords them some status (although not necessarily accreditation or certification).
Where volunteers are recruited, for example in the Kenyan initiative, and who live in
the local communities, the main incentive is often the hope that this might lead to a
tull time job.
There has also been an emphasis on developing appropriate materials. Most of
the various national literacy campaigns have had some central unit which developed
materials etc for the workers to use to this must be added things like the production of
regular radio programmes to support initiatives. However, this is both expensive and
sophisticated and it is not proved that easy, for example, to update and change
materials quite as has been needed.
Then as Graham-Brown (1991 , p.76) suggests, once people achieve basic
literacy, whatever its precise form, the process creates further demands.for post-
literacy education, whether to 'catch up' on missed formal education, or to develop
organizational or practical skills. At this point things can become quite expensive and
complex. The demands are now more sophisticated.
aa
JJ

2.5 BALANCE BETWEEN FORMAL AND NON-FORMAL
EDUCATION
Formal and non-formal education has contact with each other as they are
organized by societies to improve the process of informal learning. Callaway (1972)
has listed seven links between the two.
In this he used the term out-of-school education for non-formal education. The
writer however, prefers to use the latter term because wherever possible and practical,
non-formal education can use the facilities of schools so that to reduce costs by
avoiding on duplicating of building. According to Callaway (1972, p.22) out-of
school education, "Enlarges the benefits derived from formal education. It preserves
literacy and extends other disciplines of schools and universities".
Non-formal education is also means of providing practical experience after
having learnt theory about aspects of particular occupations. Secondly, it makes
possible for drop-outs and failures to re-enter educational sphere. This would be the
great advantage to Pakistan as only 50% of the successful primary school leaves enter
a secondary school (Ministry of Education, 1998, p.5).
Thirdly, the irurovations, which have been successful in the out-of-school
process, may be incorporated into the formal system. Fourthly, non-formal education
can share the facilities ofschools, especially out-of-school hours. In this, they can be
used for teacher training, adult literacy and other educational prograrnmes. It can also
contribute directly to the formal system as for example agricultural extension officers
giving instruction on local farming practices, or health officers giving lectures on a
particular topic in the school system. Here Callaway (1972, p.22) fufiter suggested
34

that, "As part of their degree requirements, university students may participate with
field officers in bringing o'extension services to the rural producers".
2.6 EDUCATIONAL POLICES AND
EDUCATION
NON.FORMAL
The education polices of any country help to understand the education status of
the country. Because literacy and adult education are the basic elements of the
development of human being, therefore to get the purpose the government forms the
education policies at some time. In Pakistan first educational conference was held in
1947.
In 1972 the education policy 1972-80 was brought out and officially
implemented. As it is evident from the objectives of the policy, that it was target
oriented policy. Including others it had taken following revolutionary steps.
1. Nationalization of education institutions.
2. Free education and books for all school children.
3. Expansion of-non-formaVdistance education by establishing an open
university.
The National Education Policy 1978 had among other the following aims.
a) To foster in the hearts and minds of the people of Pakistan a deep and abiding
loyalty of Islam.
b) To develop fully according to his capacity each individual's potential, through
tlaining and retraining.
35

c) To provide a minimum acceptable level of functional literacy and fundamental
education to all citizens.
National Education Policy promulgated by the government of Pakistan on 15
December 1992 decided to improve the literacy rate up to 70 percent up to 2002. h
decided to join GO's and NGO's for this prupose. According to Ghafoor, at al. (1994,
p.2e)
2.7
Its strategies were the following:-
1. As for as it will be possible, literacy programs be integrated with skill based
community development programmes.
2. Adult literacy classes will be an integral component of the evening shifts in
primary schools. Summer vacation as well as idie spells between various
stages of examination will be utilized to enhance the literacy effort through
student volunteer corps.
PERSPECTIVE OF NON-FORMAL EDUCATION IN
PAKISTAN
Education is not only necessary from the point of view of enhancing literacy
but also contributes to socio-economic and political development of the country. The
existing system of education in the developing countries obviously cannot cope with
the demand of education for all so non-formal education was adopted to meet the need
of the individual. Ghafoor (1990, p.1) stated that:
Need and significance of non-formal education cannot be over emphasized for
a developing country like Pakistan facing huge financial constraints and
36

committed to development in the shortest possible time. Keeping in view the
$owing
need and significance of non-formai education approach for Pakistan,
several agencies, institutions have under taken numerous non-formal education
programmes in the country.
2.8 OPEN UNIVERSITY
Background: The idea of distance education was offered by N{r. Wilson prime
minister of England. He thought that some people cannot get proper education due to
some reasons and there is need to improve their qualification. Because of these
reasons UK established an Open University in 1969. Now it has become an important
university of England.
2,9 ESTABLISHMENT
I.INIVERSITY
OF ALLAMA IQBAL OPEN
The idea of establishing an Open University was first conceived during the
discussion which led to the formulation of Open University. Education Policy (1972,
p.22) stated that:
Open universities are being used in several countries to provide education and
training to people who cannot leave their home and jobs for fulI time studies
for the people". "Open University will therefore be established to provide part
time educational facilities through radio broadcast and other mass
communication media.
a-

According to Zaki (Ig75, p.9) "An effective high quality programme of
education can be carried out to all parts of country through new media and there are a
lot of people who need more education which the existing system cannot provide to
them".
The university was established at Islamabad in June 1974 after passing the
People Open University act by the parliament. In 1977, its name was changed to
Allama Iqbal Open UniversitY.
2.IO FACULTIES
According to Akram (2000, p. 13) University has four faculties:
1. Faculty of Social Sciences and Humanities.
2. Faculty of Basic and Applied Sciences.
3. Faculty of Education.
4. Facultv of Mass Education.
2,II FOI]NDATION, PURPOSE AND STRUCTURT OF ALLAMA
IQBAL OPEN I]NWERSITY
It is a known fact that entire development purpose depends on the quality of
education, especially the scientific and technological education. Un-luckily formal
system of education in government is unable to provide educational facilities to each
individual at all levels. The best and cheap alternative is distance education, which is
being used in most parts of the world for development and prosperity of the people.
Efforts are being made to make distance education more and more comprehensive and
38

effective. Therefore, Open University was established in June 1974, following the
passing of the people's Open University Act, which stated that:
Open Universities are being used in several countries to provide education and
training to people who carurot leave their homes and jobs for full time studies.
A people's Open University will, therefore, be established to provide part time
educational facilities through correspondence courses, tutorials, seminars,
workshops, laboratories, television, radio broadcasts, and other mass
communication media.
Allarna Iqbal Open University is a unique educational institution in Pakistan as
it is operating on distance education system. There were two main reasons for its
establishment. Zaki (1975, p.9) commented that:
It is firstly, the embodiment of a belief that an effective, high qualrty
programmes of education can be carried out in all parts of the country through
dynamic media, and secondly, certainty that there are a lot of people who need
more education which the existing system cannot provide to them.
Zaki (1975, p.126) highlighted the following distinguishing features of the
People's Open University: It is entrusted with the task of serving in whole country and
all categories of people. Its candidates are the masses. It rejects the elitist view that
only a small selected class of people has to be secluded behind walls of educational
institutions and pursue a rigidly structured curiculum. Neither the university is
designed to replace the formal education system, nor can it do so. It will complement
and supplement of existing educational institutions. The people's Open University will
39

give high priority to the occupational education of formers, industrial workers and
craftsmen.
More than 75% of Allama Iqbal Open University students are employed
people. The university is offering courses from literacy to Ph.D. AIOU Journal (1999,
p.8) has enumerated that:
The uqiversity started Primary Teachers Orientation Courses in 1977 to
improve the quality of teaching at primary levels. It has produced 32327 B.Ed,
39169 Ct,7966 Arabic Teachers and 108828 PTC Teachers. It pioneered the
Master's prografirme: Special Education in the country. The master
programmes in Education Planning and Management are the pioneer
programmes in this region. AIOU can zurange training or orientation of large
numbers of teachers at all levels. It has produced so for 741 M.A EP M, 354
M.Ed. Special Education and22 M. Phil in Education.
The university has emphasized function and technological based courses.
Functional Education helps individuals to acquire and extend knowledge and skills for
direct use in their work in homes with the associated aim of assisting with community
development.
General Education courses offer at four levels; Foundation, Matric,
Intermediate and B.A. The research and evaluation center has been conducted
institutional research to help and improve the system and students services.
Materials distribution is done entirely by hand in a large room by a group of
workers in a circle around a laree table.
40

Radio programmes are transmitted by the Pakistan broadcasting Corporation
(PBC). Television programmes are transmitted by the Pakistan Television Corporation
(Prc).
Fifth Five Years Plan (1978-83, p.156) stated that:
During the fifth five year plan the Allama Iqbal Open University will employ
multi-media distance learning techniques to offer in service training courses
for about 200.000 primary and middle school teachers, general foundation
courses for 240,000 students who will study about 180,000 courses unites in
science, social studies and language, and functional education courses to cover
240,000 adults. The - pitot foundation courses for those who discontinued -
education after class VIII will be expanded. So that as to cover wider
geographical areas and include more subject.
2.12 EVOLUTION AND NEED OF NON-FORMAL EDUCATION
Distance education is one mode of non-formal education and emerged as an
innovation to educate diversity of clients throughout the world. It was introduced as
substitute modes of educatior
institutions.
",
those who had no direct access to the formal
Its clients are the deprived people in remote and backward areas of the
countries as well as the educated personnel on job increasing their technical,
professional and academic proficiency. Now these two modes formal and non-formal
are running side by side because the demand for education in the third world countries,
4l

through the formal systern, has consistently run ahead of resources and the bulk of
their population, therefore, is educationally deprived.
At the same time social and economic pressures continue to increase. Even
among the educated ones, there is a dire need for continuing education to keep them
abreast and enhance their educational and professional level. Similarly, semi-literate
people also need awareness and other necessary orientations about their human rights.
Multitudes of people need their rightful status as equally communicating and useful
members of their communities.
The realizations of the magnitude, complexity and pressure of the problem
have led more and more countries to turn to distance education as one of the solutions
to the situation which is the important mode of non-formal education. Moreover, the
continuing economic inability of different countries to fund the formal educational
system compelled their educational planners to explore the possibilities
unconventional methods, which over come the limitations of the formal system.
Resultantly, over the last three decades, distance education has become
increasingly recognized as a significant form ofeducation as an attentive approach to
solve this problem. Both the developed and developing countries have seized upon its
advantages to meet the pressing educational and social needs of their occupational
masses. Consequently, distance education system is maturing rapidly from a field of
study towards a discipline in its own right. More importantly, its effects are being feet
and revealed, often quite strikingly throughout the world and it has made its way deep
into the educational. social and economic mainstreams of manv societies.
42

In Pakistan, a distance education model has been successfully used by the
AIOU. It has established a multi media, multi-level and a multi-method teaching
system within a modest period.
The university has been able to offer coruses from literacy to PhD level with
its system of reaching the students at their homes or work places, implying lifelong
education.
The AIOU is filling the gaps left by the conventional system and spread learning
education to the areas and groups unable to benefit from the formal system education.
(AIOU, Vice Chancellor's Report, 2003-2004, p.3)
2.T3 LAYOUT OF M.A EDUCATION PROGRAMS OF BOTH
TIIE SYSTEMS
The specific objectives of the programme are:
I.E.R Lahore AIOU Islamabad
To provide and promote
facilities for advance study
and research in education.
To provide teaching training
and guidance in order to
prepare candidates for the
masters or M.Phil and Ph.D in
education degrees of the
University and such other
43
To produce highly skilled, proficient
and competent professional models
who can positively influence and
motivate the majority of class room
teachers at all texts.
To produce research orientated
personnel to initiate research at grass
root level.
To produce educators with professional

diplomas in education as may
be instituted.
To provide opportunities for
professional educators to
improve there knowledge and
ability through summer
courses.
Publish the results of research
and act as an educational
informational dissemination
center.
To render other services to
Educational Institutions (IER,
Prospectus 2006-08, p. 1)
vision through the intensive study of
new developments, hands and
directions in the field of education
keeping in view of modern scientific
and technical advancement.
To produce teachers who can make
positive contribution to the wholesome
growth and development of the
individual by enabling himlher to
understand how to learn, how to live
together and how to work co-
operatively as members of the group
team spirit.
To produce teachers who can play the
role of effective organizers of teaching
and learning activities.

