21 Continuing Education for Neo-literates

Rohini Sudhakar

epgp books

 

Content Outline

1.  Learning Objectives

2.  Introduction

3.  Aim of Continuing Education

4.  Definition of Continuing Education

5.  Meaning and significance of Continuing education

6.  History of Continuing Education

7.  Organizing continuing education programmes for the neo-literates

8.  Post implementation of CEP

9.  Conclusion

1. Learning Objectives

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

1.  Discuss definition of CE

2.  Enlist aim and objectives of CEP

3.  Recollect various terms used for CE

4.  Explain meaning and significance of CE

5.  Retrieve the History of CEP

6.  Name the Providers of Continuing Education Programmes Infer the strategies of organization of CEP

 

 

2. Introduction

 

 

Surekha was a ninth standard pass, married woman. She joined the Adult Education Centre (AEC) of her village because the local Prerak of AEC persuaded her to learn something new. Initially, Surekha was reluctant to join but after seeing the work of the AEC in her village, she was convinced that she would really get to learn something which will enhance her income. Soon, an AEC educational tour was organized by the Prerak in which all the learners of AEC were taken to visit a Food Processing and Preservation Unit near their village.

 

Most of the women were interested in learning how to prepare jam, pickles and chutneys of various fruits such as mango, orange, litchi and pineapple, etc. Hence, on the request of the learners a short course of food processing and preservation was organized by Adult Education Centre, wherein, Surekha learnt how to make tomato sauce and ginger candy. She told her husband about her new experience.

 

 

Her husband told her, “Good idea, we are producing plenty of tomatoes and many of them go waste. Now that you’ve learnt to make tomato sauce, we can start a new enterprise”.

 

She discussed this idea with the Prerak and other female learners at the AEC. Soon, Surekha gained confidence to start a production unit of tomato sauce making. The resource person of Sauce making at AEC explained her how quality should not be compromised. The demand for the product increased, her business was thriving and in no time Surekha needed help. With the help of the Prerak, interested women gathered together and decided to join her enterprise. Surekha made all the women partners of her enterprise. Now, other women come to visit Surekha’s unit to get new ideas.

 

She thanks the Continuing Education Programme of AEC for giving her the guidance and confidence.

Today, most of the countries of the world are moving towards literate nations. Hence, there is a need to develop further to ensure that there would be learning society all over the world. In order to create a learning society all citizens need to be engaged in learning. Continuing Education Programme ( CEP) aptly relates to the European union slogan which says “It is never too late to learn”. The core of CEP is purposive, self-planned and self- initiated learning. Continuing education is a need of all those who want to keep up with the changing knowledge domain. It is needed to learn new skills, improve them and hone them, which can add to once income. Continuing education is perpetual lifelong learning process.

 

3. Aim of CE

 

 

The aim of CE is to create a sustainable learning environment so that learners can pursue their literacy aspirations and be a part of learning society.

The term for continuing education used by different countries are given as follows:

1.  Netherlands: In-service and continuous training

2.  USSR: Further retraining

3.  USA: Faculty Retraining, Continuing Education

 

4.  U.K.: Recurrent Education, Further Education, Staff Development, Self instruction

 

5.  Germany: Staff Development

 

6.  Switzerland: Instructional Development

 

7.  France: Education permante

 

Adiseshiah; 1981 while discussing the concept of continuing education argued that assumption of some prior education that can be continued has nothing to do with formal education. The term CE is applicable to all who have been to school or not. He mentioned that basic literacy should be part of CE. UNESCO (1982) and Perera (1987) too viewed literacy as an element of CE. Perera (1987) and Caldwell (1987), both, found that the basic purpose of CE is individual’s learning for self-development and self-fulfillment.

 

4. Definition of Continuing Education

 

 

Asia-Pacific Programme of Education for All (APPEAL) was launched in 1987. The definition given by APPEAL still holds apt which has defined continuing education as ‘the provision of opportunities for lifelong learning’.

 

Under APPEAL, the UNESCO Sub-Regional Seminar on Continuing Education held in Canberra, Australia, in November 1987, defined continuing education as’’ a broad concept which includes all of the learning opportunities all people want or need outside of basic literacy education and primary education”.

