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Acknowledgement
I am highly grateful and indebted to Mrs. Santha Sheela Nair, I.A.S.,
(Retd.,), Vice-Chairman, State Planning Commission, Government of Tamil Nadu
for her approval of this Project to Alagappa University, Karaikudi and also for her
advice and suggestions in completing the research project.
I express my special gratitude to Thiru. Anil Meshram, I.A.S., Member-
Secretary, State Planning Commision, Government of Tamil Nadu for his
suggestions in completing the research project.
I am immensely thankful to Prof. S. Subbaih, Vice-Chancellor, Alagappa
University, Karaikudi, Tamil Nadu for his permission to execute the research project
in the Department of Lifelong Learning, Alagappa University, Karaikudi and for his
kindness and concern to the successful completion of the research project.
I am very much thankful to Prof. V. Balachandran, Registrar, Alagappa
University, Karaikudi, Tamil Nadu for his encouragement in completing the research
project.
I record my gratitude to Thiru. K. Kumaresan, Head, Education and
Employment Division, State Planning Commission, Government of Tamil Nadu for
his support and encouragement to complete the research project.
I am very much thankful to Dr. P. Gurumalesh Prabu, Former Special
Officer and Dr. M. Senthil, Special Officer, Planning and Development, Alagappa
University, Karaikudi for their continues support to complete the research project.
I record my thanks to the State Literacy Mission Authority, Government of
Tamil Nadu and Directorate of Non-Formal Education for their timely help in the
investigation.
I would like to express my special gratitude and thanks to District Adult
Education Officers of Viluppuram and Thiruvannamalai districts and other district
functionaries of Dharmapuri, Erode, Thiruvannamalai and Viluppuram.
My thanks and appreciations also go to my colleague Dr N. Johnson,
Assistant Professor, Department of Lifelong Learning and project staff in developing
the project and people who have willingly helped me out with their abilities.
I record my sincere thanks to Dr. S. Moorthy, Assistant Programme Officer,
(SSA) and Viluppuram for his assistance for the prepration of the report during this
investigation.
I am very much thankful to the learners of AECs, Preraks, Block Programme
Coordinators, District Programme Coordinators, Community Leaders and the Public
who are the respondents of the present investigation in Dharmapuri, Erode,
Thiruvannamalai and Viluppuram districts.
I would like to record my heartfelt thanks to second and first year students of
Master of Journalism and Mass Communication students of the Department of
Lifelong Learning, Alagappa University for their painstaking effort as field
investigators to collect the data in the respective districts and involving in the data
analysis.
I My special thanks to Mr. K. Gopinath, Fulltime PhD., scholar in Education
and Project Assistant, Mr. M. Neethiperumal, Teaching Assistant,
Mrs. P. Sakthipriya, Computer Analysist, Mrs. T. Subha, Secretarial Assistant,
Mr. M. Vijayaraj, M.Phil., Scholar in Media and Communication and Mr. N.
Vinoth Kumar, Office Assistant for their meticulous work to complete the research
work.
I would like to express my gratitude and appreciation to all those who gave me
the possibility to complete this report.
Content
Acknowledgement
Content
List of Tables
Glossary
Chapter- I
1.0 Introduction
1.1 Adult Education
1.2 Adult Literacy
1.3 Adult Education Programmes in India
1.4 National Literacy Mission
1.5 Genesis of Saakshar Bharat
1.6 Saakshar Bharat Programme
1.6.1 Objectives
1.6.2 Targets
1.6.3 Geographical Area Coverage
1.6.4 Teaching–Learning Programmes
1.6.5 Programme Framework
1.6.6 Basic Education Programme
1.6.7 Vocational Education (Skill Development)
Programme
1.6.8 Continuing Education Programme
1.6.9 Assessment and Certification
1.6.10 Eligibility criteria for coverage under Saakshar
Bharat
1.7 Saakshar Bharat Programme in Tamilnadu
1.8 Origin of the Research Problem
1.9 Significance of the Research Study
001-031
Chapter-II
Review of Related Literature
2.0 Introduction
2.1 Related Research Studies
2.1.1 Related Research Studies on Adult Education
Programmes Conducted in Abroad
032-060
2.1.2 Related Research Studies on Adult Education
Programmes Conducted in India
2.2 Research Studies Related to Saakshar Bharath
2.3 Studies Conducted by the Alagappa University, Karaikudi,
India
2.3.1 Alagappa University
2.3.2 Department of Lifelong Learning
2.4 Reflections of Research Studies Reviewed
Chapter-
III
Research Design and Method of Investigation
3.0 Introduction
3.1 Title of the Study
3.2 Objectives of the Study
3.3 Research Method Adapted in the Present Study
3.4 State Level meeting with official of SLMA/ District Level
Officials
3.5 Orientation Programme for District and Block Coordinators
about the Research Study
3.6 Description of Tools Used in the Study
3.6.1 Workshop for Tool Construction
3.6.2 Field Tryouts
3.6.3 Observation Schedule for AECs (OS-AECs)
3.6.4 Literacy and Numeracy Test Battery for the Learners
(L&N TB-L)
3.6.5 Opinionaire Interview Schedule for Community
Leaders/Public about Saakshar
3.6.6 Functional Status Interview Schedule for Preraks
(FSIS-P)
3.6.7 Functional Status Questionnaire for Co-ordinators at
the District and Block level (FSQ-DC&BC)
3.7 Reliability of the Tools Used in the Study
3.8 Validity of the Tools Used in the Study
3.9 Locale and Sample of the Study
3.10 Data Collection
061-072
3.11 Statistical Techniques Used in the Study
Chapter-
IV
Results and Discussions
4.0 Introduction
4.1 Functional Status of Adult Education Centres
4.1.1 Timings of the AECs
4.1.2 Identification of Potential Learners (Target Learner)
by AECs in Grama Panchayath Level
4.1.3 Furniture and Teaching-Learning Materials in AECs
4.1.4 Electricity and Nature of Building- AECs
4.1.5 Coverage of Learners in AECs
4.1.6 Status of Learners Attending in AECs Classes
4.1.7 Status of Registers Maintained in AECs
4.1.8 Progress of Teaching/ Learning Activities in AECs
4.1.9 Status of Visitors in AECs
4.2 Literacy Assessment of Learners
4.2.1 Profile of Learners in AECs of Saakshar Bharath
Programme
4.2.2 Motivators for Learners to Join in AECs
4.2.3 Reasons for Joining in AECs by Learners
4.2.4 Status of Learners before joining in Saakshar Bharath
4.2.5 Reasons for Discontinuation from AECs
4.2.6 Opinion of Learners about their Learning in AECs
4.2.7 Opinion of Learners about Awareness Training
Programme
4.2.8 Opinion of Learners about Skill Development
Training Programme
4.2.9 Opinion of Learners about Special Training
Programme
4.2.10 Opinion of Learners about Easiest Learning in
Trainings
4.2.11 Opinion of Learners about the Benefits of Learning
in AECs of Saakshar Bharath
4.2.12 Opinion of the Learners about the Preraks and
073-220
Instructional Methods
4.2.13 Opinion of the Learners about their Learning
Period
4.2.14 Opinion of the Learners about Saaksahr Bharath
Programme
4.2.15 Opinion of the Learners about their Encouragers
for Continues Learning
4.2.16 Opinion of the Learners about their Hinders for
Continues Learning
4.2.17 Opinion of the Learners about Continues
Participation in SBP
4.2.18 Opinion of the Learners about their Expectations in
SBP
4.2.19 Opinion of the Learners about the Activities of
SBP
4.2.20 Suggestions of the Learners for SBP
4.2.21 Performance of Learners in Literacy and Numeracy
4.2.22 Success Rate of Learners in Literacy and
Numeracy
4.2.23 Significant Difference on Achievement of Learners
in Literacy and Numeracy with respect to certain Personal
Variables
4.2.24 Significant Correlation on Achievement of
Learners in Literacy and Numeracy
4.3 Opinion of the Community Leaders/Public About AECs of
Saakshar Bharath Programme
4.3.1 Representation of Community Leaders/Public
4.3.2 Opinion of the Community Leaders/Public about the
Performance of AECs Activities
4.3.3 Activities/Programmes Witnessed by Community
Leaders/Public in AECs
4.3.4 Suggestions of Community Leaders/Public Leaders
for AECs
4.4 Performances of Preraks in the Saakshar Bharath
Programme
4.4.1 Socio- Economic Back Ground of Preraks in AECs of
Saakshar Bharath
4.4.2 Duration of the Training Programmes Organized by
District/ Block Level Functionaries
4.4.3 Opinion of the Preraks about the Training
Programmes
4.4.4 Potential Learners- Illiterates / Non-Literates
Identified at Grama Panchayat Level
4.4.5 Formation and Functions of Grama Panchayat
Committee
4.4.6 Environmental Building Activities at Grama
Panchayat Levels
4.4.7 Teaching/ Learning and Other Materials Supplied at
AECs
4.4.8 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Dharmapuri District
4.4.9 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Erode District
4.4.10 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Thiruvannamalai District
4.4.11 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Viluppuram District
4.4.12 Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Dharmapuri District
4.4.13 Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Erode District
4.4.14 Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Thiruvannamalai District
4.4.15 Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Viluppuram District
4.4.16 Opinion of the Preraks of about the Co-
Operation/Support of Learners/Beneficiaries in AECs
4.4.17 Opinion of the Preraks of about the Achievement of
Learners at the Grama Panchayat Level in AECs
4.4.18 Opinion of the Preraks of about the Learners
Currently attending the AECs at the Grama Panchayat Level
4.5 Performances of District and Block Coordinators
4.5.1 Socio-Economic Background of District and Block
Coordinators in SBP
4.5.2 Formations and Functions of Committees at District
Level in SBP4.5.3 Infrastructure Facilities at District level
in SBP
4.5.4 Potential Learners- Illiterates / Non-Literates
Identified at District Level
4.5.5 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Dharmapuri District
4.5.6 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Erode District
4.5.7 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Thiruvannamalai District
4.5.8 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Viluppuram District
4.5.9 Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling in
SBP
4.5.10 Learners Currently Attending the AECs in SBP
4.5.11 Opinion of the District and Block Coordinators
about the Trainning Programmes
4.5.12 General Training Programme Organized/ Conducted
in SBP of TN
4.5.13 Awareness Training Programme Organized/
Conducted in SBP of TN
4.5.14 Skill Development Training Programme Organized/
Conducted in SBP of TN
4.5.15 Teaching/ Learning and Other Materials Supplied
and Distributed in SBP of Tamil Nadu
4.5.16 Budget Allocation and Expenditure in SBP of Tamil
Nadu
4.5.17 Opinion of the District and Block Coordinators
about Learners in AECs of SBP in Tamil Nadu
4.5.18 Special Training Programme Organized/ Conducted
in SBP of Tamil Nadu
4.5.19 Target and Achievement of Opening Savings Banks
Accounts in SBP of Tamil Nadu
4.5.20 Target and Achievement of Insurance Schemes in
SBP of TN
4.5.21 Status of Monitoring at District Level in SBP of
Tamil Nadu
Chapter-V Summary and Suggestions
5.0 Introduction
5.1 Overall Findings
5.1.1 AECs
5.1.2 Learners and AECs
5.1.3 Opinion of the Learners about the Preraks and
Instructional Methods
221-270
5.1.4 Performance of Learners in Reading
5.1.5 Performance of Learners in Writing
5.1.6 Performance of Learners in Numeracy
5.1.7 Performance of Learners in Overall Literacy and
Numeracy
5.1.8 Overall Achievements of Learners in Literacy and
Numeracy of Saakshar Bharath Programme in Tamil Nadu
5.1.9 Success Rate of Learners in Reading
5.1.10 Success Rate of Learners in Writing
5.1.11 Success Rate of Learners in Numeracy
5.1.12 Success Rate of Learners in Literacy and
Numeracy
5.1.13 Significant Difference on Achievement of Learners
in Literacy and Numeracy with respect to certain Personal
Variables
5.1.14 Opinion of the Community Leaders/Public
5.1.15 Socio- Economic Back Ground of Preraks in AECs
of Saakshar Bharath
5.1.16 Training Programmes Organised and attended by the
Preraks at District/ Block level
5.1.17 Opinion of the Preraks about the Trainning
Programmes
5.1.18 Potential Learners- Illiterates / Non-Literates
Identified at Grama Panchayat Level
5.1.19 Formation and Functions of Grama Panchayat
Committee
5.1.20 Environmental Building Activities at Grama
Panchayat Levels
5.1.21 Teaching/ Learning and other Materials Supplied at
AECs (Grama Panchayat Level Data)
5.1.22 Learners Enrolment and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Dharmapuri District (Grama Panchayat Level
Data)
5.1.23 Learners Enrollment and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Erode District (Grama Panchayat Level Data)
5.1.24 Learners Enrollment and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Thiruvannamalai District (Grama Panchayat Level
Data)
5.1.25 Learners Enrolment and Certification in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Viluppuram District (Grama Panchayat Level
Data)
5.1.26 Opinion of the Preraks of about the Co-
Operation/Support of Learners/Beneficiaries in AECs
5.1.27 Achievement of Learners at the Grama Panchayat
Level in AECs
5.1.28 Learners currently attending the AECs at the Grama
Panchayat Level
5.1.29 Socio-Economic Background of District and Block
Coordinators in SBP
5.1.30 Formations and Functions of Committees at District
Level in SBP
5.1.31 Infrastructure Facilities at District level in SBP
5.1.32 Potential Learners- Illiterates / Non-Literates
Identified at District Level
5.1.33 Learners Enrolment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Dharmapuri District (District Level Data)
5.1.34 Learners Enrolment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Erode District (District Level Data)
5.1.35 Learners Enrolment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Thiruvannamalai District (District Level Data)
5.1.36 Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New
Delhi in Viluppuram District (District Level Data)
5.1.37 Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling in
SBP (District Level Data)
5.1.38Learners Currently Attending the AECs in SBP
(District Level Data)
5.1.39 Opinion of the District and Block Coordinators
about the Trainning Programmes
5.1.40 General Training Programme Organized/ Conducted
in SBP of TN
5.1.41 Awareness Training Programme Organized/
Conducted in SBP of TN
5.1.42 Skill Development Training Programme Organized/
Conducted in SBP of TN
5.1.43Teaching/ Learning and Other Materials Supplied
and Distributed in SBP of Tamil Nadu
5.1.44 Budget Allocation and Expenditure in SBP of Tamil
Nadu
5.1.45 Opinion of the District and Block Coordinators
about Learners in AECs of SBP in Tamil Nadu
5.1.46 Special Training Programme Organized/ Conducted
in SBP of Tamil Nadu
5.1.47 Target and Achievement of Opening Savings Banks
Accounts in SBP of Tamil Nadu
5.1.48 Target and Achievement of Insurance Schemes in
SBP of TN
5.1.49 Status of Monitoring at District Level in SBP of
Tamil Nadu
5.2 General Conclusions
5.3 Recommendations
5.4 Conclusion
Bibliography 271-274
Appendices
Appendix-I to V
List of Tables
Table
No
Name of the Table Page
4.1 Percentages of Functioning Timings of the AECs 74
4.2 Percentages of Potential Learners (Target Learner) Indentified by
AECs in Grama Panchayath Level
74-75
4.3 Percentages of Availability of Furniture and Teaching-Learning
Materials in AECs
75
4.4 Percentages of Availability of Electricity and Nature of Building-
AECs
76
4.5 Percentages of Coverage of Learners in the NIOS examination in
AECs
77
4.6 Percentages of Attendance of Learners in AECs Classes 79
4.7 Percentages of Attendance of Learners in AECs Classes 80
4.8 Percentages of Progress of Teaching/ Learning Activities in AECs 81
4.9 Percentages of Status of Visitors in AECs 82
4.10 Percentages of Profile of Learners in AECs of Saakshar Bharath
Programme
83-85
4.11 Percentages of Motivators for Learners to Join in AECs 86
4.12 Percentages of Reasons for Joining in AECs by Learners 88
4.13 Percentages of Status of Learners before joining in Saakshar Bharath 89
4.14 Percentages of Reasons for Discontinuation from AECs 90
4.15 Percentages of Opinion of Learners about their Learning in AECs 91
4.16 Percentages of Opinion of Learners about Awareness Training
Programme
93
4.17 Percentages of Opinion of Learners about Skill Development
Training Programme
95
4.18 Percentages of Opinion of Learners about Special Training
Programme
97
4.19 Percentages of Opinion of Learners about Easiest in Learning and
Trainings
98
4.20 Percentages of Opinion of Learners about the Benefits of Saakshar
Bharath
100-
101
4.21 Percentages of Opinion of the Learners about the Preraks and
Instructional Methods
103-
104
4.22 Percentages of Opinion of the Learners about their Learning Period 105
4.23 Percentages of Opinion of the Learners about Saaksahr Bharath
Programme
106
4.24 Percentages of Opinion of Learners about their Encouragers for
Continues Learning
107
4.25 Percentages of Opinion of the Learners about their Hinders for
Continues Learning
108
4.26 Percentages of Opinion of the Learners about Continues
Participation in SBP
109
4.27 Percentages of Opinion of the Learners about their Expectations in
SBP
110
4.28 Percentages of Opinion of the Learners about the Activities of SBP 111
4.29 Percentages of Suggestions of the Learners for SBP 112
4.30 Mean. SD and Rang of Learners in Literacy and Numeracy-District
wise
114
4.31 Percentages of Success Rate of Learners in Literacy and Numeracy 118
4.32 Mean and SD of Learners Achievement Scores in Literacy and
Numeracy in respect of certain Personal Variables and the calculated
‘t/F’ Values
119-
124
4.33 Correlation on Achievement of Learners in Literacy and Numeracy
and calculated 'r' values
125
4.34 Representation of Community Leaders/Public 126-
127
4.35 Percentages of Opinion of the Community Leaders/Public about the
Performance of AECs Activities
128
4.36 Percentages of Activities/Programmes Witnessed by Community
Leaders/Public in AECs
129
4.37 Suggestions of Community Leaders/Public for AECs 131
4.38 Percentages of Socio- Economic Back Ground of Preraks in AECs of
Saakshar Bharath
132-
133
4.39 Number and Percentages of Training Programmes Organised and
attended by the Preraks at District/ Block level
134
4.40 Number and Percentages of Duration of the Training Programmes
Organized by District /Block Level Functionaries
138
4.41 Percentages of Opinion of the Preraks about the Trainning
Programmes
139
4.42 Percentages of Potential Learners- Illiterates / Non-Literates
Identified at Grama Panchayat Level
141
4.43 Percentages of Formation and Functions of Grama Panchayat
Committee
143
4.44 Percentages of Environmental Building Activities at Grama 144
Panchayat Levels
4.45 Percentages of Teaching/ Learning and Other Materials Supplied at
AECs
146
4.46 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Dharmapuri District
148
4.47 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Erode District
151
4.48 Percentages of Learners Enrollment and Completion t in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamali District
154
4.49 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Viluppuram District
157
4.50 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Dharmapuri District
160
4.51 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Erode District
163
4.52 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamalai District
166
4.53 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Viluppuram District
169
4.54 Percentages of Opinion of the Preraks of about the Co-
Operation/Support of Learners/Beneficiaries in AECs
171
4.55 Percentages of Opinion of the Preraks of about the Achievement of
Learners at the Grama Panchayat Level in AECs
173
4.56 Percentages of Opinion of the Preraks of about the Learners
Currently attending the AECs at the Grama Panchayat Level
175
4.57 Percentages of Socio-Economic Background of District and Block
Coordinators in SBP
177-
179
4.58 Number of Formations and Functions of Committees at District
Level
180
4.59 Percentages of Infrastructure Facilities at District level in SBP 181
4.60 Percentages of Potential Learners- Illiterates / Non-Literates
Identified at District Level
182
4.61 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
184
Dharmapuri District
4.62 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Erode District
187
4.63 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamalai District
189-
190
4.64 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Viluppuram District
192
4.65 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling in SBP
195
4.66 Percentages of Learners Currently Attending the AECs in SBP 197
4.67 Percentages of Opinion of the District and Block Coordinators about
the Trainning Programmes
199
4.68 Percentages of General Training Programme Organized/ Conducted
in SBP of TN
200
4.69 Percentages of Awareness Training Programme Organized/
Conducted in SBP of TN
203
4.70 Percentages of Skill Development Training Programme Organized/
Conducted in SBP of TN
206
4.71 Percentages of Teaching/ Learning and Other Materials Supplied in
SBP of Tamil Nadu
208
4.72 Budget Allocation and Expenditure in SBP of Tamil Nadu 210
4.73 Percentages of Opinion of the District and Block Coordiantor about
Learners in AECs of SBP in Tamil Nadu
211
4.74 Percentages of Special Training Programme Organized/ Conducted in
SBP of Tamil Nadu
213
4.75 Percentages of Target and Achievement of Opening Savings Banks
Accounts in SBP of Tamil Nadu
216
4.76 Percentages of Target and Achievement of Insurance Schemes in
SBP of TN
218
4.77 Percentages of Status of Monitoring at District Level in SBP of Tamil
Nadu
219
Glossary
1. AECs Adult Education Centres
2. AEFLA Adult Education and Family Literacy Act
3. CEP Continuing Education Programme
4. DLSS District Lok Shiksha Samaiti
5. DNFAE Directorate of Non-Formal and Adult Education
6. DSEL Department of School Education and Literacy
7. EBB Educationaly Backward Block
8. ESL English as Second Language
9. ESREA European Association of Adult Education Research
10. FLAW Functional Literacy for Adult Women 11. FSQ-DC&BC Functional Status Questionnaires for Coordinators
at the District and Block level
12. FSQ-P Functional Status Interview Schedule for Preraks
13. G.O.P General Orientation Programme
14. GOI Government of India
15. Govt. Government
16. GP Grama Panchayat
17. GPC Grama Panchayat Committee 18. IAEA Indian Adult Education Association
19. IAEA Indian Adult Education Association
20. ICDS Integrated Child Development Scheme
21. ICSSR Indian Council for Social Science Research
22. ICT Information and Communication Technology
23. IEC Information Education and Communication
24. ILO International Labour organization 25. IPCL Improved Pace and Content of Learning
26. JSS Jan Shikshan Sansthans
27. K--R 20 Kuder Richardson Method
28. L&N TB-L Literacy and Numeracy Test Battery for the Learners
29. LP Literacy Programme
30. MGNREGA Mahatma Gandhi National Rural Employment Guarantee Act
31. MHRD Ministry of Human Resource Development
32. MJMC Master of Journalism and Mass Communication 33. N.P.O Number of Programme Organized
34. N.P.P Number of Persons Participated
35. NAEP National Adult Education Programme
36. NFE Non formal Education
37. NGO Non Governmental Organisation
38. NIOS National Institute of Open Schooling
39. NLM National Literacy Mission 40. NLMA National Literacy Mission Authority
41. NSS National Sample Survey
42. OBE Open Basic Education
43. OIS-CL &CP Opinion Interview Schedule for Community Leaders/Peoples about Saakshar Bharath
44. OS-AECs Observation Schedule for AECs
45. PLC Post Literacy Campaign
46. PLP Post Literacy Programme
47. R.T.T Refresher Training Programme
48. RFLP Rural Functional Literacy Project
49. S.D.T.P Special Development Training Programme
50. S.F.T.P Special Focused Training Programme 51. SAEP State Adult Education Programme
52. SBP Saakshar Bharath Programme
53. SCs Scheduled Castes
54. SHG Self Help Group
55. SLMA State Literacy Mission Authority
56. SOS State Open Schools 57. SPSS Statistical Package for the Social Sciences
58. SRCs State Resource Centres
59. SSA Sarva Siksha Abhiyan
60. STs Scheduled Tribes
61. TLC Total Literacy Campaign
62. UGC University Grant Commission
63. UK United Kingdom 64. UNDP United Nations Development Programme
65. UNESCO United Nations of Education and Social Cultural Organisation
66. USA United States of America
67. UTs Union Territories
68. ZLSS Zilla Lok Shiksha Samiti
1
CHAPTER I
INTRODUCTION
1.0 Introduction
Education is a lifelong process. It does not end with schooling. John Dewey
has rightly said that life is development and that development and growth is life. Our
country is a sovereign democratic republic and a secular and welfare state striving for
establishing an egalitarian society. This is possible, when the life of an individual
develops to its fullest extent and when he is able to perform his duties and
responsibilities in accordance with his interests, abilities and efficiency. During the
last 70 years, we have slowly but steadily marched on the road of planned progress.
As a result there are some revolutionary changes in the society.
The smooth working of the democratic Government and other institutions
suffer to a great extent because of India’s backwardness in education.
Most of the people are not conscious of their rights and duties because of lack
of proper education and awareness. It is with the educated and enlightened people
alone that the country can progress in all directions. In our country, adult illiteracy
possesses a serious problem and hence, the need of adult education.
This is due to lack of education, learning and proper consciousness. When
they are educated, they can take an active part in the development of their country in
various fields and ensure the progress of the country. The illiterate adults should
realize that they should be responsible citizens in a democracy. An illiterate person
cannot perform his duties properly.
The major source of evil in our country is illiteracy. It lies at the root of
everything that hinders the progress of our country. Illiteracy keeps people in
darkness. It is not merely necessary to carry the torch of education to all the corners of
the land, but also to people of all the ages. The main cause of the sufferings of the
people is not at all their lot, but ignorance and illiteracy lead them to suffer so much.
Indian Constitution lays down universal compulsory education as a directive
principle of the state. But little has been done so far. The children of today no doubt
have some chances of getting education – at least the torch of it. But the grown up
adults never had the opportunity of feeling the light of knowledge and blindfoldedly
they move about their orbit of life.
2
Hence, the adult of today should have the need of an understanding of the
rapid changing of the contemporary world and the grooving complexities of the
modem society. Now attempts are being made to establish an agilitarian society which
will ensure a good system of education to all citizens and in which the evils of
poverty, unemployment, illiteracy, ignorance and ill-health can be abolished. Recent
interest in this system of education have been developed in order to create a learning
society and to provide facilities for life-long learning to all. Now it is time to think
about Adult Education.
Adult education has taken place in many ways, which have a vital
significance.
1.1 Adult Education
Today, in the world, adult education is essential for adults. It is the
complement to elementary or professional education. It offers further education to
those who have already received high level training. It is a means of individual
development.
Education refers to all kinds of learning that take place, whether, formal or
non-formal and also informal (which may include incidental also). Live Right and
Hay Good (1969) proposed that Adult Education is the process whereby persons who
no longer (or did not) attend school on a regular and full time basis undertake
sequential and organized activities with conscious intention of bringing about changes
in information, knowledge, understanding or skills, application and attitudes; or for
the purpose of identifying and solving personal and community problems.
Adult education is the prime importance in eradicating illiteracy. It has
different nomenclatures in different countries. It is called fundamental education,
workers education, mass education of the people and social education. Adult
education is wide in scope. The term ‘adult education” has different system of names
in different countries such as Literacy education, Further education, Basic education,
Social education, Mass education and Community education etc.
All these terms used in a wider context, meant for preparing the adult for an
economic, civic and social role. The mere attainment of literacy by an adult should
not be a goal in itself. Adult literacy work cannot be seen in isolation and must lead
on to continuing adult education.
M.K. Gandhi has presented a comprehensive view of adult education. To him
adult education meant “education for life, through life and throughout life”.
3
In the words of Kothari Commission -1966, “The Function of adult education
in a democracy is to provide every adult citizen an opportunity for education of the
type he wishes and which he should have for his personal enrichment, professional
advancement and effective participation in social and political life.”
The International Directory of Adult Education (1952) published by UNESCO
states that “Adult Education has been associated with the teaching of literacy and such
remedial measures” by the night school 8 for adults who have missed the opportunity
for schooling.
Again, UNESCO (1976) defines Adult Education as the term that denotes the
entire body of organized educational process, whatever the content, level and method
whether formal or otherwise whether they prolong or replace initial education in
schools, colleges and universities as well as apprenticeship where by persons regarded
as adults by the society which they belong, develop their abilities, enrich their
knowledge, improve their technical or professional qualifications and bring out
changes in their attitude or behaviour in two fold perspective of full personal
development and participation in balanced and independent social, economic and
cultural development .
In essence, Adult Education is so closely related to social, political and
cultural conditions of each country that no uniform or precise definition can be
arrived at. The concept of Adult Education in developed countries varies from that
developing countries, adult education is coercive only as literacy programmes.
� Importance of adult education: The literacy ratio of any country is extremely
important. A country with educated adult population is bound to achieve social,
economic, technological and moral progress. The importance of adult education
is highlighted below in points.
� Education enables a person to earn for his living. An educated person is able to
overcome his individual poverty. An educated individual is capable of looking
after himself and his family.
� Education leads to an increase in the overall standard of living. They follow
good hygienic habits as well.
� Educated people are capable of bringing mass changes in the society. They fight
against evil social practices such as dowry, early marriages, caste system, etc.
4
� They contribute towards the overall progress of the nation. A country achieves
great success where a large number of adults consist of educated people such as
doctors, lawyers, chartered accountants, engineers, etc.
� Educated parents are able to guide their children in their studies.
� Educated adults can also adopt teaching as their profession. In this way, they
can further contribute towards building an educated nation.
� Educated people are capable of reading and writing. They will never sign any
document without fully understanding the meaning of its content. In this way,
their rights are secured.
Adult education is imparted under two aspects:
� Adult Literacy: It is the education for the adults who never had any
schooling before.
� Continuing Education: It is the education for the adults who had some
schooling or education ever before.
Adult education consists of three main types:
• To provide literacy to illiterate adults,
• To develop an educational mind in the absence of literary education,
• To acquaint people with the rights and duties pertaining to
"Citizenship” for establishing democracy in the country the expansion
of adult education is of the paramount importance.
Whatever the terms used for the education of adults, we find mainly two
important terms essentially meant for adult education programmes.
These are the adult literacy and the functional literacy. The connotation of
adult literacy differs from country to county. It is supposed to be the education of
three R’s i.e. Reading, Writing and Arithmetic, enabling the individual to discharge
household responsibilities.
But functional literacy implies that a person is able to function as a literate in
his social and professional life. It deals with the type of knowledge that results in
achieving success in various activities. It also raises the standard of living of the adult
and enables him to participate effectively in civic life.
1.2 Adult Literacy
Literacy should be functional in character. It should be regarded as a way of
preparing man for social, civic and economic role that goes for beyond the limits of
5
rudimentary literacy training, consisting merely in the teaching of reading and
writing.
The process of learning to read and write should not only provide an
opportunity for acquiring knowledge that can be helpful for improving the standard of
living but also to provide training for work, increasing productivity, a greater
participation in civic life and open the way to basic human culture.
Literacy and Further Education in Global and Indian Context:
In our country adult education has been envisaged with its emphasis not only
on literacy but on better and complete living.
If we analyze from global context it is revealed that in the present world the
nations which are economically backward have a low percentage of literacy.
Realizing the importance of mass education most of the progressive countries of the
world have concentrated their efforts to wipe out illiteracy. Because a society is
determined to achieve economic development, social transformation and effective
developmental programmes willingly, intelligently, effectively and efficiently.
Literacy is a fundamental human right and the foundation for lifelong learning.
It is fully essential to social and human development in its ability to transform lives.
For individuals, families and societies alike, it is an instrument of empowerment to
improve one’s health, one’s income, and one’s relationship with the world
(UNESCO).
Literacy reflects the socio-economic and cultural set-up of a nation, ethnic
group or community. Literacy is essential not only for the eradication of poverty, but
also for mental isolation for cultivating peaceful and friendly international relations
and for permitting the free play of demographic processes as well.
Donald Block (1997), author of "Defining Literacy Up", says "today, literacy
is far more than the ability to sound out a few words of one syllable". Block also
states, "it focuses not on recognizing basic words but on comprehension of the world
around us". Knowing the core knowledge of basic literacy is just the beginning of
today's survival in society, what is needed more is also the ability to communicate
with others and also the ability to comprehend and solve problems and learn from
these problems. With society and technology rapidly evolving, people must have the
basic level of literacy to begin their lives in society.
"Literacy is the foundation on which the solving of all social problems can be
built", states Block. Being literate means the ability and chance to improve one's self,
6
which society needs to become more classess and improve the overall living standard
of everyone.
This generation must keep up and excel in every type of literacy so that future
generations can learn from us and excel from us and they have the ability to survive in
today's and tomorrow's complex and ever evolving society.
Literacy and education are termed as the same thing but the literacy has got
indirect relationship with education. Literacy is about acquiring the skills and
learning, while education is about applying these skills and learning for benefit of
other people, society or country. Literacy mainly revolves around acquiring the ability
to read and write whereas education is about overall development of a person making
it a complete human who are not only able to read or write but also has the ability to
think in broader terms and to analysis of the things rationally. Education is about
knowing your skills, abilities and the learning, and then using them in the right
direction at the right time. Education changes a person as a whole. Educated people
understand their responsibility towards the society and country. It is more of using the
ethical practices to bring a real change in the society.
Literacy level and educational attainment are vital developmental indicators in
a developing nation like India as they are the key variables of measuring of
development as they indicate quality of life, awareness level and also the level of skill
of people in the society. Better literacy and educational level definitely have a positive
impact on the health parameters. Education parameters have an equal weightage in the
Human Development Index as well.
The concept of literacy, which varies from country to country, generally refers
to the minimum level of literacy skills. This minimum level varies from ability to
communicate orally to make a check of a variety of difficult arithmetical
computations.
There are two general reasons to start an adult literacy program: to meet
community need, and to support a larger initiative. Adult literacy encompasses more
than just reading and writing, and it's important to understand what the real literacy
needs for a community. Many numbers of programmes have been carried out in India
after independence and they are:
1.3 Adult Education Programmes in India
Adult education in India is the process to provide education to the adult and
aged people who, somehow, had failed to receive the elementary education during
7
their childhood. The effort of providing adult education in India has been in existence
for the past several years, as it is one of the most important things in building an
educated nation. Unless the adults realize the importance of education they would
never understand the need to educate their progeny. Education is one of the stepping
stones for building a strong nation. Hence adult education is promoted on a large scale
programme in the Indian sub continent.
Literacy Rates in Post Independent India
Year Rural Urban Combined
Female Male Total Female Male Total Female Male Total
1951 4.87 19.02 12.1 22.33 45.6 34.59 8.86 27.15 18.32
1961 10.1 34.3 22.5 40.5 66 54.4 15.35 40.4 28.31
1971 15.5 48.6 27.9 48.8 69.8 60.2 21.97 45.96 34.45
1981 21.7 49.6 36 56.3 76.7 67.2 29.76 56.38 43.57
1991 30.17 56.96 36 64.05 81.09 67.2 39.29 64.13 52.21
2001 46.7 71.4 59.4 73.2 86.7 80.3 53.67 75.26 64.83
2011 58.75 78.57 67.8 79.92 89.67 84.1 65.46 82.14 74.04
% 26% 10% 14% 9% 3% 5% 22% 9% 14%
Increase in 2011 over 2001
Source: Census of India, Office of Registrar General, India.
Notes: 1. Literacy rates for 1951 1961 and 1971 relate to population aged 5 years and above whereas literacy rates
for 1981, 1991, 2001 and 2011 relate to the population aged 7 years and above.
2. The 1981 literacy rates exclude Assam where the 1981 Census could not be conducted.
For 1951, the population male, female and persons refers to effective literacy rates and the breakup of Rural,
Urban and
Male- female components are crude literacy rates.
3. The 1991 literacy rates exclude Jammu & Kashmir where the 1991 Census could not be conducted due to
disturbed
Conditions.
4. The 2001 and 2011 literacy rates exclude Mao Maram, Paomata and Purul Sub-divisions of Senapat district of
Manipur.
Post-independence India inherited a system of education which was
characterised by a large scale inter and intra-regional imbalances. The system
educated a select few, leaving a wide gap between the educated and the illiterate. The
country's literacy rate in 1947 was only 14 per cent and female literacy was abysmally
low at 8 per cent. Only one child out of three had an opportunity for enrolment in
8
primary schools. Educational inequality was aggravated by economic inequality,
gender disparity and rigid social stratifications.
Eradication of illiteracy has been one of the major national concerns of the
Government of India since Independence. The need for a literate population and
universal education for all children in the age group 6- 14 was recognised as a crucial
input for nation building and was given due consideration in the Constitution as well
as in the successive Five-Year Plans. A number of significant programmes have been
taken up since Independence to eradicate illiteracy among adults. Some of the
important programmes have included:
Social Education: The main elements were literacy, extension, general
education, leadership training and social consciousness. The programme was
implemented in the First Five-Year Plan (1951-56).
Gram Shikshan Mohim: Movement for literacy in the rural areas was started
in 1959 in Satara district of Maharashtra, and was later extended to other parts of the
state. The programme aimed at imparting basic literacy skills within a period of about
four months and by 1963, it spread to all the districts of the state. The programme,
however, suffered from a lack of systematic follow-up and consequently, relapse to
illiteracy was massive.
Farmers' Functional Literacy Project: Started in 1967-68 as an Inter-
ministerial project for farmers' training and functional literacy, the project aimed at
popularisation of highyielding varieties of seeds through the process of adult
education. The programme was confined to 144 districts of the country where nearly
8,640 classes were organised for about 2.6 lakh adults.
Non-formal Education: In the beginning of the Fifth Plan, a programme of
non-formal education for 15- 25 age-groups was launched. Although the scope,
content and objective of the non-formal project was clearly spelt out, its
understanding in the field was very limited and the programmes actually organised
indistinguishable from the conventional literacy programmes.
Polyvalent Adult Education Centres: Workers' Social Education Institutes
and Polyvalent Adult Education Centres were reviewed by a group in 1977, which
recommended adoption of Polyvalent Adult Education Centres in the adult education
programme for workers in urban areas. In pursuance of this decision, Shramik
Vidyapeeths were set up in the states.
9
Education Commission (1964-66): The appointment of the Education
Commission (1964-66) was a significant event in the history of education in India.
Among several measures, it recommended that high priority be accorded to end
illiteracy. It urged that adult education be promoted both through "selective" as well
as "mass-approach" and stressed on the active involvement of teachers and students
and the wider use of the media for the literacy programme."
The Education Commission also stated that in the world of science and
technology, the main objective should be to related to life, needs and aspirations of
the people so as to make it an instrument of socio-economic and political change.
Functional Literacy for Adult Women (FLAW): The scheme of Functional
Literacy for Adult Women (FLAW) was started in 1975-76 in the experimental ICDS
project areas. It was gradually expanded alongwith the expansion of ICDS upto the
year 1981-82.
Till then, 300 ICDS projects were approved. Sanctions were also given for
FLAW scheme in these project areas. However, the Planning Commission decided to
stop the expansion of FLAW scheme in ICDS project areas mainly due to a constraint
of resources. The aim of the FLAW scheme was to enable illiterate adult women to
acquire functional skills along with literacy, to promote better awareness of health,
hygiene, child-care practices and to bring about attitudinal changes. The target age
group was 15-45, with greater attention to those in the 15-35 age groups.
National Adult Education Programme (NAEP): The first nation-wide
attempt at eradication of illiteracy was made through the National Adult Education
Programme launched on October 2, 1978. It was a massive programme which aimed
at educating 100 million non- literate adults in the age group of 15-35 years within a
time frame of five years.
The objectives of the National Adult Education Programme were not merely
to impart literacy in the conventional sense, but also to provide learners with
functional awareness which were conceived as three integral components of the skills
of reading, writing and arithmetic. Functionality implied the ability to utilise and
apply the skills acquired with a view to promote efficiency of the neo-literates. The
social awareness component aimed at knowing, understanding and taking action on
issues which affect the individual community and society.
Rural Functional Literacy Project (RFLP): This was a mainly a centrally
sponsored scheme started in 1978 for rural areas. The erstwhile 144 Farmers'
10
Functional Literacy Projects and 60 Non-formal Education Projects were merged into
it. Further, projects were added and the numbers of projects throughout the country in
1987 were 513, each having upto a maximum number of 300 adult education centres
and each centre having 25-30 learners.
Worker's Education: This programme is initiated through the Central Board
of Workers' Education and its institutes. However, the steps under this scheme could
not be linked to the literacy schemes/projects being funded under the departments of
Education of the states or by the Govt. of India.
Non Formal Education for Youth: In the starting of the fifth plan an
educational system for the age group of 15-25 was launched. It was a significant even
in the history of Indian Education.
State Adult Education Programme (SAEP): The states also similarly took
up Centre based projects under the state plan funds on the lines of RFLPs.
Adult Education through Voluntary Agencies: To ensure greater
participation of voluntary agencies, the Central Scheme of Assistance to Voluntary
Agencies was revived in April 1982. Under this scheme, registered societies were
sanctioned Centre-based projects for functional literacy and post-literacy, where they
were allowed to run projects in a compact area.
The government launched the programme of Social Education, under the
Community Development Programme in 1952, as part of the first Five-Year Plan. In
the recent times, the government has launched the programme called National
Literacy Mission (NLM) for spreading adult education in India.
