4 Motivating and Mobilizing Stakeholders in the Context of Adult Literacy

Prof. Vandana Chakrabarti

Content Outline

• Introduction
• Objectives
• Need for motivating and mobilising stakeholders
• Motivation
• Literacy and Need Fulfilment
• Motivation and mobilization of stakeholders
• Steps in community mobilization
• Need for environment building
• Phases in environment building
• Modes of Environment Building
• Tools of Mobilization commonly used in literacy programmes

Introduction

India’s concern for improving its performance in the area of literacy is evident from the series of literacy programmes undertaken during the past seven decades. In 1991, India had a literacy rate of 52.21 per cent. Large scale problems need large scale solutions. The successful literacy campaign of Ernakulum which led to declaration of Ernakulum as a totally literate district proved to be a trend setter in the decade of 1990s. Total Literacy Campaign (TLC) was adopted as a strategy by the National Literacy Mission in the 1990s. The District was the unit of implementation. District after District took up literacy campaign and out of 600 Districts, 597 were covered under TLC.

Learning Objectives

This module deals with the strategies used for motivating and mobilising the stakeholders, particularly the learners and volunteers for the adult literacy programme. At the end of this module, the learner will be able to-

1.  Detect the need for motivating stakeholders

2.  Explain Maslow’s hierarchy of needs

3.  Examine the needs of adult learners and volunteers

4.  Clarify community mobilisation and relate it to literacy campaign

5.  Describe the phases of literacy and detect the challenges in each phase

6.  Relate the modes of environment building for literacy programme

Need for motivating and mobilising stakeholders

The Total Literacy Campaigns were time bound, area specific and volunteer based. Huge effort was made not only to motivate all the non-literates in the village to enrol as learners but also mobilise a large number of volunteers to teach. School and college teachers, educated farmers, government officers, members of women’s groups, retired soldiers, village youth and many more participated in the campaigns as volunteers. A conducive environment was built to sustain literacy work through all its phases. Environment building committees were formed that interacted with all other committees to ensure that the tempo of activities was maintained till the end.

Even today, motivation and mobilisation strategies are an important concern of the literacy programme.

The current flagship literacy programme of Government of India, the Saakshar Bharat programme, formulated in 2009, has a target of imparting functional literacy to 70 million adults in the age group of 15 years and beyond. Simultaneously, 1.5 million adults are to be provided basic education and an equal number are to be provided vocational skills. The primarily focus of Saakshar Bharat is on women, Schedules Castes, Scheduled Tribes, Minorities, other disadvantaged groups and adolescents in rural areas in low literacy States. The programme deals with huge numbers and spread.

In order to sustain the interest of all stakeholders in literacy it is important to use appropriate strategies as per local situation and needs. All those concerned about literacy have to continuously look for new ways of motivating and mobilising people.

Motivation

What motivates people? What motivates non-literates to enrol for literacy activity? What makes them overcome many difficulties and continue to participate in the literacy activity? What motivates volunteers to join in this activity and continue over long periods?

This issue has to be seen from two angles. One, what motivates and sustains the motivation of individuals? And two, what strategies can be used to motivate people and sustain their motivation?

One view is that satisfaction of needs motivates people. Scholars have explained motivation in various ways. Maslov’s ‘hierarchy of needs’ is well-known and we will briefly view it here.

According to Maslow, needs at the lower levels of the hierarchy dominate an individual’s motivation as long as they are unsatisfied. Once, these are sufficiently fulfilled, the individual turns to satisfaction of higher needs.

Physiological needs are at the bottom of the pyramid and often referred to as basic needs. These include food, shelter, rest, exercise and so on. These needs must be met in order to survive.

Next to survival needs are the safety and security needs. We need to feel both psychologically and physically safe and free from danger and deprivation in order to be productive. Security needs are a problem when there is violence in the home or community, lack of friends and family who can take care of you.

Next are the need for Belongingness

Although people are sociable in different ways, they all need to interact with other people to a certain extent. Social needs include the need to belong, have friends, relationships or be part of a recognized group as a group member (for example, an ethnic group, a religious group, a group of friends, or a group within an organization).

The need to be wanted and respected by other people is a strong motivator.

Higher to that is the need for Self Esteem

Even a modest person wants to attain prestige and recognition in a group, be appreciated for her achievements and good work. People’s need for self-esteem and respect attains importance when the needs at the base of the pyramid are satisfied.

At the apex of the pyramid areSelf-Actualization Needs- the needs for being productive in life, doing meaningful work, feeling a sense of growth and development. A person wishes to be better at what she does and aspires for personal growth, self-fulfillment and realization of full potential.

