Revitalization of Cultural Creativity

Revitalization of Cultural Creativity

Development must aim at meaningful and effective tapping of the massive unutilized reservoir of skills and creative social and cultural energy of the poor and socially neglected majority of our people. Nurturing of the folklore and cultural expressions of the urban and rural poor, the tribals and other peasants is an investment in social capital and also a motivation for participation in adult education (MHRD, 1980: 7).

Following are some of the reference points in designing content and curriculum and the T-L processes that include awareness-oriented interactions, lectures and demonstration. The purpose behind benchmarking these reference points is to treat them for a reality check of their reflection in the literacy movement during the 90s and thereafter in programme design as well as in pedagogy.

The perspective towards national development, the society envisioned and the requisite elements of adult education were viewed as a basic human need and also a part of the right to education. It is a necessary basis for the nation’s striving for democracy and development, and a necessary part of any Basic Minimum Needs nation-wide programme. This entailed a number of implications for curriculum design and pedagogy in the wider sense.

Presaging NPE, 1986 and POA - An Adult Education Movement

The Review Report recommended that the programme of mass adult education has to be a national movement, in which all official, non-official, educational and development agencies are closely involved. It should receive full support of the Government – at the Centre, State and local levels. It should enjoy the goodwill and support of all political parties and the various mass organizations of workers, peasants, women, youth, etc. The educational institutions, the teaching community and students have a special responsibility towards the programme. A large section of the potential learners are workers in industry, mines, plantations, etc. It would, therefore, be essential for employers to make their employees and their families literate and to provide appropriate incentive to them. The media, both traditional and modern, will have to play a far bigger role than at present. There are in the country voluntary organizations devoted to social uplift established under the inspiration of our great leaders. They have a very significant role to play, in promoting innovation and in reaching areas and sections of the population which generally tend to be neglected (MHRD, 1980: 15).

As would be evident later, the points were repeated in NPE, 1986 and it’s POA. Taking note of the successes scored and weaknesses remained in NAEP, the views of the Committee about the future of the programme in scope and organization served to inspire and guide the vision of adult education along the same lines, as borne out, firstly, from the perspective of NPE, 1986 and POA and NLM and the literacy movement through the 1990s and beyond. In respect of widening and deepening of the content, the Committee urged that a programme of adult education should include, besides higher level of literacy to guard against relapse, integration with formal education and to include knowledge of the basic principles of the Constitution, promotion of national integration, and a deepening of the cultural background and awareness about health and family planning, the importance of conservation of environment, the relevance of science and scientific temper for shaping the future. These, as can be seen below, constituted the fourth objective of the NLM.

Functionality

The aim of functionality is improvement of vocational skills and for more productive use of time. Functionality should also include acquisition of skills to supplement one’s income through village industries and activities such as poultry farming and dairying (MHRD, 1980). In the immediate future, these objectives served as guides for curriculum and content to the MPFL as well as other ongoing programmes of adult education (R.Rajan, 2003: 83).

Awareness

Not easy to define, its scope was seen to depend much on the perception, competency and commitment of instructors and supervisors. Awareness means that the poor should become conscious that, to a great degree, they can shape their own future through the interlinking of learning, reflection and concrete action; understand the reasons for their deprivation as embedded in the unequal socio-economic order, and laws and policies for protecting them against such deprivations, and organized action to secure the benefits of such laws (MHRD, 1980).

The assertion in the policy statement that (i) the illiterates and the poor can rise to their own liberation through literacy, dialogue and action; (ii) adult education should emphasize the imparting of literacy skills to persons belonging to the economically and socially deprived sections of the society; and (iii) motivation also depends on awareness among the participants that adult education programme will lead to the advancement of their functional capability for the realization of liberation. These assertions, policy premises and assumptions, first of all, neither did get converted into such liberation -igniting curriculum and content, nor it actually led or was even capable of leading to liberation from socio-economic oppression. Literacy is too feeble an instrument, bereft of other socio-economic transformational changes, to lead to liberation.

During the early 80s, there were a number of programmes in operation under different agencies – such as (i) Rural Functional Literacy Projects (RFLP), (ii) State Adult Education Preogramme (SAEP), (iii) Adult Education Through Students and Youth (under UGC); (iv) Nehru Yuvak Kendras; (v) Non-formal Education for Women and Girls; (vi) Shramik Vidyapeeths; (vii) Central Board of Workers’ Education; (viii) Functional Literacy for Adult Women (FLAW); (ix) Post-Literacy and Follow-up Programme; (x) Adult Education through Voluntary Agencies, (xi) Mass Programme of Functional Literacy (MPFL), etc. Doubtless, every one of these programmes must have had its own primers, specifically aligned to the needs of its learners.

Curriculum Implications of Policy Postulates and Strategies: NPE, 1986 and POA, Bear out Perspectives Envisioned in 1980

The National Policy on Education (NPE) 1986 and its Programme of Action (POA), 1986, made clear that “all existing Adult Education Projects would be reviewed and re-organised”, as presaged in 1980. In the context of the strategy for re-organisation and making the existing programmes more effective, the NPE and its POA felt that in respect of certain specific group of beneficiaries, as covered in IRDP, NREP programmes, specific learning inputs would be needed. But, in respect of all other beneficiaries, there would be no change in the curriculum and content (GOI, 1986: 131-32).

However, it needs to be noted that some strategies declared also had the scope and possibility of being reflected as learning and awareness inputs and potential: (i) “active cooperation will be sought from political parties and the mass organizations of workers, peasants, women, youth and students”, and “the district, tehsil and thana level administrative machinery will be involved in National Programme of Adult Education (NPAE) to ensure the support for awareness-oriented adult education programmes — these are examples of such “strategies”, advocated in NPE, 1986 and its POA(GOI, 1986: 131-32). The POA was convinced that adult education is both a process through which effective delivery mechanisms are created for the deprived sections of society, and a forum through which such sections secure information and understanding regarding the processes of development. Hence, it delineated the ways to establish effective linkage between adult education and the various development programmes, like IRDP, NREP, ICDS, FLAW, NYKS, etc (GOI, 1986: 128-29).

NPE 1992 Acknowledged National Involvement in Literacy Movement

Six years after its initial formulation, at time of its revision in 1992, the NPE and its POA acknowledged how the whole nation, as well as its different agencies within and outside the government, as pledged by NPE, 1986, indeed got mobilized and involved itself in the Total Literacy Campaigns of NLM. The NPE came up for revision in the wake of the post-Mandal agitation and Babri Masjid demolition. It was concerned about the erosion of essential values and an increasing cynicism in society, which “has brought to focus the need for readjustments in the curriculum in order to make education a forceful tool for the cultivation of social and moral values”. Vividly reminiscent of the 1980 Review Committee’s recommendations about the future of adult education, the NPE argued that in “our culturally plural society, education should foster universal and eternal values, oriented towards the unity and integration of our people”, so as to “eliminate obscurantism, religious fanaticism, violence, superstition and fatalism” (MHRD, 1992: 36). In the same vein, it went on to assure that NLM will be geared to mount the TLCs to the achievement of national goals such as alleviation of poverty, national integration, environmental conservation, observance of small family norms, promotion of women’s equality, universalisation of primary education, basic health care, energisation of cultural creativity of the people and their active participation in the development process (MHRD, 1992: 15).

