D. Learning, Education and Extension Class 11 Home Science Learning...Shlokas (religious sayings) are examples of rote learning. (iii) Motor learning: In this type of learning we learn

Human Ecology and Family Sciences – Part I

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D. Learning, Education and Extension

Learning Objectives After completing this section the learner is able to—• discussthemeaningandtypesoflearning.• describetheroleofeducationinthecontextoffamily,school,

communityandsociety.• explainthesignificanceofextensioneducationandmethods.• examinesomeoftheextensionprogrammesinIndia.

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10D.1 Learning

Introduction:Bynow,somuchlearningmusthavetakenplaceinyourlifethatyoudonotneedtobetoldwhatitmeans.Youwouldagreethatlearningplaysaveryvitalroleinourlives.Itisthekeytoourknowledge,understanding and behaviour. We start learning from the moment weareborn.Infact,researchhasshownthatthefoetuslearnseveninthemother’swomb!Inotherwords,learningbeginswithlife.Thus,learningcanbedescribedas–• theacquisitionofnewbehaviourorthestrengtheningorweakeningof

oldbehaviourasaresultofexperience.

Theprocessoflearninginvolvesthreemaincomponents–• Learner,whosebehaviourgetsmodified• Trainingrequiredforbehaviourmodification• Resources,humanandmaterial.

Downloaded from www.studiestoday.com


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Learning can be of five types

(i) Verbal learning: Acquisition of verbal behaviour such as learningof languages is the result of verbal learning. Normally, we usecommunication devices such as signs, pictures, symbols, words,figures,soundsandvoicesasinstrumentsforthistypeof learning.Italsoincludeslearningofsemanticsorproceduralknowledgefromwrittenorspokenprose.Forexample,learningbyreadinglessonsinatextbook.

(ii)Rote learning or memorisation:Thisisalsoaformofverballearning.However,thisformgiveslessimportancetounderstandingthedeepermeaning and inferences of the subject being learned; instead itfocussesonmemorisingthematerial.Themajorpracticeinvolvedinrote learning techniques is learning by repetition. Rote learning isused in diverse areas, frommathematics tomusic to religion. Forexample: learning poems andmultiplication tables or theSurahs/Shlokas(religioussayings)areexamplesofrotelearning.

(iii)Motor learning: In this type of learningwe learn to use all typesofmusclesleadingtophysicaldexterityandultimatelydevelopmentofskill.Someexamplesarelearningtoswim,drive,sew,knit,type,playmusicalinstruments,cycle,draw,paint,dance,etc.Acquisitionandmasteringofvariousskillsthroughthistypeoflearningprovidesconfidenceandsatisfactiontothelearner.

(iv)Concept learning: Inconceptlearninganimageisacquiredinourmindasaresultofperception,previousexperience,trainingand/orcertaincognitiveprocesses.Amentalimagedenotesageneralisedideaaboutsomething.Forexample,whenwehavedevelopedaconceptofananimalcalleddog,everytimetheword ‘dog’ isutteredamentalimagewithallthecharacteristicsofadogcomestoourmind.Conceptlearningisusefulinrecognising,namingandidentifyingthingsandideas.Graduallythisenables learnerstograsptheoreticalconceptssuchasjustice,truthandheterogeneity.

(v)Problem-solving: As the name indicates problem-solving denoteshigher order learning. It requires cognitive abilities like thinking,reasoning, discrimination, generalisation, imagination, ability toobserve,toinfer,anddrawconclusions.Peopleofallagesareengagedinproblem-solving–aninfantsolvesher/hisproblemofbeinghungrybycryingformilk,whileastudentsolvesher/hisproblemoffinishinganassignmentbyworkingon it inearnest.Thus in theprocessofproblem-solvingonelearnsalot.

Concerns and Needs in Diverse Contexts




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To sum up

Types of Learning• VerbalLearning:e.g.learninganewlanguage.• RoteLearning:e.g.learningofpoems,multiplicationtables,religious

hymns.• MotorLearning:e.g.driving,typing,sewing,cycling,swimming.• ConceptLearning:e.g.nationalflag,liberty,emotion.• Problem-solving:e.g.mathssums,puzzles,crossingabusyroad.

10D.2 Education

Have a look at the picture on this page and respond to the following statements. In your daily experience does education mean:

(a)Readingalotofbulkybooksandmemorisingthem?

Yes No Sometimes(b)Something that is taught in the formal

systemusingapre-definedcurriculum? Yes No Sometimes(c) Acquiringnewconcepts? Yes No Sometimes(d)Realisingone’spotential? Yes No Sometimes

In this section we will see how education contributes to ourunderstandingofhumanecology,i.e.thefamily,theschool,communityandsociety.