Literacy and Need Fulfilment

The non-literate population is by and large the deprived population. A large number are from the lower rungs of the caste hierarchy. They are preoccupied with their struggles for daily living. They have little access to information because of illiteracy. If they are able to see the connection between literacy and how it fulfils their needs, they may feel motivated. They have to be convinced that literacy will give them access to information which will improve their income, health, housing and production leading to better chance of fulfilling their basic needs. Access to information will also help them to understand exploitative practices and the alternatives available to them. Learning together in groups will satisfy social needs and give them a sense of power to deal with oppressive situations. Attainment of literate status will improve their self-respect.

As far as the volunteers are concerned, participation in literacy programmes has more to do with improvement in their status, self-respect, doing meaningful work to improve the lives of others.

Motivation and mobilization of stakeholders

Motivation and mobilization are based on two different paradigms, Motivation is individualistic. One can develop strategies to motivate people, but they are motivated individually. Mobilisation is always used to indicate collective action.

Community Mobilization refers to the process of building social relationships in pursuit of common community interests. It is seen as being the foundation of the community development process. It seeks to empower individuals and groups of people by providing them with the skills they need to affect change in their own communities. It is a process whereby a group of people become aware of a shared concern or common need and decide to take up mobilization in order to create shared benefits. It is a continual and cumulative process that involves communication, education, and organization, which together lead to community mobilization and development.

Steps in community mobilization

The important steps in community mobilization are:

• Identification of the problem or issue.
• Selection of a strategy to solve the problem
• Mobilization of the community
• Implementation through people’s participation
• Assess the results and bring about improvement

Identification of core areas

The core areas have to be identified, for instance, poverty, health (maternal and child mortality, HIV/AIDs, Malaria), education (pre-primary, primary, secondary & Adult Education), women empowerment, water and sanitation, agriculture and allied sector and so on.

It is necessary to identify a common issue that the whole community can get involved in. Information has to be collected about the issue and also about the community. It is essential to recognize the community resources and isolate the constraints.

Selection of a Strategy

Depending on problem, dialogue has to be planned with the community. A strategy is then selected in consultation with the community. Sometimes a problem requires sensitization on the issue. At times it calls for mobilization of community. Occasionally, interaction with individual family members is needed.

Community mobilization

• Developing an on-going dialogue between community members
• Creating and strengthening community organizations (forming committees etc.)
• Creating an environment in which individuals can empower themselves to address their own and their community’s needs
• Promoting community members’ participation

Implementation of community mobilization in literacy programme

The literacy programme starts with a survey to understand the extent of illiteracy, the available resources (like educated volunteers, places where classes can be conducted, etc.) and detect the constraints. Strategies are deployed to sensitize, inform and involve the community in decision making in all phases of the literacy programme- from survey to assessment and corrective action.

At the end assessment of the results is required tobring about improvement

Need forenvironment building

Environment building activities are conducted during all phases of the literacy programme to attract non-literates and volunteers to participate in the literacy activities.

Environment building done in order to-

a) To create awareness amongst all sections of society, specially the targeted groups, of the need to become literate

b) To attract the non-literates and enroll them with Gram Panchayats.

c) To maintain enrolment of all and prevent drop-outs

d) To motivate, enroll and keep involved an army of volunteers in 10 different capacities including Volunteer Teachers, Master Trainers, Monitors, contributors etc.

e) To involve public, private and volunteer sector in the programme

f)    To involve various social, political and cultural movements in literacy work

g)    To facilitate formation of people’s committees at various levels to implement literacy programmes

Phases in environment building

Environment Building is not a one-time activity but undertaken throughout the occurrence of the programme in all its phases.

The preparatory phase involves creation of a conducive social environment for literacy wherein literacy becomes a part of social discourse.Every strata of society is approached and its support and cooperation for the literacy initiative is solicited. This is also the mobilization at the macro level when literacy becomes everyone’s agenda – the non-literates, educated, organized groups such as SHGs, user groups, panchayat, social leaders, opinion leaders, youth and village elders. The preparatory phase starts with the constitution of the committees at the District/Block/Gram Panchayat levels and span across the environment building, survey, training of literacy personnel and commencement of the learning centres.

Teaching Learning is the second phase

While the motivation and mobilization efforts can assure enrolment of learners and volunteers in the initiation of T-L process, it is the most critical phase as retention,regular participation and smooth T-L progress are most challenging. This is the phase when sustaining the morale of the volunteers as well as learners are most needed. This is also the phase when the structures initially envisaged for management and mentoring comes into test. Mobilizing irregular and absentee learners, drop outs on account of personal problems as well as on account of learning difficulties and volunteers, on account of lack of concern for the problems they face with respect to the T-L phase need to be handled constantly. This is also the time and the most creative methods of motivation and mobilization would need to be devised to keep up the motivation and morale of the learners and volunteers, by linking literacy and stages in the literacy programme with local, state level and national events and festivals. Completion of primers, organization of tests, celebration of local, state, and national festivals and events by connecting them with literacy are some of the ways to minimize and tackle mid-programme problems.

