18 Literacy through Television

Dr.Murlidhar Gode

Content Outline

Introduction
Learning Objectives
Aisee Akshare Melaveen
A Joint Venture
Writers’ Workshop
Title of the project
Duration, periodicity and other logistics
Strategy for presentation of T.V. lessons
Location hunt
Script Writing and Training of Teachers
Conducting a Literacy Centre
Important persons associated
Difficulties and Problems faced
Observations
Evaluation
Mr. Ashor Deleon’s visit
A Jump Ahead
Areas Identified
Execution
DNYANDEEP
Scriptwriting
Overwhelming Response
Brain storming at National Level
Cut to Dnyandeep
Dnyandeep Mandals/Clubs
Summary

Introduction

It was in the year 1959 that Television was introduced in India. But it was restricted to the area of Delhi and around for quite a long period. It took 13 years for the television to come to the financial capital of the country i.e. Mumbai. That day was 2nd October, 1972 when the 300 meter high T.V. tower started beaming in Mumbai. This powerful weapon of communication was really a boon for the literacy initiatives being attempted in different forms, in different parts of the country so as to accelerate the literacy pursuit. It was, therefore, no wonder that the thought of using television for strengthening literacy efforts was dawned upon some likeminded people. This is how the thought of Literacy through Television was germinated. In this module, we are discussing on how television was used for the purpose of teaching adults in Maharashtra, especially in Mumbai.

Learning Objectives

Understand how the novel medium of television was deployed for the programme like literacy learning
Study how the team was built up so as to take care of different aspects of the project
Compare the lively audio visual presentation with the static presentation of print media
Understand series of difficulties in organizing the first innovation in a new field and the steps taken to overcome the same

A Joint Venture

The project of Literacy through Television was a joint venture of three bodies viz.

(i) Bombay Television for the production and telecast of the programmes;

(ii) Bombay City Social Education Committee for taking care of literacy component of the project; and

(iii) St. Xavier’s Institute of Communication Arts for technical support such as organizing seminars and training for the writers and organizers.

Bombay City Social Education Committee and St. Xavier’s Institute of Communication Arts together prepared two pilot T.V. lessons, as the Xavier’s Institute had necessary equipment for shooting and recording an audio-visual programme. The said lessons were shown to the Dy. Director of the Bombay Television, who appreciated it highly and showed his willingness to make Bombay T.V. a part of the project.

This was followed by a three day workshop headed by the Education Minister and with Dr. Chitra Naik as a special participant. The workshop discussed the format of the T.V. lessons, so also the literacy primer on which the T.V. lessons would be based. Looking at the time constraint, it was decided that the literacy primer entitled ‘Praveshika’ which was being used by Bombay City Social Education Committee for quite a few years, would be used for this project also. However, some lessons will be re-written while some new lessons would be added.

Writers’ Workshop

A writers’ workshop was organized wherein renowned Marathi writers were involved. They were oriented about the project and were requested to write scripts for the same. They were thrilled to be a part of this first of its kind project, but their enthusiasm did not last beyond one or two scripts.

Title of the project

This project being the first project of Literacy through Television in the Asia, it was most coveted venture for everyone associated with it. Hence deciding its title also gained utmost importance. Mr. Dilip Chitre, a poet of world reputation, suggested ‘Aisee Akshare Melaveen’ as the title of the project and it was approved by all.

Duration, periodicity and other logistics

Various aspects of the project were discussed and finalized which included :

Duration : 4 months – September 1974 to December, 1974
Date of commencement : 8th September (the International Literacy Day)
Two T.V. lessons a week
Each T.V. lesson of 20 minutes duration
Total number of T.V. lessons : 34

Strategy for presentation of T.V. lessons

The T.V. lesson was to be based on the content of the lesson from the literacy primer‘Praveshika’
The T.V. lesson had a dual objective viz. creating awareness and imparting literacy
First 8 to 10 minutes were to be devoted to the creation of awareness through a dramatic presentation while the further 8 to 10 minutes were to be devoted to imparting literacy through a presenter. For the purpose of literacy teaching analytic method/word method was used. The presenter was expected to choose a word or two from the earlier dramatic presentation of the lesson and focus on them for teaching literacy.

