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).