The POA (1992) reiterated the NPE’s conviction to forge adult education as a means for reducing economic, social and gender disparities. But, it reminds that previous experience has brought out the fact that programmes of literacy can become meaningful only when they come along with package comprising practical information and skills relevant to day-to-day needs of learners. Therefore, the POA articulated the main features of the implementation strategy to include, among others:

.               Application of science & technology, and pedagogical research for improving the pace and environment of learning,

.               Establishing linkage between adult education and the developmental programmes, and

.               A distinct slant in favour of women’s equality, and taking of all measures in pursuance of this resolve.

These are strong opinions and policy statements that used to get reflected in the curriculum of adult education programmes, as before.

The promotion of literacy became an important “national mission”, as postulated and declared by the NPE, 1986 and its POA. It is important to remember that the “functional literacy” articulated in the NLM was what was conceptualized in NAEP and further endorsed in the NAEP’s Review in 1980. The functional literacy implied: (i) achieving self-reliance in basic literacy and numeracy; (ii) becoming aware of the causes of one’s deprivation and moving towards amelioration of conditions through organization and participation in the process of development; (iii) acquiring skills to improve the economic status and general well-being; and (iv) imbibing the values of national integration, conservation of the environment, women’s equality, observance of small family norms, etc. These were again reiterated in the revised NPE, 1992 and its POA (MHRD, 1988; MHRD, 1992). This expanded concept of functional literacy can be viewed as literacy in rights, empowerment, development and improvement, requisites for the all-round development of individuals and the country as a whole, in the same way as the NAEP’s Review envisaged and recommended, and as formed the staple of literacy primers in TLCs and other learning materials developed for PLP and CE programmes all over India during the 1990s and until 2007 when the NLM lasted. Brevity considerations preclude details of their curriculum and contents.

National Curriculum Framework for Adult Education, 2011

A recent example of the assertive demand about the desired vision for adult education and its curriculum and contents as put forth by the Expert Group on National Curriculum Framework for Adult Education (NCFAE) is worth recounting.

A nation that is literate is one where its citizens are empowered to ask questions, seek information, take decisions, have equal access to education, health, livelihood, and all public institutions, participate in shaping one’s realities, create knowledge, participate in the labour force with improved skills, exercise agency fearlessly and as a consequence, deepen democracy. Systems are to be in place to build a nation that builds citizenship which is truly informed and literate … It is only when there is a credible, and institutionalized effort on a long term basis that the learner would take the programme of adult education seriously. The first step, therefore, is to understand adult education programme as a continuous and lifelong education programme, with all structures and institutions from national to habitation levels, on a permanent basis, as part of the education department. The principles of curriculum framework for adult education would need to be much more than literacy and post-literacy; it is the convergence of education, democracy, cultural practice, developmental practices, gender empowerment and much more (www.jkeducation.gov.in).

Non-Formal Education

Non-Formal Education

Introduced since 1975-76, NFE especially the functional literacy programme for the 15-25 age group youth and also up to 35 age group was, to provide meaningful education to especially the weaker sections of society who were denied the benefits of formal education. The programmes were to be related to the needs and aspirations of the learners. Conceptually incorporating latest thinking in the field of adult education, NFE was seen in need to form an indispensable link between life, work and learning. Since the learners are already participants in several community work and civic activities, shoulder family responsibilities and have reached certain level of experience and maturity, the content of the programme was emphasized to be appropriately designed to strengthen what they possess and provide what they do not. The significant aspect of NFE was its emphasis on locally relevant and diversified content, including science (A. Mathew, 1990).

Non-Formal Education for Women

In the states not covered under the FFLP, the earlier programmes implemented by the States continued. These included the programmes of Adult Education and Extension by University Departments of Adult Education, Non-Formal Education for 15-35 age group, as part of the larger NFE programmes, NFE for Women, Condensed courses for Women organized by Central Social Welfare Board as well as the All India Radio programmes for women and organizations of Mahila Mandal in rural areas, the Functional Literacy for Adult Women (FLAW). In FLAW, contents included: altitudinal changes to play the role as citizens, elements of health and hygiene, food and nutrition, home management and child care, civic and vocational education (SY Shah, 1999; S.C. Dutta, 1986; Anil Bordia, 1982: 13).

NAEP: Policy Perspective on Curriculum and Contents

The National Adult Education Programme (NAEP) was the first programme in adult education undertaken by the Central Government in 1978 on a national scale. The conceptual framework of NAEP was concretized by emphasizing three aspects of the content:

(a)    Literacy and numeracy, of a sufficient level, to enable the learners to continue learning further in a self-reliant manner;

(b)    Functional development wherein functionality is viewed as the role of an individual as a producer and worker, as a member of the family and as a citizen in a civic and political system; and

(c)    Social awareness, including an awareness about the impediments to development, about laws and government policies, and the need for the poor and illiterate to organize themselves for pursuit of their legitimate interests and for group action (Anil Bordia, 1982: 26).

In respect of instructional agency in NAEP, it was presumed that school teachers would mainly shoulder the responsibility of being instructors. After national level consultations, it was decided they should be not be excluded from it, but should be fully involved as instructors, as incorporated in the policy document — Outline of National Adult Education Programme. But distinct preference for utilization of young people as instructional workers was decided as policy. Prior to NAEP, designated and specific workers manned the teaching-learning task in the adult education programmes, such Social Education Organiser in Social Education, and teachers and other such functionaries in other forms of adult education programmes. In NAEP, students as well as non-student youth were preferred as Instructors, in view of their idealism and dynamic vitality in organizing development-oriented various NFE Programmes.

The implementing agency in NAEP was mainly the voluntary agencies. State governments were to step in only where none of the agencies like universities and colleges, anganwaris of ICDS Programme, NYKs, employers, PRIs were available. The implementation agencies, with government sanction, could take up any one or more of the following programmes:

(a)   Literacy with assured follow-up;

(b)   Conventional functional literacy;

(c)   Functional literacy supportive of a dominant development programme;

(d)   Literacy with learning-cum-action groups;

(e)   Literacy for conscientization and formation of organizations of the poor, as spelt out the Outline of NAEP document, and strictly in keeping with the spirit as in the Programme Outline (Anil Bordia, 1982: 18).

It was held as inconceivable that there could be a uniform programme in respect of adult education throughout the country. Therefore, in design, NAEP was to seek to combine the learning components in the various adult education programmes, including agriculture, health and hygiene and family planning, cooperatives and credit, etc., by harnessing the cooperation of the extension functionaries of those departments (Anil Bordia, 1982: 27). This was also true in respect of pedagogy.

A Catalogue of Literacy and Post-Literacy Materials was brought out by the Directorate of Adult Education, New Delhi, in 1978. The Catalogue and the actual materials as well as the new materials developed by the State Resource Centre (SRC), specially created for this programme, were put on an exhibition, exclusively organized for this purpose, in the launching ceremony of NAEP on October 2, 1978. The idea was that, based on the guidelines of Central and State Government, SRCs and DAE, the implementing agencies could adopt or adapt, or prepare new materials based on those already available (Anil Bordia, 1982: 27, 32).

From the point of view of curriculum and content as well as in terms of the society that NAEP wanted to fashion, it may be seen as a weak case, of using the content and curriculum envisioned for the conventional adult education programme, to create a society without exploitation, of equality, of empowerment to fight for their rights by the exploited, poor illiterates. The most critical break with the past for such curriculum and content perspectives, conscientisation of those engaged in design and development the content and curriculum should at least have been made a pre-condition.

