While government can play the role of promoter, facilitator and a catalytic agent to provide materials for the neo-literates which conform to their feltneeds, the neo-literates will eventually have to organise themselves to Sanghas, cooperative societies etc. to achieve this important objective. This has already been emphasised in planning post literacy and continuing education in the TLC districts.

Summary

Post literacy and continuing education is an integral part of the strategy of total literacy campaigns and we need a much stronger statement thereon

The form in which the recommendation of the NPE Review Committee has appeared gives the impression of diluting the importance of post literacy and continuing education.

RECOMMENDATION NO.185

Universalisation of elementary education to ensure 100% enrolment and retention at the elementary stage, non-formal education for non- school goers and school dropouts and adult education for the illiterate adults in the most productive age group of 15-35 are part of a much larger syndrome. They are mutually interdependent and should be viewed as mutually supporting and reinforcing each other. The NPE already gives an unqualified priority to UEE and all our efforts under NLM and more particularly in the TLC are directed to bring about this congruence between UEE, NFE and AE.

Summary

The recommendation of the NPE Review Committee seems to create a dichotomy between UEE and AE whereas no such dichotomy exists. Looking at basic education in this divisive fashion could be injurious to AE as well as UEE.

Developments since NPE, 1986

- A mass campaign for NLM was launched on 5.5.1988 at the national level; similar campaigns were launched in other State/UT capitals.

- The Council and Executive Committee of the NLMA constituted at the national level in June '88; similar bodies have been constituted in many States/UTs.

- Ernakulam district heralded the TLC district approach in January '89 and became fully literate on 4.2.90. On the same

day, total literacy campaign for the whole of Kerala State was launched.

- Bharat Gyan Vigyan Jatha and Paidal Jatha launched in October November '90 helped to disseminate the message of literacy and to create a positive environment for literacy by harnessing the folk culture and folk tradition and in arousing and awakening the illiterate masses as also. the pride and patriotism of the literate and the educated volunteers to impart literacy.

- In addition to Kerala, Goa and UT of Pondicherry, total literacy campaigns have now been extended to 100 talukas of Gujarat and 45 districts of Andhra Pradesh, Bihar, Haryana, Karnataka, Madhya Pradesh, Maharashtra, Orissa, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal.

- TLCs have demonstrated a good understanding and coordination between District administration and local self- governing bodies at various levels. They are area-specific, time-bound, volunteer-based, cost- effective and result- oriented in sharp contrast with the traditional Centre-based programme. They have also brought about an integration between literacy with total immunisation, nutrition, small family norm, conservation of environment, etc.

- A good beginning has been made in involving students at the university, college and school level in NLM during the last two years. This could be enlarged further by a more systematic and organised effort for securing total involvement of the student community for eradication of illiteracy in the coming 2-3 years.

- The TLCs have also produced a salutary impact on enrolment and retention in primary education by sensitising and influencing the parents. The positive environment created by the TLCs could be harnessed for giving further boost to UEE and UPE.

- The pedagogic innovation adopted under "Improved Pace & Content of Learning" (IPCL) by reducing the overall duration of learning heightening the motivation to learn and quickening the pace of learning has imparted altogether a new dimension to the content and process of adult learning.

- On-going programmes of RFLP and Scheme of Grants- in-Aid to Voluntary Agencies have been reviewed and revised to make them area-specific, time-bound, cost- effective and result-oriented.

- Post-literacy & continuing education has posed a tremendous challenge in view of the fact that about 30 million learners would be completing the basic literacy through TLCs and will have to be provided post-literacy & continuing education. Innovative structures and instructional materials are being designed for the neo- literates to arrest their relapse into illiteracy as also to create a learning society.

- The decennial Census of 1991 has projected several positive indicators such as increase in rate of growth in literacy as also in absolute number of literates and the beneficial impact of literacy on a number of indicators of the quality of life. Using this as well as the encouraging outcome of TLC experiment, a more realistic target setting for literacy in the coming 2-3 years should be possible.

- The National Institute of Adult Education has been set up as a Centre of excellence in history and comparative studies in adult education as also pedagogy, research and evaluation in media and communication, library and etc. It is a collaborative relationship with provide valuable inputs to the work of the Mission.

SUMMARY : Developments since NPE 1986 called for a strong statement in the section on AE emphasising (a) time-bound eradication of illiteracy, spelling out a time-frame; (b) harnessing of all resources, governmental agencies, VAs, activist groups, teachers, students, etc. for a final assault against illiteracy; (c) simultaneous thrust towards UEE and illiteracy eradication; and (d) heighten emphasis on post literacy and continuing education in the perspective of life-long learning referred to in the section on National System of Education.