1.4 National Literacy Mission
Literacy is the backbone of a progressive and the heartbeat of a developing
nation. A literate nation is free from any kind of slavery and open to varied arenas of
progress. But, to remove the scourge of illiteracy from a vast country like India is a
tough mission. To convert this through mission into an achievable one, the
Government of India initiated the National Literacy Mission (NLM). The mission
aims at imparting functional literacy to millions of Indians, especially those in the
age-bracket of 15-35 years.
The National Literacy Mission Authority has been working to achieve its goal
since its establishment. NLMA (National Literacy Mission Authority) works under
the Ministry of Human Resource and Development.
11
The Govt. of India has launched several schemes to achieve the goals of NLM.
The initial target for NLM was to focus on the people belonging to the age group of
15 to 35 years. There were 80 million people falling under this age group. It was a big
challenge to address such a huge lot of people about literacy and its benefits. In a way,
it was quite different from all technology based or economic missions. It was
conceived as a social mission by all and that helped NLM to achieve success. The
other significant factor was the political will of leaders at different levels at that time.
The politicians and bureaucrats understood the importance of this mission and it has
gained a whole hearted success in several states viz. Kerala, Tamilnadu, Rajasthan
and Manipur etc. The idea was to convince people about their active participation,
mobilization of social forces. Soon it has become a national consensus, thanks to the
advertisements, sensitization of local leaders and people's participation. Given below
are some of the pioneers of success for National Literacy Mission:
• Literacy campaigns have been launched in almost 600 districts of
India.
• The sanctioned products are supposed to cover 150 millions of neo-
literates. 125 million people have already been made literated under
this mission.
• Female participation (60%) is better than the male participation (40%).
• No. of volunteers have been increased significantly to promote the
programme and help the community.
One of the biggest characteristics of literacy mission was to stimulate the
entire community for putting the faith that learning and literacy should become the
integral part of their lives. The method of operation has been to build and develop on
environment which is helpful to learn by the communities through their traditions and
culture. For spreading the awareness, different types of methods have been used:
• Cultural processions
• Street plays
• Local theatre
• Puppet shows
• Folk songs etc.
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The National Literacy Mission works at two levels:
1. General Council
2. Executive Council
The General Council is headed by the Ministry of Human Affairs and
the Executive Council by the Secretary (Elementary Education and Literacy). The
Directorate of Adult Education provides necessary technical and resource support to
the National Literacy Mission Authority (NLMA). NLMA is the Apex Agency at the
National level. The Joint Secretary of Adult Education is by default the Director
General of the NLMA. This wing was set up in 1988 with the directives of the Union
Cabinet and the HRD ministry, which was then the Education Department.
The following are the three major campaigns under the National Literacy
Mission:
Total Literacy Campaigns (TLC)
This model is the dominant strategy for the eradication of adult illiteracy in
India. TLC campaigns are area-specific, time-bound, volunteer-based, cost-effective
and outcome-oriented. The campaigns are implemented through district-level literacy
committees which are registered under the Societies Registration Act as independent
and autonomous bodies to provide a unified umbrella under which a number of
individuals and organisations work together.
Post Literacy Programme (PLP)
Post-literacy programmes attempt to give interested learners an opportunity to
harness and develop their learning potentials after completion of a course in basic
literacy. Post literacy programmes are open to neo-literates in the age group of 9-35
who have completed the basic literacy course under the total literacy campaigns,
dropouts from primary schools and pass outs from Non Formal Education (NFE)
Programmes.
In the mobilization phase of this process the emphasis was on mass appeal.
People were convinced that this literacy would be helpful to minimize their level of
deprivation in a way. The key strategy of NLMA was to involve people at grass root
level. Their participation as collectives became crucial to the literacy mission. NLMA
also got success to target the right segment of people. Relationship and capacity
building helped a lot to identify the right participants. People got encouragement from
the advertisements broadcasted through the television. During the time of
broadcasting those ads were kept when maximum numbers of people were supposed
13
to watch television. By all these attempts, people were made to believe that education
plays a significant role in their life.
Ground Level Work- The very start of a literacy campaign initiates with the
consensus and consultation of people who are going to participate actively in this
event. For this purpose NLMA tried to involve students, women and men, illiterate
labourers, leaders at local and state level, cultural groups and NGOs.
Building the Environment - This is a vital part of the campaign, where
mobilization of people takes place through a several strategies involving media,
politics, communication etc. It becomes conducive to build the optimum level of
enthusiasm among people and a synergic atmosphere suitable for the activities of
learning and teachings.
Inculcating a need for literacy is the main motive of this stage. Environment
building captures the following:
Mobilizing the public through affecting their thought process and making
them believe that a change is required; specially dealing with the illiterate people in
order to make them understand the importance education in their life and in the life of
their children too.
Involving them through community participation.
Identifying and sensitizing the educated ones to do their job better. These
people can be used as volunteers for further stages of implementation.
Training - Training the volunteers with the help of appropriate resources is
very crucial for the successful implementation of the programme. Providing the
training in small groups of 25 to 30 people has been paved the way to go to next
stages for NLMA.
Organisational Structure - The campaigns are implemented through district-
level literacy committees which are registered under the Societies Registration Act as
independent and autonomous bodies to provide a unified umbrella under which a
number of individuals and organisations work together. Leadership is provided by the
District Collector/Chief Secretary and the Zila parishad (district council). All sections
of society are given due representation in planning and implementation of the
programme. The structure rests on three pillars - participatory people's committees,
full-time functionaries and area coordinators, and a support system provided by
government officials. It forms an interactive and a communicative process of
14
management and implementation. The campaign is delivered through volunteers
without any expectation of reward or incentive.
Surveys - Census and NSS played an important role for identifying the
illiterates at district level. Surveys helped to make contacts and facilitated some sort
of initial interactions. These surveys provided the dimensions of people's perception
about literacy and education.
Development of Teaching-Learning Materials - The objective is to make
the materials relevant, while keeping the larger national canvas and its concerns in
view. The materials are based on an innovative pedagogy called Improved Pace and
Content of Learning (IPCL) that incorporates motivation-oriented teaching-learning
material books especially suited for neo-literates and adults have been prepared. A 3-
grade primer is used with each grade corresponding to a different level of literacy.
The primer contains exercises, tests and space for practice to achieve the objective of
imparting literacy in 200 hours.
Monitoring and Evaluation - Monitoring and supervision of total literacy
campaigns is done through a periodic system of reporting, and visits of the officials of
the National Literacy Mission, State Directorates of Adult/Mass Education and the
State Resource Centres. The management information system in a campaign is based
on the twin principles of participation and correction. It has to be accountable,
credible and instead of being enrolment-oriented, it has to be outcome-oriented.
Though the total literacy campaign is meant to impart functional literacy, it
also disseminates a 'basket' of other socially relevant messages, such as enrolment and
retention of children in schools; immunisation; propagation of small family norms;
promotion of maternity and childcare; women's equality; and empowerment, peace
and communal harmony.
The achievement of total literacy campaigns has been slower in the Hindi
speaking states of Bihar, Haryana, Punjab, Jharkhand and Uttar Pradesh. The
conditions are different and demand innovative approaches.
However, despite the slow take-off, the essence and the spirit of the campaign
remain the same.
Continuing Education Programme (CEP)
After the impingement of literacy and adult education programmes another
challenge that came before the National Literacy Mission was to create a Continuing
Education System and maintain a channelled continuous and life-long learning
15
process. Thus, the scheme of Continuing Education was taken up. The Continuing
Education Scheme is multi-faceted and is postulated on the principles of treating basic
literacy, post literacy and later continuing education. Above all the scheme aims at
addressing the socio-economic situations of the community to provide infrastructure
for larger development initiatives.
Support to Non Governmental Organisations
NLM also provides assistance to NGOs in the field of adult education. The
objective of the Scheme is to secure extensive involvement of NGOs in National
Literacy Mission. NLM provided monetary grants to NGOs for undertaking projects
of basic literacy, post-literacy continuing education and other projects, including
evaluation of literacy/adult education programmes and for establishing resource
centers. This scheme widens the scope of NLM as NGOs operating in remote areas
can undertake literacy projects and educate rural people.
Currently, adult education is provided through the Saakshar Bharat
Programme (SBP) which sponsored by the Central Government. The agenda is
executed in work approach. However, despite the slow take-off, the essence and the
spirit of the campaign remain the same.
The Literacy rate from 1991 to 2011 during those adult education programmes
are given below:
State- wise Literacy Rates in Last 3 Decades
State/
Union
Territory
1991 2001 2011
Female Male Total Female Male Total Female Male Total
A&N
Islands
65.5 79.0 73.0 75.2 86.3 81.3 82.4 90.3 86.6
Andhra
pradesh
32.7 55.1 44.1 50.4 70.3 60.5 59.1 74.9 67.0
Arunachal
pradesh
29.7 51.5 41.6 43.5 63.8 54.3 57.7 72.6 65.4
Assam 43.0 61.9 52.9 54.6 71.3 63.3 66.3 77.8 72.2
Bihar 22.0 51.4 37.5 33.1 59.7 47.0 51.5 71.2 61.8
Chandigarh 72.3 82.0 77.8 76.5 86.1 81.9 81.2 90.0 86.0
16
Chhatisgarh 27.5 58.1 42.9 51.9 77.4 64.7 60.2 80.3 70.3
D & N
Haveli
27.0 53.6 40.7 43.0 73.3 60.0 64.3 85.2 76.2
Daman&
Diu
59.4 82.7 71.2 70.4 88.4 81.1 79.5 91.5 87.1
Delhi 67.0 82.0 75.3 74.7 87.3 81.7 80.8 90.9 86.2
Goa 67.1 83.6 75.5 75.4 88.4 82.0 84.7 92.6 88.7
Gujarat 48.6 73.1 61.3 58.6 80.5 70.0 69.7 85.8 78.0
Haryana 40.5 69.1 55.9 45.7 78.5 67.9 65.9 84.1 75.6
Himachal
pradesh
52.1 75.4 63.9 67.4 85.4 76.5 75.9 89.5 82.8
Jammu &
Kashmir
NA NA NA 43.0 66.6 55.5 56.4 76.8 67.2
Jharkhand - - - 38.9 67.3 53.6 55.4 76.8 66.4
Karnataka 44.3 67.3 56.0 56.9 76.1 66.6 68.1 82.5 75.4
Kerala 86.1 93.6 89.8 87.9 94.2 90.9 92.1 96.1 94.0
Lakshadweep 72.9 90.2 81.8 80.5 92.5 86.7 87.9 95.6 91.8
Madhya
Pradesh
29.4 58.5 44.7 50.3 76.1 63.7 59.2 78.7 69.3
Maharashtra 52.3 76.6 64.9 67.0 86.0 76.9 75.9 88.4 82.3
Manipur 47.6 71.6 59.9 60.5 80.3 70.5 72.4 86.1 79.2
Meghalaya 44.9 53.1 49.1 59.6 65.4 62.6 72.9 76.0 74.4
Mizoram 78.6 85.6 86.8 90.7 88.8 89.3 93.3 91.3
Nagaland 54.8 67.6 61.7 61.5 71.2 66.6 76.1 82.8 79.6
Odisha 34.7 63.1 49.1 50.5 75.4 63.1 64.0 81.6 72.9
Puducherry 65.6 83.7 74.7 73.9 88.6 81.2 80.7 91.3 85.8
Punjab 50.4 65.7 58.5 63.4 75.2 69.7 70.7 80.4 75.8
Rajasthan 20.4 55.0 38.6 43.9 75.7 60.4 52.1 79.2 66.
Sikkim 46.7 65.7 56.9 60.4 76.0 68.8 75.6 86.6 81.4
Tamil nadu 51.3 73.8 62.7 64.4 82.4 73.5 73.4 86.8 80.1
Tripura 49.7 70.6 60.4 64.9 81.0 73.2 82.7 91.5 87.2
Uttar
Pradesh
24.4 54.8 40.7 42.2 68.8 56.3 57.2 77.3 67.7
17
Uttrakhand 41.6 72.8 57.8 59.6 83.3 71.6 70.0 87.4 78.8
West
Bengal
46.6 67.8 57.7 59.6 77.0 68.6 70.5 81.7 76.3
India 39.3 64.1 52.2 53.7 75.3 64.8 65.5 82.1 74.0
Notes: 1. Literacy rates Pertain to the population aged 7 years and above.
2. Literacy rates for 1991 exclude Jammu & Kashmir and for 2001 and 2011 exclude Mal Maram,
Paomata and Purul sub-divisions of senapet district of manipur.
1.5 Genesis of Saakshar Bharat
Despite significant accomplishments of the National Literacy Mission,
illiteracy continues to be an area of national concern. 2001 census had revealed that
there were still 259.52 million illiterate adults (in the age group of 15 +) in the
country.
While further accretion into the pool of adult illiterate persons is expected to
recede significantly on account of enhanced investments in elementary education and
a reverse demographic trend, addition to this pool cannot be ruled out altogether on
account of relatively high school dropout ratio. Wide gender, social and regional
disparities in literacy also continue to persist. Adult education is therefore
indispensable as it supplements the efforts to enhance and sustain literacy levels
through formal education.
It was, therefore, considered necessary to continue the NLM during the XI
Plan period. While acknowledging, in principle, the need for continuing and
strengthening further the efforts to promote Adult Education, the Planning
Commission agreed to the continuance of NLM during the XI th Plan provided it was
appraised de novo and modified suitably to meet the contemporary challenges.
The programme was accordingly subjected to extensive in-house and external
review and evaluation. This in-depth appraisal had revealed certain inadequacies in
the design, architecture and mode of implementation of the programme, most
conspicuous being, non-viability of a single pan Indian solution, limitations of
voluntary approach, limited involvement of the State Governments in the programme,
lack of convergence, weak management and supervisory structures, lack of
community participation, poor monitoring and inadequate funding.
1.6 Saakshar Bharat Programme (SBP)
Saakshar Bharat has been formulated in 2009 with the objective of achieving
80% literacy level by 2012 at national level, by focusing on adult women literacy
18
seeking – to reduce the gap between male and female literacy to not more than 10
percentage points. The mission has four broader objectives, namely imparting
functional literacy and numeracy to non-literates; acquiring equivalency to formal
educational system; imparting relevant skill development programme; and promote a
leaning society by providing opportunities for continuing education. The principal
target of the mission is to impart functional literacy to 70 million non-literate adults in
the age group of 15 years and beyond. The mission will cover 14 million SCs, 8
million STs, 12 million minorities & 36 million others. The overall coverage of
women will be 60 million. 410 districts belonging to 27 States/UTs of the country
have been identified to be covered under Saakshar Bharat.
This is a Centrally Sponsored Scheme, under the aegis of Department Of
School Education & Literacy, Ministry Of Human Resource Development,
Government of India.
The Prime Minister launched Saakshar Bharat, a centrally sponsored scheme
of Department of School Education and Literacy (DSEL), Ministry of Human
Resource Development (MHRD), Government of India (GOI), on the International
Literacy Day, 8th September, 2009.
It aims to further promote and strengthen Adult Education, specially of
women, by extending educational options to those adults who have lost the
opportunity of access to formal education and crossed the standard age for receiving
such education, now feel a need for learning of any type, including, literacy, basic
education (equivalency to formal education), vocational education (skill
development), physical and emotional development, practical arts, applied science,
sports and recreation. Saakshar Bharat will come into operation from 1-10-2009.
Though duration of the scheme, National Literacy Mission, was valid only till the end
of the Tenth Five Year Plan, residual activities under the Mission were allowed to
continue till 30-09-2009, as a special dispensation, so that the ongoing activities could
be completed during the extended period. With the launch of Saakshar Bharat, the
National Literacy Mission and its entire programmes and activities stand concluded
on 30.09.2009. By the end of the Tenth Five Year Plan (March 2007), NLM had
covered 597 districts under Total Literacy Campaign (TLC), 485 districts under Post
Literacy Programme (PLP) and 328 districts under Continuing Education Programme
(CEP). As a cumulative outcome of these efforts, 127.45 million persons became
19
literate, of which, 60% learners were females, while 23% learners belonged to
Scheduled Castes (SCs) and 12% to Scheduled Tribes (STs).
It is in this background that Saakshar Bharat has been devised as the new
variant of National Literacy Mission. Saakshar Bharat will cover all adults in the age
group of 15 and beyond though its primary focus will be on women. The scheme has
not only been relieved of the shortcomings noted in its preceding editions, but also,
several new features added to it. Basic Literacy, Post literacy and Continuing
Education programmes, will now form a continuum, rather than sequential segments.
Besides, the volunteer based mass campaign approach, provision has been made for
alternative approaches to adult education. Jan Shiksha Kendras (Adult Education
Centres) (AECs), will be set up to coordinate and manage all programmes, within
their territorial jurisdiction. State Government, as against the districts in the earlier
versions, and Panchyati Raj institutions, along with communities, will be valued
stakeholders. Vigorous monitoring and evaluation systems will be installed. Last, but
not the least, budgetary support has been enhanced substantially.
1.6.1 Objectives of SBP
� Impart functional literacy and numeracy to non-literate and non-numerate
adults
� Enable the neo-literate adults to continue their learning beyond basic literacy
and acquire equivalency to formal educational system
� Impart non and neo-literates relevant skill development programmes to
improve their earning and living conditions
� Promote a learning society by providing opportunities to neo literate adults for
continuing education
1.6.2 Targets
The principal target of the mission is to impart functional literacy to 70
million adults in the age group of 15 years and beyond. Auxiliary target of the mission
is to cover 1.5 million adults under basic education programme and equal number
under vocational (skill development) programme. Within these targets, the Mission
will primarily focus on, but not limited to, women. Schedules Castes (SCs),
Scheduled Tribes (STs), Minorities, other disadvantaged groups and adolescents in
rural areas in low literacy States will be other focused groups. For each focused group
and area, there will be a specific target and for each target, an explicit approach and
strategy.
20
Women being the prime focus and predominant participants, the entire
programme will be given gender treatment. The gender, social and cultural barriers
that women face will be taken into consideration while designing teaching learning
programmes. Gender will not be seen in isolation but in conjunction with other social
categories like caste, ethnicity, religion, disability, etc. Gender perspective will
permeate all components of the programme, including the approach, strategies,
planning, management structures, teaching-learning materials and monitoring and
evaluation. Special priority will be given to women belonging to SC, ST, Minority
and other disadvantaged groups in rural areas.
The SCs (15%), STs (8%) and Minorities (20%) together constitute more than
40% of India’s population. In terms of illiterate population, SCs constitute 20.5% and
STs 12%. Minorities, especially Muslims, constitute another large block of illiterate
population. Targets have been fixed taking into account not only the share of their
total population, but also their share of the non-literate population and commensurate
resources should be invested for raising their literacy level. SLMAs and other sub-
State level implementing agencies must draw special strategies taking into account
their socio-cultural background and sensitivities and to share these strategies with
NLMA. Larger roles for their respective communities need to be conceived in
planning and implementation structures and processes. Monitoring mechanism will
have an inbuilt feature to maintain a constant watch and highlight the progress made
by the learners belonging to these groups while simultaneously taking timely
corrective measures to prevent relapse to illiteracy.
The dominant aspect of the design interventions of the prevalent educational
programmes for non/semi-literate adolescents is fertility, sexual behaviour, Planned
Parenthood, etc. To address the real life needs of these adolescents, innovative design
interventions will be conceived that would lead to acquisition of marketable
qualifications, supported by certification. These programmes will be a combination of
basic education and practical training in a skill or vocation. Camp based instruction
has been found more suitable for the needs of the adolescents. The Mission will have
a flexi approach to provide room for such innovations.
1.6.3 Geographical Area Coverage
Another goal of the Mission is to minimize inter and intra regional/state
disparities. Interstate disparities range between 33% and 88%. Intra state disparities
are equally stunning. To minimize regional disparities, the programme, in its first
21
phase, that is during the 11th Plan period (31-03-2012) will remain confined to
districts with adult female literacy rate of 50% or less as per 2001 Census. Nearly 18
crore non-literate adults live in these districts. Besides, 33 districts affected with left
wing extremism will also be covered under the Mission, irrespective of the existing
literacy rate.
Rural and other Special Areas: According to 2001 Census, 84% of India's
non-literates live in rural India. Since illiteracy is far more widespread in rural areas
as compared to urban India, and for the reason that urban areas are better endowed
with educational infrastructure leading to better access to opportunities, the Mission
would concentrate on and deploy public resources in rural areas. An all out effort may
be made to saturate rural areas first before expanding to non-rural areas. In these
areas, the focus will be on women and adolescents belonging to SC, ST, Minorities
and other disadvantaged groups.
1.6.4 Teaching–Learning Programmes
To respond to the demand for literacy and address the diverse needs of the
non and neo-literate adults, an assortment of teaching learning programmes, including
Functional Literacy Programme, Basic Education Programme, Vocational Education
and Continuing Education Programme will be offered as an integrated continuum.
Functional Literacy Programme: Literacy Programme (LP) will aim to achieve
the first objective of the scheme, that is, "Impart functional literacy to non-literate
adults". Functional literacy, in context of the programme, implies achieving self
reliance in Reading, Writing, Arithmetic (Numeracy) and becoming aware of the
causes of one's deprivation and moving towards amelioration of their condition
through organization and participation in the process of development; Acquiring skills
to improve the economic status and general well being; Creating and responsible
citizen (Imbibing values of national integration, communal harmony, conservation of
the environment, women's equality, and reproductive behaviour etc.).
1.6.5 Programme Framework
The programme entails identification of non-literates through a survey, area
wise mapping of their learning needs and imparting them instructor based teaching of
about 300 hours spread over 3 months or beyond, depending on motivation of the
learner and local conditions. Successful completion of the 300 hours of instructional
learning would enable the learner to read and comprehend unknown text (news paper
headings, road signs etc); apply skills of writing in day to day activities like writing
22
applications and letters and filling up of application forms, etc., and compute simple
problems involving multiplication and division. A certificate will be issued to every
successful learner based on a professional evaluation of learning outcome. This will
open up opportunities for further education through Open Learning Systems. Classes
will be convened at such time and venue as would be suitable to the learners. SLMAs
will be under obligation to arrange for the use of Sarva Siksha Abhiyan (SSA) school
buildings, during out of schooling hours and holidays, to be used for conducting
literacy classes and related activities.
1.6.6 Basic Education Programme
This programme is designed to achieve the second objective of the scheme,
namely, “Enable the neo-literates to continue their learning beyond basic literacy and
acquire equivalency to formal educational system”. Arrangements will be made to
enable young adults to continue their learning till they are able to achieve equivalence
levels with Grade III, IV, V, VI, VII and VIII and beyond in the formal school system
or through the Open Learning System. The Open Basic Education (OBE) programme
initiated by the National Institute of Open Schooling (NIOS) and other Open Schools
will be taken as the starting point. While formulating equivalency programmes, the
life experience and local knowledge systems of the adult learners will be taken into
consideration.
1.6.7 Vocational Education (Skill Development) Programme
For furtherance of the third objective of the scheme, that is, "Equip non and
neoliterates with vocational skills to improve their living and earning conditions",
suitable skill development training will be imparted to those having rudimentary
levels of education or no education. Jan Shikshan Sansthans (JSS), set up under the
Scheme for Assistance to Voluntary Agencies for Adult Education and Skill
Development of DSEL, will be institutionally networked with the Adult Education
Centres so that they could impart skill development training, as well as literacy linked
vocational training. JSS, in coordination with the District Implementing Agency, will
enlist neo-literates for appropriate skill development training. Besides specific
activities for which a specific budgetary provision is available under the Mission,
JSSs will utilise their programme budget to impart vocational skill training.
1.6.8 Continuing Education Programme
Continuing Education Programme (CEP) is aimed at achieving the fourth
objective of the Scheme that is, "Establishing a learning society by providing
23
opportunities to neo literates and other targeted beneficiaries for lifelong learning".
The programme recognizes increased demand for learning generated by Basic and
Post Literacy Programmes and the potential need of adult learners to further enhance
their skills further on their own terms and at their convenience. CEP, as the very name
suggests, will not have a fixed time frame as in the case of the other three
programmes, but will be organized on a continuous basis.
1.6.9 Assessment and Certification
Assessment of actual competence of the population in literacy skills is
important for getting feedback of the success and outcomes of the programme. A
systematic assessment procedure will, therefore, be put in place and administered
periodically through the school education system for which SLMA will have to devise
a suitable mechanism in consultation with NLMA. The basic principles underlying the
procedure for evaluation will be non-incursive, promoting courage and self
confidence in response and action and self-actualization. Tests devised at the state
level would be administered once in six months in march and August i,e., every year
for which SLMAs will devise rules based on guidelines issued by NLMA. Local
school teachers may be engaged as evaluators under a system devised by the state
administration. On successful completion and assessment, the learner will have to be
issued a certificate jointly signed by National Literacy Mission and National Institute
of Open Schooling.
Assessment of other components of basic education (equivalency programme)
will be conducted as per the provisions of National Institute of Open Schooling
(NIOS) and State Open Schools (SOS) and certificates will also be provided to the
successful candidates by NIOS/SOS. Assessment of skill development activities will
be conducted as per guidelines to be issued separately by NLMA.
1.6.10 Eligibility criteria for Coverage under Saakshar Bharat
A district, including a new district carved out of an erstwhile district that had
adult female literacy rate of 50 per cent or below, as per 2001 census, is eligible for
coverage under the Saakshar Bharat programme. In addition, all left wing extremism-
affected districts, irrespective of their literacy rate, are also eligible for coverage under
the programme. There were 365 districts in the country that had adult female literacy
rate of 50 per cent or below. Home Ministry has declared 35 districts as left wing
extremism affected districts. However, 30 left wing extremism affected districts also
had adult female literacy of 50 per cent or below. Therefore, 370 is the net number of
24
districts that qualify for coverage under the programme. Since 2001, several eligible
districts have been bifurcated or trifurcated. This has raised the total number of
eligible districts to 410 out of which 35 are left wing extremism affected districts as
on 2011. Programme provides for coverage of only rural areas in the eligible districts.
1.7 Saakshar Bharat Programme in Tamilnadu
The Saakshar Bharat scheme, started by the State Literacy Mission in 2009 in
Tamil Nadu to improve the literacy rate of the districts where female literacy is less
than 50 %, has managed to impart basic education to as much as four-fifths of the
identified population, say officials in charge of the programme.
Figures from the Directorate of Non-Formal and Adult Education reveal that
within five years, the scheme has succeeded in educating almost 18.50 lakh adults
from over 22 lakh adults identified in the 2001 Census.
In Tamil Nadu, nine districts - Dharmapuri, Salem, Erode, Perambalur,
Viluppuram, Ariyalur, Thiruvannamalai, Tirupur and Krishnagiri - were identified
under the Saakshar Bharat scheme. Basic literacy and vocational training are being
given since then, after which the Learners take up basic literacy assessment tests.
Those who emerge successful are certified by the National Institute of Open
Schooling. As of August this year, 18, 45,777 persons from these districts have been
certified literate.
This was implemented initially in seven Districts of Tamilnadu in Dharmapuri,
Viluppuram, Thiruvannamalai, Ariyalur, Perambalur, Salem & Erode in two phases.
Then the scheme has been expanded to another two districts namely Krishnagiri and
Tiruppur. The details of the Districts, Blocks and Grama Panchayats are as follows.
Phase-I Name of the
District
No .of Blocks No. of GPs
/AEC’s
1 Dharmapuri 08 251
2 Erode 14 230
3 Perambalur 04 121
4 Salem 20 385
5 Viluppuram 22 1104
6 Ariyalur 06 201
7 Thiruvannamalai 18 860
Total 92 3152
25
Phase-II Name of the
District
No .of Blocks No. of GPs /AEC’s
1 Krishnagiri 6 113
2 Tirupur 10 337
Every Grama Panchayat has been provided with one Adult Education Centre
(AECs). Every AEC is managed by two preraks. Mostly, AEC’s are functioning in
Primary/ Upper Primary school buildings in every Grama Panchayat.
Strategy and Process of Implementation
� Formation of Committees right from the District, Block and Grama
Panchayat level
� Appointment of Functionaries – District /Block co-ordinators at the
District/ Block level and preraks at the Grama Panchayat level
� Training of Functionaries
� Identification of Potential Learners through door to door survey
� Environmental Building/Motivational/Publicity Programmes
� Procurement /Supply of Teaching Learning Materials.
� Launching of Adult Education Centres-Teaching Learning phase
� Monitoring of the programme
� Assessment and certification
Assessment and certification of Individual Beneficiary through specially
designed system in collaboration with National Institute of Open Schooling was done.
Periodical Assessment of Learners once in six months (August and March) was
conducted in every year. Assessing the Literacy Status of Beneficiary with prescribed
tool including Reading, writing and Arithmetic, Joint certification by National
Literacy Mission and National Institute of Open Schooling was distributed to the
successful Learners. The entire School Education Department has been involved in
implementation of this programme right from the State, District/ Block and Grama
Panchayat level.
1.8 Origin of the Research Problem
Saakshar Bharath is the world’s largest literacy programmes with futuristic
vision and contemporary character, design and architecture. Its distinctive and
26
innovative features include: focus on women; learner centric with appropriate
pedagogical approach; curriculum design process participate and upholds diverse
lifelong learning needs of learners with a right perspective; teaching in mother tongue;
offers alternative approaches to literacy; decreased and devolved management
increased role of the Panchayat Raj representatives along with local communities:
good governance; effective use of ICT; robust monitoring; scientific learner’s
assessment; convergence and adequate budgetary support.
The allocation of funds for Saakshar Bharath is based on adult female illiterate
population in the districts covered under the programme in various states. The share
of funding between Central and State Government is the ratio of 75:25. In the last four
years (September 2009 to September 2013) the progress so far is,
• Programmes rolled out in the rural areas of 372 low female literacy districts in
25 states by setting up of 1, 48,072 in the Adult Education Centres in equal
number of villages.
• These centres are manned by 2.30 lakhs preraks and out of these half of them
are women.
• 20 lakshs persons have been trained as voluntary teachers.
• More than 300 lakhs primers in a numbers of Indian languages and dialects
have been produced and distributed.
• Nearly 20 lakh adults have been skilled through vocational skills development
programmes.
• Over 200 lakhs have been certified as literates and of these 70% are women.
• During the period 2009-2012, the funding of the programme was to the tune of
Rs.14, 850 million.
It is now more than five years since the launching of SB programme, the
programme started functioning in different states including Tamilnadu. This
programme has been implemented in seven districts namely Dharmapuri,
Viluppuram, Perambalur, Salem, Erode, Thirunelveli, Ariyalur and then extended to
two Districts namely Triuppur and Krishnagiri. This programme has been
implemented where the literacy rate is below 50% in female literacy according to
2001 census.
27
The entire School Education Department has been involved in the
implementation of this programme right from the State Level to District and Block
Level.
1.9 Significance of the Research Study
The literacy is the basic requirement of economic development has been
recognized throughout the world and hence literacy has reached around 99% in the
countries of Japan, South Korea, USA, UK, Germany, France, etc. But in India the
literacy is still hovering around 74% on an average reaching above 90% in Kerala and
below 75% in Bihar, Arunachal Pradesh, Jharkhand, etc. All efforts and success in
literacy have become obliterated by huge rise in population.
Women population constitutes a larger portion of total illiterate population. In
India, the female literacy rate is around 65 percent as against the male literacy rate of
around 82 percent. Hence, women education is very important to eradicate illiteracy.
Illiteracy is the maximum amongst Scheduled Caste, Scheduled Tribe and other
backward classes who are not only poor, but unaware, unconcerned and unwilling to
improve and change their lot. Illiteracy deprives people not only of economic
development but also of all benefits of education, reading, writing, etc. remaining
within the darkness of ignorance, poverty and impoverishes (Bijoy Basak, 2013).
In today's perspective, literacy does not mean about the writing and reading
capabilities only. It has gained a broader meaning. It claims to guide people towards
awareness and the change which is needed in order to achieve a better way of living.
The National Literacy Mission was set up by Govt. of India on May 5, 1988
with the aim to eradicate illiteracy from the country. The targeted group for the same
was the people belonging to the age group of 15 to 35 years. The literacy rate of India
has been recorded 64.84% (2001 census) against 52.21% in 1991. It has been
increased by more than 12% in a decade. Also, the literacy rate is supposed to be
around 70-72% by the end of 2010 (As estimated by National Sample Survey). But
the goal is yet to be achieved completely (i.e. to obtain 100% literacy). Right to
education is one of the fundamental rights for the people. Education for all is the
mission of UNESCO that has to be achieved by 2015. Currently, India falls below the
threshold level of literacy rate i.e.75%.
Also, the Govt. gained the faith of women as the mission was showcased as
the provider of empowerment to women. As far as the adult health education plan is
concerned, the great strength of this programme has been the participation of women.
28
Still, women form the majority for being involved with this programme. They are
60% of the total participants.
This Sakshar Bharth programme has given a great opportunity to adult females
who were illiterate. They had been denied the access of formal schooling. Now most
of them have overcome from this deprivation. It helped them to improve their status
within the family. Generally, women have a little to say in decision making, but
education is conducive for them in a way to gain somewhat respect within and outside
the family. In most of the villages, it has also been observed that women are
becoming the main promoter of education for their children. The adult education
programme has provided them a golden chance to read, write and enhance their skills,
knowledge and awareness. Literacy campaigns successfully promoted equality and
equity without leading into any kind of bias based on gender, caste, religion or class.
These campaigns have pursued to endow them with better understanding so that they
can make effective decisions about themselves. Adding to this, this would also help
them to serve their community and society in a more meaningful way.
The functioning of the programme, Saakshar Bharat in
Haryana, Jammu & Kashmir, Madhya Pradesh, Punjab, Odisha and Uttar Pradesh
has been found to be below, states Ministry of Human Resource Development
(MHRD), Year End Review for the Department of School Education and Literacy.
The Planning Commission has recommended the mandate of
existing programme structures, including the National Literacy Mission
Authority at the apex level, the State Literacy Mission Authorities at the
State level and the Lok Shiksha Samitis at the District, Block and the Gram
Panchayat levels, as well as the resource support bodies, would be remodelled,
strengthened and aligned to lifelong learning and literacy.
In addition, the active involvement of public authorities at
all administrative levels, civil society, the private sector, community and
adult learners’ organisations in the development, implementation and
evaluation of adult learning and education programmes would be obtained.
Indo-Global Social Service Society and Welthungerhilfe, New Delhi (2011)
conducted a study on Women Adult Literacy: Where are we- Rapid Assessment in
Jharkhand, Madhya Pradesh, Odisha and Rajastahan. The study had brought out a set
of interesting findings as against the reported huge success of adult literacy initiatives.
Most importantly, the impact of literacy programmes on women’s learning abilities
29
and resultant social change was not visible. On the other hand, mostly the learners had
learnt only how to sign while there has been a greater emphasis on the participation of
women in the literacy classes, gender sensitivity has not been found in the preparation
of the community to allow women to safely participate in the evening classes and
during the time the women attend classes, motivate the men to attend to household
tasks, etc. It was found that the literacy activities had not been a continuous process
and NLM programmes in the field had witnessed serious gaps and discontinuity
between different phases of the programme and poor targeting of the neo-literates
from TLC to post-literacy and then to continuing education. It was reported that
classes were regularly run only for a period of one month to two months.
As the statistics of Tamil Nadu show, Tirupur and Krishnagiri, from where
learners attempted the NIOS test for the first time in August this year, have each
registered 78.5 per cent and 75 per cent pass, respectively.
Going at this rate, the State would be able to achieve the target before the
stipulated time in 2017, “a per the number of illiterates identified in 2009, going by
the figures in 2001 Census, Tamil Nadu is making good progress and 83.6 per cent of
them have been certified literate by the NIOS”.
Despite very low enrollment in open schools, Tamil Nadu won the Saakshar
Bharat Award - 2015 for ‘Best Performing State’ in adult education and skill
development from the Ministry of Human Resource Development.
Dharmapuri, the most educationally backward district, has been ranked the
Best Performing District in the country along with two other districts in West Bengal
and Uttar Pradesh.
Similarly, Palamalai Panchayat in Salem shared the gram panchayat-level
award with four other panchayats in different states.
The Centre has lauded Tamil Nadu for attaining the distinction of becoming
the only state in the country to have achieved its target in the 'Saakshar Bharat'
scheme — it has educated more than 17.25 lakh adults. Union Minister of State for
human resource development sent a letter of appreciation on the state's success in the
scheme to Chief Minister. It said that the chief minister had encouraged more
participation of women by introducing the classes in soap-making as well as in
artificial jewellery and cradles and in tailoring.
30
The 2001 census had identified more than 17.46 lakh men and women as
being illiterate in Tamil Nadu's districts of Viluppuram, Tiruvannamalai, Ariyalur,
Perambalur, Salem, Dharmapuri and Erode.
It is now more than five years since launching of the Saakshar Bharat
Programme. The programme has new features like different approaches for
Teaching/Learning including income generating activities for the first time in Adult
Education Programmes. Similarly Centralised Core Banking system, involvement of
PRIs, Convergence of Public-Private Partnerships and Assessment and Certification
etc are the new strategies followed in the implementation of the programme.
In order to make the Saakshar Bharat Programme a success, there is a need to
study the performance of Adult Education Centres (AECs) as well as preraks and
problems encountered in the process. Further it is also necessary to enquire the
preraks about the impact of the training to discharge their duties effectively. Of
course, the performances of AECs also depend on the infrastructure facilities,
academic and other resources available in the course.
The quality of the centres would also depend on the community support and
other line departments of the government. Hence there is a need to elicit the opinion
of the target beneficiaries, functionaries and community to identify the strengths and
weaknesses for rectification and effective implementation of the programme.
In addition to the above, the success of the programme also depends on the
leadership provided at the State Level in terms of timely directives, monitoring of the
scheme, equipping the functionaries through effective and relevant training
programmes assessing strengths and weaknesses of the programme for replication and
rectifying also. The State Level Administration should act as a liaison between the
Central Government and to the Districts so as to transit the information for timely
release of grants.
Government expects increase in female literacy to become a force multiplier
for all other social development programmes. Emancipating the Indian woman
through the creation of critical consciousness to take charge of her environment where
the faces multiple deprivations and disabilities on the basis of class, caste and gender.
(Saakshar Bharat, 2009).
In order to make the Saakshar Bharath programme a success, there is a need to
identify the performance of Adult Education Centres (AECs) as well as preraks and
problems encountered in the process. Further, it is also necessary to enquire the
31
preraks about the impact of training to discharge their duties effectively. The
performance of AECs also depends on the infrastructure facilities, academic and other
resources available in the centre.
The quality of the centers would also depend on the community support and other line
departments of the government.
Hence there is a need to elicit the opinion of the target beneficiaries,
functionaries and community to identify the strengths and weakness for rectification
and effective implementation of the programmes.
Hence there is an immense need to find out the status and progress of Saakshar
Bharat in Tamilnadu and also to know how this Saakshar Bharat has been made an
impact in the implemented districts.
Realising this, the State Planning Commission, Government of Tamil Nadu
has made an honest attempt through Alagappa University, Karaikudi, Tamil Nadu to
assess the "A Study on Impact of Adult Education (Saakshar Bharat) Programme in
Tamil Nadu".
The next chapter deals with review of related literature.
32
CHAPTER-II
REVIEW OF RELATED LITERATURE
2.0 Introduction
Review of related literature is a very important phase of research purpose. The
present review aims to cover such literature which may help to have a comprehensive
view of adult education programme. As per the requirements of the present study,
some of the worthwhile studies on adult education have been reviewed.
Research in the field of Adult Education was conducted for the first time in
India in 1945 by Gadgil. He worked on the "Problem of Lapse into Illiteracy". Gadgil
proved that there was a positive relationship between the sharp fall in the lapse into
illiteracy and the progressive increase of the standard in which the student learns in
the schools, After the launching of National Adult Education Programme (NAEP) in
1978, there has been a significant expansion of research both in terms of the number
of institutions involved and the aspects studied. The NLM suggested that evaluation
and impact studies should be undertaken through social science institutes, universities
and voluntary organizations.
The role of universities in research was highlighted by the UGC Review
Committee (1987). Since 1988, the Government of India has been following the
policy of encouraging voluntary agencies to undertake experimentation, innovation
and action research in the field of Adult Education. The policy support to Adult
Education research spelt out during 1980s, did pave the way for the acceleration of
the pace of research during 1990s. The scope of Adult Education research was
expanded in 1991, when the NLM identified about 22 autonomous research
institutions in the country for undertaking evaluation studies on the implementation of
Adult Education programmes and literacy campaigns and also set up National
Institute of Adult Education (NIAE) for providing academic and technical resource
support to literacy programme and undertaking high quality research.
A number of NGOs especially, Indian Adult Education Association (IAEA),
Literacy House, Council for Social Development has been very active in Adult
Education research. Although there is no central organization for the co-ordination of
Adult Education researches conducted by the different organizations in India, the
DAE, University Grants Commission (UGC) and Indian Council for Social Science
Research (ICSSR) serve as the three apex bodies for identifying the priority areas of
33
research and funding the projects. While the DAE has been playing a limited role, a
number of agencies, viz. Planning Commission, Department of Social Welfare and
Women, National Council of Educational Research and Training, and an array of
international organizations, viz. UNESCO, UNDP, ILO and Commonwealth bodies
have also been providing funds for Adult Education research in India.
