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.

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