29 University Engagement with Adult Education in India Part 1

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Content Outline

 

1.    Learning objectives

2.    Introduction

3.    Growth of agricultural extension education as a discipline in india- a step towards the adult education

4.    Development of university adult education in india

5.    Fourth five year plan (1969-1974)

6.    Fifth five year plan (1974 to 1979)

7.    Ugc guidelines on third dimension

8.    Organizing structure

9.    Sixth five year plan (1980 to 1985)

10. Twenty point Programme

11. Changing concept of university adult education in india after independence

12. Seventh Five Year Plan (1985 to 1990)

13. Committee of UGC (1987) report

14. Eighth Five Year Plan (1992–1997)

 

15. Ninth Five Year (1997 to 2002)

    16. Conclusion

 

 

 

1. Learning objectives

 

After this module learner will be able to,

1.   Analysis the phases of the development of University Adult Education.

2.   Status of University adult Education in India.

3.   Understand the prospects &courses.

4.   Challenges and opportunities.

2.   Introduction

 

 

History of University Adult Education lies in agricultural extension is intimately related to the development in technology. The need for extension was felt in Europe and North

America during the 18th century in the wake of industrial development. To take advantage of science and technology to the doorsteps of the farmers, agricultural societies were formed.

 

The roots of extension education, however, can be traced back to year 1840 when the term “University Extension”was first used in Britain to take the knowledge to doorsteps of common people. The first practical steps were taken in 1867-68, when James Stuart, fellow of Trinity College, Cambridge, England gave lectures to women’s associations and working men’s club. James Stuart is called as the father of “University Extension”. The system was accepted by the Cambridge as well as Oxford University in 1873.

 

Adult education programs have changed significantly, growing from a narrow vocational skills focus to more broadly encompass fields like information technology. The main sources of adult education are public schools, colleges and universities, proprietary schools and the government.

 

During the 1900s, the government began taking a more important role in adult education. Many pieces of legislation began popping up, such as the Smith-Lever Act of 1914, which provided federal funds for training in farming and home economics. Three years later, the Smith-Hughes Act was enacted to finance vocational programs. During the Great Depression, the government sponsored adult education programs to help create jobs for out-of-work teachers.

 

At the end of World War II, the government set up a program for veterans wanting to go to school. This program was known as the GI Bill of Rights. The 1962 Manpower Development and Training Act and the 1964 Economic Opportunity Act both provided federal funds for training unemployed adults. The Economic Opportunity Act also established the Adult Basic Education (ABE) program.

 

   The first adult education programs began in the 1700s and are still a regular part of many education systems. Apprenticeships were one of the first adult education programs. They were offered during the colonial period. In an apprenticeship, a person would learn an art or trade by working for a skilled master for a certain number of years. Masters also often taught their apprentices how to read and write.

But Extension was the core element in the earlier time where history of University Adult Education lies with the growth of Agriculture Extension. Inmodern time development of adulteducation. Or University Adult Education has never been in rapidmanner it has taken the long time to establish such a position, although the priority and the area of intervention has developed and changed according to the need and objective of achievement.

 

So as the priority and role of Indian University Adult Education shifted during time to time according to the need and demand although it has also started from Agriculture extension which later on transformed?

The study is conducted on the basis of available various primary and secondary scientific and policy documents analysis as well as the practical experiences of the other, who has been actively involved in the development of University Adult Education in India, currently he is working in as a senior professor in Adult Continuing Education & Extension, University of Delhi.

 

 

3.   Growth of agricultural extension education as a discipline in india- a step towards the adult education

In India the development of Adult education or University Adult education started from Agriculture extension, where later on the extension became the core element (third dimension) in University Adult Education, other than teaching and research. If we see the history of University Adult education in India,extension education at undergraduate level started in the year 1950 at the College of Agriculture, Calcutta University. The first post-graduate teaching was launched in 1955, at Bihar Agricultural College, Sabour. Next was the post-graduate programme initiated at the College of Nagpur in 1958 ,that laydown the foundation of University Adult education in India,At the same time, Division of Dairy Extension established at National Dairy Research Institute (NDRI), Karnal in May 1961 to undertake extension activities, besides teaching and research in Dairy Extension and its research endeavours in the areas of Information and Communication Technologies, organizational behaviour, information management, participatory technology development and its involvement in human resource development through post-graduate and doctoral programmes in Dairy Extension Education is also understand as the part of Adult Education development which provided the base for later development.