 

This definition implies the following:

 

v Continuing education is for literate youth and adults

v It is responsive to needs and wants

v It can include experiences provided by the formal, non-formal and informal education sub-sectors

v It is defined in terms of opportunity to engage in lifelong learning after the conclusion of primary schooling or its equivalent.

5. Meaning and significance of Continuing education

 

 

UNESCO’s ‘Learning to be’ report had a mention of a learning society. According to the report a learning society is one in which all agencies of a society are the providers of education and not only those whose primary responsibility is education (e.g. school).

 

As needs arise adults can draw on programmes offered by formal education, non- formal education and informal education as these sub-sectors are traditionally defined. (APPEAL).

 

Arne Carlsen , Director, Institute of Lifelong learning, said “Sustainable literacy is the foundation of literacy”.

 

6. History of Continuing Education

 

 

Many philosophers of education have emphasized the importance of integrated continuous learning. Confucius, the Chinese philosopher, had said that he never refused anyone who wanted to learn”

 

The people of Athens had a systematic lifelong learning, consisting of training for and participation as a citizen in all aspects like theatre, music, games and contexts, libraries, art exhibitions, etc.

 

In India also, people used to participate in religious activities, cultural festivals, dance, drama, music and painting, etc. Rabindranath Tagore, through the establishment of Shantiniketan, integrated education with life and culture.

 

For continuing education in England, village colleges of Henry Moris in Cambridgeshire, opened in 1930. The Land Grant Colleges of USA paved way to bring people, especially farmers, mechanics and working people to the University. In Canada too continuing education had gained ground with other western countries. In 1972 UNESCO Institute of Education imitated a study on the concept of ‘ Lifelong Education and its implication for school programmes, curricula as well as promotion of research. In India the movement of Continuing Education was initially developed through various conferences sponsored by University Grants Commission across the country during 1975-1976.

 

In India continuous learning was advocated by Dr. Mohan Sinha Mehta (Rao S; 1999). Mehta said, “We should learn and receive new and true knowledge from everybody and everywhere; at the same time, we should not neglect or disregard our own treasures”.

 

Robby Kids’s thesis of continuous learning or lifelong learning explains prepositions (Rao S; 1999). National Policy on Education (1986) has documented that continuing education, covering established as well as emerging technologies will be promoted. The National Literacy Mission designed the programme of CE for neo-literates, which came into force in 1996 and the scheme of CE Centres (CEC) was launched. The main objective of the programme was to institutionalize CE for neo-literates and to ensure flexibility in design and implementation to address the needs of neo-literates.

 

More specific objectives include;

v facilities for retention and reinforcement of literacy skills

v application of functional literacy for quality of life improvement

v Dissemination of information to participate in development programmes

v Creation of awareness about national issues / concerns

    v Vocational skill training

v Library provisions

v Organization of recreational and cultural activities

 

The Zilla Saksharata Samittee was supposed to implement all the above mentioned programmes, ( Daswani; 2000). As per the Directorate of Adult Education Manual on Continuing Education a wide range of programmes have to be organized for neo-literates, such as:

 

v Short-term courses

v Charcha Mandal (Discussion Groups)

v Information Window

v Games and other recreational activities

v A large number of activities in convergence with line departments and awareness and rights-based agencies

 

v Resource Mobilization

v Supervision and Monitoring, and Maintenance and Records

The evaluations of literacy programmes revealed that activities such as public libraries, churcha mandals and other recreational activities satisfied certain information needs of the neo-literates (Chakrabarti V; 2002-2003).

 

The two basic premises of CE are;

1)  Opportunity for learning should be equal for all who wish to learn

2)  Learning is lifelong process un-confined to once youth or class room or campuses.

 

The University Grants Commission Review Committee (1987) reported that CE activities should be always need based. The Indian Government itself has funded post literacy and continuing education projectsas far back as 1982-83, when it was thought that supporting such activity for limited hours (600 hours) over two to three years would suffice ( Chakrabarti V.).

