20 Era of Social Education

Rohini Sudhakar

epgp books

 

 

1.      Objectives

 

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

 

  • Explain meaning and significance of Post Literacy Programmes (PLP)
  • Recall definitions of Post literacy
  • Enlist aims and objectives of PLP
  • Review the background of PLP
  • Describe the Clients of PLP

 

Infer how PLP was organized

 

2.      Introduction

 

Radha, an 18 year old girl, had to drop out of her school when she was in the fifth standard because there was no secondary school in her village. Her father had his own farm and her whole family worked on it to earn their livelihood. She missed her school especially the language classes as she had really enjoyed writing essays and her teachers appreciated them. At one of the inter-school competitions, she had won the prize for the best essay. Even though her schooling had stopped, her passion had not. And she continued to read and write however possible.

 

 

One day, a Prerak came to her house and told her about the Adult Education Centre (AEC) which was started at the Panchayat Office of her village. The Prerak invited her to join the literacy class and she was introduced to the library there. Radha started reading books, one after another. Her childhood dream to become a writer was getting a chance and so, she started attending the Adult Education Centre regularly. Soon, she completed Post Literacy Phase and completed the Bridge Primer. The AEC library became like a second home. Noticing Radha’s skill for writing, the Prerak introduced Radha to a writing workshop organized by State Resource Centre. Radha wrote stories on the life of girls and women of her village. Soon she could write news of their village and surrounding areas in newspapers and local magazines. Then, one local newspaper gave her the job of a journalist.

 

 

All this happened because Radha was encouraged to join the Post Literacy Programme.

 

The above story of Radha also shows the need or necessity for launching Post literacy programmes.

 

 

One of the most important reasons for the limited impact of literacy programmes, implemented in the past, was the lackluster attitude of the officials in the implementation of post-literacy and follow-up programmes. Once literacy stage is completed by the non- literates, in a short period, it is essential to retain the literacy skills of the neo-literates. If not, there is high chance that the neo-literates would relapse into partial or total illiteracy. Special efforts should be undertaken to continue, consolidate, sustain and enhance the literacy skills already achieve by the neo-literates. Hence, there is a need to pay attention on post literacy which aims that neo-literates will not relapse into illiteracy. In this module efforts are made to explain the need and significance of Post Literacy Programme and how is it implemented.

 

 

3.      Definitions of PLP:

 

Post literacy has been defined differently in various countries. For some, post literacy means all forms of education that follow after the achievement of basic literacy. For others, it is consolidation of basic literacy skills to a level equivalent to the completion of formal primary school.

 

UNESCO defines Post Literacy Programme as a programme which aims to maintain and enhance basic literacy, numeracy and problem solving skills, giving individuals sufficient general basic work skills enabling them to function effectively in their societies. (UNESCO; 1993)

 

 

National Literacy Mission of India (NLM), defines post literacy as “a part of continuing education, the post literacy programmes attempt to give interested learners an opportunity to harness and develop their learning potential after completion of a course in basic literacy (NLM.nic.in)

 

 

The purpose of Post Literacy Programmes all over remains the same that is to provide learning opportunities to neo-literates to ensure that they will not relapse into illiteracy. NLM considered Post Literacy as, ‘A bridge between primary schooling or its equivalent and further study”.

 

 

Asia-Pacific Programme of Education for All (APPEAL) was launched in 1987 by UNESCO with the aims of promoting literacy and basic learning skills through three programmes, i.e. 1) Eradication of Illiteracy (EOI), 2) Universalisation of Primary Education (UPE) and 3) Continuing Education for Development (CED). APPEAL has made a survey of continuing education programmes in various countries. The survey revealed that those countries were organising continuing education programmes under different names such as post-literacy, adult education, non-formal education, etc. (UNESCO; 1993).

 

 

National Literacy Mission envisaged institutionalization of post literacy and continuing education arrangements through setting up of Jana Shikshan Nilayams (JSNs) throughout the country. The scheme of post literacy (PL) and continuing education (CE), was formulated at a time when the adult education programme all over the country were being implemented on a centre-based approach called Rural Functional Literacy Programme under the over- arching policy framework of the National Adult Education Programme, 1978. The JSNs were designated to cater to the needs of neo-literates emerging from the adult education centres and to the continuing education centres.