 

4. Development of university adult education in india

 

 

The involvement of institutions of higher learning-colleges and universities in adult education has been a slow but steady in process ,while a small number of colleges were already associated with a variety of community development programmes ,including adult literacy ,even during the colonial period, the university of Indiaalooftill the 1960s when Dr. Mohan Sinha Mehta made the first systematic attempt In this direction by setting up the department of adult education at the University of Rajasthan (1962) mainly based on the model of Canadian University Adult Education . he strongly believed that University should not confined itself to offering degree and research programmes but provide a variety of continuing education programmes suited to the needs of local community by taking the “campus to community” (S. Y. Shah 1997) .It was well affirmed in1964, where Kothari Commission first articulated the concept of Extension and the TRINITY of Teaching, Research & Extension and found “Adult education is as wide as life”.Where firs time it picturesin the Universities in the development of adult education in any education commission report India. The Commission stated that Extension was essential for: making education relevant to real life situations, for preventing the alienation of the educand from society, for developing in the educand a sense of responsibility towards society, for deepening the teacher’s knowledge through a wider exposure to real life situations. During the third five year plan (1961-66), As sufficient progress was not achieved in promoting adult literacy during first and second five year plan, the problem was studied afresh with a view to working out means for the rapid expansion of adult literacy. Programmes of the Ministry of Education provided for further development of the National Fundamental Education Centre as a part of the National Institute of Education, production of literature for neo-literates, assistance for voluntary organisations in the field of social education and expansion of library facilities.in the mean while The education Commission observed that “literacy if it is to be worthwhile, must be functional”. That led to the launching of the inter-ministerial project of Farmers’ Training and Functional Literacy in 1967-68 aimed at popularization of high yielding varieties of seeds through adult education was a step in this direction. The Programme covered 144 districts where nearly 8640 classes were organized for about 2.6 lakh farmer-adults by 1977-78. But in this Programme, the clientele remained selective and several largely illiterate groups viz. artisans, landless labour, SCs, STs, and women got neglected. So third plan proved pinnacle for the development of University adult education. In this chapter. It has tried to present the University Adult Education in India via opting out the Plan period.

 

 

 

5. Fourth five year plan (1969-1974)

 

 

Adult education, centering largely on functional literacy, was conceived in two stages. The first stage was to be in the form of a mass movement, largely dependent on mobilization of local resources, both personnel and financial. Students and teachers were recognised as the important asset in this movement, where popular leadership provided by voluntary organisations and the panchayats was also the key for this period.

 

The second stage was to include a regular and systematic education of those who are identified at the first stage as being capable with suitable follow-up. The entire Programme financed jointly by the State and the local community. Programmes of adult education were developed in industrial and commercial undertakings, public and private, and by voluntary organisations.

 

 

 

6. Fifth five year plan (1974 to 1979)

 

 

The very plan year proved to be the moving year as for as the concern on development of adult education or institutionalization of adult education in higher education, in 1976 the Adult and Continuing Education and Extension Education cell was established , later on it was upgraded as the Centre for Adult Continuing Education & Extension with the aim of planned involvement of the University and college in community extension activities, in this plan year the Central Advisory Board of Education at its meetings held in 1974 and 1975 lent strong support to non-formal education programmes for adults with emphasis on functionality dimension. The scheme of Functional Literacy for Adult Women (FLAW) started in 1975-76 aimed at enabling illiterate adult women to acquire functional skills along with literacy to promote better awareness of health, hygiene, and child care. Till date overriding priority was given to primary education on the assumption that the expansion of primary education would automatically take care of problems of illiteracy (Daphne 2011).

 

 

 

7. Ugc guidelines on third dimension

 

 

In 1977 the University Grants Commission (UGC) first incorporated Extension into its Policy Statement for Higher Education when it stated that-“If the University system has to discharge adequately its responsibilities to the entire education system and to the society as a whole it must assume extension as the third important responsibility and give it the same status as teaching and research. This is a new and extremely significant area which should be developed on the basis of high priority” (UGC Third Dimension report in Encyclopedia of Adult Education 1999).

 

The acceptance of Extension as the Third Dimension equal in importance to teaching and research was in the context of a growing realization that the universities and colleges having institutional resources-knowledge, manpower and physical-have an obligation to develop sensitivities to involve the development of the community with particular reference to the overall and diverse learning needs of all the segments of the people of the community and henceforth the movement of establishing department of Adult education in Indian Universities geared up, initially the university extension Programme came under two border categories-

 

First one was extension services to the schools and colleges the university were expected to work with the secondary and elementary school in either neighborhood and help them in education of teachers; it was also felt that research development Programme for the education system was the responsibilities of the Universities.