Universities
After the launching of NAEP, there was a positive shift in UGC policy
towards Adult Education. Apart from recognizing extension as the third dimension of
university education, the UGC provided hundred per cent funding support to
universities for taking up Adult Education programme. The bulk of grant was meant
for field programme. If, on the one hand, this led to the expansion of university Adult
Education in India enabling as many as 103 universities set up Adult Education
Departments by 1997, on the other hand, it gave a limited boost to Adult Education
research in Indian universities. While most of the University Departments of Adult
Education were pre-occupied with a variety of field programmes, a few universities
took up research studies in the broad areas of curriculum, programme implementation
and evaluation and produced doctorates. Compared to the 34 doctoral dissertations on
Adult Education produced during 1960-79, their number increased to 114 during
1980-1998. Besides some of the University Departments of Adult Education, Social
Work and Education was also associated with the evaluation studies sponsored by the
NLM. While fifty per cent of doctoral dissertations were on the different aspects of
NAEP and TLCs in the states of Andhra Pradesh, Tamilnadu, Kerala, Gujarat, Goa
and Rajasthan, nearly thirty per cent were on the personality traits and motivation of
learners and their participation and achievement. The remaining twenty per cent of
studies were on tribals, women, monitoring and comparative Adult Education.
State Resource Centres
Today there are 32 SRCs in India which are actively involved in providing
academic and technical resource support to Adult Education programme mainly
through preparation of teaching learning materials, imparting training, undertaking
population education activities and conducting evaluation and research studies.
According to a survey it was observed that twelve SRCs of Andhra Pradesh, Bihar,
Delhi, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Maharashtra,
Orissa, Punjab, Rajasthan and Uttar Pradesh have produced 191 studies during the last
two decades (1978-98). These studies covered several topics, viz., population
34
education and impact of TLCs, training, materials, needs and interest of neo-literates,
role of media, motivation, Jana Shikshan Nilayams (JSS) etc. Since the majority of
studies were initiated either due to a felt need or as action research projects, their
findings were of immense practical value to SRCs. The main thrust of researches
conducted by SRCs has been on field based issues. More than 60% of studies have
been printed by SRCs and distributed among research organisations and universities.
Research studies, which focus their attention on different aspects of
functioning of Adult Education Programme, may throw light on the ways and means
of organising Adult Education Centres effectively. The impact studies were conducted
in abroad and India which are given below:
2.1 Related Research Studies
The relavant research studies are given hereunder:
2.1.1 Related Research Studies on Adult Education Programmes Conducted in
Abroad
The Literacy Crusade (1980) which Nicaragua carried was well known
throughout the world. In Adult Education classes, people read and discuss the
country’s problems, their part history of exploitation, the revolution and its work
projects.
The evaluation of literacy campaign has made by the Burma Literacy Central
Committee in Burma (1981). The important findings of the study were: Methodology
used for Burmese language speaking population was not suitable to the non-Burmese
speaking group. These indigenous groups were able to read and write and they were
weak in comprehension. Relapse into illiteracy was due to lack of supplementary
ready materials. In the same year, the Govt. of Bangladesh also evaluated the literacy
programme. They found that female neo-literates were doing better than men folk in
learning skills-reading and writing and numeracy. The evaluation also showed that the
performance of urban neo-literates was better than that of rural ones.
The Government of Bangladesh (1981) also evaluated the literacy programme.
They found that female neoliterates were doing better than men-folk in learning skills
- reading, writing and numeracy. The evaluation also showed that the performance of
urban neo-literates was better than that of rural ones.
Bhola (1981) summarised the lessons of the countries like Cuba, China,
Tanzania, Brazil, Vietnam and Russia as follows: In Cuba, the study revealed that
successful campaigns result from hard work, technique and organisation. These do not
35
come together without political will of the leadership in power. The closing of schools
and sending of the children to teach adult learners on farms and in the mountains was
an excellent action which not only supplied the man power needed, but also resulted
in a campaign for the teachers - they experienced the rural culture, they learned
socialism and they became the backbone of the socialist revolution.
The lessons from the Chinese literacy campaign are inspirational. The need for
ideological commitment matched by political will of the power elite is again brought
out by this study. Literacy is assured of success when conducted in a larger context of
Adult Education, political socialisation, abolition of class structure and economic
development. Tanzania's mass campaign points out the important role of the great
leader in such a large scale transformational action. While the Government had
established an extensive structure for Adult Education, it still made use of party
cadres' literacy committees and volunteers to make the campaign a people's campaign.
In Brazil, literacy campaign conceptualised in the context of an overall life
long programme; however the core objective of teaching, reading and writing should
not be diluted or dissipated. As adults become literate, they should have opportunities
for the horizontal and vertical integrations within the educational, economic, social
and political systems. It is not necessary for a literacy campaign organisation to do
everything on its own and under its own roof; collaborations can be built with
academic and public organisations and institutions, yet keeping direction and control
of overall purposes and objectives.
The power of commitment bora of an ideology is quite obvious in the success
of Vietnam literacy campaign. Also the campaign got its legitimization and support
from the highest levels of power. The use of mass line in a mass literacy campaign is
not merely a matter of mobilizing people's resources. In fact, bureaucrats cannot
conduct mass campaigns. What is needed are well trained, well disciplined cadres full
of commitment and ready for sacrifices. Literacy can be a mass movement basically
on the mobilisation of teachers and learners by managing incentives suitably both to
promote and sustain the initiative. At the post-literacy stages, the programme needed
for the development of curricular context, methodology to be put to use, and
instructional materials and class levels have to be carefully differentiated.
In Russia, the political will of the power elite actualised by the instructional
power of the State worked wonders - re-socialize each and every member of the
society, transform the fabric of a society and invent a new future. Then there are no
36
substitutes for the future processes of organisation and mobilisation. On the one hand
the Government must undertake both the administrative and technical organisation of
its decision making and the implementation system. On the other hand people must be
mobilized, the learners must be motivated to learn; who can teach and contribute in
other ways must be enabled to do so. Lastly, the campaign must be linked with the
larger educational, economical, political, developmental and internal policies.
Saengsai (1988) peeped into the vocational aspirations of students of Adult
Education schools in Bangkok, Thailand, in relation to their age, sex, socio-economic
status and motivation. A normative survey research design was applied on a sample of
100 students (50 men and 50 women) of these Adult Education schools. A
questionnaire was prepared by the research seeking information concerning the
personal background and socio-economic status of the students, their vocational
interests and motivation. Responses were judged on a three-point rating scale (like
very much, fairly like, and dislike). The weighted scores were then put in rank order.
Othieno (1990) studied the development of Adult Education in Kenya since its
independence. Historical research method was used. Data was collected from the
annual reports, journals, periodicals etc. Findings revealed that education is not a new
concept in Kenya. Education was mainly non-formal. It were conducted through rites,
ceremonies, fetes, dances, folk tales, fanning etc. Adult Education programmes
provide basic education, remedial education for school drop-outs, preserving culture,
community development, acting as a bridge for the old and new generation, and
helping women coping with their new changing roles. They encourage community
participation in promoting national development.
The Department of Adult Education, University of Ibadan has been invited by
the UNESCO Institute for Education to participate in a world trend analysis on
educational research in adult education (1999). Five regional operations are expected
to take place in the developing countries (Africa, Arab States, Asia, Europe and Latin
America). The objective of this exercise is to strengthen the impact of educational
research on the development of adult education, and to assess the present and possible
contribution of universities and other research centers to such development. The
project thus wears a comparative look; and the exercise will lead to one region
learning from another, and thereby promoting the cause of adult education, non-
formal education and development. The project is international in scope and thereby
calls for partnership among prominent international agencies, associations and
37
organizations involved in running, studying, teaching and researching into adult and
non-formal education programmes. Those involved in the partnership include the
UNESCO Headquarters, through it's Higher Education and Research Division and the
UNESCO Institute for Education, the European Association of Adult Education
Research (ESREA), the Dutch Research and Cooperation Center (CESO), the Adult
Education Department of the University of Ibadan, Nigeria, the Indian National
Institute of Adult Education, the REDALF network of OREALC with the Brazilian
National Institute of Educational Research, the Canadian ICEA (in collaboration with
other Canadian associations) and the Canadian Commission for UNESCO. The
Department of Adult Education, University of Ibadan is to involve scholars in African
countries in this comparative study. To this end, the Department held a planning
meeting on the project, and decided on a number of strategies (processes and
methods). The first strategy is to examine how adult and non-formal educations are
conceptualized across cultures on the Continent of Africa, especially among English-
speaking, French-speaking, Portuguese-speaking and Arabic-speaking countries. The
second strategy is to classify and delineate the scope of adult education and non-
formal education by purpose and function. The third strategy is to involve key public
and private agencies and research centers engaged in adult and non-formal education
practices and studies in different African regions. The fourth strategy is to identify
and contact professional colleagues in North, South, East and West Africa who are
genuinely interested in the project and can participate meaningfully in supplying
information on their regions and their countries. The fifth strategy is to evolve a
division of labor approach to the handling of the project. The suggestion for Ibadan is
to get the department staff into group formation. Each group can be charged with
studying one area (e.g. adult literacy, extra-mural studies, correspondence education,
and remedial education) of adult and non-formal education. The sixth strategy is to
arrange a regional workshop on regional trends, using data gathered through Ibadan,
and submissions made by professional colleagues, representing different parts of
Africa.
The U.S. Department of Education sponsored the Adult Education Program
Survey (AEPS-2008) to provide comprehensive information about federally funded
adult education programs and the skills of the participants enrolled in the programs.
These programs are aimed at improving skills in the adult population with respect to
literacy, English proficiency and secondary education. More than 1,200 adult
38
education programs participated in the Program Survey, representing more than 3,100
adult education programs in the United States funded under the Adult Education and
Family Literacy Act (AEFLA). The programs accounted for a budget of more than
$1.6 billion and varied in important dimensions, including program size, types of
providers, funding sources, and instructional and support services. This section
describes selected aspects of adult education program structure and operation during
the 2001-02 program years.
Adult education programs provide instruction in basic education, literacy and
English language skills under a range of conditions and arrangements in LEAs,
community colleges, community-based organizations, and correctional institutions.
Along with adult basic education and adult secondary education programs, ESL
programs serve immigrants or adults with limited English skills. Programs also serve
populations with special needs (e.g., those with learning, sensory or mental
disabilities) or adults in need of temporary assistance (i.e., displaced and migrant
families, homemakers, homeless adults, and adults who are incarcerated). Adult
learners performed mostly in Levels 1 and 2 on the proficiency scales, indicating that
large numbers of these individuals do not have the literacy skills needed to participate
fully in society and the workforce. While such limited performance is to be expected
given the nature of the adult education population, data demonstrated that many of
these learners performed at the very bottom of the proficiency scales has important
implications for the kinds of educational interventions needed to improve their skills.
Adult learners differed in many important aspects, ranging from demographic
characteristics to their reasons for attending adult education programs. This variability
also has implications for how programs are structured and clearly highlights the
challenges that these programs face in addressing the diverse needs of adult learners.
Belam Frame Work for Action (2009) recommended that adult learning and
education should cover a broad range of general issues, vocational matters, family
literacy and family education, citizenship and many areas besides with priorities
depending on the specific needs of individual countries. Lifelong learning from cradle
to grave is a philosophy.- a conceptual framework and an organizing principle of all
forms of education, based on inclusive, emancipator, humanistic and needs and the
leads to functional and sustainable knowledge, skills and competence. Literacy
actions should focus on women and highly disadvantaged populations including
indigenous people and prisoners with an overall focus on rural populations.
39
2.1.2 Related Research Studies on Adult Education Programmes Conducted in
India
Kothari Review Committee (1980) viewed that the National Adult Education
Programme was largely remained confined to literacy. Learning materials have been
essential for a whole group often separately for men and women but without giving
due attention to the diverse interests and needs of learners.
Mariappan and Ramakrishnan (1980) studied the learner’s attitude
towards literacy in the adult education centres of Tamil Nadu and Pondicherry. They
found that more than ninety percent of the learners were interested to learn. They also
conducted evaluation study on NAEP in the Union Territory of Pondicherry in 1981.
They suggested that various methods like panel discussions, demonstrations, field
trips are needed to be adequately strengthened to increase the effectiveness.
Singh (1982) carried out a study of the adult education programme in the State
of Uttar Pradesh. He found that the mass media can play a better role and motivate the
adults to join the centre. The programme must be implemented as a mass movement
for a greater involvement of illiterate population. Proper involvement must be created
to make the adults feel that the programme is meant for their own benefit.
Kantha and Dutt (1984) assessed the effectiveness of the Adult Education
and Non-formal Education schemes, in Haryana State. Most of the adult learners
could read, write and do simple calculations. The learners become aware of modern
agriculture techniques. The low attendance level of male and unsuitability of locations
and places for female adult learners were the major problems of Adult Education
Programmes.
Lakshmidhar Misra (1989) reviewed the progress of the implementation of
the National Literacy Mission in Tamilnadu in relation to the Mass Programme of
Functional Literacy. He found that despite sincere efforts at the level of the state
government, the response of the vice-chancellors and the programme coordinators to
the initiative taken by the Education Secretary and the Director, Adult Education is
not encouraging; although as many as 11,81,602 literacy kits have been produced and
supplied to the volunteers during 1986-87, 1987-88 and 1988-89, no feedback is
available as to how the literacy kits have been utilised and what is the overall impact
of the programme and there is not an indication of detailed action plans for the
involvement of Exservicemen, Prison Management and staff, primary school teachers,
40
housewives, mahila mandals, banks, co-operatives and institutions like Rotary Club,
Lions Club etc. have been drawn up and if so when and how they will be
operationalised.
Patil (1989) analyzed the reading needs and interests of the adult neo- literates
in the state of Orissa. The main objective of the study was to analyze the reading
interest of the adult neo-literates and to classify the different categories of adult neo-
literates. One of the main findings of the study was the reading preferences of the
adult neo-literates were highly influenced by the local environment.
Tantray (1990) evaluated the adult education programme in Jammu and
Kashmir State. The location of the adult education centres did not match the needs
and aspirations of the learners. The quality of the training in terms of content, method
and duration had deteriorated with the passage of time. The teaching learning
materials were made available in time, and the method of teaching was nothing new.
The monitoring system was very poor and unscientific.
Thakre (1991) studied the impact of adult education programme launched by
Nagpur University. The majority of the adult education centres were located in
villages which ranked low on the scale of exposure to rest of the country. The
instructors joined with an ambition to participate in the development of their own area
and every one out of four of them was women.
Mohan, Shantha & Usha (1992) conducted a study on evaluating the
processes involved in the Total Literacy Campaign with special reference to teaching
learning process, its strengths and weaknesses, difficulties of achieving learning
attainment of the learners and the campaign’s functionality. They found that the
organizational set up of the literacy campaign was conducive for the smooth
implementation of the programme. The multiplier effect strategy had been adopted to
train personnel at the various levels. This was highly diluted at each level due to the
effect of percolation. This also led to higher rates of drop-outs among trained
volunteers. Though there was an effective monitoring and supervision of various
processes by the various functionaries, there was a need for frequent and phase
planning to make the programme effective.
Sachidananda (1992) evaluated the literacy campaign of Muzaffurpur
District. He found that the school teachers and students had played a crucial role in
environment building survey, monitoring and co- ordination of the programme. He
41
revealed that the progress of the programme was adversely affected due to the lack of
support from the Government.
Saldanha (1992) studied the impact of the literacy campaign in Wardha
District and also analysed the relationship between the literacy outcomes and the
social characteristics of the instructors/ learners including the impact of regional,
environmental, infrastructural and organizational features. Men adults performed
marginally better than their women counterparts in the literacy programme. The
campaign created a pro-literacy atmosphere that was favorable for formal primary
education.
Saldanha (1992) studied on the Total Literacy Campaign in Sindhudurg
District, Maharashtra in his other study. He studied regional variations in the
organizational characteristics of the programme, the environmental and infrastructural
characteristics in the selected villages and Talukas in the District. Major findings are:
learner personal variables such as sex, age and community significantly influenced the
literacy rate negatively. Female instructors have a negative impact on their teaching
performance than males. The village literacy committee played a major role in the
implementation of the literacy campaign.
Soundarapadian (2000) found some of the important problems in the
implementation of TLC in Kamarajar District of Tamil Nadu. The problems are: non-
availability of spaces for conducting AECs and places of AECs were not suitable
during the rainy seasons. The rate of drop-outs in the backward regions was raised
due to the migration of labourers. The study recommended that the school building
with lighting facilities may be used for the campaign in the evening for AECs.
Learners may be motivated through employment/skill oriented programme in TLCs.
Wadhwa (2000) conducted a study on the principles and purposes of adult
education. Teaching of adults has gone beyond the teaching of alphabets and ample
emphasis is being given to the development of social skills and professional skills
among adults.
Chanam (2007) conducted a study on the literacy rate of the valley area of
Manipur and also on the Total Literacy Campaign Programme taken up by various
agencies like Government University, Non-Government Organization etc. He
compared the outcomes of the Total Literacy Campaign Programme implemented by
various agencies. The study found that the enrolled learners in the Total Literacy
Campaign Programme were larger in number by women than men. The Non-
42
Government Organization failed to take up any programme of Total Literacy
Campaign due to lack of financial support and lack of volunteers.
Fahimuddin (2007) evaluated the TLC launched in Pratapgarh district of
Uttar Pradesh and PLC programme implemented in Pakur district of Jharkhand. The
study found that the difference has been noticed in terms of success rate between male
and female learners in basic literacy. Though not much wide, but ZSS need to focus
on the women learners in general and for improving their writing skill.
Singh (2007) conducted a study on the growth of adult education, role of adult
education for the rural development in British India, literacy among industrial
workers, evaluation of literacy campaign and adult education in five year plans. The
study mentioned that the citizen’s education including adult education will be a
necessary part of the entire education system and will be specially promoted.
Khan (2008) conducted a study on adult education in Manipur. The main
finding of the study revealed that the proper growth and development of Muslim
education in Thoubal Districts can possible only through the proper co-operation and
co-ordination of all the agencies working in the field of education.
Mishra (2008) attempted a study on the problem and prospects of the adult
education programme in Orissa. The objectives of the study were to trace the
development of adult education programme in India and Orissa and also to study the
functioning procedures, problems and prospects of the adult education programme in
Orissa. The study made a very comprehensive and pragmatic approach to different
identified problems in the field and suggested necessary measures for solving the
same.
Attri (2012) studied the concept and growth of literacy and adult education in
India. It also compared the organization and training methods and the programmes
and practices of adult education in India with neighboring countries. The study also
includes the formation and support of the governmental organization in the field of
adult education.
Choudary (2012) conducted a study on adult learning. He found that the
achievement of women learners was better than men groups. The attitude of the neo-
literates has also significantly influenced the performance of the literacy skills. It is
necessary to launch motivational campaigns, providing proper learning materials and
organise income generating programmes.
43
Xavier Sebastian carried out a study on the extent of correlation of attitude
and achievement of neo-literates in cent per cent literacy campaign of Kottayam
Town. There is a positive correlation between attitude and achievement of literacy
level and it is found to be 0.6782. The correlation of the universe is also calculated
and it is found to be in between 0.6418 and 0.7146. The extent of relationship
between attitude and achievement of neo-literates can be found out by the equation
Y= 0.3434 X= 26.7727 (where y stands for achievement score and x stands for
attitude score). From the regression graphs, it can be easily seen that higher the
attitude of the learners, the higher will be their achievement. The percentage of high
achievers of literacy is 18 while that of the average achievers and low achievers is 67
and 15 respectively. The respondents were economically poor and 80% of them
belonged to backward classes; 69% of the respondents had an annual income of below
Rs.4800/-only; and the other respondents came under the category of annual income
of below Rs.7200/-. This showed that there was a significant correlation between
poverty and illiteracy.
The experience in TLC in the Pasumpon Muthuramalingam, Pudukottai,
Kamarajar, Tirunelveli Kattabomman and Kanyakumari districts as well as in the
Centre-based programme in Chengai M.G.R. district and the Mass Literacy Campaign
adopted by Annamalai University were evaluated by Madras Institute of Development
Studies and Alagappa University in accordance with the wishes of the Ministry of
Human Resource Development, Government of India. The evaluation had the
following findings.
Chengai M.G.R district had 69.9% male literacy in 1981 and 78% in 1991.
Literacy rates of females were 40.7% and 55.7% respectively. The index of equality
between males and females has moved from 74.2% to 83.1%. The literacy rate of all
persons increased from 56.1% to 67.1% between 1981 and 1991. Population has
grown at 27.8% and literacy rate at 57.5%. Literacy now has increased by 10.8%.
In Pudukottai district, male literacy has risen from 64% to 72.82% and female
literacy from 28.3% to 44.2%. The index of equality has moved from 61.3% to
75.7%. The literacy has increased from 46% to 58.5%.
In Pasumpon Muthuramalingam district, the literacy rate was 64.1 in 1991.
Male literacy was 78.4%, female literacy was 50.2% and index of equality in 1991
was 78.4%.
44
In Kanyakumari district, the male literacy rose from 79.3% to 88.1% and
female literacy from 68.2% to 80.3%. The gender equality rose from 92.4% to 95.4%.
In Kamarajar district the literacy rate was 64% in 1991
In Tirunelveli Kattabomman district male literacy has increased from 50.4% to
77.7% and female literacy from 47.8% to 54.6%. The index of equality has risen from
78.6% to 82.8%. The literacy has grown from 61 % to 65%.
The study noticed that in Kanyakumari, Kamarajar and Tirunelveli districts
91.6%, 88.1% and 87.2% of literacy reached after the TLC in the respective districts.
2.2 Research Studies Related to Saakshar Bharath
Assessment of Saakshar Bharath Programme in Karnataka and Andra Pradesh
was done by the State Resource Centre, Kerala (2012) and the important findings of
the study are as follows: Training has been given to different levels of Saakshar
Bharath Programme Functionaries in both the States. However, the training has been
found insufficient with respect to quantity and quality. Erosion of quality has
happened at subsequent levels from District to Grama Panchayat Levels.
Distribution of Teaching / Learning materials has been completed almost in time
primers and supporting learning materials such as note books, pencils etc were
distributed. Monitoring of Saakshar Bharath Programme at different levels has to be
improved and more systematic. Participation of local self government institutions
have not been at expected level.
Based on the findings and observations of the assessment, the following
recommendations are put forth:
1. In order to cover the remaining major portion of the target, the literacy
programme under the Saakshar Bharat Programme may be extended to five more
years.
2. As of the present state of affairs of SB programme, irrespective of state or
district, the major stakeholders viz, PRIs, NGOs and the local communities have not
been taken into full confidence and their full support earned. Effort on a large scale,
from the part of SB functionaries and concerned authorities, are needed to garner full
support from all the aforesaid stakeholders.
3. Training given to different strata of SB functioanries is insufficient in
contents and quality. Teaching/Learning methods of andragogy-adult non-formal
education have to be given, especially to preraks and voluntary teachers.
4. Training in soft skills may be given to all levels of functionaries.
45
5. The training has to be institutional and residential, giving emphasis to
practical sessions.
6. A systematic and regular monitoring and feedback system has to be
established and kept operational, covering all levels of SB operational machinery.
7. The monitoring body should invariably include sufficient representation
from PRIs, major NGOs and local communities.
8. Concurrent internal evaluation of activities at state level to grama panchayat
and to learner’s level has to be ensured according to a strict schedule.
9. Facilities for ICT enabled documentation and management are to be
provided up to AEC level. Block/ Mandal Samithies and AECs, as far as possible,
may be computerized, and their functioanaries given computer training.
10. The impoverished and ill healthy learners may be provided with nutritional
refreshment and health care provisions. PRI and NGO support may be sought in this
regard, as also support of state government departments.
11. Measures for ensuring proper lighting of AECs and learning centres may
be taken on an emergency basis. Where-ever electric connection is not possible, solar
lighting system may be installed.
12. Awareness and sensitization programmes on SB programmes and
prospects have to be organized with the involvement of people’s representatives for
local community leaders, head of house holds of learners, community social workers,
NGO voluntary activists etc.
13. Measures / strategy have to be adopted for maximum coverage,
propaganda and advocacy of SB programmes and related activities by mass media,
especially of local visual media.
14. Convergence of efforts and resource input from various governmental,
local governmental and other stakeholders such as, NGOs, CBOs and FBOs etc may
be made more effective and result oriented. Specific roles and targets may be assigned
to each.
15. Efficiency of SB web portal may be augmented in order to avoid
operational failures at subsequent levels.
16. Preparing learners for NIOS test is quite objective. However, the SB goal
is far extensive and inclusive, going beyond the relative literacy achievements to self
reliance and emancipation of the beneficiaries. Neo-litertes are to be prepared for this
through equivalency education, skill training and life enrichment education.
46
17. In order to address the remaining larger portion of non-literate target, more
stake holders are to be brought in to the SB programme fold and entrusted with the
direct responsibility of running literacy classes. Women collectives such as, SHGs,
NREGP groups, Mahila Mandals etc may be brought in to a large extent.
18. Honorarium to Preraks may be paid regularly at every month and an
additional payment of TA and DA to them may be considered.
19. Voluntary teachers are to be paid a monthly honorarium to a minimum of
Rs.1000. Their demand was for paying weightage to them for government
appointment worth considering.
20. Preraks and VTs may be given training in a few short duration vocational
skills and life skills. They can in turn impart training in such skills to learners.
21. Lok Shiksha Kendras (AECs) may be elevated to local community centres,
providing more space, infrastructures and facilties. Along with literacy learning, other
activities viz.cultural, literary, sports and recreation activiites may be promoted at
AECs. These can also act as community counseling and as knowledge centres.
The study on effect of the Saakshar Bharat Mission- 2012 in the district
Chamba of Himachal Pradesh found that the rationale behind the programme is to
create a literate society through a variety of teaching learning programme for non-
literate and neo-literate adults in the age group of 15 years and above with the prime
focus on women. The programme is mainly focused on women as the magnitude of
illiteracy among women is very high.
The energy and passion with which the Saakshar Bharat programme (2012)
has been implemented in Andhra Pradesh can be gauged from the initiatives that have
been taken up in different districts to enhance its reach and impact. The District
Collector of Vizianagaram initiated a special intensive literacy drive to cover 4,00,000
learners, primarily MGNREGA beneficiaries, by involving civil society organisations.
The ZLSS has conducted the NIOS assessment test in March 2012 for all learners in
Vizianagaram. For this activity, Vizianagaram district was recgonised in the Limca
Book of Records. Similarly, the District Collector of Mahaboobnagar initiated a
special literacy drive in low literacy mandals such as Gattu, Leeja, Maldakaland and
Dharur to cover 1.50 lakh nonliterates. Such high levels of passion on the part of the
state and district administrations to ameliorate illiteracy have made a significant
impact on the literacy canvas of the state. Improvement in literacy rate: The initiative
has significantly impacted the overall literacy rate in the state of Andhra Pradesh as it
47
has improved from 60.47% in 2001 to 67.02% in 2011 with a 6.55 percentage
increase. Reduction in gender gap in literacy: An analysis of gender disaggregated
data on literacy in the state shows that the male literacy rate increased from 70.32% in
2001.
At the National Level, process evaluation of Saakshar Bharath Programme
was conducted by Tamil Nadu by Tata Institute of Social Science during the year
2012. The study covered 3300 learners 330 Grama Panchayat in 66 Blocks under 21
Districts in 16 States in India. The major recommendations are: Increased use of
environment building strategies and face to face publicity. Training of trainees for
State Resource Centres in andragogy training skills. Systematic training and
orientation programmes for PRIs. Linking a State Level vocational training institution
with District Lok Shiksha Samaiti, Streamline of printing, Procurement and
Distribution of primers and the tendering process for the writing materials etc.,
Rita Attri and Prabha conducted a study on the Impact of Saakshar Bharat
Programme for Women. In the recent past due to various programmatic interventions
in the area of adult literacy there is an increased emphasis on monitoring and
evaluation of such programme in India and elsewhere. In the present research work an
effort is made to understand how far had the ‘Saakshar Bharat Mission’ of
Government of India lead towards women’s literacy in the State of Meghalaya, India
and how effective and functional are the literacy programmes offered by the adult
learning centers. The evaluative project report while pitch some new insights into the
working of adult education programme will also be useful for professionals working
in the field of adult literacy programmes.
The SRC Kerala and RISE Foundation Mysore has conducted a study on ICT
based MIS in Saakshar Bharat programme in selected district of Karnataka and
Andhra Pradesh.
The major highlights of the study are given below:
• The research study has observed that basic ICT infrastructure at the block/
mandal level and AEC level has to be strengthened.
• Both core and enabling infrastructure have to be improved. All the
functionaries involved in SBP from top to bottom be given training intensely in
operating computers and internet facility in a language required for the governance.
• At all levels there are a need to establish help desks to guide, mentor and
coach the functionaries to upload and manage the data.
48
• Coordination between the different levels of operation such as state, district,
block/Mandal and AECs should be strengthened. There is a need to start a cluster
approach at the AECs level to help/ seek guidance from each other while uploading
the data. FAMS uploading from all AE centres have to be monitored at all levels.
• Minimum three months amount need to be released to the implementing
agencies namely AECs/blocks/districts. Whatever they are spent to be reimbursed
every month.
• A learner progress and VTs participation should be possible for Block/
Mandal office. Dates of pre-launching activities, actual process viz; learner progress
and volunteer teacher performance to be tracked systematically by developing an
exclusive web page.
• There should be a plan to develop post program reports application. This is
important to block and district level.
• The web applications to be designed in such a way functionaries get inspired
to fill them. At all levels Lok Shikshan Samithi members have to be involved to
manage the program. There is a need for policy directions for implementing agencies
at the state, district, block and AEC level. This clarity in policy direction will help the
functionaries to achieve professionalism in approach and design strategies for
convergence under public private partnership programs to create basic ICT
infrastructure at the grass root level.
Indian Institute of Science, Bangalore conducted the impact study of
implementation of Saakshar Bharath Programme in Tamil Nadu during the year 2012-
2013, the report appreciated the implementation of the programme especially
acheivement made in the targets vs coverage of learners in the programme. At the
same time, the following problems/ drawbacks were identified: Training is weak and
transmission loss from the District Level to Block Level. Difficult to sustain the
motivation and commitment of volunteers and learners. Skill development
programmes organized are not sufficient. Convergences with line/ Development
Departments at the field level are not at the expected level. Inadequate teaching/
learning materials at the centre level and those who have become literates are much
interested to continuing their learning beyond literacy. Hence, provisions should be
made for conducting equivalency programme and continuing education through
libraries.
49
A study on Impact of Saakshar Bharat Programme in Manipur (2014)
concluded that the overall impression gathering from this study is that the
performance of the SBP in Manipur is progressing though it may not be a great
success at present under the guidance and supervision of State Department, District
Lok Shiksha Samiti and voluntary organizations and more progress is shown every
year in the SBP than TLC or PLP period.
Community participation is of great importance in the successful
implementation of the Saakshar Bharat programme and the value of the programme
can be achieved only when adult learners, their family, and society are interested in
the adult education programme. For the proper development of adult education there
is need for good efficient and systematic planning. Co-operation and coordination of
all the agencies should be ensured actually working in the field of adult education
especially SBP.
The state government should earnestly manage to impart purposefully and
successfully the needed education among the different section of the people and it is
quite clear that “mass involvement is the key for the successful implementation of the
various literacy programme”. The SBP which aims to create a literate environment
that bolters and sustains a literate society and provide ample opportunities for
continuous improvement in the level of adult literacy. It will be a national response to
development of quality human resource to meet the demands of a fast changing
Bharat as well as challenges of globalization. It is probably for the first time that
Governmental perspective on literacy is being made to rely on phrases like the adult’s
Right to literacy, Right perspective on literacy, Creating a literate environment,
Sustain a literate society and Development of quality human resources. The success of
family welfare and other developmental programmes depends largely on the quality
of women. So, women education is a must for a Saakshar Bharat”.
Multinational-learning company, Pearson (2014) researched and stated that
India's adult education programme Saakshar Bharat Mission (SBM) has been cited as
the perfect example for large-scale skills inculcation among adults to motivate
learners by the Learning Curve 2014 report published by multinational-learning
company, Pearson. India's SBM will aid 70 million people to get literate by 2017.
Launched in 2009, the largest adult-education programme in the world is a centrally
sponsored scheme of the Department of School Education and Literacy, under the
Ministry of Human Resource Development. The Learning Curve 2014 report explores
50
factors behind performance shifts in global education league tables, and the
importance of 21st century skills. The new Pearson-published Global Index of
Cognitive Skills and Attainment, compiled by the Economist Intelligence Unit, finds
that South Korea, Japan, Singapore and Hong Kong hold top spots in overall
education ranking, while emerging economies such as Brazil, Mexico and Indonesia
end up at the bottom of the Index.
Nikme Momin, Challang Marak and Kanika Das identified hindrances in
effective implementation of Sakshaar Bharat Programme in Meghalaya. The Saakshar
Bharat Programme, being one of the Adult Education programmes of India was
launched in Meghalaya State in the district of West Garo Hills in August, 2010 at
Tura, the district Headquarter. To accelerate the processes of implementation, the
SRC, NEHU, Shillong has been providing academic and technical resource support to
the State Literacy Mission Authority, (SLMA), District, Block and Village level
Committees. It has been observed that in West Garo Hills District of Meghalaya, the
overall performance of activities of Saakshar Bharat Programme has not been
satisfactory as compared to some other.
2.3 Studies Conducted by the Alagappa University, Karaikudi, India
2.3.1 Alagappa University
Alagappa University Reaccredited with 'A' Grade by National Assessment
and Accreditation Council (NAAC) is located at Karaikudi in Tamil Nadu is
accessible from Madurai and Tiruchirappalli Airports within two hours. The 440 acre
green and lush campus houses all the academic activities.
The University has emerged from the galaxy of institutions initially founded
by the great philanthropist and educationist Dr. RM. Alagappa Chettiar. He
established Alagappa Training College in 1950, Alagappa Polytechnic College in
1952 and Alagappa Chettiar College of Engineering College and Technology in 1953.
He was instrumental in persuading the Central Government to establish the
Central Electrochemical Research Institute (CECRI), one of the premier Research
Organisations under CSIR, at Karaikudi on January 14, 1953. He donated 300 acres of
land and Rupees 1.5 million to CECRI. He bequeathed even his palatial dwelling
house for the cause of education. Aptly, he was described as 'Socialistic Capitalist' by
Pandit Jawaharlal Nehru. Alagappa Chettiar established Alagappa College of Physical
Education in 1956. The distinction of Padma Bhushan was conferred by the President
of India on January 26, 1957.
51
Padma Bhusan Dr.RM. Alagappa Chettiar, in spite of his short span of life for
48 years, had the vision and foresight to establish a galaxy of educational institutions
in Arts, Science, Engineering, Polytechnic, Education and Physical Education
disciplines. He demonstrated his versatility as an intrepid academician with a vision to
change the mere scrub jungle of Karaikudi to an educational Mecca. He was a great
Philanthropist, eminent educationist and a multi-faced versatile personality.
Dr. Alagappa Chettiar had redefined philanthropy and contributed more to the
betterment of education. His generous donations led to the establishment of a string of
educational institutions, which formed the basis for the establishment of the Alagappa
University in 1985.
Alagappa University was brought into existence by a Special Act of the
Government of Tamil Nadu in May 1985 with the objective of fostering research,
development and dissemination of knowledge in various branches of learning.
Alagappa University is recognized by the University Grants Commission (UGC) of
India. The University has 29 Departments, 6 Centres and 2 Constituent Colleges on its
campus.
The University offers education through Regular, Week-end, Distance and
Collaborative modes. The Distance Education Directorate offers variety of
programmes to the student community spread across the country and in selected
foreign countries. Through all modes of education, the University caters to the needs
of the student community of around 1,00,000.
As a member of the Association of Indian Universities (AIU), as well as the
member of the Association of Common Wealth Universities (ACU), it has rewarding
relations with other academic institutions, research laboratories and industrial
establishments that promise a spectacular feature.
The University is having International Collaborations with Universities /
Institutions of Higher Learning in countries like China, Malaysia, West Indies, U.S.A.
and South Korea. New innovative programmes suitable are designed and offered at
the University (for the foreign students). Many exchange programmes attract the
attention of the teachers and students from abroad.
The University's motto is "Excellence in Action" and the University keeps
before it the vision of excellence in all spheres of its action.
The University has a vast campus of 428 acres in Karaikudi and 12 acres in
the Satellite campus at the coastal town Thondi. At present, the University has 4
52
Faculties, 11 Schools, 34 Departments, 5 Specialized Centres, 3 Constituent Colleges,
6 Evening Colleges, and 33 Affiliated Colleges. About 1.24 lakh students are on roll
in both Regular and Distance streams. Quality higher education is imparted in all
three major activities of University education: academic programs, research projects
and extension activities.
Nearly one lakh sq.m of building space is being utilized for Academic,
Research, Administrative and Extension purposes. It includes Main Administrative
building, Examination building, Central Library, Convocation Auditorium, L.CT.L.
Auditorium, Training College Auditorium, PG Block, New Science (G+7) Campus
building, Management block, Physical education block, Ramanujam Centre Higher
Maths, DDE block, Education block etc.
The University has 215 teaching faculty and 226 administrative staff. The
University offers 236 programs in all through its wings. The number of programs
offered are; University Departments-84, Affiliated Colleges-68, Distance Education-
60, Collaborative Programs-44. The University Departments are offering 84 programs
including 28 Ph.D., 18 M.Phil, 26 PG, 3 UG, 5 Diploma and 4 Certificates.
The faculty members have progressive culture with interest in project,
consultancy, collaboration, extension and out-reach. With financial support from
DST, DBT, UGC, CSIR, ICMR, DRDO, MHRD, UNESCO, etc., various research
projects have been carried out. The total funding of the projects completed is Rs.22
crores. Now 76 projects are ongoing with a budget total of Rs.15 crores.
The University has produced 1314 PhDs, published over 3200 research papers
in reputed journals and earned 18 patents. The index of University is 43 (Scopus
data). Based on the research output and 3rd position in the International Collaborative
Research publication, DST has granted PURSE support to the University with a
funding of Rs. 6 Crores. Well established IQAC is functioning in the University to
monitor the activities.
About 223 scholars are pursuing full-time Ph.D. research in Science
Departments with fellowships. Apart from 73 lecture halls, 12 seminar halls and 21
smart class rooms, laboratories in Science departments are used by research scholars
and students. Library, Sports facility and Sophisticated instrumental facilities like
XRD, Confocal microscopy, Real-time PCR, SEM are utilized by the in-house
scholars as well as other researchers from affiliated colleges.
53
The University is Re-accredited by NAAC with “A” Grade at a score of 3.21
points out of 4. The potential of the University is very high and could be strengthened
through its diversified activities. The University is committed to higher education
relevant to individual, societal and national uplift.
As the nation observes a decade of innovation, 2010-20, to progress well with
the swiftly changing world of Challenges and Opportunities, the University has keen
interest to tread a path of purposeful research (technologically leading,
environmentally enduring and socially superior).
2.3.2 Department of Lifelong Learning
The Department of Lifelong Learning has its genesis in the centre for Adult
and continuing Education and Extension, Alagappa University in the year 1988 which
carried out extension activities. In 2009-10, the centre was named as Department of
Adult and Continuing Education and later as per the directions of the UGC it has
become a fullfledged academic department renamed as Department of Lifelong
Learning from the academic year 2011-2012 onwards.
The Lifelong Education is cherished the goal of Education process which pre-
supposes Universal Literacy, provision of opportunities for Youths Community and
professionals to continue their education according to their choice and the pace suited
to them. Undertaking teaching, training and research in tune with functions of the
University and also act as Nodal Agency in the University system for all Lifelong
Learning programmes and provide academic based activities in collaboration with
other University Departments and Colleges. The department offers the MJMC-
Journalism and Mass Communication, Post Graduate Programme from the year
2014-15 and M.Phil- Media and Communication from the year 2016-17.
The department of lifelong learning has Conducted Seven Concurrent and
Summative Evaluation of Literacy Campaigns and carried out 145 Training
Programmes for field functionaries, 32 Continuing Education Courses, 21 Population
Education Programmes and 16 JSN Village Programmes and Other 32 Special
Programmes. The department has organised 25 Conferences / Seminars, 24 Invited
Lectures and 246 Extension Works in and around Villages near Alagappa University
for Rural People, Rural Youths, Urban Slum People, Neo-Literates, Women, and
SC/ST People etc.
The research programmes carried out by the department of lifelong learning
are:
54
I. Major Research Programmes
� Evaluation of Total Literacy Campaign, PMT District, Summative Evaluation
(1994), National Literacy Mission, MHRD, Government of India and State
Literacy Mission, Tamil Nadu (Mohan, S., Krishnaraj, R., & Arunachalam,
N.).
� Evaluation of Total Literacy Campaign, Tirunelveli Kottabomman District
Formative Evaluation (1994), National Literacy Mission, MHRD, Government
of India and State Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam,
N.)
