 ACCESS TO HIGHER EDUCATION 
AND DELINKING DEGREE
FROM JOBS

Eradication of illiteracy has been a goal of educational policy ever since Independence. Starting with the concept of Social Education, a number of programmes such as Special Education, Non- Formal Education, Farmers Functional Literacy Programme, National Adult Education Programme, and Rural Functional Library Programme have been started with great enthusiasm dropped after great fan-fare. Mass illiteracy still continues and so does the concern of people regarding this aspect of policy. Today there are 8.7 crores adult illiterates and the major task of education policy is to remove illiteracy.

Adult education is considered important not only for removal of adult illiteracy and proper, functioning of democracy but, as a number of organisations have suggested, even for the success of "Universalisation of Elementary Education" which is the major priority area in the National Education Policy.

The issue of Adult Education has figured in most of the memoranda of Organisations/Associations as well as in a some Seminars organised by Teacher Associations. The major aspects which have drawn the attention of organisations are :

1. Content of Adult Education Programme,

2. Organisation of the programme including, Role of Voluntary Agencies, and

3. Delivery mechanism keeping in view the urgency of the task and availability of resources.

Some other aspects which have drawn the attention of organisations/Associations are :

(i) Motivation of learners

(ii) Need and importance of followup programme to prevent relapse into illiteracy

(iii) Use of media.

Giving their suggestions in respect to the contents of programmes, all the organisations who have written about this aspect have emphasised that it has to go beyond pure literacy or the three R's. It is suggested that "adult education should give training in skills in addition to literacy and awareness" or again "Adult education Should have strong companent of literacy, functional education and social awareness". specific suggestion in this regard is "Adult education should function as a centre for solving the problems of masses and rendering services and help them". An All India Student Organisation is more specific regarding this aspect when it suggests that the Adult education institutions should "educate the masses about the welfare measures, laws concerning their problems, their rights and obligations and inculcate in them the consciousness of social responsibilities and environmental protection. It should not be exclusively limited to Three R's more stress should be laid on civic culture and national consciousness".

Some of the general suggestions regarding content are that "it crafts and skills". Another suggestion is that syllabus of the rural area be considerably modified to make children available for work". Further, "there should be diversification of the content to relate it more specifically to the needs of the community, family welfare, child-care and health hygience education".

The organisational aspect of the programme and the role of voluntary agencies is another area on which a large number of The organisational aspect of the programme and the role of organisations/Associations have given their suggestions.

Starting with the, suggestion that adult education be decentralised, a major plea is to leave the organisation of programme to voluntary agencies or Panchayats. Government should. however, give assistance to voluntary agencies. Support from the government is to be on a continued basis.

It is suggested that while in the village Panchayats should organise the centres, in urban area each ward be made responsible for organisation of the programme.

Another suggestion is to integrate the programme with the programme of other developmental agencies in the area.

Some of the suggestions relate to grassroot level organisation of the programme. Keeping in view the fact that children are an economic asset to parents suggestion of one of the organisation is to reduce school hours not to more than two hours each day. Schools may have three to four shifts to keep teachers engaged". Or again "In villages and tribal areas Open Schools' should be opened to facilitate students to study while continuing their profession". The use of existing schooling facilities such as school buildings and material is another proposal.

In recognition of the failure of existing delivery mechanism and in response to the, enormity of the task, by far the larges number of responses relate to delivary mechanism of Adult Education so that illiteracy could be, fought on a war footing. A large number of suggestions in this respect relate to students `and teachers' in eradication of illiteracy. Some of the general suggestion are:

"Use of educated citizens towards each one teach one" or "Enlisting support of students, teachers and educated youth in the programme".

Specific suggestion with regard to the use of students in the Programme "The large number of unemployed graduates and matriculate may be absorbed by providing them employment in the rural areas where illiteracy is great. A short stay in the rural areas must be made compulsory for graduates who would be pressed in the service for eradication of illiteracy".

"Every student before getting a degree must be engaged in adult education for six months". Another organisation has recommended that "students of secondary and Higher Secondary level be compulsory requested to take, up teaching of adults as part of their education before award or certificate or degree". Still another suggestion in this regard is that "student should be involved in adult education and a fixed allowance be given".

A more organised approach for the involvement of educational institutions has been suggested by some of the organisations. One of the denominational societies has asked for the "adoption of nearby village for adult educational city schools and colleges" or again "universities and colleges should be entrusted will the work of adult education. Adult literacy classes may be undertaken by students in undergraduate and post graduate classes in lieu of their project work". A non-educational organisation from Uttar Pradesh is more categorical in suggestions "Adult education should be the major thrustin the community work undertaken by college students. At post graduate level project and field work may be incorporated in all disciplines".

A trust from Karnataka has suggested the involvement of local community and competent parents in the work of adult education.

From Bihar a tribal organisation has gone to the extent of suggesting that "services of any organisation, than can deliver, the good, should be pressed into Service".

Major thrust of the organisation associations suggestion in respect of delivery mechanism is to press the services of students' educational institutions or any other agency who can help in the task.

Motivation of learner has also drawn the attention of some of the student/organisation. An all India Organisation has suggested "to start a campaign with the motto that "Thumb Impression Is a Crime". Another suggestion in his regard from a research organisation is "to motivate the adults acquire literacy within next five years to make them eligible for voting in the, next election".

A democratic student organisation from West Bengal has suggested the use of media for motivating the learners". A more earthly suggestion, in this regard is to "institute suitable incentives including provision of jobs opportunities to the learners".

To sustain the interests of learner an educational organisation suggests that "incentives may be given in terms of rewards for performance".

Motivating the instructor has also drawn the attention of a denominational society which has suggested "primary school teachers should be given additional allowance for carrying out adult education at convenient hour".

Need and importance of following programme has drawn the attention of Sikshan Mandal from Rajasthan which has suggested "provision of adequate literature for the adults". Another organisation has suggested a proper "postliteracy programme with a proper curriculum suited to local needs".

Use of media riot only for motivation but as a means to educate the adults has also figured in the memoranda of two organisations.

From the above it is clear that the major concern of the people in the area is the content of the programme, its organisation and delivery mechanism. While in the content the major suggestion is to widen the scope from mere literary to social awareness and acquition of skill, in the organisational aspect the major suggestion is to be entrust the work to voluntary agencies. In the delivery mechanism the major role has been assigned to students and teachers.

ACCESS TO HIGHER EDUCATION AND DELINKING DEGREE FROM JOBS