 

 

The NLM has designed a two-year post literacy campaign, to be implemented in a mission mode. In fact, it has laid a great deal of emphasis on the planning and launching of post literacy campaign phase. In keeping with its aims, the mission has formulated and circulated broad guidelines for implementation of post literacy campaigns.

 

 

4.      Objectives of Post Literacy Programme

 

The aim of PLP is to consolidate the basic literacy skills of speaking, reading, writing, numeracy and problem solving and at the same time transform these learners into an educated whole person, who is productive socio economic asset to the community.

 

 

Mopping up operation or remediation was one of the important functions offered under Post Literacy Programme.

 

 

5.      Need of PLP

 

During 1950’s, India received international support towards the development of Adult Education. While a number of Indian adult educators were trained by the American team led by Dr. Frank C. Laubach and Dr. Wealthy Fisher, the Ford Foundation provided grants for setting up Social Education Training Centres. The Indo-American cooperation in Adult Education did not last long due to political reasons (Shah, 1989). The only exception being the World Literacy Indo-American cooperation which continued to provide financial support to Literacy House at Lucknow to prepare post literacy materials and impart training to writers for preparing materials for neo-literates.

 

 

Report of the National Board of Adult Education’s Committee on Post Literacy and Follow up programme, New Delhi, Ministry of Education & Social Welfare, 1979, Chaired by eminent educationist Shri. J.P Naik stated that the Post Literacy Programme needs to be organized systematically. Since the National Adult Education Programme (NAEP) encompasses post literacy and follow up programme, the assumptions and objectives of NAEP must apply to these programmes as much as they do to the regular 10 months programmes. Post Literacy should be linked to various schemes of socio-economic development. PLP be given importance as a regular Adult Education Activity itself. Apart from print media, traditional folk forms of communication like folk theatre, puppetry and sophisticated technological media, like electronic media and also group discussions and other means of group action like sports, games, village planning should be used for PLP.

 

Report of the Review Committee on National Adult Education Programme published by Government of India, 1980, Chaired by Prof. D. S. Kothari mentioned that the NAEP programme for 10 months had suggested that some provision be made for Post-literacy and follow up activities. Therefore, the report recommended a programme of about 3 years for learners. It is to be divided into three stages and should be perused continuously as far as possible:

 

 

Stage I; 300 to 350 hours spread over for a period of one year to cover basic literacy, general education with emphasis on health and family planning, functional programmes relating to learners’ vocations & some familiarity with laws and policies affecting them.

 

 

Stage II: programme of about 150 hours spread over an year to include reinforcement of literacy skills and its use in daily life, as well as their wider education including appreciation of science in relation to environment, elements of geography, and history of India and its composite culture.

 

 

Stage III: Approximately 100 hours spread over an year. The aim at this stage would be achievement of a reasonable degree of self- reliance in literacy and functionality and better appreciation of scope and value of science.

 

 

In 1960s, Canada extended support to the development of the first University Department of Adult Education in India at Rajasthan University. During 1970s British experts helped in the development of a training programme for National Adult Education Programme personnel, besides providing orientation to University adult educators in India. During 1980s, German funds were provided for Indian Non-Government Organizations ( NGOs) for production of literacy and post-literacy materials. (Shah,1999,pp.35-36).

The National Policy on Education (revised up to 1992) envisaged that a comprehensive programme of Post Literacy and Continuing Education will be provided for neo-literates and youth.

 

 

In India the PLP was carried out under the scheme of Post Literacy and Continuing Education / Jana Shikshan Nilayam, which was in operation from 1988 to 1992. Then from 1995 to 2006 there was a scheme of Continuing Education for neo-literates in which both post literacy and continuing education were to be offered simultaneously. Currently there is Saakshar Bharat which offers PLP activities.

