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Non-formal education has emerged as one of the alternatives of the formal system of education in the contemporary society. It envisages

115 need-based education in a free atmosphere. Non-formal education may be differentiated from the conceptual framework of formal education and informal education. The Non-formal education is the life long and with flexible and limited to a period meant for teaching and learning, with fixed point of entry and exit. In formal education acquisition of knowledge is the goal; In non-formal education, the goals are understanding one's needs, environment and social relationship. It is a process of sharing exploring analyzing and judging together. This is maximum participation of the learner. Non formal education is the life long process in which people learn as organized education activity outside formal system. The distinction made is largely administrative; formal education is linked with schools and training institution. Non-formal with community groups and other organizations; and formal covers what is left. Eg: interactions with friend. family and work colleagues. 8 Non-formal education is any organized systematic educational activity carried outside the frame work of the established formal system, whether operating separately or is an important feature of some broader activity that is intended to serve identifiable learning. 9 Non formal education is like formal education in the deliberate and systematic transmission of knowledge attitudes and skills, but here the stress is on skills. In terms of process it avoids the technology of formal

116 schooling, permitting more diverse and flexible deployment of space, time and material and accepting a relaxation of personal qualification in response to the structure of the workplace. 10 Coombs and Ahmed define three type of education as follows. a) Informal education is the lifelong process by which every person acquires and accumulates knowledge skills attitudes and insight from daily experiences and exposure to the environment. b) Non formal education is any organized systematic educational activity carried on outside the framework of the formal system to provide selected types of learning to particular subgroups in the population, adults as well as children and c) Formal education is the institutionalized chronologically graded and hierarchically structured educational system, spanning lower primary school and the upper reaches of the university. 11 According to Thomas. J. Labelle and Christopher Ward, the teaching and learning in informal education is habitual, participatory and geared towards pragmatic survival. Not especially efficient but seemingly very effective over the long term, informal teaching and learning seems to be achieved more by osmosis than by design. Non-formal and formal education, however, draw on various teaching and learning strategies from

117 didactic and face to face mentioning and tutoring to large group lecturing and the use of wide variety of education technology. 12 It suggests that peer group participation and daily experience provide informal education situation. Certainly they provide the basis of informal learning, but the extent to which this is education is debatable. Certainly it is sometimes. claimed that the mass media provide another form of ideological control and so there have been a number of papers advocating that critical reflection is an important part of the learning process. 13 The most fundamental postulate of the philosophy of non formal /informal education is the pivoted recognition that the word education has a wide connotation and as such embraces all influences, contacts impacts 14 and interactions. We learn the most from our friends and from other people who share our interest. The mass-media of communication disseminates substantial educative information. The whole men emerge from lifelong learning experience mostly in settings outside the formal institutions. Non-formal/informal education system could produce more knowledge and better mentally equipped citizens to play their perceived. role more efficiently. Formal system with in-built resistance and love for the status-quo cannot meet the needs demands and aspirations of resurgent societies. Only the philosophy of the non-formal and the informal can serve as the

118 bonanza for creating learning societies. These two methods of education. aimed at the process of remaking man through concentration, create a new set of social relations and offer a structure and a situation more open. 15 to radical social influence that does the formal system. When the results of education are identifiable in the individual through the agencies or institutions, that is called non-formal/ informal education. This includes mass media of of communications extended curricular educational campaigns and programmes, SITE, INSAT programs, sports club, social welfare organization programmers etc. According to Schofthaler. Informal education is a heuristic concept and acquires its meaning with the context of wide conception of education, which embraces the whole of all possible educational processes. Informal education functions a residual 16 category. The residual belongs to the informal domain which requires low level organization as compared to the formal and the non-formal. Modes of delivering education formal non-formal and informal are conceived today not as alternatives but as complementary activities within a single system. Informal education the unorganized lifelong process by which everyone acquires knowledge skills and attitudes through experience and through contact with others provides an important foundation, but it cannot function as a substitute for formal and non-formal education and

119 training. The objectives of informal education are the inter-generational transfer of values and skills and the teaching of cultural norms. The instructional process is in the nature of a symbiosis between the learner and the environment and the learner is seldom aware of being a student engaged in the integration of new values and skills. 17 Finally viewed within the broader framework of human resource development the following features are important. 1. Formal informal and non-formal education are structurally unique, the components of each may be distinguished in terms of content medium and methodology. While they share the critical structural elements of space, time, material and people, they are uniquely differentiated by their techniques for organizing these elements. 2. Formal transmission is more effective when the education function is cognitive abstract and evaluative as best represented in the technology of schooling. informal transmission is more effective when the educational function is affective related to values and beliefs as best illustrated in the socio-cultural techniques of family, pear group, and community. Non-formal transmission is more effective when the educational function is psychomotor, concrete and skill oriented as best exemplified in the technologies of the workplace.

120 3. Although different in structure and priority of educational function, the formal, informal and non-formal modes are not found in isolation or serving only a single educational function. If transmission is recognized as a life process, then formal, informal and non-formal may get preference or priority according to changing individual and social developmental strategies of the of the life cycle, life cycle, informal childhood, family; Formal adolescence, school; Non-formal - adulthood, work. Thus informal, formal and non-formal education interfere in such a way that each can support the other. 18 Since Sanskrit is a language which has a history of thousands of years of the informal agencies existed in Indian society for knowledge acquisition should be examined briefly. The traditional agencies were not equipped with the modern facilities and worked in an atmosphere quite different from ours. An attempt is made here to trace out this problem briefly.