1. Academic
2. Vocational and a
3. Middle route

• People who are in work and wish to continue their education.
• Adults who wish to change their jobs or return to study
• People who just want to have an enjoyable time learning new skills.
• People with good foundation education, but not higher or professional education which can upgrade them.
• Technically sound but do not have competitive education to upgrade themself and wish to do so.

Traditional education awards degrees on the basis of time served and credit earned.
Nontraditional education awards degrees on the basis of competencies and performance skills.

Traditional education bases degree requirement on a medieval formula that calls for some generalized education and some specialized education.
Nontraditional education bases degree requirements on an agreement between the student and the faculty, aimed at helping the student achieve his or her career, personal, or professional goals.

Traditional education awards the degree when the student has taken the required number of credits in the required order.
Nontraditional education awards the degree when the student’s actual work and learning reach certain previously agreed-upon levels.

Traditional education considers the years from age 18 to age 22 the appropriate time to earn a first degree.
Nontraditional education assumes learning is desirable at any age, and that degrees should be available to people of all ages.

Traditional education considers the classroom to be the primary source of information and the campus the centre of learning.
Nontraditional education believes that some sort of learning can and does occur in any part of the world.

Traditional education believes that printed texts should be the principal learning resource.
Nontraditional education believes the range of learning resources is limitless, from the daily newspaper to personal interviews; from videotapes to computers to world travel.

Traditional faculty must have appropriate credentials and degrees.
Nontraditional faculty are selected for competency and personal qualities in addition to credentials and degrees.

Traditional credits and degrees are based primarily on mastery of course content.
Nontraditional credit and degrees add a consideration of learning how to learn, and the integration of diverse fields of knowledge.

Traditional education cultivates dependence on authority through prescribed curricula, required campus residence, and required classes.
Nontraditional education cultivates self-direction and independence through planned independent study, both on and off campus.

Traditional curricula are generally oriented toward traditional disciplines and well-established professions.
Nontraditional curricula reflect a range of individual students’ needs and goal, and are likely to be problem oriented, issue oriented, and world oriented.

Traditional education aims at producing “finished products” students who are done with their education and ready for the job market.
Nontraditional education aims at producing lifelong learners, capable of responding to their own evolving needs and those of society over an entire lifetime.

Traditional education, to adapt the old saying, gives you a fish and feeds you for a day. Nontraditional education teaches you how to fish, and feeds you for life.

Traditional education had nothing to offer the dead-tree-limb expert.
Nontraditional education made it possible for him to complete a good Bachelor’s degree in less than a year, entirely by correspondence and at a modest cost. His job is now secure.

• Short courses
• Certificate courses
• Diploma courses
• Duration of course
• Minimum – 36 hours of learning (for each subjects )
• Maximum – 48 hours of learning (for each subjects)
• Worldwide many universities offer’s bachelor’s and master’s on fast track

1. Work. Many of the skills acquired in paid employment are also skills that are taught in colleges and university. These include, for instance, typing, filing, shorthand, accounting, inventory control, financial management, map reading, military strategy, welding, computer programming or operating, editing, planning, sales, real estate appraisals and literally thousands of other things.
2. Homemaking. Home maintenance, household planning and budgeting, child rearing, child psychology, interpersonal communication, meal planning and nutrition, gourmet cooking and much more.
3. Volunteer work. Community activities, political campaigns, church activities, service organizations, volunteer work in social service agencies or hospitals, and so forth.
4. Noncredit learning in formal settings. Company training courses, in-service teacher training, workshops, clinics, conferences and conventions, lectures, courses on radio or television, noncredit correspondence courses etc.
5. Travel. Study tours (organized or informal) significant vacation and business trips, living for periods in other countries or cultures, participating in activities related to other cultures or subcultures.
6. Recreational activities and hobbies. Musical skills, aviation training and skills, acting or other work in a community theater, sports, arts and crafts, fiction and nonfiction writing, public speaking, gardening, visiting museums, designing and making clothing, attending plays, concerts and movies, and many other leisure-time activities.
7. Reading, viewing, listening. This may cover any field in which a person has done extensive or intensive reading and study, for which college credit has not been granted. This category has, for instance, included viewing various series on public television.
8. Discussions with experts. A great deal of learning can come from talking to, listening to, and working with experts, whether in ancient history, carpentry or theology. Significant, extensive or intensive meetings with such people may also be worth credit.