ADULT EDUCATION PEOPLE ON THE MOVE
If the goal of total literacy in India has slipped out of the realm of the impossible and entered the realm of the achievable, a large part of the credit accrues to the Total Literacy Campaigns (TLCs). The National Literacy Mission (NLM) was set up in 1988 with the goal of making 80 million people, in the age group 15-35, literate by 1995. The Total Literacy Campaigns have been the dominant strategy for achieving this goal.
The Mission has now been given a more ambitious goal of covering 100 million non literates by the year 1999. Children in the age group 9- 14 are also included under this scheme where there are no NFE Centres. So far, the TLCs have been extended to 430 districts in the country of which 195 have entered the post literacy phase in 22 states and 4 UTs. An estimated 90 million learners have been enrolled in the programme and 64 million have been made literate.
* The Total Literacy Campaigns have been extended to 430 districts in the country.
* 195 districts of these have entered the post literacy phase.
* An estimated 90 million learners have been enrolled in the programme and 64 million converted into literates.
This trailblazing experiment in literacy has aroused wide interest amongst the international community and has become the role model for many Asian and south Asian countries. At the national level, the current thrust is to consolidate the gains of literacy and to concentrate efforts in the four major states in the Hindi heartland whore the bulk of the illiterate population resides.
The literacy campaigns are area-specific, time-bound, delivered through voluntarism, cost-effective and outcome-oriented, and are implemented by Zilla Saksharata Samitis (District Literacy Societies) usually headed by District Collectors who are the chief executives of their districts.
The campaigns are initiated with appropriate environment building activity coupled with a door-to-door literacy survey during which potential learners and volunteers ate identified. Suitable primers are developed and primer-specific training is provided to the required personnel. The environment-building activity as well as monitoring and internal evaluation are continued through the teaching/learning activity which accounts for a total of 200 hours
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Shramik Vidyapeeths Shramik Vidyapeeths (SVPs) Play a vital role in providing non formal adult and continuing education to the urban community. 53 Shramik Vidyapeeths have been set up by 1995-96 and are likely to be expanded in the future.
The basic idea behind the multidimensional or polyvalent approach to the education of the urban working community in this Programme, is to meet the various interrelated needs of target groups with specifically tailored programmes. The aim is to provide knowledge and import skills simultaneously and in an integrated manner.
The prime concern of the Shramik Vidyapeeth is to improve the socioeconomic status of the poorest of the poor beneficiaries by providing income generation skills. The programmes have been widely recognised as a potent means for promoting continuing education and developing the attitude for lifelong learning.
During 1995-96, the SVPs conducted 10,119 programmes and benefited 376,802 persons. The participation of women in programmes has been as high as 63.21 % of total participants. Nearly 88% of the participants were in the age group of 15-35. 84% belonged to the income group with an income of less than Rs. 155 per month.
spread over a period of six months. An external evaluation is made at the conclusion of the teaching.
After completion of the TLC, Post Literacy Campaigns (PLCs) are launched to mop up the leftover illiterates to consolidate the gains of literacy acquired during TLC, and to enable the neo-literates to develop abilities for self-learning.
Implementation of TLCs in various parts of the country has evoked an enthusiastic response from the weaker sections of the society, especially the Scheduled Castes and Scheduled Tribes. Experience has also shown that more than 60% of the learners attending classes are women.
The Indian experience highlights the fact that literacy campaigns tend to evoke a. positive attitude towards primary education and generate a demand from the beneficiaries for basic education for their children. In addition, this attitudinal change also enhances the participation and retention of children in schools.
Continuing Education for Neo-literates The National Literacy Mission (NLM), besides emphasising other aspects of the programme, lays special emphasis on post literacy and continuing education for neo-literates so that they can be prevented from relapsing into illiteracy. Keeping this in view, the Scheme of Post Literacy and Continuing Education was launched in March 1988 to institutionalise this concept through establishment of `Jan Shikshan Nilayams' (JSNs) all over the country in a phased manner. The basic objective of the scheme is to provide opportunities of continuing education to neo-literates to facilitate retention of their literacy skills, enable the learners to continue their learning beyond elementary literacy and to create a scope for application of their learning skills for improvement of their living conditions. Currently 195 post-literacy programmes are in progress in the country.
Continuing education is also an indispensable aspect of the strategy of human resource development and of the goal of creation of a learning society. The Scheme of Continuing Education for Neo- literates aims to provide an institutionalised mechanism of continuing education through Continuing Education Centres (CECs) to enable the neo-literates to retain, improve and apply their basic knowledge and skills for satisfaction of their needs and to
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facilitate continued learning through a self directed process for improvement of the quality of their lives. Under the Scheme the main thrust is given to setting up of CECs to serve as Library, Reading Room, Learning Centre, Training Centre, Information Centre, Charcha Mandal, Developmental Centre, Cultural Centre, Sports Centre and other individual interest promotion programmes centre. CECs are set up in a cluster of 8 to 10 with one of them being designated as the nodal CEC. Ideally, there is one CEC for one village to serve a population of 1500 to 2000 which includes 500 neo-literates or other targeted beneficiaries like the dropouts of primary School.
In terms of content, continuing education has been classified broadly into four categories:
* Equivalency Programmes (EPs): designed as alternative education programmes equivalent to existing formal general or vocational education.
* Income Generating Programmes (IGPS): help participants acquire or upgrade vocational skills enabling them to take up income generating activities.
* Quality of Life Improvement Programmes (QLIP) these aim to equip the learners and the community with that essential knowledge, attitude, value and skills both as individuals and members of the community.
* Individual's Interest Promotion Programmes (IIPP) these provide opportunity for individuals to participate in and learn about their own chosen social, cultural, spiritual, health, physical and artistic interests.
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