APPENDIX `C' AGENDA PAPERS OF THE STANDING COMMITTEE OF THE CENTRAL ADVISORY BOARD OF EDUCATION ON SOCIAL EDUCATION
Dates of Meeting................... 6th and 7th August, 1965 Place...................... VIGYAN BHAWAN
ITEMS OF AGENDA
1. Social Education-Objectives and targets proposed for the Fourth Plan. (Ministry of Education)
2. A note regarding adequate provision of funds for Maharashtra for the follow-up programme of Gram Shiksha Mohim.
(Govt. of Maharashtra)
STANDING COMMITTEE ON SOCIAL EDUCATION
Item No. 1 : Social Education-objectives and targets proposed for
the Fourth Plan. At the last meeting of the Central Advisory Board of Education (October, 1964) the Board approved of the "Concept of Social Edu- cation" as outlined in the note proposed by the Standing Committee (Annexure XIX). It also decided that the standard to be attained by the neo-literates should be that of `functional literacy'. These two recommendations of the C.A.B.E. have been the basis for the formulation of the Fourth Five Year Plan on Social Education
In a note on the `guide-lines' for the Fourth Five Year Plan, the Planning Commission has made the following suggestions in regard to Social Education:
(i) It has been visualised that there should be increasing public co-operation in the specific area of making adults literate on the lines of the Gram Shikshan Mohim which would be supplemented by a massive government programme of pro- duction of books and literature and the provision of libraries and reading rooms, so that the results of literacy are retained and there is no relapse into illiteracy.
(ii) As far as possible, each district should have a good library which would cater to the needs of adults, children, women, students, etc. This library should have an effective circulating section to cater to the needs of blocks and villages."
It was also indicated in an annexure to these guide-lines that a provision of Rs. 60 lakhs is to be made for Advance Action Programme for Social Education including pilot projects for adult literacy.
On the basis of these guide-lines the State Governments prepared their own proposals for Social Education schemes to be included in the Fourth Five Year Plan. An abstract showing their broad proposals in financial terms and targets is enclosed (Annexure
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XX). The Government of India ultimately sanctioned a provision of Rs. 11.25 lakhs for Advance Action schemes and this has been allotted to the States, for taking up pilot projects on adult literacy (Annexure XXI). The actual work taken up in the State is not known, but some reactions have been received suggesting modifications in the programme envisaged. One State has indicated that it does not want to take up the pilot project at all. At the Srinagar Conference, some representatives indicated that there was no need to take up pilot projects because the concept and techniques of adult education were already well known.
In 1964, a study-group sponsored by the unesco examined the programme of Social Education in India and made very useful sug- gestion*. In the Conference of the Education Ministers held in Srinagar, Member (Education) Planning Commission discussed with the Ministers of Education a special note on `Adult Literacy and Economic Development (Annexure XXII)'. The tentative Fourth Plan provisions for the entire country in respect of Social Education schemes are as under:
Rs. in crores.
1. Literacy 20.00
2. Literature for neo-literates and the General
Reading Public. 20.00
3. Library organisations 29.00
4. Central and Centrally Sponsored Schemes. 5.00
TOTAL 74.00
In the light of all this thinking the following points are sub- mitted for a close examination of the problem and suggestion of specific programmes, their direction and pace to be attempted in the Fourth Five Year Plan:
I. Adult Literacy Campaign (i) Which are the voluntary agencies and institutions to be mobilised for a mass campaign to remove adult illiteracy within a reasonable period on the lines of the Gram Shikshan Mohim of Maharashtra or on some other lines?
(ii) How could their efforts be best coordinated to produce the maximum benefit within the shortest possible time?
(iii) How much coverage should be attempted through the campaign method in the Fourth Five Year Plan period in each State?
(iv) Would any legislation of special executive action be necessary/desirable for introducing compulsory social education service on students/teachers?
II. Follow-up Programmes of the Campaign What would be the corresponding follow-up programme to ensure that literacy achieved through the campaign method becomes functional literacy and is sustained, such as
(a) The setting up of regular night schools on the basis of payment to teachers ; (b) organisation of effective library services amongst the neo literates ; and (c) production of suitable literature on a big scale.
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Details such as a survey of existing facilities, proposals for organisation and funds required for these measures, as also any other measures which may be suggested by members will need examination. at the committee meeting.