With respect to the implementation of NAEP, there is a basic dearth of literature about the curriculum and contents transacted in the adult education centres. At any rate, this promising programme had to endure an unfortunate premature end within 2 years of its commencement. The understanding and perceptions of the Review Committee on NAEP in 1980 is positioned here as, perhaps, the most momentous, in respect of curriculum and content and also in respect of the vision of the resultant society, which the NAEP envisioned.

The Review of NAEP, headed by D.S. Kothari of the Education Commission fame, premised that national development comprises economic, social, political and cultural development. Over-emphasis on one facet of development leads to imbalances and aberrations. This implies that a national plan of development should include fuller employment and higher productivity, reduction of economic and social inequalities, a concerted attempt at family planning and welfare, and revitalization of our rich cultural heritage.

Like Preambles in the Constitution, these critical aspects of national development are identified and underscored so that these become the preambles for curriculum and content for the primers.

A few aspects dwelt by the Review Committee are discussed and its curriculum and content implications premised as implicit are seen here, with the premise that these continued to serve, for nearly 3 decades thereafter, at best in theory, as milestones and benchmarks for curriculum design in respect of the development perspective and the society envisioned.

Employment and Productivity

Programmes of fuller employment and higher productivity in the economy involve intensification and modernization of agriculture and allied activities and rapid industrialization. Improved productivity in agriculture and industry depends essentially on a literate and trained work-force, besides learning of new skills and upgrading of traditional ones.

Social Justice

Social Justice is proper distribution of benefits of development to reduce social inequalities and to raise the standards of living of the common people. The legal, administrative and economic measures intended to secure social justice should be strengthened by extending meaningful education to the illiterate and the neglected so that they may responsibly organize themselves in their struggle against gross social inequalities and injustices.

Family Planning

Perhaps no problem is more urgent than the containment of the population growth. The rate of the country’s development gets partially neutralized by increase in population. This was the perception in those days. The size of the family also has a bearing on the status of women and the family’s economic condition. Inclusion of population education in adult education programme would help observance of the small family norm which helps the family, and also is in the interest of the community.

Health-care

Primary health care for all is the foundation for an adequate national health service. This would need education in nutrition, sanitation, better awareness of use of indigenous remedies for common ailments and physical exercise, including yoga for physical and mental health. Health care is an important aspect of people’s education.

Learning Materials

Learning Materials

The concrete contents – subjects or themes – were identified by undertaking a quick survey in a few sample areas in selected districts. The survey sought to find out the needs and requirements of farmers cultivating the HYV of crops and applying modern methods and practices with regard to those crops. It was on the basis of the survey and discussions with the technical, professional and knowledgeable personnel in the field that the agricultural practices were identified and included in the curriculum and in the teaching and learning material.

The Directorate of Adult Education of the Ministry of Education under the Union Government, New Delhi prepared the first book in Hindi, Kisan Saksharata Pehali Pustak, using the analytic-synthetic method containing 18 lessons to be covered in a period of six months. The first book was based on the findings of the survey conducted in the Lucknow district in millet (jowar) growing area, mainly with small farmers.

This was followed by a set of five supplementary readers based on different HYV of crops. The first book was accompanied by a teacher’s guide, designed to help teachers in the methodology of using the book, and co-relating agricultural practices with literacy skills. This was a prototype to be adapted to conditions in various districts, which varied from the social, agricultural, linguistic and cultural points of view. More than 70 teaching and reading materials in various Indian languages were produced (S.C. Dutta, 1986: 95; J.C. Mathur, 1972: 51).

The Teaching and Learning (T-L) methods promoted and experimented within the FFLP were based on a combination of oral instruction, audio-visual communication, dialogues and discussions, demonstration and practical work. These increased learners’ participation and active involvement in searching solutions for the problems faced in daily life. In respect of the focus and objectives, and correspondingly in the curriculum and content of learning, in FFLP, there was a marked shift in emphasis from the traditional 3 R’s to the 3 F’s – functional literacy, food production and family welfare (S.C. Dutta, 1986: 99).

This programme required a new type of problem-based curriculum and integrated instructional material, for educating and informing illiterate farmers about high yielding varieties of seeds and package of improved agriculture. The curriculum and content in adult education was designed as production-cum-learning-cum-discussion groups. The pedagogy for adults hinge on demonstration, hands-on, discussions, shared learning. Seeing and experiencing is more effective and spontaneous learning process for adults.

The FFLP was the first programme funded by Government of India with the collaboration of many UN Agencies like UNESCO, UNDP, FAO and in its 10 year existence was subjected to at least 10 evaluations on different aspects, separately and together, by so many different agencies. This was also the first inter-ministerial and inter-departmental programme involving the Ministry/Department of Agriculture, Information Broadcasting and Education, from national, state, district, block and village levels.

The critical nature of inter-departmental coordination, so essential for the success of a cross-cutting programme like adult education, with implications for the learning inputs from so many different departmental agencies, was highlighted as follows:

Adult education and adult literacy is a total programme. It can not be run in isolation and that too by one department and within that department by one officer who is over-burdened with many jobs. We have to pool the resources – men, money and materials of all governmental departments dealing directly or indirectly with various programmes of adult education. It is high time that we free ourselves from problems of departmental jurisdiction and forge a united front to tackle this national problem. This type of close collaboration is not only essential at the national and state levels but it is even more important at the district, taluk and village levels. In this enterprise,

I am sure that the Departments of Agriculture and the All India Radio will extend their full cooperation, and treat it not as a fringe activity but the hard core of the programme. Functional literacy is to be treated as equal among partners and not the last …. (cited in S.N. Saraf, 1982: 68, emphasis added).

Literacy as Social Mobilization for Participation in Nationalist Movement

Literacy as Social Mobilization for Participation in Nationalist Movement

With the advent of popular Ministries in the Provinces, adult education in the country received not only new life but new orientation. The new syllabus of adult education was not confined to pure literacy, but included, in theory at least, civic education of adults. The media of education were extended to include publications, posters, cinema shows, etc. The movement for adult literacy, for as yet it was not very much more than that, began in the Provinces, but the Central Advisory Board of Education (CABE) reflected accurately the interest and thought of the country on the subject. In its 4th meeting in December 1938, it appointed a Committee to consider the question of adult education. The highlights of the Report, as became evident in the 5th meeting of the Board in May 1940, contained many recommendations, as adduced above.

The Mass Literacy Campaign (MLC) in Bihar, as in all other Provinces, and Princely States were already started and were based on civic education, which was inspired by Gandhiji’s experiment in education. Gandhiji’s ideas about adult education were the major factor in influencing the concept, purpose and role of adult education during the nationalist movement. Gandhiji’s Basic Education (Nai Taleem) was based on work as pedagogy and basis for knowledge and learning; this was the same principle both for children as well as for adults. In the case of adults, activity-based learning had a larger vision viz., (i) relevant to life’s immediate needs, as the universal truism for motivation and interest to learn by adult illiterate poor in rural areas; (ii) the spirit of co-operation which working together brings; and (iii) broadening the mental horizon of illiterates so that they participate intelligently in the freedom struggle (D.P. Nayar, 1980: 203). To Gandhiji, adult education was clearly a political strategy for social mobilization of the rural people – illiterates and literates, to participate in the nationalist movement.

