11 Approaches to literacy

Rohini Sudhakar

epgp books

 

 

Content Outline

 

Ø  Introduction

 

Ø  Objectives of the module

 

Ø  What is literacy?

 

Ø  Brief History of Literacy in India

 

Ø  Importance of Literacy

 

Ø  Approaches to literacy

 

 

1.   Work oriented approach

 

2.   Life oriented approach

 

3.   Traditional and religious approach

 

4.   Center based approach

 

5.   Conscientization approach

 

6.   Mass literacy approach

 

7.   Lifelong learning approach

   8.   Rights based approach

 

9.   Bilingual or multilingual approach

 

 

Ø  Summary

 

 

Introduction

 

 

Rama is a 21 years old woman, a farmer, staying in a remote place of India in the year 2011. Rama cannot read, write calculate. There are some schools near her place but she did not ever enter into that school. She was poor and had illiterate parents who never admitted her to a school. The school was also far from her house and the farm where she worked. Rama was not encouraged by any of her relatives to attend school and she too was not self-motivated to learn. The older she became, the longer everyone expected her to share in the hard work in intensive tilling of her owner’s land and taking care of her family.

 

Rama represents the typical experience of those women who have to face disadvantages of illiteracy as they could not attend school. The Education 2030 Framework for Action (World Education Forum; 2015) mentions that all should have access to literacy and lifelong learning. It is only literacy that will multiply and enhance the fruits of developmental efforts.

From the time illiteracy was recognized as a serious impediment to development, both State and non-State actors started taking interest in activities to increase literacy rate in India.Different approaches were followed while developing literacy programmes. The major approaches are discussed in this module along with a brief history of literacy in India.

 

Objectives of the module

 

At the end of the module learners will be able to:

a.    Identify what literacy is

b.    Differentiate between various definitions of literacy

c.    Explain brief History of Literacy in India

d.    Recognize the importance of literacy

e.    Differentiate between approaches to literacy

 

Literacy is about political, economic and social empowerment, the effective exercise of human rights and laying foundations for sustainable, inclusive and fair development ( Ibid). While the basic idea of literacy seems simple, my fieldwork experiences in the field of literacy made me realize that the common man thinks that a literate is the “one who can sign his name”.On the other hand, the experts have defined literacy as the “ability to liberate oneself from the exploitation and achieve full development in political, social, economic and cultural spheres” (Paulo Freire; 1972).

 

In developed countries like United States of America, Finland, England etc., virtually everyone can read and write and has undergone the process of formal schooling (Worldatlas.com; 2015). In developed countries the printed word and electronic communication, combined with the formal teaching provided by schools and colleges is a way of life for a large number of people. But this is not the case with developing countries like India. Adult literacy rates concern the population aged 15 years and older. In 2012, the global adult literacy rate was 84.3% (UNESCO; 2014). International communities have pledged to improve literacy.

 

What is literacy?

 

Definitions of literacy:

 

 

As per the Indian Census literate is the “Person aged seven years and above who can read and write with understanding”.

As per the UNESCO’s definition (1958), “A literate person is one who can, with understanding, both read and write a short simple statement on his or her everyday life”. .

 

In international usage ‘Literacy is the ability to read and write at least a simple message in any language’.(Shah S.Y; 1999)

The Census of India takes into account the age of the person while defining literacy; UNESCO contextualizes literacy and relates it to everyday life of the learner; The international usage mentions ‘message in any language’ in the definition of literacy keeping in view the diversity of learners.

 

As per National Literacy Mission (2001) of India functional literacy includes:

 

 

§  Self-reliance in 3 Rs

 

§  Awareness of the causes of deprivation

 

§  Amelioration through organization and participation in process of development

 

§  Skill improvement to raise economic status and general well being

 

§  Imbibing values such as National integration, conservation of environment

   §  Gender equality

 

§  Small family norm

 

 

Literacy rate of India is the total percentage of the population in the country at a particular time aged seven years or above who can read and write with understanding. According to the 2011 census of India 74.4% of the Indians are literate and that India still needs to make remaining 25.6% literate.