III. Adult Literary and Economic Development The real motivation for people to become literate and to sustain literacy could be provided only if literacy programmes are closely linked to the needs of the individual in the developing economy of the country and in the context on new scientific and technological advances. In particular, it will have to be ensured that the neo- literate farmer or factory worker gets enough and proper reading material to improve his productive efficiency by adopting new techniques and developing new skills in his vocation. This will also require co-ordination between various governmental and non- governmental agencies such as Ministries of Education, Agriculture, Community Development, Labour, Industry, etc.
IV. Social Education of the illiterate adults for economic
Development The progress made in the last three Plan periods in the spread of literacy has shown that despite our best efforts a very large part of our population is illiterate. Even amongst those who are counted as literates over ninety percent have on a thin layer of literacy and it is apprehended that unless social education for economic development extends to the illiterates, 75% of the present generation of farmers and factory workers will carry on for a number of years at their present low level of productive efficiency. This is a challenge which the planners of social education in India must take up. The Standing Committee may suggest what steps should be taken and what targets attempted in this direction. Community Development agencies and techniques, extension methods, intensive development projects, Vijnan Mandirs, drama-Bhajan parties, films, radio talks, television (to the extent it develops) can all be harnessed for this purpose.
V. Further and continuing Education With social education is linked the idea of "further" and "continuing" education, i.e. education which may be imparted to the adults who have passed the school or college examinations but, who, nonetheless, need to be reoriented or re-educated so that they may keep abreast of fresh advances in their professional technology. In advanced countries where adult illiteracy is not a problem, "further" and "continuing" education is opening up new potentialities of higher efficiency for educated adults. In our country only about 6.5 per cent of our literate population has had the benefit of secondary education and about 1.3 per cent the benefit of university education. it is for consideration as to what notice social education programmes should take of the necessity for "further" and "continuing" education to those who are deemed to be educated, so that they may make better contribution to the wealth of the nation in their own fields of economic activity.
ANNEXURE XIX
CONCEPT OF SOCIAL EDUCATION
REPORT OF THE STANDING COMMITTEE OF THE CENTRAL ADVISORY
BOARD OF EDUCATION ON SOCIAL EDUCATION In June 1962 the Union Minister for Education set up four Standing Committees (which were organisationally a part of the Central Advisory Board of Education) to carry out a comprehensive study of the existing educational problems and the assessment of the progress of the different development schemes. One of the Standing Committees is on Social Education of which I am the Chairman and Shri A. R. Deshpande, Adviser (Social Education), Ministry of Education, is the Member-Secretary. There are eight other members. The terms of the Standing Committees cover the formulation of aims and objectives of education "in that sector in relation to the changing conditions and needs" and submitting "plans for future development and indicating the priorities for them."
The first meeting of the Standing Committee on Social Education was held at Delhi on the 20th and 21st August, 1962. At the very first meeting, the Committee grappled with the problem relating to its sector elucidating the basic idea of social education. The whole subject was fully discussed. The exchange of ideas and opinions brought out the complexity as also the essential unity of the theme of social education.
The Committee appointed a Drafting Sub-Committee to prepare a note on the Concept of Social Education. It consisted of the follow- ing members :
1. Dr. M. S. Mehta, Chairman
2. Dr. T. A. Koshy, Member
3. Shri A. R. Deshpande, Member-Secretary
Shri Sohan Singh was co-opted in the Sub-Committee.
The draft prepared by the Sub-Committee was carefully examined by the Committee as a whole at its second meeting held at Poona on the 15th and 16th of October, 1962. The Chairman and the Member-Secretary were authorised to finalise the draft after going through it once again and then to publish it as the first report of the Committee. Since both the Member-Secretary and myself were extremely busy at the time, there occurred some delay in finalising the draft. This was done last month, and now it is ready for publication, as its first report.
As is well-known to leaders and thinkers in the field of educa- tion, the whole idea and purpose of social education has undergone some change in recent years. To those who have been associated with the world movement on adult education in the last part of the
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nineteenth century and the first quarter of the twentieth century, the expression "social education" might appear as a somewhat unnecessary change in nomenclature. They might even sense a little vagueness in it and doubts might arise in their minds about its main purpose. Our report, I hope, will remove these doubts and difficulties. It is an endeavour to reconcile these points of view. While the need and significance of adult education in its broadest scope are recognised in our report, the way in which social education is now being viewed and supported has been given the importance which it deserves. It is hoped that this first report of the Committee will clear the ground of controversy and create public understanding of the basic concept of social education which is a part of the wider subject of adult education. There is of course no conflict, not even inconsistency, between the two. This report, we earnestly desire, will bury all doubts and controversies for the social worker and the educator. Our need is unitedly to implement the schemes of social education for the uplift and enlightenment of our millions.