Eligibility
o Relevant Bachelor Deeree in 2
division will be eligible for
admission. Preference will be
given to Master Degree holders.
(IER, Prospectus 2006-08, p.1)
Scheme of studies for the programme
o A graduate with 2no division is
eligible to apply for admission.
(AIOU, Prospectus 2006-08, M.A
Education, p.9)
I.E.R (M.A Secondary Education) AIOU (MA Teacher Education) 10 full
credit
Islamic Culture & Ideology of 6506Islamic System of Education
Pakistan.
Islamic System of Education.
Education in Pakistan.
Educational Measurement
Examination.
Philosophy of Education.
Cuniculum Development.
Educational Administration &
Supervision.
Instructional Technology.
Guidance in Schools.
Research Methods in Education I
(HC)
6506 Education in Pakistan. (HC)
831 Foundation of Education (Half
Credit)
939 Cuniculum Development and
Instruction. (HC)
840 Educational Psychology (HC)
855 Computer In Education (HC)
846 Teaching Strategies (HC)
837 Education Research (HC)
Teaching Methods For (Three subjects)
6548 Modern Trends In Teacher

&II. Education.
. Teaching Methods (two subjects). I o 6567 Thesis (2 Full Credit) Or
o SocietySchool&Teacher I . 65TSTextBookDevelopment(FC)
o Persorurel Management. I o 6527 Teacher Education In Pakistan
r Master Research Project (thesis) I (HC)
o Education Law. I o 6556 Teaching Practice. (HC)
. Teaching Practice (two subjects). | . 6554 Comparative Education
o Comparative Education. | . 6537 Teaching Models (HC)
o Educational Change. I o 6533 Teacher Education in Developing
. Seminar in Area of I World. (HC) Or
Specialization. I o 6548 Women Development
Every course having a weightage of | (AIOU, Prospectus M.A. Education.
100 Marks (IER, Scheme of Studies)
Instructional Modes
In formal learning system,
prescribed text is taught. Textual
material is comprehended and
enriched through interaction
between teachers and taught.
In distance learning system, the courses are
taught through correspondence.
Self-instructional materials are used.
Text is comprehended and enriched through
media component (where applicable), tutorial
meetings and workshops. The text comprises 1-
9 units for half credits and 1-18 for fulI credit.

e. Class Attendance Tutorial Support
Study hours for each coruse are
predetermined and students attendance is
compulsory as per prescribed institutional
policy.
- Regular class attendance is an essential
requirement of all degree programmes at
the institute.
f. Drop Out
- A student will be dropped from course if
he/she remains absent with or without
leave from six one-hour or tlree two-hour
consecutive class meetings of that course.
- Minimum attendance of class meeting
each course is 75 percent. A student will
be dropped from a course if he/she
remains absent from more than25 percent
class meetings of that course. The
instructor concerned will display the list of
such students at least one day before the
test and such students will not be allowed
The classes casually held are called
tutorial meetings.
Tutorial
Tutorials provide useful guidance in the
form of lectures, discussions, question
answers sessions and generally
clarifications of anv course related
issues if required.
Workshorrs
At the end of each semester there is a
two-day workshop for each course.
These may be organized at the main
camps or where ever the university
deems feasible.
The workshops are compulsory for each
course. Otherwise student drops out
from the course and cannot enter into
final exam but the student can join the
next session's workshop of same code
with the permission of faculty of
education.

to appear in the final test of the course.
- The absence as a result of at registration
or change of course will also be counted
for dropping from the course.
- The Faculty Council will decide about
the minimum lectures/class meetings
required for eligibility to appear in final
tests in case of late admissions in the first
semester.
s. Studv Hours
- Minimum number of class meetings in
Course is 45 and every class meeting
consists ofone hour.
- Teacher allots assignment to some topic
related to course. Students consult library
books, journal and research reports etc. on
self-study basis and teacher guides to
students for final draft. Students have to
study many hours for homework assign in
class meeting and for preparation of mid
term test and final exam.
Students have to study two hours daily
for allotted assignments from faculty of
education of AIOU.
- 1-18 units for full credit 18 weeks
means 126 days 126 x2 = 252 hours for
assignment.
- 129 units for half credit and 9 weeks
mean 63 days. 63 x2:126 hours.
- 4 days workshop for fulI credit and 2
days for half credit. 6 hours duration for
1 day workshop.
6x4:24 hours for full credit
2xl2 :24 hours for half credit.

Workload
1. 18 courses with two subject's
a
A.?.
5.
method of teaching, teaching
practice of two subjects and
masters thesis.
Regular students are normally
required to carry the workload
of four courses during a
semester.
Minimum number of class
meeting in a course is 45.
Pass marks in a course is 40
percent.
Areas of specialization will be
offered in accordance with the
availability of resources.
2.
t.
4.
5.
- Student has to study many more hours
for the preparation of final exam.
- 4 assignments for half credit. (Mailing
Instructions for students)
Total number of courses for two years
master degree prograrnmes are of 10 full
credits.
Students are required to cany the workload
of six half-credit coLuses or two fulI credit
courses during a semester.
There are proposed tutorials (if applicable)
in a course. The attendance in the tutorials
is optional.
Pass marks in a course assignment are forty
percent.
Areas of specialization as identified by the
departments will be offered in each
semester and the department will provide
detail of workshop at the education & the
workshop is compuisory for each student.

Duration
The minimum time limit for completion of I The minimum time for completion of
a degree programme is two years semester I degree programme is two years divided
system. The Faculty Council in the cases I into four semesters.
of unavoidable circumstances may grant I
extension in time limit.
Medium of Instruction
Medium of instruction is both in Enelish I Medium of instruction is Enslish.
& Urdu. I However students can attempt
Evaluation Procedure
The teacher is responsible for the
evaluation of work/performance of the
students of his/her class and for the
award of marks to them in all the
courses on the basis of such evaluation.
-The number and nature of tests and
assignments in a course depends on the
nature of the course. However. there
assignments and examination in Urdu if
thev wish to do so.
Procedure to prepare the result of a course
is given as under.
a) Weight age for course assignment and
final examination is 30:70 respectively.
b) Minimum required marks to pass the
assignments and final examination are
40% and 33% respectively. However;
Aggregate of both the components should

will be at least one assignment, two
tests, mid semester test and final test in
each course with the following weight
age seasonal work.
Mid term test: 50%
Final test: 50%
To pass a course student must obtain D.
Grade (50% marks) with atleast2}Yo
mark separately in mid term & session
worlc and final test.
be 4lYuln spite of securing 40Yointhe
assignments and33%o in the final
examination, a student he/she carrnot meet
the condition to secure 40% in aggregate.
This has been explained in the following
example.
Weight age(30%) 40x30 12%
Of the marks secured 100
In second coruse
Assignment 40%
Weight age (70%) 33x70
23%
The marks secured in final examination
(33%)
Total:
35%
So a student securing 35.1% marks fails
examination through he/she has passed
both the components (course assignment
and final examination) separately because
he/she is required to secure atleast40Yo
marks in aggregate.

2.14 JOB OPPORTUNITIES FOR GRADUATES OF IER AND
AIOU
I.E.R A.I.O.U
Teachers in Junior Model Schools Teachers in Junior Model Schools
Teacher in High Schools Teacher in High Schools
Leadership position in Middle/High
Schools
Leadership positions in Higher
Secondary Schools
Leadership positions in College of
Education for Elementarv Teachers
Lecturer in Education in Inter/Degree
Colleges.
Leadership position in MiddleAligh
Schools
Leadership position in Higher Secondary
Schools.
Lecturer in Colleges of Education Leadership position in Colleges of
Lectruers in Universitv
Departments/Institutes of Education
Education for Elementarv Teachers
Lecturer in Education in Inter/Degree
Colleges.
Education Officers/Speci alists Lecturer in Colleges of Education
Re search O ffic ers/ Spec iali sts
Associates/Research Assistants
Lecturer University
Departments/Institutes of Education
Vocational Guidance Offrcers Education Offi cers/Specialists
Positions in Directorates/Ministries of Research Officers/Research
52

Education
Asso ciates/Research Assistants
Positions in Civil Services Vocational Guidance Officers
Positions in Defense Services Positions
Positions in Test-book Boards,
Education Extension Centets,
Directorate of Staff Development,
Board of Intermediate and Secondary
Education, Cuniculum Research and
Development Centers, Ctrriculum and
Bureaus of Education.
Teaching Opportunities in foreign
countries.
Teaching positions in
Polytechnics/Technical
Colleges/Commercial Colleges
Positions in business firms/industries
(IER Prospectus for M.Ed. 2007,p.l)
2.15 DISTANCEEDUCATION
In Directorates/Ministries of Education
Position in Civil Services
Positions in Defense Services
Positions in Test-book Boards, Education
Extension Centers, Directorate of Staff
Development, Boards of Intermediate and
Secondary Education, Cuniculum
Research and Development Centers,
Curriculum and Bureaus of Education.
Teaching opportunities in foreign
countries.
Teaching position in
Po$echnics/Technical
Colleges/Commercial Colleges
(AIOU Prospectus M.A. Education p.l1)
Two important concepts "open learning" and "distance education" are being
practiced in most of the countries today. These concepts are closely linked to the
concept of life-long education and run back to the 1950s, with the emergence of the
53

new methods and systems of education. The aim of the open education is to provide
educational opportunities to such people aspiring to receive education at varying
levels. The mode adopted here is the "distance education" and the techniques are open
methods. They are provided with printed material, audio-video aids and counseling
through contact sessions. Here the teacher assumes the role of a counselor.
Open education means, the minimizing of all obstacles and falters in the way
of learner's access to educations. These obstacles are poverty, low academic
achievement levels at the formal school, employment, commitments at home and the
non-availability of educational institutions in the close proximity.
The educational opportunities are provided for such categories of students
through the postal system or through part-tirne courses. The concept ofopen education
has given way to the open schools and open universities. This has benefited most of
the students at the secondary and tertiary levels. This system paved way to new
avenues of curriculum development, instructional designs and evaluation systems.
Non conventional and lesser known avenues of education used to impart higher
education to a large number of students who would not pursue higher gducation
through formal conventional avenues have been opened out. The importance of this
system is, it is flexible and the emphasis is on self learning and orientation towards
earning.
The open education system is flexible both as regards the place of learning and
the pace of learning and the stage of entry into a tertiary educational system. There is
also a flexibility regarding types of courses and their orientation towards earning
opportunities. (lnternational Commission Education Report-UNESCo, 1989, p.69)
54

Dodds (1978, p.26$ defines the distance education as, "This method provides
education by correspondence, broadcasting and occasional face to face learning".
According to Perraton (1978), as quoted by Rashid (1998, p.5) distance
education is an education process in which someone conducts a proportion of teaching
which is away from the learner. In practice, distance teaching usually involves a
combination of media. The more effective programme seems to benefit from linking
broadcast and prints with some kind of face-to- face study.
In distance education the learner is physically separated from the teacher. He is
supported by tutor and the use of technical media.
Moore (1975, p.5) called it "telepathic", "all those teaching methods in which
because of physical separation of the learners and teachers, the interactive as well as
pre-active phase of teaching is conducted through print, mechanical or electronic
devices "is called, telepathic (distance) teaching".
Similarly according to Holmberg (197 7, p.9) distance education means:
The term distance education covers the various form of study at all levels
which are not under the continuous immediate supervision of tutors present
with their students in lecture rooms or on the same premises, but which
nevefiheless, benefit from the planning guidance and tuition of a tutorial
organization.
According to Harris (1974, p.8) distance education means "Any planned and
regular educational provision where there is distance between teacher on one hand and
students on the other hand."
55

2.16 THE DISTANCE EDUCATION AS A MOD OF NON-
FORMAL EDUCATION
The term distance education denotes the form of study not led by teacher's
present in the classroom but supported by the tutors (firll time or part time) and an
organization at a distance from the student. This means that an intermediacy is always
used in the contact between tutor and student. (Saleeern, 1976,p.t)
Harris viewed distance education as ".... Any planned and regular educational
provision where there is distance between teacher (or instructor or educator) on the
one hand and student (or learner or receptive audience) on the other hand." (Home,
1974,p.14)
Moore (1975) as quoted by Rashid (1992) defines the distance education as;
"Distance Education was finally recognized in 1982 during the meeting of
International Council for Correspondence Education (ICCE)".
Distance Education is a method of imparting knowledge, skills and attitudes
which is rationalized by the application of division of labour and organizational
principles as well as by the extensive use of technical media, specially for the purpose
of reproducing high quality teaching material which makes it possible to instruct great
numbers of students at the same time wherever, they live. It is an industrialized form
of teaching and learning. (Rashid, 1989, p.5)
Describing the origin of distance education Holmberg (1998, p.1)) says, "since
the early 1970s distance education is however the designation that has gradually been
adopted in the U.K, North America, Ausfralia, New Zealand, and other parts of the
English speaking world, as well as internationally."
56

However, the developing instructional technologies are the dominant factors
for popularization of distance education. Moore called it; "Telemetric" (distance)
teaching and noted that distance teaching embraces; all those teaching methods in
which, because of the physical separateness of the learners and teachers, the intuitive
as well as proactive phase of teaching is conducted through print, mechanical or
electronic devices. (p.5)
The Allama Iqbal Open University is the main institute to proximate distance
and non-formal education. The university has introduced a wide range of
undergraduate, graduate, masters, M.Phil and Ph.D programmes. It also offers basic
functional courses for illiterates and semi-literates. These programmes have become a
course of destination for the university comparing to other educational institution of
Pakistan since it caters to the need of all ages group and levels of education.
So formal and non-formal education is being provided at all levels and to all
age group of the people in Pakistan to fulI fill the educational needs of the Islamic
society. (AIOU, Vice Chancellor's Report 2003 -2004,p.2)
2.17 DIFFERENT TERMS USED FOR DISTANCE EDUCATION
education:
According to Rashid (1998, p.5) following terms are used for distance
Conesponding education
Continuing education
Adults education
Postal education
57

