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.