{"id":79,"date":"2019-04-08T06:09:48","date_gmt":"2019-04-08T06:09:48","guid":{"rendered":"http:\/\/aep01.epgpbooks.inflibnet.ac.in\/?post_type=chapter&#038;p=79"},"modified":"2019-04-08T06:11:07","modified_gmt":"2019-04-08T06:11:07","slug":"era-of-functional-literacy","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/chapter\/era-of-functional-literacy\/","title":{"rendered":"Era of Functional Literacy"},"content":{"raw":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/poAbLRGnwqs\" target=\"_blank\" rel=\"noopener\"><img src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a>\r\n<\/span><\/div>\r\n&nbsp;\r\n<div>\r\n\r\n<strong>Content Outline:<\/strong>\r\n\r\n&nbsp;\r\n\r\n1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learning Objectives\r\n\r\n&nbsp;\r\n\r\n2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction\r\n\r\n&nbsp;\r\n\r\n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Farmers Training and Functional Literacy Project (FTFLP)\r\n\r\n&nbsp;\r\n\r\n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Organization of the programme\r\n\r\n&nbsp;\r\n\r\n5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Programme duration\r\n\r\n&nbsp;\r\n\r\n6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Programme content and pedagogy\r\n\r\n&nbsp;\r\n\r\n7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Integrated Child Development Services project\r\n\r\n&nbsp;\r\n\r\n8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Conclusion\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<strong>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Learning Objectives<\/strong>\r\n\r\n&nbsp;\r\n\r\nThe objectives of this module are:\r\n\r\n&nbsp;\r\n<ul>\r\n \t<li style=\"text-align: justify\">\u00a0To interpret the concept of Functional Literacy<\/li>\r\n \t<li style=\"text-align: justify\">\u00a0 To identify the objectives of integrating literacy in Farmers\u2019 Training and Functional Literacy Project<\/li>\r\n \t<li style=\"text-align: justify\">\u00a0 To examine the organization of the project<\/li>\r\n \t<li style=\"text-align: justify\">\u00a0 To compare the strengths and limitations of Farmers\u2019 Training and Functional Literacy Project<\/li>\r\n \t<li style=\"text-align: justify\">\u00a0To list the developmental schemes and projects of Government of India where literacy was integrated<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div>\r\n\r\n<strong>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Introduction<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Attainment of adult literacy is not an end in itself. It goes beyond the rudimentary 3Rs, encapsulated in reading, writing and arithmetic. Literacy is a vital component of development. It is linked to the economic and social priorities of the individuals and the community of which they are a part. It is connected with present and future need for labour. It was in response to this realization that the concept of functional literacyemerged.\u00a0 The link between productive activity and literacy was emphasized by UNESCO\u2019s Second World Conference on Adult Education held in Canada in 1960.The World Conference of Education Ministers on \u2018Eradication of illiteracy\u2019was held in Tehran in 1965. It emphasized the link between work and economic progress.\u00a0 .\u00a0 The conference observed that,\u201d\u2026\u2026. <em>The very process of learning to read and\u00a0\u00a0<\/em><em>write should be made an opportunity for acquiring information that can immediately be used to improve living standards; reading and writing should lead not only to elementary general knowledge but to training for work, increased productivity, a greater participation in civic life and a better understanding of the surrounding world, and should ultimately open the way to basic human culture.\u201d<\/em><\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The international thinking on adult education had its impact on Indian policy planners. Dr. V. K. R.V. Rao, an economist and a member of the Planning Commission in 1965, ardently supported the idea of functional literacy. The Conference of State Education Ministers organized by the Planning Commission in June 1965, noted that lack of functional literacy amongst the rural population was an important reason for restricting the success of several schemes in the areas of agricultural production, family planning, cooperatives, panchayat raj institutions and so on.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Viewing literacy as a force that improves productive activity by linking it with training for work, was a new way of looking at literacy in those times. This module throws light on how this idea was implemented through integrating literacy activity with other development programmes and schemes, particularly the Farmers\u2019 Training and Functional Literacy Programmes.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">UNESCO defined functional literacy as <strong><em>\u201cliteracy integrated with the occupation of the<\/em><\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong><em>learner and directly related to development\u201d. <\/em><\/strong>Pursuant to the World Conference of Education Ministers in 1965, UNESCO designed the Experimental World Literacy Programme (EWLP).UNDP \u2013 UNESCO supported several projects in the developing world to eventually pave the way for a World Literacy programme. The main objective of the experimental programme was to \u201ctest and demonstrate the economic and social returns of literacy\u201d and more generally to study the mutual relations and influences which exist or which may be established or strengthened between literacy training, particularly among working population, and development (UNESCO, 1974).<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Under the Experimental World Literacy project, India received financial assistance from UNDP where functional literacy was organically and administratively integrated as a component of development projects which are the responsibility of another department particularly the Department of Food and Agriculture, Information and Broadcasting, Social Welfare and others.