. Lifelons education
Independent study pro grammes
Distance study courses
Home learning
Off-campus learning
Open learning
College of air
. Non-contiguous two-way communication
o External study
Non-formal education
University of air
Distance university
Open university
University without walls
Corresponding instruction
2.18 NATURE AND SCOPE OF DISTANCE EDUCATION
Distance education is a form of study in which immediate supervision of
classroom teachers is not there. In this form students learn through correspondence
remaining at a distance with the support of tutor.
58

words:
Moore (1975, p.5) defines the distance education as under:
Distance education is a method of imparting knowledge, skill and attitudes
which is rationalized by the application or division of labour and
organizational principles as well as by the extensive use of technical media.
Specially for the purpose of reproducing high teaching materials which make it
to instruct great numbers of students at sarne time wherever, they live, it is an
industrialized form of teaching and learning.
Slhile Malcolm (1992, p.7) has explained the term distance education in these
In distance education, learning takes place in which the external reality is
intemalized, not through the mediation of the teacher, but through the message
and information that he puts out. Whereas in formal education, the learning
process of students is mediated by the physical presence of a teacher. In
distance education the books, materials, electronic messages that emanate from
the teachers, mediate the learning process.
In that sense distance education is conceptually a new form of education.
Another definition given by Wedemeyet (1973,p.11a0) is as under:
Education at a distance is teaching learning, the imparting and acquiring of
knowledge via methods used because teachers and learners are at a distance
from each other by logical extension, separated teacher and learner
communicate by means of some medium or media, regardless of the
limitations of space and time, social and economic, geographical isolation and
59

cultural differences. The normal traditional school system cannot cope with the
large demand.
Sewart, Keegan and Holmberg (1983) compared the nature of distance
education with formal system in the following way:
1. In traditional education a teacher teaches. In distance education an
2.
3.
4.
institution teaches. In traditional formal mode of education, the teacher is
present in the lecture room with student and his success often depends on
the support he can build up with students. In distance education, the teacher
prepares learning material for those whom he might never teach. There
may be another teacher who uses the materials and evaluates students'
work.
The distance education system gives a new meaning to the concept of the
independence of the adult learner. In this system adult learner is
responsible for initiating the leaming process and to a large extent
maintains it throughout. Question of motivation and skills acquisition; of
an especially different kind of those required in traditional education need
to be tackle to combat the phenomena of non-starters and dropouts that
have been a feature of this type of education throughout the last one
hundred years.
Management skills, those are used in industrialized enterprises are required
in distance education.
Distance education can easily become de - personalized both for staff and
students.
60

5. In distance education, the goals of linking of learning materials to learning
are at the centre of the organization structure. In conventional education,
the inter-subjectivity that is central to the teaching/learning process is
automatically set up.
According to Asian Development Bank (1989) non-formal education through
multimedia efforts has been apaft of most developmental and extension programmes.
Correspondence courses have been the main mode of education at the secondary and
tertiary levels. The participants of the seminar held under the Asian Development
Bank in 1989 were of the view that most subjects can be delivered through distance
methods but there may be variation in the cost of engineering and science subjects.
The only reasonable way for any developing country in achieving its
manpower targets is through distance education. Distance education can also be used
effectively as stated by Bishop (1989, p.159) for following reasons. Upgrading
classroom instruction, especially when served by poorly qualified teachers and for
training and upgrading large number of poorly qualified and unqualified teachers
already on job as used in Tanzania. Distance teaching is particularly helpful when
something distinctly and significantly now has to be introduced into school cuniculum
as Thailand and Brazil did. Distance teaching was used for workshops on programmed
insfuction in Nigeria, Ghana, Madagascar and United Arab Republic.
Ahmed (1996, p.41) highiighted the facts as, "Functional and occupational
courses taught through distance education have great potentiai to serve as an effective
means of producing the type of manpower required by many sections of a national
economv".
61

Distance education system has the ability to provide adults with the
opportunity of personal and occupational gowth according to their aspirations with
minimum cost and without disturbing the routines of their working life. But at the
same time the distance education is not without limitations. As Rashid (1992,p13) has
stated:
....the major limitation of this system is that it is impersonal. It requires high
degree of self-discipline, demands the complex organization to maintain high
standard in the preparation of materials. It may be adversely affected by the
home environment, physical tiredness after long hardworking. Further, student
is not under direct supervision of teacher as that of formal system.
2.19 NEED FOR DISTANCE EDUCATION
With the rising of population, formal education cannot cater the demands of
the people. An alternative is provided in the form of distance education. Most of the
countries strongly supported distance education because it has effectively handled the
rising demands of the people.
under:
Need of distance education as discussed by Rashid (1992) is summarized as
Distance education provides people with the potential to learn, to respond to
new opportunities, to adjust to social and cultural activities. It assists the adults
in developing countries who wish to obtain paper qualification to overcome
their education deficiencies and to those who want to improve their basic
living skills. Ernerging educational technology has pushed developing
62

countries to search for alternative and cheaper methods of providing education
to reach the masses. In distance education, there are no barriers like age and
time. Distance education is economical because of its large group approach.
In the cognitive domain, which is concerned with the acquisition of intellectual
knowiedge, the effectiveness of distance education has proved its value. In
psychomotor domain with the help of technology, skills of every nature can be
attained successfully. So the distance education programmes can improve the lives,
keep them up to date in their occupation, social life and public affairs. It can mobilize
the deprived groups particularly the women folk for participation in national economy.
2.20 ELEMENTS OF DISTANCE EDUCATION
Distance education is characterized by certain elements. Each element has its
own characteristics and functions. When all these elements function jointly then
distance education promotes education. Details of each element are being presented in
the following pages.
2.20.1 Role of Print Material in Promoting Education
It constitutes printed material like books, study guides, allied materials. It
provides the base to distance education. These materials are totally different from the
formal system texts in their presentation and style. Holmberg (1,997, p.37) pointed
that:
A distance study course guides and teaches by giving complete explanations
with elucidating examples, by providing exercises of various kinds and by
63

constantly referring to what the student has already learnt to master such
material is supplemented mostly by illustrations, diagrams, blue prints and
sketches. Corespondence material encourages individualization by providing
information and study environment.
About the essential features, Erdos (1967, p.la0) is of the view that: ... it must
contain those features which make a conespondence course a teaching instrument. It
guides the student's studies; assist in the assimilation of knowledge and skill, and
understanding points where he needs additional help. Thus the correspondence
material provides actual teaching by itself and is a substitute of both a textbook and a
teacher. This material itself is designed to compensate a good teacher. It motivates the
students and presents the subject with feedback element.
Without print materials distance education becomes impossible. Print
materials play an important role in teaching learning. The print materials must be of
good quality and comprehensive. Kaye and Rumble (1981, p.56) have listed the
qualities that a print material should have:
i. Factual accuracy and lack of ambiguity.
ii. Avoidance ofover-simplification andover-generalization.
iii. A satisfactory balance of subject mater and its treatment.
iv. The avoidance of conscious or unconscious bias in the treatment of a subject.
v. The chance for the student to become aware of differing points of view and
interpretation.
vi. An appropriate balance between imparting facts and developing the skills to
use them.
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2.20.2 Role of Television in Promoting Education
Effectiveness of televisiorr in promoting education as expressed by Clarke
(1970, p.304) is as under:
Teievision adds vision and movement to sound. We can get the full personality
of the teacher only in one direction..... It is a particular good medium for
demonstrations since the camera can look in a microscope, peer into corners
and given close:-ups of things which could never be so closely or accurately
observed in a normal classroom situation.
Television is more interesting and appeals to eyes and ears. Therefore, a much
wider range of subjects can be taught by television than by radio using more teaching
methods and techniques.
Bates (1991, p.la1) has presented the results of case studies about television
prograrnmes as follows:
1) The functions of the programmes interms of the skills required of students and
the way content was treated were quite different from those of the
correspondence texts. The correspondence texts were theoretical, analytical
and didactic. The television programmes dealt with concrete situations,
presented images of complex, real-world situations, and were open-ended,
open to interpretation, and no analytical. Producers and academicians expected
students to analyze the television material to apply. to what they had learned in
the texts to real world situations observed in the television programmes, to
penalize or draw conclusions from the specific instance in the programme.
65

2) Academicians and producers in most cases were satisfied with the relevance of
the programmes to the course. They saw congruence between the content of
the programme and the content of the correspondence texts.
3) For some of the programmes investigated, a majority of the students did not
think that the programmes were very relevant or helpful.
4) For most of the progmmmes investigated, a large minority of students did not
understand the purpose or function of the programmes.
In Pakistan, Allama Iqbal Open University uses TV to facilitate the d.istance
learners. According to Kazi (1994, p.D) a5%of the university students posses
television sets and 67Yo of the students watched TV programmes in houses or in study
centers. Up to 1998,445 TV programmes were telecast.
2.20.3 Role of Radio in Promoting Education
According to Verduin and Clark (1991, p.64) stated that educational use of
radio began in 1940. In 1950s FM radio replaced the educational broadcasting. The
potential advantages of radio are distance coverage, cost effectiveness and localness.
Radio also has advantages in adult learning. This medium can be corner stone in
teaching if planned, developed and used properly.
Chander (1991, p.54) has focused the importance of broadcast media in
distance education as, "Broadcasting by T.v. and radio is a popular means of
communication in distance teaching systems because of its universal accessibility.
Broadcast carry essential teaching materials to the students in their homes".
66

Rowntree (1974, p.53) has discussed the importance of radio in education as:
Radio broadcasting has more potential to influence on education especially in
the developing countries for now the transistor radio has penetrated most of the
world. Even in developed countries like England there is an increasing use of
radio for foreign language teaching accompanied by printed material.
Radio Pakistan broadcast educational programmes for schools, colleges and
universities. Radio stations also broadcast programmes for illiterate masses. These
programmes motivate masses to literacy, which is the fundamental step of propagation
for education.
2.20.4 Role of Regional Centers in Promoting Distance Education
In promoting distance education regional centre is a distinctive aspect of AIOU
that differentiate it from other universities.
Fleming (1982, pp.l38-139) has stated the following functions of regional
services of AIOU.
i. Nomination for teacher's courses and functional courses.
ii. Receiving applications.
iii. Arrangingexaminations.
iv. Tutor recruitment.
v. Ananging briefing sessions for tutors training and guidance.
Being a distance learning institution, the regional services meet the essential
purpose of instructional support information and advice for the students, who may be
hundreds of kilometers away from the main campus. The regional services comprise
67

of directorate at the campus mainly responsible for the policy and coordination of the
activities carried out by a network of regional officer/ sub-regional officers/ personal
coordination offices presently 32 in number tluoughout the country.
The regional directors are channels for students and tutor's feedback and
liaison with local authorities and agencies and other institutions. All regions have no
supporting full-time academic staff. The university is projected through them into the
distant comers of the country. They are the middlemen between the course
coordinators and the thousands of students spread over the country. They advise the
students, provide them with relevant literature, application forms and other
information. They are responsible for all publicity in their region and thus maintain
close contact with T.V. and radio and press etc. They also organize and supervise the
final examination of the students.
2.20.5 Role of Tutorial in Promoting Education
Tutorial is an important element of distance education in some discipline of
distance education which is the backbone of learning. These tutorials motivate
students and increase their zealfor learning. Students can get their feedback through
these tutorials. In this system students are given place where tutors and students meet
once or twice in a month. In this way the students solve their problems easily.
Face-to-face contact helps to pull students out of the loneliness during or
immediately after a contact programme, the frequency of student assignments
increases and the quality of answers also improves. But in a country like pakistan,
having large rural population, contact programmes cannot be helpful for the students
68

to meet some of their needs. A tutor is assigned a group of students and they meet
twice a month or as desired by the learner. The places where tutorials are held are
called study centers.
2.20.6 Role of Study Centers in Promoting Education
Study centre is a place where learners and the learned have the chances to
meet. It provides the opportunity to students to solve their problems in the presence of
their tr.rtors. The tutors also know about their students. In study centers sometimes
workshops or even examination take place. It is an alternate of A.I.O.U. For science
subjects study centers are very much important because the university provides
equipments to these studies centres, so the role of study centres in distance education
is undeniable. Study centers need some equipments, trained staff, necessarily high
level specialists, restricted working hours and small reserved space in a local
institution.
AIOU has established over 500 study centers throughout the country. 70 of
these are equipped with audio/ visual aids while prolonged practical for technical and
vocational courses are arranged usually on weekly holidays.
2.20.7 Role of Audio Visual Aids in Promoting Education
Audio Visual aids are essential component of distance education. These aids
are used for demonstration and representation which are supplement to written
material. These aids can be real objects and models, pictorial materials like
69

photographs, drawing, pictures or projected pictures as films slide or film strips and
graphic materials such as maps, diagrams, charts and transparencies are visual
materials. Audio materials are radio programmes, gramophone records and tapes. The
audio-visual materials are combination of visual with commentary, filmstrips; charts
with taped programmed, sound films, video cassette recorders and television
programmes.
principles:
Rashid (2000, p.70) is of the view that:
Audio-Visual materials can approach nearest to the face-to-face teaching
situation. They can never, however, be completed equal student-teacher
contact sum's they do not generally provide for student feedback. They can add
interest and provide stimulation, if used properly and be integrated into
teaching prograrnmes.
For their effective use, Rashid (2000, p.76) has enlisted the following
1. The material should be integrated in the lesson without disturbing learning
continuity.
2. Material, like diagrams, enlargements and films should be understandable.
Their language should be easy.
3. The material should be suitable for the audience.
2.20.8 Role of Library Services in Promoting Education
Library is another element of distance education. Library provides books of
courses and general interest. A rich and well established library is very important in
70

distance education. Library provides list of relevant books, copy materials from
journals and reference books. In distance education it is necessary that library is within
the reach of most of the students.
2.20.9 Role of Distance Education
The importance of distance education is that it is flexible and the emphasis is
on self learning and orientation towards earning. The open education system is flexible
both as regards the place of leaming and the pace of leaming and the stage of entry
into a tertiary educational system. There is also a flexibility regarding types of courses
and their orientation towards earning opportunities. (International Commission
Education Report-UNESCO, 1 989, p.69)
The role of distance education is as under:
It has to help each individual make the best of his potential. The main objective
and justifrcation of distance education programmes is to improve the lives.
Distance education is particularly relevant for those who are working. Distance
education system provides an opportunity to such individuals to study and
learn some of the new ideas, knowledge and skills to keep themselves up to
date in their occupation, in their social life and in public affairs.
Distance education is complementary to formal education system in order to
increase literacy rate in the country. Students, unable to get formal education
can be brought under distance education system.
Distance education mobilizes women for participation in national
development. Only distance education can be useful in improving the status of
7l

women and inueasing the opportunities for them to participate in socio-
economic development. In rural areas women are discouraged to go to colleges
and schools and in this way they are kept deprived of these omaments.
Distance education can bring that beauty to the rural areas women.
Distance education is to provide vocational education for formal school leavers
and adults. Vocational education includes training to repair and make simple
tools and equipment used in farming, village industries and in home.
Distance education is available with change course and curriculum. It keeps its
user in touch with changing fact and information while this opportunity is
lacking in formal education system. Formal education system is organized with
fixed cuniculum with no flexibility. The revision of the curiculum is once in a
year in formal system.
2.21 ADVANTAGES OF DISTANCE EDUCATION
Distance Education has many advantages; its advocators argue that its wide-
spread popularity and acceptability is due to specific advantages over the traditional
school system. Distance education is functioning in various parts of the world as an
independent alternative to formal classroom instruction. It is also being used, in some
parts of the world, as a complement to the traditional classroom instruction. (Sewart,
1981, p.1 0)
Kau (1996, p.6) states that distance education is capable of taking in a vast
and varied clientele which includes:
72

