ADULT AND CONTINUING EDUCATION
 

Shri L. Mishra, Joint Secretary, Department of Education, Shastri Bhawan, New Delhi (17th September, 1990).

- Although an illiterate person is not necessarily an uneducated person, literacy has its advantages. Literacy provides an access to the world of letters and through the print medium access to the wider world of information, communication, innovation, modernisation and skills. Literacy is a passport to the world of empowerment for many sections of society. The National Literacy Mission attempts to combine and synthesise adult literacy with adult education. Adult education and literacy programmes are necessary because it is not possible to achieve 100 per cent literacy through school system. There are social and economic compulsions which prevent enrolment and continuous retention of children in the school system.

Shri Malcolm S. Adiseshiah, Chairman, Madras Institute of Development Studies, 79, 2nd Main Road, Gandhi Nagar, Adyar, Madras-600020 (20th September, 1990)

- I do not agree with the way in which the Paper down-grades adult literacy. Literacy is a tool of learning and no group of persons should be deprived of it. Literacy is not education but it is the sole key to education.

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Dr. U.C. Upadhyay, Vice-Chancellor, Narendra Deva University of Agriculture & Technology, Faizabad (Uttar Pradesh), Letter No. 10480/N-11/PA-VC, dated 20.9.90

- There is a need to strengthen non-formal education and distance education in a country like ours where literacy percentage is still around 35-36%. This has a great relevance in agriculture as such training to farmers would have direct bearing on agricultural production.

Dr. (MS.) L.S. Saraswathi, 118, Usman Road, Madras - Letter dated (26th September, 1990)

- In Adult Education, it is true that the disproportionate emphasis on literacy is to be avoided. At the same time it cannot be said that educational programmes for adults should not be part of the development programme. The objective of enthusing adults to send their children to school can be really achieved only when adults feel that education is important. This is possible only when they personally experience the process. It Is also necessary for them to understand through experience that education is not merely learning literacy. For this purpose, at least in the present context, adult education has Its special place.

- Modalities discussed in Chapter III do not include the how of adult education. Probably creation of a learning atmosphere through functional information and capacity building units in the villages might serve the purpose.

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Prof. D.P. Barooah, Vice-Chancellor, Gauhati University, Guwahati Letter dated 2nd October, 1990

- There could be an `each one, teach one' movement as part of development education, resources and facilities in formal education sector remaining unutilised after class hours may be made available to non-formal education. It may be examined whether there could be more flexibility in formal education so that it responds to the needs of non-formal and adult education. Students at adult and nonformal education centres may be given incentives by provision of material inputs and services from various development projects.

Dr. M.A. Gode, Coordinator, M.P.F.L. Unit, University of Bombay, Letter - dated 28th September, 1990.

- The National Literacy Mission is already launched in the country and all said and done it has certainly created an environment for literacy efforts in the country. It was during 1980 that the Kothari Committee was appointed to review the National Adult Education Programme (NAEP) which observed that "A preliminary review of the NAEP, as operating at present, shows that it has evoked an encouraging response. Nothing should be done to undermine this".

- As is known, literacy is a basic tool for individual and national development. Hence concerted efforts are needed for giving this tool into the hands of illiterates. Moreover, since illiteracy is basically the problem of huge numbers, mass campaign is a must. The contention of the Perspective Paper of "letting literacy coming in organically in the process when, and if it becomes the felt need of the adult learners" is an attempt to put the cart before the horse.

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Dr. K. Sivadasan Pillai, Director, Centre for Adult Education & Extension, University of Kerala, Kariavattom Campus, Thiruvananthapuram (8.10.1990)

- Undue emphasis on campaigns, Gyan Vigyan Jathas, Cultural programmes etc. should be curtailed. These are only show pieces. They are not even adequate to motivate the beneficiaries (current and prospective). Instead of attempting such `eyewash' programmes, literacy linked with development may be offered to all needy and interested people. The Freirian principle of dialogue, liberation and conscientization and breaking the culture of silence can be followed in India with caution and necessary preparation. An educated parent will definitely be a support to the school system. Continuing education/community education facilities may be made available at their doorsteps. Strategies have to be worked out and implemented in this direction.

Shri Shridhar Vereker, near Goa, State Co-operative Bank-403401, Ponda-Goa (30.9.90)

- No job should be given to any person in private or public sector until and unless he makes minimum three illiterates., literate (of the age group from 15 to 45 years). This will solve the problem of illiteracy. Literacy missions, classes and centres in many places appear to be a farce. Those who are in service should not be allowed to cross the efficiency bar until and unless they make minimum three illiterates literates.

Shri Jyotibhai Desai, Gandhi Vidyapith, VALOD, Gujarat-394641 (October 3, 1990)

- The campaigns for adult education should be scrapped. People should be involved more in Adult Literacy Programme.

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