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong>3.\u00a0<\/strong><strong>Farmers Training and Functional Literacy Project (FTFLP)<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Farmers\u2019 Training and Functional Literacy Project was a very important project that received funding at that time. Farmers Training and Functional Literacy Project was started as an inter-ministerial project in1967-68. Functional literacy was included as a vital component of this Project. The reason for this is that literacy is a force multiplier that gives a push to other developmental efforts. It enhanced the gains of other activities carried out to improve the competence of farmers in implementing the special programme of High Yielding Varieties of Wheat that was selected by the Government of India for increasing agricultural production and boosting development in the framework of Green Revolution.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The objectives for building in literacy as key component of the project were as follows:<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To read and understand labels on fertilizer bags<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fill up loan application forms, input cards<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep simple account of operations, and<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read and make use of simple extension bulletins, rural newspapers etc.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">These skills were expected to help the farmers in improving productivity. The Farmers\u2019 Training and Functional Literacy Project was jointly undertaken by the three Ministries - Ministry of Food and Agriculture, Information and Broadcasting, and Education and Culture. It aimed at training about 5 million farm families in 100 Selected H.Y.P-districts and imparting functional literacy to one million adults at the cost of ninety million rupees. Apart from Govt. of India funds, the project also received the UNDP and UNESCO assistance. During the Fourth Plan Rs.60 million by the Ministry of Agriculture for the farmers training, Rs.20 million by the Ministry of Education for functional literacy and Rs.10 million by the Ministry of Information and Broadcasting for farm broadcasting were provided for this project.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<strong>4.\u00a0\u00a0<\/strong><strong>Organization of the programme<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">A large scale programme like Farmers\u2019 Training and Functional Literacy Project needed a well thought out organisational structure in each State. The organizational structure and\u00a0<span style=\"font-size: 1em;text-align: initial\">programme components of FTFL project which was confined to 3 H.Y.P. districts in a State were as follows.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n<p style=\"text-align: justify\">\u00a0 \u00a0v\u00a0 In each centre, there was one instructor for 30 learners<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 Maximum number of centres per district was limited to 60.<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 The centres in each district were under the charge of a Project Officer.<\/p>\r\n<p style=\"text-align: justify\">v\u00a0 The Project Officer was assisted by six part-time supervisors (each with 10 centres) or 2 full time supervisors (each with 30 centres).<\/p>\r\n&nbsp;\r\n\r\n<strong>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Programme duration<\/strong>\r\n<p style=\"text-align: justify\">v\u00a0 The duration of functional literacy programme was one year<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 It was organized in two phases of six months each.<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 The programme was implemented on all working days<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 Learners were taught on an average of one and half hours daily.<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 Each phase had 150 hours of effective teaching.<\/p>\r\n&nbsp;\r\n\r\n<strong>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Programme content and pedagogy<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The learning materials were region specific and problem oriented.<\/p>\r\n<p style=\"text-align: justify\">The Directorate of Adult Education (New Delhi) prepared the first book entitled Kisan Saksharata Pehli Pustak, Teacher\u2019s guide and supplementary readers as prototypes for easy adaptation to different situations.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Thereafter, more than 70 titles were brought out in India.<\/p>\r\n<p style=\"text-align: justify\">A combination of methods was used in curriculum transaction - viz., demonstration, practical training, oral instruction, audio-visual communication and discussions.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The detailed guidelines for the implementation of the project were prepared by the Government of India and the states were requested to follow the directives of the Centre.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The Farmers Training and Functional Literacy Project was initiated in 1968 as a pilot project in three districts. In the decade following its inception (up to 1977) the programme expanded to cover 144 districts out of 397. On an average 50,000 farm families attended the functional literacy classes each year. During the Fourth Plan (1969-74) nearly 30 lakh farmers joined the functional literacy classes. Evaluation of the pilot project carried out by the DAE, New Delhi revealed that the functional literacy programme did contribute to increase in agricultural production. The learner drop-out rate was only 17.5%. The programme implemented\u00a0<span style=\"font-size: 1em;text-align: initial\">exclusively through official channels succeeded in developing skills and disseminating knowledge of improved agricultural practices, among farmers who attended the programme.