Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are

transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic.[1] Anyexperience that has a formative effect on the way one thinks, feels, or acts may be considered educational. A right to education has been recognized by some governments. At the global level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under Article 13.

the word "education" is derived from the Latin ducti ("A breeding, a bringing up, a rearing") from dc ("I educate, I train") which is related to the homonym dc ("I lead forth, I take out; I raise up, I erect") ETYMOLOGICAL MEANING OF EDUCATION Etymologically, the word Education has been derived from different Latin words.

a) educare which means to bring out or to nourish. b) educere which means to lead out or to draw out. c) educatum which means act of teaching or training. d) educatus which means to bring up, rear, educate. e) ducti which means a breeding, a bringing up, a rearing. The Greek word pedagogy is sometimes used for education. Different educationists thoughts from both Eastern and Western side have explained the term education according to the need of the hour. Various educationists have given their views on education. Some important definitions are: 1. Mahatma Gandhi By education I mean an allround drawing out of the best in man body, mind and spirit. Aristotle - Education is the creation of sound mind in a sound body. 6. Rousseau - Education is the childs development from within.

7. Herbert Spencer- Education is complete living. 8. Plato Education is the capacity to feel pleasure and pain at the right moment. John Locke said, Plants are developed by cultivation and men by education. This world would have been enveloped in intellectual darkness if it had not been illuminated by the light of education. It is right to say that the story of civilization is the story of education. Thus, education is an integral part of human life. It is the basic condition for a development of a whole man and vital instrument For accelerating the wellbeing and prosperity by the light of education. NATURE OF EDUCATION As is the meaning of education, so is its nature. It is very complex. Let us now discuss the nature of education: 1. Education is a life-long process- Education is a continuous and lifelong process. It starts from the womb of the mother and continues till death. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality.

2. Education is a systematic process- It refers to transact its activities through a systematic institution and regulation. 3. Education is development of individual and the societyIt is called a force for social development, which brings improvement in every aspect in the society. 4. Education is modification of behaviour- Human behaviour is modified and improved through educational process. 5. Education is purposive: every individual has some goal in his life. Education contributes in attainment of that goal. There is a definite purpose underlined all educational activities. 6. Education is a training- Human senses, mind, behaviour, activities; skills are trained in a constructive and socially desirable way. 7. Education is instruction and direction- It directs and instructs an individual to fulfill his desires and needs for exaltation of his whole personality. 8. Education is life- Life without education is meaningless and like the life of a beast. Every aspect and incident needs education for its sound development.

9. Education is continuous reconstruction of our experiences- As per the definition of John Dewey education reconstructs and remodels our experiences towards socially desirable way. 10. Education helps in individual adjustment: a man is a social being. If he is not able to adjust himself in different aspects of life his personality cant remain balanced. Through the medium of education he learns to adjust himself with the friends, class fellows, parents, relations, neighbours and teachers etc. 11. Education is balanced development: Education is concerned with the development of all faculties of the child. it performs the functions of the physical, mental, aesthetic, moral, economic, spiritual development of the individual so that the individual may get rid of his animal instincts by sublimating the same so that he becomes a civilized person. 12. Education is a dynamic process: Education is not a static but a dynamic process which develops the child according to changing situations and times. It always induces the individual towards progress. It reconstructs the society according to the changing needs of the time and place of the society.

13. Education is a bipolar process: According to Adams, education is a bipolar process in which one personality acts on another to modify the development of other person. The process is not only conscious but deliberate. 14. Education is a three dimensional process: John Dewey has rightly remarked, All educations proceeds by participation of the individual in the social consciousness of the race. Thus it is the society which will determine the aims, contents and methods of teachings. In this way the process of education consists of 3 poles the teacher, the child and the society. 15. Education as growth: The end of growth is more growth and the end of education is more education. According to John Dewey, an individual is a changing and growing personality. The purpose of education is to facilitate the process of his/her growth. Therefore, the role of education is countless for a perfect society and man. It is necessary for every society and nation to bring holistic happiness and prosperity to its individuals. AIMS OF EDUCATION

Aims give direction to activities. Aims of education are formulated keeping in view the needs of situation. Human nature is multisided with multiple needs, which are related to life. Educational aims are correlated to ideals of life. The goal of education should be the full flowering of the human on this earth. According to a UNESCO study, the physical, intellectual, emotional and ethical integration of the individual into a complete man/woman is the fundamental aim of education. The goal of education is also to form children into human persons committed to work for the creation of human communities of love, fellowship, freedom, justice and harmony. Students are to be moulded only by making them experience the significance of these values in the school itself. Teachers could achieve this only by the lived example of their lives manifested in hundreds of small and big transactions with students in word and deed. Individual and Social Aims: Individual aims and social aims are the most important aims of education. They are opposed to each other individual aims gives importance for the development of the individuality. Social aim gives importance to the