 

Belem framework for action VIth International Conference on Adult Education ( CONFINTEA VI) held in Belem, Brazil in 2009 recommended that the fulfillment of right to education for adults and young people has to be conditioned by considerations of policy, governance, financing, participation, inclusion, equity and quality, which are critical.

 

India’s National Literacy Mission adopted the following four programmes:

 

1)  Individual interest promotion programmes

2)  Quality of life improvement programmes

3)  Equivalency programmes

4)  Income generating programmes

 

Training Materials for Continuing Education Personnel (ATLP-CE) prepared by Asia-Pacific Programme of Education for All (APPEAL) was launched in 1987 by UNESCO with the aim of promoting literacy and basic learning skills through three programmes, i.e. 1) Eradication of Illiteracy (EOI), 2) Universalization of Primary Education (UPE) and 3)

 

Continuing Education for Development (CED)

 

In 1988 the scheme of Post Literacy and Continuing Education was brought in operation by National Literacy Mission. Post literacy and Continuing Education were two different phases to be carried out one after another. But the field experience revealed that both post literacy and continuing education activities were carried out simultaneously.

 

The scheme of Continuing Education came in to effect in 1995, where both post literacy and CE were in unison. In 2007, when Saakshar Bharat scheme was launched we find the co-existence of literacy, basic education (equivalence), vocational education and continuing education.

 

The continuing education programme provides a learning continuum for the efforts of total literacy and post literacy activities in the country. However, the content and form of the programme has changed over the years. In 1988, when the scheme of post literacy and continuing education was brought into effect, post literacy and continuing education were treated as separate phases in which post literacy was followed by continuing education. With experience it was found that both these activities have to be carried out simultaneously. There were a number of activities in the continuing education phase that would actually help neo-literates to sustain their skills, remain interested in learning and participate in larger development efforts. As a result, in the scheme of Continuing Education that came into force in 1995 we see post literacy and continuing education in unison. ( Repeat sentence)

 

In India, it was observed by the academicians that, during literacy campaigns literacy programs generated lot of enthusiasm among people for literacy. The campaigns increased their demand for learning and many wished to realize their potential to further enhance their skills on their own terms and convenience. It was reported that Total

 

 

Literacy Campaign had a major weakness that from the beginning of the programme it did not plan for post literacy and continuing education programs. CE gives an opportunity to people to improve their literacy skills and improve their personal, socio, economic status. The learners learn as per their need and interests. ( Repeat sentence)

 

Many studies have pointed out that there is a need to organize CEP in the community to reach out to youth. This will help them learning skills related to development. The author, ( which author – Name ) based on her field and research experience has drawn the following strategies, which can be included while organizing continuing education programmes at the grass root level.

 

7. Organizing continuing education programmes for the neo-literates

A. Before organizing the Continuing Education Programme ( CEP)

 

1.  Identify the clients of Post Literacy Programmes/ Continuing Education Programme

There is a need to reach the un-reached, disadvantaged and marginalized sections of the society in order to know the group, who needs and who are likely to continue learning. The clients of CEP could be: Out of school groups, Occupational groups: cottage industry workers, hotel / hostel workers, workers in hospitals, shop keepers, hawkers, construction workers, Elected women leaders of local self government, Self Help Group (SHG) members, groups of SC/ST, deserted women, widows, T.B. patients, people living with HIV/AIDS and youth ( boys and girls) residing in slums, physically challenged, visually challenged, professional groups including doctors, nurses, teachers, engineers, lawyers and Special interest groups like those interested in learning art and craft, computer, use of internet, etc.

 

2. Finding out the learning needs of the selected group:

a.  Discussion with the local leaders/ political leaders/ NGOs

b.  Focus group discussion with the stake holders

c.   Discussion with the individuals, groups

d.  Sample surveys

e.  Mailed questionnaire

f.   Reports of expert assessment

g.  Participatory Rural Appraisal (PRA)

h.  Discussion with the NGOs having field base

i.    Making use of past experience to develop new programmes

j.   Advertisement in the news papers/ TV

k.  Rapport with local people in initiating CE courses

l.    Thorough knowledge of the community

m. Education programmes based on the Research findings

  1. Creating demand for lifelong learning course

 