Education facilitates our understanding of the world throughourphysical,emotional,cognitiveandtranscendentalexperiences. It also helps in unfolding thepotentialthathumanbeingshave.Educationcanoccur invarioussettings,bothformaland informal. Formal education impliesteaching through focussed instructionwhereasinformaleducationreferstolearningthat is accomplished with relatively littleinput,ineveryday,unstructuredsettings.Itiscriticaltounderstandthatteachingcanonlybemeaningfulwhen learning has happened;andthat learningisaprocessthatastudentundergoesratherthansomethingthatis‘doneto’alearner.

The central aim of

education is the building of

the powers of the human

mind and spirit… it is the

evoking of knowledge and

will, and of the power to use

knowledge, character and

culture.

– Sri Aurobindo, a 20th

Century Indian Philosopher



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As a student of Class XI you may wonder how the processes ineducationmentionedabovearelinkedtoyoureducationsofar.Inschool,youareastudentinformaleducation,althoughalotofyourlearningandeducationtakeplaceoutsideschoolaswell.Thefigurethatfollowsprovidesagraphicrepresentationofthedifferentcomponentsofinstitution-basededucation.


Figure 1: components oF education

Education and the family

Youhavereadinthechapteron‘Family’inUnitIIAthatthefamilybeginstoperformthefunctionof‘socialisation’fromwellbeforethechildgoestoschool,andalsowhileshe/heattendsdifferenteducationalinstitutions.Socialisation includes ‘educating’ the child about the family’s ways ofliving, itsvalues,beliefsandattitudes.Thusthechildnotonly learntospeak the language of the family, but also learns, for example, how tobehavewhenvisitorsarrive,andwhatshe/hemustnotdotodispleasetheparentsandothers.

Now,thequestionishowdoeseducationcontributetoourunderstandingof the family, its concernsandneeds?FromFigure1youcansee thatallformaleducationhascontent,referredtoascurriculum.Throughoutdifferent stages of education, from primary to tertiary, there aremany

Learner (Adult or Child/Male or Female/

Urban or Rural)

Learning Environment and other Physical

Settings

Research Activities

EDUCATION

Curriculum (Content/ Themes/

Language)

Teacher/Educator/Facilitator

Extension Activities




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lessonsandsubjectsthatinformusaboutthefamily.Startingfromwritingyourfirstessayanddrawingapictureofthefamilyinaprimaryclass,youbeganto formthebroadconceptofa family.Thenmanyaspectsof theSocial Studies curriculum also provided information about diversity infamilies in theworld.Subjects likeSociology,andnowHumanEcologyandFamilySciences enrichyourknowledge further in this area.Thus,wegettoknowthatthereareurban,ruralandtribalfamilieswithvariedneedsandexperiences.

Recallthefirsttimeyoumayhavewrittenanessayon‘MyFamily’.Ifyouweretowriteonthistopictodaywhichfivepointswillyouhighlightinit?

1. ______________________________________________________________

______________________________________________________________

2. ______________________________________________________________

______________________________________________________________

3. ______________________________________________________________

______________________________________________________________

4. ______________________________________________________________

______________________________________________________________

5. ______________________________________________________________

______________________________________________________________

Activity 1



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Education and the school

Most of you associate education first of allwith school. Youhave readaboutthesignificanceofschoolinformingrelationshipsinachapterinUnitIIA.

InthepresenttimestheschoolisanimportantinstitutioninprovidingformaleducationtochildrenfromClassesItoClassesXII.Inmanypartsofthecountry,thepreschoolgroupisalsoattachedtotheformalschool.Inmany systemsafterClassX, the students joina college to completeClassesXIandXII.Wehaveusedtheterm‘formal’educationmanytimes.Itisalsopossibleforastudenttobein‘non-formal’education.Whatisthedifferencebetweenformalandnon-formaleducation?Inwhatcontextsarethetwosystemsrelevant?(a) Formal education: Formal education is systematic teaching-

learningactivity,undertakenbyinstitutionswhichmayberunbythegovernmentorbyrecognisednon-governmentagencies.Thusschools,colleges,universities,technicalandprofessionalinstitutionsprovideformaleducation.All formal institutionsofeducationsharecertaincharacteristics.Theseare–

� Formaleducationischronologicallygradedstartingfromprimaryschooling, reaching to higher secondary, and then tertiaryeducationattheuniversitylevel.Itimpliesthatbeforemovingtoahighergradeitismandatorytoformallypassthepreviousgradeorlevel.

� Thecurriculumispre-determined,althoughthereisflexibilityinhowtheteachertransactsitintheclassroom.