 

second was the extension services in the community.it was envisaged that University and college will develop close relationship and support with local communities and student and teacher of the higher education to be engaged in community work, the higher education system was engaged through curricular and co-curricular initatives,training,research and material development.

 

Extension is an idea of a University going to community extending its resources in the service of the weaker section of the society and to others who have remained outside its area of operation when a university or a college goes to community it takes with it a group of people and a set of services for certain period of time (J. D. Bhatia 1989).

 

The UGC policy Statement of 1977 and the conference of vice chancellors of 1981 and also the report of the expert group for the evaluation of poverty under the chairmanship of M.S. Swaminathan (1982)had enable the UGC for formulating guidelines for undertaking the activities of Extension education in Indian Universities which was circulate to all the Universities in India by 1982 (Vibhute 2007).

 

It was only in 1977-78 that the government decided to accord due weightage to adult education along with the Programme of Universalization of Elementary Education (UEE), and the National Adult Education Programme (NAEP) center based Programmewas launched on 2 October, 1978 and National Literacy mission(NLM) was launchedon 5th May 1988for the promotion of literacy among the illiterates in the age group of 15-35 years, (30 million by 1990 and an additional 50 million by 1995). This target has since been revised to making 100 million persons literate during the VIII Five Year Plan i.e. between 1992 and 1997, it was based on campaign mode, areaspecific, timebond, cost effective, voluntary based result oriented under it 596 district had launched total literacy campaign in the country. Among them 191 districts implemented post literacy Programme 238 district opted continuing education phase.

 

 

 

8. Organizing structure

 

 

The Bureau of Adult education and National literacy mission under the department of Elementary Education and Literacy of the ministry of Human Resource and Development function as the Secretariat of National Literacy Mission Authority(NLMA).The General Council of the NLMA is headed by the MHRD and Executive Council is headed by the secretary(Elementary Education and Literacy). The Directorate of Adult Education provides necessary technical and resource support to the NLMA. Core objective was to provide-

 

  • Self-reliance in 3Rs,
  • Functionality,
  • Awareness.

 

In the study it is found that, inNAEP, 92 Universities and 2138 colleges, more than 25000 Adult Education center till 1987 in 18 states and in two Union territory was deeply involved in this epic movement, with the colorations of NLMA and University where NLMA agreed to release the separate fund to 4-6 research fellow who would select the topic in PHD related to the ongoing NAEP (Mohankumar 2014).

 

During this period for the first time, Adult Education was put on the educational agenda of the nation and thereby made central to the development approach that was pursued, after launching of NAEP , there was a positive shift in UGC policy towards the Adult Education as UGC provided hundred percent funding support to Universities, the students of the college /University were instructor(grassroots level workers),supervisor to monitor 60 adult education centers and project officer, assistant director(Director in Adult Education center)of department to undertaken the various programmes and activities supported by the UGC.

 

However National Adult Education Centre set up the communities like Mahle Mandal, Farmer Association and literacy group to facilitate it, at the same time for taking up adult education Programme on one hand this policy changelet to the expansion of university adult education in India and as much as 103 universities set up Adult Education Department by 1997. That gave the research boost in the field of Adult Education in India few Universities took up research studies in the broad area of curriculum, Programme implementation and evaluation and continued to produce doctorates more over some of the University Department of Adult Education, Social work and Education were also associated with the evaluation studies sponsored by the NLM ,during 1976-77 the university system started developing link between Adult Education and social sciences .However, the NAEP was not very successful because it was traditional, honorarium-based, hierarchical and government–funded and controlled.

 

The UGC under its new initiatives supported the introduction post MA Diploma courses in Adult Education in Delhi University,Gujarat vidyapeeth.SNDT woman’s university, University of Madras, Sri Venkteshwar and Rajasthan University, University of Kerala (S. Bhatia 2014). Where in the secondphase, MA in Adult continuing education, Extensioneducation, Rural Development were introduced.

 

Name of some prominent universities who is providing full time courses in Adult Education- Other than it several short term courses were introduced and mandated by the UGC, the variety of courses like public interest litigation, modern mathematics for parents, science and sports medicine,reavel and tourism. The short term need base skill oriented courses under continuing education by interdisciplinary and professional instructors provide large scale expose to the center/department of Adult Education& Extension.

