Chapter II - Equity, Inclusion and Participation

Chapter II - Equity, Inclusion and Participation

Illiteracy is the biggest barrier to inclusion in socio-economic and political development processes. Barriers to participation in adult literacy and education on account of age, gender, ethnicity, language, region, etc., are the biggest hurdles for inclusion. Therefore, the strategies for inclusion should address removing the barriers to participation in adult literacy and education programmes. Belem Framework considers inclusive education as “fundamental to the achievement of human, social and economic development”, and for social harmony and dignity in life. It is firm that “there can be no exclusion arising from age, gender, ethnicity, migrant status, language, religion, disability, rurality, sexual identity or orientation, poverty, displacement or imprisonment” (UNESCO, 2009: 5).

In Belem Framework’s view, “of particular importance”, are measures like: (a) Promoting and facilitating more equitable access to, and participation in, adult learning and education by enhancing a culture of learning and by eliminating barriers to participation; (b) Combating the cumulative effects of multiple disadvantage, particularly to the groups in early adulthood; (c) Creating multi-purpose community learning spaces and centres and improving access to, and participation in, the full range of adult learning and education programmes for women; (d) Supporting the development of writing and literacy in the various indigenous languages by developing relevant programmes, methods and materials that recognize and value the indigenous cultures, knowledge and methodologies, while adequately developing the teaching of the second language of wider communication; (e) Supporting financially a systematic focus on disadvantaged groups (e.g.. indigenous peoples, migrants, people with special needs and those living in rural areas) in all educational programmes that could be provided free of charge or subsidized by our governments; and (f) providing adult education in prison at all appropriate levels; and so on (UNESCO,2009: 5).

In respect of inclusion, the approach of LIFE is that of a staunch advocate. It says that: “LIFE specifically aims to contribute to the empowerment of women, out-of-school girls and their families, especially in rural areas, and of those with insufficient or no literacy skills – often the poorest and most marginalized members of society.” This is because, “their empowerment in turn can have a positive impact on the quality of the lives of their families, poverty reduction, socio-economic development, and school enrolment of their children.” Therefore, it says that “taking into account the principles put forward by the Delors Commission, LIFE will promote literacy throughout life so that women and men can engage in ‘learning to be’, ‘learning to live together’, ‘learning to do’ and ‘learning to know’” (UNESCO, 2006, 18).

Indian Scenario

The focus of the National Literacy Mission on the inclusive dimension was always unmistakable, with nearly two-thirds of target group as well as actual participants women and nearly the same for SCs, STs, and Muslim minorities. Saakshar Bharat Programme is primarily a rural centric programme. The environment building campaign in Saakshar Bharat is specifically directed towards removing mindsets or ill perceived notions about literacy and removing socio cultural barriers to participation. Gender perspective is an over-arching guiding principle in every aspect of Saakshar Bharat Programme. Literacy programmes in India are strong on using indigenous languages for imparting literacy. Indigenous cultures, knowledge and methodologies are used in the Teaching-Learning methods and processes as well as for environment building and social mobilisation.

Measures for Inclusion

In view of the Belem Framework’s recommendations, the measures suggested included: creation of appropriate infrastructure to enhance the culture of learning and education by eliminating barriers to participation of the excluded group like women, SCs, STs, minorities in rural areas and urban slums through awareness, mobilization, environment building and well-designed and targeted guidance, information and motivation. Other measurers on this theme could include:

• Setting up of well equipped multi-purpose Adult Education Centers (AECs)
• The need of curricular relevance to the life context of the learners in respect of economic condition, work situation, and geographical location; and
• In order to improve the access to the programme, the barriers like socio-economic discrimination, patriarchal values in the society are to be kept in mind and initiatives taken to develop need based curriculum, engaging women facilitators, fixing suitable timing for conducting literacy /AE Centre, arranging crèches and mobile literacy centre;
• Thematic packages, not just literacy Primers, should be developed to enable women to practice and apply their literacy skills.
• Persons with a proven record and experience of working on issues of gender, caste, disability, and conflict areas should have a say in decision-making;
• Instructors and Preraks should be especially chosen for their sensitivity to issues of gender, caste equality, and their commitment to Constitutional values of democracy and secularism; and
• Gender should be introduced as a core area in all trainings (NIRANTAR, 2011, Anita Dighe, 2011).