ANNEXURES - I) ACTION POINTS SUGGESTED BY THE STATE GOVERNMENTS / UNION TERRITORY
I. ADMINISTRATIVE: 1. There is a need for convergence of services at State and District level. in the field of literacy(Rajasthan).
2. Village Education Committees should be encouraged through innovative programmes like Lok Jumbish with adequate powers (Rajasthan ).
3. National Mission for, Elementary Education may be launched to achieve universalisation of elementary education. Task Force may be formed at State level (Mizoram).
4. Administrative structures for adult education needs to be strengthened to improve the monitoring and evaluation procedure. (Dadra & Nagar Haveli).
5. All the programmes for women and children in the village and towns need to be carefully dovertailed with literacy programmes (Punjab). 6. Village Education Committees may be given adequate powers (Lakshadweep).
7. The Village Education Committees can function at micro level for planning and monitoring the programmes and also assist the schools (Maharashtra).
II. INFRASTRUCTURE: 1. Special education projects be formulated for the
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educationally backward villages and areas inhabited by SCs/STs. Under this project, schools of various types be opened like mobile schools, residential schools etc. (Mizoram).
2. Physical condition of the schools needs to be improved by construction of new buildings (Mizoram).
3. A separate State Resource Centre for Mizoram needs to be set up (Mizoram).
III. FINANCIAL: 1. There is a need for revision of sharing pattern of expenditure in literacy programmes and also provide special grants particularly in the case of educationally backward states (Rajasthan).
2. More financial assistance under Central assistance may be provided to intensify the adult literacy programmes (Mizoram).
3. Additional financial resources may be provided for improving the educational facilities in rural areas (Mizoram).
4. The Central Government should provide substantial financial support for implementation of certain important programmes like Balwadis, book banks, attendance allowance, free supply of uniforms etc. (Maharashtra).
IV. WOMEN'S LITERACY 1. Open school system will be helped for the
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promotion of women's education in backward communities (Mizoram)
2. In order to reduce gender disparities in the field of education, free books, uniforms, mid-day meals may be provided (Punjab).
3. In primary schools women teachers may be appointed to achieve better results (Punjab).
4. To reduce gender disparities, Mahila Kshema Nilyams may be established for the welfare of women (Lakshadweep).
5. In order to promote women's education, middle schools should be opened in the villages (Himachal Pradesh).
V. MOTIVATION/INCENTIVES: 1. Universalisation of elementary education may be achieved through persuation rather than force. Hence, schemes of incentives need to be continued (Gujarat).
2. Literacy must be given high priority in publicity programmes through mass media for motivation of the people (Rajasthan).
3. Folk media play a useful role in enlisting the cooperation of the people but it has no impact on "illiterates, living in adjoining villages of Delhi. TV programmes and audio cassettes can be better (Delhi).
4. Important messages relating to total literacy movement and universalisation of elementary education may be transmitted from All India Radio and local newspapers
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(Mizoram) .
5. Audio-visual aids need to be effectively deployed for making the literacy programme attractive (Punjab).
6. Compulsory Education Acts should be implemented (Punjab).
VI. EVALUATION/MONITORING 1. All the programmes connected with literacy and primary education should be monitored with reliable tools (Mizoram).
2. Effective monitoring of non-formal education should be ensured besides strengthening the same (Mizoram).
3. There is a need for monitoring of literacy programme by the village education committees, gram panchayats, block development and panchayat officers, district education officers to take remedial measures, wherever necessary (Punjab).
4. There should be a local committee in each school to monitor the teaching system at the school and to check the drop out of children (Madhya Pradesh).
VII. TRAINING OF PERSONNEL: 1. Teacher training may be provided to local women and unemployed persons to take up teaching profession in rural areas (Rajasthan).
2. Training of primary school teachers in the use of tests based on minimum levels of learning needs to be organised widely (Maharashtra).
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VIII. LITERACY/JSN: 1. Centre-based rural functional literacy, programme (RFLP) needs to be continued in Rajasthan due to its peculiar geographical conditions and also to supplement the campaign based programme (Rajasthan).
2. The system of post-literacy and continuing education must be made vocational-oriented and income generating programme should be given due priority (Lakshadweep).
3. The programme of JSN may be linked with the programme of the rural development department (Maharashtra).
4. JSN should be opened in all the village (Maharashtra).
IX. INVOLVEMENT OF PANCHAYATI RAJ/NGOs: 1. Panchayati raj institutions should be entrusted with the task of coordinating the activities of all complementary departments (Rajasthan).
2. Promotion of literacy and elementary education must be through panchayati raj institutions and villages education committees (Mizoram).
3. Village Education committees comprising of village elders may be constituted for maximising,enrolment of school going children (Punjab).
4. Success of non-formal education programmes at elementary stage being dependent upon the cooperation from
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all agencies particularly non-government and voluntary organisation they should be given due encouragement and support (Gujarat).
5. For the success of movements like total literacy campaign, they felt need of mobilisation of community religions, organisations and teaching community (Mizoram).
6. Illiterates need to be motivated through teams of dedicated voluntary workers (Punjab).
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