Chapter V - Policy

Chapter V - Policy

Policy, backed up with enabling legislative provisions, is the mother of an enduring adult education system. On the wings of a strong policy back up, it is possible to mount a strong and well-articulated system of adult education. Policies in adult education relate to priority in national development pronouncements and plans of adult education system, i.r.o. its various components such as levels, curriculum framework, contents-learner needs resonance, pedagogy, assessment, equivalence, etc. It also relates to the governance system and role of different agencies as well as allocation of adequate resources.

The Belem Framework locates policy as the most critical measure for adult education beyond the definitional issue. It is convinced that, “policies and legislative measures for adult education need to be comprehensive, inclusive and integrated within a lifelong and life-wide learning perspective, based on sector-wide and inter-sectoral approaches, covering and linking all components of learning and education” (UNESCO, 2009: 3). In particular, it recommends: (i) Developing and implementing fully-costed policies, well-targeted plans and legislations for addressing adult literacy, education for young people and adults, and lifelong learning; (ii) Designing specific and concrete action plans for adult learning and education which are integrated into MDG, EFA and UNLD, as well as other national and regional development plans; (iii) Establishing appropriate coordination mechanisms, such as monitoring committees involving all stakeholders active in adult learning and education; and (iv) Developing or improving structures and mechanisms for the recognition, validation and accreditation of all forms of learning by establishing equivalency frameworks(UNESCO, 2009).

The LIFE document lays emphasis on: Cross-sectoral policy basis at the national level for designing literacy policies and strategies; Fostering human rights and empowerment of learners; Enhancing synergies between formal and non-formal education and promote continuing education opportunities for optimizing access to and retention and use of literacy skills; and Decentralized system of governance to deliver more relevant and context-sensitive literacy programmes (Jagmohan Singh Raju, 2011[1])

Policy on Adult Education India

Policy documents on education do emphasize on adult education, as seen in the case of Education Commission Report (1964-66) and NPE, 1986 and 1992 (Revised). But these policy emphasis has no legislative backing, as in the case of the formal education system, by Central or State legislatures. The National Workshop noted for example: India has a well articulated policy on education (e.g. NPE, 1986). However, the policy does not reflect adequately on adult literacy, adult education and lifelong education as envisaged at international levels; there is no legislation on adult education in India, and adult literacy and education plans are not well integrated into MDGs and UNLD, India’s action plans for adult learning and education are integrated into its EFA goals.

There is, therefore, a need for clear policy for adult learning and education as part of overall policy for education. The concept of Right to Education needs to be extended to adult education as well. Adult learning and education needs to be recognized as an important contributor to human resource development. Size of the problem of adult illiteracy and lack of awareness in India needs special attention as part of development plans of the country. Adult learning and education in India needs to lay emphasis on gender social and regional equity as well as the marginalized groups. There is a felt need for enacting comprehensive legislation to formally recognize forms of education other than formal and for the recognition, validation and accreditation of learning obtained through adult education. Several countries have already enacted such laws. For example, Thailand’s Education Act 1999 institutionalizes credit transfer among formal, non-formal and informal education. To promote a systematic lifelong education, enabling legislative measures will be required to integrate formal, non-formal and informal learning, and Legislative measures would also be required to provide framework for establishing specific structures of lifelong education.