ADULT AND CONTINUING EDUCATION
 

Shri Chitta Basu, MP, General Secretary, All India Forward Block, 28, Gurudwara, Rakabganj Road, New Delhi (15.10.90)

- Non-formal education should act only as complementary to the system of formal education. In the sphere of adult education there is really scope for non-formal education. Non-formal or distance education is not a substitute or an alternative to formal education. There is no alternative to school.

Prof. S. Guha Ray, Population Studies Unit, Indian Statistical Institute, 203 Barrackpore Trunk Road, Calcutta

- Low literacy systems from poor motivation and lack of appreciation of importance of education as a tool of human resource development. A sort of "extension" work (as in the case of family welfare programme) among the masses is thus imperative in the field of education.

Dr. S.N. Sharma, Sharda Sadan, C-11/18, Model Town Delhi: 110009 (10.10.1990)

- During the next five years from April, 1991 to March, 1995 an effort should be made to achieve cent per cent literacy in the age group of 5 to 45. The operation may be called "National Universal Elementary Education Project".

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Shri S.P. Patil, Headmaster, Z.P. Primary School, Pune (30.9.90)

- Illiterate adults should be encouraged to send their wards to schools. This should be a part of adult education.

- In adult education subjects it like national integration, protection of environment, cultural outlook, small family norms, equality of sexes etc. should be included.

Principal, Government School, Tarhali (Palamau), Bihar (26.9.1990)

- Child care be Included in the adult education programme. Fund for adult education should be increased.

Shri M.R.N. Gaonekar, Headmaster, Smt. Hirabai Talaulikar High School, Sancordem-Goa.

- There should be a common syllabus for all Universities with some variations in each State according to its needs.

Shri G.S. Sharma, President, Karnataka Unaided Schools' Management Association, 9 Vanivilas Road, V.V. Puram, Bangalore (15.10.1990)

- We must explore the immense possibilities of TV and Audio and Video Cassettes as effective tools of functional literacy.

Dr. B.D. Swami, 62/4, Shivpuri, Meerut City-250001 (26th October,, 1990)

- Multi-pronged attack will have to be made on the problem of illiteracy. Adult Education programme should be revitalished. The adult schools for labourers should be opened in every village. The people should be made aware of the evils of illiteracy. All media (Radio and TV) of mass communication should be pressed into service for this purpose.

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Prof. V.N. Wanchoo, Director, Centre for Educational Development, A- 55, Ashok Vihar-II, Delhi-110052 (22nd October., 1990)

- To tackle the problem of illiteracy, we should make it compulsory for university graduates to devote one year for National Service after graduation on payment of a small stipend and teach in adult schools. The scheme has to be worked out properly and supporting agencies such as organised industry, commerce and agriculture may be persuaded to share the financial burden. Trade unions and voluntary organisations can also assist. Persons employed in government and non-government agencies must volunteer to work for one month every 3 years for national service and teach in classes for adults.

- Adult education should include literacy. The concept of education for adults must be as broad and flexible as for normal school education, with special emphasis on the needs of adult-hood.

Prof. Jacob Aikara, Professor and Head, Unit for Research in the sociology of Education, Tata Institute of Social Sciences, Deonar, Post Box No. 8313, Bombay 400088. (6th October, 1990)

- The suggestions on adult education are theoretically good ideas. But they leave many questions unanswered. It must be remembered that literacy ultimately enables the individual to acquire the type and amount of knowledge necessary for him and thus contributes to the development of the nation as a whole. The Paper is also silent about how to motivate adults to learn.

- Idea of converting 'adult literacy' programmes into `adult education' is welcome and makes sound practical sense.

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- It is very Important that from now on no, more illiterates are created due to non coverage (or drop outs) of school going population. For the existing adult illiterate population a functional educational programme to be delivered by teacher, senior school students, professionals, voluntary agencies, etc. during their spare time should be designed. Media can be effectively used for functional adult education.

Prof. Hira Adyanthaya, Dean, Tilak Maharashtra Vidya-peeth, Vidyapeeth Bbavan, Gultekadi, Pune 411037 (16.10.90)

- We will have to develop social awareness about the value of education and create literacy level among illiterate adults especially in rural areas. This will ultimately help in their participation in the whole educational process. For this, mobile system with massive use of demonstrative measures must be involved.

Shri P.D. Sachdeva, General Secretary, Government School Teachers' Association, Delhi, Govt. Co-ed Sr. Sec. School, Kitchner Road, New Delhi (20th October, 1990)

- The mass approach and the selective approach suggested by the Kothari Commission need to be analysed again. It makes Adult Education Programme a part of a teacher's job. This may thus help us to open-up our schools to the populace.

- Adult Education is by nature a voluntary activity. Role envisaged by the Committee for voluntary agencies is fairly reasonable. Let the Government give funds to VAS and leave the implementation of the programme to them. Let there be a strict supervision but not a collusion between those who give funds and those who spend.