I take this opportunity to express my deep appreciation of the ability, patience and enthusiasm with which Shri A. R. Deshpande, Member-Secretary of our Committee, has helped the Standing Committee in all its deliberations. Apart from his rich experience over a number of years in the field of social education, Shri Deshpande brings to the discharge of his duties great devotion and intellectual integrity.
MOHAN SINHA MEHTA Jaipur, March 9, 1963
CONCEPT OF SOCIAL EDUCATION This is an attempt to restate the concept of social education in a precise and concise manner and in simple clear terms so that it can be easily understood by all concerned. There have been worthy attempts in the past, and several articles, pamphlets, lecture notes, manuals and reports of conferences and seminars have elaborated on the concept of social education. In spite of this, understanding was rather slow to grow and some people, for one reason or the other, found it difficult to grasp what social education really meant. One apparent reason for this is that the distinction between `concept' and `content' is not comprehended. `Concept' means a general notion. A statement of concept has, therefore, to be in general terms which conveys ideas of what, why and how. This is what a statement of concept of social education should aim at `Content' is the constituent element of `concept'. In the case of social education. `content' will mean the activities and programmes which are to be undertaken to realise the concept in practice. This distinction will have to be kept in mind, so that the concept of social education does not get identified with one type of programme or a particular activity.
2. All concepts have a history of their growth. It is helpful to give an, outline of the growth for understanding the concept. The concept of social education has grown out of the concept of adult education. Social education is, in fact, adult education with greater emphasis on its social implications. Adult Education was known and practised in India from the last quarter of the 19th century. Its contents were, however, limited mostly to literacy work. Gradually, a realisation dawned that mere literacy work fails to create, interest in the adult population and also does not produce results which can be sustained. The scope of the content of adult education was, therefore, enlarged to include general education also and it was considered necessary to link adult education with the life of the people.
3. A new phase in the history of India began in 1947 when India became independent. With freedom came the realisation of the tremendous task ahead. The country was underdeveloped and socially and economically backward. Only 12 per cent of the population was literate. Freedom had no meaning for the huge mass of ignorant and underdeveloped population unless it was made tangible through activities which helped them to improve their social and economic condition.
4. It was here that India, now an independent nation, was weakest. It had vast population but the masses were illiterate and ignorant. The question was what should be done with vast ignorant and illiterate adult population to which the valuable right of vote had been conceded by the Constitution as real democracy meant universal adult franchise. The problem was to train people to adapt themselves to the impact of modern forces on the traditional way
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of life. The taks was extremely difficult as the mass of the popula- tion was illiterate and ignorant. Building up institutions for pri- mary, secondary and university education and for technical training is a long and costly process. The speed is also limited by availability of personnel for imparting training.
5. The problem was to look for a remedy as far as it could be found in the general field of education. It was thought that adult education could meet the need if its form and content were suitably altered to meet the situation. Adult education, as practised in the advanced countries, has a richer content. It is mostly a sort of further education. In India, however, adult education was in the past understood in practice as an effort for removal. of illiteracy. Mere removal of illiteracy could not, however, be sufficient to meet the challenges of the time. It was, therefore, necessary to evolve a new and comprehensive concept of adult education to meet the needs.
6. Through an inevitable process of history, social change is coming throughout the world. It is necessary to bring about desirable social change in India also if the country is to progress towards the goal of all-round development,
7. What emerged from this line of thought was a comprehensive concept of adult education. It included elements of education for democracy, citizenship and health, and education for desirable social change. This comprehensive concept of adult education was called social education for the reason that the emphasis was on the social aspects of education.
What Social Education, Means 8. The objectives of social education are to bring about a desirable social change by acquainting people with the ever-changing currents in social, economic and political life and to instil in them a faith in themselves and in the future of their country. It seeks to inspire them to take a living interest in the affairs of the State and its plans and programmes of development and in the many problems of social reconstruction. The wider objectives of social education are to make the people understand the significance of the period of transition and its dangers and to train them to be prepared to combat anti-social activities. Understanding has to be developed among people so that they live happily in peace with their neighbours and unite against elements which tend to disintegrate social life. Education for healthy life, to keep, homes and surroundings clean and to make life useful and enjoyable is an essential part of social education. The need to train people to organise the economic and social life on a cooperative basis and to develop in them in a practical way a sense of their responsibilities for social and national security is also included in the broader concept of social education.