� Evaluation of Post-Literacy Campaign in Madurai District (1996), National
Literacy Mission, MHRD, Government of India and State Literacy Mission,
Tamil Nadu (Mohan, S., & Arunachalam, N.).
� Evaluation of Universalisation of Primary Education in Illayankudi Block of
Sivagangai District (1996), National Literacy Mission, MHRD, Government
of India and State Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam,
N.).
� Concurrent Evaluation of Total Literacy Campaign in Viluppuram District
(1997), National Literacy Mission, MHRD, Government of India and State
Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam, N.).
� Concurrent Evaluation of Total Literacy Campaign in Thiruvallur District
(1997), National Literacy Mission, MHRD, Government of India and State
Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam, N.).
� Effectiveness of Training in Post Literacy Campaign in Tamil Nadu (1998),
SRC for Non-Formal Education, MHRD, Government of India (Arunachalam,
N.).
� Content Analysis of Post Literacy Books (1998), SRC for Non-Formal
Education, MHRD, Government of India (Arunachalam, N.).
� Implementative Operational Mechanism on Planning and Management of
Literacy Campaign in India (1999), UNSECO and SRC for Non-Formal
Education, MHRD, Government of India (Mohan, S., & Arunachalam, N.).
� TEPSE and HEPSAN Project, the UGC, New Delhi, 2009-2013.
(Arunachalam, N.).
55
� Strategic Management – Strategic Therapy to Evade Test and Performance
Anxieties of Teacher Trainees, AURF. (Arunachalam, N.).
� Preferences of Career Oriented Programs under Graduate Students, the UGC,
New Delhi. (Arunachalam, N.).
II. Minor Research Projects
� A Base Line Survey Report of Ariyakkudi Village in Sakkottai Block of
Sivagangai District, Centre for Adult Continuing Education and Extension,
Alagappa University (1995), Under UGC Plan Scheme, New Delhi. (Mohan,
S., & Arunachalam, N.).
� A Base Line Survey Report of Periakottai Village in Sakkottai Block of
Sivagangai District Centre for Adult Continuing Education and Extension,
Alagappa University (1995) ), Under UGC Plan Scheme, New Delhi. (Mohan,
S., & Arunachalam, N.).
� A Need Based Survey on Kitchen Gardening, Centre for Adult, Continuing
Education and Extension, Alagappa University (1996) ), Under UGC Plan
Scheme, New Delhi. (Mohan, S., & Arunachalam, N.).
� Fostering Educational Environment for SC/ST Parents (1996), for Adult
Continuing Education and Extension, Alagappa University), Under UGC Plan
Scheme, New Delhi. (Mohan, S., & Arunachalam, N.).
� Primary Education Teachers’ Attitude Towards Teaching Learning Activities
Centre for Adult Continuing Education and Extension, Alagappa University
(1996), ), Under UGC Plan Scheme, New Delhi. (Mohan, S., & Arunachalam,
N.).
� Developing Problem Solving Ability among Rural High School Students
Centre for Adult, Continuing Education and Extension, Alagappa University
(1996), ), Under UGC Plan Scheme, New Delhi. (Mohan, S., & Arunachalam,
N.).
� Problems of Agricultural Neo-Literates, Centre for Adult Continuing
Education and Extension, Alagappa University (2000), ), Under UGC Plan
Scheme, New Delhi. (Mohan, S., & Arunachalam, N.).
� Identification of Learning Disabilities among Neo-Literates, Centre for Adult
Continuing Education and Extension, Alagappa University (2006), ), Under
UGC Plan Scheme, New Delhi. (Arunachalam, N.).
56
� Life Styles of Self Help Group Women, Centre for Adult Continuing
Education and Extension, Alagappa University (2006), ), Under UGC Plan
Scheme, New Delhi. (Arunachalam, N.).
� Participation of Government & NGOs in Continuing Education Programme,
Centre for Adult Continuing Education and Extension, Alagappa University
(2006), ), Under UGC Plan Scheme, New Delhi. (Arunachalam, N.).
� Problems of Senior Citizens, Centre for Adult Continuing Education and
Extension, Alagappa University (2006), ), Under UGC Plan Scheme, New
Delhi. (Arunachalam, N.).
� AIDS Awareness among Rural Youths in Tamil Nadu, (2007) Centre for
Adult Continuing Education and Extension, Alagappa University, Under UGC
Plan Scheme, New Delhi. (Arunachalam, N.).
The research tools/test batteries developed by the department of lifelong
learning are:
TLC -Viluppuram (1997)
1. Literacy test battery for concurrent evaluation in TLC Viluppuram district
– [LTB - CE for VPM]
2. Personal data sheet for learners (PDS-L)
3. Scoring sheet for LTB – CE (SS-LTB-CE)
4. TLC learners awareness questionnaire [TLC – I.AQ]
5. Operational strategies of Adult Education Centre (check-list OS-AECs).
6. Teaching performance test battery for volunteer instructors [TPTB-VIs]
7. Training assessment test battery (TATB) for KRPs, RPs, MTs of VIs.
8. Role performance and problems of full timers questionnaire (RP2FT-Q)
9. Village co-ordinators performance questionnaire (VC - PQ)
10. Check – list for Non-Enrolled Learners(CL-NEL)
TLC -Thiruvallur (1998)
1. Literacy test battery for concurrent evaluation in TLC -[LTB – CE for TVLR]
of Thiruvallur.
2. Personal data sheet for learners[PDS-L]
3. Scoring sheet for LTB – concurrent evaluation [SS-LTB-CE]
4. TLC- learners awareness questionnaire [TLC- LAQ]
5. Operational strategies of Adult Education Centres[OS-AECs]
6. Teaching performance test battery for volunteer instructors [TPTB – VIs]
57
7. Village content persons performance questionnaire [VCPs-PQ]
8. Training assessment test battery (TATB) for KRPs, RPs, MTs and VIs.
9. Role performance and problems of full timers - questionnaire [RP2-FT-Q]
10. Check – list for Non-enrolled learners (CL - NEL)
The highlights of the research findings related to adult education programme
carried out by the department of lifelong learning, Alagappa University are given
hereunder:
Mohan, Krishnaraj & Arunachalam (1993) evaluated the total literacy
campaign in PMT district – Sivagangai. This study aims at finding out the learning
attainment of neo-literates about the reading, writing and numerical abilities. It also
obtains the feedback with regard of the implementation of TLC in Sivagangai
(District). This study has been conducted descriptive survey in nature. The Literacy
Test Battery – Final (LTB – F) & Personnel Data Sheet (PDS) was developed as tool
for the study and it was validated. The cluster sampling technique has employed and
520 respondents were drawn from selected Adult Education Centres in each
Panchayat Union by using stratified random sampling technique. The total literacy
campaign of Sivagangai district has achieved a significance success in promoting
literacy. 82.69% of learners have achieved literacy in the TLC campaign of
Sivagangai district as per the NLM norms. The study found that men learners (92.5%)
achieved higher literacy than female learners (87%). This study suggested that the
time limit for testing the learners has not been fixed by the NLM, New Delhi which
will be taken and included in the study. The progresses of SC Learners are found low
which will be given prior attention in the successive post literacy campaign.
Krishnaraj & Arunachalam (1993) evaluated the total literacy campaign in
Thirunelveli Kattapomman District. This study intends to find out extend of success
achieved by TLC in Tirunelveli District in eradicating literacy. This study is aiming to
undertake faormative evaluation of TLC in Tirunelveli District and get feedback with
regards to the implementation of TLC for strengthening the next phase post literacy
campaign. This study has found out the learning level of adult learners in reading,
writing, numerical abilities. Literacy Test Battery (LTB) and personnel data sheet was
developed with proper validation and used as tools in the study. Out of 19 Panchayats
and 8 municipalities, 500 adult respondents were selected as sample for the study. It is
found that TLC of Tirunelveli district has achieved 94.28% of literacy as per the
norms NLM, New Delhi norms. The adult learners of municipality were performed
58
well than the panchayat union respondents. Men adult learners (97.95%) excel in
literacy rather than women (92.99%). The age groups of 15 to 35 (94.76%) learners
were doing well in literacy followed by below 15 years of age group (92.73%) and
above 36 years of age group (86.67%). The BC community adult learners achieved
literacy of 96.85%, followed by SC (88.31%). The category of school dropout
learners achieved higher than that the new entrants of TLC. It is noted that the team
spirit, open climate and personal commitment are the additional reason for the
successful implementation of TLC in Tiirunelveli District.
Mohan & Arunachalam (1995) executed a research study on evaluation of
post literacy campaign in Madurai District. The study is aiming to assess the function
of study circles of libraries. In addition to that the practise of small savings and
starting of micro industries has been also observed. The study has been carried out
under descriptive methodology with using of six research tools. The study explored
that 46.77% of neo-literates have achieved literacy attainment as per the NLM norms
out of which reading is 69.97%, writing is 62.69% and numeracy is 65.5%. 94.2% of
neo-literates are having awareness on environmental hygiene, followed by women
empowerment (91.90%), legal (87.86%) and population education (82.96%).
Mohan & Arunachalam (1997) conducted a study on concurrent evaluation
of TLC in Viluppuram district. They examined the operational strategies and
implementation process of the TLC in Viluppuram. They also identified the
awareness and learning level of the enrolled learners and teaching performance of the
instructors, role of the village co-ordinators and find out the problems of the full time
functionaries. The study has adopted descriptive survey method in nature and used ten
research tools for data collection. The cluster sampling technique was employed to
draw the sample for learners learning assessment. The study revealed that only
40.11% of learners were enrolled from the targeted populations. The TLC of
Viluppuram has achieved 40.77% of literacy attainment during the concurrent
evaluation and the rest 59.23% will be given further attention to attain literacy
achievement.
Arunachalam (1998) found the effectiveness of training programmes in PLC
in Tamilnadu. He has assessed the training content, component and instructional
mode of PLC in Dindugal, Dharmapuri, Vellore and Kanniyakumari PLC districts.
The study revealed that the content and component of the training programmes are
effective and the instructional modes were ineffective in PLC programmes.
59
Arunachalam (1998) made content analysis of post literacy books in
Tamilnadu and taken sample as Sivagangai, Pudukottai, Tirunelveli, Kanniyakumari,
Dindugal, Dharmapuri, Thiruvallur, Thiruvannamalai, Viluppuram and Vellore PLC
districts in Tamilnadu. He stated that majority of the post literacy books were
prepared need based and fulfilled the learners' expectations. He also found that some
of the books prepared by the BGVGS, New Delhi and Tamil Nadu Science Forum
have more revolutionary in nature.
Mohan & Arunachalam (1998) conducted a concurrent evaluation of TLC in
Thiruvalluvar district. They identified strength and weakness of the TLC programme
and suggested corrective remedial measures for further progress. They find out the
learning and awareness level of the enrolled learners in the TLC. They also examined
the operational strategies of the TLC and assessed the teaching performance of the
instructors. The study adopted descriptive survey method and used verification of
records, observations, interviews and discussion technique through participatory
approach. The study has developed and validated ten research tools for the data
collection. The data were collected from 1752 learners, 133 AECs, 129 voluntary
instructors, 22 village co-ordinators and 42 non-enrolled learners. The training of the
TLC in Thiruvallur district has not effectively implemented after the introduction of
primer one. The study found that 73.62% of learners fulfilled the NLM norms after
the competition of primer 1.
Arunachalam (2000 & 2003) focused a research study on planning and
management of literacy campaign in Tamil Nadu. He has formulated the
implementative operational mechanism model on planning and management of
literacy campaign based on the Sivagangai, Tirunelvelli, Madurai, Viluppuram,
Thiruvallur, Dindugul, Vellore, Kanniyakumari and Thiruvannamalai district literacy
campaigns. .
2.4 Reflections of Research Studies Reviewed
These studies were conducted in the country by the several reputed Institutions
of Social Science and Educational Research like Madras Institute of Development
Studies, Madras, Indian Institute of Management Ahmadabad, Tata Institute of Social
Sciences, Mumbai, Sardar Patel Institute of Economic and Social Research,
Ahmadabad and A.N Sinha Institute of Social Studies, Patna etc. The Universities,
Alagappa University, Karaikudi, Annamalai University, Annamalai Nagar,
Bharathiyar University, Coimbatore, Bharadidasan University, Tiruchirappalli,
60
University of Madras, Chennai, S. V. University, Tirupathi, etc., have also conducted
the researches in adult education and particularly for the evaluation of literacy
campaigns. All the findings are reflected that the Women participation and motivation
was high. Coverage of scheduled caste and scheduled tribes was higher than the
targets. The programme was successful in their states in which the adult education
staffs were recruitment under a special procedure. Most of the states found that
learners participation was irregular and there were considerable dropouts and relapse
into illiteracy. The learning environment in the Adult Education Centres were not
found to be up to the mark and the absence of regular institutional arrangements for
Post Literacy and Continuing Education had adversely affected the success of the
programme.
All the studies were carried out as survey, case studies, and post impact and
observation methods in nature. Required tools for learner’s assessment, questionnaires
for finding the efficiency of field functionaries, interview schedules, check-lists,
observation schedules, opinion/attitude/awareness scales were developed and
validated for data collection.
In the recent years, the studies related to Saakshar Bharath also carried out in
India with positive and negative findings.
This investigation found that based on the reviewed researches that majority of
the researches has been carried out customary in nature and very few are doctoral
researches. Therefore this review concluded that the researches in adult education
related to literacy campaigns is a highly developed sub-discipline of education and it
is found moderate in number. These kinds of researches have given a prominent
foundation to the future researches which is warranted more.
The succeeding chapter is research design and method of research
investigation.
61
CHAPTER –III
RESEARCH DESIGN AND METHOD OF INVESTIGATION
3.0 Introduction
Identification of the research problem and finalizing the same is an important
part in any research investigation. It will be helpful to the researchers to find out the
right direction of the research process and confined with what has been researched.
The present chapter Research Design and Method of Investigation deals with
the methodology followed in the investigation. Best and Khan (1995) quoted that
methodology describes in detail the activities of research measuring instruments to be
used, individual participation in the research, sample and data analysis and different
methods are used in research studies.
This chapter is confined to the title of the problem, objectives, method of
research, development and construction of research tools, locale and sample of the
study, data collection, scoring procedure and statistical techniques used in the study.
3.1 Title of the Study
"A STUDY ON IMPACT OF ADULT EDUCATION (SAAKSHAR
BHARAT) PROGRAMME IN TAMILNADU"
3.2 Objectives of the Study
The following objectives have been formulated for the present study;
1. To study the functioning of Adult Education Centres (AECs) in Saakshar
Bharath Programme.
2. To identify the infrastructure and other facilities available in Adult Education
Centres (AECs) of Saakshar Bharath Programme.
3. To assess the performance of the learners who have participated in the Basic
Literacy programme under AECs (as per the Norms of NLM, New Delhi) in
Saakshar Bharath Programme).
4. To assess the skill development programmes organized at AECs in Saakshar
Bharath Programme.
5. To find out the problems of AECs Saakshar Bharath Programme for providing
possible suggestions to rectification.
6. To study the impact of the Adult Education Centres (AECs) in generating
learning environment for the benefit of literacy and continuing education in
Saakshar Bharath Programme.
62
7. To elicit the opinion and suggestions for effective functioning of AECs in
Saakshar Bharath Programme from the community at various levels.
8. To assess the performance of the Preraks in the Saakshar Bharath Programme.
9. To assess the performance of the District and Block Coordinators in the
Saakshar Bharath Programme.
10. To make the recommendations and suggestions for effective implementation
of the Saakshar Bharath Programme.
3.3 Research Method Adapted in the Present Study
James and Sally (1984) viewed that surveys are used to learn about people
attitudes, beliefs, values, facts, behaviours, opinions, desires, views, achievements and
other types of information. Usually in survey method, interview schedule,
questionnaire, scale, test inventory and observation schedule are used. Kothari (1985)
stated that descriptive research includes surveys and a fact finding enquiries of
different kinds. The major purpose of descriptive research is description of the state of
affairs as it exists at present. The methods of research utilised in descriptive research
are surveys methods. Survey is a method used to collect systematic way of
information from a sample of individual (Abranson & Abranson, 1999). Usually in
survey method interview schedule questionnaire, scale, test inventory and observation
schedule are used. Keeping this in mind, the investigators considered and followed the
descriptive survey method for the present investigation in order to accomplish the
formulated the objectives.
3.4 State Level Meeting with Official of SLMA/ District Level Officials
First, preliminary meeting with officials of SLMA and District level officials
was conducted on 25.09.2015. During this meeting the investigator explained the
proposal on "A Study on Impact of Adult Education (Saakshar Bharat) Programme in
Tamilnadu". The investigator explained the objectives, methodology, method of
sample selection and data collection etc. During this meeting, it was decided to
provide orientation to District/ Black Coordinators about the research study by the
investigators.
3.5 Orientation Programme for District and Block Coordinators about the
Research Study
The investigators conducted a prior one day orientation programme for the
district and block coordinators about the research investigation in their receptive
districts in the following dates:
63
1. Viluppuram 16.10.2015
2. Tiruvannamalai 20.10.2015
3. Dharmapuri 12.11.2015
4. Erode 13.11.2015
The investigators well explained the objectives, purpose, methods, application
of research tools, data collection procedure at various levels to the district and block
coordinators. The lists of AECs in each Blocks of the District were collected for
framing sample from the district and block coordinators during the days itself. But the
selected sample village/grama panchayat will be informed during the data collection
to the respective districts. The doubts and other queries raised by the district and
block coordinators were clarified by the investigators. The Primers, teaching learning
materials, repoets and other relevant materials were collected from the respective
districts for the preparation of tools for data collection.
3.6 Description of Tools Used in the Study
A successful research’s essential ingredient is a tool. Relevant data to find a
solution is collected with a suitable tool. So selection of tool is an important process
that has to be carried out. Both in Indian and foreign context, there are various tools
available to collect the necessary data for a research study. A researcher can select
suitable tool for his/ her study. In case if there is no tool available it is advisable to
prepare necessary tools which are appropriate for the study. There are so many
researches conducted in formal and non-formal education. Major tools used in
research studies are rating scale, interview, questionnaire, critical incident blanks,
observation, attitude scale etc. (Arunachalam, 2004).
The following tools are developed for the collecting relevant data for the
present investigation.
1. Observation Schedule for AECs (OS-AECs)
2. Literacy and Numeracy Test Battery for the Learners (L&N TB-L).
3. Opinionaire Interview Schedule for Community Leaders/Public about
Saakshar Bharath (OIS-CL &CP).
4. Functional Status Interview Schedule for Preraks (FSIS-P).
5. Functional Status Questionnaire for Co-ordinators at the District and Block
level (FSQ-DC&BC).
64
3.6.1 Workshop for Tool Construction
For the preparation of the above five tools, the investigators have organised a
two day work shop on 17th & 18th December, 2015 at Department of Lifelong
Learning, Alagappa University, Karaikudi, Tamil Nadu. The faculty members of
lifelong learning, education and social work, the Coordinators of Salem, Ariyalur and
Thiruvannamalai Sakkshar Bharath Districts, research scholars and students of Mass
Communication have participated in the workshop and contributed for the preparation
of the draft tools. The draft tools have been prepared in both Tamil and English.
3.6.2 Field Tryouts
The prepared draft tools have been taken in to field try outs by the project
assistants for assuring subjectivity, conformity and relevance of the items in the tools.
The field tryouts were done in Thiruvannamalai and Viluppuram districts during the
last week of December 2015. Based on the field tryout and discussions with field
experts, the final tools for the present investigation have beendesigned.
The descriptions of the final tools used in the present investigation are given
below:
3.6.3 Observation Schedule for AECs (OS-AECs)
Observation Schedule for AECs (OS-AECs) has two parts. In part I, the
general descriptions of the AECs such as Name of the panchayat, block, district and
date and time of visit has been noted in the schedule by the field investigator. In part
II, thirteen items are given in format such as open ended and yes/no for recoding the
available data. The final format of the Observation Schedule for AECs (OS-AECs)
has appended as Appendix- IA.
3.6.4 Literacy and Numeracy Test Battery for the Learners (L&N TB-L)
Literacy and Numeracy Test Battery for the Learners (L&N TB-L) consists
two parts. Part-I consists of personal variables of the learners such as gender, age,
primary occupation, annual income, religion, community, name of the Grama
Panchayat and Block followed by information related to learners enrolment and early
literacy status, quality of teaching, supplied resource materials, attended training,
awareness, skill development and orientation programmes, benefits though AECs,
barriers for learning, obtained skills and opportunity of employability, motivating
factors and status of continuous participation have been given as multiple-choice,
yes/no and open ended items.
65
The part-II is made for literacy assessment of learners in the form of
achievement test as per the NLM, New Delhi norms consisting of three sub-categories
such as.
1. Reading 040 Marks
2. Writing 030 Marks
3. Numeracy 030 Marks
Total 100 Marks
The description of the above reading, writing and numeracy is discussed
hereunder:
S.No Headings Description Scoring Key Sub-Total
Total
1.
Reading
Louder Reading NEWS Headings Reading Answering orally after reading the given paragraph
5 items @ 1 mark 5 items @ 3 marks 5 items @ 4 marks
05 15 20
40 Marks
2.
Writing
Writing Personal Information Name Father/ Husband Name Age Full Address Write any Five fruits name Letter to District Collector
2 Marks 2 Marks 2 Marks 4 Marks 5 items @ 1 Mark 15 Marks
02 02 02 04 05 15
30 Marks
3.
Numeracy Filling the missing numbers in the serious One single digit, two double digit and two quantity additions One single and three digits subtractions One single digit and one word problem multiplication One number and word problem division Writing Clock timings
4 @ 1/2 mark 5 @ 2 marks 4 @ 2 marks 2 @ 2 marks 2 @ 2 marks 2 @ 2 marks
02 10 08 04 04 04
30 marks
Grand Total-Marks 100
66
Literacy and Numeracy Test Battery for the Learners (L&N TB-L) is
appended as Appendix-IB.
3.6.5 Opinionare Interview Schedule for Community Leaders/Public about
Saakshar Bharath (OIS-CL &CP)
The Opinionare Interview Schedule for community leaders / public about
Saakshar Bharath (OIS-CL&OP) consists of two parts such as personal and
programme information.
In part I under personal information, the personal variables of community
leaders / public such as name of the Grama Panchayat /village, gender, age,
community, position held and educational status are given.
In part II under programme information, four item statements have been given
with yes/ no, multiple choice, five point scale and open end item.
The opionionare interview schedule for community leader/public about
Saakshar Bharath is appended as appendix – IC.
3.6.6 Functional Status Interview Schedule for Preraks (FSIS-P)
The Functional Status Interview Schedule for Preraks (FSIS - P) has been
framed under eight sub-headings such as socio economic background, training
programmes, survey, formation and functions of committees, environmental building
activities, functions of AECs achievements at Grama Panchayat level problems and
suggestions.
Eight personal variables are given under socio economic background sub-
headings. Rest of all seven sub- headings are given as open ended, yes/no, multiple
choice, three and five point scale items.
The Functional Status Interview Schedule for Preraks is appended at
appendix- ID.
3.6.7 Functional Status Questionnaire for Co-ordinators at the District and Block
level (FSQ-DC&BC)
The Functional Status Questionnaire for Coordinators at District and Block
level (FSQ-DC&BC) is consisting of seventeen micro headings. Under first sub
heading, eight personal variables such as name of the District/Block, designation, age,
gender, religion, community, marital status and educational qualifications are given.
The remaining sub headings are infrastructure facilities, environmental building,
survey, enrolment in ten phases, training programmes, opinion about training, supply
67
of teaching / learning materials, budget and expenditure, bank transactions, co-
operation and support by authorities, achievements, monitoring and supervision and
problems & suggestions are given with yes/ no, scaling, multiple choices and open-
ended in nature.
The Functional Status Questionnaire for District and Block level (PSQ – DC
& BC) is appended at Appendix- IE.
3.7 Reliability of the Tools Used in the Study
A test is reliable to the extent that it measured accurately and consistently
from one time to another (Best, 1977). If an instrument is unreliable, the information
attained is ambiguous, inconsistent and useless (James and Sally, 1984). So it is
necessary to establish the reliability and validity of the tools to be used in any study.
Henry, E. Garrett and Woodworth (1966) described four methods of
establishing the reliability of a test. They are: a) Test-retest method, b) Alternative or
Parallel forms, c) Split-half method, d) Rational equivalence method and e) Kuder’s
Richardson Method (K-R-20). In this study, the Spilt –Half Method and Kuder
Richardson Method (K-R-20) is used to establish the reliability
All the tools used in the present investigation have been established with
reliability and those are given below:
Tool Split Half
Method
K--R 20
Method
Observation Schedule for AECs (OS-AECs) 0.765 0.654
Literacy and Numeracy Test Battery for the Learners
(L&N TB-L)
0.843 0.801
Opinion Interview Schedule for Community
Leaders/Peoples about Saakshar Bharath (OIS-CL
&CP)
0.778 0.832
Functional Status Interview Schedule for Preraks (FSQ-
P)
0.861 0.843
Functional Status Questionnaires for Coordinators at
the District and Block level (FSQ-DC&BC)
0.799 0.738
The obtained 'r' values of all the tools used in the present investigation are
positive and high.
68
Therefore the present study has assured that all the developed tools
Observation Schedule for AECs (OS-AECs), Literacy and Numeracy Test Battery for
the Learners (L&N TB-L), Opinion Interview Schedule for Community
Leaders/Peoples about Saakshar Bharath (OIS-CL &CP), Functional Status Interview
Schedule for Preraks (FSQ-P) and Functional Status Questionnaires for Co-ordinators
at the District and Block level (FSQ-DC&BC) are higly reliable and do possess
reliability.
3.8 Validity of the Tools Used in the Study
Validity of the research tool or procedure that measured what it purports to
measure. John W. Best (1989) quoted that validity is the quality of a data gathering
instrument or procedure that enables it to measure what it is supposed to measure. The
index of reliability is sometimes taken as a measure of validity (Garret and
Wordsworth, 1981). For ascertaining the validity, the investigator used content
validity, face validity and intrinsic validity.
The statements in the Observation Schedule for AECs (OS-AECs), Literacy
and Numeracy Test Battery for the Learners (L&N TB-L), Opinion Interview
Schedule for Community Leaders/Peoples about Saakshar Bharath (OIS-CL &CP),
Functional Status Interview Schedule for Preraks (FSQ-P) and Functional Status
Questionnaires for Co-ordinators at the District and Block level (FSQ-DC&BC) were
listed based on the review of related literature and consultation with related field
experts from education, lifelong learning, and social science. Their suggestions have
been taken into account to enhance the content and quality of items.
Therefore, it can be said that the Observation Schedule for AECs (OS-AECs),
Literacy and Numeracy Test Battery for the Learners (L&N TB-L), Opinion Interview
Schedule for Community Leaders/Peoples about Saakshar Bharath (OIS-CL &CP),
Functional Status Interview Schedule for Preraks (FSQ-P) and Functional Status
Questionnaires for Co-ordinators at the District and Block level (FSQ-DC&BC)
developed by the investigators do possess the content validity.
3.9 Locale and Sample of the Study
The locale for the present investigation is Tamil Nadu
Tamil Nadu is one of the 29 states of India. Its capital and largest city is
Chennai (formerly known as Madras). Tamil Nadu lies in the southernmost part of the
Indian Peninsula and bordered by the union territory of Puducherry and the South
Indian states of Kerala, Karnataka, and Andhra Pradesh. It is bounded by the Eastern
69
Ghats on the north, by the Nilgiri, the Anamalai Hills, and Kerala on the west, by the
Bay of Bengal in the east, by the Gulf of Mannar and the Palk Strait on the southeast,
and by the Indian Ocean on the south. It also shares a maritime border with the nation
of Sri Lanka.
For the purpose of the study on impact of adult education (Saakshar bharat)
programme in Tamil Nadu, the investigators adopted following sampling procedures:
In Tamil Nadu, nine districts - Dharmapuri, Salem, Erode, Perambalur,
Viluppuram, Ariyalur, Thiruvannamalai, Tirupur and Krishnagiri - were identified
under the Saakshar Bharat scheme. The Saakshar Bharat Programme implemented
in seven Districts namely Viluppuram, Perambalur, Ariyalur, Dharmapuri, Salem,
Erode and Thiruvannamalai in first phase. Then the scheme is expanded to Tiruppur
and Krishnagiri Districts during Twelfth plan period.
From the above nine districts, Dharmapuri, Erode, Viluppuram and
Thiruvannamalai districts have been selected as sample districts of the present
investigation by using simple random technique.
From the selected Dharmapuri, Erode, Viluppuram and Thiruvannamalai
districts, the following are formulated as the sample of the study:
1. Learners
2. Preraks
3. District and Block Coordinators
4. Community Leaders/Public
5. Adult Education Centres
The above respondents and centres are chosen from the following ways:
Stage-1 Two blocks from each of Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts were selected
by using simple random technique
Stage-2 From the selected blocks, 4 - 6 Grama Panchayats were selected
on random basis
Stage-3
From the selected Grama Panchayats, a total of 20 Beneficiaries / Learners from each GPs were selected (Literacy test (L&N TB-L) was conducted followed by the Interview and Focus group Discussion was held with selected beneficiaries). In each Grama Panchayats’s interviews (OIS-CL &CP) were made with 2-3 persons like Headmasters/Teachers, Ward Members/Presidents and SHG women for seeking opinion about AECs of Saakshar Bharath. The respective AECs were also made an observation (OIS-CL &CP) in the selected Grama Panchayats.
By using Stratified Random sampling technique By using Purposive Sampling technique By using Purposive Sampling technique
70
In addition to the above, Data were obtained from a total of 131 literacy key
functionaries of Saakshar Bharath including Preraks (63), Block and District Co-
ordinators (68) with a structured Questionnaires FSQ-DC&BC and FSQ-P .
The following table elicits an overview of the sampling of the study.
S.No
District
Block
Panchayat
1.
Dharmapuri
1.Pennagaram
1. O.G.Halli
2. Mathihalli
3. Bharathipuram
4. Acharahalli
5. Pallipatti
2.Nallampalli
6. Palavadi
7. Bedhahalli
8. Thalavaihalli
9. Bomma samuthram
10. Indur
2.
Erode
3.Ammapettai
11. Padavalkalvai
12. Anantha palayam
13. Kalpavi
14. Kurichi
4.Gopi
15. Chandrapuram
16. Alukuli
17. Kalingiyam
18. Kadukanpalayam
19. Siruvalur
20. Perunthalaiyur
3. Thiruvannamalai 5.Thiruvannamalai 21. Chinnakalapadi
22. Aallikondanpatti
23. Kalayam kalayam
24. Palayanur
25. Velayam pakkam
6.Thandrampattu
26. Viranam
27. Perayanpattu
28. Vanapuram
29. Varakoor
4. Viluppuram
7.Vannoor
30. Nezhal
31. Appirampatti
32. Narayana puram
33. Poombakkam
8.Mailam
34. Kodur
35. Muppuli
36. Kodima
37. Permanur
38. Rettanai
S.No Name of the
District
Blocks Coordinator
s
GPS Preraks Community
Leaders
Learners
1. Dharmapuri 2 13 10 19 25 190
2. Erode 2 15 10 16 21 200
3. Thiruvanna malai
2 21 9 15 22 180
4. Villupuarm 2 19 9 13 16 178
Total 8 68 38 63 84 748
71
Therefore the present investigation has formulated 4 Districts (Dharmapuri,
Erode, Thiruvannamalai and Viluppuram) 8 Blocks, 38 Grama Panchayats, 68 District
and Block Coordinators, 63 Preraks, 748 Learners and 84 Community Leaders/Public
as sample.
The area of the study whichthe sample has been taken given in Annexure-II.
3.10 Data Collection
Before the data collection in the selected four districts, the discussions were
carried out in two phases for the present investigation at state and district levels those
are:
Phase –I
Discussion with stake holders: Officials of SLMA / DNFAE and District /
Block Coordinators have made for the formulation of data collection frame works.
Phase-II
Orientation to the field investigators for the administration of tools:
The data were collected by the second and first year students of MJMC
students (2015-16) of Department of Lifelong Learning, Alagappa University,
Karaikudi who acted as field investigators of the present investigation. The field
investigators have been given proper one day orientation for collecting data on
29.01.2016 at Alagappa University and then they proceeded to field study.
Totally 28 members (Appendix- III) were divided in to two teams and acted as
field investigator for collecting the data. The principal investigator has headed the
teams and travelled along with the team during the data collection.
The field investigators visited to Sample Districts, Blocks, GPS, and AECs
used the tools to obtain the data.
The schedules of the data collection in the selected four districts are:
S.No Date District Team-I Team-II
1 30.01.2016 Dharmapuri Pennagaram Nallampalli
O.G.Halli Mathihalli Bharathipuram Acharahalli Pallipatti
Palavadi Bedhahalli Thalavaihalli Bommasamuthram Indur
2 31.01.2016 Erode Ammapettai Gopi
Padavalkalvai Anantha palayam Kalpavi Kurichi
Chandrapuram Alukuli Kalingiyam Kadukanpalayam
72
Siruvalur Perunthalaiyur
3 06.02.2016 Tiruvannamalai Thiruvannamalai Thandrampattu
Chinnakalapadi Aallikondanpatti Kalayam kalayam Palayanur Velayam pakkam
Viranam Perayanpattu Vanapuram Varakoor
4 07.02.2016 Viluppuram Vannoor Mailam
Nezhal Appirampatti Narayana puram Poombakkam
Kodur Muppuli Kodima Permanur Rettanai
In addition to the primary data, the secondary data/ information were collected
from the following sources:
1. Scheme of Saakshar Bharat-Guidelines
2. State / District / Block Level reports.
3. Records / Registers/ Documents maintained at the GP level.
4. Training and other IEC materials including Teaching / Learning Materials.
5. Internet based information related to the programme.
The sample photos taken during orientation and data collection are appended
as Appendix-IV.
3.11 Statistical Techniques Used in the Study
The data thus obtained were analyzed by using appropriate statistical
techniques.
In descriptive analysis, the number and percentage have been
calculated with pie diagrams.
t-test, F test and step by step multiple regression test have been applied
in differential analysis.
The SPSS-22.0 has been applied to compute all calculations for this
investigation
The next chapter deals with results and discussions based on the findings.
73
CHAPTER –IV
RESULTS AND DISCUSSIONS
4.0 Introduction
Data analysis is one of the most important parts in any research investigation.
The application of statistical techniques for drawn out or made decisions or
conclusion is known as the data analysis. The collected data must be carefully
processed, systematically classified and tabulated, scientifically analyzed and
rationally concluded.
In most of the educational research the data analysis involves three major steps
such as data preparation which is cleaning and organizing the data collected by the
tools for analysis: descriptive statistics which is describing the collected data and:
inferential statistics with the drawn inferences (William, 2006).
This chapter deals with the analysis of the data collected for the present
investigation and named as results and discussions. Results and discussions are
presented in two parts based on the nature of the chosen research problem. Those are:
Part-1
1. Functional Status of Adult Education Centres.
2. Literacy Assessment of Learners.
3. Opinion of the Community Leaders/Public.
Part-1I
1. Performances of Preraks
2. Performances of District and Block Coordinators
Part-I
4.1 Functional Status of Adult Education Centres
One of the major objectives of the present investigation is to study the
functioning of Adult Education Centres and to identify the infrastructure and other
facilities available in Adult Education Centres (AECs) of Saakshar Bharath
Programme. Observation Schedule for AECs (OS-AECs) is developed and used to
assess the functioning of AECs in this study.
The functional status of the AECs of Saakshar Bharth Programme is assessed
and discussed in different headings are as follows.
4.1.1 Timings of the AECs
Totally 38 AECs in four districts are observed in the present investigation. The
following table-4.1 shows the functioning timings of the AECs.
74
Table 4.1 Percentages of Functioning Timings of the AECs
Variable Sub-Variable
Percentage Diagram
AEC
Morning
44.7 (17)
Evening
26.3 (10)
Afternoon
28.9 (11)
Total 38
It is evident that nearly half of the AECs of Saakshar Bharath programme is
functioning in the Morning (44.70%) timings.
Nearly one third of the AECs of Saakshar Bharath programme is running in
the afternoon (28.90%).
Around one fourth of the AECs of Saakshar Bharath programme is conducted
in the evening (26.30%) hours.
4.1.2 Identification of Potential Learners (Target Learner) by AECs in Grama
Panchayath Level
The AECs are identified the Potential Learners (Target Learner) in each
Grama Panchayath Level through a comprehensive survey in Saakshar Bharath
district. The status of the identified Potential Learners (Target Learner) are given in
the following table-4.2
Table 4.2 Percentages of Potential Learners (Target Learner) Indentified by
AECs in Grama Panchayath Level Name of the Districts
Name of the Block
Male (%)
Female (%)
SC (%)
ST (%)
Minority (%)
Others (%)
Total
Dharmapuri Pennagaram 16.10 83.90 03.72 01.14 03.86 91.26 0698
Nallamballi 10.86 89.14 03.64 01.30 0.72 94.33 4537
Total 13.48 86.52 03.68 01.22 2.29 92.79 5235
Erode Ammapettai 14.00 86.00 38.44 0 0.57 60.97 1225
Gobi 13.33 86.67 0.87 20.64 1.36 77.06 1836
Total 13.66 86.34 19.65 10.32 0.96 69.01 3041
75
Thiruvannamalai Thiruvannamalai 19.85 80.14 16.10 02.08 11.39 70.41 5948
Thandrampattu 11.23 88.77 9.89 02.01 07.89 80.21 1261
Total 15.54 84.46 12,99 02.04 09.64 75.31 7209
Viluppuram Vanoor 13.44 86.55 6.29 04.65 05.67 83.80 2486
Mayilam 11.64 88.36 25.82 03.21 22.17 47.80 1323
Total 12.54 87.46 16.05 03.93 13.92 65.80 3809
Overall total 13.80 86.20 13.09 04.38 06.70 75.83 19294
From the above table- 4.2, 86.20 % of female potential learners are identified
and 13.80% is male learners in SBP of Tamil Nadu. It is noted that among the
identified potential learners, 75.83% is other communities followed by SC (13.09%),
minorities (6.70%) and ST (4.38%) in AECs at Grama Panchayat level of SBP.
4.1.3 Furniture and Teaching-Learning Materials in AECs
The AECs of SBP have been equipped with certain furnitures and Teaching-
Learning materials like chair, tables, information board, primer, tailoring machine,
pictures/ maps and others materials. The availability of furniture and teaching -
learning materials in AECs of SBP are given in the following table- 4.3.
Table-4.3 Percentages of Availability of Furniture and Teaching-Learning
Materials in AECs
Name of the Districts
Name of the Block
Chairs (%)
Tables (%)
Information Board (%)
Primers (%)
Tailoring Machine
(%)
Pictures /Maps (%)
Other Materials (%)
Dharmapuri Pennagaram 642 (59.9)
16 (42.1)
6 (1.7)
552 (19.4)
11 (10.3)
27 (5.9)
29 (10.0)
Nallamaballi 53 (4.9)
6 (15.8)
125 (36.4)
693 (24.4)
14 (13.1)
49 (10.7)
63 (22.0)
Total 695
(64.8)
22
(57.9)
131
(38.2)
1245
(43.8)
25
(23.4)
76
(16.6)
92
(32.1)
Erode Ammapettai 88 (8.2)
2 (5.3)
5 (1.5)
230 (8.1)
9 (8.4)
39 (8.5)
6 (2.1)
Gobi 62 (5.8)
3 (7.6)
6 (1.7)
0 (0.0)
12 (11.2)
77 (16.8)
2 (0.7)
Total 150
(14.0)
5
(13.2)
11
(3.2)
230
(8.1)
21
(19.6)
116
(25.3)
8
(2.8) Thiruvannamalai Thiruvannamalai 55
(5.1) 2 (5.3)
8 (2.3)
257 (9.0)
14 (13.1)
43 (9.4)
12 (4.2)
Thandrampattu 64 (6.0)
3 (7.9)
4 (1.2)
648 (22.8)
13 (12.1)
67 (14.6)
6 (2.1)
Total
119
(11.1)
5
(13.2)
12
(3.5)
905
(31.8)
27
(25.2)
110
(24.0)
18
(6.3)
Viluppuram Vanoor 45 (4.2)
3 (7.9)
185 (53.9)
3 (0.1)
21 (19.6)
89 (19.4)
103 (35.9)
Mayilam 63 (5.9)
3 (7.9)
4 (1.2)
461 (16.2)
13 (12.1)
67 (14.6)
66 (23.0)
Total 108
(10.1)
6
(15.8)
189
(55.1)
464
(16.3)
34
(31.8)
156
(34.1)
169
(58.9)
Overall total 1072 38 343 2844 107 458 287
76
The chairs and tables are found to be more in AECs of Dharmapuri (64.80% &
57.90%) followed by Erode (14.00% & 13.20%), Thiruvannamalai (11.10% &
13.20%) and Viluppuram (10.10% & 15.80%) districts.
The information board of AECs are seen more in Viluppuram (55.10%)
followed by Dharmapuri (38.20%), Thiruvannamalai (3.50%) and Erode (3.20%)
districts. The Primers are more available in AECs of Dharmapuri (43.80%) followed
by Thiruvannamalai (31.80%), Viluppuram (16.30%) and Erode (8.10%) districts.