This strategy needs to be used when the learners are not ready to learn something new or they do not know that they need to learn something different. Bharat Gyan Vigyan Samittee (BGVS) had done a lot in this field. Demand for learning can be created by following ways:

 

  1. Contacting SHG / Local Self Government
  2. By networking
  3. Through spreading awareness.
  4. nvince SHG members the need for these courses
  5. Giving details of the course
  6. Taking local people on educational tours and showing them successful projects. Thus, they create a need for the course among them.
  7. Need for learning comes from the stakeholders
  8. Formal discussion with the stakeholders(e.g. Vacha)
  9. First observes the community then frame a learning programme (e.g.Masoom)
  10. Use of Internet & social media in knowing the needs of the people

 

  1. Attracting participants for CE programmes:

 

Depending on the nature, place and content of CEP the following strategy or strategies can be used to attract participants for continuing education programmes:

 

 

 

5. Involving local people in planning CE programmes and the projects

 

After the needs assessment survey, if a meeting of local people is organized, their participation in the CEP can be enhanced. Then the local people get a sense of participation and belongingness.

 

6. Offering the course in local language

Usually CEP’s are organized in local languages.

 

 

7. Residential educational programmes:

 

If possible residential educational programmes can be organized, especially, when the learners are geographically scattered and there is a possibility that they could be gathered at a central place for 3-5 days to complete the CEP. Further, such CEP can be organized for the inmates of hostel, protection home or members of an organization.

 

8. Appeal to experts to join as teachers/ instructors of CE programmes

It was often found that there is a dearth of expert teachers to teach CE programmes. But some agencies of providers of CEP do maintain the list of Resource Persons along with their profile. For attracting good, educated and experienced teachers of the nearby areas, an appeal can be made to resource persons to awaken their social feelings by asking them to do something related to social development and change.

 

9. Doing publicity of these programmes:

Publicity of CEP can be done by

a.  Word of mouth publicity

b.  Networking: with various NGOs and agencies

c.   Giving advertisements in Local newspapers

d.  Use of handouts

e.  Internet

f.   Use of Auto rickshaw loud speakers

g.  Using past students or ex-participants of the course as ambassadors of the NGO

h. Work of the agency/NGO attract people for their programmes

 

 

10.   Collect funds to take care of the expenses incurred in running the CE

For organizing CEP, if there is a paucity of funds then, it can be raised through donations.

 

11. Offering free of cost courses /Scholarship for educating participants of the courses

There are some academic agencies who offer their programmes free of cost. Some NGOs provide scholarships to the women participants who intend to undergo CE Programmes.

 

12.  Employing local people for organizing CE programmes

 

Many academic institutions / agencies follow the policy of appointing local people as Resource Persons for CE programmes as this will enhance the stakeholders’ financial income. Further, in return they get people having local knowledge and also having we feeling.

 

NGOs like PATH, Manvlok have their policy of employing local people. These NGOs put in lot of efforts to build up the capacities of these local people. They insist on employing local people not only for ordinary jobs getting filled according their suitability to the job but also for higher level jobs. For example, in PATH each employee is a success story as everyone has grown by working with PATH. Pratham, Doorstep School and Navjeevan Lok Vikas Sansthan also try to employ local people.

 

B. During the Implementation of CE Programme

1. Pre and post-test of participants

Pre testing the knowledge of participants before the beginning of the programme gives an idea of how much needs to be done by them according to the levels of the participants.

 

2. Teaching methods used in CEP

 

a.  Lecture method: It is often used for teaching and learning

b.  The forum: Information followed by questions from the audience

c.   Symposium: Presentation of different points of view and approaches and angles to stimulate analysis of the subject under discussion

d.  Discussion: Pooling of small group ideas, experience and knowledge

e.  Field trips: Study tours to gain firsthand experience of a problem, situation

f.   Puppetry, Drama, Role Play, Simulation games and Film show followed by discussion to generate interest among participants

g.  Poster charts, Photographs, slide show, Tapes: They can be used as teaching aids.

 

3. Providing academic support for improving quality of teaching/ learning

 

Academic facilities/arrangements like an independent training centre, building premises of their own with class rooms, seminar hall, reception room and public hall with proper toilet and water facilities.