� Thelearnershavesharedgoalsforseekingthatparticularkindorlevelofeducation.

� All learnersareexaminedduringthesessionandattheendofcompletionofthecurriculum.Aftersuccessfulcompletion,theyareawardedacertificate/diploma/degree.





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(b) Non-formal education: In India there aremany children who areunabletogotoschoolduetovariousreasons.Thesearelistedinthechapteron‘CareandEducation’ofUnit-III.Thenthereareadultswhocouldnotattendschoolorcompletetheireducationwhentheywereyounger.Thesystemofnon-formaleducationprovidesopportunitytotheselearnerstoreceiveeducation.Thusnon-formaleducationisasystematiceducationalactivitythatis

carriedoutoutsidetheformalframework.Therearenon-formalcentresfor street and working children, and adult education programmes forolderpersons.Whilethegoalofeducationheretooistogainknowledgeanddevelopskills,someof thecharacteristicsaredifferent fromformaleducation.Thesearegivenbelow:

� Sincethelearnersareheterogeneousinage,previouseducationalexperienceandgoals,thesystemisnotrigidlygraded.

� The instruction is learner-centred and learners’ perspective isgivenimportance.

� Teachers act as facilitators and the curriculum they impart isneed-based.

� Localinitiativesandself-helpgroupsareencouragedtodevelopsuchprogrammesformeetingtheneedsintheircommunity.

� The learners may receive certificates, however, diplomas anddegreesarenotawarded.

Other than your school, name one formal government school and one private school in your city.1. ____________________________________________________________ ____________________________________________________________2. ____________________________________________________________ ____________________________________________________________ Findoutifthereisanycentreofnon-formaleducationinyourcity,townorvillage.Writedown its name.__________________________________________________________________

Activity 2

Education, community and society

All education that children, youth and adults experience must finallyhelpinthedevelopmentofthecommunityaroundusandthesocietyasawhole.Knowledgegain,personaldevelopmentaswellasskillacquisitionthrough processes in education empower individuals to contribute tonationbuilding,andatagloballeveltohumandevelopment.



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IfyoucanlookupFigure1onComponentsofEducation,youwillnotethat‘extensionactivities’areanintegralpartofeducation.ThenextsectiondealswithExtensionEducationanditsrelevancetothedevelopmentofcommunities.

10D.3 Extension

Three important processes in education besides learning are–• Creatingnewknowledgethroughresearch• Disseminatingknowledgethroughteaching• Puttingknowledgeintopractice,andapplyingitthroughextension.

Thus there is a close link between education and extension. Today,extension is a tool for national development through research, trainingapproach,communicationandtechnology,NGOmovementandgovernmentinterventions.

Extension and extension education

Extensionmeans toextendknowledge fromknown tounknown. It isatwo-way process of sharing knowledge and experiences for mobilisingindividuals and groups for personal and community development. Forexample,Gram SevaksandGram Sevikasworkinginthecommunitytaketheproblemsofthepeopletotheextensionofficersorothereducationalinstitutions;afterthesearediscussedattheblocklevelthesolutionsarecarriedbacktothecommunity.

Extensioneducationisafull-fledgeddiscipline,withitsownphilosophy,objectives,principles,methodsandtechniqueswhichmustbeunderstoodby every extension worker and others connected with communitydevelopment.When learning and knowledge are put into practice, andextendedtothecommunity,itisreferredtoasextensioneducation.

Alookatthehistoricalperspectiverevealsthatthisfieldhasevolvedasaresultoftheeffortsofsocialreformers.Socialreformersattemptedtodoreconstructionworktorebuildrurallifethroughexperiments.

Some of the examples are:1. Sevagram in Maharashtra by Mahatma Gandhi in 1920 to provide basic

educationandachieveselfsufficiency Websiteformoreinformation:http://wardha.nic.in/htmldocs/sevagram.asp2. Shantiniketan in Bengal by Rabindranath Tagore in 1921 to assist villagers in

solvingtheirpressingproblems.Afull-fledgeduniversitycalledtheVisvaBharatiUniversitycameupherelater.

Websiteformoreinformation:http://www.wb.nic.in/westbg/shanti.html





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Principles of extension education

(i)Principle of interest and need:Extensionworkmustbebasedontheneedsandinterestsofpeople.Asthesedifferfromindividualtoindividual,fromvillagetovillage,fromblocktoblock,andfromonestatetoanother,therecannotbeoneprogrammeforallpeople.