Tailoring machines are found to be more in AECs of Viluppuram (31.80%)
followed by Thiruvannamalai (25.20%), Dharmapuri (23.40%) and Erode (19.60%)
districts. The pictures and maps are more in number in AECs of Viluppuram
(34.10%) followed by Erode (25.30%), Thiruvannamalai (24.00%) and Dharmapuri
(16.60%) districts. The other materials are found to be more in AECs of Viluppuram
(58.90%) followed by Dharmapuri (32.10%), Thiruvannamalai (6.30%) and Erode
(2.80%) districts.
4.1.4 Electricity and Nature of Buildings- AECs
The present investigation has identified the availability of electricity and the
nature of building in AECs of Saakshar Bharath Programme. Those are given in the
following table- 4.4.
Table- 4.4 Percentages of Availability of Electricity and Nature of Building-
AECs
Name of the Districts Name of the Block
Electricity (%) Concrete/ Asbestos (%)
Dharmapuri Pennagaram 80 100
Nallamaballi 60 80
Total 70 90
Erode Ammapettai 100 100
Gobi 83.33 83.33
Total 91.67 91.67
Thiruvannamalai Thiruvannamalai 80 80
Thandrampattu 75 100
Total 77.50 9 0
Viluppuram Vanoor 75 100
Mayilam 60 100
Total 67.50 100
Over All 76.67 92.92
77
Almost 90% of the AECs is in Erode (91.67%) is having electricity followed
by Thiruvannamalai (77.50%), Dharmapuri (70%) and Viluppuram (67.50%) districts.
The study has found that nearly every three out of four (77.67%) AECs are
having electricity facility in Saakshar Bharath Programme of Tamil Nadu. It is
observed that all the AECs in Viluppuram (100%) are running in a pakka building
followed by Erode (91.67%), Dharmapuri (90%) and Thiruvannamalai (90%)
districts. The study has found that every 9 out of 10 AECs of Saakshar Bharath
Programme is conducting in a good building in Tamil Nadu.
It is concluded that the building of AECs in Saakshar Bharath Programme of
Tamil Nadu is quite good and one-fourth of the AECs are provided with electricity
facility.
4.1.5 Coverage of Learners in AECs
The coverage of learners in AECs of Saakshar Bharath Programme has been
identified in this investigation and it is given in the following table- 4.5.
Table-4.5 Percentages of Coverage of Learners in the NIOS examination in
AECs
Details Districts Male
(%)
Female
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
Learners
Appeared
Dharmapuri 11.21 88.79 12.67 7.67 21.26 58.40 5660
Erode 12.65 87.35 15.29 2.16 12.76 69.79 5306
Thiruvannamalai 09.23 90.77 30.43 0.23 10.52 41.18 2990
Viluppuram 10.45 89.55 16.21 21.28 32.75 29.76 3790
Learners
Passed/
Received The
Certificates
Dharmapuri 10.88 89.12 10.58 06.78 14,57 68.07 5408
Erode 12.50 87.50 12.67 08.56 04.78 73.99 4368
Thiruvannamalai 08.74 91.26 14.56 01.90 11.74 71.80 2820
Viluppuram 24.60 75.39 13.89 18.90 08.65 58.56 3771
Learners to
be Covered
Dharmapuri 17.69 82.31 23.45 08.34 07.98 60.23 503
Erode 28.78 71.21 16.23 07.45 15.89 60.43 2258
Thiruvannamalai 42.62 57.38 26.78 16.67 09.56 46.99 786
Viluppuram 33.77 66.22 21.56 06.89 15.98 55.57 2700
From the above table-4.5, it is noted that 90.77%, 89.55%, 88.79% and
87.35% of women and 9.23%, 10.45%, 11.1% and 12.65% of men are appeared in
78
the NIOS, New Delhi examination in Thiruvannamalai, Viluppuram, Dharmapuri
and Erode districts respectively in Saakshar Bharath Programme of Tamil Nadu.
It is found that 30.43%, 16.27%, 15.29% and 12.67% of SC learners, 0.23%,
21.28%, 7.60% and 21.26% and 12.76% of minority group learners and 41.81%,
29.76%, 69.79% and 58.40% of other community learners are appeared in the NIOS,
New Delhi examination in Thiruvannamalai, Viluppuram, Erode and Dharmapuri
districts respectively.
It is noted that 91.26%, 89.12%, 87.50% and 75.39% of women and 8.74%,
10.88%, 12.50%, and 24.60% of men are passed in the NIOS, New Delhi
examination in Thiruvannamalai, Dharmapuri, Erode and Viluppuram districts
respectively in Saakshar Bharath Programme of Tamil Nadu.
It is found that 14.56%, 13.89%, 12.67% and 6.78% of SC learners, 1.90%,
18.90%, 8.56% and 6.78% of ST learners, 11.74%, 8.65%, 4.78% and 14.57 of
minority group learners and 71.80%, 58.65%, 73.99%, 68.07% of other community
learners are passed in the NIOS examination in Thiruvannamalai, Viluppuram,
Erode and Dharmapuri districts.
It is noted that 42.62%, 33.77%, 28.78% and 17.69% of women and 57.38%,
66.22%, 77.21% and 82.31% of men are to be covered in the NIOS, New Delhi
examination in Thiruvannamalai, Viluppuram, Erode and Dharmapuri districts
respectively in Saakshar Bharath Programme of Tamil Nadu.
It is found that 26.78%, 23.45%, 21.56% and 16.23% of SC learners 16.67%,
6.89%, 7.45% and 8.34% of ST learners. 9.56%, 15.98% and 7.98% of Minority
learners and 46.99%, 55.57%, 60.43% and 60.23% of other community learners are
to be covered in the NIOS, New Delhi examination in Thiruvannamalai,
Viluppuram, Erode and Dharmapuri districts respectively.
4.1.6 Status of Learners Attending in AECs Classes
The present investigation has assessed the percentage of attendance of learners
in AECs classes of Saakshar Bharath Programme in Tamil Nadu which is given in
the following table 4.6.
79
Table-4.6 Percentages of Attendance of Learners in AECs Classes
Name of the Districts
Name of the Block
Male (%)
Female (%)
SC (%)
ST (%)
Minority (%)
Other (%)
Total (%)
Dharmapuri Pennagaram 9.25 90.75 1.80 02.50 22.67 73.03 108
Nallamballi 06.25 93.75 12.56 04.67 14.78 67.99 112
Total 07.75 92.25 07.18 03.58 18.72 70.51 220
Erode Ammapettai 07.69 92.30 20.56 15.34 18.36 45.74 52
Gobi 02.50 97.50 19.28 10.76 07.56 62.40 81
Total 05.09 94.90 19.92 13.05 12.96 54.07 133
Thiruvannamalai Thiruvannamalai 25.00 75.00 30.56 17.45 09.65 42.34 84
Thandram pattu
03.21 96.87 26.98 16.18 07.90 48.94 66
Total 14.10 85.90 28.77 16.81 08.77 45.64 150
Viluppuram Vanoor 13.51 86.49 20.67 06.98 16.28 56.07 111
Mayilam 28.04 71.95 38.78 05.45 09.34 46.43 82
Total 20.77 79.23 29.72 06.25 12.81 51.25 193
Overall total 11.92 88.08 21.39 09.92 13.31 55.36 696
From the above table-4.6, it is found that 92.25%, 94.90%, 85.90% and
79.23% of women and 7.75%, 5.09%, 14.10% and 20.77% of men learners are
currently attending the classes in AECs of Saakshar Bharath Programme in
Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts respectively.
7.18%, 19.92%, 28.77% and 29.72% of SC learners, 3.58% , 13.05%, 16.81%
and 6.25% of ST learners, 18.72%, 12.96%, 8.77% and 12.81% of minority learners,
17.51%, 54.07%, 45.64% and 51.25% of other community learners are attending the
classes in AECs of Dharmapuri, Erode, Thiruvannamalai, and Viluppuram districts
respectively in Tamil Nadu.
This study concluded that 88.08% of women and 11.92% of men are averagely
attending the classes in AECs Saakshar Bharath Programme of Tamil Nadu.
80
4.1.7 Status of Registers Maintained in AECs
There are some registers and records maintained in AECs of Saakshar Bharath
Programme. The present study has identified the current status and availability of
the registers maintained in AECs and those are given in the following table- 4.7.
Table-4.7 Percentages of Attendance of Learners in AECs Classes
Name of the Districts
Name of the Block
Attendance Register
Stock Register
Visitor Book
Activity Register
PMJY Register
Other
Dharmapuri Pennagram 100 100 100 60 80 40
Nallampalli 100 100 100 100 100 100
Total 100 100 100 80 90 70
Erode Ammapettai 100 100 100 100 100 100
Gobi 66.66 66.66 66.66 33.33 33.33 33.33
Total 83.33 83.33 83.33 66.66 66.66 66.66 Thiruvannamalai
Thiruvannamalai 100 100 100 80 60 80
Thandram pattu
100 100 100 100 80 70
Total 100 100 100 90 70 75
Viluppuram Vanoor 100 100 100 60 40 60
Mayilam 100 100 100 100 80 80
Total 100 100 100 80 60 70
Overall total 95.83 95.83 95.83 79.16 71.66 70.41
From the above table-4.7, it is appreciable that the AECs of Dharmapuri
(100%), Thiruvannamalai (100%) and Viluppuram (100%) districts have maintained
attendance, stock and visitors register in all AECs.
The Erode district has maintained only 83.33% of attendance, stock and
visitors registers in AECs. 80%, 66.6%, 90% and 80% of activity register, 90%,
66.66%, 70% and 60% of PMJY register and 70%, 66.66%, 75% and 70% of other
registers are maintained in AECs of Dharmapuri, Erode, Thiruvannamalai and
Viluppuram districts respectively.
The study has identified that an average of 95.83% of attendance, stock and
visitors registers are available and properly maintained in AECs of Saakshar Bharath
Programme of Tamil Nadu followed by activity register (79.16%), PMJY register
(71.66%) and other registers (71.41%).
4.1.8 Progress of Teaching/ Learning Activities in AECs
The progress of teaching/ learning activities have been measured based on the
number of lessons completed in the primers at AECs. The status of the progress of
teaching / learning activities of AECs is given below in the table 4.8.
81
Table-4.8 Percentages of Progress of Teaching/ Learning Activities in AECs
Name of the Districts Name of the Block No. of lessons completed in the Primer
Dharmapuri Pennagarm 80
Nallampalli 72
Total 76
Erode Ammapettai 74
Gobi 88
Total 81
Thiruvannamalai Thiruvannamalai 64
Thandrampattu 87
Total 75.55
Viluppuram Vanoor 64
Mayilam 88
Total 76
Overall 77.13
From the above table-4.8, it is noted that 81% syllabus has been completed in
AECs of Erode district followed by Viluppuram (76%), Dharmapuri (76%) and
Thiruvannamalai (75.55%) districts respectively in Saakshar Bharath Programme of
Tamil Nadu. The study concluded that on an average of 77% of syllabus has been
covered in AECs of Saakshar Bharath Programme in Tamil Nadu.
4.1.9 Status of Visitors in AECs
The visitors’ record in AECs of SBP is an evident for supervising and
monitoring system. The present study has assessed the average number of visitors of
AECs of Saakshar Bharath Programme and those are given in the following table-
4.9.
82
Table-4.9 Percentages of Status of Visitors in AECs
Name of the Districts Name of the Block No. of visitors of AEC per year
Dharmapuri Pennagaram 44
Nallampalli 36
Total 40
Erode Ammapettai 46
Gobi 24
Total 35
Thiruvannamalai Thiruvannamalai 34
Thandrampattu 30
Total 32
Viluppuram Vanoor 49
Mayilam 29
Total 39
Overall 36.50
From the above table-4.9, it is found that an average of 40% from the
functionary and other related official are visited in AECs of Dharmapuri District
every year followed by Viluppuram (39%), Erode (35%) and Thiruvannamalai
(32%) districts respectively in Saakshar Bharath Programme of Tamil Nadu.
The study concluded that on an average of 37% officials and other related
persons of the system has been visited to AECs of Saakshar Bharath Programme in
every year.
It is concluded that an average of 3 persons per year visited to AECs of
Saakshar Bharath Programme in Tamil Nadu.
The assessment regarding AECs of Saakshar Bharath Programme in Tamil
Nadu has been made and discussed in detail with the obtained findings of the present
investigation.
The learning performance of Adult learners in AECs of Saakshar Bharath
Programme in Tamil Nadu is as follows.
83
4.2 Literacy Assessment of Learners
One of the major objectives of the present investigation is to assess the
performance of the learners who have participated in the basic literacy programme
under AECs (as per the NLM, New Delhi) in Saakshar Bharath Programme.
Literacy and Numeracy Test Battery for the Learners (L&N TB-L) is
developed and used to assess the performance of the learners in this study.
The performance of the learners who have participated in the basic literacy
programme under AECs of Saakshar Bharth Programme is assessed and discussed in
different headings are as follows.
4.2.1 Profile of Learners in AECs of Saakshar Bharath Programme
The profile of the learners in AECs of Saakshar Bharath Programme based on
this research investigation has given such as gender, age, occupation, annual income
and religion in the following table- 4.10.
Table-4.10 Percentages of Profile of Learners in AECs of Saakshar Bharath
Programme
Variable
Sub variable
Percentage Diagram
Gender
Male
05.10
Female 94.90
84
Variable
Sub variable
Percentage
Diagram
Age
15 to 20 years
0.80
21 to 25 years
06.70
26 to 30 years
20.70
31 to 35 years
20.20
Above 35 years
51.60
Variable
Sub variable
Percentage
Diagram
Occupation
Coolie
64.70
Personal occupation
3.60
Farmer
30.60
Business
0.50
Home maker
0.50
85
Variable
Sub variable
Percentage
Diagram
Annual Income (Rs)
Below 25,000
12.20
25,001 -30,000
42.90
30,001 to 35,000
21.10
Above 35,000
23.80
Variable Sub variable
Percentage Diagram
Religion
Hindu 96.90
Muslim 0.80
Christian 02.30
From the above table-4.10, it is found that almost 95% of learners in AECs of
Saakshar Bharath Programme are women (94.90%) and rest of them are men (5.10%).
It is found that majority of the learners in AECs of Saakshar Bharath
Programme is belonging to the age group of above 35 years (51.60%) followed by 26-
30 years (20.70%), 31-35 years (20.20%) and 15-20 years (0.80%).
It is noted that 64.70% of the learners in AECs of Saakshar Bharath
Programme is working as cooliee (daily labours) and 30.60% is working as
86
agricultural daily labours. Around 3.60% of learners are engaged with their personal
and other occupations. In addition to that 0.50% of learners are doing business and
0.50% of the learners are found to be home makers.
It is noted that almost half of the learner population in AECs of Saakshar
Bharath Progamme have earning Rs. 25,001 to 30,000 per year which is their annual
income. 21.10% of learners have earning Rs 30,001 to 35000, 23.80% of learners
have earning above Rs. 35000 and 12.20% of the learners have earning below Rs
25,000 per year.
It is found that 96.90% of learners in AECs of Saakshar Bharath Programme
are Hindus followed by Christians (2.30%) and Muslims (0.80%).
4.2.2 Motivators for Learners to Join in AECs
There are some motivators, motivated the learners to make them joining into
the AECs of Saakshar Bharath Programme which are given in the following table-
4.11.
Table-4.11 Percentages of Motivators for Learners to Join in AECs
Districts Block Self Preraks Phamplet Friends Neighbors Teachers Cultural Functions
Others
Dharmapuri
Pennagaram 24.30 10.60 47.80 25.00 27.60 12.30 0.0 0.0 Nallampalli 20.00 12.30 04.30 16.20 10.50 15.30 0.0 100
Average 22.15 11.45 26.05 20.60 19.05 13.80 0.0 50
Erode Ammapettai 15.00 10.80 10.00 04.20 14.90 12.40 0.0 0.0
Gopi 25.00 15.30 43.50 27.10 18.60 15.10 100.00 0.0
Average 20.00 13.05 26.75 15.65 16.75 13.75 50.00 0.0 Thiruvanamalai Tiruvannamalai 06.70 24.40 18.30 21.10 11.50 17.50 0.0 0.0
Tandrampattu 11.00 13.20 0.0 35.40 26.30 22.90 0.0 0.0
Average 08.85 18.80 9.15 28.25 18.90 20.20 0.0 0.0
Villupuram Mayilam 15.70 18.30 14.00 0.0 18.30 15.70 0.0 0.0
Vaanur 20.30 19.10 0.0 0.0 10.30 18.80 0.0 0.0
Average 09.00 18.70 07.0 0.0 14.30 17.25 0.0 0.0
Overall average 15.00 15.50 17.24 16.13 17.25 16.25 12.50 12.50
From the above table-4.11, it is noted that the 22.15% of learners in
Dharmapuri district have voluntarily came forward to join in AECs of Saakshar
Bharath Programme followed by Erode (20.00%), Viluppuram (09.00%) and
Thiruvannamalai (08.85%) districts.
It is found that the Preraks are the one of the main motivators for the
enrolment of learners in AECs of Saakshar Bharath Programme in Thiruvannamalai
district (18.80%) followed by Viluppuram (18.70%), Erode (13.05%) and Dharmapuri
(11.45%) districts.
87
The Pamphlets and other printing materials have made more motivation
among the learners to join in AECs of Saakshar Bharath Programme in Erode district
(26.75%) followed by Dharmapuri (26.05%), Thiruvannamalai (09.15%) and
Viluppuram (07.00%) districts.
The friends are the motivators not only in the life but also for learning. The
study found that they made the learners to join in the AECs of Saakshar Bharath
Programme in Thiruvannmalai (28.25%) followed by Dharmapuri (20.60%) and
Erode (15.65%) districts.
19.05%, 16.75%, 18.90% and 14.30% of neighbours and 13.80%, 13.75%,
20.20% and 17.25% of school teachers, 0.0%, 50.00%, 0.0% and 0.0% of cultural
programmes and 50.00%, 0.0%, 0.0% and 0.0% of others also acted as motivators of
learners to join in AECs of Dharmapuri, Erode, Thiruvannamalai and Viluppuram
districts respectively.
The study concluded and identified that the motivators of the learners (12.00%
to 18.00%) made them to joining in AECs are: through self, preraks, pamphlets and
printing materials, neighbours, school teachers, cultural function and others in the
Saakshar Bharath Programme.
4.2.3 Reasons for Joining in AECs by Learners
The reasons for joining in the AECs of Saakshar Bharath Programme have
been identified in the present investigation. The learners expressed several reasons
which are given in the following table- 4.12.
88
Table-4.12 Percentages of Reasons for Joining in AECs by Learners
Districts Block Reading
&
Writing
GK Helping
Children
Studies
Know
about
Government
Schemes
and
Availability
Learning for
Professional
Advancement
Getting
Status
in the
Society
Appreciation
of Literature
Agriculture
Purposes
Know
about
the
Social
Issues
Other Reasons
Dharma
puri
Pennagaram 12.60 12.30 14.40 14.40 06.50 09.30 08.70 10.90 07.90 19.00
Nallampalli 13.10 11.90 15.00 19.20 25.20 17.80 09.70 14.20 12.30 10.00
Average 12.85 12.10 14.70 16.80 15.85 13.55 09.20 12.55 10.10 14.50
Erode Ammapettai 11.50 10.30 12.90 18.30 09.40 21.20 12.60 11.40 09.00 18.20
Gopi 15.40 12.60 19.10 25.00 18.90 08.50 07.80 10.30 15.70 18.20
Average 13.45 11.45 16.00 21.65 14.15 14.85 10.20 10.85 12.35 18.20
Thiruvanamalai Tiruvannamalai 13.10 11.20 07.90 08.70 18.00 17.80 15.50 20.00 12.40 27.30 Tandrampattu 11.60 14.20 10.10 08.70 12.00 05.90 17.50 17.40 16.90 20.00
Average 12.35 12.70 09.00 08.70 15.00 11.85 16.50 18.70 14.65 23.65
Viluppuram Mayilam 10.40 12.60 10.00 03.80 05.50 07.60 03.90 14.90 19.10 19.10
Vaanur 12.30 14.90 10.60 01.90 05.50 11.90 24.30 10.90 06.70 18.20
Average 11.35 13.75 10.30 02.85 05.50 09.75 14.10 12.90 12.90 18.65
Overall Average 12.50 12.50 10.64 12.50 12.62 12.50 12.50 13.75 12.50 18.75
89
From the above table-4.12, it is found that 13.45% of learners of Erode district
have joined in AECs for learning, reading and writing followed by Dharmapuri
(12.85%), Erode (13.45%), Thiruvannamalai (12.35%) and Viluppuram (11.35%).
12.10%, 11.45%, 12.70% and 13.75% of learners are came forward for
learning for general knowledge, 14.70%, 16.00%, 09.00% and 10.30% of learners are
studied for helping their wards' education, 16.80%, 21.65%, 08.70% and 02.80% of
learners are learning for knowing about government schemes and its availability,
13.55%, 14.85%, 11.85% and 09.75% of learners are learned only because of getting
status in the society, 9.20%, 10.20%, 16.50% and 14.10% are studied for the sake of
appreciation of literature, 12.55%,10.85%,18.70%,12.90% of learners are attended the
classes for knowing more about agriculture, 10.10%,12.35%,14.65 and 12.90% of
learners are coming to the classes for knowing about the social issues and 14.50%,
18.20%, 23.65%, 18.65% of learners are joining AECs for various other reasons in
Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts respectively.
The study has conducted that almost all the reasons expressed by learners are
pertaining in between 12.00% to 19.00%.
4.2.4 Status of Learners before joining in Saakshar Bharath
The present investigation has identified the status of the learners before
joining in the Saakshar Bharath Programme which are given in the following table-
4.13.
Table-4.13 Percentages of Status of Learners before joining in Saakshar Bharath
Districts
Block Illiterate Semi-
Illiterate
Dropouts
Dharmapuri
Pennagaram 12.10 13.30 74.60
Nallampalli 12.60 11.50 75.90
Average 12.35 12.40 75.25
Erode
Ammapettai 13.00 10.00 77.00
Gopi 12.30 20.50 67.20
Average 12.65 15.25 72.10
Thiruvanamalai
Tiruvannamalai 14.50 11.80 73.70
Tandrampattu 14.50 08.50 77.00
Average 14.50 10.15 75.35
Viluppuram
Mayilam 12.80 07.60 79.60
Vaanur 08.20 16.80 75.00
Average 10.50 12.20 77.30
Total Average 12.50 12.50 75.00
90
From the above table-4.13, More number of illiterates have joined in AECs of
Saakshar Bharath Programme in Thiruvannamalai district (14.90%) followed by
Erode (12.65%), Dharmapuri (12.35%) and Viluppuram (10.50%) districts.
Semi-illiterates have joined more in AECs of Saakshar Bharath Programme in
Erode District (15.25%) followed by Dharmapuri (12.40%), Viluppuram (12.20%)
and Thiruvannamalai (10.15%) districts.
It is interestingly noted that 77.30% of drop -outs are enrolled in Viluppuram
district followed by Thiruvannamali (75.35%), Dharmapuri (73.25%) and Erode
(72.10%) districts.
The study has concluded that more number of drop-outs (75.00%) is enrolled
in AECs of Saakshar Bharath Programme in Tamil Nadu followed by illiterates
(12.50%) and semi – illiterates (12.50%).
4.2.5 Reasons for Discontinuation from AECs
There are four valid reasons for the discontinuation of learners from AECs of
Saakshar Bharath Programme in Tamil Nadu which are identified in the present
investigation and it is given in the following table- 4.14.
Table-4.14 Percentages of Reasons for Discontinuation from AECs
Districts Block Poverty Marriage Lack of
Transport
facilities
Not
Interested
Dharmapuri Pennagaram 15.70 12.20 100.00 06.20 Nallampalli 16.90 12.20 0.0 17.40
Average 16.30 12.20 050.00 11.80
Erode Ammapettai 11.20 06.80 0.0 09.90
Gopi 16.30 20.00 0.0 16.00
Average 13.75 13.40 0.0 12.95
Thiruvanamalai Tiruvannamalai 12.40 13.20 0.0 14.80
Tandrampattu 05.60 10.90 0.0 04.90
Average 09.00 12.05 0.0 09.85
Viluppuram Mayilam 15.60 20.10 0.0 04.90
Vaanur 16.30 15.60 0.0 25.80
Average 15.95 17.85 0.0 17.80
Total Average 13.75 13.88 12.50 13.10
From the above table-4.14, it is identified that poverty is one of the main
reason for the discontinuation of the learners in AECs of Saakshar Bharath
Programme in Dharampuri (16.30%) followed by Viluppuram (15.95%), Erode
(13.75%) and Thiruvannamalai (9.00%) districts.
91
12.20%, 13.40%, 12.05% and 17.85% are viewed that marriage is the main
reason for their discontinuation and 11.80%, 12.95%, 09.85% and 17.80% are viewed
that they are not interested for studying leading to discontinuation from AECs in
Dharmapuri, Erode, Thiruvannamali and Viluppuram districts. Only in the district of
Dharmapuri (50.00%), the learners find hardship for transport facility which is made
them discontinuation in AECs.
The study concluded that the reason for marriage is the dominant factor
(13.88%) for their discontinuation from AECs of Saakshar Bharath Programme in
Tamil Nadu followed by poverty (13.75%), lack of interest (13.10%) and
non-availability of transport (12.50%).
4.2.6 Opinion of Learners about their Learning in AECs
The learners are involved in many teaching learning activities in AECs of
Saakshar Bharath Programme. The present study has made an attempt to seek the
opinion of the learners about their teaching learning activities in AECs. Those are
given in the following table- 4.15.
Table-4.15 Percentages of Opinion of Learners about their Learning in AECs
Taught through Primers
Attending the AECs
Sufficient Teaching learning Materials
Participated in the Awareness Programmes
Districts Block Yes No Yes No Yes No Yes No Dharmapuri Pennagaram 097.87 2.13 89.36 10.64 90.43 09.57 80.85 19.15
Nallampalli 100.00 0.00 94.44 05.56 94.44 05.56 70.00 30.00
Total 098.91 1.09 91.85 08.15 92.39 07.61 75.54 24.46
Erode Ammapettai 098.85 1.15 86.21 13.79 91.95 08.05 77.01 22.99
Gopi 100.00 0.00 98.33 01.67 93.33 06.67 79.17 20.83
Total 099.51 0.49 93.24 06.76 92.75 07.25 78.26 21.74 Thiruvanamalai Tiruvannamalai 096.97 3.03 93.94 06.06 92.93 07.07 69.70 30.30
Tandrampattu 100.00 0.00 90.91 09.09 88.64 11.36 53.41 46.59
Total 098.40 1.60 92.51 07.49 90.91 09.09 62.03 37.97 Viluppuram Mayilam 097.44 2.56 89.74 10.26 76.92 23.08 70.51 29.49
Vaanur 100.00 0.00 86.96 13.04 89.13 10.87 77.17 22.83
Total 098.82 1.18 88.24 11.76 83.53 16.47 74.12 25.88
Total 098.91 1.09 91.46 08.54 89.89 10.11 72.49 27.51
From the above table-4.15, it is found that almost all the learners in AECs of
Saakshar Bharath Programme are agreed that they were taught with given primers
(Karkum Bharatham) in Erode (99.51%), Dharmapuri (98.91%), Viluppuram
(98.82%) and Thiruvannamalai (98.40%) districts.
Similarly the learners agreed that they were attending the class regularly and
the teaching learning materials supplied to them are sufficient in Dharmpuri (90.85%
92
& 92.39%), Erode (93.24% & 92.75%), Thiruvannamali (92.51% & 90.91%) and
Viluppuram (88.20% & 83.53%) districts.
It is noted that around every three learners out of four participated in the
awareness programme conducted by the Saakshar Bharath Programme in their
villages in Dharmapuri (75.54%), Erode (78.26%), Thiruvannamalai (62.03%) and
Viluppuram (74.12%) districts.
The study concluded that almost all the learners are agreed that the primers
have been given in right time and preraks are taught through primers, all the learners
are attended the class regularly, the supplied teaching – learning materials were
sufficient in Tamil Nadu (98.91%, 91.46% & 89.89%). But it is noted that only
72.49% of learners in AECs of Saakshar Bharath Programme in Tamil Nadu have
participated in the awareness programme conducted in the villages/ grama
panchayats.
4.2.7 Opinion of Learners about Awareness Training Programme
The opinion of the learners about awareness training programmes conducted
by the AECs has been assessed in the present study and it has given in the following
table- 4.16.
93
Table-4.16 Percentages of Opinion of Learners about Awareness Training Programme
Districts
Block
Awareness program Conducted Awareness program Participated Benefits
Clean
India
HIV Dengue Election Other Clean
India
HIV Dengue Election Others Social
Response
Awareness Helping
others
Dharmapuri Pennagaram 14.20 10.70 16.40 25.40 0.0 23.70 11.20 21.40 27.20 20.00 25.00 15.30 19.00
Nallampalli 15.40 15.40 10.50 11.40 0.0 14.90 18.60 20.50 19.10 15.00 15.00 19.50 11.55
Total 14.80 13.05 13.45 18.40 0.0 19.30 14.90 20.95 23.15 17.50 20.00 17.40 15.28
Erode
Ammapettai 13.70 6.40 17.80 16.00 0.0 14.90 15.90 21.40 25.50 10.0 12.50 18.50 12.35
Gopi 20.20 16.20 19.60 16.40 0.0 24.50 14.20 19.50 16.30 15.00 0.0 17.80 15.13
Total 16.95 11.30 18.70 16.20 0.0 19.70 15.50 20.45 20.90 12.50 6.25 18.15 13.74
Thiruvanamalai Tiruvannamalai 10.30 13.20 10.00 19.00 0.0 19.60 13.00 27.90 21.90 0.0 13.50 7.80 13.90
Tandrampattu 12.00 25.10 16.90 17.50 0.0 19.10 20.00 7.90 19.10 25.00 0.0 16.50 15.30
Total 11.15 19.15 13.45 18.25 19.35 16.50 17.90 20.50 12.50 6.75 12.15 14.60
Viluppuram Mayilam 12.60 11.50 17.80 18.90 0.0 0.0 15.60 19.50 19.10 0.0 20.00 19.40 19.70
Vaanur 21.60 13.80 11.00 13.40 0.0 20.60 14.10 11.90 15.70 0.0 18.50 18.10 13.30
Total 17.10 12.65 14.40 16.15 0.0 10.30 14.85 15.70 17.40 0.0 19.25 18.75 16.50
Total Average 18.71 14.04 15.00 17.25 0.0 17.16 15.44 18.51 20.49 10.63 13.06 16.61 15.03
94
From the above table-4.16, Only 14.80%, 16.95%, 11.95% and 18.71% of
learners have accepted that Clean India awareness training has been conducted,
13.05%, 11.30%, 19.50% and 12.65% of learners have witnessed the HIV awareness
training programme, 13.45%, 18.70%, 13.45%, and 14.40% of learners have seen the
Dengue awareness training programme in their villages, 18.40%, 16.20%, 18.25% and
16.15% of learners have accepted that the Election- awareness training camp has
been conducted in Dharmapuri, Erode, Thiruvannamali and Viluppuram districts.
The learners of AECs in Saakshar Bharath Programme of Tamil Nadu have
participated in the Clean India, HIV, Dengue, Election and other awareness training
programmes conducted in the respective villages in Dharmapuri (19.30%, 14.90%,
20.95%,23.15% and 17.50%), Erode (19.70%, 15.50%, 20.45%, 20.90% and
12.50%), Thiruvannamalai (19.35%,16.50%,17.90%,20.50% and 12.50%) and
Viluppuram (10.30%,14.85%,15.70%,17.40% and 0.00%) districts.
It is found that the learners of AECs in Saakshar Bharath Programme of Tamil
Nadu expressed that for attending the AECs classes are giving social responsibility,
awareness and made them to help others in Dharmapuri (20.00%,17.40% and
15.38%), Erode (16.25%, 18.50%, 13.74%), Thiruvannamalai (06.75%,12.15%
and14.60%) and Viluppuram (19.25%, 18.75% and 16.50%) districts.
The study concluded that the awareness training on Clean India (18.71%) has
been witnessed more learners followed by Election awareness programme (17.25%),
Dengue (15.00%) and HIV (14.04%) awareness training camp in Saakshar Bharath
Programme.
It is found that more number of learners have participated in Election
awareness training programme (20.49%) followed by Dengue (18.51%), Clean India
(17.16%), HIV (15.44%) and other (10.63%) awareness training programmes of
Saakshar Bharath Programme in Tamil Nadu.
The study found that getting awareness (16.16%) is the highest benefit of
learners in AECs followed by helping others (15.03%) and getting social
responsibilities (13.06%) in Saakshar Bharath Programme of Tamil Nadu.
95
4.2.8 Opinion of Learners about Skill Development Training Programme
The participation of the learners in AECs of SBP about skill development training programme has been assessed and given in the
following table- 4.17.
Table-4.17 Percentages of Opinion of Learners about Skill Development Training Programme
Districts
Participation of Skill development program Benefits
Block Tailoring Candle
Making
Washing
Powder
Production
Phinoil
Production
Artificial
Jewellery
Making
other Business
with SHG
Own
Business
Other
Dharmapuri Pennagaram 18.40 11.30 06.00 08.30 05.70 11.70 20.40 16.40 20.00
Nallampalli 14.20 19.20 09.30 05.50 15.60 17.70 09.50 20.00 17.00
Average 16.30 15.25 07.65 06.90 10.65 14.70 14.95 18.20 18.50
Erode Ammapettai 12.50 10.00 13.20 15.00 15.20 03.80 14.40 03.60 20.00
Gopi 15.40 10.50 15.90 18.30 11.90 53.80 07.70 21.80 20.00
Average 13.95 10.25 14.55 16.65 13.55 28.80 11.5 12.70 20.00
Thiruvannamalai Thiruvannamalai 12.40 14.40 19.80 22.90 20.50 11.50 14.20 12.70 20.00
Tandrampattu 13.20 16.60 18.70 26.60 12.70 0.00 25.00 24.60 12.00
Average 12.80 15.50 19.25 24.75 16.60 05.75 19.60 18.65 16.00
Viluppuram Mayilam 19.70 15.70 06.00 22.80 17.00 11.50 12.60 10.90 0.0
Vaanur 13.20 15.30 15.90 10.10 16.40 05.50 17.90 16.00 0.0
Average 16.45 15.50 13.95 16.45 16.70 08.50 15.25 13.45 0.0
overall Average 14.88 14.13 13.85 16.19 11.88 14.44 15.33 15.75 13.63
96
From the above table-4.17, Only 16.30%, 13.95%, 12.80% and 16.45% of
learners have accepted that they have participated in the tailoring programme ,
13.25%, 10.25%,15.50% and 15.50% has attended candle making, 7.65%, 14.55%,
19.25% and 13.95% of learners has participated in the washing powder preparation,
06.90%, 16.65%, 24.75% and 16.45% of learner has produced phinoil making,
10.65%, 13.55%, 16.60% and 16.70% of learners have joined in artificial jewellery
making , 14.70%, 28.80%, 05.75% and 08.50% of learners have attending the other
training programme in AECs Saakshar Bharath Programme in Dharmapuri, Erode,
Thiruvannamalai and Viluppuram districts. The learners of AECs in Saakshar Bharath
Programme of Tamil Nadu have been benefitted with starting own business with self
help groups, doing own business and involved other works through the conducted
skill development training programmes in Dharmapuri (14.95%, 18.20% and
18.50%), Erode (11.50%, 12.70% and 20.00%), Thiruvannamalai (19.60%,18.60%
and 16.00%) and Viluppuram (15.25%, 13.45% and 00.00%) districts.
It is concluded that the training of skill development programme has made the
learners participation in to tailoring (14.88%), candle making (14.13%) washing
powder preparation (13.85%), phinoil preparation (16.19%) artificial jewellery
making (11.88%) and other works (14.44%) in Saakshar Bharath Programme of
Tamil Nadu. Out of which 15.75% of learners has started their own business and
15.33% of learners doing business with self help groups and 13.60% of learners doing
work than the other two said works in Tamil Nadu based on the skill development
training in AECs given by Saakshar Bharath Programme.
4.2.9 Opinion of Learners about Special Training Programme
The present investigation has identified the opinion of learners about special
training programmes in AECs conducted by Saakshar Bharath Programme which is
given the following table- 4.18.
97
Table-4.18 Percentages of Opinion of Learners about Special Training
Programme Districts Block Disaster
Management Legal Literacy
Financial Literacy
Electoral Literacy
Dharmapuri
Pennagaram 14.60 10.50 11.90 15.70 Nallampalli 15.40 02.60 08.60 15.50
Average 15.00 06.55 10.25 15.60
Erode Ammapettai 10.00 14.50 14.90 10.50
Gopi 15.00 09.20 19.50 18.50
Average 12.50 23.70 17.20 14.50 Thiruvannamalai Thiruvannamalai 18.20 22.35 17.30 13.90
Tandrampattu 11.50 16.30 15.60 19.90
Average 14.85 19.33 16.45 16.90
Viluppuram Mayilam 03.80 09.30 16.00 10.50
Vaanur 21.50 07.90 06.20 10.50
Average 12.65 08.60 11.10 10.50
13.75 14.55 13.75 14.38
From the above table-4.18, The learners have agreed that the disaster
management, legal, financial and electoral literacy special training programmes have
been conducted in their AECs by Saakshar Bharath Programme in Dharamapuri
(15.00%, 06.55%, 10.25% and 15.60%), Erode (12.50%, 23.70%, 17.20% and
14.50%), Thiruvannamalai (14.85%, 19.33%, 16.45% and 16.90%) and Viluppuram
(12.65%, 08.60%, 11.10% and 10.50%) districts.
It is concluded that 14.55% of learners of Saakshar Bharath Programme in
Tamil Nadu has agreed that they are benefitted through the legal literacy training
programme followed by electoral literacy (14.38%), disaster management (13.75%)
and financial literacy (13.75%).
4.2.10 Opinion of Learners about Easiest Learning in Trainings
The present study has identified the opinion of learners about their easiest
learning in the primer and other training programmes in AECs which are given in the
following table- 4.19.
98
Table-4.19 Percentages of Opinion of Learners about Easiest in Learning and Trainings
Districts
Block Reading Writing Reading
and writing
numbers
Simple
Numeracy
Awareness
trainings
Skill
development
trainings
Special
trainings
Dharmapuri Pennagaram 11.80 13.60 13.60 17.70 09.90 11.30 08.90
Nallampalli 12.20 10.80 14.50 04.90 16.90 16.90 14.50
Average 12.00 12.20 14.50 11.30 13.40 14.10 11.70
Erode Ammapettai 10.40 11.00 06.30 008.70 07.70 13.80 04.40
Gopi 16.00 17.20 14.30 19.10 16.90 14.90 13.30
Average 13.20 14.10 10.30 13.90 12.30 14.35 08.85
Thiruvannamalai Thiruvannamalai 17.00 13.80 09.40 10.90 15.50 17.90 16.10
Tandrampattu 12.70 10.60 18.90 19.10 16.20 10.80 20.00
Average 14.85 12.20 14.15 15.00 15.85 14.35 18.05
Viluppuram Mayilam 11.00 15.50 14.50 16.90 18.55 06.70 11.10
Vaanur 10.90 12.50 18.50 02.70 08.50 07.70 26.70
Average 10.95 14.00 16.50 09.80 13.53 07.20 18.90
Overall Average 12.75 13.13 13.87 12.50 13.77 21.16 14.38
99
From the above table-4.19, it is found that around 10.00% to 20.00% of
learners felt that the reading, writing, reading and writing numbers, simple numeracy,
awareness training, skill development training and special training are found easiest to
them in AECs of Saakshar Bharath Programme in Dharmapuri (12.00%, 12.20%,
14.50%, 11.30%, 13.40%, 14.10% and 11.00%) Erode (13.20%, 14.10%, 10.30%,
13.90%, 12.30%, 14.35% and 08.85%), Thiruvannamalai (14.85%, 12.20%, 14.15%,
15.00%, 15.85%, 14.35% and 18.05%) and Viluppuram (10.95%, 14.00%, 16.50%,
09.80%, 13.53%, 07.20% and 18.90%) districts.
The study concluded that the learners of Saakshar Bharath Programme are
found easy in learning skill development training (21.16%), special training (14.38%),
reading and writing number (13.87%), awareness training (13.77%), writing (13.13%)
and reading (12.75%) in Tamil Nadu.
4.2.11 Opinion of Learners about the Benefits of Learning in AECs of Saakshar
Bharath
The present study has found out 18 kinds of benefits to the learners for the
learning in AECs of Saakshar Bharath Programme which are given in the following
table- 4.20.