 

4. Respond to the learning needs of Participants

Accept the learning concerns of the participants. Offer them what they need to learn even in the midst of the course.

 

5. Flexible course timing

 

Some agencies like Indian Institute of Youth Welfare organize courses in the slum areas of Nagpur city as per the convenience of women participants. In some of the NGOs like Dr. V. T. Patil Foundation, computer classes were organized in the night i.e. from 8 to 10.30 pm, because this time was suitable for women who were agriculturists.

 

6.  Observing the growth of participants carefully and bring change in their life style

 

Ensure that people for whom the CEP is organized would develop their personality while they attend the CEP.

 

7. Ensuring completion of the courses by the participants

Different methods like giving personal attention, paying home visits and convincing parents of young adult learners etc are adopted. These were very important strategies that were used by Kherwadi Social Welfare Association, Yerala Development Society’s Awani Project, Door step, SACRED and Dr. Reddy’s Foundations.

 

8. Imparting value added training

 

Mahila Sarvangeen Vikas Utkarsh Mandal ( MASUM ), Pune gives extensive publicity to their continuing education programme e.g. dress designing course. This is a full time course. In addition to the set curriculum, MASUM teaches yoga, health and HIV awareness to improve employability of the young girls and women.

 

9. Production and Distribution of Teaching/ learning Material

Swaymsidha and Pratham have prepared small booklets for children. A group of creative people was encouraged to come together for preparing these booklets for children. These booklets were distributed free of cost to the participants of the courses conducted by the NGO.

  1. Post implementation of CEP

 

  1. Feedback of the participants of educational programmes (Post test)
  2. Evaluation of the CE programme
  • Ø Continuous evaluation
  • Ø Summative examination

 

The objective of this evaluation is two -fold, namely to provide a retrospective and a prospective analysis:

 

  • Ø The retrospective analysis takes the form of an interim evaluation of various qualitative and quantitative aspects of the implementation of the CE Programme and the results achieved.
  • Ø The prospective analysis examines the strengths and weaknesses of the CE programme as well as provides recommendations on the continued implementation of the current Programme and the design of the successor Programme.
  1. Exhibition of the items prepared by the participants of the CEP

If possible the organizers of CET can organize an exhibition of items prepared by the participants of the CEP and give them an opportunity to do marketing of their products in a bazaar environment held on the premises. Swayamsidha, Kolhapur provides such an opportunity to the participants of CEP on every Wednesday. But for many providers of CEP/ NGOs this is not feasible as they do not have the required infrastructure.

 

  1. Conclusion:

 

As the nations all over the world are moving towards literate nations, there is a need to ensure that literates will not relapse into illiteracy. CE needs to be institutionalized to ensure that neo-literates are provided with learning opportunities to continue their learning throughout their life. For this purpose there is a need to obtain help and use technologies like mobiles, television, community radios’ etc., to reach out to the learners.

 

you can view video on General Introduction Continuing Education for Neo-literates

 

References

 

  • Government of India.1989. A Source Book on Adult Education, New Delhi: Directorate of Adult Education
  • Government of India. 1980. Report of the Review Committee on National Adult Education Programme, New Delhi: Ministry of Education and Culture
  • Government of India. 2014. Compendium on literacy & Inclusive Development, New Delhi: NLMA, Ministry of HRD, Department of School Education & Literacy
  • UNESCO. 2009. Harnessing the power and potential of adult learning and education for a viable future, Belem, Brazil
  • Government of India. 1995. Guidelines for Post Literacy & Continuing Education. New Delhi: Ministry of Human Resource & Development
  • RaoSubba. 1999. Continuing Education in India, AmbalaCantt.Associated Publishers.
  • World Bank. January 25 2001. The People’s Republic of Bangladesh Post-Literacy and Continuing Education for Human Development, Washington DC: World Bank (Project Appraisal Document, Report no. 20914-BD)
  • UNESCO.1993. Training Materials for Continuing Education Personnel (ATLP-CE), Post Literacy Programme Volume II, Bangkok: APPEAL, ,
  • http://www.nlm.nic.in/pl_nlm.htm retrieved on 19th March, 2017