In-service persons who for economic or some other reasons had to take up jobs
but are on the look out for an opportunity to improve their educational
qualifications.
Drop-outs who later became motivated to resume their studies.
Persons in the geographically remote rural areas where there are no institutions
of higher education.
o Socially and economically backward sections of the society.
o Persons who are unable to get admission in formal institutions where
admissions are made on merit and for a fixed number of seats.
o Persons who want to learn and earn simultaneously.
o Persons who want to study a subject for the love of it.
o Handicapped persons.
o Persons in the atfuned societies, having plenty of leisure time, pursue it as a
hobby.
following way:
Satija (1996, pp.10-11) lists the advantages of distance education in the
o Distance education is essential to attain the cherished goal of the nation for
universalization of education.
Distance education is beneficial because it is able to provide opportunities to
large number of people who had previously been denied such opportunities.
Distance education fulfils the educational needs of geographically isolated
people.
IJ

o Distance education is essential from the point of view of self-learning and self
improvement of an individual who otherwise has been deprived of receiving
proper education.
One of the advantages of distance education is that it is econornical. Distance
education enlarges educational opportunities to the group of people previously unable
to benefit from traditional education. Thus, although it has high initial costs, distance
education lowers variable cost per student, provided -the student population is large
enough (Hakemuldar, 197 9, p.I9).
Rashid (1992, p.13) also stresses upon the cost-effectiveness of distance
education. In his opinion "Distance education is claimed to be cheaper than the formal
system. It is economic because of its large group approaches as the need for residential
teaching is eliminated or diminished and study can take place during leisure time.'
Another advantage of distance education, according to Taylor and White
(1985, p.11) is that it allows the use of various media in combination.
Distance teaching, in their view, can be used at differed levels, for various
types of education with the help of broadcast and non-broadcast media
simultaneously.
According to Young, et al. (1980, p.z6) and schwalbe (1985, p.63) distance
education is advantageous to the learners as it offers them an opportunity to learn
while learning. They are independent to work at their place of residence according to
their own pace of work. Distance education also makes individualizationpossible.
There are several other advantages of distance education which may be
summarized as under:-
74

under:
1. The achievements of limited number of excellent teachers can reach thousands
of students.
2. Limited number of fulI-time academic staff is needed. The teachers of
conventional institutions often serve the purpose of preparing course material
(Kaur, 1997).
3' The inherent flexibility of distance education system is conductive to greater
variety ofsubjects.
4. It prepares individuals for self-employment (young 1980, p.44).
5. Distance education provides life-long education to those who are interested in
increasing their knowledge.
6. It can be used at any level from primary to higher education.
7. It may also help in the development of man-power resources in the country
(Satrja 1996,p.12).
8. In distance education no fixed student-teacher ratio is required.
9. There is no need to build academic buildings, students'residence ha||s, etc.
Rashid (1992, pp.ll-l3) summarizes the advantages of distance education as
l. The traditional classroom is not a necessily pre-requisite for a teaching
2.
a
J.
situation.
Distance is not a barrier to education, as it holds a promise of reaching out to
categories or group of people who could not otherwise be reached by special
education and training.
It is convenient for the student.
75

4. The student can work during the day and attend to his courses in the evening
5.
6.
7.
8.
9.
and vice-versa.
Classroom situation.
Distance Education is suitable for certain categories of vocational training,
except in subjects like medicine and surgery, especially in the developing
counties, whereas in the developed countries these subjects are being taught
through such institutions as in the British open university.
Any level of academic work can be covered through distance education.
It provides the teacher with a means of self-examination as regards to both the
content and achievements of his techniques.
It is flexible, in terms of both the methods and techniques used, and also in
meeting the needs of individual student.
10' It has the possibility of improving the quality of instruction by involving the
best subject specialists and educationalists available to produce courses for
large groups of students.
11' The applicability of distance education to large group of students as a kind of
mass communication is particularly athactive at times when educational
institutions are over-burdened.
12.Ithadno age limit for study.
13. side effects of denial of training for large numbers are eliminated.
t4' It is least expensive and fastest method of educating a much larger number of
people than is possible through formal education especially during the
constraints of resources particularly of finance and personnel. we may
76

conclude from the above discussion that distance education can no longer be
taken as supplement of formal education or just as the second last (Jarvis, P.
1983, p.1 1) rather it should be considered equal to face-to-face teaching.
2.22 PROBLEMS OF DISTANCE ANI)
EDUCATION
NON-FORMAL
In Pakistan Allama Iqbal Open University and other governmental
organization and non-govefirmental organization (NGOs) offer a very wide variety of
courses and programmes in distance and non-formal education. But they face many
problems. Some of them are as follows:
o LackofFunds
Sufficient funds, both to the institutions providing distance education and the
distance learners are not provided. The concept of distance education is still not very
popular in the country. It needs large coverage in print and electronic media and this is
possible only though money. On the other hand people in our country are poor and
cannot pay the amount required for a programme.
o Low Level of Motivation
Every new phenomena need the help of authorities for its accomplishment. But
the attitude of authority as well as of the general people towards distance education is
not encouraging one. They fear of its failure and think of its courses as inferior to
other traditional courses. Instead of encouraging their youngsters they discourage them
getting admission in non-formal system.
77

o Lack of Educational Research
Research is the main process for removing hurdles in the way of distance
education and improving the existing standard of distance education but this research
is usually of and on in our country. It is a good research which explores further vistas
in every field. So research is needed for distance education to improve it and bring it at
international standard.
r Non-Coordination of the Activities of Different Organization
Similarly every organization is working in a definite way. There is
coordination among these organizations. Distance education can be improved
mutual coordination among different organizations.
2.23 DISTANCE EDUCATION IN PAKISTAN
In Pakistan distance and non-formal education was introduced in 1974 with the
establishment of Allama Iqbal Open University Islamabad. Nowadays a new step has
been taken in promoting distance education, and that is the establishment of Virtual
University. Virtual University is spreading education through out Pakistan but most of
its education is on electronics media, to which access of general people is diffrcult.
The AIOU has opened educational opporrunities for the working people and
has provided access to the females at their doorsteps.
2.23.1 Role of Allama Iqbal Open University
In Pakistan a distance education model has been successful used by the Allama
Iqbal Open University with its system of reaching the students at their homes or work
78
no
by

place. The AIOU is filling the gap left by conventional system and taking education to
the area and groups unable to benefit from the formal system of education. The AIOU
was established in 1974, following the passing of the people's Open University act. It
is said in educational policy (1972-80 section 7.10) "a People's Open University will
there be established to provide part time educational facilities through correspondence
courses, tutorials, seminars, workshops, laboratories, television and radio broadcasts
and other mass communication media".
l.
2.
a
J.
4.
5.
The main objectives of the university can be summarized as follows:
To provide facilities to people who cannot leave their homes and jobs.
To provide facilities to masses for their educational uplift.
To provide facilities for the training of teachers.
To provide instruction in such branches of learning, technology or vocations as
it may deem fit, and to make provision for research and for the advancement
and dissemination of knowledge.
To hold examinations and to award and confer degrees, diplomas, certificates
and other academic distinction. These broad objectives were translated into
statements of position and intent by the second vice-chancellor of AIOU.
Some of the functions of the University were also reiterated in the Fifth Five
Year Plan (1978-83), which reads:
During the fifth plan, the Allama Iqbal Open University will employ
multimedia distance learning techniques to offer in-service training cburses for
about 200,000 primary and middle school teachers' general foundation courses
for 40000 adults. The pilot foundation courses for those who discontinued
79

education after class 8 will be expanded so as to cover wider geographical
arrears and include more subjects.
Allama Iqbal Open University offers certificates, diplomas and degrees from
basic level to doctorate to achieve these objectives. The AIOU courses and
prograrnmes offer a wide choice at a variety of levels for the general public as well as
professional people. Among all the universities of Pakistan, Allama Iqbal Open
University has a unique and distinguished position because it offers various
prograrnmes in a manner different than traditional pattern by using the methods of
distance education. For this pu{pose, the AIOU uses a number of various methodology
including seminars, workshops, correspondence courses, assignments and tutorials.
Radio and TV are also used to achieve the above objects.
2.23.1.1 Regional Offices Network
The regional offices network of Allama Iqbal Open University is established in
all parts of the country.
According to Rashid (1998, p.18) "Open University has established a network
ofregional offrces to arrange support services in its local areas in order to cater to a
large number of students of distance education."
About support services of regional offices Rashid (1998, p.zl)) says as, "these
regional centres provide essential study support to students, including tutors, students-
counselor and study centres. Regional directors arrange tutorial meetings, workshops,
examination centres and other academic activities. Regional campuses and offices are
the backbone of its methodology."
80

The regional offices administer local support provision. They ilrange the tutors
and study centres and workshops. Following are the regional offices of Allama Open
University in Pakistan (AIOU, M.Ed prospectus,2003)
NWFP:
BALUCHISTAN:
SINDH:
PUNJAB:
I S LAMABAD/AJKAIORTHERN AREAS :
Total:
2.23.1.2 Teaching Learning Methodology
As we see the learning packages of AIOU, it includes the following items:
o Course books
o Assignments
o Tutorial schedules
o Radio programme schedules
. TV progftlmme schedules
o General students guide
o Students course guide
. Assignments forms
81
5
7
10
5
32

2.23.L3 Media and Mefhods
Written books are the main media of distance education. This correspondence
material provides actual teaching by itself.
Rashid (1999, p.84) says, "a distance study course guides the teachers by
giving complete explanations with elucidating examples, by providing exercise of
various kinds and by constantly referring the students who have already learnt to
master."
Full courses have l8 units and halfcourses 9, each unit requiring 8-10 hours of
work. General education courses have 5 or 10 radio programmes, plus 2-6 television
programmes, including an introductory one. Tutorial support is provided at study
cenhes and through assignments.
2.23 .1.4 Course Structure
The diversity and the number of programmes offered by AIOU can be judged
when we see the variety and the number of programmes. A brief summary of these
programmes is given here as per Vice-Chancellor's Annual Report 2001-2002 by
AIOU (2002,pp.9-12).
1. Ph.D
2. M.Phil
3. M.Sc/44.A/M.Ed
4. Post Graduate Diplomas
5. Degree Programmes
6. Computer Sciences
82

7. Short Term Computer Courses
8. Intermediate
9. Matriculation
10. Teacher Training
I 1. Technical Programmes
12. Short Term Educational Programme
13. Dars-e-Nizani
The main purpose of functional courses is to assist individuals in.acquiring
applied knowledge, skills and desirable attitudes required for improved productivity
and living.
2.23.1.5 Evaluation
The AIOU uses the following methods for evaluation.
o Continues assessment
. Final examinations
r Continues Assessment
In this type of evaluation the students are supposed to complete two
assignments for each half credit course and four for full credit course. Tutors evaluate
these assignments. Students need 40%o marks to pass the assignments.
r Final Examination
At the end of each semester final examination is conducted by the AIOU for
each course. Pass percentage for final examination is 40%. However, to qualify a
83

course a student must obtain an aggregate of 40o/o. The ratio of weightage of marks of
assignments and final examination is 30:70 respectively.
2.24 THE NEED AND POPULARITY OF NON-FORMAL
EDUCATION
The need and popularity of non-formal education programmes can be judged
by the proliferation of distance and non-formal education universities and institutes all
over the world.
The system of non-formal education is an organized programme of teaching
and learning. Non-formal education system has over the past three decades, gained
international acceptance and credibility because the course materials are open to
public criticism. Non-formal education system has a potential for contributing national
development. Developing countries cannot afford to open new colleges and
universities to fulfill the demand for higher education. Non-formal education alone
can attain better standards. Thousands of students are unable to continue their
education or denied admission. This system with its large capacity and open admission
policy admits these students. There is no age limit in open system of education. Non-
formal education is applicable to a large group of leamers, especially at times when
educational institutions are over crowded.
In developing countries like Pakistan this is the only effective channel for
coping with the future educational demands. Non-formal education system is
consenting rapidly. In view of the importance of non-formal education, the National
Education Policy (l 998-20 1 0) remarks:
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The non-formal education is now receiving a growth awareness and acceptance
as a dominant approach to education in future. The idea is certainly not a new
one. The practice is almost perennial. The consciousness that learning has to be
co-existent with life is as old as mankind. All traditional societies had, in one
way or the other, some learning practices within all periods of one's life and as
part and parcel of one's overall activities. It is only in the more recent times
that learning and education become time-bound and space bound, mostly
limited to some age groups, predominantly professionalized, institutionalized
and sociologically and pedagogically programmed. This reflects in reality the
basic trends in a global evolution of our contemporary societies, which are
increasingly over organized and over structured, leaving less and less scope for
creativity, imagination, choice, and peoples' real participation.
In Pakistan, a non-formal education model has been successfully used by the
AIOU with its system of reaching the students at their homes or work places and the
concept of openness, implying lifeJong education the AIOU is filling the gap left by
the conventional system and taking education to the area and groups unable to benefit
from the formal system of education.
2.25 PERCEPTION
In psychology and the cognitive sciences, perception is the process of
acquiring, interpreting, selecting, and organizing sensory information. It is a task far
more complex than was imagined in the 1950s and 1960s, when it was proclaimed that
building perceiving machines would take about a decade, but, needless to say, that is
85