 

In 1999 counseling and Guidance introduced by the UGC in by which large numbers of beneficiaries also mark the work of University Adult Education.

This plan emphasized minimum essential education to all adults, irrespective of their age, sex and residence. This was to be achieved by flexibility, inter–sectorial cooperation and inter-agency coordination. These efforts were to be supported by post–literacy, continuing education through a network of rural libraries as well as instructional programs conducted through mass communication media.

 

Non-Formal Education for adults, particularly in the productive age-group 15-35 years, was to receive priority in the sixth plan, in view of its potential for immediate impact in raising the level of productivity in the economy.

The Programme was designed giving priority to a lot of weaker sections like women, scheduled castes, scheduled tribes and agricultural laborers as well as slum dwellers.

 

In the mean while to take review of the National Adult Education Programme a committee under the chairmanship of Prof. D.S. Kothari was appointed by the Government of India (1980), which recommended modifications for improvement of Adult Education Programme it felt the need of larger participation of student in adult education Programme and recommended that universities and college should be recognized as implementing agencies of NAEP.

 

“Universities and college should be involved to the greatest possible extent through NSS or otherwise”….

 

In this period the Government of India had initiated action in organizing adult literacy throughout the country and made provisions of spreading of Universal Elementary Education for age group of 16-14, with special emphasis on girls.

 

10.       Twenty point Programme

 

 

The UGC with the Government of India, appointed a working group under the chairmanship of Dr. Mrs. Madhuri R. Shaha to reviewed the ongoing programmes of the Adult Education & Extension through University and colleges UGC and prepared guidelines for the implementation of point-16 Under new 20 points Programme(1983-1989).the working group laid emphasis on teachers ,student involvement in adult literacy Programme, it felt that the objective of the programmes should at plan involvement of the universities and colleges in the eradication of illiteracy, for promoting the process of interaction of universities/colleges with the community.

 

Dr. Madhuriben Shah tried very hard to motivate persons in higher education in socially useful & community oriented work. She had delivered a prestigious Dr Zakir Husain memorial lecture at Patna in National conference (All India Education Conference) in 1981, where her word shows the direction and importance of University role in adult education/extension- “…..Democracy is of little benefit to the people if they are to remain uneducated and the number of illiterate remain high….”.she opines that in such case higher education cannot remain isolated(in her words-ivory tower),she felt that universities are the creation of society and hencethey must serve the community of which they are a part. (D. M. Shah 1981)

 

The report of the working group entitled “Report of UGC working group on point 16 of the new 20 point Programme of the Government of India”(1993) adopted center based literacy Programme approach for eradication of illiteracy and suggested a model of involvement of University and colleges in this programme.the report also suggested that department of Adult education ,NSS and NCC unit of the concerned universities should try to involve large number of teacher and students of the universities and the affiliated colleges in the Programme of education and illiteracy (D. S. Shah 1999).A single mechanism isneeded to create in the university system and for better results continuity, flexibility, co-operation recognition, trainingmonitoring, evaluation post literacy follow-up and research etc. Should be given due importance (Vibhute 2007). The policy maker at UGC level to enlarge the extension education in 1984 the scheme of Population Education Club(PEC) in the universities and colleges was prepared and responsibilities of organizing activities in this sphere was entrusted with Department of Adult Continuing Education & Extension(DACEE) in Indian Universities , the objective were as follows-

  • To make the student community aware of the dynamic of population and to enable them to understand the determinants and consequences of the population problem.
  • To make understand population policy and programmes of the country and appreciate the need for “small family norm”.

 

To monitor the activities of population education of different state the UGC, in 1987, established 12 population education resource club (PERC) later add five more such centers, as UGC-UNFPA project on population and development education in higher education system. The DACEES in the country under the leadership of respective PERCS implemented programmes of population education up to 2002 but in 2002 PERCS merge with regular program of UGC but financial assistancestopped from UNFPA.

 

Where after the UGC 1977 guidelines proved to be a paradigm shift in the approaches of Adult Education and its development as a discipline, Agricultural Extension shaped as a community outreach, functional literacy and various other form according to the different requirement of the time and one of the noticeable thing that happen in the history of University Adult Education was that, its development transit from application to theory building and institutionalization

  1. Changing concept of university adult education in india after independence

 

Above box is formulated by the author to understand the development of University Adult Education in India phase wise after independence (with the help of “An Encyclopedia of Indian Adult Education, 1999) in (2017).