While Gandhi’s Basic Education, widely emulated in different Provinces, was a constructive programme meant for strengthening of the democratic nation in the making, the Mass Literacy Campaign under the Congress Government in Bihar Province during 1938-39, was like “waging an unremitting war on poverty and ignorance” (cited in S.Y. Shah, 1999). It is surprising to note that the perception of the nexus between poverty and illiteracy and the conviction for a war on both as an inter-connected strategy.

The curriculum and content contemplated and developed for Bihar MLC, as in other Provinces, were charts and primers – charts for imparting literacy, through alphabetical method, used in formal education system and using students and teachers. Primers may have contained awareness and knowledge inputs regarding illiteracy and ignorance, illiteracy and poverty, etc. (Sohan Singh, 1957). Besides, the meetings and rallies addressed by political leaders, the instructors who were High School and College students and teachers must have given supplementary information and motivation regarding participation in the freedom struggle.

The understanding about what to teach adults stemmed from ideas of the nation state, the role of adults as citizens and their participation in the development of the country, in the socio-economic, cultural and political development processes. The image of educated persons was the ideal for the adult education programme as well.

Literacy for Citizenship and Democracy: Social Education, 1950

For an understanding of the knowledge imparted through adult education, it is important to remember some basic facts. The social education programme initiated as adult education during the first Five Year Plan, and implemented by the States, continued in some States like Assam, Madhya Pradesh, Orissa, etc., well up to the time of NAEP in 1978. The only exception were two, namely, the Gram Shikshan Mohim in Maharashtra and the FFLP which was started in three districts of three states initially, like Punjab, Uttar Pradesh and Karnataka, in 1967, scaled up to 100 by 1973-74 and 144 covering many states by 1978 when the NAEP was introduced.

The objectives of Social Education were to: a) Instill a consciousness of the rights and duties of citizenship and foster a spirit of service to the community; b) Develop a love for democracy and impart an understanding of the way in which democracy functions; c) Knowledge of the outstanding problems and difficulties facing the country and the world; d) Develop love for the pride in our cultural heritage through the knowledge of our history, geography and culture; e) Teach the simple laws of personal and community health and develop habits of hygiene and cleanliness; f) Foster the growth of the co-operative spirit as a way of life; g) Provide training in crafts both as a hobby and as a means to economic betterment; h) Provide cultural and recreational facilities by way of folk dances, drama, music, poetry, recitation and other ways of spontaneous self-expression; i) Provide through these various activities as well as through reading and discussion groups, an understanding of the basic moral values; j) Give a reasonable mastery over the tools of learning-reading, writing, simple arithmetic and to create an interest in knowledge; and k) Provide facilities for continuation of education through libraries, discussion groups, clubs and Peoples’ Colleges (SY Shah, 2012).

The core curriculum suggested in the Social Education included: (1) Health and Hygiene (2) Family and Community living (3) Vocations (4) Literacy and Cultural activities and (5) Recreational activities. The Social Education was defined as a “course of study directed towards the production of consciousness of citizenship among the people and promotion of social solidarity among them”. It had three main aspects: (i) The spread of literacy among grown-up illiterates, (ii) the production of an educated mind in the masses in the absence of literacy education, and (iii) the inculcation of lively sense of rights and duties of citizenship - both as individuals and members of a powerful nation (cited in SY Shah, 1999).

Maulana Abul Kalam Azad, the first Education Minister and who was devoted to, and who took personal interest in adult education, emphasized that attention must be paid to education in citizenship, to personal and public health, to the provision of information which would allow people to effect some improvement in their economic condition, to the encouragement of art and literature, including creative activities and to the development of universal ethic of tolerance, mutual appreciation and universal principles of right conduct (Anil Bordia, 1981: 59).

Gram Shikshan Mohim (Village Literacy Movement), 1959-1963

The Gram Shikshan Mohim, 1959-1963 was the first genuine MLC initiated after Independence albeit in one district, viz., Satara in 1959 and up-scaled later to the whole of Maharashtra. As part of the curriculum and as topics in the syllabus, information was given regarding:

(i) Sanitation, farming, administration of the village, child development;

(ii) Importance of cleanliness, instructions regarding use of bathrooms, latrines, urinals, etc;

(iii) Inculcation of healthy habits among villagers; and

(iv) Information regarding farming methods of sowing, various types of manures, preventive measures for crop damage by diseases in view of the centrality of            agriculture to the life in the village.

For the initial campaign, the literature used consisted mainly of charts, strips and booklets, covering the topics, as above, and also relating to common themes of economic, social and religious nature, relevant to villagers (S.N. Saraf, 1982).

After the initial four months’ campaign was over, the programme of re-training in literacy and enriching the knowledge of neo-literates was taken up. This follow-up work was done through the circulating library scheme and social education centres. Four sets of booklets, each set containing 10 booklets, were circulated among the neo-literates by the teachers of primary schools through the children enrolled in schools. The theme of the materials was of direct relevance to the neo-literates and catered to their social, religious, cultural and economic felt needs. The titles of these forty booklets were:

First set: Our neighbour, our animals, our crops, kitchen gardening, our treasurers, Goddess Amba of Kolhapur, Ramayana Balkanda, Coastal part, Man’s wonderful study, Gandhi Baba.

Second set: Village family, Jewel-like Jawar, Paddy (Japanese Method), Rama Sita, Shivaji, Jeeja Bai, Sant Tuka Ram, Sant Ek Nath, Jyotiba Phule, Dr. Ambedkar.

Third set: Gandhiji’s village, groundnuts, new way, Ashoka, Eyes were opened, Agarkar, I shall be a farmer, Courts of law, Saint Gadgebaba, Bajra.

Fourth set: Sugarcane, night soil pits, Youth clubs, the farm shows the work, Sweet little home, mahila mandals (women’s clubs), wheat, better nutrition within one’s means, Sweet grapes, animal diseases.

These were materials about national leaders, historical personalities, major agricultural crops, civic and social matters, religious deities, etc. It is revealing and sobering to note that these aspects of learning as part of adult education were internalized as critical and followed at least 6-7 years ahead of the global trend as evident in (EWLP) and in (FFLP), a few years thereafter.

Functional Literacy: Shift from Citizenship Pre-occupation

Improving the efficiency of the farmers for increasing agricultural production in the districts covered under HYVP was the objective of this programme of Farmers’ Training and Functional Literacy Programme started in 1967-68 in three districts as a pilot project. As the operations involved adoption of improved and scientific practices, the farmers’ training programme provided the essential inputs. Since illiteracy constituted a serious obstacle to increased production, the functional literacy programme of Ministry of Education (MOE) helped illiterate farmers to not only acquire literacy in reading and writing skills, but also the agricultural knowledge of immediate use to them in their day to day work. Much like the programmes in Algeria, Ecuador, Guinea, India, Iran, Madagascar, Mali, Tanzania, Zambia, etc., as part of the UN Agencies-sponsored EWLP, the functional literacy was envisaged (S.C. Dutta, 1986: 93-94) to help farmers to:

.               Complete simple application forms for loans;

.               Read and prepare their own Input Cards;

.               Write simple letters;

.               Keep simple account of the operations;

.               Read and understand labels on fertilizer bags and pesticide packages; and

.               Read and make use of simple extension bulletins, rural newspapers, etc.