In the Post-Programme Phase mobilization needs to be envisaged to share and celebrate the programme outcomes, and to felicitate those who participated with distinction in the programme in different capacities. This could be the learners, the literacy volunteers and other literacy personnel, through certification and felicitation. Sharing of experiences with participants of various activities during the programme may be part of the Post-programme process.

Modes of Environment Building

Environment Building is essential to motivate and mobilise stakeholders.

Modes of Environment Building would vary from place to place depending on local factors like culture, traditions, educational background, facilities, human power available and so on. Let us look at some possibilities and tactics for environment creation.

(a)  A multi-media approach, wherein all possible media- conventional, traditional and modern are used to yield maximum results. The timing of the publicity is itself crucial to environment building.

(b) The mode of carrying out each activity as planned in such a manner that maximum publicity is created.

(c)   Special efforts are made at the time of organizing these activities, to involve each section which creates a conducive ‘environment’, even if it does not yield results in terms of increase in literacy figures.

Tools of Mobilization commonly used in literacy programmes

1. Media

Regular programmes in radio and TV channels for information, motivation and active involvement of people has to be broadcasted and telecasted. Systematic use of newspapers is necessary for creating a positive attitude towards promotion of literacy. With changing times, the potential of social media and ICT should be exploited for the programme. This needs induction of new technologies based on computer. Some experiments like computer-based functional literacy, computer-based literacy testing tools, and literacy through Edu-Sat have already been done. More innovations are required to be done with the whole gamut of modern media technologies.

2. Street theatre

Street plays known as ‘Nukkadnatak’, skits and other theatrical performances motivate people with stories that encourage non-literates to learn. The theme of these plays, when used for environment building is related to literacy and other social issues experienced by the people. Sponsoring theatre groups to perform in street-corners, hamlets in rural areas helps to reach and sensitize those segments of society who are indifferent and aloof.

3. Traditional and Folk Media

A programme of people’s education should lead to a renaissance of the people’s culture. Traditional and folk arts are used in the furtherance of literacy and adult education programmes particularly because people identify with characters in the folklore and feel both entertained and influenced by them.

4.  Jathas or Cultural Troupes for Literacy have been an important part of the literacy movement

Kala Jathas are the tested cultural mode for effective mobilization. In fact, Kala Jatha is instrumental in getting resounding and long-lasting impact on the minds of the people. When Jatha arrives in a particular locality, people get involved in arranging sound systems, lights, chairs and food etc. The important aspect of Jatha is that the amateur artists of Jatha, the local youth, motivate the people through their performance and also play an important role in taking classes and sharing other responsibilities of the literacy programme.

5. PrabhatPheri

It is used as a tool of motivation in rural areas. Prabhat means morning. PrabhatPheri consists of people walking in a procession with placards motivating people on the way. People from every community and sector participate in PrabhatPheri. The procession is organised in the morning and evening. People recite motivational slogans and songs in PrabhatPheris.

6. Pad Yatra

A group of people move from one place to another (village to village & within village) on foot to contact community people in order to mobilize them and include them in the ambit of literacy.

7. Cycle Rally

Cycle rallies are organized at Panchayat and block levels involving school boys, girls, women, children and government officials, NGO workers and local youth to create favourable environment for literacy. They recite slogans and literacy songs. The rally moves in a special style. When a group of cyclists move wearing T-shirt or dress embossed with logo of the literacy programme or literacy slogans it attracts a lot of attention. They often travel with banners and flags tied to their cycles.

8. Rallies

Different types of rallies of school children, women and panchayat members are organized to motivate learners and volunteers.

9. Balloon Show

Different type and size of balloons are used for mobilization purpose on the eve of literacy day or when the literacy centres start teaching- learning activity in a Gram Panchayat.

10. Wall Writing

Literacy slogans are written on walls, trees, houses, shops, panchayatbhawan, samudaikbhawans (community halls). Alphabets, words, sentences covered in the primers are displayed in these writings.

11. Slogans

Slogans having effective messages are placed at different places like railway stations, bus stops, market, centres, public places, panchayatbhawans, Govt. offices etc.

12. Posters

Posters on different issues on literacy, women empowerment, health, rights of women etc. can be developed by DAE, SRCs to be used at Panchayat and local levels. These posters can be developed by organizing workshops of artists, competitions among them. This can create environment for literacy among women and people in general. Through posters discussion can be generated in literacy centres, panchayats, mahilamandals and gram sabhas.

13. Stickers

Stickers can be used as a tool for mobilization. Some stickers can be used on vehicles, buses, public carriers, trains, government offices. In these stickers some attractive and motivating slogans are used in local languages as well as in Hindi.

14. Flags

Flags orPatakas on literacy issue in attractive colours with literacy logo are used in public places and panchayat offices. Small stamp size flags are also given to literacy workers, learners, mobilizers and panchayat representative.