still very far from reality. The word perception comes from the Latin perception',
percepio, meaning "receiving, collecting, action of taking possession, apprehension
with the mind or senses."
Just as one object can give rise to multiple percepts, so an object may fail to
give rise to any percept at all: if the percept has no grounding in a person's experience,
the person may literally not perceive it.
This confusing ambiguity of perception is exploited in human technologies
such as camouflage, ffid also in biological mimicry, for example by Peacock
butterflies, whose wings bear eye markings that birds respond to as though they were
the eyes of a dangerous predator. Perceptual ambiguity is not restricted to vision. For
example, recent touch perception research (Robles-De-La-Torre & Hayward 2001)
found that kinesthesia-based haptic perception strongly relies on the forces
experienced during touch. This makes it possible to produce illusory touch percepts
(see also the MIT Technology Review article The Cutting Edge of Haptics).
Cognitive theories of perception assume there is a poverty of stimulus. This
(with reference to perception) is the claim that sensations are, by themselves, unable to
provide a unique description of the world. Sensations require 'enriching', which is the
role of the mental model.
2.26 PERCEPTION.IN-ACTION
The ecological understanding of perception advanced from Gibson's early
work is perception-in-action, the notion that perception is a requisite property of
animate action, without perception action would not be guided and without action
86

perception would be pointless. Animate actions require perceiving and moving
together. In a sense, "perception and movement are two sides of the same coin, the
coin is action." (D.N. Lee) A mathematical theory of perception-in-action has been
devised and investigated in many forms of controlled movement by many different
species of organism (General Law theory). According to this theory, information, or
time-to- goal information is the fundamental'percept' in perception.
2.27 PERCEPTION AND ACTION
We gather information about the world and interact with it through our actions.
Perceptual information is critical for action. Perceptual deficits may lead to profound
deficits in action (for touch-perception-related deficits, see Robles-De-La-Tone 2006).
2.28 TYPES OF PERCEPTION
A modal perception
Color perception
Depth perception
Form perception
Haptic perception
Speech perception
Perception as Interpretation
Numeric Value of Perception
Perceive
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2.29 CATEGORIES OF PERCEPTION
We can categorize perception as internal or external.
. Internal perception (proprioception) tells us what's going on in our bodies. We
can sense where our limbs are, whether we're sitting or standing; we can also sense
whether we are hungry, or tired, and so forth.
. External or Sensory perception (exteroception), tells us about the world outside
our bodies. Using our senses of sight, hearing, touch, smell, and taste, we discover
colors, sounds, textures, etc. of the world at large. There is a growing body of
knowledge of the mechanics of sensory processes in cognitive psychology.
The philosophy of perception is mainly concerned with exteroception. When
philosophers use the word perception they usually mean exteroception, and the word
is used in that sense everywhere.
2.30 PHILOSOPHICAL IDEAS OF PERCEPTION
The most cofilmon theory of perception is naive realism in which people
believe that what they perceive is things in themselves. Children develop this theory as
a working hypothesis of how to deal with the world. Many people who have not
studied biology cary this theory into adult life and regard their perception to be the
world itself rather than a pattern that overlays the form of the world. Thomas Reid
took this theory a step farther, he realized that sensation was composed of a set of data
transfers but declared that these were in some way transparent so that there is a direct
connection between perception and the world. This idea is called direct realism and
has become popular in recent years with the rise of postmodernism and behaviourism.
88

Direct realism does not clearly specify the nature of the bit of the world that is an
object in perception, especially in cases where the object is something like a
silhouette.
The succession of data transfers that are involved in perception suggests that
somewhere in the brain there is a final set of activity, called sense data that is the
substrate of the percept. Perception would then be some form of brain activity and
somehow the brain would be able to perceive itself. This concept is known as indirect
realism. In indirect realism it is held that we can only be aware of external objects by
being aware of representations of objects. This idea was held by John Locke and
Immanuel Kant. The common argument against indirect realism, used by Gilbert Ryle
amongst others, is that it implies a homunculus or Ryle's regress where it appears as if
the mind is seeing the mind in an endless loop. This argument assumes that perception
is entirely due to data transfer and classical information processing. This assumption is
highly contentious and the argument can be avoided by proposing that the percept is a
phenomenon that does not depend wholly upon the transfer and rearrangement of data.
Direct realism and indirect realism are known as 'realist' theories of perception
because they hold that there is a world external to the mind. Direct realism holds that
the representation of an object is located next to, or is even part ol the actual physical
object whereas indirect realism holds that the representation of an object is brain
activity. Direct realism proposes some as yet unknown direct connection between
external representations and the mind whilst indirect realism requires some feature of
modern physics to create a phenomenon that avoids infinite regress. Indirect realism is
consistent with experiences such as, binding, dreams, imaginings, hallucinations,
89

illusions, the resolution of binocular rivalry, the resolution of multistable perception,
the modelling of motion that allows us to watch TV, the sensations that result from
direct brain stirnulation, the update of the mental irnage by saccades of the eyes and
the referral of events backwards in time.
Whereas direct realism argues either that these experiences do not occur or
avoids the problem by defining perception as only those experiences that are
consistent with direct realism.
Apart from the realist theories of perception there are also anti-realist theories.
There are two varieties of anti-realism: Idealism and Skepticism. Idealism holds that
we create our reality whereas skepticism holds that reality is always beyond us. One of
the most influential proponents of idealism was George Berkeley who maintained that
everything was mind or dependent upon mind. Berkeley's idealism has two main
strands, phenomenalism in which physical events are viewed as a special kind of
mental event and subjective idealism. David Hume is probably the most influential
proponent of skepticism.
The philosophy of perception is very closely related to a branch of philosophy
known as epistemology, the theory of knowledge, and many of the ideas presented
above are also discussed under this headine.
2.3T COGNITIVE PROCESSING AND EPIPHENOMENALISM
Perception is sometimes referred to as a cognitive process in which
information processing is used to hansfer information from the world into the brain
and mind where it is further processed and related to other information. Some
90

philosophers and psychologists propose that this processing gives rise to particular
mental states (cognitivism) whilst others envisage a direct path back into the external
world in the form of action (radical behaviourism).
Many eminent behaviourists such as John B. Watson and B.F. Skinner have
proposed that perception acts largely as a process between a stimulus and a response
but despite this they have noted that Ryle's "ghost in the machine" of the brain still
seems to exist. As Skinner wrote, "The objection to inner states is not that they do not
exist, but that they are not relevant in a functional analysis" (Skinner 1953).
This view, in which experience is thought to be an incidental by-product of
information processing, is known as epiphenomenalism.
2.32 PERCEPTUAL SPACE
Another aspect of perception that is common to both realists and anti-realists is
the idea of mental or perceptual space. David Hume considers this at some length and
concludes that things appear extended because they have the attributes of colour and
solidity. A popular modern philosophical view is that the brain cannot contain images
so our sense of space must be due to the actual space occupied by physical things.
However, as Ren6 Descartes noticed, perceptual space has a projective geometry,
things within it appear as if they are viewed from a point and are not simply objects
ananged in 3D. Mathematicians now know of many types of projective geometry such
as complex Minkowski space that might describe the layout of things in perception
(Peters (2000)). It is also known that many parts of the brain contain patterns of
electrical activity that conespond closely to the layout of the retinal image (this is
91

known as retinotopy). There are indeed irnages in the brain but how or whether these
become conscious experience is a mystery (McGinn (1995).
2.33 HISTORY OF THE PERCEPTION
Perception is one of the oldest fields within scientific psychology, and there are
correspondingly many theories about its underlying processes. The oldest quantitative
law in psychology is the Weber-Fechner law, which quantifies the relationship
between the intensity of physical stimuli and their perceptual effects. It was the study
of perception that gave rise to the Gestalt School of Psychology, with its emphasis on
holistic approach.
Many cognitive psychologists hold that, as we move about in the world, we
create a model of how the world works. That is, we sense the objective world, but our
sensations map to percepts, and these percepts are provisional, in the same sense that
scientific hypotheses are provisional (cf. in the scientific method). As we acquire new
information, our percepts shift, thus solidifying the idea that perception is a matter of
belief. Abraham Pais' biography refers to the 'esemplastic' nature of imagination. In
the case of visual perception, some people can actually see the percept shift in their
mind's eye. Others, who are not picture thinkers, may not necessarily perceive the
'shape-shifting' as their world changes. The 'esemplastic' nature has been shown by
experiment: an ambiguous image has multiple interpretations on the perceptual level.
Just as one object can give rise to multiple percepts, so an object may faii to give rise
to any percept at all: if the percept has no grounding in a person's experience, the
person may literally not perceive it.
92

2.34 PERCEPTION Ai\D REALITY
Cognitive theories of perception assume there is a poverty of stimulus. This
(with reference to perception) is the claim that sensations are, by themselves, unable to
provide a unique description of the world. Sensations require 'enriching', which is the
role of the mental model. A different type of theory is the perceptual ecology approach
of James J. Gibson. Gibson rejected the assumption of a poverty of stimulus by
rejecting the notion that perception is based in sensations. Instead, he investigated
what information is actually presented to the perceptual systems. He detailed how the
world could be specified to a mobile, exploring organism via the lawful projection of
inforrnation about the world into energy arrays. Specification is a l:1 mapping of
some aspect of the world into a perceptual ffiay; given such a mapping, no enrichment
is required and perception is direct.
2.35 PERCEPTION IS OUR PERSONAL VIEW OF REALITY
How we see things sets the tone for evelything we do: It is the foundation of
ogr priorities; it establishes the interaction for relationships; it sets oru eithics and
morals; it defu:es our work ethic; it positions us for a life point of view; it helps
determine our level of happiness.
2.36 PERCEPTION IS KEY TO SANITY
At the healt of all mental illness there are distorted perceptions. It doesn't stop
there. Distorted perceptions plunge people into probiems. Distorted perceptions plunge
93

people into debt because the perceptions influence the priorities people set for
themselves. Distorted perceptions are involved in all sorts of health problems: For
example, lurg cancer is caused by srnoking within people w'ho have the distorted
perception that they need cigarettes; alcohol abuse results r,vhen people have the
distorted perception that they must have alcohol; adclictiorrs are based on the distorted
perception that the person with the addiction must have something that is destructive
to thern.
2,37 POSITIVE REALISTIC PERCEPTIONS LEAD TO WELL-
BEING
The closer the perception is to reality, the better chance of success a person
has. If you coffectly perceive a percon is the right choice for you, you have a very
good chance of having a permanent, happy, stable maniage. Correct perception will
give you a sound mind, able to avoid can games and psychopaths. Reasonable
perception will enable you to gain a measure of being healtlry, wealthy and wise.
Certainly, if a person perceives defeat, he will most likely be defeated.
Perception establishes a belief system. The belief system extencls our view of the
world. You may not be able to see your car in the garage at the moment, but with your
perception creating a belief system around and within you, you know that the
automobile is there, right where you put it, all things being equal. If a person perceives
that they can achieve success through planning, prepatation, diligence, insight and
innovation, then, with the proper materials, processes and opportunities, failure is
nearly impossible if the goal was attainable in the fir'st place.
94

2.38 DISTORTED PERCEPTIONS ARE ALL AROT]ND US
Television is the most powelful hallucinogen of our time. It callses us to see
ald hear things which are not truly real. It just dots on a screen, which, thlough the
persistence of vision, enables us to create a picture in our brain of the model of a
reality. Even reporls live fi'om the scene are mete representation--we don't really have
the murder victim in our living room, neither do we have the cold medicine in our
bedroom. We are watching it on TV.
2.39 THOSE WHO WOULD USE DISTORTED PERCEPTIONS
TO IIIFLUENCE US TO THEIR ADVANTAGE ARE
EVERYWHERE
They coerce us to believe that we cannot live without their "product". Whether
it is the adveftisement on the aforementioned tellie, or it is a cult leader attempting to
create distorted perceptions within us to gain a following to themselves, it pays to
advertise and it pays very well to subvert people's perception.
2,40 DISTORTED PERCEPTIONS ARE VERY POWERFUL
Those who ignore distorted perceptions because of theil feelings and. emotions
are very urwise. Perceptions have btrilt empires and perceptions have destroyed
empires. Perceptions have edilied people and perceptions have ruined people. As for
flre latter, reputations are built upon perception and can have a powerful affect upon
those who are in the public eye. Popularity can make you rich. A ruined reputation can
make you poor. The distorted perception that induces a person to commit crime will
95

probably lead them to prison. Buying something you don't need based on a distorted
perception will lead yon to debt and possibly into bankruptcy. Consuning things
which are bad for you based on distorled perceptions will lead to sickness and disease,
possibly even death. No amount of perceiving that the negative eft'ects of distorted
perception were really good for you will ever change the reality. The distorted
perception that you are a loser makes you a loser.
Distorted perception often influences people to believe that others--particularly
salesmen and leaders actually care about them. This fantasy is carefully cultivated for
the advantage of those who promote it. They make money of us. They make
retirement of us. They get rich and prosperous of us--all because we have allowed
ourselves the luxury of self-deception of distorted perception. It makes us feel good. It
ruins us.
The worst part of believing that "Perception is reality" is the subsequent
inescapable corollary that "The end justifies the means", which leads to widespread
behavior that is immoral, unethical and illegal. Those whose perceptions were
sufficiently warped by scoundrels believe that it is necessary to do absolutely anything
to achieve "good" results. In the modern corporation, what is right and moral is what
everyone surrounding wants from you, and it is your duty to do absolutely anything
and everything, no matter what the consequences, to achieve whatever goals you have
been given to pursue. The deception influences those slaves to it, to neglect
responsibility for the consequences of their actions. Those who resist such distortions
are rejected as "whistleblowers", "troublemakers" and "dissidents", leaving those who
hold distorted perceptions comfortable with their inappropriate views of reality. It isn't
96

just mentally ili people who are persuasive with the craziest of ideas--it is corporate,
academic, governmental and religious leaders who are guilty of the evils which
proceed flom such a foundation. The result of living and practicing distorted
perceptions is abandonment of any hope of having stability, order and peac'e.
97