Conceptual Evolution of Adult Education in India and Correspondence with Global Trends

Conceptual Evolution of Adult Education in India and Correspondence with Global Trends

Dr A. Mathew

Introduction

What we understand today about the scope of adult education and its curriculum and contents is a vastly changed and broadened vision and version as compared to the initial phase when attention was devoted to this engagement and programme. An entire evolutionary process resides in this journey and its understanding could yield a better appreciation. It could be interesting to notice how and why these incremental additions to the scope of adult education came on the national discourse which inevitably got reflected in the curriculum and content.

Two instances could serve as a snap shot, with regard to the focus of this paper, viz., to look back and appreciate the evolution and broadening of perception and vision of adult education with respect to its scope and contours. One, the view of Education Committee of the Central Advisory Board of Education (CABE) in 1939, the earliest official document on adult education, that “literacy is a movement of further education and must not be regarded as an end in itself.” Referring to the Mass Literacy Campaigns and Programmes in many Provinces in 1938, the Committee said that “the primary aim of the campaign must not be merely to make adults literate, but to keep them literate. The instruction itself should be closely related to the adult learner’s occupation, their personal interests and the social and economic condition under which they live” (cited in Sohan Singh, 1957: 57). The other, the view of the Education Commission (1964-66) that “Adult education is as wide as life”.

With reference to the concept, vision, objectives and purpose of adult education and also the learning components envisaged and spelt out during different programme phases, as encapsulated in its curriculum and contents, there are two central points that this paper seeks to highlight, viz., (a) the centrality and continuity of certain basic life needs, as the core of adult education; and (b) the changing focuses, as sought to be given precedence, at certain programme phases, without necessarily negating the other important needs that adult education should address. These trends in the perceptions and visions of adult education, are perused through programme phases like: (i) Literacy as social mobilization for the nationalist movement; (ii) Literacy for citizenship and democracy through Social Education in the fifties; (iii) the Gram Shikshan Mohim in Maharashtra, (iv) Functional Literacy phase of 60s; (v) Critical Pedagogy and literacy as instrument for liberation phase of NAEP during the 70s; (vi) the retention of the critical pedagogy in diluted forms through the 1980s, with other larger social objectives suggested by the Review Committee on NAEP in 1980 and as further reiterated by the NPE, 1986 and its Programme of Action; (vii) the continuation of these objectives under NLM and through the 90s and beyond, till 2007, guiding the content and curriculum of the full blown literacy movement covering basic literacy, post-literacy and continuing education programme. The approach during the 1980s and 90s in India approximates to the global trend of Mass Literacy Campaign and the EFA Movement approaches. Thus, an attempt is also made to trace the coincidence of international trends corresponding to the Indian trend in adult education. It is not a history of implementation of different adult education programmes and projects. It seeks to touch the vision and focus of adult education and its curriculum and content during the various programme phases.

Conclusion and Reference

Conclusion

This article has tried to analyze and compare some of critical dimensions relating to adult literacy and education in India in relation to some international benchmarks and underpin the measures to make on part with the international benchmarks. In respect of definition and scope, adult literacy and education programme should be seen as an uninterrupted continuum, encompassing basic literacy, equivalency, skill development and continuing education, open to all adults. Barriers to participation are not merely in access, but also in providing relevant curriculum, etc. Multi-pronged approach is needed to eliminate barriers on grounds of age, gender, ethnicity, language, religion, rurality, poverty, etc., and especially for women and girls. Those trusted with literacy and education of these groups should be specially sensitized about these requirements.

Quality in adult education relates to a plethora of aspects and activities like relevant content, and its delivery, intensive training and professionalization of adult educators and others delivering the programme. The suggestions put forth by the NCFAE Committee relate to all these and desirable to be adopted. The arrangements envisaged for implementing adult education programmes are commonly equated with design and delivery aspects such as institutional set ups, personnel, their capacity building, etc., and the strategies to ensure their adequacy and quality are at the core of effective implementation.

Policy for a well articulated system of adult education is the basis and life nerve of an enduring adult education edifice. Backed by legislation, it should spell out the learning levels, including recognition and certification of prior learning, the institutional set ups and delivery mechanisms as well as professionalization of those delivering adult education. Good governance ensures implementation of adult literacy and education in ways which are effective, transparent and accountable. Representation of all stakeholders in the organizational and management structures and their involvement in the planning, implementation, review and monitoring are critical good governance variables. These are stressed in Saakshar Bharat Programme and further reiterated in the NCFAE Report.

Adult education is as wide as life itself, being essentially cross sectoral. Alliance with agencies across government, NGOs, CBOs and private sector is demonstrated as the most effective and successful way of implementing adult education. Benefits of adult education to the nation and the individuals could be quick and direct and enhancing investments/allocations to adult education is of critical importance. Monitoring and evaluation reveals the health of the programme as well as its bottlenecks for correctives. The M&E system for adult education in India under the Saakshar Bharat Programme is rated to be a state-of-the-art model and is an ideal to follow. In sum, this exercise of anlysing adult education in India in relation to the international benchmarks indicated many desirable directions to move ahead.

Reference

1. Mathew, “Convergence between Literacy and Agriculture”, Presentation at National Workshop on “Saakshar Bharat, Belem Framework and LIFE, organized on 27-28 June, 2011 at Bengaluru (hereafter as Presentation at National Workshop at Bengaluru)
2. Mathew, “New Perspective on Adult Education in India”, Presentation at National Workshop at Bengaluru.

Anita Dighe, “Adult Learning and Education for Inclusive and Sustainable Development”, Presentation at National Workshop at Bengaluru.

Gautam Bose, “A Web Based Planning and Monitoring Information System for Saakshar Bharat: Mission 2012”, Presentation at National Workshop at Bengaluru.

Government of India, Programme of Action: National Policy on Education, 1986, MHRD, New Delhi, 1986.

Jandhyala Tilak, “Financing Adult Education in India”, Presentation at National

Ministry of Human Resource Development, National Policy on Education – 1986, GOI, Department of Education, New Delhi, 1986.

Jagmohan Singh Raju, “Literacy Initiative For Empowerment (LIFE) and Saakshar Bharat: A Brief Comparative Anaysis”, Presentation at National Workshop at Bengaluru.

Jagmohan Singh Raju, “Belem Framework and Saakshar Bharat”, Presentation at National Workshop at Bengaluru.

Ministry of Human Resource Development, National Policy on Education – 1986: Programme of Action 1992, Department of School Education, GOI, Faridabad, 1996.

National Curriculum Framework for Adult Education: Report of the Expert Committee, New Delhi, 2011

National Literacy Mission Authority, Saakshar Bharat – Centrally Sponsored Scheme, MHRD, Dept., of School Education and Literacy, New Delhi, 2010.

NCERT, Education and National Development: Report of Education Commission (1964-66), New Delhi, 1971.

NIRANTAR, “Women and Other Excluded Groups”, Presentation at National Workshop at Bengaluru.

O.P. Bhuraita, “Converging Efforts for Saakshar Bharat”, Presentation at National Workshop at Bengaluru.

Razia Patel, “Improving access and inclusion – overcoming the barriers: a special reference to inclusion of deprived communities”, Presentation at National Workshop at Bengaluru.