15. Hoardings

Hoardings on literacy, women empowerment etc. displayed at prime locations are very useful for environment building as the activity gains visibility.

16. Handbills and Pamphlets

Hand bills and pamphlets on literacy may be distributed in different platforms and various occasions like Gram Sabhasie. meeting of entire electorate in the village,Melas or fairs, in public places and markets.

17. Logos on Road

Literacy logo on road, electric poles, pillars, trees, houses, pullias (small bridges) help to draw attention of the people.

18. Identity Cards

Simple gestures like issuing Photo identity cards by the District Magistrate, or Chairman of ZilaParishad indicates the importance given to literacy activity. The holders of the identity cards, especially if they are volunteer teachers, they feel motivated and elevated.

19. Collection of Songs

Collection of local and folk songs for highlighting importance of literacy is is a very good activity. These songs are popularised by playing then in all programmes. The learners learn these songs and sing themselves.

20. Publication of Booklets

Booklets about literacy activity are published.

21. Exhibitions

Different type of exhibitions of books, handicrafts, art, local crops as well as exhibitions and demonstration of agricultural products and equipment are organized at block and panchayat level to assemble the people and they are sensitized for literacy by way of organizing interactive activities.

22. Film Shows

Film shows based on literacy, social awareness are popular programmes.

23. Magic Shows

Magic shows related to literacy, social evils/social taboos can be organized to show negative consequences of illiteracy.

24. Puppet Shows

These are popular shows in some states of India and very creatively used for building a conducive environment for literacy. Stories are woven around social issues and their connection with literacy and how education helps to overcome personal and social problems. This proves to be very useful for motivating non-literates as well as learners.

25. PustakVachan Divas/Festivals/ Melas (Book Mela/Book Fair)

With the increasing tribe of neo-literates, State Resource Centres should now organize pustakvachan divas &melas at panchayat and block levels to create a learning environment among learners.

26. Competitions

Competitions on different occasions such as literacy day, Independence Day and republic day can be organized by gram panchayats and some rewards should be distributed to library workers, learners and women workers.

27. Excursion and Tours

The excursion and tours of learners and volunteers can create an environment conducive to literacy.

28. Seminars, Lectures and Workshops

Seminars and workshops related to literacy, awareness, women empowerment, right to information, right to women, human right issues, health, legal and awareness can be organized at various levels to create an environment favourable of literacy.

29. Women Forums

Women forums like MahilaMandaI, SHGs etc. also contribute tor environment creation.

30. Shibirs and Training Camps

Training camps for women to learn traditional skills are organized in most places. Now there is a need to organise training camps for new vocational skills. In such camps importance of literacy can also be stressed.

31. Involvement of Schools, Colleges and Universities

Universities and colleges should be involved to the greatest possible extent through National Service Scheme or the social responsibility programmes. Corporates should take up responsibility of funding some of these programmes. Involvement of schools should be increased. Eventually every school should be developed into a community centre for the education of children as well as adults.

32. Linking Literacy with Icons

Indian society has reformer-saints, great men & women, thinkers, leaders of freedom movement and social reformers who have their places in minds and hearts of the people. They all have given messages in favour of literacy. Their sayings and ideas about literacy & education must be propagated in the masses.

Summary

Let us now summarise our learning in this module.

In order to sustain the interest of all stakeholders in literacy it is important understand stakeholder needs and to use appropriate strategies. The module explains Maslov’s hierarchy of needs. It examines the needs of adult learners and volunteers. The module clarifies community mobilisation and relates it to literacy campaign. It elaborates on the purpose of environment building. It describes the phases of literacy and detects the challenges in each phase. It relatesa number of modes of environment building for literacy programme.

References

• Adama Ouane, 1989, Handbook on Learning Strategies for Post-Literacy and Continuing Education – Hamburg UNESCO Institute for Education.
• Art Collection of literacy posters & slogans from the Indian State, Guide book 2011 also want to learn New Delhi, National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
•  Asoke Bhattacharya, 2014, Promoting Reading Habits and Creating a Literate Society, V. Mohan Kumar, Adult and Lifelong Learning: Selected Articles (pp82-89) NEW DELHI Indian Adult Education Association.
• Guide Book, 2010, Saakshar Bharat, Centrally sponsored Scheme National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
• Handbook “Steps and methods to mobilize the community” 4th January, 2003, Facilicom Consult, Simon Koolwijk, Nijmegen,
• Manual on Saakshar Bharat, 2013, National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
•  United Nations Literacy Decade in Asia and the pacific: Progress to Date, 2006, Bangkok, Educational scientific and cultural organization Asia and pacific. Regional bureau for Education.
• Youth Woman in Community media, 2014, BNNRC (Bangladesh NGOs Network for Radio & Communications)