The first two decades of the operationalization of National Literacy Mission not only witnessed tremendous progress in literacy rates from 52.21 % to 74.04 (1991- 2011), but also expansion of the programme from basic literacy to post literacy and continuing education.

 

Brief History of Literacy in India

 

 

Literacy has a history going back to more than 5000 years, and as a concept has been continuously evolving (Bhola H.S.; 1994). Almost all learn speaking but it is not so with literacy. Literacy for all is needed but it is difficult to attain. As per the report of Saakshar Bharat (2011) illiterates mainly include women belonging to socially disadvantaged section of society and some religious minorities. Hence, literacy of women is a major concern of government of India. Though caste, gender and class discrimination has overtly reduced to a large extent, nevertheless the subtle and covert discrimination based on caste, class and gender still exits. Further, lack of quality primary education, poverty, high school-dropout rate in schools adds to the number of illiterates. One of the major reasons of illiteracy is apathy of states to focus on Primary education. In the present session we will talk about literacy for people who lost opportunity of formal schooling, importance of literacy and various approaches to literacy.

 

Importance of Literacy

 

 

There are about 6000 spoken languages, and only 300 of the world’s languages have developed orthographies and only a 100 have a significant body of literature ( Bhola H.S.; 1994). This shows that only 400 languages can retain their literacy skills.

 

An often repeated sentence which expresses the gains of literacy is, “Literacy is ability to read the word and once literacy is achieved one can read the world.” Literacy is ability to synthesize, evaluate and use information. To understand and operate computers, being able to use Television to watch the programme of self-choice. Literacy is ability to communicate between people, thoughts, ideas and the world.

 

Through literacy change can be brought in. It can change the personality of the learner. Literacy can bring in change in self and relationship with others. Literacy can lead to increased social status of a person. In fact Literacy is a tool to achieve the goals one set in their life.

 

Literacy is a first step on the road of lifelong learning. It opens the door of the treasure of letters, information, knowledge and education. Literacy is a powerful tool for human development. Literacy is important to achieve Education for All, Sustainable Development Goals. Literacy promotes respect for diversity (UNESCO; 2015). Knowledge – literacy figures are only a crude reflection of access to education, particularly to the good quality education so necessary for productive life in modern society. But literacy is a person’s first step in learning and knowledge-building, so literacy figures are essential in any measurement of human development. In a more varied set of indicators, importance would also have to be attached to the outputs of higher levels of education. But for basic human development, literacy deserves the clearest emphasis (UNDP 1990).Data on literacy shows wide disparities in male and female literacy are observed. Social returns from female literacy are even higher – in terms of reduced fertility, reduced infant mortality, lower school dropout rates, improved family nutrition and lower population growth ( Ibid). Hence, Sustainable Development Goal 4 aims to “ensure inclusive and equitable education and promote lifelong learning opportunities for all” and gender equity (UNESCO; 2015). We will now discussthe various approaches to literacy:

 

Approaches to literacy

 

1.   Traditional and religious approach:

 

 

Traditional and religious approaches were prevalent during 1882-1947. Traditional literacy is defined as “The ability to read the written word to gain understanding and meaning. It is confined to “reading, writing, spelling, listening and speaking”. Numerical abilities did not form a part of traditional literacy Traditional literacy is somehow seen as without purpose, meaning literacy for literacy sake. In traditional literacy, traditional methods of teaching were used. The learner is just taught without inculcating the value of learning or encouraging them to question the authority. For example religious preachers taught leaners reading bible or other religious text without making them write the same.

 

2.   Life oriented approach

 

Life oriented approach was visible during 1949-1966. It gave importance to the key concept of civic literacy which focused on social education. It was imparted through the night schools. In this approach, the literacy material used included chapters such as how to be a good neighbor, how to treat a newly-wed daughter-in-law, how to keep the environment clean, how to be a good citizen and so on. Early publications of SaksharataNiketan evidence such material.

