ADULT EDUCATION
 

8.1.1 The National Literacy Mission which was launched in May, 1988 with the objective of imparting functional literacy to 80.00 million adult illiterates in the 15-35 age group by 1995, entered its fourth year of operationalisation. The Mission has confirmed in more than one sense that eradication of illiteracy is not a utopian idea but possible, feasible and achievable. The first positive indication came from the provisional figures of the 1991 census/ released by the Registrar General and Census Commissioner, India. For the first time the country has achieved the distinction of having larger number of literate persons than the illiterate ones, with the literacy rate crossing the threshold mark of 50 per cent.

8.1.2 Another important development is the near ascendancy of the campaign mode in the adult literacy programmes in the country. After experimenting with successive number of alternative models of adult education programme, we have finally settled down to one which has given us lot of hope and faith that illiteracy can be overcome in a time bound manner with planned and coordinated efforts and with mobilisation of the people belonging to all sections of the society. Almost all the States have accepted it as a viable proposition and its applicability can be judged from the success achieved (though of a varying scale) in different parts of the country as also from the recognition accorded internationally. After the initial success achieved through the campaign approach in Ernakulam district and the entire State of Kerala, Burdwan district in West Bengal, the Union Territory of Pondicherry, the Sindhudurg district in Maharashtra and Dakshin Kannada district in Karnataka have now been declared fully literate.

Striking Features of 1991 Census

8.2.1 The literacy data of the country are based on the decennial census operations conducted by the Registrar General, India. The provisional figures of the 1991 census, which was held in the earlier part of the year show that the literacy rate for the population aged 7 and above, in the country increased from 43.56 per cent in 1981 to 52.11 per cent in 1991, registering an increase by 8.55 percentage points. Whereas the male literacy rate increased from 56.37 per cent to 63.86 per cent, the female literacy rate increased from 29.75 per cent to 39.42 per cent.

8.2.2 The following striking features have emerged from the above data:

- The rate of growth of literacy between 1981 and 1991 is 8.55 per cent which compares well with the rate of growth in literacy between 1971-81 which was 6.97 per cent.

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- The rate of growth of female literacy (9.67%) during the decade is higher than that of male literacy(7.49%).

- The number of literates (aged 7 and above) in 1991 at 352.00 million compares very well with the number of literates at 234.00 million in 1981.

- The number of illiterates (age 7 and above) in 1991 is of the order of 324 million which is a marginal increase from the 302 million in 1981.

- The increase in the number of literates in 1991 over 1981 was 118 million whereas the corresponding increase in the number of illiterates was 22 million only.

- Kerala (90.59%) tops in the literacy rate followed by Mizoram (81.23%), Lakshadweep (79.23%) and Chandigarh (78.73%). At the bottom of the ladder are Bihar (38.54%), Rajasthan (38.81%) and Dadra and Nagar Haveli (39.45%).

- The increase in female literacy rates, has been very significant in the States/Union Territories of Sikkim (19.88%), Lakshadweep (15.56%), Nagaland (15.44%) Daman & Diu (14.87%), Haryana (14.05%), Manipur (14.03%), Andaman & Nicobar Islands (13.07%), Pondicherry (12.76%), Tripura (12.00%) and Kerala (11.28%).

- The literacy rate is above the All India level of 52.11 percentage in case of 22 States/UTs, but the eight States of Bihar, Rajasthan, Arunachal Pradesh, Madhya Pradesh, Uttar Pradesh, Andhra Pradesh, Meghalaya, Orissa and the Union Territory of Dadra and Nagar Haveli are still below the threshold level of literacy, i.e., 50 per cent. All these States/UTs except Meghalaya are also below the All India level in case of female literacy.

8.2.3 A comparative statement indicating the statewise literacy rates for population aged 7 years and above for 1981 and 1991 is at Statement 4.

Total Literacy Campaign

8.3.1 Campaigns for total literacy constitute the major thrust and initiative in the Mission; they also constitute its principal strategy. In the heels of success of Ernakulam and Kerala experiments for achieving full literacy, these campaigns for total literacy have generated certain characteristic features which make them unique and distinguish them from other programmes. They are area-specific, time bound, volunteer-based, cost-effective and outcome-oriented. Such campaigns are generally implemented through the Zilla Saksharatha Samities

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which are registered under the Societies Registration Act under the leadership of the District Collector/Chief Secretary, Zilla Parishad. During the year some distinct advantages have been observed in the new approach. These are:

- The Total Literacy Campaigns (TLC) cater to both the demand syndrome and the supply mechanism.In other words, a positive demand of the people for literacy is generated first before the delivery mechanism is provided.