CHAPTER 3
METHODOLOGY OF THE STUDY
This chapter deals with the method of study that covers population, selection of
the sample, development of the tool, its administration and statistical techniques used
for the data analysis.
3.1 DESIGN OF THE STUDY
The study was descriptive i.e. survey type. According to Gay (1987, p.9) it
involves "collecting data in order to test answer questions concerning the current
status of the subject of the study". The data was collected from respondents
representing two populations, tkough a questionnaire which was developed, keeping
in view all the important aspects related to non-formal education like, its concept, its
comparison with formal education, its attractiveness and effectiveness, educational
programmes of non-formal education, problems of non-formal students and
suggestions for improvements of non-formal education.
3.2 INSTRUMENTS AND THEIR DEVELOPMENT
All statements of questionnaire were close-ended statements except the last
two. Each close ended statement provided description of five levels namely strongly
agree (SA), agree (A), uncertain (UNC), disagree (D) and strongly disagree (SDA), so
98

that quantitative judgment rather than vague and meaningless generalization might be
made.
aa
J.J VALIDATION OF TOOL
After final discussion the questionnaire was tried out on fifteen students of respective
population. After try out amendments were made and questionnaires was finalized.
3.4 POPTILATION
Target Population
education
Target population was the MA Education students of formal and non-formal stream of
Accessible population
1. 365 students of MA Education progralnme of AIOU enrolled for the semester of
autumn 2007 for session 2006-2008.
2. 320 students enrolled in M.A Education Programme in Punjab University for
session 2006-2008.
3.5 SAMPLE
Total population was taken as sample.
99

3.6 STATISTICAL ANALYSIS OF DATA
. For the analysis of data, the researcher used frequency of occunence and
percentage for the pu{pose to see the overall strengths of responses to the items for
describing, analyzingand informing the implication of findings.
From the responses percentage was determined. In this study the researcher
used the following formula.
i. Formula used for percentage calculation is given below:
Where
F: Frequency
N: Total number of responses
100
F
%- -------- x 100
N

CHAPTER 4
ANALYSIS OF DATA
The data on "study of perceptions of students towards non formal education"
was collected through one questionnaire administered on two target populations.
The Population Census of the students of Allama Iqbal Open University
enrolled for the semester autumn 2007 session2006-2008 and the students enrolled in
M.A Education programme in Punjab University for session 2006-2008. All (320)
questionnaires for Punjab University Students were delivered personally. From them
300 were receivecl which was94o/o of total population.
65 questionnaires i.e. for students of A.LO.U were mailed while 300 were
delivered personally to students selected as sample. The responses however came from
340 students which was 93Yo of the population.
101

4.1 ANALYSIS OF THE RESPONSE OF QUESTIONNAIRE
FOR STUDENTS OF NON-FORMAL EDUCATION AND
FORMAL EDUCATION
Table 4.1.1 reveals that 100 percent students of Non Formal Education
responded that they lcnow the basic concept of non-formal education and table shows
that 90 percent student of Formal Education agreed, 5 percent were uncertain, while
same percentage disagreed with the statement.
Table 4.1.1: Opinion about concept of non-formal education
No Statement Level Frequency Percentage
You know the basic concept of
Non-Formai Education
SA
A
IJNA
DA
SDA
r02
NFES FES NFES FES
t62
178
r46
t24
t4
1l
5
47.6s 48.67
52.35 4t.33
4.67
3.67
r.67

Table 4.1.2 reveals that 100 percent students of Non-Formal Education
responded that non-formal education is alternative to formal education whereas 93
percent students of Formal Education favored that Non-Formal Education is
alternative to Formal Education. However 3 percent remained uncertain about it while
4 percent disagreed with it.
Table 4.1.2: Opinion about the non-formal education the best altemative to
efusattgg
No Statement Level Frequency Percentage
Non-Formal Education is the
best alternative to Formal
Education
SA
A
I-JNA
DA
SDA
103
NFES FES NFES FES
t62
178
89 47.65 29.67
191 52.35 63.67
8
6
6
2.67
2.00
2.00

Table 4.1.3 states that 65 percent student of non-formal education agreed that
standard of Non-Formal Education is equal to Formal Education. While 12 percent
disagreed with the statement and23 percent remained undecided. Where as 90 percent
agreed with the suggestion however, 1.33 percent remained uncertain. 9 percent
disagreed with the statement.
Table 4.1.3: Opinion about the student of non-formal education
No Statement Level Frequency Percentage
Standard of non-formal
education is equal to formal
education
SA
A
UNA
DA
SDA
104
NFES FES NFES FES
98
t23
78
29
t2
78
192
4
21
5
28.82 26.00
36.17 64.00
22.94 1.33
8.53 7.00
3.53 1.67

Table 4.1.4 indicates that 63 percent of students of Non-Folnal Education
opined that Non-Formal Education is the cheapest way to educate the people. 13
percent disagreed with the statement while 24 percent remained undecided. Whereas
17 percent respondents of formal education agreed that Non-Formal Education is the
cheapest way to educate the people. 20 percent were uncertain and 63 percent were
disagreed with the statement.
Table 4.1.4:
4 Non-Formal Education is the SA
cheapest way to educate the
people.
105
A
LINA
DA
SDA
Percentage
NFES FES NFES FES
100
tr4
82
2t
23
8
42
62
148
40
29.4t 2.67
33.53 14.00
24.12 20.67
6.18 49.39
6.74 13.33

Table 4.1.5 reveals that 57 percent of students of Non-Formal Education
agreed with the statement. While 16 percent disagreed with the statement and 27
percent remained undecided. On the other hand 27 percent respondents of Formal
Education were agreed with the statement.24 percent were uncertain,4g percent were
disagreed with the statement.
Table 4.1.5: Opinion about the non-formal education is flexible
No Statement Level Frequency Percentage
5 Non-Formal education is flexible
with respect to time, space and
age.
SA
A
LINA
106
DA
SDA
NFES FES NFES FES
89
106
9l
36
18
56
24
72
99
49
26.t8 t8.67
31.18 8.00
26.76 24.00
10.59 33.00
s.29 16.33

Table 4.1.6 indicates that 62 percent respondents of Non-Formal Education
agreed that Non-Formal Education provides equal opportunities to those people who
cannot get fonnal education and 14 percent respondents disagreed with the statement
while 25 percent remained undecided. While 68 percent respondents of Formal
Education agreed that Non-Formal Education provides equal opporrunities to those
people who cannot get formal e'lucation. 22 percent were uncertain, 20 percent
disagreed with the statement.
Table 4.I.6: Opinion about opportunities of non-formal education
No Statement Frequency Percentage
6 Non-Formal Education provides
equal opportunities to those
people who cannot get formal
education
SA
A
LINA
r07
DA
SDA
NFES FES NFES FES
92
116
85
25
22
38
136
65
43
18
27.06 12.67
34.t2 45.33
25.00 21.67
7.35 14.33
6.47 6.00

Table 4.1.7 indicates that 54 percent students of Non-Formal Education agreed
that Non-Formal Education system is more diffrcult as compared to formal system
while 16 percent disagreed with the statement and 30 percent remained undecided.
While 47 percent students of Formal Education agreed with the statement, while 9
percent were uncertain,14 percent respondents disagreed with the statement.
Table 4.t.7: Opinion about the nin-formal education is more difficult
No Statement Level Frequency Percentage
Non-Formal Education svstem is
more difficult as compared to
formal system.
108
SA
A
UNA
DA
SDA
NFES FES NFES FES
75
109
t02
36
18
60
17l
28
34
22.06 20.00
32.06 27.00
30.00 9.33
10.59 1 1.33
5.29 233

Table 4.1.8 states that 66 percent respondents of Non-Formal Education agreed
with statement that Non-Formal Education system is an affective way of instruction
and 12 percent of the respondents disagreed with the statement while 21 percent
remained undecided whereas majority of the respondents of Formal Education (i.e. 82
percent) agreed with the statement, 3 percent were uncertain. 15 percent disagreed
with the statement.
Table 4.1.8: Opinion about the way of instruction
No Statement Level Frequency Percentage
Non-Formal Education is an
effective way of instruction.
SA
A
UNA
109
DA
SDA
NFES FES NFES FES
103
r02
72
27
t5
65
181
9
22
23
30.29 21.67
36.18 60.33
2r.78 3.00
7.94 7.33
4.41 7.67

Table 4.1.9 indicates that 65 percent respondents of Non-Formal Education
agreed that Non-Formal Education system is interesting and 12 percent opposed it
while 23 percent remained undecided. On the other hand 88 percent respondents of
Formal education were agreed with the statement. 8 percent were uncertain. 4 percent
disagreed with the statement.
Table 4.1.9: Opinion about the nnn-formal education system is interest
No Statement Level Frequency Percentage
Non-Formal Education system is
interesting for students.
i10
SA
A
UNA
DA
SDA
NFES FES NFES FES
88
133
79
22
18
67
197
23
1l
2
25.88 22.33
39.t2 65.67
23.24 7.67
6.47 3.67
s.29 0.67

Table 4.1.10 reveals that 58 percent of the students of Non-Formal Education
agreed with the statement that students feel ease in understanding the content in non-
formal education and 15 percent disagreed with the statement while 27 percent
remained undecided. On the other hand 34 percent students of Formal Education
agreed with the statement. 13 percent were uncertain. However, majority of the
respondents (i.e. 53 percent) disagr:ed with the statement.
Table 4.1.10: Opinion about the understanding the content
No Statement Level Frequency Percen.age
10 Students feel ease in
understanding the content in
Non-Formal Education
SA
A
UNA
DA
SDA
111
NFES FES NFES FES
86
tt2
90
33
t9
77
57
38
98
63
25.29 14.67
32.94 19.0
26.47 t2.67
9.71 32.67
5.59 22.00

Table 4.1.11 indicates that 54 percent of the students of Non-Formal Education
agreed that teachers of formal education system are equally good for non-formal
education. 18 percent disagreed with the statement while 28 percent remained
undecided. Whiie 14 percent students of Formal Education agreed with the statement.
11 percent were uncertain although majority of the respondents (i.e. 75 percent)
disagreed with the statement.
Table 4.1.11: Opinion about the teachers are equally good
No Sntement Level Frequency Percer.rage
11 Teachers of Formal Education
system are equally good for
Non-Formal Education.
SA
A
IINA
DA
SDA
tt2
NFES FES NFES FES
58
r25
95
4T
2l
13
28
aa
JJ
146
80
t7.06 4.33
36.76 9.33
27.94 11.00
12.06 48.67
6.18 26.77

Table 4.1.12 states that 61 percent students of Non-Formal Education agreed
that the Non-Formal Education is perceived as valuable while 14 percent disagreed
with the statement and 24 percent remained undecided where as majority of the
respondents of Formal Education i.e. 70 percent agreed that Non-Formal Education is
perceived as valuable. 7 percent were uncertain, 23 percent disagreed with the
statement.
Table 4.1.12: opinion about the non-formal education is valuabre
No Statement Level Frequency Percentage
12 Non-Formal Education is
perceived as valuable.
113
SA
A
UNA
DA
SDA
NFES FES NFES FES
92
T17
83
29
t9
9l
ll9
22
38
30
27.06 30.33
34.41 39.67
24.41 7.33
8.53 t2.67
5.59 10.00

Table 4.1.I3 reveals that 59 percent students of Non-Formal Education agreed
that Non-Formal Education brings effective change in society and 16 percent
disagreed with the statement while 25 percent remained undecided. On the other hand
89 percent respondents of Formal Education agreed with the statement while 4 percent
were uncertain. T percent disagreed with the statement.
Table 4.1.13: Ooini
No Statement Level Frequency Percentage
13 Non-Formal Education brings SA
effective change in society.
r14
A
UNA
DA
SDA
NFES FES NFES FES
79
125
86
35
l9
81
185
t4
9
l1
23.24 27.00
35.59 61.00
2s.29 4.67
10.29 3.00
5.59 3.67

Table 4.1.14 indicates that 65 percent respondents of Non-Formal Education
agreed that the degree of Non-Formal Education is considered standardized while 1 I
percent disagreed with the statement and 25 percent remained undecided whereas
majority of the respondents of Formal Education (i.e.73 percent) agreed that degree of
Non-Formal Education is considered standardized. 14 percent were uncertain about
the statement. 13 percent disagreed with the statement.
Table 4.l.I4:
No Statement Level Frequency Percentage
14 Degree ofNon-Formal SA
Education is considered
standardized.
115
A
LINA
DA
SDA
NFES FES NFES FES
89 48
131 172
84
24
t2
42
t4
24
26.t8 16.00
38.53 57.33
24.7t 14.00
7.06 4.67
3.s3 8.00