The presenter wrote the word on the blackboard and then the word was split into alphabets. The said alphabets were vividly brought to the notice of the adult learners. The growth of the alphabet, if any, in the word was explained by the presenter.

In this way, alphabets derived from the word and their growths newly learnt.

The beauty of the analytic method is that even with the introduction of one or two words together with one or two growths, a number of new words can be prepared. For example, from two words like three alphabets viz. क , म, ळ are learnt, similarly with one growth of (T), three more forms viz. का, मा and ळा are learnt. With the help of this ‘treasure’ a number of new words could be formed by joining the alphabets in different ways. For example काका, मामा, काळ, मळा, माळ, काम, मका etc.

This exercise of formation of new words gave boost to the learners having learnt so many words in a day.

Location hunt

Since it was a beginning period of T.V. era in Mumbai, the number of institutes/persons having a T.V. set was considerably limited. Hence, it was quite difficult to hunt location with a T.V. set for conducting the literacy centre. Dr. Madhuriben Shah, the then Education Officer of Bombay Municipal Corporation came forward and made a number of Municipal schools having T.V. sets available for the project. Some enthusiastic persons from the labour area, who had their personal T.V. set, made their set and the room available twice a week.

Script Writing and Training of Teachers

Script writing of the T.V. lessons by the writers and the training of teachers deployed for conducting the literacy centres were executed simultaneously.

This was followed by the selection of artists for the dramatic presentation of the T.V. lessons and their rehearsals.

Conducting a Literacy Centre

It was contemplated that the adult learners will view the T.V. lesson for 20 minutes and then the teacher would initiate a discussion on the awareness topic depicted in the T.V. lesson.

The remaining days of the week, the literacy centres were conducted on their usual locations viz. classrooms of a primary or secondary school or a room in a chawl.

Important persons associated

‘Aisee Akshare Melaveen’ being a project of multipronged team work, the mention of the main persons associated must be made. The first and foremost of course was Mr. G.K. Gaokar, Social Education Officer of the Bombay City Social Education Committee. He was the main enthusiastic and energetic driving force behind the project. Next was Mr. Gaokar’s Assistant Social Education Officer, Mr. M.A. Gode, who shouldered the responsibility as a coordinator for taking care of the literacy component to be presented in the T.V. lessons.

From the side of Mumbai Television, Mr. Keshav Kelkar and Mr.A.B. Deshpande popularly known as ‘Akashanand’ were the producers, steering the production and telecast of the T.V. lessons.

Mr. Gerry Rozario took the responsibility of training programmes for writers as well as literacy teachers, on behalf of St. Xavier’s Institute of Communication Arts. Mr. Pradip Bhide ably carried out the job as a presenter.

Difficulties and Problems faced

As the project provided a novel audio visual dimension to the literacy learning, the response was obviously very encouraging. However, there were quite a few difficulties and problems faced as mentioned below :

The timing of the T.V. telecast being the fixed one, it became difficult for a number of learners to keep punctual attendance.
Sometimes the T.V. sets were out of order and the same were not repaired promptly.
Sometimes the keys of the room were not available for some reason or the other
Quite a few literacy teachers were not able to take follow up lesson in the class next day properly.

Observations

The project was conducted as early as in 1974 i.e. when the television was just two years old in Mumbai. Hence the response to the project as unique one, was full of enthusiasm.
It was difficult to procure sufficient number of ‘classes’ with T.V. sets.
The period of 4 months was quite insufficient for the project.
Training of literacy teachers was not effective and sufficient.
The honorarium paid to the teachers was meager.
Sometimes the electricity was out and the T.V. was useless.

All these hazards affected the enthusiasm of the learners.

Evaluation

An evaluation study of the project was made by the St. Xavier’s Institute of Communication Arts. Ms. Shanta Gidwani visited the classes at regular intervals and talked to the learners and the teachers.