3.   Work oriented approach

The work oriented approach during 1966-1977 had the key concept of functional literacy. The main programs under this approach were farmer’s education, functional literacy program and ShramikVidyapeeth. The illiterate gained the knowledge of 3Rs and became a tailor who could stitch clothes perfectly by taking correct measurements by applying knowledge of numeracy thus becoming a functionally capable Tailor.

 

4.   Center based approach

 

 

National Adult Education Programme was the first national programme undertaken by Central Government in 1978 on a national scale. It covered three main aspects:

 

i.    Literacy and numeracy, of a sufficient level, to enable learners to continue learning further in a self-reliant manner

ii.     Functionality 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

 

iii.     Social awareness including development, laws and government policies and poor and illiterate to organize themselves for pursuit of their legitimate interests and for group action ( Mathew A; 2013)

NAEP was mainly implemented through a centre based approach (1978). It was implemented by voluntary agencies, universities and colleges, anganwadis of Integrated Child Development Scheme (ICDS, Nehru YuvakKendras (NYK), employers, Panchayat Raj Institutes. State government entered when such implementing agencies were not there. All the literacy centers were funded by government and the instructors were paid an honorarium. Each centre catered to about 30 learners and was taught by an instructor.

 

5.   Conscientization approach

 

Paulo Freire’s conscientization approach (1975-1990) was a turning point for literacy. He promoted literacy for freedom and empowerment. The Declaration of Persepolis in 1975 positioned literacy as an instrument of critical consciousness-raising in relation to political, human and cultural process in general and the condition of illiterates, and leading to their liberation through a process of organization (Mathew A; 2013) Freire positioned literacy and practice as an instrument to make it possible for the oppressed illiterates to become aware that they can change their own situation (Freire 1972). Adult education is to bring about a process of critical reflection that leads to action and change. Paulo Freire’s ideas inspired adult education programs in many countries.

 

6.   Mass literacy approach

 

 

Mass programme for functional literacy ensured that teachers, students, women, youth and people belonging to all sections of society be involved in implementing literacy programs. In Mass Literacy approach there was a change from ‘centre based’ to ‘campaign mode’. Total Literacy Campaigns (TLC) were carried out in most districts of the country. The TLC was followed up with Post Literacy Programme and the Continuing Education Programme. These phases were in a continuum rather than sequential segments. Social media was widely used for creating environment.

 

7.   Lifelong learning approach

 

 

Approach to literacy was centre based or mass based depending on how it was organized at the ground level. From the point of view of providing opportunities for further development to the learner and access to higher education through equivalency programme after completion of basic education, one can witness a lifelong learning approach. For example, under the Saakshar Bharat programme (Directorate of Adult Education; 2009) Basic education, equivalency, continuing education, skill development were provided making it possible for an adult learner to engage in developmental and lifelong learning.

Lifelong learning has become a fundamental goal of recent educational policies often advocated as a way to achieve socio-economic development and a tool for promoting knowledge based society ( UGC; 2007).

 

8.   Rights based approach

 

 

This is about working with poor people; not simply doing things for them. Information flow must be channeled in such a way that learners become aware of their rights as global citizens, understand the forces which perpetuate their poverty and become aware of changes which can help them escape poverty ( SIL. 2003). Rights based approachencourages poor to become active in policy making process. BGVS created demand for literacy in the minds of people and encouraged them to approach government for providing them literacy programme in their community.

 

  1. Bilingual or multilingual approach

 

 

Respect for Language of different people is essential for understanding and valuing cultural diversity. UNESCO advocates Bilingual or multilingual approach to literacy which means use of two or more languages as mediums of instruction. Multilingual refers to use of at least three languages- the mother tongue, a regional or national language and an international language – in education. UNESCO advocates this to cater to the learning needs of diverse society.

 

  1. Summary

 

The module has looked at various definitions of literacy, mentioned a brief history of Literacy in India, described the overriding importance of literacy as powerful tool of human development and has proceeded to discuss various approaches to literacy. The frame of reference rested on ways to ensure that adult learners learn 3Rs and become functionally literate. The learners must stay motivated and apply literacy in their daily lives to become a part of the learning society.

 

you can view video on General Introduction to the Approaches to literacy

 

 

References