development of society through individual not fulfilling his desire. But it will be seen that development of individuality assumes meaning only in a social environment. Individual Aims Sir Percy Nunn observes, Nothing goods enters into the human world except in and through the free activities of individual men and women and that educational practice must be shaped the individual. Education should give scope to develop the inborn potentialities through maximum freedom. Because: (1) Biologists believe that every individual is different from others. Every child is a new and unique product and a new experiment with life. Thompson says, Education is for the individual. Individual should be the centre of all educational efforts and activities. (2) Naturalists believe that central aim of education is the autonomous development of the individual. Rousseau said, Everything is good as it comes from the hands of the Author of Nature, but everything degenerates in the hands of man. God makes all things good, man meddles with them and they become evil. God creates everything

good man makes it evil. So individual should be given maximum freedom for its own development. (3) Psychologists believe that education is an individual process because of individual differences. No two individuals are alike. So education should be according to the interest of the individual. Criticism of Individual Aim: Individual aim is not desirable because man is a social animal. Societys interest should be protected. (1) Individual aim makes individual selfish. (2) Maximum freedom may go against the society. (3) Individuality cannot develop from a vacuum; it develops in a social atmosphere. (4) Unless society develops, individual cannot develop. (5) Who will recognize society- where individual is selfish? Social Aim: The supporters believe that society or state is supreme or real. The individual is only a means. The progress of the society is the aim of education. Education is for the

society and of the society. The function of education is for the welfare of the state. The state will make the individual as it desires. It prepares the individual to play different roles in society. Individuality has no value, and personality is meaningless apart from society. If society will develop individual will develop automatically. Here society plays an important role. Criticism of Social Aim: (1) It makes individual only a tool of government. (2) It reduces individual to a mere non-entity. (3) Society ignores the legitimate needs, desires and interests of the individual. (4) It is against the development of individuality of the individual. Synthesis between individual and social aims of education: Individual aim and social aim of education go independently. Both are opposing to each other. It is not in reality. Neither the individual nor the society can exist. The individual is the product of the society while society

finds its advancement in the development of its individual member. Individual cannot develop in vacuum. According to John Adams, Individuality requires a social medium to grow. And T.P. Nunn says, Individuality develops in social environment. Conclusion: According to James Ross, The aim of education is the development of valuable personality and spiritual individuality. The true aim of education cannot be other than the highest development of the individual as a member of society. Let education burn the individual flame, feeding it with the oil o

Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated. Education has been described as a process of waking up to life: Waking up to life and its mysteries, its solvable problems and the ways to solve the problems and celebrate the mysteries of life.

 Waking up to the inter-dependencies of all things, to the threat to our global village, to the power within the human race to create alternatives, to the obstacles entrenched in economic, social and political structures that prevent our waking up. - Education in the broadest sense of the term is meant to aid the human being in his/her pursuit of wholeness. Wholeness implies the harmonious development of all the potentialities God has given to a human person. - True education is the harmonious development of the physical, mental, moral (spiritual), and social faculties, the four dimensions of life, for a life of dedicated service. As an individual in the society, he has to think critically about various issues in life and take decisions about them being free from bias and prejudices, superstitions and blind beliefs. Thus, he has to learn all these qualities of head, hand and heart through the process of education. Concepts of Education as defined by Western philosophers. 1. Socrates: "Education means the bringing out of the ideas of universal validity which are latent in the mind of every man".

2. Plato: "Education is the capacity to feel pleasure and pain at the right moment. It develops in the body and in the soul of the pupil all the beauty and all the perfection which he is capable of." 3. Aristotle: "Education is the creation of a sound mind in a sound body. It develops man's faculty, especially his mind so that he may be able to enjoy the contemplation of supreme truth, goodness and beauty of which perfect happiness essentially consists. 4. Rousseau: "Education of man commences at his birth; before he can speak, before he can understand he is already instructed. Experience is the forerunner of the perfect". 5. Herbert Spencer: "Education is complete living". 6. Heinrich Pestalozzi: "Education is natural harmonious and progressive development of man's innate powers". 7. Friedrich Willian Froebel: "Education is unfoldment of what is already enfolded in the germ. It is the process through which the child makes internal external". Education is thus a process of self-expression. An individual expresses himself through education. These innate powers and potentialities are developed and drawn

out through education. It is a means of adjustment of an individual with the society. It is a process by which he is brought into proper relationship with the ideas and Meals, customs and traditions of the society. The child is weak, helpless and ignorant at birth. But he gradually grows and develops. He acquires knowledge and skills. He realizes thoughts into actions and satisfies his needs. He changes his behavior according to his environment. Such changes, growth and development of the individual are his education This is the result of his learning and maturation. Learning is living. Learning is the modification of behavior. Thus education is the process by which the knowledge, character and behavior of an individual are formed and modified. One's conduct and behavior are changed and refined according to the desired standard of the society. This is the result of education. It was born with the birth of the human race and shall continue to function as long as the human race lives. The importance of education may be summed up as under. Highlights 1. An essential human virtue.