12.       Seventh Five Year Plan (1985 to 1990)

 

 

In continuation with the Programme of Eradication of illiteracy continuing education and population education in 1985 the UGC added one more component in the activities of the department namely scheme of planning forum in universities and colleges with objective-

 

· To create an awareness of need for planned development of the country among the student community and involve them in national development effort right from the planning stage.

· To develop consciousness among the educated youth in particular and through them among the general public.

But due to policy decision taken by the UGC this activity was shifted from DACEE to department of Economics of Indian Universities in 1988.

 

Eradication of adult illiteracy and the development of a Programme of continuing adult education was a major thrust in the seventh plan. During this plan period, the Planning Commission’s objective was to address the needs of 90 million people, ages 15–35, in the Adult Education Program. The network of libraries was to play a role in the development of literature for neoliterates. Library systems were to be strengthened with specific attention given to improvement of facilities at the national–level institutions. The strategy to achieve the goal was through a mass movement involving social institutions, voluntary organizations, students, teachers, employers and the community.

 

In the year 1986 Government of India declared its National policy of Education and in its Programme of Action it introduced the scheme of Mass Programme for functional Literacy (MPFL), the main objective of this Programme was involvement of student and teacher in University and college in eradication of illiteracy and approach adopted in this scheme were very flexible. Under the MPFL the literacy courses was to be imparted for approximately 150 hrs.By the student volunteer.

 

 

13.       Committee of UGC (1987) report

 

 

In accordance with the UGC policy, the UGC periodically conducts review of activities under the third dimension and hence it appointed committee under the chairmanship of Prof. Ramlal Parikh (1987), to take review of the performance of DACEE and later on the report of this committee was published in 1988, the UGC deided that universities and college should adopt “the area development envisages inter-linkages of the existing program of removal of illiteracy, continuing education etc”. The area development approach thus requires institution to resort to a sharing and networking approach. The 1988 guidelines had recommended that each university should develop integral approach and adopt area based Programme which include adult education centers, Jan Sikshan Nilayams and Institution based programmes.

 

The guideline also speak about organizational structure at the UGC and University level, staff, training etc. and regarding qualification scale of pay of director,Asst. Director and Project officer and other supporting staff of DACEE.

 

To introduce institution mechanism for post literacy Programme, the Jan Shikshan Nilayams was introduced by central Government as per the recommendation of National policy of Education 1986.

 

Adult education center through the college enrolled thousands of adult illiterate population, where college students worked as the instructors on Rupees 100 taken honorarium per adult education center. College pursuing adult education program appointed one teacher as adult education teacher to motivate the college youth through the co-curricularactivities like poster competition, debate, play etc.

 

To further motivate learners and instructor of adult education center in Delhi Universities colleges ,a group of motivators formed which performed in 30 colleges as the theme “Daughter is born(Beti Aai Hai). The performance was highly appreciated and thousands of the college students used the advocacy in the community mobilization Programme (personal experiences of author).

 

 

14.       Eighth Five Year Plan (1992–1997)

 

 

The Guidelines of 1992-93 was the continuation of 1988 guidelines. The uniqueness of this guideline is the introduction of Nodal Universities for DACEES. According as per the provisions the UGC had identified 13 nodal universities to coordination and monitor the work of DACEEs.

 

Universalization of elementary education, eradication of illiteracy in the 15-35 years age group, and strengthening of vocational education in relation to emerging needs in urban and rural settings were the major thrusts of the plan. These goals were to be achieved by using formal, non–formal, and open channels of learning. The plan stated that in those states with an advanced library system, rural libraries should become the focal points for post–literacy and continuing education programs. (UGC eight plan guidelines 1992)

 

Book promotion was also emphasized in this plan, to be promoted by the organization of a National Center for Children’s Literature, which should produce 3,000 titles annually. Important books were to be translated into the various Indian languages, and books for neoliterates published. Publishers and voluntary agencies were to be given assistance, and the school library program, undertaken as part of the “Operation Blackboard” scheme of the National Policy on Education – 1986, was to continue. (National Policy on Education 1986)

 

15.       Ninth Five Year (1997 to 2002)

 

 

UGC ninth plan guideline was again the continuation of old guideline. This guideline directs department to undertake adult, continuing education for University groups, adult extension education for those not eligible for university based courses and community outreach by reaching out to cater the need of society.

 

The unique future of this guideline was that introduction of different type of Programme in vocational career oriented programmes, equivalencyprogrammes, quality of life improvement programmes, leadership and human resource development Programme, social and citizenship role awareness and individual interest programmes. This guideline advises the department to develop the discipline of andragogy through academic courses and also to adopt collaborative Programme approach for implementing extension education activity (Ninth plan Guidlines for DACEE 2009).

