5 Concept of Adult Education in India Part 3

Asha Patil

epgp books

 

 

 

Content Outline

 

1.  Objectives

 

2.    Introduction

 

2.1. Concept of Lifelong Learning (2009 onwards)

 

 

 

1.      Objectives

 

At the end of this module the learner will be able to,

 

·         Explain the concept of Lifelong learning

 

·         Discuss the implementation strategies of Lifelong learning

 

 

2.      Introduction

 

To understand the evolution of concept of adult education in India, one needs to know following five phases namely:

 

  •  Concept of Basic Literacy (1882-1947)
  • Concept of Social Education (1948-64)
  •  Concept of Functional Literacy (1965-77)
  • Concept of Developmental Literacy (1978-2008)
  • Concept of Lifelong Learning (2009 onwards)

 

In Previous document two phases were explained, now let us see the Last Phase:

 

 

2.1. Concept of Lifelong Learning (2009 onwards)

 

Globalization has entered in all walks of life. It has brought world more closely than ever before. It has created more opportunities as well as many challenges. Realizing the new challenges of globalized world and importance of functional literacy in it, Government of India launched the Saakshar Bharat Mission on the International Literacy Day in September 2009. Its aim is ‘to significantly reduce the number of non-literate adults in India and foster an environment within communities that encourages lifelong learning’.

 

Background

 

Implementation of TLC and PLP programme increased the literacy rate from 65% in 2001 to 74.04% in 2011 census. Districts which had an adult female literacy rate of 50 percent or below, as per the 2001 census, are selected for the implementation of the Saakshar Bharat programme. In addition, those districts which are affected by left-wing extremism, irrespective of their literacy rate, are also covered under this programme. This programme is aimed to cover 70 million adult non-literates under basic literacy with prime focus on Women, SCs, STs, Minorities & other disadvantaged groups in rural areas.

 

The Saakshar Bharat programme is based upon a wider content. It also recognises the virtue of continuing education. In this technology driven world, knowledge is constantly changing. One needs to update oneself. Thus, the Saakshar Bharat Programme includes literacy as well as continuing education programmes.

 

Broad objectives of Saakshar Bharat programme are:

 

§   Impart functional literacy and numeracy to non-literate and non-numerate adults;

§   Enable the neo-literate adults to continue their learning beyond basic literacy and acquire equivalency to formal educational system

 

  §   Impart non and neo-literates relevant skill development programmes to improve their earning and living conditions and

 

§   Promote a learning society by providing opportunities to neo literate adults for continuing education.

 

Main features

 

It is different than earlier programmes in many aspects. The curriculum includes Core Content (CC) based on the broad National Curricular Framework for Adult Education, and Locally Relevant Content (LRC), which are produced in the locally dominant language. Learning material is developed from identifying the needs and interest of learners to ensure material is relevant. Content is linked to the learner’s livelihood and socio-cultural realities, involving issues such as health and hygiene, agriculture, animal husbandry and local self-government. Curriculum for literacy (Primers) is prepared by State resource Centres (SRCs). The core content in lessons encourages awareness of values such as democracy and gender equality. Actual teaching is for 300 hours to reach basic literacy.

 

Along with basic literacy/basic education, it covers vocational education and skill development, applied science and sports. Jan Shikshan Sansthans (JSSs) organize various need based skills/vocational training programmes for the learners and neo-literates. To sustain the literacy skills achieved by the learners, library facilities are made available.

 

Implementation

 

The Lok Shiksha Kendras (LSKs) (Adult Education Centers) are the operational arm of Saakshar Bharat, responsible for the organization and delivery of classes. These centers are established in Gram Panchayats (Local Self Government at Village level). They are managed by two paid Preraks (coordinators). A literacy educator (volunteer teacher) who is a local resident acts as a mobilizer, trainer and teacher. S/he is responsible for imparting literacy to on average 8-10 learners.

 

To achieve the goal of lifelong learning, extensive use of ICTs such as radio and TV is done.

 

Continuing Education Programmes

 

Ensuring the overall aim to create a learning society is fulfilled, a wide range of Continuing Education Programmes are also organized at the LSKs. They provide the opportunity to sustain literacy through the use of books, media and ICTs. LSKs have vital role from the lifelong learning perspective and creating a literate society.

 

Discussion/conclusion

 

Adult education programme in India has come a long way. It started with 3R’s. Its entire stress was on acquisition of static quantum of literacy skills. Realizing the need of the time, functional literacy was introduced. Learning is a constant process. In technology driven society, one needs to update every time. Hence, the lifelong learning is implemented. In this, literacy is a means and not an end. The main stress is on implementation of skills in day to day living. Literacy needs change from individual to individual. For example, a person from rural area if migrates to urban area s/he has to learn various things to adjust to new surroundings. Lifelong learning gives these skills.

you can view video on General Introduction to Concept of Adult Education in India Part 3

References

 

  • Ø Dutta, S.C. (1986). History of Adult Education in India New Delhi: Indian Adult Education Association
  • Ø Government of India. (1978). National Adult Education Programme: An Outline, New Delhi: Ministry of Education and Social Welfare, pp 4-5