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The target of providing functional literacy to 100 lakh farmers was not fulfilled. An expenditure of Rs.80 lakh was incurred as against the proposed outlay of Rs.200 lakh. They could not consume the amount allotted to them. The subsequent evaluation conducted by a committee in 1977 noted that there were inadequacies at the implementation of the scheme at the district level. Inter-departmental coordination was found to be deficient. Supervisory system was not good enough. It was observed that a substantial proportion of the grass-root level workers had no training and in many districts, the follow-up programmes for the neo-literates were found to be weak.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">A more serious lacuna was that the beneficiaries were mainly from relatively well-off and enterprising farmers who were desirous of introducing new agricultural practices. The mass of illiterates - exploited marginal farmers and landless agricultural workers were left outside its scope.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Implementation of the Farmers Training and Functional Literacy Project gave the Indian literacy educators experience in carrying out functional literacy programmes that required inter-departmental coordination. The concept of functionality found a place in several programmes during 1970\u2019s. Functional Literacy for Adult Women was an important project introduced during 1975-76.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<strong>7.\u00a0 \u00a0\u00a0<\/strong><strong>The Integrated Child Development Services project<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Yet another important programme was Integrated Child Development Services Project popularly known as ICDS project. The scheme of Functional Literacy for Adult Women was conceived as a package of services to adult women in 15-45 age groups and was implemented jointly by the Department of Education and the Department of Social Welfare in the experimental ICDS project areas.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Launched in the year 1975, the programme started in 33 blocks (projects) with 4,891 Anganwadi Centres (AWCs) in the country. The annual report (2014-15) of the Ministry of Women and Child Development, GOI states that on December 31, 2014, 7067 projects were operational 1,342,285 AWCs were functioning with 349.82 lakh pre-school education beneficiaries and 1041 supplementary nutrition beneficiaries.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Today it is one of the world\u2019s largest programmes for early childhood development.<\/p>\r\n<p style=\"text-align: justify\">The objectives of the ICDS programme are as follows:<\/p>\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">v\u00a0 To improve the nutritional and health status of children in the age group of 0-6 years<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n<p style=\"text-align: justify\">\u00a0 \u00a0v\u00a0\u00a0 To lay the foundation for proper psychological, physical and social development of the child<\/p>\r\n<p style=\"text-align: justify\">v\u00a0\u00a0 To reduce the incidence of mortality, morbidity, malnutrition and school dropout<\/p>\r\n<p style=\"text-align: justify\">v\u00a0 To achieve effective co-ordination of policy and implementation amongst the various departments to promote child development, and<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">v\u00a0 To enhance the capability of the mother to look after the normal health and nutritional needs of the child through proper nutrition and health education<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Adult Literacy was added to this programme with a view to make the women beneficiaries literate as it would facilitate attainment of the above objectives.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The functional literacy classes were organized by the <em>Anganwadi<\/em> workers of Integrated Child Development Services, who were given an additional honorarium of Rs.50 per month. The programme contents included the elements of health and hygiene, food and nutrition, home management and child care, civic and vocational education.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">During the Era of Functional Literacy, the National Board of Adult Education (1969), and Directorate of Adult Education (1971) were established. In consonance with the emphasis laid during that era, the Central Advisory Board of Education recommended that functional literacy programme should be planned in relation to various developmental schemes appropriate to rural and urban situations. <em>Krishi Vigyan Kendras<\/em> concerned themselves with technical literacy and aimed at imparting education through work experience to rural youth in agriculture and allied subjects. <em>Shramik Vidyapeeth<\/em> provided training to improve vocational competencies of urban youth while enriching their lives.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Apart from <em>Krishi Vigyan Kendras<\/em> and <em>Shramik Vidyapeeth<\/em> there were many schemes and projects where adult literacy component could be integrated, such as Nehru Yuvak Kendra, Satellite Instructional Television Experiment, Rural Welfare Extension, and Family and Child Welfare project and so on. Directorate of Adult Education identified 65 Schemes\/Programmes in different departments of the Government of India which had substantial component of non-formal education. Thus in the era of functional literacy all out efforts were made to link literacy to the economic and social priorities of the individuals and the community and connect it with productivity and labour.