9. Social education thus aims at improving the life of the individual by educating him in better skills and by creating in him an understanding and knowledge of the technological advances which science has made. It enables him to find full expression for his creative urges through healthy cultural and recreational activities and pursuit of hobbies. In relation to the society in which he lives, social education aims at enabling him to be a useful member by
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educating him to organise groups to solve the problems which the community is facing. Social education also enables the community to better its social, economic, political and moral life so that the community may fulfil its duties towards the nation. Lastly, social education also aims at developing tolerance and international under- standing so that people of the world may live together in peace and harmony.
10. Knowledge of reading and writing is no doubt of great help. Literacy is, therefore, an essential ingredient of social education. Education in reading and writing should not, however, be treated as a thing apart. The will to become literate is evoked among illiterate adults only if literacy can be made to serve some valuable purpose in the life of the individual and of the people. Education for better life, need not, therefore, be made to wait fill full literacy is obtained. Campaigns for eradication of illiteracy are, therefore, not taken up independently but as a part of the comprehensive effort of social education.
11. Social education has to be related to the life of the people if it is to have a real meaning for them. It has to be education for better life in all its aspects-work, rest and recreation.
12. Social education also aims at providing further and con- tinuing education for those people who desire to acquire more know- ledge. It is a life long process since it provides education for all people for all time by creating in them an urge and a desire for more knowledge on various subjects, not only to gain higher skills in vocations but also knowledge for its own sake. Knowledge should reduce differences between different sections of society not only in, social and economic spheres but also in intellectual and cultural standards.
13. The best measure of a nation's strength is the quality of its intellectual resources. Social education is directed towards this end and, therefore, aims at providing opportunities for all classes and for as large a part of population as possible to enjoy benefits of liberal education, to as large an extent as possible. Thus, social education properly understood is a part of adult education, which has a vast field. Those wider fields of adult education are also of immense importance and deserve proper attention and appropriate action.
14. Social education is "informal" as against "formal" education and is meant for adult men and women both as individuals and as members of their communities, for ensuring for them a fuller and more useful and productive life.
15. The concept of social education can now be stated, in short, as follows :
(a) Social education is adult education.
(b) Social education is education for a desirable social change.
(c) Social education is education for betterment of individual, social, economic, political and moral life.
(d) Social education is education which enables a community to assume direction of its own development.
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(e) Social education is education for better work, better rest, better use of leisure and better recreation.
16. This statement relates to `concept' of social education, and refers to `content' only so far as it serves the purpose of helping an easy understanding of the concept. Numerous activities-educational and organisational-will be necessary to realise the objectives of activities of social education. A programme of social education is built up of activities selected according to the needs of the people in the particular area and as adjusted to their cultural level. The activities will, therefore, differ from place to place and from community to community. Since the concept of social education is in essence, education for betterment of life, the activities will be numerous and as varied as the life of the people. The criterion for determining whether a particular activity is a social education activity or not is whether it is an educational activity which provides learning opportunities for the people and stimulates a spirit of self-improvement and co-operation in them. Such activities can be classified under certain broad headings keeping in view the objectives of social education. A classification which is not exhaustive but in- dicative can be as follows:
(a) Activities for Imparting Knowledge.- These include a drive against illiteracy and ignorance, organising literacy campaigns and literacy classes, holding vacation camps for social education with the aid of student and teacher volunteers, group discussions on health, sanitation and citizenship problems and numerous follow-up activities intended to prevent relapse into illiteracy and ignorance. These follow-up activities cover a wide range. Production of literature for neo-literates, editing a wall newspaper and a suitable journal, forming reading and writing clubs, providing rural circulating library sets, reading rooms, community listening sets, use of such audio- Visual media as films, filmstrips, magic lantern slides, posters, mobile exhibitions and the like. People are also encouraged to learn better skills, and adopt improved practices in agriculture, cottage industries, home management, housing, etc.
(b) Activities for Bringing About Social Change.- These include lectures, talks and group discussions on a variety of subjects like,
(i) Social changes that have and are taking place in the world and the desirable social changes India has to bring about for progress.
(ii) Technological changes, development of science, scientific discoveries, changed circumstances as regards caste and family and family planning.
(c) Activities for Education in Community Organisation.- These aim at educating the people in the process of group formation so as to give a formal structure to the good activities begun so that they may take firm root and develop with vital force. Helping people to organise youth clubs, women's clubs, children's groups, cooperatives, village guards, and establishing community centres as the nuclei for various social amenities are among the aims of this broad programme.