100
Table-4.20 Percentages of Opinion of Learners about the Benefits of Learning in AECs Saakshar Bharath
Districts
Block Reading Newspapers
Helping
Children Social
Responsibility For
Profession Importance
of
Education
For
Sending
Children
to School
For
Sending
Girl
Children
to School
Create
Facilities
to
Children
Removal of Wrong
Beliefs
Dharmapuri Pennagaram 11.20 20.00 12.40 16.00 15.70 15.00 14.60 11.70 12.00
Nallampalli 12.80 14.00 11.40 22.80 13.50 09.30 05.70 10.70 05.30
Average 12.00 17.00 11.90 19.40 14.60 12.15 10.15 11.20 08.65
Erode Ammapettai 11.60 12.40 08.60 12.90 09.00 13.10 10.80 11.20 12.80
Gopi 17.10 14.60 14.30 15.80 22.00 15.00 15.90 15.90 19.50
Average 14.35 13.50 11.45 14.35 15.50 14.50 13.35 13.55 16.15
Thiruvanna
malaii
Thiruvannamalai
12.90 12.40 17.10 19.80 16.60 08.40 08.60 16.40 08.30
Tandrampattu 11.70 18.80 18.60 05.90 09.00 18.90 19.20 12.60 15.80
Average 12.30 15.60 17.85 12.85 12.80 13.65 13.90 14.50 12.50
Viluppuram Mayilam 09.30 07.00 16.20 13.90 09.00 11.40 14.30 16.40 24.80
Vaanur 13.40 16.00 12.40 02.00 15.10 18.60 14.90 15.10 11.50
Average 11.35 11.75 14.30 07.95 12.05 15.00 14.60 15.75 18.15
Overall Average
12.50 14.46 13.88 13.63 13.70 13.82 13.00 13.75 13.86
101
Table-4.20 Percentages of Opinion of Learners about the Benefits of Saakshar Bharath (Continued)
Distircts Block For day-
today
Activities
Filling up
Applications
Fill up
Letters
and
Petitions
Read
Sign
Boards
Attend
Meetings
For Job
and
Income
Saving
Account
Insurance other
Dharmapuri Pennagaram 07.00 19.80 19.30 11.90 14.10 20.00 12.90 20.60 33.30 Nallampalli 23.30 08.20 14.80 13.40 15.60 13.40 11.40 10.90 0.00
Average 15.15 14.00 17.05 12.65 14.85 16.70 12.15 10.75 16.65
Erode Ammapettai 14.00 11.70 16.70 14.90 16.40 03.30 11.80 11.20 0.00
Gopi 09.30 19.80 20.40 26.90 12.50 22.20 14.60 15.20 20.00
Average 11.65 15.75 18.55 20.90 14.45 12.75 13.20 13.20 10.00
Tiruvannamalai Tiruvannamalai 29.10 13.50 18.50 14.90 15.30 05.60 13.60 16.20 15.00
Thandrampattu 05.60 04.50 0.00 01.50 14.10 21.10 15.10 13.90 0.00
Average 17.35 09.00 09.25 08.20 14.70 13.35 14.35 15.05 07.50
Viluppuram Mayilam 10.50 12.60 09.30 13.40 09.40 12.20 10.30 10.60 10.00
Vaanur 01.20 19.90 11.00 13.10 04.60 0.0 13.30 11.40 0.0
Average 05.85 16.25 10.15 13.25 07.00 12.2 11.80 11.00 05.00
Overall Average
12.50
12.75
13.75
13.75
12.75
13.75
12.87
12.50
09.78
102
The learners are benefitted in different ways which are identified by this
investigation and those all percentages given in the above table- 4.20 in districts wise.
Those benefits are: learners are able to read newspapers, help their children for
studies, obtained social responsibility, learnt about own profession, getting interest on
studies of children, understood the importance of education, importance of education
to girl child, providing facilities for their wards study, removal of wrong superstitious
beliefs, confident about day to day activities in routine life, able to write and fill up
letters by self, able to read sign boards, gaining confidence to participate in grama
panchayat meetings and self help group meetings, obtained vocational skills for own
employment and income, starting savings account and insured in insurance scheme.
The study has concluded that majority of the learners in AECs of Saakshar
Bharath Programme in Tamil Nadu are able to help their children for studies
(14.46%) which is the highest benefit of them attained from AECs of Saakshar
Bharath Programme followed by attained social responsibilities (13.88%), removal of
wrong and superstitious beliefs (13.86%), additional interest in sending children to
schools for further education (13.82%), providing facilities to children (13.75%), able
to fill up letters and petitions (13.75%), able to read sign boards (13.75%), able to
apply the learned skill for employment and income (13.70%), understand the
importance of education (13.70%), pay additional interest on girl child education
(13.00%), able to fill up and write the application (12.75%), starting saving accounts
(12.87%), getting confidence to attend meetings (12.75%), able to read newspapers
(12.50%), develop confidence in day to day routine affairs (12.50%), insured properly
(12.50%) and other benefits (09.78%).
103
4.2.12 Opinion of the Learners about the Preraks and Instructional Methods
Opinion of the learners about the preraks and instructional methods are given
in the following table- 4.21.
Table-4.21 Percentages of Opinion of the Learners about the Preraks and
Instructional Methods
Variable Sub
Variable
Percentage Diagram
Opinion about the Preraks
Highly Co-perative
48.90
Co- operative
46.40
Partially Co- operative
04.40
No Opinion
0.300
From the above table-4.21, it is found that nearly half of the learners’
population expressed that their teacher-instructors (preraks) are highly co-operative
(48.90%) in AECs of Saakshar Bharath Programme. 46.40% of learners are opined
that their instructors (Preraks) are co-operative in AECs. 4.40% of learners viewed
that they are partially co-operative and 0.03% of learners are not given any opinions.
104
Variable Sub
variable
Percentage Diagram
Satisfaction about teaching methods
Highly Satisfied
25.30
Satisfied
72.00
Partially Satisfied
02.30
No Opinion
0.40
Regarding the teaching methodology in AECs, 72.00% of the learners are
satisfied and 25.30% are highly satisfied. 2.30% of learners are getting partially
satisfaction about teaching methodology in AECs and 0.40% of learners nothing to
say about teaching methods in AECs.
4.2.13 Opinion of the Learners about their Learning Period
The learning period of the learners in AECs has been assessed by the present
study and it has been given in the following table- 4.22.
105
Table-4.22 Percentages of Opinion of the Learners about their Learning Period
Districts
Block
3
months
4-5
months
6
months
Above
6 months
Dharmapuri
Pennagaram 16.00 09.70 13.40 12.20
Nallampalli 16.00 05.80 13.80 07.10
Average 16.00 07.75 13.60 09.65
Erode Ammapettai 12.40 20.80 08.40 02.60
Gopi 12.90 12.60 15.10 24.00
Average 12.65 16.70 11.75 13.30
Thiruvannamalai Thiruvannamalai 16.00 10.60 16.80 10.70
Tandrampattu 6.70 10.10 12.60 18.90
Average 11.35 10.35 14.70 14.80
Viluppuram Mayilam 18.40 17.70 07.60 17.30
Vaanur 08.50 22.70 09.30 17.20
Average 13.45 20.20 08.45 17.25
Overall Average 13.36 13.75 12.12 13.75
From the above table-4.22, it is found that the learning period of learners in
AECs of Saakshar Bharath Programme is calculated as 3 months, 4-5 months, 6
months and above 6 months in Dharmapuri (16.00%, 7.75%, 13.60% and 9.65%),
Erode (12.65%, 16.70%, 11.75% and 13.30%), Thiruvannamalai
(11.35%,10.35%,14.70% and 14.80%) and Viluppuram (13.45%, 20.20%, 08.45%
and 17.25%) districts.
The study has concluded that 13.75% of learners in AECs of Saakshar Bharath
Programme have taken above 6 months for their learning period. 13.36% of the
learners have taken 3 months period and 12.12% of learners have taken 6 months
learning period for completion of their learning.
4.2.14 Opinion of the Learners about Saaksahr Bharath Programme
One of the major findings regarding the satisfaction about the Saakshar
Bharath Programme has been found from the learners in the present study and it is
given in the following table- 4.23.
106
Table-4.23 Percentages of Opinion of the Learners about Saaksahr Bharath
Programme
Variable Sub Variable
Percentage Diagram
Saakshar Bharath program
Highly Satisfied
12.6
Satisfied
73.40
Partially Satisfied
13.40
No Opinion
0.70
From the above table-4.23, it is found that almost every three learners out of
four in AECs of Saakshar Bharath Programme have opined that they are satisfied
(73.40%) with the existing Saakshar Bharath Programme.
13.40% of learners are getting partial satisfaction and 12.60% of learners are
highly satisfied about Saakshar Bharath Programme. 0.70% of the learners are not
interested to say about the Saakshar Bharath Programme in AECs of SBP in Tamil
Nadu.
4.2.15 Opinion of the Learners about their Encouragers for Continues Learning
The present study has found out that the encouragers of learner for their
continuous learning in AECs of Saakshar Bharath Programme and those are given in
the following table- 4.24.
107
Table-4.24 Percentages of Opinion of Learners about their Encouragers for
Continues Learning
From the above table-4.24, it is found that the family members, neighbours,
friends and the other kith and kins are the source of encouragers of the learners for
their continuous learning in AECs of Saakshar Bharath Programme iIn Dharmapuri
(11.00%, 17.35%, 16.10% and 12.70%), Erode (09.70%, 18.00%, 14.00% and
13.85%), Thiruvannamalai (19.35%, 07.35%, 10.45% and 14.30%) and Viluppuram
(14.95%, 14.30%, 14.45% and 14.15%) districts.
The study has concluded that family (13.75%), friends (13.75%) and kith and
kins (13.75%) are the equal sources of encouragers for the learners to continue their
learning in AECs of Saakshar Bharath Programme in Tamil Nadu. But the present
study has interestingly found that apart from family, friends and others, the
neighbours (14.25%) are the major source of encourager for the learners to continuous
learning in AECs.
Districts
Block
Family Neighbor Friends Others
Dharmapuri
Pennagaram 05.90 24.00 17.60 15.40
Nallampalli 16.10 10.70 14.60 10.00
Average 11.00 17.35 16.10 12.70
Erode Ammapettai 08.60 06.70 16.30 12.90
Gopi 10.80 29.30 11.70 14.80
Average 09.70 18.00 14.00 13.85
Thiruvannamalai Thiruvannamalai 25.80 08.00 16.70 13.80
Tandrampattu 12.90 06.70 04.20 14.80
Average 19.35 07.35 10.45 14.30
Viluppuram Mayilam 17.50 13.30 05.90 13.80
Vaanur 12.40 15.30 23.00 14.50
Average 14.95 14.30 14.45 14.15
Overall Average 13.75 14.25 13.75 13.75
108
4.2.16 Opinion of the Learners about their Hinders for Continues Learning
The present study also find out hinders of the learners for their continuous
learning in AECs of Saakshar Bharath Programme and those are given in the
following table- 4.25.
Table-4.25 Percentages of Opinion of the Learners about their Hinders for
Continues Learning
Districts
Block
Husband Mother-
in -Law
No
Opinion
Dharmapuri
Pennagaram 10.00 15.00 75.00
Nallampalli 15.00 20.00 65.00
Average 12.50 17.50 70.00
Erode Ammapettai 14.00 18.00 68.00
Gopi 22.00 12.00 66.00
Average 18.00 15.00 67.00
Thiruvannamalai Thiruvannamalai 30.00 25.00 45.00
Tandrampattu 10.00 7.00 83.00
Average 20.00 16.00 64.00
Viluppuram Mayilam 33.41 28.46 38.13
Vaanur 23.48 50.32 26.20
Average 28.44 39.39 32.17
Overall Average 19.74 21.97 58.29
From the above table-4.25, it is found that mother-in-laws and husbands are
the major hinders of the learners for their continuous learning in AECs of Saakshar
Bharath Programme in Dharmapuri (17.50% and 12.50%) Erode (15.00 and 18.00%),
Thiruvannamalai (16.00% and 20.00%) and Viluppuram (39.39% and 28.44%)
districts.
But majority of the learners have not expressed about hinders for continuous
learning in Dharmpuri (70.00%), Erode (67.00%), Thirvannamalai (64.00%) and
Viluppuram (32.17%) districts.
The study concluded that 58.29% of learners are expressed about hinders for
their continuous learning in AECs of Saakshar Bharath Programme in Tamil Nadu.
109
But 21.97% of learners viewed that their mother-in-laws are the major hinders
followed by their husbands (19.74%).
4.2.17 Opinion of the Learners about Continues Participation in SBP
The million dollars question which is answered by the learners regarding their
continuous participation in Saakshar Bharath Programme in coming years is obtained
in the study which is given in the following table- 4.26.
Table-4.26 Percentages of Opinion of the Learners about Continues
Participation in SBP
Districts
Block
Yes No Undecided
Dharmapuri
Pennagaram 12.90 8.00 79.10
Nallampalli 12.20 4.23 83.57
Average 12.55 6.12 81.34
Erode Ammapettai 11.80 6.61 81.59
Gopi 15.50 5.53 78.97
Average 13.65 6.07 80.28
Thiruvannamalai Thiruvannamalai 13.70 8.00 78.30
Tandrampattu 11.30 9.78 78.92
Average 12.50 8.89 78.61
Viluppuram Mayilam 10.10 2.26 87.64
Vaanur 12.50 6.33 81.17
Average 11.30 4.30 84.41
Overall Average 12.50 6.34 81.16
From the above table-4.26, it is found that nearly 11.00% to 13.00% of
learners in AECs of Saakshar Bharath Programme are willing to continue their studies
in AECs in Viluppuram (11.30%), Dharmapuri (12.55%), Thiruvannamalai (12.50%)
and Erode (13.65%) districts.
It is found that 4.00% to 08.00% of current learners of AECs in Saakshar
Bharath Programme are not interested to continue their studies in AECs of Saakshar
Bharath Programme in Viluppuram (04.30%), Erode (06.07%), Dharmapuri (06.12%)
and Thiruvannamalai (08.89%) districts.
110
It is found that around 80.00% to 85.00% of learners are still undecided about
either to continue or discontinue from AECs of Saakshar Bharath Programme in
Tamil Nadu in Thiruvannamalai (78.61%), Erode (80.28%), Dharmapuri (81.34%)
and Viluppuram (84.41%) districts.
The study concluded that as in general only 12.50% of learners are willing to
continue and 06.34% of learners are decided to quit from AEC s of Saakshar Bharath
Programme in Tamil Nadu and still 81.16% of existing learners are unable to decide
either to continue or quite from AECs.
4.2.18 Opinion of the Learners about their Expectations in SBP
Opinions of the learners about their expectations in SBP are given in the
following table 4.27.
Table-4.27 Percentages of Opinion of the Learners about their Expectations in
SBP
District
Block
Special
Training
Sports
Training
Yoga Memory
Practices
Dharmapuri
Pennagaram 28.60 20.00 47.60 15.00
Nallampalli 53.50 25.00 16.70 20.50
Average 41.05 22.50 32.15 17.75
Erode Ammapettai 14.30 0.00 14.30 15.00
Gopi 0.00 26.70 19.00 14.35
Average 7.15 13.35 16.65 14.68
Thiruvannamalai Thiruvannamalai 3.60 13.30 25.00 4.00
Tandrampattu 10.00 0.00 10.00 10.00
Average 6.80 6.65 17.50 7.00
Viluppuram Mayilam 10.00 20.00 0.00 14.50
Vaanur 10.00 0.00 2.40 25.30
Average 10.00 10.00 1.20 19.90
Overall Average 16.25 13.12 16.87 14.83
From the above table-4.27, it is found that the learners are expected to conduct
need based special training, sports & yoga training and memory practices in the
coming years in AECs of Saakshar Bharath Programme in Dharmapuri (41.05%,
22.50%, 32.15% and 17.75%), Erode (07.15%, 13.35%, 16.65% and 14.68%),
111
Thiruvannamalai (06.80%, 06.65%, 17.50% and 07.00%) and Viluppuram (10.00%,
10.10%, 01.20% and 19.90%) districts.
The study has concluded that 16.87% of the learners are expected to conduct
yoga programmes in AECs of Saakshar Bharath Programme in Tamil Nadu followed
by need based special training (16.25%) , memory practices for remembrance
(14.83%) and sports training (13.12%) in future.
4.2.19 Opinion of the Learners about the Activities of SBP
The present study has found that the opinions of the learners about the
activities of Saakshar Bharath Programme are given in following table- 4.28.
Table-4.28 Percentages of Opinion of the Learners about the Activities of SBP
From the above table-4.28, it is found that 64.40% of the learners in AECs of
Saakshar Bharath Programme are expressed that the Saakshar Bharath Programme is
good and 23.40% is viewed as very good and 09.60% of learners are felt only
satisfaction.
01.20% of learners viewed that the activities of Saakshar Bharath Programme
are partially satisfied and 0.40% of learners are nothing comment about the activities
of Saakshar Bharath Programme.
Variable Sub
Variable
Percentage Diagram
Saakshar Bharath program
Very good
23.40
Good
65.40
Satisfied
09.60
Partially Satisfied
01.20
No Opinion
0.40
112
4.2.20 Suggestions of the Learners for SBP
The present study has obtained certain suggestions from the learners regarding
Saakshar Bharath Programme in Tamil Nadu which are given in the following table-
4.29.
Table-4.29 Percentages of Suggestions of the Learners for SBP
Districts
Block
Electrical
Facilities
Separate
Buildings
Learning
Equipments
Extra
Classes
Dharmapuri
Pennagaram 29.40 27.60 15.00 11.80
Nallampalli 09.40 20.70 25.00 15.50
Average 19.40 24.15 20.00 13.65
Erode Ammapettai 05.90 24.10 0.00 08.70
Gopi 16.50 20.70 17.50 19.90
Average 11.20 22.40 08.75 14.30
Thiruvannamalai Thiruvannamalai 16.50 03.50 15.00 19.30
Tandrampattu 10.00 10.00 15.00 02.50
Average 13.25 6.75 15.00 10.90
Viluppuram Mayilam 04.70 03.40 15.00 14.30
Vaanur 17.60 10.00 07.50 18.00
Average 11.15 6.70 11.25 16.15
Overall Average 13.75 15.01 13.75 13.75
From the above table-4.29, it is found that the learners of Dharmapuri has
expected and suggested that they required separate buildings (24.15%) for AECs
followed by provision of learning resources and equipments (20.00%), provision of
electrical facilities (19.40%) and required to arrange extra classes (13.65%).
The learners of Erode are expected and suggested that separate buildings for
AEC’s (22.40%) followed by extra classes (14.30%), provision of electrical facilities
(11.20%) and provision resources and equipments (08.75%) are required.
The learners of Thiruvannamalai expected and suggested that they are in need
of resources and equipments (15.00%) followed by electrical facilities (13.25%), extra
classes (10.90%) and separate building for AECs (06.75%).
113
The learners of Viluppuram District are expected and suggested that they are
in need of extra classes (11.25%) followed by electrical facilities (13.75%), learning
equipments (11.15%) and separate buildings (06.70%) for AECs.
The study has concluded that the learners of Saakshar Bharath Programme in
Tamil Nadu are expecting separate buildings for AECs (15.01%) followed by
electrical facilities (13.75%), teaching learning equipments (13.75%) and extra classes
(13.75%).
4.2.21 Performance of Learners in Literacy and Numeracy
The present investigation has found out the achievement of the learners in
AECs of Saakshar Bharath Programme by using the tool Literacy and Numeracy Test
Battery for the Learners (L & N TB – L). The Mean, SD, minimum and maximum
achievement scores and range has been found and given in the following table- 4.30.
114
Table-4.30 Mean, SD and Range of Learners in Literacy and Numeracy-District wise
Districts Reading Writing Numeracy Overall
Mean SD Max Max Range Mean SD Min Max Range Mean SD Min Max Range Mean SD Min Max Range
Dharmapuri 25.143 06.099 07 37 30 19.016 5.953 2 28 26 23.243 4.935 08 30 22 67.481 12.834 32 92 60
Erode 25.942 06.226 07 39 32 18.495 5.496 2 30 28 23.207 4.083 11 32 21 67.106 13.464 0 97 97
Thiruvannamalai 26.214 15.645 10 223 213 19.807 5.002 7 29 22 23.829 4.891 07 34 27 69.059 11.873 41 94 53
Viluppuram 26.744 4.9235 10 36 26 17.963 4.873 6 31 25 23.134 4.954 12 42 30 67.951 10.877 41 92 51
Overall 25.984 09.309 07 223 216 18.838 5.398 2 31 29 23.356 4.708 07 42 35 67.874 12.375 0 97 97
115
Performance of Learners in Reading
From the above table-4.30, it is found that the learners of Viluppuram districts
have obtained 26.74 as achievement score out of 40 in reading followed by
Thiruvannamalai (26.21), Erode (25.94) and Dharmapuri (25.14) districts.
The minimum achievement score of learners of Thiruvannamalai and
Viluppuram districts is 10.00 out of 40 in reading and for Dharmapuri and Erode
districts are 7.00.
The maximum achievement score of 39.00 out of 40 obtained in reading by
the learners in Erode followed by Dharmapuri (37.00), Viluppuram (36.00) and
Thiruvannamalai (34.00) districts.
The maximum range of achievement scores of learners in reading is 32.00
found in Erode followed by Dharmapuri (30.00), Viluppuram (26.00) and
Thiruvannamalai (24.00) districts.
Performance of Learners in Writing
The highest achievement score of learners in writing is 19.00 out of 30 found
in Thiruvannamalai district followed Dharmapuri (19.01), Erode (18.49) and
Viluppuram (17.96) districts.
The minimum achievement score of learners in writing has been found in
Dharmapuri (2.00) and Erode (2.00) out of 30 followed by Viluppuram (6.00) and
Thiruvannamalai (7.00) districts.
The maximum achievement score of 30.00 out of 30 was obtained in writing
by the learners of Erode followed by Thiruvannamalai (29.00), Viluppuram (29.00)
and Dharmapuri (28.00) districts.
The highest range of achievements score of learners in writing out of 30 has
been found in Erode (28.00) followed by Dharmapuri (26.00), Viluppuram (23.00)
and Thiruvannamalai (22.00) districts.
116
Performance of Learners in Numeracy
In numeracy, the highest achievements score of 23.32 out of 30 of the learners
is found in Thiruvannamalai district followed by Dharmapuri (23.24), Erode (23.20),
and Viluppuram (23.13) districts.
The highest minimum score of learners in numeracy has been found in
Viluppuram districts (12.00) out of 30 followed by Erode (11.00), Dharmapuri (8.00)
and Thiruvannamalai (7.00) districts.
The highest maximum score of learners in numeracy has been found in all four
Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts is 30 out of 30.
The highest range of achievement score of learners in numeracy out of 30 has
been found in Thiruvannamalai (23.00) followed by Dharmapuri (22.00), Erode
(19.00) and Viluppuram (18.00) districts.
Performance of Learners in Overall Literacy and Numeracy
It is found that the highest achievement score of learners in literacy and
numeracy has been achieved by the learners of the Thiruvannamalai (69.05) followed
by Viluppuram (67.95), Dharmapuri (67.48) and Erode (67.10) districts.
The highest minimum score of 41.00 out of 100 was scored by the learners of
Thiruvannamalai and Viluppuram districts in overall literacy and numeracy followed
by Dharmapuri (32.00) district. The minimum score of 0.00 of the learner in overall
literacy and numeracy out of 100 was found in Erode district which is unbearable.
It is appreciable that the maximum achievement score of 97 out of 100 was
secured by the learners of Erode in overall literacy and numeracy followed by
Thiruvannamalai (94.00), Dharmapuri (92.00) and Viluppuram (92.00) districts.
The highest range achievement score of 97 out of 100 was found in Erode in
overall literacy and numeracy followed by Dharmapuri (60.00), Thiruvannamalai
(53.00) and Viluppuram (51.00) districts.
Overall Achievements of Learners in Literacy and Numeracy of Saakshar
Bharath Programme in Tamil Nadu
It is found that the average achievement score of learners in Saakshar Bharath
Programme in Tamil Nadu are given below:
� Reading is 26.01 out of 40
� Writing is 18.81 out of 30
� Numeracy is 23.34 in out of 30
� Overall literacy and numeracy is 67.89 out of 100
117
It is found that the minimum achievement score of learners is 8.50 out of 40 in
reading, 4.25 out of 30 in writing and 9.50 out of 30 in numeracy in Saskshar Bharath
Programme in Tamil Nadu.
The overall minimum score of learners is 28.50 out of 100 in literacy and
numeracy in Saskshar Bharath Programme in Tamil Nadu.
It is found that maximum achievement score of the learners is 36.50 out of 40
in reading, 29.00 out of 30 in writing and 30 out of 30 in numeracy in Saskshar
Bharath Programme in Tamil Nadu.
The overall maximum score of learners is 93.75 out of 100 in literacy and
numeracy in Saskshar Bharath Programme in Tamil Nadu.
It is found that, the range of achievement score from maximum to minimum of
the learners is 28 out of 40 in reading, 24.75 out of 30 in writing and 20.50 out of 30
in numeracy in Saskshar Bharath Programme in Tamil Nadu.
The overall range score or learners in literacy and numeracy are 65.25 out of
100 Saskshar Bharath Programme in Tamil Nadu.
4.2.22 Success Rate of Learners in Literacy and Numeracy
The success of the learners in AECs of Saakshar Bharath Programme has been
assessed based on the norms laid down by the NLM, New Delhi. The success of the
learners in literacy and numeracy has been calculated based on the achievement
scores of the learners by using the tool Literacy and Numeracy Test Battery for the
Learners (L & N TB – L). The learners who have secured 50.00% and above out of
overall secured scores have been considered as a "successful learner".
Further, the attainment of success of the learners in reading, writing and
numeracy has determined that the learners who have secured 50.00% and above in
reading, writing and numeracy.
The present study has adopted the above said norms laid down by the NLM,
New Delhi and the success of the learner in overall literacy and numeracy has been
calculated and it has been given as percentages in the following table- 4.31.
118
Table-4.31 Percentages of Success Rate of Learners in Literacy and Numeracy
Success Rate of Learners in Reading
From the above table-4.31, it is found that 85.51% of the learners have
succeeded in the reading in AECs of Saskshar Bharath Programme in Tamil Nadu.
90.85% of the learners have succeeded in reading in Villupram district followed by
Dharmapuri followed by (84.13), Erode (83.65) and Thiruvannamalai (83.42)
districts.
Success Rate of Learners in Writing
It is found that 78.01% of learners have been successful in their writing in
AECs of Saakshar Bharath Programme in Tamil Nadu. 83.96% of learners of
Thiruvannamalai district succeeded in writing followed by Dharmapuri (77.25), Erode
(76.44) and Viluppuram (74.39) districts.
Success Rate of Learners in Numeracy
It is found that 93.68% of learners have been successful in their numeracy in
AECs of Saakshar Bharath Programme in Tamil Nadu. It is found that 97.60% of
learners have succeeded in numeracy in Erode districts followed by Villupram
(95.13), Thiruvannamalai (94.65) and Dharmapuri (91.00) districts.
Literacy and Numeracy
The study has come to major conclusions through its systematic, scientific
methodology and righteous analysis that 93.68% of learners in AECs of Saakshar
Bharath Programme have succeeded in literacy and numeracy as per NLM norms.
The learners of Erode districts (95.58) have achieved higher in literacy and numeracy
Districts Reading Writing Numeracy Literacy and
Numeracy
Pass Fail Pass Fail Pass Fail Pass Fail
Dharmapuri 84.13 15.87 07.25 22.75 91.00 9.00 91.00 9.00
Erode 83.65 16.35 76.44 23.56 97.60 2.40 95.68 4.32
Thiruvannamalai 83.42 16.58 83.96 16.04 94.65 5.35 94.12 5.88
Viluppuram 90.85 9.15 74.39 25.61 95.12 4.88 93.90 6.10
Overall 85.51 14.49 78.01 21.99 94.59 5.41 93.68 6.32
119
followed by Thiruvannamalai (94.12), Viluppuram (93.90) and Dharmapuri (91.00)
districts.
The present study has given an alarming warning that 6.32% of the learners in
the AECs of Saakshar Bharath Programme in Tamil Nadu have been still trailing to
reach the successful mark fixed by the NLM, New Delhi.
The study has given a clear status score to the districts that 9.00% of the
learners are unsuccessful in literacy and numeracy in Dharmapuri followed by
Viluppuram (06.10), Thiruvannamalai (5.58) and Erode (04.32) districts.
4.2.23 Significant Difference on Achievement of Learners in Literacy and
Numeracy with respect to certain Personal Variables
The present study has found there is significant difference on the
achievements scores of the learners in respect of certain demographic variable such as
gender, age, occupation, annual income and religion.
For finding the significant difference on the achievement scores of the
learners, the investigators have calculated Mean and SD values and calculated ‘t'/ ‘f’
values. All are given in the following table- 4.32
Table-4.32 Mean and SD of Learners Achievement Scores in Literacy and
Numeracy in respect of certain Personal Variables and the calculated‘t/F’
Values
1. Gender
Variable
Reading Writing Numeracy Overall Percentage
Mean Std t/F Mean Std t/F Mean Std t/F Mean Std t/F
Gender
Male
25.816
6.65
0.156
@
18.500
6.19
0.396
@
23.184
5.07
0.230 @
67.368
14.08
0.229
@
Female
25.993
9.43
18.850
5.35
23.365
4.68
67.901
12.28
@ Not Significant at 0.05 level From the above table-4.32, it is found that there is no significant difference on
the achievement scores of men and women in reading, writing, numeracy and overall
literacy and numeracy.
Therefore the variable gender does not influencing the achievement of
reading, writing, numeracy and overall literacy and numeracy of men and women in
AECs of Saakshar Bharath Programme in Tamil Nadu.
120
2. Age
Variable
Reading Writing Numeracy Overall Percentage
Mean Std t/F Mean Std t/F Mean Std t/F Mean Std t/F
Age
15 to 20
years
22.667 3.932
0.884
@
15.1676 4.875
0.859
@
19.333 4.501
2.032 *
57.333 11.378
1.994
*
21 to 25
years
26.920 5.017 18.780 4.854 23.760 4.636 69.920 10.703
26 to 30
years
25.516 5.816 18.981 5.092 23.419 4.454 68.187 11.514
31 to 35
years
25.199 6.319 19.119 4.863 22.755 4.9112 66.497 12.291
Above
35
years
26.409 11.612 18.736 5.778 23.575 4.707 68.187 12.878
@ Not Significant at 0.05 level * Significant at 0.05 level
121
From the above table-4.32, it is found that the age factor of learners in AECs
of Saakshar Bharath Programme in Tamil Nadu does not influence their reading and
writing achievements.
It is found that the age factor of learners in AECs of Saakshar Bharath
Programme in Tamil Nadu does influence their numeracy and overall literacy and
numeracy achievement. It is noted that the age group of 21 to 25 years of learners
(23.76) have performed well in numeracy followed by above 35 years (23.57), 26-30
years (23.42), 31-35 years (22.76), and 15 to 20 years (19.33).
The learners of age group of 21-25 years (69.20) do well in overall literacy
and numeracy followed by 26 to 30 years (68.19), above 35 years (68.19), 31 to 35
(66.50) and 15 to 20 years (57.33).
122
3. Occupation
Variable
Reading Writing Numeracy Overall Percentage
Mean Std t/F Mean Std t/F Mean Std t/F Mean Std t/F
Occupation
Coolie 25.975 10.839
0.404
@
18.798 5.629
0.777
@
23.393 4.988
0.336
@
67.663 13.194
1.029
@
Personal
occupation
25.593 04.618 18.556 4.684 22.741 4.337 67.185 09.611
Farmer 26.188 05.581 19.061 5.008 23.362 4.158 68.655 10.879
Business 22.000 04.320 16.750 4.787 24.500 3.415 62.750 07.041
Home
maker
22.000 06.633 15.000 2.160 21.500 2.516 58.500 07.325
@ Not Significant at 0.05 level
From the above table-4.32, it is found that the occupation of learners in AECs of Saakshar Bharath Programme in Tamil Nadu does not
influence the achievements of the learners in reading, writing and numeracy and also overall literacy and numeracy.
123
4. Annual Income
Variable
Reading Writing Numeracy Overall Percentage
Mean Std t/F Mean Std t/F Mean Std t/F Mean Std t/F
Annual
Income
Rs
Below
24,00
26.549 05.385
0.456
@
17.659 6.705
1.810
@
22.110 5.522
4.239
**
66.209 14.209
0.899
@
25,000-
30,000
25.776 05.794 18.879 5.364 23.751 4.402 68.480 11.405
31,000-
36,000
26.532 16.838 19.000 5.201 22.778 4.563 67.392 11.343
Above
36,000
25.584 06.174 19.225 4.818 23.792 4.779 68.062 13.859
@ Not Significant at 0.05 level ** Signifcant 0.01 level
From the above table-4.32, it is found that the annual income of the learners in AECs of Saakshar Bharath Programme in Tamil Nadu
does not influence their achievement in reading, writing and overall literacy and numeracy.
It is found that the annual income of the learners does influence their achievement in numeracy. The annual income group of above
36,000 (23.79) do well in numeracy followed by Rs. 31,000 - 36,000 (22.78) and below Rs. 25,000 income group (22.11).
124
5. Religion:
Variable
Reading Writing Numeracy Overall Percentage
Mean Std t/F Mean Std t/F Mean Std t/F Mean Std t/F
Religion Hindu 26.021 9.435
0.189
@
18.859 5.428
0.371
@
23.462 4.685
6.117
**
68.040 12.422
2.137 *
Muslim 25.167 4.446 17.000 4.098 20.000 4.195 61.833 08.134
Christian 24.706 2.974 18.588 4.556 20.000 4.242 62.941 10.292
@ Not Significant at 0.05 level * Significant at 0.05 level **Significant at 0.01 level
From the above table-4.32, it is found that the learners in the AECs of Saakshar Bharath Programme in Tamil Nadu do not vary in their
reading and writing achievements in respect of their religion.
It is found that the personal variable - religion of the learners in AECs of Saakshar Bharath Programme in Tamil Nadu does influence
their achievements in numeracy and overall literacy and numeracy. It is found that the Hindu learners have performed well in numeracy (23.46)
and overall literacy and numeracy 68.04 followed by Christian learners (20.00 & 62.94) and Muslim learners (20.00 & 62.94).
4.2.24 Significant Correlation on Achievement of Learners in Literacy and Numeracy
The present study has found certain unique findings that the relation between the achievement of reading, writing, numeracy and overall
literacy and numeracy by the learners in the AECs of Saakshar Bharath Programme in Tamil Nadu.
125
For finding out the correlations, the investigators have applied Pearson
Correlation and calculated the 'r' values, significant at 0.01 levels.
The obtained ‘r’ values are given in the following table- 4.33.
Table-4.33 Correlation on Achievement of Learners in Literacy and Numeracy
and calculated 'r' values
Educational
Components
Reading Writing Numeracy Over all
Literacy and
Numeracy
Reading 1.00 0.227** 0.118** 0.427**
Writing 0.227** 1.00 0.418** 0.739**
Numeracy 0.118** 0.418** 1.00 0.652**
Literacy and
Numeracy
0.427** 0.739** 0.652** 1.00
**Significant at 0.01 level
The following correlations have found in the present study among the
achievements of the learners in reading, writing, numeracy and overall literacy and
numeracy in the AECs of Saakshar Bharath Programme in Tamil Nadu.
1. Reading Writing Positive low correlation (0.227)
2. Reading Numeracy Positive low correlation (0.118)
3. Writing Numeracy Positive low correlation (0.418)
4. Literacy & Numeracy Reading Positive low correlation (0.427)
5. Literacy & Numeracy Reading Positive low correlation (0.739)
6. Literacy & Numeracy Reading Positive low correlation (0.652)
Therefore it is concluded that each of the study components such as reading,
writing, numeracy and overall literacy and numeracy of the learners in AECs of
Saakshar Bharath Programme in Tamil Nadu has positive correlation with each other.
Hence this study has proved that the performance and achievement of the
learners in each study component is improving the achievement and performance of
the other study components of the learners and vice- versa.
Therefore the study component of reading, writing, numeracy and overall
literacy is depending upon each other in respect of learners' achievements in AECs of
Saakshar Bharath Programme in Tamil Nadu.
126
4.3 Opinion of the Community Leaders/Public about AECs of Saakshar Bharath
Programme
One of the major objectives of the present investigation is to elicit the opinion
and suggestions for effective functioning of AECs in Saakshar Bharath Programme
from the community at various levels. Opinionare Interview Schedule for Community
Leaders/Public about Saakshar Bharath (OIS-CL &CP) is developed and used for data
collection.
The present investigation has visited 38 Grama Panchaya’s in Dharmapuri,
Erode, Thiruvannamalai and Viluppuram Districts and personally interviewed 84
community people / leaders for seeking their opinion about the AECs of Saakshar
Bharath Programme of Tamil Nadu. The representation of community people leaders
in respect of their personal variables are given in the following table- 4.31.
4.3.1 Representation of Community Leaders/Public
Representations of Community Leaders/Public are given in the following
table- 4.34.
Table-4.34 Representation of Community Leaders/Public
Personal
Variable
Classification
%
Pie Diagram
Gender
Male
54.50
Female
45.50
Age
21to 25 years 03.60
26 to 30 years 05.50
31 to 35 years 09.10
36 to 40 years 18.20
40 years above
63.60
127
Community
SC
23.60
ST
01.80
Minority
09.10
Others
65.50
Position
President 23.60
Ward Member
27.30
Community Leaders
01.80
Headmaster / Teacher
29.10
Community Social Worker
05.50
Others 12.70
Educational
Status
Below SSLC X –Std
36.40
Above SSLC XII-Std
10.90
Graduation &Above
40.00
Others
12.70
From the above table-4.34, it is found that 45.5% women and 54.5% men
leaders expressed their views about AECs of Saakshar Bharath Programme.
Most of them are in the age group of 40 years and above 63.60% followed by
36-40 years (18.20%), 31-35 years (9.10%), 26-30 years (5.50%) and 21-25 years of
age group (3.60%). They are belonging to most of other communities (65.50%)
followed by SC (23.60%), Minority group (01.0%) and ST (1.80%).
128
The present study has sought opinion about AECs of Saakshar Bharath
Programme from the President of Village Grama Panchayat (23.6%), Head masters
and teachers of the school in the respective villages (29.10%), community social
workers (5.50%) and local community leaders (27.30%) of them have possessed
qualification of graduation and the above (40%) up to SSLC (36.40%) up to 12th Std
(10.90%) and other qualifications (12.70%).
4.3.2 Opinion of the Community Leaders/Public about the Performance of AECs
Activities
The present study has found out the opinion about the community leaders/
public about the activities of the AECs of Saakshar Bharath Programme in Grama
Panchayat. The percentage of the opinion of the community leaders /public is given in
the following table- 4.35.
Table-4.35 Percentages of Opinion of the Community Leaders/Public about the
Performance of AECs Activities
From the above table-4.35, it is found that 70.90% community leaders / public
opined that the activities of AECs of Saakshar Bharath Programme in their Grama
Panchayat are good. 25.50% of the community leaders / public are viewed that
activities of AECs are very good. But 03.60% of the community leaders/ public
viewed that the activities are only in the moderate level. And no one expressed that
the activities of AECs are either poor or not able to say the opinion.
4.3.3 Activities/Programmes Witnessed by Community Leaders/Public in AECs
The present study has sought the opinion recording the activities conducted by
AECs of Saakshar Bharath Programme from the local community leaders / public
which are given in the following table- 4.36.
Opinion Percentage
Saakshar
Bharath
Very Good 25.50
Good 70.90
Moderate 03.60
Poor 0
No Opinion 0
129
Table-4.36 Percentages of Activities/Programmes Witnessed by Community Leaders/Public in AECs
Districts Blocks
Functioning of Programme Literacy
Programme Cultural Programme
Awareness Programme
Skill Development Programme
Special Programme
Yes No Electoral Literacy
Financial Literacy
Disaster Management
Legal Literacy
Dharmapuri
Pennagaram 100 0 03.80 21.10 15.80 14.80 16.28 07.10 33.30 22.26
Nallampalli 100 0 02.80 15.23 07.90 12.00 02.56 14.30 16.70 12.28
Total 100 0 03.30 18.16 11.85 13.40 09.42 10.70 25.00 17.27
Erode
Ammapettai 100 0 09.20 15.80 07.90 16.20 20.00 21.40 16.60 22.20
Gopi 100 0 19.20 15.80 15.80 18.60 12.00 03.60 01.80 33.30
Total 100 0 14.20 15.80 11.85 17.40 16.00 12.50 09.20 27.75
Viluppuram
Vannur 100 0 19.30 05.30 13.20 10.00 20.00 07.10 16.70 02.23
Mayilam 100 0 26.90 05.20 10.50 16.00 20.00 14.30 05.35 06.33
Total 100 0 23.10 05.25 11.85 23.00 20.00 10.70 11.25 04.23
Thiruvannamalai
Thiruvannamalai 100 0 11.50 15.70 13.20 10.00 04.32 14.40 04.50 01.62
Tandrampattu 100 0 11.60 21.10 15.70 08.26 08.56 21.40 16.70 03.25
Total 100 0 11.55 18.40 14.45 09.13 06.34 17.90 10.60 02.43
Overall Total 100 0 10.53 14.40 12.50 15.73 12.94 12.95 14.01 12.79
130
From the above table-4.36, it is happy to note that all the community leaders /
public have agreed that the AECs of Saakshar Bharath Programme have conducted
many numbers of programmes in their respective Villages / Grama Panchayath.
