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.