 

The emphasis during the Ninth Plan was also on restoring the lost momentum of the adult education Programme and making it more effective by clarifying the administrative and financing roles of the Centre, the states, Zilla Saksharata Samities (ZSS), Panchayati Raj Institutions (PRIs), other local bodies and non-government organisations (NGOs). Therefore, the focus was on decentralised and disaggregated planning and implementation of literacy, post-literacy and continuing education programmes. The proposed measures to do this were devolution of power from the National Literacy Mission Authority (NLMA) to the State Literacy Mission Authority (SLMA) for financial sanction to projects under the Total Literacy Campaign (TLC) and Post Literacy Campaign (PLC) and empowerment of PRIs and urban local bodies to achieve universal literacy. Other steps included increasing the range and depth of NGOs involvement in literacy campaigns; meeting the special needs of Scheduled Castes/Scheduled Tribes (SCs/STs) and reducing rural-urban and male-female disparities in literacy through the campaign mode.

 

The National Literacy Mission (NLM) Programme was revamped in 1999 to remove some lacunae. While increasing the scope of the Programme, the parameters and norms of financial assistance of schemes under NLM were substantially enhanced.

 

The NLM had covered 96.64 million persons under various adult literacy schemes up to December 2001. Out of 593 districts in the country, 160 districts were covered under TLC, 264 under PLC (including 30 under the Rural Functional Literacy Programme) and 152 under the Continuing Education Programme. NLM was then engaged in the task of imparting functional literacy to persons in the 15-35 age groups and had set a medium-term goal for itself to achieve a sustainable threshold literacy level of 75 per cent by 2005.

 

As far as financial assistance to be given to the universities is concerned 1997 policy categorized universities in different phases. The phase system includesnodal university, phase-3, phase-2, and phase-1 (A&B) department and accordingly financial assistance was provided to the department.

 

  1. Conclusion

 

During the above period development of the University of Adult Education was very much under the strict direction of UGC, where it, time to time through the various guidelines regulated the role of Universities according to the need of Programme and Government ,According to the various study , it has found that, since the government of India(NLM)provides funds to UGC to implement the programme,UGC tends to adopt the Programme package designed by the National literacy mission thus had limited role and the success .The quality of the University Adult Education in the country can be enhanced only if UGC assert its autonomy and moves away from the government designed Programme package.UGC needs to define the concept of University Adult Education in India and Subsequently, encourage the university to design University specific Programmes. Then, Perhaps, the involvement of the higher Education institutions in literacy and Adult education work would be more distinct and effective (S. Y. Shah 1997).

 

you can view video on University Engagement with Adult Education in India Part 1

 

References

 

  • Bhatia, J.P. Dubey & S.C. “Operationalization of Extension in Indian Universities.” National Seminar, 1989.
  • Bhatia, Sugan. “Function and Themes of Extension in Universities/Colleges.” In Contemplation on Extenson in Higher Education , by Dr.Satish Shirsath, 70-104. Pune: DACEE ,Pune, 2014.
  • Daphne, V.P. Matheswaran & R. “Policies Governing Adult and Continuing Education in Five Year Plans – An Overview.” Indian journal of Adult education, 2011.
  • Mohankumar, Dr. Rjeesh & Dr. V. Committee to Recommend Vision and Action Plan for Collaboration between Universities and National Literacy Mission Authority . for MHRD, Government of India, New Delhi: Un published, 2014.
  • National Policy on Education. New Delhi: Government of India, 1986.
  • “Ninth plan Guidlines for DACEE.” University Grant Commission, January 2009.
  • Shah, Dr. Madhuri R. “Role of Universities and Colleges in Adult Education(Zakir Husain Memorial Lecture).” Indian Journal of Adult Education, 1981.
  • Shah, Dr. S.Y. An Encyclopedia of Indian Adult Education. New Delhi: National Literacy Mission, 1999.
  • Shah, S. Y. “Adult Education In Indian Universities: A Case study of JNU .” Indian Journal of Adult Education, 1997: 77-86.
  • “UGC eight plan guidelines.” New Delhi: UGC, 1992.
  • “UGC Third Dimension report in Encyclopedia of Adult Education.” Delhi: National Literacy Mission, 1999.
  • Vibhute, Bhalba. “Extension Education in Indian Universities:An Overview.” University News, 2007: 4-9.