2. A necessity for society. 3. Important for integration of separate entities. 4. Gives significance of life. 5. Educated men are .superior. Aristotle 6. Sign of freedom. Epictetus 7. A controlling grace. Diogenes 8. Basis of good life. 1. An essential human virtue Education is an essential human virtue. Man becomes 'man' through education. He is what education makes him. It has been rightly said that without education, man is a splendid slave, reasoning savage. 2. A necessity for society Education is necessary for society. Education fashions and models man for society. Man cannot be conceived merely in terms of his biological existence. Education brings into focus the social aspect of man. Education signifies man's supreme position in society. 3. Important for the integration of separate entities

An individual is made up of different entities. Education brings about the integration of these separate entities. 4. Gives significance of life Education teaches what man lives and struggles for. It cultivates an integrated life. By so doing, it gives significance of life. 5. Educated men are superior Education is a sign of superiority. Aristotle wrote, "Educated men are as much superior to uneducated as the living are to the dead." 6. Sign of freedom Education is a sign of freedom. Epictetus had declared, "Only the educated are free." 7. A controlling grace Diogenes felt that "Education is a controlling grace to the young, consolation to the old wealth to the poor and ornament to the rich." 8. Basis of good life Education is an essential basis of good life. A man becomes a human being in the real sense when he is

transformed from primarily an animal being into a human being. In short, education is an essential concomitant of all human societies. "What sculpture is to a block of marble, education is to the soul", says Addison.

Type of education There are three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD): formal education, informal education and non-formal education Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. PURPOSE OF SCHOOLS Individual purposes for pursuing education can vary. The understanding of the goals and means of educational socialization processes may also differ according to the sociological paradigm used.

In the early years of schooling, the focus is generally around developing basic Interpersonal communication and literacy skills in order to further ability to learn more complex skills and subjects. After acquiring these basic abilities, education is commonly focused towards individuals gaining necessary knowledge and skills to improve ability to create value and a livelihood for themselves.[59] Satisfying personal curiosities (Education for the sake of itself) and desire for personal development, to "better oneself" without career based reasons for doing so are also common reasons why people pursue education and use schools.[60] Education is often understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners can also be motivated by their interest in the subject area or specific skill they are trying to learn. Learner-responsibility education models are driven by the interest of the learner in the topic to be studied.[43] Education is often perceived as a place where children can develop according to their unique needs and potentialities[61] with the purpose of developing every individual to their full potential.

DEVELOPING COUNTRIES Development goals and issues[edit] Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain.[63] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to receiving more funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the recurrent costs involved. There is economic pressure from those parents who prefer their children to

earn money in the short term rather than work towards the long-term benefits of education. Russia has more academic graduates than any other country in Europe A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles: national leadership and ownership should be the touchstone of any intervention; strategies must be context relevant and context specific;[clarification needed] they should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;[clarification needed] partners should commit to a long-term investment in capacity development, while working towards some short-term achievements;

outside intervention should be conditional on an impact assessment of national capacities at various levels. Removal of a certain percentage of students for improvisation of academics (usually practiced in schools, after 10th grade) PRIVATE SCHOOLS VS PUBLIC SCHOOLS IN DEVELOPING COUNTRIES Research into low cost private schools found that over 5 years to July 2013, debate around low-cost private schools to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy.[66] The polarisation was due to disputes around whether the schools are affordable for the poor, reaching disadvantaged groups, provide quality education, supporting or undermining equality, and are financially sustainable. The report examined the main challenges that development organisations which support LCPSs have encountered. Surveys suggest these types of schools are expanding across Africa and Asia and is attributed to excess demand. These surveys also found concern for: Equity, widely found in the literature, as the growth in low-cost private schooling may be exacerbating or

perpetuating already existing inequalities in developing countries, between urban and rural populations, lowerand higher-income families, and between girls and boys The report says findings are that LCPSs see evidence girls are underrepresented and that they are reaching some lowincome families, often in small numbers compared with higher-income families. Quality of provision and educational outcomes, you cannot generalise about the quality of private schools, while most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity and pupil to teacher ratios in some countries are better in LCPSs than in government schools. Choice and affordability for the poor: parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of choice does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status.

Cost-effectiveness and financial sustainability: Evidence is that private schools operate at low cost by keeping teacher salaries low, but their financial situation may be precarious where they are reliant on fees from lowincome households. Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPSs, specifically how relationships of power and accountability between users, government and private providers can produce better education outcomes for the poor. Education and technology in developing countries[edit]

The OLPC laptop being introduced to children in Haiti Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. There are charities dedicated to providing infrastructures through which the disadvantaged may access educational materials, for example, the One Laptop per Child project.

In Africa, the New Partnership for Africa's Development (NEPAD) has launched an "e-school program" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years.[67] An International Development Agency project called nabuur.com,[68] started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development. India is developing technologies that will bypass landbased telephone and Internet infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space Research Organization launched EDUSAT, a communications satellite providing access to educational materials that can reach more of the country's population at a greatly reduced cost.[69] INTERNATIONALIZATION (GLOBALIZATION AND EDUCATION Education is becoming increasingly international. The most represented case is the spread of mass schooling. Mass schooling has implanted the fundamental concepts that everyone has a right to be educated regardless of his/her cultural background and gender differences.

The system has also promoted the global rules and norms of how the school should operate and what is education. that schools share also enable the exchange among students at all levels which are also playing an increasingly important role in globalization process. In Europe, for example, the Socrates-Erasmus Program stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes. This facilitates the globalization of education.