Table 4.1.15 states that 60 percent students of Non-Formal Education agreed
with the statement that course material is comprehensive enough to meet the needs of
students and 13 percent disagreed with it while 27 percent remained undecided while
55 percent students of Formal Education agreed with the statement, 26 percent
uncertain, 19 percent disagreed to use strategies of common broadcasting
Table 4.1.15 Opinion about the course material
No Statement Level Frequency Percentage
15 Course material of Non-Formal
Education is comprehensive
enough to meet the needs of
students.
SA
A
LINA
DA
SDA
116
NFES FES NFES FES
97
t07
9l
25
20
103
63
79
46
9
28.s3 34.33
31.47 21.00
26.76 26.33
7.35 15.35
7.35 15.35

Table 4.I.16 states that 63 percent students of Non-Formal Education agreed
that Non-Formal Education plays its role effectively while 14 percent disagreed with
the staternent and 27 percent remained undecided. While 68 percent agreed with the
statement that Non-Formal Education plays its role effrcaciously, 9 percent remained
uncertain, 23 percent disagreed with the statement.
Table 4.1.16: Opinion about the role of non-formal education
No Statement Level Frequency Percentage
16 Non-Formal Education plays its
role efflectively in increasing the
literacv.
SA
A
I.JNA
t17
DA
SDA
NFES FES NFES FES
88
t26
77
36
13
127
77
26
28
42
25.88 42.33
37.06 25.67
26.65 8.67
10.59 9.33
3.82 14.00

Table 4.1.17 presented that 60 percent students of Non-Formal Education
opined that Teachers guide in better way in Non-Formal Education. 16 percent
disagreed with the statement while 24 percent remained undecided. On the other hand
54 percent respondents of Formal Education agreed with the statement that25 percent
were uncertain.2l percent disagreed that teachers guide in better way in Non-Formal
Education.
Table 4.1.17: Opinion about the guidance of teachers
No Statement Frequency Percentage
I7 Teachers guide in better way in
Non-Formal Education than in
Formal Education
SA
A
UNA
118
DA
SDA
NFES FES NFES FES
83
L2l
82
35
19
77
86
73
34
30
24.41 25.67
35.59 28.67
24.12 24.33
10.29 11.33
5.59 10.00

Table 4.1.18 indicates that 66 percent students of Non-Formal Education
agreed that there is more coordination between students and teachers in Non-Formal
Education while 21 percent remained undecided and 13 percent disagreed with this
statement. While 78 percent respondents of Formal Education agreed with the
statement. 8 percent were uncertain. 14 percent disagreed with it.
Table 4. I . I 8: Opinion about the coordination between students and teachers
No Statement Frequency Percentage
18 There is more coordination
between students and teacher in
Non-Formal Education than in
Formal Education.
SA 99
A t2s
UNA 72
119
DA 30
SDA 14
NFES FES NFES FES
189 29.t2 63.00
46 36.76 15.33
24 21.18 8.00
26 8.82 8.67
15 4.t2 5.00

Table 4.I.19 reveals that 67 percent of the students of Non-Formal Education
agreed that students do more hard work in Non-Formal Education and 12 percent
disagreed with the statement while 21 percent remained undecided. On the other hand
67 percent agreed with the statement. 11 percent were uncertan.22 percent disagreed
with the statement that students do more hard work in Non-Formal Education.
Table 4.I.19: Opinion about the hard work of students
No Statement Level Frequency Percentage
19 Students have to work more hard
in Non-Formal Education as
compared to Formal Education.
t20
SA
A
UNA
DA
SDA
NFES FES NFES FES
103
126
7l
31
9
40
r62
33
4T
24
30.29 13.33
37.06 54.00
20.88 1 1.00
9.r2 t3.67
2.65 8.00

Table 4.1.20 states that 60 percent respondents of Non-Formal Education
opined that the study through Non-Formal Education helps to groom the personality of
the students and 16 percent disagreed with the statement while 25 percent remained
undecided. While 14 percent respondents of Formal Education were of the view that
study through Non-Formal Education helps to groom the personality of students. 7
percent respondents were uncertain. However majority of the respondents (i.e. 79
percent) disagreed with the statement.
Table 4.r.20: opinion about the studv through non-formal education
No Statement Frequency Percentage
20 Study throughNon- Formal
Education helps to groom the
personality of students.
SA
A
UNA
l2r
DA
SDA
NFES FES NFES FES
94
109
84
35
18
48
172
42
t4
24
27.6s 7.00
32.06 6.33
24.7t 6.33
t0.29 52.33
53.29 27.00

Table 4-1.21Data indicates that 60 percent students of Non-Formal Education
were in the favour that Non-Formal Education enhances the sense of socialization in
students where as 19 percent remained unfavorable while 33 percent remained
undecided. On the other hand majority of the respondents of Formal Education (i.e. 90
percent) agreed. 5 percent were uncertain, while same percentage disagreed with the
statement
Table 4.1.21.
No Statement Level Frequency Percentage
2l Non-FormalEducatiotenhances SA
the sense of socialization in
students.
122
A
I-INA
DA
SDA
NFES FES NFES FES
58
106
111
48
t7
t46
t24
t4
11
5
17.06 48.67
31.18 4t.53
32.65 4.67
r4.t2 3.67
5.00 1.67

Table 4.1-22 states that 52 percent student of Non-Formal Education opined
that Non-Formal Education plays role in economic development and 18 percent
disagreed with the statement while 30 percent remained undecided. While 90 percent
respondents of Formal Education agreed that Non-Formal Education plays role in
economic development. 6 percent disagreed with the statement while 4 percent
remained undecided.
No Statement Level Frequency Percentage
22 Non-Formal Education plays SA
role in economic development
123
A
LINA
DA
SDA
NFES FES NFES FES
50
r27
103
48
l2
t97
73
11
8
1i
14.71 65.67
37.35 24.33
30.29 3.67
14.12 2.67
3.53 3.67

Table 4.I.23 reveals that 55 percent respondents were in favour of th.e
statement while 16 percent disagreed with the statement and 29 percent remained
undecided. While 79 percent respondents of Formal Education agreed that Non-
Formal Education facilitates the students to complete their studies. 5 percent were
uncertain. 16 percent were disagreed with the statement.
Table 4.1.23: Opinion about the non-formal education facilitates the students
No Statement Level Frequency Percentage
23 Non-FormalEducation
facilitates the students to
complete their studies.
t24
SA
A
UNA
DA
SDA
NFES FES NFES FES
69
119
99
39
t4
64 20.29 2r.33
t74 35.00 58.00
t4 29.12 4.67
31 12.47 10.33
17 4.t2 5.67

Table 4.1.24 states that 56 percent students of Non-Formal Education agreed
that it,s easy to qualify the examination of Non-Formal Education and 19 percent
students disagreed with the statement while 25 percent remained undecided' On the
other hand 25 percent respondents of Formal Education agreed that it's easy to qualify
the examination of Non-formal Education. 9 percent were uncertain. 66 percent
disagreed with the statement.
Table 4.1.24: Opinion about the qualitvine the examination
No Statement Level Frequency Percentage
24 It is easy to qualify the
examination of Non-Formal
Education.
SA
A
tINA
DA
SDA
125
NFES FES NFES FES
72
t20
84
46
t8
39
37
28
t67
29
2t.18 13.00
35.29 12.33
24.71 9.33
13.53 s5.67
5.29 9.67

Table 4.1.25 presented that 52 percent respondents of Non-Formal Education
agreed that students of Non-Formal Education are highly motivated and 18 percent
disagreed with the statement while 30 percent remained undecided. While majority of
the respondents of Formal Education i.e. 58 percent agreed that students of Non-
Formal Education are highly motivated. 16 percent were uncertun. 26 percent
disagreed with the statement.
Table 4.125: Opinion about the motivation of the students
No Statement Level Frequency Percentage
25 StudentsofNon-Formal
education are highly motivated.
SA
A
IJNA
DA
SDA
126
NFES FES NFES FES
56
t2l
102
45
t6
23
152
47
42
36
t6.47 7.67
3s.59 50.67
30.00 15.67
13.24 14.00
4.7t 12.00

Table 4.1.26 reveals that 50 percent students of Non-Formal Education agreed
with the statement that Non-Formal Education textual material is very diffrcult and 13
percent disagreed with the statement while 27 percent remained undecided. On the
other hand 76 percent respondents of Formal Education were agreed that Non-Formal
Education textual material is more difficuit. 7 percent were certain. 17 percent
disagreed with the statement.
Table 4.I.26: Opinion about the textual material
No Statement Level Frequency Percentage
26 Non-Formal Education textual
material is verv difficult.
SA
A
UNA
DA
SDA
t27
NFES FES NFES FES
77
126
92
34
il
63
16s
20
32
20
22.65 21.00
37.06 55.00
27.06 6.67
10.00 10.67
3.24 6.67

Table 4.1.27 presented that 59 percent students of Non-Formal Education
agreed with the statement, 19 percent disagreed with the statement and 22 percent
remained undecided. While majority of the respondents of Formal Education i-e- 66
percent agreed that Non-Formal Education system fulfills the educational needs of the
students. l0 percent were uncertain,2 percent disagreed.
Table 4.1.27: Opinion about the educational needs of students
No Statement Level Frequency Percentage
27 Non-Formal Education system
fulfills the educational needs of
the students
SA
A
LINA
DA
SDA
t28
NFES FES NFES FES
6s
1,34
75
45
2l
85
lt3
29
33
40
t9.12 28.33
39.4t 37.67
22.06 9.67
13.25 11.00
6.18 13.33

Table 4.I.28 indicates that 56 percent students of Non-Formal Education
agreed and 14 percent were not in the favor of this statement while 30 percent
remained undecided. On the other hand 79 percent respondents of Formal Education
agreed that Non-Formal Education provides better chances to students for acquiring
knowledge. 5 percent were uncertain. 16 percent were disagreed with the statement.
Table 4.1.28 Opinion about the chances of acquiring knowledse
No Statement Level Frequency Percentage
28 Non-Formal Education svstem
provides better chances to
students for acquiring
knowledge.
t29
SA
A
UNA
DA
SDA
NFES FES NFES FES
74
116
64
1,74
101 t4
36 31
13 t7
2r.76 21.33
34.t2 58.00
29.71 4.67
10.59 10.33
3.82 5.67

Table 4.I.29 presented that 63 percent students of Non-Formal Education
agreed with the statement while 13 percent disagreed with the statement and 24
percent remained undecided. On the other hand 58 percent respondents of Formal
Education agreed that examinations of Non-Formal Education are more difficult than
the examinations of Formal Education. 22 percent were uncertain, 20 percent
disagreed with statement.
Table 4.1.29: Opinion about examinations
No Statement Level Frequency Percentage
29 ExaminationsofNon-Formal
Education are more diffrcult than
the examination of formal
education.
SA
A
UNA
130
DA
SDA
NFES FES NFES FES
100
TT4
82
2l
23
38
136
65
43
l8
29.41 12.67
33.53 45.33
24.12 2t.67
6.18 t4.33
6.74 6.00

Table 4.1.30 presented that 66 percent students of Non-Formal Education
agreed with the statement that Non-Formal Education is helpful for those who want to
learn while 17 percent disagreed with the statement and 17 percent remained
undecided. On the other hand 70 percent agreed that Non-Formal Education is more
helpful for those who want to learn while earning. 7 percent were uncertain. 23
percent disagreed with the statement.
Table 4.1.30: Opinion about the non-formal education is helpful for those who want
to learn
No Statement Frequency Percentage
30 Non-formal Education is helpful
for students to learn
SA
A
UNA
DA
SDA
131
NFES FES NFES FES
98
126
58
42
16
91 28.82 30.33
119 37.06 39.67
22 17.06 7.33
38 t2.35 12.67
30 4.7t 10.00

Table 4.1.31 : Suggestions by the students
No. Suggestions for non-formal education would be an authentic systern of education.
31 1. Tutors performance may also be evaluated regularly th,rough students.
2. Student's assignments should be returned in time with proper checking.
3. Open University may maintain its standard.
4. Fees/dues may be minimized.
5. Time schedule in tutorial meetings be followed.
6. Properly qualified and expert teacher be hired for workshops.
Table 4.1.32: Advantase of non-formal education
No. Advantage of non-formal education. that distinguishes it from other modes of
education
32 1. Non-Formal education is flexible with respect to time, space and age.
2. Non-Formal Education plays its role effectively in increasing the literacy.
3. Non-Formal Education brings effective change in society.
4. Non-Formal Education provides equal opportunities to those people who
cannot get formal education
5. Students have to work more hard in Non-Formal Education as compared to
Formal Education.
6. Non-formal education is helpful for those who want to learn while earning.
t32

Table 4.1.33: Rank order
S.No Statement No Mean Rank Statement Mean Rank
Score
No Score
Non-Formal Education Svstem Formal Education Svstem
1. I 4.48 I 22 4.46 I
2. 2 4.48 I I 4.32 I
^ t9 3.83 2 2T 4.32 I
4. 8 3.80 2 l8 4.23 I
5. 3 3.78 2 2 4.t7 I
6. t8 3.77 2 I4 4.10 I
7. 4 3.73 2 J 4.06 I
8. 9 J.t) 2 9 4.05 I
9. 29 3.73 2 8 3.81 2
10. 30 3.72 2 7 3.81 2
l1 16 3.70 2 28 3.79 2
12. T4 3.69 2 23 3.79 2
13. 15 3.69 2 16 3.73 2
14. 6 3.68 2 26 ).tJ 2
15. t2 3.68 2 30 3.68 2
16. 20 3.66 2 t5 3.68 2
t7. 26 3.65 2 t2 3.68 2
18. 5 3.62 2 27 3.57 2
t9. t0 3.62 2 19 3.51 2
20. t7 3.62 2 L7 3.49 2
21. 13 3.60 2 29 3.44 2
22. 28 3.59 2 6 3.44 2
zJ. 23 3.55 2 25 3.28 2
24. 24 3.53 2 13 3.05 2
25.
26.
27
ll
3.52
3.46
2
2
5
10
2.80
2.74
a
J
J
27. 2l 3.45 2 24 2.63 J
28. 22 3.45 2 4 2.43 J
29. 25 3.45 2 1t 2.16
a
J
30. 7 2.39 J 20 2.r4 J
133

CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 SUMMARY
Present study was comparison of perception of students towards non-formal
education in formal and non formal stream. Documents about perception, non-formal
and formal education were studied, analyzed and compared in chapter No.2.
Questionnaire was used for collection of data. After analyzing of related literature
questionnaire was developed in English language on five points rating scale for
students of A.LO.U and Punjab University.
365 questionnaires were distributed to AIOU students 65 questionnaire were
mailed while 300 were distributed personally. Oirt of them 340 came back. While320
questionnaires were distributed personally to students of Punjab University and 300
were received back. Each response was given a numerical value. The data was
analyzed by frequency of occurrence and Percentage was calculated. After the analysis
of data, findings were drawn, conclusions were made and recommendations were
proposed.
134

5.2 FINDINGS
1.
2.
a 1
4.
5.
6.
7.
100% students of non-formal education responded that they know the basic
concept of non-formal education while 90% of the students of formal
education agreed with the statement. (Table 4.1.1 )
100% students of non-formal education agreed that non-formal education is the
best altemative to formal education while 93% students of formal education
favoured that non-formal education is the best alternative to formal education.
(Table 4.1.2)
65% students of non-formal education were of the opinion that standard of
non-formal education is equal to formal education while 90% students of
formal education confirmed the statement. (Table 4.1.3 )
63% students opined that non-formal education is the cheapest way to educate
the people where w 83% respondents of formal education disagreed. (Table
4.r.4 )
57%o students of non-formal education were of the opinion that non-formal
education is flexible with respect to time, space and age while 73% students of
formal education disagreed with the statement. (Table 4.1.5 )
620/o rcspondents of non-formal education agreed that non-formal education
provides equal opportunities to those people who cannot get formal education
where as 68Yo students of formal education agreed with the statement. (Table
4.r.6)
54% students of non-formal education agreed that non-formal education
system is more difficult as compared to formal education. Whereas 47%
135

8.
9.
studelts of formal education said that non-formal education system is more
difficult as compared to formal education system. (Table 4.1.7 )
66% respondents of non-formal education agreed with the statement that non-
formal education system is an effective way of instruction and 82% students of
formal education also agreed the statement. (Table 4.1.8 )
650lo respondents of non-formal education agreed that non-formal education
system is attractive and interesting white 88% students of formal education
confirmed the statement. (Table 4.1.9)
10. 58% students of non-formal education agreed that content of non-formal
education is easy to understand where as 53%o respondents of formal education
disagreed. (Table 4.1.10 )
11.54% students of non-formal education were of the opinion that teachers of
formal education system are equally good for non-formal education wltrle 75Yo
students of formal education had the same opinion. (Table 4.1.11 )
12.61% respondents of non-formal education admitted that non-formal education
was perceived as valuable while 70% students of formal education also
confirmed it. (Table 4.1.12)
13.59% students of non-formal education confirmed that non-formal education
brings effective change in society while 89% respondent of formal education
were also of the same view. (Table 4.1.13)
14.65% students of non-formal education agreed that degree of non-formal
education is considered standardized where as 73Yo respondents of formal
education agreed with the statement. (Table 4.1.14)
t36

15.60% respondents of non-formal education agreed that course material is
comprehensive enough to meet the needs of students. While 55% students of
formal education also had the same opinion. (Table 4.1.15 )
16.63% respondents of non-formal education stated that non-formal education
plays its role effectively while 68% students of formal education have the same
opinion. (Table 4.1.16 )
17 . 60% students of non-formal education opined that teachers guide in better way
in non-formal education where as 54Yo students of formal education also think
the same. (Table 4.1.17 )
18.66% students of non-formal education think that there is more coordination
between students and teachers in non-formal education where as 78%
respondents of formal education agreed with the statement. (Table 4.1 .18 )
19. 67% students of non-formal education stated that students do more hard work
in non-formal education while 67Yo respondents of formal education also think
the same. (Table 4.1.19)
20.60% respondents of non-formal education confirmed that study through non-
formal education helps to groom the personality of the students on the other
hand 79% respondents from formal education disagreed with the statement.
(Table 4.1.20)
21.60% students of non-formal education were of the opinion that non-formal
education enhances the sense of socialization in students. Whereas 90%
respondents from formal education agreed with the statement. (Table 4.1.2I)
t37

22.52% students of non-formal education opined that non-formal education plays
healthy role in economic development on the other hand 90% students of
formal education were in the favour of the statement. (Table 4.1.22)
23.55% students of non-formal education opined that non-formal education
facilitates the students to complete their studies on the other hand 79% students
of formal education also favoured the statement. (Table 4.1.23 )
24.56% students of non-formal education agreed that its easy to qualify the
examination of non-formal education where as 66Yo respondents of formal
education disagreed with it. (Table 4.1.24)
25.52% of the students of non-formal education and 58% of the students of formal
education respectively agreed that students of non-formal education are highly
motivated. (Table 4.1.25
26.50% students of non-formal education and 75% students of formal education
agreed that non-formal education textual material is more difficult. (Table
4.r.26)
27.59% students of non-formal education conf,rrmed that non-formal education
system fulfills the educational needs of the students. Whereas 660lo respondents
of formal education agreed withthe statement. (Table 4.1.27 )
28.56% students of non-formal education agreed that non-formal education
system provides better chances to students for acquiring knowledge on the
other hand 58% respondents of formal education confirmed the statement.
(Table 4.1.28)
138

29.63% students of non-formal education admitted that examinations of non-
formal education are more difficult than the examination of formal education
where as 58% respondents of formal education had the same opinion. (Table
4.r.29 )
30. 66% respondents of non-fonnal education observed that non-formal education
is helpful for students to learn while 70% respondents of formal education
agreed that non-formal education is more helpful for those who want to learn
while earning. (Table 4.1.30)
5.3 DISCUSSION
Generally the perception of the non-formal education and Formal Education
stream students is the same about non-formal education but in some cases there is
difference of perception.
It may be due to reasons that non-formal stream students are experience the
phenomena directly whereas the perception of formal stream students is based on
general information for example.
1. As the cost of non-formal education is concern the students are provided
textual material in shape of shape of books along with instruction. On the other
hand students of formal education pay only tuition fee and they have to perches
the textual books from the market.
2. Understanding of textual is made comprehensible through tutorial meetings
and workshops in non-formal education. On the other hand students from
t39

5.4
fonnal stream read it from books only and no tutorial instructions are provided
to thern. Thus making it diffictrlt to understand for students of Formal stream.
3. Since formal education has fixed schedules and institutional discipline which
l.
2.
helps in grooming the personality of the students. Where as this facility is not
available to non-formal education students.
CONCLUSIONS
The following conclusions made:
Majority of the students were of the view that they know Basic concept of
Non-Formal Education.
Frequent number of students conformed that non-formal education is the best
alternative to formal education.
3. Frequent number of students subscribed the standard of non-formal education
is equal to formal education.
4. Majority of the students were of the view that non-formal education is the
cheapest way to educate the people.
5. Frequent number of students conformed that non-formal education is flexible
6.
7.
with respect to time, space and age.
Majority of the students were of the view that non-formal education provides
equal opportunities to those people who cannot get formal education.
Frequent number of students viewed that non-formal education system is more
difficult and challenging as compared to formal system.
140

8. Frequent number of students confonned that non-formal education is an
effective way to instruction.
9' Majority of students recognized that non-fonnal education system is attractive
and interesting for students.
10. Most of the students concured that students feel ease in understanding the
content in non-formal education.
I 1 ' Majority of the students were of the view that the teachers of formal education
system are equally good for non-formal education.
12. Frequent number of shrdents conformed that non-formal education is perceived
as valuable.
13. Large number of students assented that non-formal education brings effective
change in society.
14. Frequent number of students subscribed that degree of non-formal education is
considered standardized.
15' Majority of sturdents subscribed that course material of non-formal education is
comprehensive enough to meet the needs of students.
16. Majority of students viewed that non-formal education plays its role
effectively.
17 . Latge number of students was of the view that teachers guide in better way in
non-formal education.
18. Majority of students viewed that there is more coordination between studenrs
and teachers in non-formal education than formal education.
t4l

19. Frequent number of students conformed that students have to work hard in
non-formal education as compared to formal education.
20. Majority of tlie students conformed that study ttu'ough non-formal education
helps to groom the personality of the students.
21' Majority of students recognized that non-formal education enhances the sense
of socializations in students.
22'Larye nunber of students found that non-formal education plays role in
economic development.
23' Most of the students concurred that non-formal education facilitates the
students to complete their studies.
24' Majority of shrdents assented that it is easy to qualify the examination of non-
formal education.
25. Majority of students recognized that students of non-formal education are
highly motivated.
26' A large number of students found that non-formal education textual material is
more diffrcult.
27'Frcquent number of students viewed that non-formal education system fulfills
the educational needs ofthe students.
28' Frequent number of students assented that non-formal education provide better
chances to students for acquiring knowledge.
29' A large number of students found that examinations of non-formal education
are more difficult than the examination of formal education.
r42

30. Majority of the students were conforrned that non-formal education is helpful
for those who want to learn while earnins.
5.5 RECOMMENDATIONS
1. Open University to maintain its standard.
2. Delivery system be made efficient.
3. Evaluation system should be more affective.
4. The length of non formal education is proposed to be at par with formal
system.
5. Services of competent and sincere tutors be hired.
6. Tutorial system to be made more regular.
7. Proper monitoring of tutorial workshops and classes be made.
t43

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158

Dear students,
QUESTIONNAIRE
Annexure-A
I am a student of M.Phil Education at Allama Iqbal Open University and
conducting a research entitled ooComparison of the Perception towards Non-Formal
Education of MA (Education) Students in Formal and Non-Formal Stream". You are
requested to fill in this questionnaire and retum to the researcher at the given address
and oblige. Be sure that your opinion will be confidential and be used for research
purpose only.
With regards.
t59
Yours sincerely,
(Nimfa Munir)
Student M.Phil Education

Name:
Gender:
Course name:
Name of Institution:
QUESTIONNAIRE
Below mentioned are some statements concerning your perception about non-
formal. Please indicate your level of agreement by ticking 0 the appropriate level.
SA
A
UNA
DA
SDA
: Strongly agreed
: . Agreed
Uncertain
Disagreed
Strongly disagreed
S.No Statement SA A UNA DA SDA
1. Do you know the basic concept of non-
formal education?
2. Is non-formal education the best
alternative to forma education?
3. Is standard of non-formal education equal
to formal education?
A .+. Is non-formal education the cheapest way
to educate the people?
5. Is non-formal education flexible with
160

espect to time, space and age?
6. Does non-fonnal education provide equal
opportunities to those people who cannot
get formal education?
7. Is non-formal education system more
diffrcult and challenging as compared to
formal system?
8. Is non-formal education system an
effective way of instruction?
9. Is non-formal education svstem
interesting for students?
lc Do students feel ease in understanding the
content in non-formal education?
1l Are teachers of formal education svstem
equally good for non-formal education?
1 Is non-formal education perceived as
valuable?
I Can non-formal education bring effective
change in society?
1,4 Is certificate/ degree earned through non-
formal education considered
standardized?

l5 Is non-formal education course materiat
comprehensive enough to meet the needs
of students?
l( Can non-formal education play its role
effectively in increasing the rate of
literacy?
I Do the teachers guide in a 6etter way in
non-formal education tiran in formal
education?
1t Is there more coordination- beiGn
students and teachers in non-forma
education than in formal education?
t9 Do the students have to workEireGd
in non-formal education as compared to
formal education?
2C rs sruoy rffough non-tbrmal education
helps to groom the personality of
students?
2l Doesnon-formal effi
support enhance the sense ofsocialization
in students?
2t Can non-formal education-play same roG

in economic development as formal
education?
L: Does non-formal education svstem
facilitate the shrdents to complete their
studies with out disturbing routine of
working life?
z1 Is it easy enough to qualiff the
examination of non-formal education than
formal system?
2: Are non-formal education students highly
motivated as compared to the students of
formal education?
2( Is non-formal textual material more
difficult than the one in formal education?
2i Does non-formal education systemfulfill
the educational needs ofthe students?
2l Does non-formal education svstem
provide better chances to students for
acquiring knowledge?
2t Are examinations in non-formal education
more diffrcult than the examinations of
formal education?

3( Is non-formal education helpful for those
who want to learn while earning?
31 Which defect if removed non-formal education would be an authentic system
of education?
aa
)z What is the advantage of non-formal education that distinguishes it from other
modes of education?
1,64

Annexure-B
LIST OF EXPERTS IN FORMAL AND NON FORMAL EDUCATION
1. Prof. Shafqat Ali University of education lower mall Lahore.
2. Dr Muhammad Hameed Nawaz I.E.R Punjab University
3. Dr Abdul Ghafoor Ch. I.E.R. Punjab University
4. Prof. Dr Irshad Ahmad Farukh A.D.P.I. (CE).
5. Prof. Mehtab Ali Khan University of education Lahore.
It I
t
r: -
l:
t
l,
,: .''
'l
fi .
L:-";..;,,
r65