The study underlined the following points:

It is seen that the use of the medium like television is not only possible but also essential so as to make literacy learning more effective and interesting.
While introducing literacy component the television was used as a blackboard. This was an underuse of a powerful medium like television.
Instead the television should be used for the development of learners as an individual as well as a citizen.
In short, the medium like television should not be used for teaching, reading and writing but for a broader perspective of life.

In view of this broader perspective, it was recommended that a second television project may be considered for empowerment and all round development of learners.

Mr. Ashor Deleon’s visit

By the end of the year 1974, Ashor Deleon, the Education Advisor of UNESCO visited Indian Adult Education Association, New Delhi, in connection with the new non-formal adult education programme. Mr. Deleon visited Mumbai as he was interested in a special non-formal education programme for workers. He was on the mission of enhancing the said programme by adding a number of inputs including a new vision. He, therefore, visited Bombay City Social Education Committee’s Shramik Vidyapeeth frequently.

Mr. Deleon was also imposed by the information about the project of Literacy through Television conducted by Bombay City Social Education Committee. He carefully discussed various aspects of the project with different personnel associated with the project.

After a series of meetings and discussion sessions, Mr. Ashor Deleon suggested Mr. Gaokar to take up a second television project for strengthening the new non-formal adult education programme. He also suggested to ask for separate financial assistance for the project from the Central Government. Accordingly, the funds were obtained from the Central Government. The Bombay City Social Education Committee prepared itself for the launch of second Television project of Adult Education.

A Jump Ahead

During the first television project, the major thrust was on literacy. But this second project was supposed to focus on social transformation. In view of this, the objective of the television lessons was decided to give knowledge and skills to the learners so as to equip them to help themselves to solve their problems and overcome undesirable circumstances. This was a jump ahead, as the adult education programme tried to cross the limited boundaries of rudimentary skills and take in to the fold various aspect of learners’ life.

Areas Identified

The nine areas identified as the basis for the curriculum of the new television project were as follows :

(a) Water,

(b) Health,

(d) Family,

(e) Social life,

(f) Political life,

(g) Cultural life,

(h) Housing facilities, and

(i) Education.

Then, each problem area specific issues/topics were identified and lessons were built on them. The lessons focused on two objectives simultaneously viz. developing a problem solving attitude and also imparting literacy. Thus, a new non-formal adult education text came in to being.

Execution

The project was sanctioned for 60 T.V. lessons of 20 minutes duration each.
The duration of the project was decided to be seven months from October, 1977 to April, 1978.
The periodicity decided was two T.V. lessons a week.
Though literacy was an undercurrent of the project, the main focus was developing problem solving attitude among the learners by dealing with the problem areas in their various directions and dimensions and empower them for problem solving.
The format adopted for the T.V. lessons was a dramatic presentation dealing with one problem or the other. The dramatic presentation was expected to help the learners to analyse and understand their problem and ultimately get motivated and equipped to overcome the same.
The literacy component was not included in the T.V. lesson. Hence, the black board disappeared together with the presenter. The literacy component was taken care of in regular classes on non-T.V. lesson days.
In view of the broader nature of the project it was entitled as DNYANDEEP. This was very appropriate name as Dnyan means knowledge and Deep means flame.

Scriptwriting

It was decided to identify willing and able writers (though not very renowned ones) for the purpose of script writing. Six writers were identified and were given orientation with regard to the nature and the objectives of the project. Responsibility of writing ten scripts was entrusted to each of the six writers.

The writers were allotted a topic and they were expected to complete the job within a week. There was a writers’ meeting held to discuss the topics allotted to them. Various aspects of the topic were examined and analysed. After two or three days second meeting was held when the writers came with the first draft of their script. Each writer read out his/her script to the group and then there was a discussion. The observations of the group members were put forth and the writer concerned noted the same for modifying/revising his script. The writers met again after two three days and submitted their final script.

Overwhelming Response

The project ‘Dnyandeep’ received a tremendous response as it was presented in a drama format. Though the project was mainly intended for the deprived and marginalized people, it got popular among the middle class people also.