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Shri Omkarnath Das, Lecturer (Mech. Engg.), ITT, Chowdwar (8.10.90)

- To remove illiteracy, ten-year exhausive programme of non-formal schooling/adult and continuous education is needed. This requires a dedicated pool of teachers capable of training slow learners and even morons.

- Continuing education programmes of Universities, academic institutions, professional non-profit making bodies, etc. must be closed down since a person qualified to receive such education has a right to receive the same through formal educational institutes on government's expenditure.

Dr. Usha Nayar, HOD, Department of Women's Studies, NCERT, New Delhi (23.10.90)

- The content and processes of adult education should essentially contain functional aspects and the delivery mechanism should be left more to the developmental, government and voluntary agencies imparting such education. The content should avoid theoretical objectives like democracy, eschewing casteism, communalism, gender bias etc. Such values, if at all are to be taught, should be indirectly incorporated in the functional educational programmes.

Dr. B.P. Barua, Director, Raja Rammohun Roy Library Foundation, Block: DD-34, Sector-I, Salt Lake, Calcutta (16.10.1990)

- A major objective of literacy campaigns should be to enthuse the adult illiterates to send their children for school education. A target for achieving universal primary education within 10 years will go a long way in removing illiteracy from the society.

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Dr. (Mrs.) Radha Thiagarajan, Vice-Chancellor, Alagappa University, Alagappa Nagar, Karaikudi (19.10.1990)

- The content and process of adult education is to be reorganised In such a way that inputs should be the functional components of the various rural development schemes.

Dr. S. Unnikrishna Pillai, Principal, Regionl Engineering College, Calicut, Kerala-673601 (18.10.90)

- If "illiterate adult" is generally an "educated adult" then the need is basically one of literacy. Hence in the case of adult education, adult literacy should remain a major component.

Shri K.S. Acharlu, Gandhi Vigyan, 80, Temple Road, I Main, Malleswaram, Bangalore-560 003 (8.10.90)

- We should utilize the rich experience of the illiterate in the areas in which he has plently of experience, and conduct such adult education programme which will assist him to lead a fuller life.

- In small villages where the regular primary schools cannot be established, non-formal education for the small numbers of children combined with adult education for the adult community should be organised along lines suggested by Acharya Vinoba Bhave in his conception of `ek-ghanta patashala' for the domestic work-sharing children and `evening vidyalaya for an hour for the adults. Provided the teachers are properly trained for the practical requirements of this type of education, it is possible to provide excellent education to children and adults.

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- The emphasis should be on adult education rather than adult literacy. The rural adult needs to be introduced and trained in scientific methods in the areas of sanitation, health care, drinking water, nutrition, employment of appropriate technology, methods of marketing and banking, organic agriculture, fruit processing,election procedures, basic knowledge of the Constitution, duties and rights of citizens, legal procedures, conduct of grama sabha, etc. according to a well-planned series of talks; Stress should be laid on Gandhiji's constructive programme as the foundation for Grama Swaraj. The need for literacy will be generated as the adults grow enthusiastic about learning new ideas about their mode of living and its needs. The present programme of conducting literacy classes in villages by teaching the alphabet through wall charts is a sham educational technique and an enormous wastage of resources.

Shri Gangaram M. Mistry, Headmaster, Unchi Dhanal Prathmik Shala, At&PO Unchidhanal, Distt. Sabarkantha (Gujarat) (15.10.90)

- Adult education classes must be started in every town and village. Village primary and secondary schools should be involved in adult education programmes. The curriculum should be specially prepared to suit the needs of the adults. To make the masses literate enough funds should be made available. Adult education must be treated as a nation building activity.

Shri Prayag Mehta, Director, Participation and Development Centre, C- 8/8480, Vasant Kunj, New Delhi (23.10.90)

- A review of the work of Shramik Vidyapeeths and State Resource Centres for Adult Education as well as adult education projects has

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revealed an alarming gap between policy and practice. The shramik vidyapeeths which were established to implement polyvalent education for the urban poor with an integrated approach were not able to give either education or adequate vocational training to the targeted sections of population. Another equally alarming tendency noticed was stress on quantity at the cost of quality, although all policy documents emphasised the need for quality. Administrative roles seem to be favoured even by academic personnel again at the cost of creative and innovative education. Despite clear feedback, readiness to undertake mid-course corrections was almost absent in the system. Instead they tended to justify ongoing programmes and performance level and showed sense of complacency regarding achievements and objectives.

Shri Rajesh Kumar Jain, 330 Income Tax Colony, Uttari Pitam Pura, Delhi (23rd October, 1990)

- Adult education in every village should be supervised by the District Enquiry Committee which should work under the supervision of State Education Board.

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