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One of the major weaknesses of the existing educational system is that it places an almost exhaustive reliance on full‐time instruction and does not develop adequately the two alternative channels of part‐time and private study or own‐time education. It has to be remembered that reliance on full‐time education as the sole channel of instruction often divides the life of an individual into three water‐tight and sharply divided stages: a pre‐school stage of non‐formal education or work, a school stage of full‐time education, and a post‐school stage of full‐time work and no education. In a modernizing and rapidly changing society, education should be regarded, not as a terminal, but as a life‐long process. It should begin informally in the home itself, and thereafter it should be the ultimate objective of the national policy to strive to bring every individual under the influence of the formal system of education as early as possible, and to keep him under it, directly or indirectly, throughout his life. Similarly, there should be no water‐tight separation between work and education at any stage of man’s life, but only a relative shift of emphasis. An individual under full‐time education should have some work‐experience as an integral part of his education itself; and every full‐time worker should have the inclination, leisure and means to continue his education still further. In the same way, the transition from one stage to another should not be abrupt.