1. Nayanatara, “Role of Evaluation in Adult Education”, Presentation at National Workshop at Bengaluru, 2011

S.S. Jena, “Learner Assessment & Certification”, Presentation at National Workshop at Bengaluru.

UNESCO, Confitea VI: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future: Belem Framework for Action,

UNESCO, Literacy Initiative For Empowerment – 2005-2015: Vision and Strategy Paper (2nd Edition), 2006.

1. Mohankumar, “Need for Strategic Shift in Context of Belem Framework”, Presentation at National Workshop at Bengaluru.

Chapter IX - Monitoring and Evaluation

Chapter IX - Monitoring and Evaluation

What is a stethoscope to a doctor is monitoring for adult education programme to the programme manager, which reflects the health of the programme and its bottlenecks. The systems of information and data bases and its reliability alone can reveal its health and bottlenecks so as to introduce concurrent correctives. Evaluation looks at the learning as well as larger outcomes and impacts of the programme.

In respect of Monitoring and Evaluation (M&E) of adult learning and education programmes, the Belém Framework, acknowledged the need for valid and reliable quantitative and qualitative data to inform policy-making in adult learning and education, and resolved to adopt measures to: (a) Develop a set of comparable indicators for literacy as a continuum and for adult education; (b) Regularly collect and analyze data and information on participation and learning progress in adult education programmes, disaggregated by gender and other factors, to evaluate change over time and to share good practice; (c) Elaborating the criteria to assess the learning outcomes of adults at various levels; (d) Produce a national progress report for CONFINTEA VI Mid-Term Review, coinciding with the EFA and MDG timeline of 2015; (e) Support South-South cooperation in the areas of adult literacy, adult education and lifelong learning; and (f) Monitor collaboration in adult education across disciplines and across sectors such as agriculture, health and employment (Jagmohan Singh Raju, 2011[2]); UNESCO, 2009: 6). The Belem Framework also called upon UNESCO and its structures to undertake certain monitoring and evaluation and other tasks at the international levels.

LIFE recognizes that its effectiveness will be assessed by the outcomes, including the learning outcomes and impacts, at the country level, and holds that effective monitoring and evaluation in each country and timely incorporation of lessons learnt will be critical for its success. It proposes that: (a) Viable systems to monitor and evaluate LIFE progress will be set up both at national and international levels. (b) Evaluation will be based upon a set of objectively verifiable indicators and sources. M&E will be conducted throughout the LIFE in-country implementation (including lower level, e.g. at district and programme level), annually, during mid-way, and at the end of the programme. (c) LIFE will assist countries in monitoring and evaluating the performance of their programmes through technical support and in tracking the progress and evaluating the impacts of countries’ literacy programmes and activities. (d) LIFE aims to enhance the general monitoring and evaluation culture for literacy in each country, by building of operational monitoring information systems to inform policies and enhance the performance and effectiveness of literacy programmes. (e) It would be a three-pronged approach: the development of reliable methods for assessing literacy; establishment of management information systems for literacy; and Sample longitudinal studies on completed learners to assess the impact of literacy. (g) Evaluation of LIFE at the international level by UNESCO and its structures (UNESCO, 2006: 37-38).

M&E in Adult Education in India: Emerging Perspectives

Monitoring and Evaluation are two sides of the same coin, and evaluation uses the monitoring information. In earlier evaluations, importance was given to quantitative aspects rather than qualitative ones, and in evaluation of learning outcomes, the focus used to be on the literacy proficiency rather than qualitative dimensions of improvement, empowerment, self-confidence, self-esteem, etc (S. Nayanatara, 2011). Even in the literacy assessment, it is now being emphasized that it should be non-incursive, promoting courage and boosting self-confidence (S.S. Jena, 2011). There should be complete freedom to learners in choosing pace, place and time as per their convenience, and assessment results should be shared with the learners and other stakeholders.

The literacy proficiency under Saakshar Bharat Programme is assessed through periodical Literacy Assessment Tests, organised by the SLMAs and Lok Shiksha Samitis at District, Block and GP levels, which is jointly certified by NIOS and NLMA. Those who attended the earlier literacy programmes as well as the school dropouts could also take this Literacy Assessment Test, the details of which are available in the NIOS website (Gautam Bose, 2011).

With respect to M&E of adult learning and education programmes, there is the unmistakable approach in the Saakshar Bharat Programme that monitoring is important for improving programme implementation. The current system under the Saakshar Bharat Programme is the web based planning and MIS. Its core features are the web based data bases at different levels. It has 24x7 accessibility of information, and it also affords regular data updation. The MIS relates to physical and financial monitoring at all levels. It shows the physical and financial monitoring at all levels, the learning progress of each individual learner and the performance monitoring of VTs and Preraks/Coordinators.

The current MIS is on public domain which helps to disseminate information to citizens and stakeholders. The MIS also includes fund flow system which helps to keep track effective fund utilization, and also in accurate depiction of income and expenditure, which is the touchstone of integrity in expenditure. The MIS has details of the composition of Lok Shiksha Samitis at different levels as well as about Coordinators and Preraks, profiles of GPs and the household survey data.

References

References

Banerjee, Sumanta (1993), Revisiting National Literacy Mission, Economic and Political Weekly, Vol. XXVIII, No. 25, June, pp. 1274-78.

Bhola, H.S (1988), World Trends and Issues in Adult Education, London: Jessica Kingsley Publishers in association with UNESCO.

——., (1998), They are Learning and Discerning: Evaluation of an Adult Education Project of the National Literacy Cooperation of South Africa, Studies in Educational Evaluation, Vol. 24, No. 2, Great Britain: Pergamon.

——., (2008), Signposts to Literacy for Sustainable Development: Complementary Studies by Harbans S. Bhola and Soffa Valdivielso Gomez, Hamburg, UNESCO Institute for Lifelong Learning.

Bordia, Anil (1981), The National Adult Education Programme: Background and Prospects, In, A.B. Shah and Sushila Bhan, ed., Non-Formal Education and the NAEP, pp. 57-90.

—— (1982), Planning and Administration of National Literacy Programmes: The Indian Experience, Paris: IIEP (mimeo).

Dutta, S.C (1986), History of Adult Education in India, New Delhi: Indian Adult Education Association.

Freire, Paulo (1972), Pedagogy of the Oppressed, Harmondsworth: Penguin Books

——- (1972), Education: The Practice of Freedom, London: Writers and Readers Publishing Cooperative

Lind, Agneta and Johnston, Anton (1990), Adult Literacy in the Third World: A Review of Objectives and Strategies, Stockholm: SIDA.

Mathew, A (1990), Ministry of Education: An Organisational History, New Delhi: NIEPA.

Mathew, A and Rao, C.K. Mohan (1994), Divergent Perceptions of Literacy Campaigns: Towards a Balanced View, Mainstream, January 22, pp. 15-23.

MHRD (1986), National Policy on Education, 1986, New Delhi: Government of India.

——- (1986), National Policy on Education 1986: Programme of Action, New Delhi: Government of India.

—— (1992), National Policy on Education, 1986: Programme of Action, 1992, New Delhi: Government of India

Ministry of Education & Culture (1983), Adult Education Programme: Policy Perspective and Strategies for Implementation, New Delhi: Government of India.

——- (1980), Report of the Review Committee on the National Adult Education Programme, New Delhi: Government of India.