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(d) Activities for Recreation and Culture.- The objective of these activities is to organise the people to provide for themselves healthy recreational and cultural facilities. These include sports, games and gymnasiums for the improvement of physical health, formation of dramatic clubs, community singing groups, and arranging recitals from well-known literary works, lectures, debates, poetry readings, etc. Special efforts are to be made to encourage and preserve traditional forms of recreation such as folk arts, folk dramas, folk dances and folk songs. The reorientation of traditional festivals and fairs and their celebration in an organised manner is to be attempted. Holding exhibitions and encouraging cultural pursuits and hobbies also come under these activities.
(e) Special Activities for the Under-privileged Classes.- In India, there still exist some under-privileged classes and in some communities women are by custom, denied equal opportunities with men. A concerted effort has to be made to improve their lot. Social education activities for them may differ from area to area. They are to be planned after a careful study of the disadvantages from which the particular class suffers and the special problems which they have to face.
(f) Special Activities for Tribal People.- India has groups of tribal people living generally in hilly areas. These tribal people are at different cultural levels and their life is bound by tribal customs and superstition. Social education activities specially suited to the tribal people are necessary to bring them to the level of the people in the surrounding areas.
(g) Activities for Further and Continuing Education.- These are conducted through adult schools, Janata colleges, university adult education departments, public libraries and relate to production of literature for the new reading public, and use of media of mass communication like press, film, radio and television.
Conclusion 17. The field of social education is wider than stated here. In fact, every process that contributes to bringing about social change and the impact of changed circumstances on modern life can be conceived as a factor in evolving the concept. Such aspects are, however, for detailed study elsewhere, so also the need to recognise classification of social education as rural and urban and of concen- trating effort on particular groups like women, youth, etc. Questions relating to direct and indirect agencies, techniques and methods have also to be dealt with separately. Once the concept is understood in a comprehensive manner such questions do not present difficulty.
STANDING COMMITTEE ON SOCIAL EDUCATION Chairman
1. Dr. M. S. Mehta, Vice-Chancellor, University of Rajasthan, Jaipur
Members
2. Dr. D. P. Mishra, Wright Town, Jabalpur, Madhya Pradesh
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3. Shri Satyacharan, M.P., (Rajya Sabha), 79, South Avenue, New Delhi 4. Dr. Sarojini Mahishi, M.P., (Lok Sabha), 149, North Avenue, New Delhi 5. Smt. Akkamma Devi, M.P., (Lok Sabha), 177, North Avenue, New Delhi 6. Smt. Susheela Pai, 29, Sagar Darshan, B. Desai Road, Bom bay-26 7. Shri S. L. Salim,8, La Citadelle, Queens Road, Bombay-1
8. Shri N. Bhadriah, President, Mysore State Adult Education Council, P.B. No. 2, Krishnamurthipuram, Mysore
9. Dr. T. A. Koshy, Director, National Fundamental Education Centre, 38, Friends Colony, New Delhi.
Member-Secretary
10. Shri A. R. Deshpande, Adviser (Social Education), Ministry of Education, New Delhi
ANNEXURE XX
OUTLAY ON SOCIAL EDUCATION SCHEMES PROPOSED BY THE STATES
FOR THE FOURTH PLAN
Sl. Name of the State/ Scheme Outlay Physical tar-
NO. Union Territory proposed gets proposed
for the by the Central
fourth working
Plan Group (in terms of
adults to be
made
literate.)
1 2 3 4 5
Rs. in (in lakhs)
lakhs
1 Andhra Pradesh Expansion 0.76 35
of library
facility
Social Edu-
cation 1.00
1.76
2 Assam* Adult Liter- 130.00 30
acy Program-
me (on the
lines of Cram
Shikshan Mohim
of Maharashtra)
(Shown under Cen-
trally Sponsored
Schemes).
Improvement of
Library Services 30.50
Social Education 12.40
172.90
3 Bihar 1.Intensive Literacy
Programme in 5.60 35
selected Districts.
2.Promotion of Liter-
acy Programme 11.20
in selected Blocks
in remaining Distr-
icts.
3.Training of Library
Personnel 2.40
4.Development of Libr-
ary Services 29.75
48.95
4 Gujarat 1.Library Development
scheme 30.00 35
2.Adult Literacy Prog-
ramme 10.00
40.00
*These proposals were received from D. P. I. Assam