3.30%, 14.2%, 23.10% and 11.55% of literacy programmes are organised in
the Dharmapuri, Erode, Viluppuram and Thiruvannamalai districts respectively and
are which all are witnessed by the community leaders / public.
18.60%, 15.80%, 05.25% and 18.40% of cultural programmes, 11.85%,
11.85%, 11.85% and 14.45% of awareness programmes, 13.40%, 17.40%, 23.01%
and 09.13% of skill development programmes, 09.42%, 16.00%, 20.00% and 06.34%
of electoral literacy programmes, 10.70%, 12.50%, 10.70% and 17.90% of financial
literacy programmes, 25.00%, 09.20%, 11.25% and 10.60% of disaster management
programmes and 17.27%, 27.75%, 04.23% and 02.43% of legal literacy programmes
are organized in Dharmapuri, Erode, Viluppuram and Thiruvannamalai districts
respectively by AECs of Saakshar Bharath Programme which are witnessed by
community leaders / public in their respective Village / Grama Panchayat.
This study concluded that all the community leaders / public have agreed that
the AECs of Saakshar Bharath Programme have made many number of activities in
the respective villages. Further on an average of 10.53% of literacy programmes,
14.40% cultural programmes, 12.50% of awareness programmes, 15.73% of skill
development programmes, 12.94% of electoral literacy programmes, 12.95% of
financial literacy programmes, 14.01% of disaster management programmes and
12.79% of legal literacy programmes are witnessed by the community leaders / public
as whole in Tamil Nadu.
4.3.4 Suggestions of Community Leaders/Public Leaders for AECs
The present study has obtained suggestions for the improvement of AECs of
Saakshar Bharath Programme from the community leaders/public. Those are given in
the following table- 4.37.
131
Table-4.37 Suggestions of Community Leaders/Public for AECs
From the above table-4.37,it is noted that the community leaders/ public in
Thiruvannamalai (16.65%) are expected and suggested to provide employability
oriented training programme to the learners and particularly for the women of the
respective Village / Grama Panchayat followed by Dharmapuri (11.10%), Erode
(11.10%) and Viluppuram (11.10%) distrits. 11.35% of community leaders / public
have suggested that the basic facility and other resource material in the AECs to be
improved and properly maintained in Thiruvannamalai followed by Villupram
(07.70%), Erode (07.70%) and Dharmapuri (03.85%) districts.
The community leaders / public of Dharmapuri (14.30%) have suggested
organize other programmes than the routine programmes of the Government in AECs
of their respective villages followed by Viluppuram (07.15%), Thiruvannamalai
(04.75%) and Erode (02.40%) districts.
The study concluded that 12.48 % of leaders /public have suggested to
organize employability orientation programmes particularly for women in Saakshar
Bharath Programme of Tamil Nadu. 7.65% of Community leaders/public suggested
improve the basic facility of the AECs of Saakshar Bharath Programme in Tamil
Nadu and 7.15% is suggested to add additional programmes in the AECs rather than
the routine government programmes.
4.4 Performances of Preraks in the Saakshar Bharath Programme
One of the major objectives of the present investigation is to assess the
performance of the Preraks in the Saakshar Bharath Programme. Functional Status
Districts Block Provide
Employability
Adequate
Facilities
in AECs
More
Programmes
Activities at the AEC Level
Dharmapuri Pennagaram 0.00 03.00 16.20
Nallampalli 22.20 04.70 12.40
Total 11.10 03.85 14.30
Erode Ammapettai 22.20 08.00 02.20
Gopi 0.00 07.40 02.60
Total 11.10 07.70 02.40
Viluppuram vannur 0.00 09.00 06.20
Mayilam 22.20 06.40 08.10
Total 11.10 07.70 07.15 Thiruvannamalai Thiruvannamalai 22.20 15.20 06.20
Tandrampattu 11.10 07.50 03.30
Total 16.65 11.35 04.75
Overall Total 12.48 07.65 07.15
132
Questionnaires for Preraks (FSQ-P) is developed and used to assess the performance
of the Preraks in the Saakshar Bharath Programme.
4.4.1 Socio- Economic Background of Preraks in AECs of Saakshar Bharath
The socio-economic status of preraks in the Saakshar Bharath Programme
of the Tamil Nadu pertaining to certain personal variables such as gender, community,
religion, age, educational status and experiences such as are given in the following
table. 4.38 with pie diagram.
Table 4.38 Percentages of Socio- Economic Background of Preraks in AECs of
Saakshar Bharath
Personnel
Variable
Classification Percentage
Pie Diagram
Gender
Male
09.50
Female
90.50
Community
SC
22.2
ST
07.9
Minority
42.9
Others
27.0
Religion
Hindu
95.20
Christian
03.20
Others
01.60
Age
21 to 25 years 11.10
26 to 30 years ` 23.80
31 to 36 years 25.40
Above 35 years
39.70
133
From the above table- 4.38, it is found that 90.50% preraks are women and
09.50% are men in the ACEs of Saakhar Bharath Programme in Tamil Nadu.
It is found that 42.90% of preraks are minority community, 27.00% is other
community, 22.02% is SC community and 07.90% is ST community in Saakhar
Bharath Programme of Tamilnadu.
It is found that 95.20% of preraks are Hindu, 03.20% is Christian and 01.60%
is other religions of Saakhar Bharath Programme in Tamil Nadu.
It is found that 39.70% of preraks belonging to above 35 years age group,
25.40% is 31-36 years age group, 23.80% is 26-30 years age group and 11.10% is 21-
25 years age group of the Saakhar Bharath Programme in Tamil Nadu.
It is found that 46.00% of preraks have possessed higher secondary
qualification, 28.60% is SSLC, 14.30% graduates and above and 11.10% is have other
educational qualifications in the ACEs of the Saakhar Bharath Programme in
Tamilnadu.
It is found that 57.10% of preraks have 5 and above years of experience,
20.60% have 1-2 years, 17.50% had 4-5 years and 04.80% have 2-4 years in the
ACEs of the Saakhar Bharath Programme in Tamilnadu.
4.4.1 Training Programmes Organized and attended by the Preraks at District/
Block level
The following Table- 4.39 shows the training programmes organized and
attended by the Preraks at District/ Block level.
Educational Status
Below SSLC 28.60
Above SSLC to +2th
46.00
Graduation and Above
14.30
Others 11.10
Experience
1-2 Years 20.60
2-4 Years 04.80
4-5 Years 17.50
5 and Above 57.10
134
Table 4.39 Number and Percentages of Training Programmes Organized and attended by the Preraks at District/ Block level
N.P.O -Number of Programme Organized N.P.P - Number of Persons Participated
Note: 1. Figures in the Brackets denotes Percentage 2. Figures in the Columns represent Overall Status and in rows represents Districts.
Districts General
Orientation
Program
%
Refresher
Training
Program
%
Awareness
Training Program
%
Skill Development
Program
%
Special /Focused
Program
%
Total
%
N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P
Dharmapuri 115 (42.7) (40.1)
672 (26.5) (48.7)
58 (21.5) (37.9)
381 (15.0) (48.3)
47(17.4) (17.8)
927 (36.6) (28.4)
42(15.6) (16.6)
478(18.9) (30.1)
7 (2.6) (8.9)
69 (2.7) (5.7)
269
(25.96)
2527
(30.70)
Erode 65
(17.3) (22.6)
150 (10.2) (10.9)
73 (19.4) (47.7)
133 (9.0) (16.9)
90 (24) (34.1)
226 (15.4) (6.9)
110 (29.3) (43.5)
293 (20.0) (18.4)
37(9.8) (46.8)
660 (45.1) (54.8)
375
(36.19)
1462
(17.76)
Thiruvannamalai 64 (25.3) (22.3)
233 (8.0) (16.9)
11 (4.3) (7.2)
223 (7.6) (28.3)
83 (32.9) (31.4)
1437 (49.5) (44.0)
68 (26.9) (26.9)
593 (20.4) (37.3)
26 (10.3) (32.9)
412 (14.2) (34.2)
252
(24.32)
2898
(35.20)
Vilpuram 43 (30.7) (15.0)
326 (24.2) (23.6)
11 (7.85) (7.2)
52 (3.86) (6.6)
44 (31.4) (16.7)
676 (50.2) (20.7)
33 (23.5) (13.0)
226 (16.81) (14.2)
9 (6.4) (11.4)
64 (4.76) (5.3)
140
(13.51)
1344
(16.32)
Total 287
(27.70)
(100)
1381
(16.77)
(100)
153
(14.76)
(100)
789
(9.58)
(100)
264
(25.48)
(100)
3266
(39.67)
(100)
253
(24.42)
(100)
1590
(19.31)
(100)
79
(7.62)
(100)
1205
(14.63)
(100)
1036 8231
135
Overall Scenario
From the above table-4.39, it is found that out of totally organized different
training programmes to preraks in Saakshar Bharath Programme of Tamil Nadu,
36.19% of training programmes were organized in Erode district followed by 25.96%
in Dharmapuri, 24.32% in Tiruvannamalai and 13.51% in Viluppuram districts.
At the same time 35.20% of preraks have participated in the training
programmes in Tiruvannamalai district followed by 30.70% in Dharmapuri, 17.76%
in Erode and 16.32% in Viluppuram districts.
It is found that out of totally organized general orientation programmes to
preraks in Saakshar Bharath programme of Tamil Nadu, 40.10% is organized in
Dharmapuri district followed by 22.60% in Erode, 22.30% in Tiruvannamalai and
15.00% in Viluppuram districts.
At the same time 48.70% of preraks participated in the General Orientation
Programme in Dharmapuri followed by 23.60% in Viluppuram, 16.90% in
Tiruvannamalai and 10.90% in Erode districts.
It is found that out of totally organized refresher training programme to
preraks in Saakshar Bharath programme of Tamil Nadu, 47.70% is organized in
Erode district followed by 37.90% in Dharmapuri, 7.20% in Viluppuram, 7.20% in
Viluppuram districts.
At the same time 48.30% of preraks participated in the refresher training
programme in Dharmapuri followed by 28.30% in Tiruvannamalai, 16.90% in Erode
and 6.60% in Viluppuram districts.
It is found that out of totally organized awareness training programme to
preraks in Saakshar Bharath programme of Tamil Nadu, 34.10% is organized in Erode
district followed by 31.40% in Tiruvannamalai, 16.70% in Viluppuram, 17.80% in
Dharmapuri district.
At the same time 44.00% of preraks participated in the awareness training
programme in Tiruvannamalai followed by 28.40% in Dharmapuri, 20.70% in
Viluppuram and 6.90% in Erode districts.
It is found that out of totally organized skill development training programme
to preraks in Saakshar Bharath programme of Tamil Nadu, 43.50% is organized in
Erode district followed by 26.90% in Tiruvannamalai, 16.60% in Dharmapuri,
13.00% in Viluppuram districts.
136
At the same time 37.30% of preraks participated in the Skill development
training programme in Tiruvannamalai followed by 30.10% in Dharmapuri, 18.40%
in Erode and 14.20% in Viluppuram districts.
It is found that out of totally organized special focused training programme to
preraks in Saakshar Bharath programme of Tamil Nadu, 46.80% is organized in Erode
district followed by 32.90% in Tiruvannamalai, 11.40% in Viluppuram and 8.90% in
Dharmapuri districts.
At the same time 54.80% of preraks participated in the in special focused
training programme in Erode followed by 34.20% in Tiruvannamalai, 5.70% in
Dharmapuri and 5.30% in Viluppuram districts.
District wise Scenario
It is found that 42.70%, 21.50%, 17.40%, 15.20% and 2.60% of training
programmes such as general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes are organized in Dharmapuri district respectively out of
totally organized training programmes in Tamil Nadu.
It is found that 26.50%, 15.00%, 36.60%, 18.90% and 2.70% of preraks are
participated in the general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes in Dharmapuri district respectively.
It is found that 17.30%, 19.40%, 24.00%, 29.30% and 9.80% of training
programme such as general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes are organized in Erode district respectively.
It is found that 10.20%, 9.00%, 15.40%, 20.00% and 45.10% of preraks
participated in the general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes in Erode district respectively.
It is found that 25.30%, 4.30%, 32.90%, 26.90% and 10.30% of training
programme such general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes are organized in Tiruvannamalai district respectively.
It is found that 8.00%, 7.60%, 49.50%, 20.40% and 14.20% of preraks
participated in the general orientation programme, refresher training programme,
137
awareness training programme, skill development training programme and special
focused training programmes in Tiruvannamalai district respectively.
It is found that 30.70%, 7.85%, 31.40%, 23.50% and 6.40% of training
programme such as general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes are organized in Viluppuram district respectively.
It is found that 24.20%, 3.86%, 50.20%, 16.81% and 4.76% of preraks
participated in the general orientation programme, refresher training programme,
awareness training programme, skill development training programme and special
focused training programmes in Viluppuram district respectively.
The study concluded that totally 27.70%, 25.48%, 24.42%, 14.76% and 7.62%
of general orientation programme, refresher training programme, awareness training
programme, skill development training programme and special focused training
programmes organized to the preraks of saakhar bharath programme in tamilnadu.
39.67%, 19.31%, 16.77%, 14.63% and 9.58% of preraks are participated in the
general orientation programme, refresher training programme, awareness training
programme, skill development training programme and special focused training
programmes respectively in all the districts of Saakhar Bharath Programme in
Tamilnadu.
4.4.2 Duration of the Training Programmes Organized by District /Block Level
Functionaries
Duration of the Training Programmes Organized by District /Block Level
Functionaries is given in the following table- 4.40.
138
Table 4.40 Number and Percentages of Duration of the Training Programmes
Organized by District /Block Level Functionaries
Note: Figures in the Brackets denotes Percentage 2. Figures in the Columns represent Overall
Status and in rows represents Districts.
From the above table-4.40, it is found that 52.60%, 26.30%, 21.05% and
0.00% of training programme were organized for one day, two days, more than three
days and more than three days respectively in Dharmapuri district.
It is found that 62.50%, 18.75%, 18.75% and 0.00% of training programmes
are organized for one day, two days, three days and more than three days respectively
in Erode district.
It is found that 40.00%, 26.60%, 20.00% and 13.33% of training programmes
are organized in one day, two days, three days and more than three days respectively
in Thiruvannamalai district.
It is found that 30.70%, 23.07%, 23.07% and 23.07% of training programme
are organized in one day, two days, three days and more than three days respectively
in Viluppuram district.
4.4.3 Opinion of the Preraks about the Trainning Programmes
The following Table-4.41 shows the Opinion of the Preraks about the Training
Programmes.
Districts One Day
(%)
Two Days
(%)
Three Days
(%)
More Than
Three Days
(%)
Dharmapuri 10 (52.6)
(33.3)
5 (26.3)
(35.7)
0 (0)
(0.0)
4 (21.05)
(44.4)
Erode 10 (62.5)
(33.3)
3 (18.75)
(21.4)
3 (18.75)
(30.0)
0 (0)
(0.0)
Thiruvannamalai 6 (40)
(20.0)
3 (20)
(21.4)
4 (26.6)
(40.0)
2 (13.33)
(22.2)
Viluppuram
4 (30.7)
(13.3)
3 (23.07)
(21.4)
3 (23.07)
(30.3)
3 (23.07)
(33.3)
Total 30
(100.0)
14
(100.0)
10
(100.0)
9
(100.0)
139
Table 4.41 Percentages of Opinion of the Preraks about the Trainning Programmes
Districts Adequacy (%) Duration (%) Content (%) Materials Supplied (%)
adequacy Inadequate No Opinion
adequacy Inadequate No Opinion
adequacy Inadequate
No Opinion
adequacy Inadequate No Opinion
Dharmapuri 84.12 15.87 0 95.00 05.00 0 95.23 04.76 0 93.54 05.18 01.28
Erode 88.88 11.11 0 80.00 20.00 0 76.78 21.20 02.02 88.22 10.14 01.64
Thiruvanna malai
95.23 03.17 01.58 68.42 29.00 02.58 74.28 21.04 04.68 82.24 14.26 03.50
Viluppuram 93.65 0 06.35 88.42 0 11.57 82.78 14.76 02.46 76.78 18.98 04.24
Total 90.47 07.53 01.98 82.96 13.50 03.53 82.26 15.44 02.29 85.19 12.14 02.66
140
From the above table -4.41, it is found that 84.12% of preraks opined that the
training given to them is adequate in Dharmapuri followed by 88.88% in Erode,
95.23% in Thiruvannamalai and 93.65% in Viluppuram districts. 15.87% of preraks
viewed that the trainings are inadequate in Dharmapuri followed by 11.11% in Erode,
03.17% in Thiruvannamalai and 0.00% in Viluppuram districts. Whereas 0.00% of
respondent were not able to say anything about the training in Dharmapuri and Erode
districts followed by 01.38% in Thiruvannamalai and 06.35% in Viluppuram districts.
It is found that 95.00% of preraks opined that the duration of the training in
Dharmapuri is adequate followed by 80.00% in Erode, 68.42% in Thiruvannamalai
and 88.42% in Viluppuram districts. 05.00% of preraks viewed that the duration of
the training is inadequate in Dharmapuri, 20.00% in Erode, 29.00% in
Thiruvannamalai and 0.00% in Viluppuram. Whereas 0.00% of the respondents were
not able to say about the duration of the training in Dharmapuri and Erode district
followed by 02.58% in Thiruvannamalai and 11.57% in Viluppuram district.
It is found that 95.23% of preraks opined that the content of the training given
to them is adequate in Dharmapuri followed by 76.78% in Erode, 74.28% in
Thiruvannamalai and 82.78% in Viluppuram districts. 04.76% of preraks viewed that
the content of the training is inadequate in Dharmapuri, 21.20% in Erode, 21.04% in
Thiruvannamalai and 14.76% in Viluppuram. 0.00% of respondent were not able to
say about the content of the training in Dharmapuri followed by 02.02% in Erode,
04.68% in Thiruvannamalai and 02.46% in Viluppuram districts.
It is found that 93.54% of preraks opined that the training materials given to
them is adequate in Dharmapuri followed by 88.22% in Erode, 82.24% in
Thiruvannamalai and 76.78% in Viluppuram districts. 05.18% of preraks viewed that
the training materials are inadequate in Dharmapuri, 10.14% in Erode, 14.26% in
Thiruvannamalai and 18.98% in Viluppuram. 01.28% of respondents were not able to
say about the training materials in Dharmapuri, 01.64% in Erode, 03.50% in
Thiruvannamalai and 04.24% in Viluppuram districts respectively.
141
4.4.4 Potential Learners- Illiterates / Non-Literates Identified at Grama Panchayat Level
The following Table-4.42 shows the Potential Learners- Illiterates / Non-Literates Identified at Grama Panchayat Level.
Table 4.42 Percentages of Potential Learners- Illiterates / Non-Literates Identified at Grama Panchayat Level
Districts Gender Community
Total
(%) Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Dharmapuri 3508 (36.7) (24.8)
6030 (63.2) (31.4)
9538
(28.66)
1219 (12.7) (11.2)
0 (0) 1530 (16.04) (55.7)
6789( 71.1) (35.6)
9538
(28.66)
Erode 5255 (44.1) (37.2)
6645 (55.8) (34.6)
11900
(35.75)
3654 (30.70) (33.6)
41 (0.3) (13.3)
547 (4.5) (19.9)
7658 (64.3) (40.1)
11900
(35.75)
Thiruvannamalai 2903 (46.2) (20.5)
3368 (53.7) (17.5)
6271
(18.84)
3181 (50.7) (29.2)
178 (2.8) (57.7)
623 (9.9) (22.7)
2289 (36.5) (12.0)
6271
(18.84)
Viluppuram 2445 (46.3) (17.3)
2825 (53.6) (14.7)
5270
(15.83)
2804 (53.2) (25.8)
89 (1.6) (28.8)
43 (0.8) (1.56)
2334 (44.2) (12.2)
5270
(15.83)
Note: Figures in the Brackets denotes Percentage. Figures in the Columns represent Overall Status and in rows represents Districts.
142
District wise
From the above table-4.42, it is found 63.20% of women and 36.70% of men
illiterates / non – literates’ potential learners are identified at Grama Panchayat Level
in Dharmapuri district. Further 55.07% of Minority community, 35.60% of other
community, 11.20% of SC and 0.00% of ST is identified in Dharmapuri district.
It is found that 55.80% of women and 44.10% men illiterates / non – literates’
potential learners are identified at Grama Panchayat level in Erode district. Further
other community (64.30SC %), Minority Community (30.70%), and ST (04.50%) in
Erode district.
It is found that 53.70% of women and 46.20% of men illiterates / non –
literates’ potential learners (04.50%) are identified at Grama Panchayat Level in
Thiruvannamalai district. Further SC (50.70%), other community (36.50%), Minority
Community (09.99%) and ST (2.80%) are identified in Thiruvannamalai district.
It is found that 53.60% of women and 46.30% of men illiterates /non –
literates’ potential learners are identified at Grama Panchayat Level in Viluppuram
district. Further SC (53.20%), other community (44.20%), ST (1.60%) and (0.80%)
Minority Community is identified in Viluppuram district.
Overall
35.75% of illiterate/ non literate potential learners’ are identified at Grama
Panchayat Level in Erode district followed by (28.66%) in Dharmapuri, (18.84%) in
Thiruvannamalai, (15.83%) in Viluppuram districts.
It is found that 37.02% of men illiterate/non - literate potential learners’ are
identified at Grama Panchayat Level in Erode district followed by Dharmapuri
(24.80%), Thiruvannamalai (20.50%) and in Viluppuram (17.3%) districts.
It is found that 34.06% of women illiterate/non - literates potential learners’
are identified at Grama Panchayat Level in Erode district followed by Dharmapuri
(31.4%), Thiruvannamalai (17.50%) and Viluppuram (14.70%) districts.
It is found that 33.06% of SC illiterate /non - literates potential learners’ are
identified at Grama Panchayat Level in Erode district followed by Dharmapuri
(29.20%), Thiruvannamalai (25.80%) and Viluppuram (11.20%) districts.
It is found that 57.00% of ST illiterate /non - literates potential learners’ are
identified at Grama Panchayat Level in Thiruvnannamalai district followed by
Viluppuram (28.8%), Thiruvannamalai (13.30%) and Viluppuram (11.2%) districts.
143
It is found that 55.70% of Minority Community illiterate /non - literates
potential learners are identified at Grama Panchayat Level in Dharmapuri district
followed by Thiruvannamalai (22.70%), Erode (19.90%) and Viluppuram (1.56%)
districts.
It is found that 40.10% of other community illiterate /non - literate potential
learners are identified at Grama Panchayat Level in Erode district followed by
Dharmapuri (35.60%), Viluppuram (12.20%) and Thiruvannamalai (12.00%)
districts.
4.4.5 Formation and Functions of Grama Panchayat Committee
Formation and functions of Grama Panchayat Committees are given in the
following table- 4.43.
Table 4.43 Percentages of Formation and Functions of Grama Panchayat
Committee
Districts Formation of GPC
%
No.GPC of Conducted
%
Dharmapuri 16 (18.8)
(30.7)
69 (81.1)
(34.3)
Erode 14 (19.1)
(26.9)
59 (80.8)
(29.4)
Thiruvannamalai 12 (23.5)
(23.0)
39 (76.4)
(19.4)
Viluppuram
10 (22.7)
(19.2)
34 (77.2)
(16.9)
Total 52
(20.5)
201
(79.4)
Note: Figures in the Brackets denotes Percentage 2. Figures in the Columns represent Overall
Status and in rows represents Districts.
District wise
From the above table-4.43, it is found that 81.10% of the meeting was
conducted in Dharmapuri but formation of committee is 18.80% only in GPs.
It is found that 80.80% of the meeting was conducted in Erode but formation
of committee (19.10%) only in GPs.
144
It is found that 76.40% meeting was conducted in Thiruvannamalai but
formation of committee (23.50%) only in GPs.
It is found that 77.20% meeting was conducted in Viluppuram but formation
of committee (22.70%) only in GPs.
Overall
It is found that 30.70% in Dharampuri, 26.90% in Erode, 23.50% in
Thiruvannamalai and 19.20% in Viluppuram districts have formed Grama Panchayat
committees in the Saakshar programme. 34.30% of Grama Panchayat committee has
functioned in Dharmapuri followed by Erode (29.40%), Thiruvannamalai (19.40%)
and Viluppuram (16.90%) districts.
4.4.6 Environmental Building Activities at Grama Panchayat Levels
The following Table-4.44 shows the environmental building activities at
Grama Panchayat Levels.
Table 4.44 Percentages of Environmental Building Activities at Grama
Panchayat Levels
Districts Environmental Building Activities
Total
% G.O.P
%
R.T.P
%
A.T.P
%
S.D.T.P
%
S.F.T.P
%
Dharmapuri 56 (3.1) (3.8)
162 (9.2) (40.1)
1341 (76.2) (67.4)
0 (0.0)
200 (0.1) (21.6)
1759
(34.1)
Erode 529 (28.0) (36.1)
107 (5.6) (26.5)
510 (27.0) (25.6)
100 (5.3) (28.1)
640 (33.9) (69.1)
1886
(36.68)
Thiruvannamalai 638 (24.8) (43.5)
43 (5.0) (10.6)
21 (2.4) (1.1)
150 (17.6) (42.1)
0 (0.0)
852
(16.57)
Viluppuram
243 (37.7) (16.6)
92 (14.2) (22.8)
117 (27.4) (5.9)
106 (16.4) (29.8)
86 (13.3) (9.3)
644
(12.52)
Total 1466
404
1989
356
926
5141
G.O.P- General Orientation Programme; R.T.P- Refresher Training Programme; A.T.P- Awareness Training Programme; S.D.T.P- Special Development Training Programme; S.F.T.P- Special Focused Training Programme
Overall
From the above table-4.44, it is found that 36.68% of environmental building
activities are conducted at Grama Panchayat level in Erode followed by in
Dharmapuri (44.10%), Thiruvannamalai (16.57%) and Viluppuram (12.52%) districts.
145
It is found that 43.50% of General Orientation Programme is conducted at
Grama Panchayat level in Thiruvannamalai district followed by Erode (36.1%),
Viluppuram (16.6%) and Dharamapuri (3.8%) districts.
It is found that 40.1% of Refreshers Training Programme is conducted at
Grama Panchayat level in Dharmapuri (26.5%) district followed by Erode (22.8%),
Viluppuram (10.6%) and Thiruvannamalai districts.
It is found that 67.4% of Awareness Training Programme is conducted at
Grama Panchayat level in Dharmapuri district followed by Viluppuram (25.6%),
Erode (5.9%) and Thiruvannamala i(1.1%) districts.
It is found that 42.1% of Skill Development Training Programme is conducted
at Grama Panchayat level in Thiruvannamalai district followed by Viluppuram
(29.8%), Erode (28.1%) and Dharmapuri (0.0%) districts.
It is found that 69.1% of Special Focus Training Programme is conducted at
Grama Panchayat level in Erode Districts followed by in Dharmapuri (21.6%),
Viluppuram (0.01%) and Thiruvannamalai (9.3%) districts.
District Wise
It is found that 76.2% of Awareness Training Programme, 9.2% of Refreshers
Training Programme, 3.1% of General Orientation Programme, 0.1% of Special
Focus Training Programme and 0% of Skill Development Training Programme are
conducted at Grama Panchayat level in Dharamapuri district.
It is found that 33.9% of Special Focus Training Programme, 28.0% of
General Orientation Programme, 27.0% of Awareness Training Programme, 5.6% of
Refreshers Training Programme and 5.3% of Skill Development Training Programme
are conducted at Grama Panchayat level in Erode district.
It is found that 24.8% of General Orientation Programme, 17.6% of Skill
Development Training Programme, 5.0% of Refreshers Training Programme, 2.4% of
Awareness Training Programme and 0.0% of Special Focus Training Programme are
conducted at Grama Panchayat level in Thiruvannamalai district.
It is found that 37.7% of General Orientation Programme, 27.4% of
Awareness Training Programme, 16.4% of Skill Development Training Programme,
14.2% of Refreshers Training Programme and 13.3% of Special Focus Training
Programme are conducted at Grama Panchayat level in Viluppuram district
146
4.4.7 Teaching/ Learning and Other Materials Supplied at AECs
Teaching/ Learning and Other Materials Supplied at AECs are given in the
following table- 4.45.
Table 4.45 Percentages of Teaching/ Learning and Other Materials Supplied at
AECs
From the above table-4.45, it is observed that 85.20% of books, 75.26% of
tailoring machines, 60.56% of charts, 75.25% of boards, 77.27% of pens, 65.26% of
pencils, 83.12% of notebooks, 72.10% of candles, 63.47% of chalk boxes, 84.02% of
tables, 75.12% of registers and records, 63.05% of cycles, 68.23% of sambiranis,
72.22% of slates, 82.30% of almirahs, 68.45% of carom boards, 84.02% of maps,
79.10% of stoves, 86.40% of game materials, 73.23% of handicrafts materials,
S.NO Type of
material
Dharmapuri
%
Erode
%
Thiruvannamalai
%
Viluppuram
%
Total
%
1 Book 85.62 91.20 45.60 70.16 5662
2 Tailoring Machine
75.26 60.60 62.02 85.36 89
3 Chart 60.56 83.50 65.36 62.06 182
4 Board 75.25 65.20 71.50 77.60 474
5 Pen 77.25 62.30 84.99 66.3 385
6 Pencil 65.26 72.02 79.07 82.08 174
7 Note 83.12 588.3 81.04 72.02 613
8 Candle 72.10 87.23 64.56 0 19
9 Chalk box 63.47 65.08 58.01 35.12 9
10 Table 84.02 71.09 69.20 65.01 158
11 Registers 75.12 0 69.08 75.90 12
12. Cycle 63.05 81.04 81.10 04.56 13
13 Sambrani 68.23 78.91 0 85.99 8
14 Slate 72.22 76.23 69.56 65.04 58
15 Almirah 82.30 84.59 0 0 2
16 Carom Board
68.45 0 0 66.2 3
17 Map 84.02 64.65 80.50 0 4
18 Stove 79.10 0 60.13 0 3
19 Games things
86.40 85.90 0 89.02 17
20 Hand Crafts
73.23 77.19 72.35 74.36 202
21 Soap Powder
66.40 0 45.20 66.02 3
22 Computer Accessories
60.00 56.80 82.67 88.02 5
TOTAL 3779(368.7) 965(515.85) 1827(554.5) 1520(990.9) 8095
147
66.40% of soap powders and 60.00% of computer accessories of teaching learning
and other materials were supplied in Dharmapuri district.
It is found that 91.20%, 60.60%, 83.50%, 65.20%, 62.30%, 72.02%, 58.83%,
87.23%, 65.08%, 71.09%, 0.00%, 81.04%, 78.91%, 76.23%, 84.59%, 0.00%, 64.65%,
0.00%, 85.90%, 77.19%, 0.00% and 56.80% of books, tailoring machines, charts,
boards, pens, pencils, notebooks, candles, chalk boxes, registers and records,
cycles, sambiranis, slates, almirahs, carom boards, maps, stoves, game materials,
handicrafts materials, soap powders and computer accessories of teaching learning
and other materials were supplied in Erode,
It is found that 45.60%, 62.02%, 65.36%, 71.50%, 84.99%, 79.07%, 81.04%,
64.56%, 58.01%, 69.20%, 69.08%, 81.10%, 0.00%, 69.56%, 0.00%, 0.00%, 80.50%,
60.13%, 0.00%, 72.35%, 45.20% and 82.67 % of books, tailoring machines, charts,
boards, pens, pencils, notebooks, candles, chalk boxes, registers and records,
cycles, sambiranis, slates, almirahs, carom boards, maps, stoves, game materials,
handicrafts materials, soap powders and computer accessories of teaching learning
and other materials were supplied in Tiruvannamalai district.
It is found that 70.16%, 85.36%, 62.06%, 77.60%, 66.30%, 82.08%, 72.02%,
0.00%, 35.12%, 65.01%, 75.90%, 4.56%, 85.99%, 65.04%, 0.00%, 66.20%, 0.00%,
0.00%, 89.02%, 74.36%, 66.02% and 88.02% of books, tailoring machines, charts,
boards, pens, pencils, notebooks, candles, chalk boxes, registers and records,
cycles, sambiranis, slates, almirahs, carom boards, maps, stoves, game materials,
handicrafts materials, soap powders and computer accessories of teaching learning
and other materials were supplied in Viluppuram district.
148
4.4.8 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Dharmapuri District
The following table-4.46 shows the learners enrollment and completion in
literacy assessment by National Institute of Open Schooling, New Delhi in
Dharmapuri District.
Table 4.46 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Dharmapuri
District
Phases Dharmapuri
Gender Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I 672 (42.45) (21.6)
911 (57.5) (15.6)
1583
(17.7)
465 (29.4) (15.18)
225 (14.2) (18.6)
332 (21) (23.7)
561 (35.4) (17.1)
1583
(17.7)
II 460 (30.5) (14.7)
1046 (69.5) (17.9)
1506
(16.8)
544 (36.1) (17.7)
201 (13.3) (16.6)
265 (17.6) (18.9)
496 (33) (15.1)
1506
(16.8)
III 390 (32.5) (12.5)
811 (67.5) (13.9)
1201
(13.4)
545 (45.4) (17.7)
156 (13) (12.9)
166 (14) (11.8)
334 (28.3) (10.2)
1201
(13.4)
IV 1253 (33.7) (40.2)
2473 (66.4) (42.4)
3726
(41.7)
1153 (31) (37.6)
444 (12) (36.8)
566 (15.2) (40.4)
1563 (42) (47.8)
3726
(41.7)
V 105 (39.6) (3.37)
160 (60) (2.7)
265
(2.9)
105 (40) (3.4)
98 (37) (8.1)
13 (05) (0.9)
49 (18.4) (1.5)
265
(2.9)
VI 59 (44) (1.89)
75 (56) (1.28)
134
(1.5)
51 (38) (1.6)
09 (07) (0.7)
00 (-) (0)
74 (55.5) (2.26)
134
(1.5)
VII 24 (30) (0.7)
56 (70) (0.96)
80
(0.8)
32 (40) (1.04)
23 (29) (1.9)
12 (15) (0.8)
13 (16.3) (0.39)
80
(0.8)
VIII 10 (25) (0.3)
30 (75) (0.51)
40
(0.4)
12 (30) (0.39)
3 (7.5) (0.2)
0 (-)
25 (62.5) (0.7)
40
(0.4)
IX 99 (34.4) (3.18)
189 (65.6) (3.2)
288
(3.2)
123 (43) (4.0)
23 (08) (1.9)
45 (15.6) (3.2)
97 (33.7) (2.9)
288
(3.2)
X 38 (35) (1.2)
70 (65) (1.2)
108
(1.2)
33 (30.6) (1.0)
22 (20.4) (1.8)
1 (1) (0.07)
52 (48.1) (1.59)
108
(1.2)
TOTAL 3110
(34.8)
5821
(65.2)
8931 3063
(34. 2)
1204
(13.5)
1400
(16)
3264
(36.3)
8931
149
From the above table-4.46, it is found that 41.70% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase IV
followed by phase I (17.70%), phase II (16.80%), phase III (13.40%), phase IX
(3.20%), phase V(2.90%), phase VI (1.50%), phase X(1.20%), phase VII (0.80%)
and phase VII (0.40%) in Dharmapuri district in the AECs of Saakshar Bharath
Programme.
It is found that 65.20% of female and 34.80% of male learners enrolled and
completed literacy examinations conducted by NIOS, New Delhi in all phases in
Dharmapuri district.
It is found that the percentage of female and male learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I to
phase 10 in Dharmapuri district are: phase I (57.50% and 42.45%), phase II (69.50%
and 30.50%), phase III (67.50% and 32.50%), phase IV (66.40% and 37.70%), phase
V (60.40% and 39.60%), phase VI (56.00% and 44%) phase VII (70.00% and
(30.00%), phase VIII (75.00% and 25.00%) , phase IX (65.60% and 34.40%) and
phase X (71.40% and 28.60%).
It is found that 35.40% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi followed by SC
(29.40%), Minority (21.00%) and ST (14.20%) in Dharmapuri district in phase I,
SC(36.10%), Other community (33.00%), Minority (17.60%) and ST (13.30%) in
phase II, SC (45.40%), other community (28.30%),Minority (14.00%) and ST
(13.00%) in phase III, other community (42.00%), SC (31.00%), Minority (15.20%)
and ST (12.00%) in phase IV, (40.00%) SC, (37.00%), other community (18.40%)
and Minority (0.50%) in phase V, (55.50%) other community, (38.00%) SC, ST
(0.70%) and (0.00%) Minority in phase VI, (40.00%) SC, (29.00%) ST, (16.30%)
other community and (15.00%) Minority in phase VII, (62.50%) other community,
(30.00%) SC, (2.09%), ST (7.50%) and (0.00%) Minority in phase VIII, (43.00%)
SC, (33.70%) other community, (15.60%) Minority, (0.80%) ST in phase IX and
(48.10%) other community, (30.60%) SC, (13.80%) ST and (1.00%) Minority
learners in phase X.
It is found that 37.60% of SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in phase IV in Dharmapuri district
followed by phase II (17.70%), phase III (17.70%), phase I (15.18%), phase IX,
150
(4.00%) , phase V (3.40%), phase VI, (1.60%), phase VII, (1.40%), phase X (1.00%)
and phase VIII (0.39%).
It is found that 36.80% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in phase IV in Dharmapuri district
followed by (18.60%) in phase I, (16.60%) in phase II, (12.90%) in phase III, (8.10%)
in phase V, (1.90%) in phase VII, (1.90%) in phase IX, (1.80%) in phase X , (0.70%)
in phase VI and (0.20%) in phase VIII.
It is found that 40.40% of Minority community leaders have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Dharmapuri district followed by (23.70%) in phase I, (18.90%) in phase II, (4.62%) in
phase III, (3.20%) in phase IX, (0.90%) in phase V, (0.80%) in phase VII, (0.07%) in
phase X , (0.00%) in phase VI and (0.00%) in phase VIII.
It is found that 47.80% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Dharmapuri district followed by (17.10%) in phase I, (15.10%) in phase II, (10.20%)
in phase III, (2.26%) in phase VI, (2.90%) in phase IX, (1.59%) in phase X, (1.50%)
in phase V, (0.70%) in phase VIII and (0.39%) in phase VII.
151
4.4.9 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Erode District
The following table-4.47 shows the learners enrollment and completion in
literacy assessment by National Institute of Open Schooling, New Delhi in Erode
District.
Table 4.47 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Erode District
Phases
Erode
Gender Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I 932 (35.5) (25.6)
1694 (64.5) (16.3)
2626
(18.7)
815 (31.03) (24.04)
246 (9.3) (35.9)
463 (17.6) (43.3)
1102 (41.9) (12.4)
2626
(18.7)
II 341 (18.3) (9.4)
1522 (81.7) (14.6)
1863
(13.2)
419 (22.4) (12.3)
20 (1.07) (2.92)
30 (1.6) (2.83)
1394 (74.8) (15.6)
1863
(13.2)
III 1450 (32.8) (39.9)
2974 (67.2) (28.6)
4424
(31.5)
966 (21.8) (28.4)
310 (7.0) (45.3)
353 (7.9) (33.3)
2795 (63.1) (31.46)
4424
(31.5)
IV 111 (5.5)
(3.05)
1889 (94.5) (18.1)
2000
(14.2)
487 (24.35) (14.3)
11 (0.55) (1.60)
5 (0.25) (0.47)
1497 (74.85) (16.85)
2000
(14.2)
V 221 (36.3) (6.08)
388 (63.7) (3.7)
609
(4.3)
192 (31.52) (5.66)
30 (4.9) (4.38)
102 (16.74) (9.63)
285 (46.79) (3.20) 609 (4.3)
VI 135 (22.8) (3.7)
459 (77.2) (4.4)
594
(4.2)
156 (26.26) (4.60)
30 (5.05) (4.38)
49 (8.24) (4.62)
359 (60.43) (4.04) 594 (4.2)
VII 26 (8.9) (0.7)
268 (91.1) (2.5)
294
(2.09)
47 (15.9) (1.38)
5 (1.70) (0.73)
8 (2.72) (0.75)
234 (79.5) (2.63)
294
(2.09)
VIII 22 (15.4) (0.6)
121 (84.6) (1.1)
143
(1.02)
18 (12.58) (0.53)
3 (2.09) (0.43)
10 (6.99) (0.94)
112 (78.32) (1.26)
143
(1.02)
IX 388 (26.8) (10.6)
1060 (73.2) (10.2)
1448
(10.3)
287 (19.82) (8.46)
25 (1.72) (3.65)
37 (2.55) (3.49)
1099 (75.89) (12.3)
1448
(10.3)
X 4 (28.6) (0.1)
10 (71.4) (0.09)
14
(0.09)
3 (21.42) (0.08)
4 (28.57) (0.58)
2 (14.28) (0.18)
5 (35.71) (0.05) 14 (0.09)
Total 3630
(25.9)
10385
(74.1) 14015
3390
(24.18)
684
(4.88)
1059
(7.55)
8882
(63.37) 14015
152
From the above table-4.47, it is found that 31.50% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase III in
Erode followed by phase I (18.70%), in phase IV (14.20%), in phase II (13.20%), in
phase IX (10.30%), in phase V( 4.30%), in phase VI (4.20%), in phase VII(2.09%),
in phase VIII (1.02%) and phase X (0.09%) in the AECs of Saakshar Bharath
Programme.