(ii)Principle of cultural difference: Extensionworktakesintoaccounttheculturalbackgroundofthepeoplewithwhomtheworkisbeingdone.Thismeansthattheextensionworkerhastoknowtheknowledgelevel,andskillsofthepeople,methodsandtoolsusedbythem,theircustoms,traditions,beliefs,values,etc.beforestartinganyextensionprogramme.

(iii)Principle of participation: Extensionhelpspeoplehelpthemselves.Goodextensionworkisdirectedtowardsassistingruralandurbanfamilies to work out their own problems rather than giving themready-madesolutions.

(iv)Principle of adaptability: Anextensionprogrammeshouldbeflexible,sothatwheneverrequired,necessarychangescanbemadetomeetthevaryingconditionsontheground.

(v)The grassroots principle of organisation:Extensionworkshouldbesponsoredbythelocalcommunity.Theaimoforganisingthelocalgroupsistodemonstratethevalueofnewpracticesorprogrammessothatmoreandmorepeoplewouldparticipatetoadoptthem.

(vi)The leadership principle: More extension work is based on theutilisationoflocalleadership.Peoplehavemorefaithinlocalleadersandhencetheir identificationandtraining isessentialsothatnewideasareacceptedinthecommunitywithleastresistance.

(vii)The whole-family principle:Extensionworkwillhaveabetterchanceofsuccessifitiscarriedoutwiththewholefamily,i.e.,allmen,andwomen,childrenandtheyouthmembersofthefamily.

(viii)Principle of co-operation: Extensionisaco-operativeventure.Itisa jointdemocraticenterprise inwhichpeopleco-operatewith theirvillage,blockandstateofficialstopursueacommoncause.

(ix)Principle of satisfaction:Theend-productoftheeffortofextensionteaching is the satisfaction that comes to the participants in the form ofsolvingaproblem,meetinganeed,acquiringanewskillorbringingaboutsomeotherchangeinbehaviour.

(x)The evaluation principle:Extensionisbasedonmethodsofscience,anditneedsconstantevaluation.Effectivenessoftheworkdoneismeasuredintermsofthechangesbroughtaboutintheknowledge,skills,attitudesandadoptionbehaviourofthepeople,andnotmerelyintermsofachievementofphysicaltargets.Forexample,whenGram SevikasinformwomenaboutimmunisationofchildrenagainstPolio,thenafterwardstheymusttrytoevaluatewhetherornottheincidenceofpoliohasgonedown.



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Extension teaching methods

Extensionworkiscarriedoutusingseveralmethods.Theseare: (i)Farm and home visits:Theseconstitute thedirector face-to-face

contact by an extension worker with the individual or/and themembersofthefamilytoexchangeinformationandtogetacquaintedwiththeirproblems.

(ii)Result demonstration: Resultdemonstrationisaneducationaltesttoprovetheadvantagesofrecommendedpracticesandtodemonstratetheirapplicabilitytothelocalcondition.Thismethodcanbeusedtoshowthesuperiorityofcertainpractices,suchastheuseoffertilisers,insecticides and pesticides and high yielding varieties of seeds infarming.

(iii)Method demonstration: It is used to show the technique of doingthingsorcarryingoutnewpractices,e.g.preparinganursery-bed,treatingseedwithinsecticidesandfungicides,line-sowing,takingasoilsample,graftingfruittrees,etc.

(iv)Group discussions: Allthefarmerscannotbecontactedbyextensionworkersindividuallybecauseoftheirlargenumber.Itisconvenientand feasible to contact them in groups.Thismethod is commonlyknownasgroupdiscussion.

(v)Exhibitions: An exhibition is a systematic display of information,actualspecimens,models,posters,photographs,andcharts,etc.ina logical sequence. It is organised for arousing the interest of thevisitorsintheitemsdisplayed.Exhibitionsareusedforawiderangeoftopics,suchasplanningamodelvillageordemonstratingimprovedirrigationpractices.

(vi)General meetings: These are usually held for passing on certaininformationtothepeopleforfutureaction.ForexampletopreparethecommunityforcelebrationofVanmahotsav,anationalfestival.

(vii)Campaigns:Campaignsareusedtofocustheattentionofthepeopleonaparticularproblem,e.g.ratcontrol,villagesanitationandplantprotection,theproductionofrabicropsandfamilyplanning.Thesebuildupcommunityconfidenceandinvolvethepeopleemotionallyinaprogramme.

(viii)Tours and field-visits: Conducted tours for farmers are used toconvincethemandtoprovidethemwithanopportunityofseeingtheresultsofnewpractices,demonstrationskills,newimplements,etc.andtohelpthemgainanidearegardingthesuitabilityandapplicationoftheseintheirownarea.