 

 

 

Post Literacy Programme to cater to:

 

 

Those learners who were either dropped out of Total Literacy    Campaign phase Those who could not complete prescribed norms of learning Left out of first TLC phase. Neo-literates who completed Total Literacy Campaign Dropouts from primary schools Pass outs from Non-Formal Education Programmes

 

 

Once implementation strategies and actions have been determined, the development of precise procedures for post-literacy programmes becomes a very important stage of implementation (UNESCO; 1993):

 

 

6.      Steps in the implementation of Post Literacy Programme:

 

Step 1: Survey: With the objective to find out the number of people who are likely to benefit from PLP. Interviews and questionnaire could be administered to enrol the learners for PLP

 

 

Step: 2.To gain support of the local committee, involved in the implementation, of PLP. It could be local administrative officials of the area, local leaders, women leaders, representatives of NGOs, youth groups, working peoples’ groups, etc.

 

 

Step 3: Modalities of delivery system, which should be characterized by maximum flexibility like time, venue etc. need to be arranged as per the convenience of the learners. While offering PLP, both traditional and non-traditional modes of delivery, could be used, including group learning, household learning, teaching learners at their place of work, distance learning, correspondence programme. The purpose of such learning would be to encourage self-learning.

 

 

Step 4: Train and re-train PLP personnel before launching the programme at national, state and local levels. This could be on- going training of PLP personnel for undertaking activities of PLP.

 

 

Step 5: PLP personnel need to be trained in how to impart; advanced reading, writing skills, presentation, assessment of reading, writing, numeracy and other related skills. PLP personnel should also be trained in how to motivate adult learners to complete PLP.

 

 

Step 6: Identifying and mobilizing local personnel to implement post-literacy activities. Various forms of traditional media as well as modern media, such as social media, can be used to mobilize people to motivate the adult learners, to actively participate in post literacy programmes in order to overcome barriers in learning.

 

Step 7: In order to meet the changing learning needs of the learners, curriculum of post literacy programme needs to be continuously reviewed and changed and/or adjusted.

 

 

Step 8: For improving internal efficiency of the programme, monitoring and evaluation plan of Post Literacy Programme, need to be at place beforehand. Indicators of evaluation be developed in advance and should be incorporated in the in the evaluation tool.

 

 

7.      Implementation of PLP

 

Under PLP & CE scheme National Literacy Mission had designed a ‘one year post literacy programme’, to be implemented in a mission mode at national level.

 

At district level, a registered body, Zilla Sakshrata Samiti was made the main implementation agency for literacy, post literacy and continuing education.

 

 

PLP need to be offered simultaneously soon after the completion of Total Literacy Campaign phase. It had 3 basic elements namely;

 

1.      Identification of learning needs of neo-literates

 

2.      Provision of learning opportunities to meet the needs

 

3.      Creating a socio-economic, political and cultural ambience to sustain the learning environment

 

PLP also followed certain steps such as Environment Building; Mopping up Operation; Establishing New Organizational Process and Structure; Training on Methods; Selecting Learning Methods and Materials, Conducting PL Activities; Monitoring and Evaluation.

 

 

In India, Post Literacy Programmes were offered in both structured and un-structured situations. Structured situations refer to organized learning, where primers or graded textual material are provided to learners for guided study with the help of volunteer instructor. In structured situations supplementary reading materials, inclusive of books and wall newspapers are also made available to neo-literates through book corners or libraries. Post literacy programmes were offered through various art forms, study tours, excursions etc. Radio and television were used to offer PLP Programmes in some regions. Information of various government schemes was delivered through various ways. One of the innovative ways are organizing village parliaments. For example ‘village parliament’ was organized in Bilaspur district and ‘GaonKacheri’ in Pune District (www.nlm.nic.) for giving information on government schemes.

 

 

In un-structured situation, learners were provided learning through self- directed processes. The Post Literacy Centres were used as an ‘open window’ for dissemination of information regarding ongoing development schemes. Learners were provided with

 

a variety of un-structured learning opportunities to practice their literacy skills through supplementary reading materials and library services, thereby helping them continue learning through self-directed processes.

 

 

8.      Use of Bridge primer and other reading materials in PLP

 

PLP included 40 hours of guided learning, including remediation, retention and consolidation of literacy skills of neo-literates and to ingrain reading habits in them to enable them to put their literacy skills to good use in their daily life. State Resource Centres across the nation and some selected NGOs developed teaching /learning materials for PLP, which was funded by Directorate of Adult Education, New Delhi.