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<strong>8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Conclusion<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The module has interpreted the concept of Functional Literacy as going beyond the rudimentary 3Rs, encapsulated in reading, writing and arithmetic. It has explained literacy\u2019s linkages with the economic and social priorities of the individuals and the community of which they are a part. It has pointed at the direct relationship of literacy\u00a0<span style=\"text-align: initial;font-size: 1em\">with productive activity and development. Functional Literacy was the dominant activity during the decade of Third and Fourth Five Year Plan period in India. So important was this activity that the authors prefer to call it the \u2018Era of Functional Literacy\u2019.<\/span><\/p>\r\n\r\n<\/div>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The module has described in detail Farmers Training and Functional Literacy Projectwhich started as an inter-ministerial project in1967-68. It has also elucidated FTFLP\u2019s organization, duration, programme content and pedagogy and its strengths and weaknesses.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The module has further discussed the connection of literacy with Integrated Child Development Services Project which was another important project started in the same era. It has emphasized the linkages of literacy with other schemes and programmes of the Government, especially with economic and social priorities of the individuals and the community and connect it with productivity and labour.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>you can view video on General Introduction to Era of Functional Literacy<\/strong><\/td>\r\n<td><a href=\"https:\/\/youtu.be\/poAbLRGnwqs\" target=\"_blank\" rel=\"noopener\"><img class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\n<strong>References<\/strong>\r\n<div style=\"text-align: justify\">\r\n<ul>\r\n \t<li>Anil Bordia, 1982.\u00a0<em>Planning and Administration of National Literacy Programme: The\u00a0<\/em><em>Indian Experience.\u00a0<\/em>Paris: IIEP.<\/li>\r\n \t<li>Dutta, S.C. 1986.\u00a0<em>History of Adult Education in India.<\/em>\u00a0New Delhi: Indian Adult Eduction Association.<\/li>\r\n \t<li><em>Evaluation of Literacy Campaigns in India : Report of Expert Group.\u00a0<\/em>1994. New Delhi:National Literacy Mission.<\/li>\r\n \t<li>Government of India. 1952.\u00a0<em>First Five Year Plan.<\/em>\u00a0New Delhi: Planning Commission.<\/li>\r\n \t<li>Government of India. 1966.\u00a0<em>Fourth Five Year Plan.<\/em>\u00a0New Delhi: Planning Commission.<\/li>\r\n \t<li>Government of India. 1980.\u00a0<em>Report of the Review Committee on the National Adult<\/em><em>Education Programme.\u00a0<\/em>New Delhi: Ministry of Education and Culture.<\/li>\r\n \t<li>Government of India, Ministry of Education and Social Welfare. 1972.\u00a0<em>Handbook of<\/em><em>Farmers Functional Literacy Project.\u00a0<\/em>New Delhi: Manager Publications.<\/li>\r\n \t<li>Government of India, Ministry of Education. 1965 (1961).\u00a0<em>The Indian Year Book of<\/em><em>Education, 1961; First Year Book.\u00a0<\/em>New Delhi: NCERT.<\/li>\r\n \t<li>Government of India.1986.\u00a0<em>Programme of Action.<\/em>\u00a0New Delhi: Ministry of Human Resource Development.<\/li>\r\n \t<li>Government of India, 1988.\u00a0<em>National Literacy Mission<\/em>, New Delhi: Ministry of Human Resource Development.<\/li>\r\n \t<li>Government of India. 1963.\u00a0<em>Report on Social Education<\/em>, New Delhi: Committee on Plan Projects.Mohisini, S. R. 1993.\u00a0<em>History of Adult Education in India.<\/em>\u00a0New Delhi: Anmol Publication.<\/li>\r\n \t<li>Naik, J.P. 1968.\u00a0<em>Education in the Fourth Plan.<\/em>\u00a0Bombay: Nachiketa.<\/li>\r\n \t<li>Naik, J. P. 1982.\u00a0<em>The Education Commission and After.<\/em>\u00a0New Delhi: Allied Publishers.<\/li>\r\n \t<li><em>National<\/em>\u00a0<em>Adult Education Programme: An Outline.\u00a0<\/em>1978. New Delhi: Ministry of Education and Social Welfare.<\/li>\r\n \t<li>National Literacy Mission. 1998.\u00a0<em>A Note on the National Literacy Mission Along with an Overview of Literacy and Adult Education<\/em>,.New Delhi.<\/li>\r\n \t<li>National Literacy Mission.\u00a0<em>Agenda Papers for the Sixty first meeting of the Executive<\/em>\u00a0<em>Committee of NLMA<\/em>, held in New Delhi, on 10 August 1998.<\/li>\r\n \t<li>Planning Commission. 1992.\u00a0<em>Report of the NDC Committee on Literacy.<\/em>\u00a0New Delhi.<\/li>\r\n \t<li><em>Report of the Education Commission 1964-66<\/em>, 1966. New Delhi: Ministry of Education.<\/li>\r\n \t<li><em>Report of the Meeting of Central Advisory Board of Education \u2013 37<\/em><em>th<\/em>\u00a0<em>Session held in New Delhi, November 1974<\/em>, New Delhi: Manager, Government of India Pres.<\/li>\r\n \t<li>Shah, S.Y. (Ed). 1987. .<em>A Source Book on Adult Education<\/em>, New Delhi: Directorate of Adult Education.<\/li>\r\n \t<li>Shah,\u00a0\u00a0 S.Y.\u00a0 1995.\u00a0\u00a0\u00a0\u00a0\u00a0<em>Indian\u00a0\u00a0 Adult\u00a0\u00a0 Education:\u00a0\u00a0 A\u00a0 Historical\u00a0 Perspective.<\/em>\u00a0\u00a0\u00a0 New\u00a0\u00a0\u00a0 Delhi:Directorate of\u00a0\u00a0\u00a0 Adult Education.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<p style=\"text-align: justify\">Planning Commission. 2002. Financial Programme Education Sector during Ninth Plan, (mimeograph).<\/p>\r\n<p style=\"text-align: justify\">Shah S.Y.\u00a0<em>An Encyclopedia of Indian Adult Education,<\/em>\u00a0New Delhi: National Literacy Mission,1999)<\/p>\r\n<p style=\"text-align: justify\">Websites:<\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/www.nlm.nic.in\/\">www.nlm.nic.in\u00a0<\/a>viewed on November 3, 2016<\/li>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/www.planningcommission.nic.in\/\">www.planningcommission.nic.in\u00a0<\/a>viewed on November 3, 2016<\/li>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/www.laubachventura.org\/about\/the-frank-laubach-story.html\">http:\/\/www.laubachventura.org\/about\/the-frank-laubach-story.html\u00a0<\/a>viewed on November 3, 2016<\/li>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/unesdoc.unesco.org\/images\/0003\/000308\/030840eb.pdf\">http:\/\/unesdoc.unesco.org\/images\/0003\/000308\/030840eb.pdf\u00a0<\/a>viewed on November 3, 2016<\/li>\r\n<\/ul>","rendered":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/poAbLRGnwqs\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a><br \/>\n<\/span><\/div>\n<p>&nbsp;<\/p>\n<div>\n<p><strong>Content Outline:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learning Objectives<\/p>\n<p>&nbsp;<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction<\/p>\n<p>&nbsp;<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Farmers Training and Functional Literacy Project (FTFLP)<\/p>\n<p>&nbsp;<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Organization of the programme<\/p>\n<p>&nbsp;<\/p>\n<p>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Programme duration<\/p>\n<p>&nbsp;<\/p>\n<p>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Programme content and pedagogy<\/p>\n<p>&nbsp;<\/p>\n<p>7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Integrated Child Development Services project<\/p>\n<p>&nbsp;<\/p>\n<p>8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Conclusion<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Learning Objectives<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The objectives of this module are:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"text-align: justify\">\u00a0To interpret the concept of Functional Literacy<\/li>\n<li style=\"text-align: justify\">\u00a0 To identify the objectives of integrating literacy in Farmers\u2019 Training and Functional Literacy Project<\/li>\n<li style=\"text-align: justify\">\u00a0 To examine the organization of the project<\/li>\n<li style=\"text-align: justify\">\u00a0 To compare the strengths and limitations of Farmers\u2019 Training and Functional Literacy Project<\/li>\n<li style=\"text-align: justify\">\u00a0To list the developmental schemes and projects of Government of India where literacy was integrated<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n<p><strong>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Introduction<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Attainment of adult literacy is not an end in itself. It goes beyond the rudimentary 3Rs, encapsulated in reading, writing and arithmetic. Literacy is a vital component of development. It is linked to the economic and social priorities of the individuals and the community of which they are a part. It is connected with present and future need for labour. It was in response to this realization that the concept of functional literacyemerged.\u00a0 The link between productive activity and literacy was emphasized by UNESCO\u2019s Second World Conference on Adult Education held in Canada in 1960.The World Conference of Education Ministers on \u2018Eradication of illiteracy\u2019was held in Tehran in 1965. It emphasized the link between work and economic progress.\u00a0 .\u00a0 The conference observed that,\u201d\u2026\u2026. <em>The very process of learning to read and\u00a0\u00a0<\/em><em>write should be made an opportunity for acquiring information that can immediately be used to improve living standards; reading and writing should lead not only to elementary general knowledge but to training for work, increased productivity, a greater participation in civic life and a better understanding of the surrounding world, and should ultimately open the way to basic human culture.\u201d<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The international thinking on adult education had its impact on Indian policy planners. Dr. V. K. R.V. Rao, an economist and a member of the Planning Commission in 1965, ardently supported the idea of functional literacy. The Conference of State Education Ministers organized by the Planning Commission in June 1965, noted that lack of functional literacy amongst the rural population was an important reason for restricting the success of several schemes in the areas of agricultural production, family planning, cooperatives, panchayat raj institutions and so on.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Viewing literacy as a force that improves productive activity by linking it with training for work, was a new way of looking at literacy in those times. This module throws light on how this idea was implemented through integrating literacy activity with other development programmes and schemes, particularly the Farmers\u2019 Training and Functional Literacy Programmes.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">UNESCO defined functional literacy as <strong><em>\u201cliteracy integrated with the occupation of the<\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong><em>learner and directly related to development\u201d. <\/em><\/strong>Pursuant to the World Conference of Education Ministers in 1965, UNESCO designed the Experimental World Literacy Programme (EWLP).UNDP \u2013 UNESCO supported several projects in the developing world to eventually pave the way for a World Literacy programme. The main objective of the experimental programme was to \u201ctest and demonstrate the economic and social returns of literacy\u201d and more generally to study the mutual relations and influences which exist or which may be established or strengthened between literacy training, particularly among working population, and development (UNESCO, 1974).<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Under the Experimental World Literacy project, India received financial assistance from UNDP where functional literacy was organically and administratively integrated as a component of development projects which are the responsibility of another department particularly the Department of Food and Agriculture, Information and Broadcasting, Social Welfare and others.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong>3.\u00a0<\/strong><strong>Farmers Training and Functional Literacy Project (FTFLP)<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Farmers\u2019 Training and Functional Literacy Project was a very important project that received funding at that time. Farmers Training and Functional Literacy Project was started as an inter-ministerial project in1967-68. Functional literacy was included as a vital component of this Project. The reason for this is that literacy is a force multiplier that gives a push to other developmental efforts. It enhanced the gains of other activities carried out to improve the competence of farmers in implementing the special programme of High Yielding Varieties of Wheat that was selected by the Government of India for increasing agricultural production and boosting development in the framework of Green Revolution.