(ix)Use of Audio-Visual Aids such as: � Printed matter (literature). Includes newspapers,magazines,

bulletins, leaflets, folders, pamphlets andwall news-sheets forcommunicatinginformationtoalargenumberofliteratepeople.





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� Radio is a mass medium of communication and can reach a large number of people at any given time involving the leastexpense.

� Television is oneofthemostpowerfulmediumofcommunication.Itcombinesbothaudioandvisualimpactandisverysuitableforthedisseminationofallkindsofinformation.

� Motion-pictures (movies) are an effective tool for arousinginterestamongthepeople,becausetheyinvolveseeing,hearing,andaction,andsometimestonearlifeexperiences.

Some of the Rural Employment Generation and Other Schemes

Therearemanyschemesplannedby thegovernment for improving thequalityoflifeofpeopleinbothruralandurbanareas.Knowledgeaboutthemwillenlighten.Someofthesearedescribedbelow.

1. Swarnajayanti Gram Swarojgar Yojana (SGSY): ThisprogrammewaslaunchedinApril,1999.Itisaholisticprogrammecoveringallaspectsof self-employment such as organisation of the poor into self-helpgroups,training,credit,technology,infrastructureandmarketing.

The objective of SGSY is to provide sustainable income to theruralpoor.Theprogrammeaimsat establishinga largenumberofmicro-enterprisesinruralareas,basedonthepotentialofthepoor.ItisenvisagedthateveryfamilyassistedunderSGSYwillbebroughtabovethepoverty-line.

2. Jawahar Gram Samridhi Yojna (JGSY)istherestructured,streamlinedandcomprehensiveversionoftheerstwhileJawaharRozgar Yojana.Designedtoimprovethequalityoflifeofthepoor,JGSYwaslaunchedon 1 April 1999. Its primary objective is the creation of demanddrivencommunityvillageinfrastructureincludingdurableassets(e.g.trainingcentre)atthevillagelevel.Theseassetsarecreatedtoenabletheruralpoortoincreaseopportunitiesforsustainedemployment.Thesecondaryobjectiveisthegenerationofsupplementaryemploymentfortheunemployedpoorinruralareas.

3. MP Local Area Development Programme:MPLADPwaslaunchedinDecember1993asacentralsectorschemetoenablemembersofLokSabhaandRajyaSabhatoexecutetheschemesoftheirchoicethataredevelopmentalandbasedonlocallyfeltneedswithintheguidelinesforthispurpose.

The works which can be carried out under this scheme areconstruction of buildings for schools, hostels, libraries and shelterforold/handicapped,constructionoflink/approachroads,culverts/bridges,publicirrigationandpublicdrainagefacilities,etc.



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Look up the following website for more informationhttp://www.krishiworld.com/html/agri_extension_edu1.html

Expand the following acronyms1. SGSY ______________________________________________________2. JGSY ______________________________________________________3. MPLADP ______________________________________________________ Locate one more extension programme in your area and write its name below.___________________________________________________________________

Group assignment: (makegroupsof6-10,eachgroup toselectaseparatefieldofstudy and target group)1. Selectanappropriatetopicfromthefieldoffarmingoragricultureortechnology

or health and hygiene for one of the following groups–• Adolescentgirlsfromanurbanslum• Adolescentgirlsfromaruralarea• Urbanyouthintheagegroupof20-30years• Ruralyouthintheagegroupof20-30years• Parentsofprimaryschoolinrural/urbanarea• Yourownclassmates• Marketingmanagementtraineestobepostedinvillages• Housewives• Workingwomen

2. Searchappropriatesubjectmatterforthesame.3. Choose an extension method to teach selected topic to the selected group.4. Givereasonsforyourchoiceoftopic,subjectmatterandextensionmethod.

Onedistinctadvantageofbeinginvolvedinextensionactivitiesatthegrassrootlevelisthatitoffersthevaluableopportunitytoknowtheculturalheritageofourcountry.Indiahasarichanddiverseculturalheritage.Inthenext chapterweshall learnaboutoneaspectof thisheritage – theTextileHeritage.

Key Terms

Learning, Education, Non-formal Education, Extension Education, Rural Employment Generating Schemes





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� review QuestiOns

1. Explain the term—learning and its types.2. Describe any three components of education.3. Differentiate between formal and non-formal education.4. Whatdoyouunderstandbyextensioneducation?Enumerateitsprinciples.5. Select and describe two most suitable extension methods for the following

situations. (Teacher’s guidance may be required) (a) To popularise education for the girl child. Or (b) Importance of men sharing house work.



Documents

D. Learning, Education and Extension Class 11 Home Science Learning...Shlokas (religious sayings) are examples of rote learning. (iii) Motor learning: In this type of learning we learn