 

 

Till the year 2009, Bridge Primer was used in Post Literacy Phase for consolidation, remediation, and continuation; and for the application of literacy skills for neo-literates. Soon after the launching of Saakashar Bharaat in 2009, all the three phases of literacy; Basic Literacy, Post literacy and Continuing Education were allowed to co-exist along with Saakshar Bharat. Lot of materials was created, for neo-literates, by organizing Writers’ Workshops and tapping the rich talent of local story tellers. Libraries, for neo-literates, were established in the areas near to their residence.

 

Some observations:

 

One of Bhaarat GyanVigyan Jatha’s operational objectives was to create a demand for literacy and post literacy Centres, wherever they do not exist. The Granthsala movement of Kerala had initiated library movement. In some places like Dugarpur, Rajasthan,etc., Saaksharata Bhavans were built for the purpose of PLP using the money available under Jawahar Rojgar Yojna, etc. , for which special sanction, from Ministry of Rural Development, was obtained. Bharat GyanVigyan Jatha (BGVJ) tried to generate effective need for literacy and to build up people’s machinery to deliver it.

 

 

Academicians in the field of literacy realized that, after the conclusion of Total Literacy Campaign (TLC) Post Literacy and Continuing Education did not receive the type of primacy, focus and centrality as TLC had received. The studies show that there used to be a gap between the completion of TLC and the date of launching of PLP and CE. Obviously, such a gap would lead to a large number of neo-literates, who were on the threshold of literacy, to relapse into illiteracy. If both PLP and CE would have been well formulated, planned, monitored and implemented, literacy rate in India would have definitely gone up. The National Policy of Education; 1992 had mentioned a comprehensive programme for PLP and CE for neo-literates and youth.

 

Laxmidhar Mishra has quoted that “the fragile base of post literacy and Continuing education was a major flaw in the TLC activity”.

 

 

NLM was launched in 1988. According the Directorate of Adult Education reports the number of TLCs sanctioned up to 1999 were 450 of which 250 moved into the Post Literacy phase. In 2007, NLM had covered 597 districts under TLC, 485 districts under PLP and 328 districts under Continuing Education.

 

 

Post literacy programme did not receive the type of primacy and centrality in the wake of conclusion of TLC in certain districts as expected. Post literacy programme could have been as much a structured, well planned, well monitored, well-coordinated and well supervised programme as the TLC and it required to be implemented in the same voluntary and campaign mode like TLC itself. But this did not happen. Further, it is observed that, wherever there was a gap or long interregnum between the date of completion of TLC and the date of launching of post literacy and continuing education programme, it was inevitable that a large number of neo-literates, who were on the threshold level of literacy, had relapsed into illiteracy.

 

 

  1. Conclusion

 

Post literacy was the second phase, after the basic literacy phase. The aim of PLP was remediation, preservation and consolidation of literacy skills.

 

Continuing education was the third phase. As the literacy schemes of Government of India progressed from one scheme to another, it became clear that all the three phases of literacy could also co-exist with the newly launched Saakshar Bharat (SB) programme, supported by the National Literacy Mission and the Directorate of Adult Education. Through current SB programme one expects that learners would achieve self-reliance in literacy and continue their learning.

 

you can view video on General Introduction Era of Social Education

References

 

  • Ø A Source Book on Adult Education, New Delhi, September, 1989, Directorate of Adult Education, Government of India Chakrabarti Vandana.
  • Ø Compendium on literacy & Inclusive Development, NLMA, Ministry of HRD, Department of School Education & Literacy, Government of India, New Delhi,2014
  • Ø Harnessing the power and potential of adult learning and education for a viable future, 2009. UNESCO, Belem, Brazil
  • Ø Ministry of Human Resource & Development, Government of India, Guidelines forPost Literacy & Continuing Education. 1995, New Delhi
  • Ø Report of the Review Committee on National Adult Education Programme, Ministry of Education and Culture, New Delhi, 1980, Government of India
  • Ø UNESCO Post Literacy Programme Volume II, APPEAL, Training Materials for Continuing Education Personnel (ATLP-CE), Bangkok, 1993
  • Ø 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)
  • Ø http://www.nlm.nic.in/pl_nlm.htm retrieved on 19th March, 2017