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The objectives for building in literacy as key component of the project were as follows:<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To read and understand labels on fertilizer bags<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fill up loan application forms, input cards<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep simple account of operations, and<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read and make use of simple extension bulletins, rural newspapers etc.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">These skills were expected to help the farmers in improving productivity. The Farmers\u2019 Training and Functional Literacy Project was jointly undertaken by the three Ministries &#8211; Ministry of Food and Agriculture, Information and Broadcasting, and Education and Culture. It aimed at training about 5 million farm families in 100 Selected H.Y.P-districts and imparting functional literacy to one million adults at the cost of ninety million rupees. Apart from Govt. of India funds, the project also received the UNDP and UNESCO assistance. During the Fourth Plan Rs.60 million by the Ministry of Agriculture for the farmers training, Rs.20 million by the Ministry of Education for functional literacy and Rs.10 million by the Ministry of Information and Broadcasting for farm broadcasting were provided for this project.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>4.\u00a0\u00a0<\/strong><strong>Organization of the programme<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">A large scale programme like Farmers\u2019 Training and Functional Literacy Project needed a well thought out organisational structure in each State. The organizational structure and\u00a0<span style=\"font-size: 1em;text-align: initial\">programme components of FTFL project which was confined to 3 H.Y.P. districts in a State were as follows.<\/span><\/p>\n<\/div>\n<div>\n<p style=\"text-align: justify\">\u00a0 \u00a0v\u00a0 In each centre, there was one instructor for 30 learners<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 Maximum number of centres per district was limited to 60.<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 The centres in each district were under the charge of a Project Officer.<\/p>\n<p style=\"text-align: justify\">v\u00a0 The Project Officer was assisted by six part-time supervisors (each with 10 centres) or 2 full time supervisors (each with 30 centres).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Programme duration<\/strong><\/p>\n<p style=\"text-align: justify\">v\u00a0 The duration of functional literacy programme was one year<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 It was organized in two phases of six months each.<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 The programme was implemented on all working days<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 Learners were taught on an average of one and half hours daily.<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 Each phase had 150 hours of effective teaching.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Programme content and pedagogy<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The learning materials were region specific and problem oriented.<\/p>\n<p style=\"text-align: justify\">The Directorate of Adult Education (New Delhi) prepared the first book entitled Kisan Saksharata Pehli Pustak, Teacher\u2019s guide and supplementary readers as prototypes for easy adaptation to different situations.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Thereafter, more than 70 titles were brought out in India.<\/p>\n<p style=\"text-align: justify\">A combination of methods was used in curriculum transaction &#8211; viz., demonstration, practical training, oral instruction, audio-visual communication and discussions.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The detailed guidelines for the implementation of the project were prepared by the Government of India and the states were requested to follow the directives of the Centre.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The Farmers Training and Functional Literacy Project was initiated in 1968 as a pilot project in three districts. In the decade following its inception (up to 1977) the programme expanded to cover 144 districts out of 397. On an average 50,000 farm families attended the functional literacy classes each year. During the Fourth Plan (1969-74) nearly 30 lakh farmers joined the functional literacy classes. Evaluation of the pilot project carried out by the DAE, New Delhi revealed that the functional literacy programme did contribute to increase in agricultural production. The learner drop-out rate was only 17.5%. The programme implemented\u00a0<span style=\"font-size: 1em;text-align: initial\">exclusively through official channels succeeded in developing skills and disseminating knowledge of improved agricultural practices, among farmers who attended the programme.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The target of providing functional literacy to 100 lakh farmers was not fulfilled. An expenditure of Rs.80 lakh was incurred as against the proposed outlay of Rs.200 lakh. They could not consume the amount allotted to them. The subsequent evaluation conducted by a committee in 1977 noted that there were inadequacies at the implementation of the scheme at the district level. Inter-departmental coordination was found to be deficient. Supervisory system was not good enough. It was observed that a substantial proportion of the grass-root level workers had no training and in many districts, the follow-up programmes for the neo-literates were found to be weak.