- A culture of equality is pervasive in a TLC.It is implemented in the nature of a people's movement where every one can own, contribute and participate. It becomes a matter of pride and excitement for the people of village, mandal, panchayat or taluka or even district in contributing their time, energy and resources to the campaign on a totally voluntary basis without expectation of any award, reward or incentive.

- Though a TLC is eventually meant to impart functional literacy, it can also be at the same time a campaign for universal. enrolment and retention of children in schools, immunisation, conservation of environment, propagation of small family norm, maternity protection and child care, women's equality and empowerment, peace and communal harmony, etc.

- Each TLC has a people oriented well-knit management structure at the District, Taluka/Block, mandal, Panchayat and village level. These management committees mostly consist of non-government officials and function in a de-bureaucratised and participatory manner which has enabled them to obtain the participation of people at the grass-roots level.

- The District Collectors who were hitherto pre- occupied with problems of maintenance of law and order and implementation of government funded programmes like IRDP, NREP, RFLGP, JRY, etc.,are now in the fore-front providing the leadership, motivation, direction and organizational support for these campaigns and have become catalytic agents of social change through the instrument of literacy.

- Active participation of State Governments is ensured not only in the person of the District Collector who spear-heads the campaign and other development departments and functionaries who participate therein but also in sharing of the costs of the campaign between the Centre and States in the ratio 2:1.

- The most significant aspect of a TLC is its unqualified adherence to achieving certain pre- determined levels of literacy in its campaign. This implies that

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teaching/learning materials used are rigorously scrutinised to ensure that they conform to certain minimum and predetermined norms. The emphasis in the new approach is on attainment of certain minimum levels of literacy and numeracy by every learner so that this can be the threshold point for his/her effective participation in development of the family, of the society, and of the nation.

8.3.2 TLCs which have already concluded successfully in the State of Kerala, Union Territory of Pondicherry and the districts of Dakshin Kannada (Karnataka), Burdwan (West Bengal) and Sindhudurg (Maharashtra) , are presently on in 97 districts (areas) of the country either fully (55) or partially (42). The complete details of these projects are presented in the statement at the end of this chapter. The State Governments are giving increased priority in covering as many districts as possible through TLCs. It is expected that by the close of the year TLCs would have already been launched in 25 additional districts.

8.3.3 The reports also reveal enthusiastic participation from almost all sections of the society, wherever adequate,environment building has taken place. This response has been maximum among women, weaker sections and in tribal areas. For this enthusiasm and participation to translate into achievement in terms of learning levels, teaching-learning activity and training are being reinforced in almost all campaigns. The reports received so far also show that despite the distinct advantages of a TLC, the performance between and within various States has not been uniform. serious dislocation has also taken place due to the following:

- turbulent socio-political events during 1990-91 (Aug.- Nov.90);

- transfer of several district Collectors and key district officials midcourse;

- election to Lok Sabha and State Assemblies (which demand absolute preoccupation of the district administration) as also natural calminities like flood, cyclone, rains, earthquake which disrupt normal life and take away the priority attention of district administration from LTCs.

8.3.4 However, despite the bottlenecks notable success have been achieved during the year. A summary of these campaigns is given below:-

Burdwan Total Literacy Campaign

8.4.0 A campaign to make twelve lakh persons in the 9-50 age-group fully literate was launched in Burdwan district in September, 1990. On the conclusion of the campaign an objective evaluation was got conducted by a team of educationists, social

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scientists, adult educators and management experts. It was observed that 9,86,829 persons were made literate as a result of the TLC thus achieving literacy rate of 82.22 per cent. The TLC, Burdwan distinguished itself with an efficient management information system in which the progress of learning could be monitored scientifically; the management structure was such that people from all sections of the society could participate making it highly representative; there was good coordination between the District administration and the local self governing bodies at various levels. The Vice-President formally declared the district fully literate on 24th August, 1991 at an impressive function in Burdwan, in the presence of the Chief Minister and other senior Ministers in West Bengal Government. The successful experiment of the TLC in Burdwan, which has entered the post-literacy phase, has led to emergence of certain significant trends in the social scenario of the district. while no research on the impact of the campaign has been conducted by any institute of social science and research, a four member team of non-officials(including a free lance journalist) has, in its report, observed that the campaign has led to an increase in the enrolment of students in primary schools, a significantly high response to immunisation drive, promotion of communal harmony, improvement of women's status, emergence of village education communities as a catalytic agent of social and educational change, and better inter-linkages amongst various departments and literacy activities.