National Curriculum Framework for Adult Education: Report of Expert Group (March 2011), at (www.jkeducation.gov.in).

Nayar, D.P (1989), Towards a National System of Education, New Delhi: Mittal Publications.

Rajan, R (2003), Mass Functional Literacy Prograrmme, In., K. Parthasarathy, V. Anandamoorthy and V. Harikumar, Ed., Literacy and Development, Vol. I, Chennai: State Resource Centre and Bharathidasan Univeristy, Tiruchirappalli, pp. 81-88.

Saraf, S.N (1982), Literacy in a Non-Literacy Milieu: The Indian Scenario, Paris: IIEP [mimeo].

Shah, SY (1999), Studies in Indian Adult Education, New Delhi: Indian Association of Adult Education (IAEA)

——- (2012), Adult Education in India: A Historical Perspective, In, Two Decades of National Literacy Mission: Some Perspectives, New Delhi: IAEA, pp. 1-21.

Shah, A.B. (1980), The NAEP: Social and Political Tensions, In, A.B. Shah and Sjsheela Bhan, ed., Non-Formal Education and the NAEP, Delhi: Oxford University Press, pp. 85-94.

Singh, Sohan (1957), History of Adult Education during British Period, Delhi: IAEA.

Unesco (1972), A Retrospective International Survey of Adult Education (Montreal 1960 to Tokyo, 1972) for Third International Conference on Adult Education, Tokyo, 25 July – 7 August, 1972.

——— (1976), Recommendation on the development of adult education (adopted by the General Conference at its nineteenth session, Nairobi, 26 November, 1976.

——— (1985), The Development of Adult Education: Aspects and Trends (prepared for the Fourth International Conference on Adult Education, Paris, 19-29 March 1985), Paris: ED-85/ CONF.210/3.

——— (1985), Fourth International Conference on Adult Education, Paris, 19-29 March 1985: Final Report, ED/MD/81, Paris, September.

——— (1997), Adult education since the fourth International Conference on Adult Education (Paris, 1985), prepared for Fifth International Conference on Adult Education (Hamburg, July 1997), ED/97/WS/5

Chapter VIII - Financing

Chapter VIII - Financing

Unlike formal education which has a long gestation period, returns to investment in adult education can be quick, as it deals with adults who are already productively engaged. Worldwide, it is recognized that adult education represents a valuable social investment which brings quick social, economic and political benefits, and therefore, merits significant increases in investment.

The Belem Framework is most perceptive in its observations that “adult learning and education represent a valuable investment” which “brings social benefits by creating more democratic, peaceful, inclusive, productive, healthy and sustainable societies.” It felt that “significant financial investment is essential to ensure the quality provision of adult learning and education” (UNESCO, 2009: 4). Therefore, it recommended: (a) Investment of at least 6% of GNP in education, and working towards increased investment in adult learning and education. (b) Expanding existing educational resources and budgets across all government departments to meet the objectives of an integrated adult learning and education strategy. (c) Creating incentives to promote new sources of funding, e.g. from the private sector, NGOs, communities and individuals, without prejudicing the principles of equity and inclusion. (d) Prioritising investment in lifelong learning for women, rural populations and people with disabilities (UNESCO, 2009).

Since LIFE is a strategy framework to support national efforts for literacy and adult education, in respect of funding, it says that it will rely “principally on domestic resources, both public and private”. However, in respect of the countries with weak economic potential, it feels the need for external support, and dwells on the strategies of mobilizing resources from bilateral and multilateral donor agencies. But, in respect of funding from domestic resources, its recommendations about mobilizing it from private resources are relevant viz., linking up with large enterprises with a proven record of ‘good governance’ who do financially supporting LIFE ((Jagmohan Singh Raju, 2011[1]; UNESCO, 2006: 35).

These partnerships have the potential to go beyond mere supply of funds. Transfer of expertise through attachment programmes, for example, may prove equally valuable. Publishing firms and enterprises in the ICT sector can assist countries directly in the development of materials and support an advocacy and communication strategy. Companies promoting household or pharmaceutical products might share expertise in appropriate health care and hygiene UNESCO, 2006: 36).

Funding Adult Education: Indian Situation

India aims to raise its investment on education to 6% of GNP as recommended by Education Commission, 1964-66 (NCERT, 1971: 893). Provision for adult learning and education, which was quite low in the earlier plans received priority in the XI Five Year Plan by providing Rs. 6000 crores for adult education. Provision for adult learning and education by other government departments in their own budget is not much. Efforts are being made for public-public and public-private partnerships in implementation of the programme. Saaksharta Kosh is being set up to receive contributions for adult learning and education from private sector, NGOs, community and individuals.

The National Workshop pointed that expenditure on adult education is justified as education is public and merit good, and as investment in human capital and human development. Besides being a minimum need in itself, it helps in fulfilment of other basic needs. The Right to Education now hopes to extend up to secondary level. Returns to investment in adult education can be quick, by increase in agricultural productivity, curbing population growth, improvement in health and sanitation consciousness and practice, etc.

The celebrated educationist, J.P. Naik, pointed out: “We also believe that any investment in adult education, especially of the non-literate poor, will yield quick results in terms of socio-economic progress and will be extremely rewarding in proportion to its quantum” (Razia Patel, 2011). Against this backdrop, it would be natural to expect adequate share of allocation for education being diverted to adult education in India. However, the expenditure on adult education vis-à-vis education hovered around 3% in different Five Year Plans. Most states spend less than 1% of their total education budget on adult education (Jhandhyala Tilak, 2011). Therefore, the Workshop was unanimous in recommending: the need for adequate fund allocation for adult education needs to be backed up by recognition of the importance of adult education and the need for sound policies, long and medium term plans and effective schemes. The need for increased allocation for adult education within the education budget to be positioned and backed up by policy measures rather than merely as budget estimate exercise.

Chapter VII - Convergence and Partnerships

Chapter VII - Convergence and Partnerships

Adult education, especially in countries with enormous literacy challenge, cannot simply be a government programme; it has to be a national and societal enterprise and engagement. It is even more so given the cross cutting nature of adult education, which is “as wide as life itself”, as the celebrated Education Commission Report (1964-66) said. Unless the different ministries/departments and their agencies join together, it cannot assume that mammoth scale. Convergence and partnership within and outside government, the private sector and NGOs and CBOs is not a luxury, but a necessity. This is true across the globe.

Based on strong evidence, the Belem Framework stated that: (i) Adult learning flourishes when states implement decisive initiatives in adult learning and education in alliance with key civil society institutions, the corporate sector and workers’ associations; (ii) Public-private partnerships are gaining currency, and South-South and triangular cooperation are yielding tangible results in forging a new form of adult learning for sustainable development, peace and democracy; (iii) Regional and supranational bodies and agencies play crucial and transformative roles, influencing and complementing the initiatives (Jagmohan Singh Raju, 2011[1] & [2]; UNESCO, 2009: 10); and (iv) For a meaningful international cooperation, it is aimed to set up a Centre for Policy Research and Training in Adult Education to promote adult education in E-9 and SAARC countries.

The Belem Framework did perceive that forging partnerships for adult learning and education as one of critical “challenges for adult learning”, especially in: promoting and supporting inter-sectoral and inter-ministerial cooperation; and fostering translational cooperation through projects and networks for sharing experiences and innovations.