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">A more serious lacuna was that the beneficiaries were mainly from relatively well-off and enterprising farmers who were desirous of introducing new agricultural practices. The mass of illiterates &#8211; exploited marginal farmers and landless agricultural workers were left outside its scope.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Implementation of the Farmers Training and Functional Literacy Project gave the Indian literacy educators experience in carrying out functional literacy programmes that required inter-departmental coordination. The concept of functionality found a place in several programmes during 1970\u2019s. Functional Literacy for Adult Women was an important project introduced during 1975-76.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>7.\u00a0 \u00a0\u00a0<\/strong><strong>The Integrated Child Development Services project<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Yet another important programme was Integrated Child Development Services Project popularly known as ICDS project. The scheme of Functional Literacy for Adult Women was conceived as a package of services to adult women in 15-45 age groups and was implemented jointly by the Department of Education and the Department of Social Welfare in the experimental ICDS project areas.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Launched in the year 1975, the programme started in 33 blocks (projects) with 4,891 Anganwadi Centres (AWCs) in the country. The annual report (2014-15) of the Ministry of Women and Child Development, GOI states that on December 31, 2014, 7067 projects were operational 1,342,285 AWCs were functioning with 349.82 lakh pre-school education beneficiaries and 1041 supplementary nutrition beneficiaries.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Today it is one of the world\u2019s largest programmes for early childhood development.<\/p>\n<p style=\"text-align: justify\">The objectives of the ICDS programme are as follows:<\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">v\u00a0 To improve the nutritional and health status of children in the age group of 0-6 years<\/span><\/p>\n<\/div>\n<div>\n<p style=\"text-align: justify\">\u00a0 \u00a0v\u00a0\u00a0 To lay the foundation for proper psychological, physical and social development of the child<\/p>\n<p style=\"text-align: justify\">v\u00a0\u00a0 To reduce the incidence of mortality, morbidity, malnutrition and school dropout<\/p>\n<p style=\"text-align: justify\">v\u00a0 To achieve effective co-ordination of policy and implementation amongst the various departments to promote child development, and<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">v\u00a0 To enhance the capability of the mother to look after the normal health and nutritional needs of the child through proper nutrition and health education<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Adult Literacy was added to this programme with a view to make the women beneficiaries literate as it would facilitate attainment of the above objectives.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The functional literacy classes were organized by the <em>Anganwadi<\/em> workers of Integrated Child Development Services, who were given an additional honorarium of Rs.50 per month. The programme contents included the elements of health and hygiene, food and nutrition, home management and child care, civic and vocational education.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">During the Era of Functional Literacy, the National Board of Adult Education (1969), and Directorate of Adult Education (1971) were established. In consonance with the emphasis laid during that era, the Central Advisory Board of Education recommended that functional literacy programme should be planned in relation to various developmental schemes appropriate to rural and urban situations. <em>Krishi Vigyan Kendras<\/em> concerned themselves with technical literacy and aimed at imparting education through work experience to rural youth in agriculture and allied subjects. <em>Shramik Vidyapeeth<\/em> provided training to improve vocational competencies of urban youth while enriching their lives.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Apart from <em>Krishi Vigyan Kendras<\/em> and <em>Shramik Vidyapeeth<\/em> there were many schemes and projects where adult literacy component could be integrated, such as Nehru Yuvak Kendra, Satellite Instructional Television Experiment, Rural Welfare Extension, and Family and Child Welfare project and so on. Directorate of Adult Education identified 65 Schemes\/Programmes in different departments of the Government of India which had substantial component of non-formal education. Thus in the era of functional literacy all out efforts were made to link literacy to the economic and social priorities of the individuals and the community and connect it with productivity and labour.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Conclusion<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The module has interpreted the concept of Functional Literacy as going beyond the rudimentary 3Rs, encapsulated in reading, writing and arithmetic. It has explained literacy\u2019s linkages with the economic and social priorities of the individuals and the community of which they are a part. It has pointed at the direct relationship of literacy\u00a0<span style=\"text-align: initial;font-size: 1em\">with productive activity and development. Functional Literacy was the dominant activity during the decade of Third and Fourth Five Year Plan period in India. So important was this activity that the authors prefer to call it the \u2018Era of Functional Literacy\u2019.<\/span><\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The module has described in detail Farmers Training and Functional Literacy Projectwhich started as an inter-ministerial project in1967-68. It has also elucidated FTFLP\u2019s organization, duration, programme content and pedagogy and its strengths and weaknesses.