Another reason for the big response was that the persons identified to play different Character in the T.V. lessons, were drawn from a lower middle/poor working class. Naturally that audience identified itself with the characters in the T.V. lessons. The dramatic presentation in the T.V. lesson appealed them as a reflection of their own life.

Brain storming at National Level

During this period itself, a national workshop was held to discuss on the topic whether the rich media like television and cinema could be utilized to an advantage to make Adult Education Programme more effective and for reaching. The said workshop was organized at Trivendrum and veteran media persons like Dr.Menon, Homi Wadia, B.K. Karanjia, Basu Bhattacharya and Vijay Tendulkar participated in the same.

The second workshop was organized at New Delhi by the Ministry of Information and Broadcast. This workshop also discussed as to how the television and cinema could be deployed for strengthening and enhancing the implementation of Adult Education Programme so that the common people accept it as their own programme.

Cut to Dnyandeep

The programme of Dnyandeep on Bombay television was going on quite smoothly as per the schedule starting from October 2, 1977.

The experience of the first T.V. project made implementation of the second project bit easier. The team of scriptwriters was strong enough to deal with the timely delivery of the scripts. The discussion meetings held at regular intervals helped a lot to keep the job of scriptwriting on the right track.

All the nine problem areas mentioned were covered within 60 T.V. programmes as the project was supposed to conclude after the 60 T.V. lessons.

One interesting thing to be noted was that the completion date of the project was approaching on the one hand while the programme was getting more and more popular on the other. Then the Bombay television made an announcement of the completion of the project within a month. The result was that the letters and phone calls started pouring on the Bombay television urging not to stop the Dnyandeep programme. Ultimately the Bombay television decided to accept the Dnyandeep as their fixed point programme. Then the programme was continued for the years on the Bombay T.V. as their regular programme.

Dnyandeep Mandals/Clubs

Looking at the tremendous popularity of the programme, the producer came forward with the idea of encouraging formation of Dnyandeep Mandals by the audience in different parts of the State. An announcement was made to this effect and again the same was received very enthusiastically by the audiences. The people took initiative for forming Dnyandeep Mandals and within a short time there were hundreds of Mandals that were as if an extended part of the Dnyandeep. The Mandals conducted various social activities in their area and all the way remained connected with Dnyandeep. Thus Dnyandeep was multiplied in innumerable directions.

Summary

This module has tried to look into the unique experiment of Literacy through Television undertaken as early as in 1974. In this endeavour it has taken an account of a number of factors involved in shaping and implementing the project. The module has also studied the efforts of various bodies like Bombay Television, Bombay City Social Education Committee and St. Xavier’s Institute of Communication Arts for coming together to make this team work initiative a success.

The module has looked in to the difficulties faced in implementing the project, so that the same could be avoided/overcome during the future T.V. projects.

The module has further underlined that even though the television is a highly powerful medium of communication, it should not be used for just teaching literacy because using T.V. screen as a blackboard is the misuse/underuse of the same. The medium should be used for a broader perspective.

Last but not the least is that the module has depicted how this first encounter of literacy with T.V., created a national level brainstorming and triggered a second T.V. project in the form of Dnyandeep which became a springboard for the New Non-formal Adult Education Programme.

you can view video on Literacy through Television

References

Bombay City Social Education Committee, Mumbai. (unpublished)
Mohanty, Jagannath.2002. Adult and Non-formal Education. New Delhi: Deep & Deep Publications Pvt. Ltd.
Motivational Aspects of the Adult Education Programme: Report of the Motivation Committee. 1985. New Delhi: Ministry of Education, Government of India
Singh, Madan. 1999. Companion to Adult Educators. New Delhi: National Literacy Mission
Thakur, Devendra (ed). 1988. Adult Education and Mass Literacy. New Delhi: Deep & Deep Publications
Yadav, Rajender Singh. 2002. Adult Education: Concept Theory & Practice. Ambala Cantt.: The Associated Publishers