Based on the experience of literacy initiatives in the 35 countries, the LIFE document suggested that: (a) Proactive partnerships need to be built through networking for planning and implementing literacy-related activities through consultations and dialogue; (b) The critical factor in the success of literacy and adult education initiative is the cooperation of the partnering agencies. Their commitment for national literacy policy, legislation and resources mobilization is critical for the success of the programme; (c) The partners will include: Agencies within the delivery system including government and private and NGO-providers; civil society and NGOs, including youth and women’s organization and trade unions; the private sector; the media, including newspapers and educational publishers; Universities, research institutes and institutions for teacher training; Teachers, facilitators, and other extension workers whose function cover literacy provision; Learners and their communities; (d) To promote synergies among partners, a multi-level advocacy and communication strategy needs to be put in place, consisting of a two-pronged approach: one, for convincing major players in the area of education and development of the urgent need to address literacy; and the other, to involve the media, with the aim of reaching the general public; (e) Sensitize national partners to the importance of integrating literacy into their programmes of work; (f) Identify non-traditional partners and promote innovative and creative actions focusing on literacy; and (g) Lobby decision-makers for greater investments in literacy ((Jagmohan Singh Raju, 2011[1] & [2]; UNESCO, 2006: 23-25).

India’s Situation in Partnership: Recommendations of Workshop

India is an ardent signatory to international commitments on EFA Goals and is keenly interested in forging international cooperation with international bodies engaged in adult education, both to share and learn from other countries’ experience.

The Workshop shared the experience of exploring collaboration through: Public-Private Partnership; NGOs; Public-public Partnership; and International partnership. It was revealed that, forging purposeful Public-Private Partnerships in the fields of capacity building, TLMs development, use of ICT, resource generation, environment building and setting up model AECs, Basic Literacy, Equivalency, Skill Development and CE programmes could all be important areas.

The experience shared illustrates a feasible scenario of joint efforts, either in entirely shouldering the programme and sharing its activities, of different government organizations – Ministries/Departments, their constituent agencies and institutions – as varied as NHPC, Border Roads Organization, PWD, Health, Agriculture, Horticulture, Animal Husbandry, Rural Development, ICDS, etc. The collaboration can be in various ways, as for example: (a) Identification of learners within their departments and also within the areas of their jurisdiction, and identifying Volunteer Teachers (VTs) to teach them. The VTs could be from their own employees. (b) Self-Help Groups (SHGs) present another huge platform to undertake the literacy initiative, to cover their own non-literate members. SHGs present a ready target because they are already organized and does not need a separate motivation drive. The VTs could be from among the SHGs itself. (c) The financial institutions dealing with the SHGs like banks, etc. can also facilitate their literacy initiative. (d) Literacy through students by involving teachers and students of Secondary and Senior Secondary Schools. (e) Collaboration for imparting literacy would be grossly inadequate both to the plethora of agencies with expertise and also with people whose learning needs go beyond basic literacy and relate to vocational training, continuing education, life skills, etc (O.P. Bhuraita, 2011).

Therefore, the Workshop endorsed the idea that livelihood and income generation, individual interest programmes etc., could be networked with different departments and their related agencies and institutions for information sharing, extending training opportunities, and trainers. Also, occupational areas for extending vocational and life skills training could be as wide as life, depending on the institutions and agencies which could be approached.

In the life context of non-literates, given their pervasive deprivation, literacy per se has no appeal and immediate and tangible utility. Linking literacy with such aspects that are vital to their existence and wellbeing makes it more relevant and creates appeal for their participation. Literacy’s connection with agriculture is one such critical area. The Workshop recognized that functional linkages between literacy and agriculture constitutes a symbiotic relationship, mutually reinforcing, and recommended that in order to facilitate this connection, there needs to be conceptual and functional linkages between the policy bodies of NLMA and Department of Agriculture and Cooperation from national to Block and Gram Panchayat levels and corresponding guidelines about enduring programmatic interface between education and agricultural extension(A. Mathew, 2011). The Workshop also underlined that cross-sectoral collaboration with institutions of research and training at every level needs to become a mandate, backed up by policy and legislation.

Chapter VI - Governance

Chapter VI - Governance

Good governance is that which enjoys high credibility, transparency and accountability. This gets ensured where the involvement of all stakeholders in the planning and implementation of the programme is ensured through their representation in the organisational-management structures and management of the programme. Sensitization and honing the capacities of different stakeholders w.r.t. their roles in the effective implementation of the programme is equally essential.

With respect to Governance, the Belem Framework stated that: Good governance facilitates the implementation of adult learning and education policy in ways which are effective, transparent, accountable and equitable. And, for this, it held that representation in the organizational-management bodies and participation of all stakeholders is indispensable in order to guarantee responsiveness to the needs of all learners, in particular the most disadvantaged (Jagmohan Singh Raju, 2011[2]; UNESCO, 2009: 3).

Therefore, the Belem Framework laid emphasis on: (i) Creating and maintaining mechanisms for the involvement of public authorities at all administrative levels, civil society organisations, social partners, the private sector, community and adult learners’ and educators’ organisations in the development, implementation and evaluation of adult learning and education policies and programmes; (ii) Undertaking capacity-building measures to support the constructive and informed involvement of civil society organisations, community and adult learners’ organisations in policy and programme development, implementation and evaluation; (iii) promoting inter-sectoral and inter-ministerial cooperation; and (iv) fostering transnational cooperation through projects and networks for sharing know-how and innovative practice (UNESCO, 2009: 4).

The LIFE document does not insist on a given pattern of governance-related design and mechanism for implementation of literacy. It seeks to subsume governance-related aspects in the Convergence and Partnership-related dimensions.

Governance in Adult Education: Indian Situation

In line with the principle of decentralisation, diversity and plurality of providers is recognised for implementing Saakshar Bharat Programme, such as the PRI system, district administration (Zilla Sakshata Samiti), headed by the District Collector, Education Department, etc. Under the Saakshar Bharat Programme there is: A clear cut strategy for institutionalisation and decentralisation involving the local self government bodies (PRI system); Organisation and management structures, from national to grassroots level covering all administrative levels, viz., State, district, Block and the Gram Panchayat; Stipulation for representation of civil society organisations and the NGOs in implementation of adult learning and education programmes; and Mandatory provision for inter-sectoral representation and cooperation in the organisational and management structures (Lok Shiksha Samitis), at SLMA, District, Block and GP levels.

There is increasing realization that the efficacy of governance design, management structures and system in operation should be manifest and result in (i) high credibility and integrity of the entire adult education system and ensuring transparency, relevance and value; (ii) a highly effective MIS; and (iii) extensive measures to build capacity of all agencies engaged in promotion of adult education in partnership with expert agencies. Thus, as advocated in the NCFAE Report, as also in the National Workshop, there is a need for: (i) Putting in place a dedicated adult education management structures with its own personnel at national, state, district, Block and GP levels as the backbone of adult education system; and (ii) Inter-ministerial/departmental representation in policy bodies of NLMA, SLMA, district and lower levels for their involvement in the design and supervision in implementation of adult education programmes (NCFAE, 2011).

Under the Saakshar Bharat Programme, there is a clear cut strategy for institutionalization and decentralization involving the PRI system. The Workshop was also firmly of the view that this is the future and there is no rolling back of the institutionalization of PRI’s involvement as a catalyst for community involvement in literacy and adult education programmes.