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The module has further discussed the connection of literacy with Integrated Child Development Services Project which was another important project started in the same era. It has emphasized the linkages of literacy with other schemes and programmes of the Government, especially with economic and social priorities of the individuals and the community and connect it with productivity and labour.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>you can view video on General Introduction to Era of Functional Literacy<\/strong><\/td>\n<td><a href=\"https:\/\/youtu.be\/poAbLRGnwqs\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>References<\/strong><\/p>\n<div style=\"text-align: justify\">\n<ul>\n<li>Anil Bordia, 1982.\u00a0<em>Planning and Administration of National Literacy Programme: The\u00a0<\/em><em>Indian Experience.\u00a0<\/em>Paris: IIEP.<\/li>\n<li>Dutta, S.C. 1986.\u00a0<em>History of Adult Education in India.<\/em>\u00a0New Delhi: Indian Adult Eduction Association.<\/li>\n<li><em>Evaluation of Literacy Campaigns in India : Report of Expert Group.\u00a0<\/em>1994. New Delhi:National Literacy Mission.<\/li>\n<li>Government of India. 1952.\u00a0<em>First Five Year Plan.<\/em>\u00a0New Delhi: Planning Commission.<\/li>\n<li>Government of India. 1966.\u00a0<em>Fourth Five Year Plan.<\/em>\u00a0New Delhi: Planning Commission.<\/li>\n<li>Government of India. 1980.\u00a0<em>Report of the Review Committee on the National Adult<\/em><em>Education Programme.\u00a0<\/em>New Delhi: Ministry of Education and Culture.<\/li>\n<li>Government of India, Ministry of Education and Social Welfare. 1972.\u00a0<em>Handbook of<\/em><em>Farmers Functional Literacy Project.\u00a0<\/em>New Delhi: Manager Publications.<\/li>\n<li>Government of India, Ministry of Education. 1965 (1961).\u00a0<em>The Indian Year Book of<\/em><em>Education, 1961; First Year Book.\u00a0<\/em>New Delhi: NCERT.<\/li>\n<li>Government of India.1986.\u00a0<em>Programme of Action.<\/em>\u00a0New Delhi: Ministry of Human Resource Development.<\/li>\n<li>Government of India, 1988.\u00a0<em>National Literacy Mission<\/em>, New Delhi: Ministry of Human Resource Development.<\/li>\n<li>Government of India. 1963.\u00a0<em>Report on Social Education<\/em>, New Delhi: Committee on Plan Projects.Mohisini, S. R. 1993.\u00a0<em>History of Adult Education in India.<\/em>\u00a0New Delhi: Anmol Publication.<\/li>\n<li>Naik, J.P. 1968.\u00a0<em>Education in the Fourth Plan.<\/em>\u00a0Bombay: Nachiketa.<\/li>\n<li>Naik, J. P. 1982.\u00a0<em>The Education Commission and After.<\/em>\u00a0New Delhi: Allied Publishers.<\/li>\n<li><em>National<\/em>\u00a0<em>Adult Education Programme: An Outline.\u00a0<\/em>1978. New Delhi: Ministry of Education and Social Welfare.<\/li>\n<li>National Literacy Mission. 1998.\u00a0<em>A Note on the National Literacy Mission Along with an Overview of Literacy and Adult Education<\/em>,.New Delhi.<\/li>\n<li>National Literacy Mission.\u00a0<em>Agenda Papers for the Sixty first meeting of the Executive<\/em>\u00a0<em>Committee of NLMA<\/em>, held in New Delhi, on 10 August 1998.<\/li>\n<li>Planning Commission. 1992.\u00a0<em>Report of the NDC Committee on Literacy.<\/em>\u00a0New Delhi.<\/li>\n<li><em>Report of the Education Commission 1964-66<\/em>, 1966. New Delhi: Ministry of Education.<\/li>\n<li><em>Report of the Meeting of Central Advisory Board of Education \u2013 37<\/em><em>th<\/em>\u00a0<em>Session held in New Delhi, November 1974<\/em>, New Delhi: Manager, Government of India Pres.<\/li>\n<li>Shah, S.Y. (Ed). 1987. .<em>A Source Book on Adult Education<\/em>, New Delhi: Directorate of Adult Education.<\/li>\n<li>Shah,\u00a0\u00a0 S.Y.\u00a0 1995.\u00a0\u00a0\u00a0\u00a0\u00a0<em>Indian\u00a0\u00a0 Adult\u00a0\u00a0 Education:\u00a0\u00a0 A\u00a0 Historical\u00a0 Perspective.<\/em>\u00a0\u00a0\u00a0 New\u00a0\u00a0\u00a0 Delhi:Directorate of\u00a0\u00a0\u00a0 Adult Education.<\/li>\n<\/ul>\n<\/div>\n<p style=\"text-align: justify\">Planning Commission. 2002. Financial Programme Education Sector during Ninth Plan, (mimeograph).<\/p>\n<p style=\"text-align: justify\">Shah S.Y.\u00a0<em>An Encyclopedia of Indian Adult Education,<\/em>\u00a0New Delhi: National Literacy Mission,1999)<\/p>\n<p style=\"text-align: justify\">Websites:<\/p>\n<ul>\n<li style=\"text-align: justify\"><a href=\"http:\/\/www.nlm.nic.in\/\">www.nlm.nic.in\u00a0<\/a>viewed on November 3, 2016<\/li>\n<li style=\"text-align: justify\"><a href=\"http:\/\/www.planningcommission.nic.in\/\">www.planningcommission.nic.in\u00a0<\/a>viewed on November 3, 2016<\/li>\n<li style=\"text-align: justify\"><a href=\"http:\/\/www.laubachventura.org\/about\/the-frank-laubach-story.html\">http:\/\/www.laubachventura.org\/about\/the-frank-laubach-story.html\u00a0<\/a>viewed on November 3, 2016<\/li>\n<li style=\"text-align: justify\"><a href=\"http:\/\/unesdoc.unesco.org\/images\/0003\/000308\/030840eb.pdf\">http:\/\/unesdoc.unesco.org\/images\/0003\/000308\/030840eb.pdf\u00a0<\/a>viewed on November 3, 2016<\/li>\n<\/ul>\n","protected":false},"author":3,"menu_order":16,"template":"","meta":{"_acf_changed":false,"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["prof-vandana-chakrabarti","prof-s-y-shah"],"pb_section_license":""},"chapter-type":[],"contributor":[65,64],"license":[],"class_list":["post-79","chapter","type-chapter","status-publish","hentry","contributor-prof-s-y-shah","contributor-prof-vandana-chakrabarti"],"part":3,"_links":{"self":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/79","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":2,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/79\/revisions"}],"predecessor-version":[{"id":81,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/79\/revisions\/81"}],"part":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/79\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/media?parent=79"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapter-type?post=79"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/contributor?post=79"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/license?post=79"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}