Pondicherry Total Literacy Campaign

(Puduvai Arivoli Iyyakkam)

8.5.0 The campaign envisaged covering about one lakh persons in the 15-45 age-group through a volunteer corps of 12,000 persons. The Operation Arivoli',as the TLC was code-named, achieved the following in quantitative and qualitative terms:

- The campaign enrolled about 90,000 illiterate persons in the 15- 40 age group and made literate approximately 70,000 persons, achieving a literacy rate of 89.04 per cent.

- A massive publicity campaign for literacy was launched which generated a tremendous awareness and motivation for literacy.

- Participatory Committees for literacy work were set up in all the hamlets of the Union Territory to identify persons to act as Convenors and train and motivate them to play their part as voluntary organisers, as part of a well-organised net-work.

- About 12,000 volunteers were mobilised to contribute their services as Instructors, members of cultural troupes, participants, organisers of cultural troupes, participants, organisers,etc.,all on a voluntary basis.

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Total Literacy Campaign in Sindhudurg

8.6.1 The programme for total literacy in Sindhudurg was launched on 1st December, 1990. A survey was conducted in October, 1990, according to which there were 27,830 learners in the 15-35 age group, and 23,746 learners in the 36-60 age group. An evaluation conducted by the Tata Institute of Social Sciences has revealed the following:-

- 76.2 per cent of learners in the 36-60 age group have achieved NLM Norms.

- 85 per cent of learners in 15-35 age group have achieved NLM Norms.

Taking both age groups together the achievement is 82.5 per cent.

8.6.2 The strength of the campaign lay in the coordination, of different agencies, viz., government departments, educational institutions, interested individuals, voluntary organizations, media, etc. This led to the formation of appropriate committees at the district, block and village levels, facilitating the flow of information. The district was declared fully literate by the Minister of Human Resource Development in the presence of the Chief Minister and other senior Ministers of Maharashtra Government at a public function held on 29th December, 1991.

Total Literacy Campaign in Dakshin Kannada

8.7.1 The TLC in Dakshin Kannada was launched on 2nd October, 1990 covering 2.44 lakh persons in the 9-35 age-group involving 30,000 volunteers during the period from October, 1990 to June, 1991. Most of the volunteers were school children who were given intensive orientation and training before the commencement of the campaign. The TLC was meticulously planned and well structured through sub-projects and people's committees at all levels. The Zilla Parishad took active interest by stipulating that priority was given to the neo-literates in all the development programmes.Eminent artists like B.Sivaram Karanth lent powerful support by composing songs, skits and designing titles for neo-literates.

8.7.2 The district was declared fully literate at a function hold on 28th December, 1991.

Other Thrust Areas of NLM

8.8.1 Apart from the launching of TLCs, other thrust areas under NLM are the Improved Pace and Content of Learning (IPCL), adoption of area approach in all literacy programmes and continuous environment building conducive to literacy.

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(a) Improved pace and Content of Learning (IPCL)

8.8.2 There are three factors which are critical in literacy learning:

- Programme duration

- Programme content

- Visible results

8.8.3 If the programme duration is short and if the learners are able to perceive the pace and progress of learning, this will heighten their motivation and will help them to learn faster and better. With this end in view, a motivation-centred technique, namely "the Improved Pace and Content of Learning (IPCL)" has been designed. The new technique provides for three integrated primers, each primer integrating in itself basic literacy/numeracy lessons, work book, exercise book, details of evaluation of learning outcome, etc. Each primer is a progression from the other. The SRCs which provide academic and technical resource support for the programme have been oriented to this new concept and all of them are ready with the multi- graded and integrated primers. These primers are now being extensively used in the TLCs. With a view to ensuring that the materials produced under the IPCL technique conform to the levels of learning prescribed under the NLM, the materials are scrutinised and approved by the IPCL Review Committee before being actually used in the field.

(b) Area Approach

8.8.4 The approach adopted in the adult education programme was hitherto scattered and fragmented. Functionaries continued to be obsessed with the number of projects, centres and learners enrolled. The new approach in NLM is an "area approach" with the following implications:

- a compact and contiguous area of operation

- thrust on attainment of predetermined norms of literacy and numeracy and not on enrolment

- selection of good, reliable and committed functionaries by special selection procedures

- training of functionaries through a participative and communicative technique

- learner to be the focal point in the entire process

- measurement of learning outcome to be continuous, informal, participative, non-threatening and correctional