It is found that 74.10% of female and 25.90% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Erode district.
It is found that the percentage of female and male learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I to
phase X in Dharmapuri district are: 64.50% of female and 35.50% of male phase I,
81.70% of female, 18.30% V of male in phase II, 67.20% of female and 32.80% of
male in phase III, 94.50% of female and 5.50% of male in phase IV, 63.70% of
female and 36.30% of male in phase V, 77.20% of female and 22.80% of male in
phase VI, 91.10% of female and 8.90% of male in phase VII, 84.60% of female and
15.40% of male in phase VIII , 73.20% of female and 26.80% of male in phase IX
and 71.40% of female and 28.60% of male in phase X.
It is found that 41.90% of other community learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Erode district in
phase I, followed by SC (31.03%), Minority (17.60%) and ST (9.30%), other
community (74.80%) SC (22.40%), Minority (1.60%) and ST (1.07%) in phase II,
other community (63.10%), SC (21.80%), Minority (7.90%) and ST (7.00%) in phase
III, other community (74.85%), SC (24.35%), ST (0.55%) and Minority (0.25%) in
phase IV, other community(46.79%), SC(31.52%), (16.74%) Minority and ST
(4.90%) in phase V, (60.43%) other community, (26.26%) SC, (8.24%) Minority and
(5.05%) ST in phase VI. In phase VII other community(79.50%), SC (15.90%),
Minority (2.72%) and ST (1.70%), in phase VIII other community (78.32%), SC
(12.58%), Minority and ST (2.09%), in phase IX, other community (12.30%), SC
(8.46%), Minority (3.49%) and ST (3.65%) and ST (0.58%), Minority (0.18%) and
other community (0.05%) in phase X.
It is found that 28.40% learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Erode district in phase III followed
by in phase I (24.04%), in phase IV (14.30%), in phase II (12.30%), in phase IX
153
(8.46%), in phase V (5.66%), in phase VI (4.60%), in phase VII (1.38%), in phase
VIII (0.53%) and in phase X (0.08%).
It is found that 45.30% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Erode district in phase III followed
by 35.90% in phase I, 4.38% in phase V, 4.38% in phase VI, 3.65% in phase IX,
2.92% in phase II, 1.60% in phase IV, 0.73% in phase VII, 0.58% in phase X and in
phase VIII (0.43%).
It is found that 43.30% of Minority community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Erode district in
phase I followed by 33.30% in phase III, 9.63% in phase V, 4.62% in phase VI,
3.49% in phase XI, 2.83% in phase II, 0.94% in phase VIII, 0.75% in phase VII,
0.47% in phase IV and in phase X (0.18%).
It is found that 47.80% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Erode district in
phase III followed by in phase IV(16.85%), in phase II (15.60%), in phase I
(12.40%), in phase IX (12.30%), in phase VI (4.04%), in phase V (3.20%), in phase
VII (2. 63%), in phase VIII (1.26%) and in phase X (0.05%).
154
4.4.10 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Thiruvannamalai District
The following table-4.48 shows the learners enrollment and completion in
literacy assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamalai District.
Table 4.48 Percentages of Learners Enrollment and Completion t in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamali District
Phases
Thiruvannamalai
Gender Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I
161 (22.8) (2.35)
543 (77.2) (11.01)
704
(10.3)
112 (15.9) (5.91)
49 (6.9) (6.51)
412 (58.5) (18.6)
131 (18.6) (6.61)
704
(10.3)
II
469 (23.8) (6.8)
1495 (76.2) (30.3)
1964
(28.7)
410 (20.8)
(21.67)
309 (15.7)
(41.09)
707 (35.9) (31.9)
538 (27.3) (27.1)
1964
(28.7)
III
708 (56.4) (10.3)
1254 (43.6) (25.4)
1962
(28.7)
548 (27.9) (28.9)
258 (13.14) (34.3)
576 (29.35) (26.06)
580 (29.56) (29.30)
1962
(28.7)
IV
115 (23.4) (1.6)
376 (76.6) (7.62)
491
(7.18)
136 (27.69) (7.18)
53 (10.79) (7.04)
121 (24.64) (5.47)
181 (36.86) (9.14)
491
(7.18)
V
131 (20.1) (1.91)
500 (79.9) (10.14)
631
(9.23)
240 (38.03) (12.6)
68 (10.77) (9.04)
131 (20.76) (5.92)
192 (30.42) (9.70)
631
(9.23)
VI
48 (11.21) (0.70)
380 (88.7) (7.70)
428
(6.26)
190 (44.39) (10.04)
0 (0) (0)
40 (9.34) (1.80)
198 (46.26) (10.0)
428
(6.26)
VII
135 (34.7) (1.97)
254 (65.3) (5015)
389
(5.69)
134 (34.4) (7.08)
9 (2.31) (1.19)
97 (24.9) (4.38)
149 (38.3) 7.52
389
(5.69)
VIII
123 (54.9) (1.80)
101 (45.1) (2.04)
224
(3.27)
98 (43.75) (5.17)
0 (0) (0)
126 (56.25) (5.70)
0 (0) (0)
224
(3.27)
IX
5 (23.8) (0.07)
16 (76.2) (0.32)
21
(0.30)
17 (80.95) (0.89)
0 (0) (0)
0 (0) (0) 4
(19.04) (0.20)
21
(0.30)
X
9 (47.3)
(27.86)
10 (52.7) (0.20)
19
(0.27)
7 (36.84)
6 (31.57) (0.79)
0 (0) (0) 6
(31.57) (0.30)
19
(0.27)
Total
1904
(27.8)
4929
(72.2)
6833 1892
(27.7)
752
(11.0)
2210
(32.34)
1979
(28.96) 6833
155
From the above table -4.48, it is found that 28.70% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase II in
Thiruvannamalai district followed by 28.70% in phase III, 10.30% in phase I, 9.23%
in phase V, 7.18% in phase IV, 6.26% in phase VI, 5.69% in phase VII, 3.27% in
phase VIII and 0.30% in phase IX in the AECs of Saakshar Bharath Programme.
It is found that 72.20% of female and 27.80% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Thiruvannamalai district.
It is found that 77.20% of female and 22.80% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I in
Thiruvannamalai district followed by 76.20% of female, 23.80% of male in phase II,
43.60% of female and 56.40% of male in phase III, 76.60% of female and 23.40% of
male in phase IV, 79.90% of female and 20.10% of male in phase V, 88.70% of
female and 11.21% of male in phase VI, 65.3% of female and 34.7% of male in
phase VII, 45.10% of female and 54.90% of male in phase VIII and 76.20% of
female, 23.80% of male in phase IX and 52.70% of female and 47.30% of male in
phase X.
It is found that 58.50% of Minority learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in Thiruvannamalai district in
phase I, followed by other community (18.60%), SC(15.90%) and ST (6.90%), in
phase II Minority (35.90%), other community (27.30%), SC (20.80%) and ST
(15.70%), in phase III other community (29.56%), Minorities (29.35%), SC (27.90%)
and ST (13.14%) in phase IV other community (36.86%), SC (27.69%), Minority
(24.64%) and ST (10.79%), in phase V, SC (38.03%), Other community (30.42%),
Minority (20.76%) and ST (10.77%), in phase VI 46.26% other community,
(44.39%) SC, (9.34%) Minority and (0%) ST, in phase VII (38.30%) other
community, (34.40%) SC, (24.90%) Minority and (2.31%) ST, in phase VIII
(56.25%) Minority, (19.04%) other community, (0.00%) ST and (0.00%) SC, in phase
IX (80.95%) SC, other community (19.40%), (0.00%) ST and (0.00%) Minority and
(36.84%) SC, other community (37.51%), ST (31.57%) and 0.00% Minority in phase
X.
It is found that 28.90% SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase III
followed by phase II (21.67%), phase V (12.60%), phase VI (10.04%), phase IV
156
(7.18%), phase VII (7.08%), phase I (5.91%), phase VIII (5.17%), phase IX (0.89%)
and phase X (0.36%).
It is found that 41.09% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase II
followed by 34.30% in phase III, 9.04% in phase V, 7.04% in phase IV, 6.51% in
phase I, 1.19% in phase VII, 0.79% in phase X, 0.00% in phase VI, 0.00% in phase
VIII and 0.00% in phase IX.
It is found that 31.90% of Minority community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Thiruvannamalai
district in phase II followed by 26.06% in phase III, 18.60% in phase I, 5.92% in
phase V, 5.70% in phase VIII, 5.47% in phase IV, 4.38% in phase VII, 1.80% in
phase VI, 0.00% in phase IX and 0.00% in phase X.
It is found that 29.30% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Thiruvannamalai
district in phase III followed by 27.10% in phase II, 10.00% in phase VI, 09.70% in
phase V, 9.14% in phase IV, 7.52% in phase VII, 6.61% in phase I, 0.30% in phase X,
0.20% in phase IX and 0.00% in phase VIII.
157
4.4.11: Learners Enrollment and Completion of Literacy Assessment by National
Institute of Open Schooling, New Delhi in Viluppuram District
The following table-4.49 shows the Learners Enrollment and Completion in
Literacy Assessment by National Institute of Open Schooling, New Delhi in
Viluppuram District.
Table 4.49 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Viluppuram
District
Phases
Viluppuram
Gender Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I
221 27.21) (8.25)
591 (72.7) (10.6)
812
(9.8)
72 (8.86) (2.8)
34 (4.18) (12.0)
2 (0.24) (0.2)
654 (80.5) (14.1)
812
(9.8)
II
422 (28.24) (15.75)
1072 (71.7) (10.68)
1494
(18.19)
394 (26.3) (15.8)
49 (3.27) (17.3)
60 (4.01) (7.8)
991 (66.33) (21.4)
1494
(18.19)
III
696 (30.9) (25.9)
1550 (69.01) (19.37)
2246
(27.35)
1048 (46.6) (42.1)
91 (4.05) (32.2)
95 (4.22) (12.3)
1012 (45.05) (21.8)
2246
(27.35)
IV
1074 (57.4) (40.10)
795 (42.5) (28.01)
1869
(22.76)
556 (29.7) (22.3)
37 (1.97) (13.1)
601 (32.15) (79.5)
675 (36.15) (14.5)
1869
(22.76)
V
125 (28.47) (4.66)
314 (71.5)
(14.37)
439
(5.34)
81 (18.4) (3.2)
0 (0) (0)
6 (1.36) (0.7)
352 (80.18) (7.6)
439
(5.34)
VI
56 (21.13) (2.09)
209 (78.8) (5.67)
265
(3.22)
87 (32.83) (3.5)
0 (0) (0)
1 (0.37) (0.1)
177 (66.79) (3.8)
265
(3.22)
VII
23 (7.25) (0.85)
294 (92.7) (3.77)
317
(3.86)
103 (32.4) (4.1)
0 (0) (0)
2 (0.63) (0.2)
212 (66.87) (4.5)
317
(3.86)
VIII
11 (7.43) (0.41)
137 (92.5) (5.31)
148
(1.80)
49 (33.10) (1.9)
31 (20.94)
0 (0) (0)
68 (45.9) (1.4)
148
(1.80)
IX
50 (8.06) (1.86)
570 (91.9) (10.30)
620
(7.55)
94 (15.16) (3.7)
40 (6.45)
(14.18)
0 (0) (0)
486 (78.38) (10.5)
620
(7.55)
X
0 (0) (0)
0 (0) (0)
0
(0)
0 (0) (0)
0 (0) (0)
0 (0) (0)
0 (0) (0)
0
(0)
Total
2678
(32.61)
5532
(67.38)
8210 2484
(30.5)
282
(3.43) 767 (9.3)
4627
(56.3) 8210
158
From the above table-4.49 it is found that 27.35% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase III in
Viluppuram district followed by 22.76% in phase IV, 18.19% in phase II, 9.8% in
phase I, 7.55% in phase IX, 5.34 % in phase V, 3.86% in phase VII, 3.22% in phase
VI, 1.80% in phase I and 09.00% in phase VIII in the AECs of Saakshar Bharath
Programme.
It is found that 67.38% of female and 32.61% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Viluppuram district.
It is found that 72.70% of female and 27.21% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi phases I in
Viluppuram district followed by female (71.70%), male (28.24%) in phase II, female
(69.00%) and male (30.09%) in phase III, female (42.50%) and male (57.40%) in
phase IV, female (71.50%) and male (28.47%) in phase V, female (78.80%) and male
(21.13%) in phase VI, female (92.70%) and male (7.25%) in phase VII, female
(92.50%) and male (7.25%) in phase VIII, and female (91.90%) and male (8.06%)
learners in phase IX.
It is found that 80.50% of other community of learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Viluppuram
district in phase I, followed by SC (8.86%), ST (4.18%) and Minority (0.24%)
likewise in phase II- other community (66.33%), SC community (26.30), Minority
(4.01%) and ST (3.27%), in phase III- SC (46.60%), Other community (45.05%),
Minority (4.22%) and ST (4.04%), in phase IV- other community (36.15%),
Minority (32.15%), SC (29.70%) and Minority (0.29%), in phase V- (80.18%) other
community, SC (18.40%), ST (1.36%) and Minority(0.00%), in phase VI- other
community (66.79%), SC (32.82%), ST (0.37%) and Minority (0.00%), in phase
VII- other community (66.87%), SC (32.40%), Minority (0.63%) and ST (0.00%), in
phase VIII- other community (45.90%), SC (33.10%), ST (20.94) and Minority
(0.00%) and other community (78.38%), SC (15.16%), ST (06.45%) and Minority
(0.00%) phase IX.
It is found that 42.10% SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Viluppuram district in phase III
followed by in phase IV (22.30%), in phase II (15.80%), in phase VII (4.10%), in
159
phase IX (3.70%), in phase VI (3.50%), in phase V (3.20%), in phase I (2.80%), in
phase VIII (1.90%) and 0.00% in phase X.
It is found that 32.20% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Viluppuram district in phase III
followed by 17.30% in phase II, 14.18% in phase IX, 13.10% in phase IV, 12.00% in
phase I, 10.99% in phase VIII, 0.00% in phase V, 0.00% in phase VI, 0.00% in phase
VII and 0.00% in phase X.
It is found that 79.50% of Minority community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Viluppuram
district in phase IV followed by 12.30% in phase III, 7.80% in phase II, 0.7% in phase
V, 0.20% in phase VII, 0.20% in phase I, 0.1 in phase VI, 0.00% in phase VIII, 0.00%
in phase IX and 0.00% in phase X.
It is found that 21.80% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Viluppuram
district in phase III followed by 21.40% in phase II, 14.50% in phase IV, 14.10% in
phase I, 10.51% in phase IX, 7.60% in phase V, 4.50% in phase VII, 3.80% in phase
VI, 1.40% in phase VIII and 0.00% in phase X.
160
4.4.12 Learners Success and Certification in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Dharmapuri District
Learners’ success and certification in literacy assessment by National Institute
of Open Schooling, New Delhi in Dharmapuri District are in the following given
table-4.50.
Table 4.50 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Dharmapuri
District
Phases
Dharmapuri
Gender
Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I 638 (40.9) (26.5)
919 (59.02) (19.1)
1557
(21.59)
1397 (89.7) (35.1)
0(0) 10 (0.64) (20)
150 (9.6) (4.77)
1557
(21.59)
II 434 (34.09) (18)
839 (65.9) (17.4)
1273
(17.65)
1253 (98.4) (31.4)
10 (0.78) (25)
0 (0)
10 (0.7) (0.31)
1273
(17.65)
III 292 (26.4) (12.1)
811 (73.5) (16.8)
1103
(15.30)
350 (31.7) (8.79)
0 (0)
10 (0.90) (20)
743 (67.3) (23.66)
1103
(15.30)
IV 849 (33.02) (35.2)
1722 (66.9) (35.8)
2571
(35.66)
750 (29.1) (18.8)
10 (25)
0 (0)
1811 (70.4) (57.69)
2571
(35.66)
V 64 (30.4) (2.6)
146 (69.5) (3.03)
210
(2.91)
70 (33.3) (1.75)
0 (0)
10 (4.76) (20)
130 (61.9) (4.14)
210
(2.91)
VI 35 (37.2) (1.4)
59 (62.7) (1.22)
94
(1.30)
40 (42.5) (1.00)
10 (25)
0 (0)
44 (46.8) (1.40)
94
(1.30)
VII 18 (19.5) (0.7)
74 (80.4) (1.54)
92
(1.27)
30 (32.6) (0.75)
0 (0)
10 (10.8) (20)
52 (56.5) (1.65)
92
(1.27)
VIII 6 (10) (0.2)
54 (90) (1.12)
60
(0.83)
20 (33.3) (0.50)
10 (25)
0(0)
30 (50) (0.98)
60
(0.83)
IX 70 (28.1) (2.9)
179 (71.8) (3.64)
249
(3.45)
70 (28.1) (1.75)
0 (0)
10 (4.01) (20)
169 (67.8) (5.38)
249
(3.45)
X 0 (0)
0 (0)
0
(0)
0 (0)
0 (0)
0 (0)
0 (0)
0
(0)
Total 406
(33.3)
803
(66.6) 7209
3980
(55.2)
40
(0.55)
50
(0.69)
3139
(43.5) 7209
161
From the above table-4.50, it is found that 35.66% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in Dharmapuri
District in phase IV followed by phase I (21.59%), phase II (17.65%), phase III
(15.30%), phase IX (3.45%), phase V (2.91%), phase VI (1.30%), phase VII (1.27%),
phase VIII (0.83%) and phase X (0.00%) in the AECs of Saakshar Bharath
Programme.
It is found that 66.60% of female and 33.30% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Dharmapuri district.
It is found that 59.02% of female and 40.90% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I in
Dharmapuri district followed by 65.90% of female 34.09% of male in phase II,
73.50% of female and 26.40% of male in phase III, 66.90% of female and 33.02% of
male in phase IV, 69.50% of female and 30.40% of male in phase V, 62.70% of
female and 37.20% of male in phase VI, 80.40% of female and 19.50% of male in
phase VII, 90.00% of female and 10.00% of male in phase VIII, 71.80% of female
28.10% of male in phase IX and 0.00% of female and 0.00% of male in phase X.
It is found that 89.70% of SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Dharmapuri district in phase I
followed by other community (09.60%), Minorities (0.64%) and ST (0.00%), in phase
II- SC (98.40%), ST(0.78%), other community (0.70%) and Minority (0.00%), in
phase III- other community (67.30%), (31.70%) SC, (0.90%) Minorities and ST
(0.00%), in phase IV- other community (70.40%), SC (29.10%), (0.30%) ST and
(0.00%) Minority, in phase V- (61.90%) Other community, SC (33.90%), Minority
(4.76%) and ST (0.00%), in phase VI- 46.80% of other community, 42.50% of SC,
10.60% of ST and 0.00% of Minority in phase VII, 56.50% of other community,
32.60% of SC, 10.80% of Minority and 0.00% of ST, in phase VIII 50.00% of other
community, 33.30% of SC, 10.60% of ST and 0.00% of Minority, in phase IX
67.80% of other community, 28.10% of SC, 4.01% of Minority and 0.00%of ST and
of 0.00% SC, 0.00% of other community, 0.00% of ST and 0.00% of Minority in
phase X.
It is found that 35.10% of learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Dharmapuri district in phase I
followed by phase II (31.40%), phase IV (18.80%), phase III (8.79%), phase V
162
(1.75%) phase IX (1.75%), phase VI (1.00%), phase VII (0.75%), phase VIII (0.50%)
and phase X (0.00%).
It is found that 25.00% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Dharmapuri district in phase II
followed by 25.00% in phase IV, 25.00% in phase VI, 25.00% in phase VIII, 0.00%
in phase I, 0.00% in phase VII, 0.00% in phase X, 0.00% in phase III, 0.00% in phase
IX and 0.00% in phase V.
It is found that 20.00% of Minority community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Dharmapuri
district in phase I followed by 20.00% in phase III, 20.00% in phase V, 20.00% in
phase VII, 20.00% in phase IX, 0.00% in phase IV, 0.00% in phase II, 0.00% in phase
VI, 0.00% in phase VIII and 0.00% in phase X.
It is found that 57.69% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Dharmapuri
district in phase IV followed by 23.66% in phase III, 5.38% in phase IX, 4.77% in
phase I, 4.14% in phase V, 1.65% in phase VII, 1.40% in phase VI, 0.98% in phase
VIII, 0.31% in phase II and 0.00% in phase X.
163
4.4.13 Learners Success and Certification in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Erode District
Learners’ success and certification in literacy assessment by National Institute
of Open Schooling, New Delhi in Erode District are given in the following table-4.51.
Table 4.51 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Erode District
Phases
Erode
Gender Gender
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I 623 (33.3) (15.0)
1247 (66.6) (13.0)
1870
(13.7)
720 (38.5) (14.7)
150 (8.02) (62.5)
200 (10.6) (60.6)
800 (42.7) (9.75)
1870
(13.7)
II 331 (19.1) (7.99)
1395 (80.8) (14.6)
1726
(12.62)
586 (33.9) 11.9
15 (0.86) (6.25)
25 (1.4)
(7.57)
1100 (63.7) (13.4)
1726
(12.62)
III 1228 (32.9) (29.6)
2499 (67.0) (26.6)
3727
(27.26)
1200 (32.1) (24.5)
10 (0.26) (4.16)
30 (0.8)
(9.09)
2487 (66.7) (30.3)
3727
(27.26)
IV 1069 (36.1) (25.8)
1889 (63.8) (19.8)
2958
(21.63)
1350 (45.6) (27.5)
15 (0.50) (6.25)
20 (0.6)
(6.06)
1573 (53.1) (19.17)
2958
(21.63)
V 239 (40.5) (5.77)
350 (59.4) (3.67)
589
(4.30)
250 (42.4) (5.10)
10 (1.69) (4.16)
15 (2.5)
(4.54)
314 (53.3) (3.8)
589
(4.30)
VI 133 (22.3) (3.21)
461 (77.6) (4.83)
594
(4.34)
200 (33.6) (4.08)
15 (2.52) (6.25)
10 (1.6)
(3.03)
369 (62.1) (4.4)
594
(4.34)
VII 132 (21.4) (3.18)
482 (78.5) (5.05)
614
(0.20)
154 (20.08) (3.14)
10 (1.62) (4.16)
0 (0)
450 (73.2) (5.48)
614
(0.20)
VIII 22 (15.3) (0.53)
121 (84.6) (1.26)
143
(1.04)
25 (17.4) (0.5)
0 (0)
10 (6.9)
(3.03)
108 (75.5) (1.3)
143
(1.04)
IX 35 (25.2) (8.64)
1060 (74.7 (11.1)
1418
(10.37)
400 (28.2) (8.17)
15 (1.05) (6.25)
20 (1.4)
(6.06)
983 (69.3) (11.9)
1418
(10.37)
X 4 (12.9) (0.0)
27 (87.09) (0.28)
31
(0.22)
11 (35.4) (0.22)
0 (0)
0 (0)
20 (64.5) (0.2)
31
(0.22)
Total
4139
(30.2)
9531
(69.7)
13670
4896
(35.8)
240
(1.75)
330
(2.41)
8204
(60.01)
13670
164
From the above table-4.51, it is found that 27.26% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase III in
Erode followed by 21.63% in phase IV, 13.70% in phase I, 12.62% in phase II,
10.37% in phase IX, 4.34% in phase VI, 4.30% in phase V, 1.04% in phase VIII,
0.22% in phase X and 0.20% VIII in Erode district in the AECs of Saakshar Bharath
Programme.
It is found that 69.70% of female and 30.30% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Erode district.
It is found that 66.60% of female and 33.30% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I in
Erode district followed by 80.80% of female and 19.10% of male in phase II,
67.00% of female and 32.90% of male in phase III, 63.80% of female and 36.10% of
male in phase IV, 59.40% of female and 40.50% of male in phase V, 77.60% of
female and 22.30% of male in phase VI, 78.50% of female and 21.40% of male in
phase VII, 84.60% of female and 15.30% male in phase VIII, 74.70% of female and
25.20% of male in phase IX and 87.09% of female and 12.90% of male in phase X.
It is found that 42.70% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Erode district in
phase I, followed by SC (38.50%), Minorities (10.60%) and ST (8.02%), in phase II-
other community (63.70%), SC (37.90%), Minority (1.40%) and ST (0.86%), in phase
III- other community (66.70%), SC(32.10%), ST(0.26%) and Minorities (0.80%), in
phase IV- other community (53.10%), SC (45.60%), ST(0.70%) and (0.60%)
Minority, in phase V- Other community(53.30%), SC (42.40%), Minority (2.50%)
and ST (1.69%), in phase VI- other community(62.10%), SC(33.60%), ST(2.52%)
and Minority (1.60%), in phase VII- other community(73.20%), SC(20.08%),
ST(1.62%) and Minority (0.00%), in phase VIII- other community(75.50%),
SC(17.40%), Minority(6.90%) and ST (0.00%), in phase IX- other
community(69.30%), SC(28.20%), Minority(1.40%) and ST(1.05%) and in phase X-
other community(64.50%), SC (35.40%), ST(0.00%) and Minority(0.00%).
It is found that 27.50% of SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Erode district in phase IV followed
by in phase III (24.50%), phase I (14.70%), phase II (11.90%), phase IX (8.17%),
165
phase V (5.10%), phase VI (4.80%), phase VII (3.14%), phase VIII (0.50%) and
0.22% in phase X.
It is found that 62.50% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Erode district in phase I followed by
6.25% in phase IV, 6.25% in phase VI, 6.25% in phase II, 6.25% in phase IX, 4.16%
in phase III, 4.16% in phase V, 4.16% in phase VII, 0.00% in phase X and 0.00% in
phase VIII.
It is found that 60.60% of Minority community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Erode district in
phase I followed by 9.90% in phase III, 7.57% in phase II, 6.06% in phase IV, 6.00%
in phase IX, 4.54% in phase V, 3.03% in phase VI, 3.03% in phase VIII, 0.00% in
phase VII and 0.00% in phase X.
It is found that 30.30% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Erode district in
phase III followed by 19.17% in phase IV, 13.40% in phase II, 11.90% in phase IX,
9.75% in phase I, 5.48% in phase VII, 4.40% in phase VI, 3.80% in phase V, 1.30%
in phase VIII and 0.00% in phase X.
166
4.4.14 Learners Success and Certification in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Thiruvannamalai District
Learners’ success and certification in literacy assessment by National Institute
of Open Schooling, New Delhi in Thiruvannamalai District are given in the following
table- 4.52.
Table 4.52 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamalai District
From the above table-4.52, it is found that 29.45% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase II in
Phases
Thiruvannamalai
Gender Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I 140 (24.6) (7.8)
429 (75.3) (9.4)
569
(9.77)
298 (52.3) (11.4)
18 (3.1) (14.0)
10 (1.7) (5.7)
243 (42.7) (8.3)
569
(9.77)
II 482 (28.1) (26.8)
1233 (71.8) (30.5)
1715
(29.45)
838 (48.8) (32.1)
40 (2.3) (31.2)
38 (2.2)
(21.7)
799 (46.5) (27.4)
1715
(29.45)
III 673 (39.7) (37.5)
1020 (60.2)
(25.26)
1693
(29.07)
554 (32.7) (21.2)
44 (2.5) (34.3)
117 (6.9) (66.8)
978 (57.7) (33.6)
1693
(29.07)
IV 105 (24.6) (5.8)
321 (75.3) (7.9)
426
(7.31)
97 (22.7) (3.7)
8 (1.8) (6.2)
0 (0)
321 (75.3) (11.0)
426
(7.31)
V 81 (17.5) (4.5)
380 (82.4) (9.4)
461
(7.91)
287 (62.2) (10.9)
12 (2.6) (9.3)
0 (0)
162 (35.1) (5.5)
461
(7.91)
VI 40 (11.5) (2.23)
305 (88.4) (7.5)
345
(5.92)
245 (71.01) (9.3)
1 (0.2) (0.7)
0 (0)
99 (28.6) (3.4)
345
(5.92)
VII 135 (36.5) (7.5)
234 (63.4) (5.7)
369
(6.33)
258 (69.9) (9.8)
4 (1.08) (3.2)
9 (2.43) (5.1)
98 (26.5) (3.3)
369
(6.33)
VIII 123 (60.2) (6.86)
81 (39.7) (2.0)
204
(3.50)
14 (6.86) (0.5)
0 (0)
0 (0)
190 (93.1) (6.5)
204
(3.50)
IX 5 (23.8) (0.22)
16 (76.1) (0.39)
21
(0.36)
10 (47.6) (0.3)
0 (0)
1 (4.76) (0.5)
10 (47.6) (0.3)
21
(0.36)
X 9 (47.3) (0.50)
10 (52.6) (0.2)
19
(0.32)
9 (47.3) (0.3)
1 (5.26) (0.7)
0 (0)
9 (47.3) (0.3)
19
(0.32)
Total 1793
(30.7)
4038
( 69.3)
5822 2610
(44.8)
128
(2.19)
175 (3.0) 2909
(49.9)
5822
167
Thiruvannamlai district followed by 29.07% in phase III, 9.77% in phase I, 7.91% in
phase V, 7.31% in phase IV, 6.33% in phase VII, 5.92% in phase VI, 3.50% in phase
VIII, 0.36% IX and 0.32% in phase X.
It is found that 69.30% of female and 30.70% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Thiruvannamlai district.
It is found that 75.30% of female and 24.00% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I in
Thiruvannamlai district followed by 71.80% of female and 28.10% of male in phase
II, 69.20% of female and 39.09% of male in phase III, 75.30% of female and 24.60%
of male in phase IV, 82.40% of female and 17.50% of male in phase V, 88.40% of
female and 11.50% of male in phase VI, 63.40% of female and 36.50% of male in
phase VII, 39.70% of female and 60.20% of male in phase VIII, 76.10% of female
and 23.80% of male learners in phase IX, 52.60% of male and 47.30% of female in
phase X.
It is found that 52.30% of SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase I
followed by other community (42.70%), ST (3.10%), Minority (1.70%). In phase II,
SC community (48.80%), other community (46.50%), ST (3.00%), Minority
(2.20%), in phase III, other community (57.70%), SC community (32.70%), Minority
(6.90%) and ST (2.50%), In phase IV, other community (75.30%), SC (22.70%),
ST (1.80%) and Minority (0.00%), in phase V, SC community (62.20%), other
community (35.10%), ST(2.60%) and Minority (0.00%) , in phase VI, SC community
(7.10%) , other community (28.60%), ST(0.20%) and Minority(0.00%), in phase VII,
SC community (69.90%), other community (26.50%), Minority(2.43%) and ST
community(1.08%), in phase VIII, other community (93.10%), SC community
(6.86%), ST (0.00%) and Minority (0.00%) and other community(47.60%), SC
(47.60%), of Minority(4.76%) and ST (0.00%) in phase IX have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Thiruvannamalai
district .
It is found that 32.10% of SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase II
followed by phase III (21.20%), phase I (11.40%), phase V (10.90%), phase VIII
168
(9.80%), phase VI (9.30%), phase IV (3.70%), phase III (0.50%), phase IX (0.30%)
and 0.30% phase X.
It is found that 34.30% of ST of learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase III
followed by 31.20% in phase II, 14.00% in phase I, 9.30% in phase V, 6.20% in phase
IV, 3.20% in phase VII, 0.70% in phase VI, 0.70% in phase X and 0.00% in phase
VIII and 0.00% in phase IX.
It is found that 66.80% of Minority community learners have enrolled and
completed literacy examinations conducted by the NIOS, New Delhi in
Thiruvannamlai district in phase III followed by 21.70% in phase II, 5.70% in phase
II, 5.10% in phase VII, 0.50% in phase IX, 0.00% in phase IV, 0.00% in phase VI,
0.00% in phase VIII and 0.00% in phase X.
It is found that 36.30% of other community learners have enrolled and
completed literacy examinations conducted by the NIOS, New Delhi in
Thiruvannamlai district in phase III followed by 27.40% in phase II, 11.00% in phase
IV, 8.30% in phase I, 6.50% in phase VIII, 5.50% in phase V, 3.40% in phase VI,
3.30% in phase VII and 0.30% in phase X.
169
4.4.15 Learners Success and Certification in Literacy Assessment by National
Institute of Open Schooling in Viluppuram, New Delhi District
The following table-4.53 shows the learners success and certification in
literacy assessment by National Institute of Open Schooling, New Delhi in
Viluppuram District.
Table 4.53 Percentages of Learners Success and Certification in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Viluppuram
District
Phase
s
Viluppuram
Gender Community
Male
(%)
Female
(%)
Total
(%)
SC
(%)
ST
(%)
Minority
(%)
Others
(%)
Total
(%)
I
102 (20.8) (4.1)
388 (79.1) (8.2)
490
(6.82)
77 (15.7) (3.1)
39 (7.9) (20.3)
0 (0)
374 (76.3) (8.5)
490
(6.82)
II
303 (28.7) (12.2)
750 (71.2) (15.9)
1053
(14.67)
378 (35.8) (15.2)
17 (1.6) (8.8)
0 (0)
658 (62.4) (15.02)
1053
(14.67)
III
619 (33.8) (24.9)
1209 (66.1) (25.7)
1828
(25.47)
847 (46.3) (34.1)
36 (1.9) (18.7)
0 (0)
945 (51.6) (21.5)
1828
(25.47)
IV
1192 (61.8) (48.0)
735 (38.1) (15.6)
1927
(26.85)
831 (43.1) (33.5)
0 (0) 116 (6.01) (92.0)
988 (50.85) (22.3)
1927
(26.85)
V
89 (21.4) (3.5)
325 (78.5) (6.9)
414
(57.74)
94 (22.7) (3.7)
0 (0)
10 (2.4) (7.9)
310 (74.8) (7.0)
414
(57.74)
VI
20 (10.1) (0.8)
178 (89.8) (3.7)
198
(2.75)
44 (22.2) (1.7)
0 (0)
0 (0)
154 (77.7) (3.5)
198
(2.75)
VII
99 (17.7) (3.9)
458 (82.2) (9.7)
557
(7.76)
80 (14.3) (3.2)
29 (5.2) (15.1)
0(0) 448 (80.4) (10.2)
557
(7.76)
VIII
7 (6.4) (0.2)
101 (93.5) (2.1)
108
(1.50)
34 (31.4) (1.3)
31 (28.7) (16.1)
0(0) 43 (39.8) (0.9)
108
(1.50)
IX
50 (8.3) (2.0)
550 (91.6) (11.7)
600
(8.36)
94 (15.6) (3.7)
40 (6.6) (20.8)
0(0) 466 (77.6) (10.6)
600
(8.36)
X 0 (0)
0 (0)
0
(0.0)
0 (0)
0 (0)
0 (0)
0 (0)
0
(0.0)
Total
2481
(34.5)
4694
(65.4)
7175 2479
(34.5)
192
(2.6)
126
(1.7)
4378
(61.01) 7175
170
From the above table-4.53, it is found that (57.74%) of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase V in
Viluppuram followed by 26.85% in phase IV, 25.47% in phase III, 14.67% in phase
II, 8.36% in phase IX, 7.76% in phase VII, 6.82% in phase I, 2.75% in phase VI,
1.50% in phase VIII and in phase X (0.00%) in Viluppuram district in the AECs of
Saakshar Bharath Programme.
It is found that 65.40% of female and 34.50% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in all phases in
Viluppuram district.
It is found that 79.10% of female and 20.80% of male learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I in
Viluppuram followed by 71.70% of female and 28.70% of male in phase II, 66.10%
of female and 33.80% of male in phase III, 38.10% of female and 61.80% of male in
phase IV, 78.50% of female and 21.40% male in phase V, 89.80% of female and
10.10% of male in phase VI, 82.20% of female and 11.70% of male in phase VII,
93.50% of female and 6.40% of male in phase VIII, 91.60% of female and 8.30% of
male in phase IX and 0.00% of female and 0.00% of male in phase X.
It is found that 76.30% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Viluppuram
district in phase I followed by SC(15.70%), ST(7.90%) and Minorities(0.00%). In
phase II, other community (62.40%), SC(35.80%), ST (1.60%) and Minority (0.00%),
in phase III, other community (51.60%), SC(46.30%), ST(1.90%) and Minorities
(0.00%), in phase IV, other community (50.85%), SC (43.10%), (6.01%) Minority
and ST(0.00%), in phase V, Other community(74.80%), SC (22.70%), Minority
(2.40%) and ST (0.00%), in phase VI, other community(77.77%), SC (22.20%), ST
(0.00%) and Minority (0.00%), in phase VII, other community(80.40%), SC
(14.30%), ST (5.20%) and Minority (0.00%), in phase VIII, other
community(39.80%), SC (31.40%), ST (28.70%) and) Minority(0.00%, in phase IX,
other community(77.60%), SC (15.60%), ST (6.60%) and Minority (0.00%) and SC
(0.00%), ST(0.00%), Minority (0.00%), other community (0.00%) in phase X have
enrolled and completed literacy examinations conducted by NIOS, New Delhi in
Viluppuram district.
It is found that 34.10% of SC learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Viluppuram district in phase III
171
followed by phase IV (33.50%), phase II (15.20%), phase V (3.70%), phase IX
(3.70%) phase VIII (3.20%), phase I (3.10%), phase VI (1.70%), phase VIII (1.30%),
and 0.00% phase X.
It is found that 20.80% of ST learners have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Viluppuram district in phase IX
followed by 20.30% phase I, phase III (18.70%), phase VIII (16.10%), phase VII
(15.10%), phase II (8.80%), phase V(0.00%), phase IV(0.00%), phase X(0.00%) and
0.00% phase VI.
It is found that 92.00% of Minority community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Viluppuram
district in phase IV followed by 7.90% phase V, phase II (0.00%), phase III (0.00%),
phase IX (0.00%), phase I (0.00%), phase VI (0.00%), phase VIII (0.00%), phase VII
(0.00%) and phase X (0.00%).
It is found that 22.30% of other community learners have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Viluppuram
district in phase IV followed by phase III (21.50%), phase II (15.02%), phase IX
(10.60%), phase VIII (10.20%), phase I (8.50%), phase V (7.50%), phase VI (3.50%),
phase VIII (0.90%) and phase X (0.00%).
4.4.16 Opinion of the Preraks of about the Co-Operation/Support of
Learners/Beneficiaries in AECs
Opinion of the Preraks of about the co-operation/support of
learners/beneficiaries in AECs is given in the following table-4.54.
Table 4.54 Percentages of Opinion of the Preraks of about the
CoOperation/Support of Learners/Beneficiaries in AECs
S.No Types of Co-Operation Percentage
(%)
1 Highly co-operative 09.50
2 Co-operative 65.10 3 Partial Co-operation 25.40
4 Not Co-operative 0
5 No Information 0
172
Form the above table-4.54, it is found that the Preraks have opined that
65.10% of learners are co-operative in AECs of Saakshar Bharath Programme in
Tamil Nadu. 25.24% of learners are partial co-operative, 09.50% are highly co-
operative, 0.00% is not co-operative and 0.00% has not given any information.
4.4.17 Opinion of the Preraks about the Achievement of Learners at the Grama
Panchayat Level in AECs
The following table-4.55 shows the opinion of the preraks of about the
achievement of learners at the Grama Panchayat Level in AECs.
173
Table 4.55 Percentages of Opinion of the Preraks about the Achievement of Learners at the Grama Panchayat Level in AECs
Districts
Male (%) Female (%) Total (%) SC (%) ST (%) Minority (%) Others (%) Total (%)
Target
Ach
iev
ed
Target
Ach
iev
ed
Target
Ach
iev
ed
Target
Ach
iev
ed
Target
Ach
iev
ed
Target
Ach
iev
ed
Target
Ach
iev
ed
Target
Ach
iev
ed
Dharmapuri 2832
(43.7 )
(28.56)
685
(24.7)
(14.08)
3644
(56.2)
(25.54)
2085
(75.2)
(20.31)
6476
(26.78)
2770
(18.31)
2098
(32.3)
(26.7)
786
(28.3)
(16.43)
0 (0)
0 (0) 2097
(32.3)
(65.7)
1856
(67.0)
(73.2)
2281
(35.2)
(18.12)
128
(4.6)
(1.70)
6476
(26.78)
2770
(18.31)
Erode 4785
(41.7)
(48.26)
2632
(35.1)
(54.13)
6689
(58.2)
(46.89)
4865
(64.8)
(47.40)
11474
(47.45)
7497
(49.57)
3071
(26.7)
(39.10)
1840
(24.5)
(38.46)
0 (0) 0 (0) 213
(1.8)
(6.68)
89
(1.1)
(3.5)
8190
(71.3)
(65.09)
5568
(74.26)
(74.2)
11474
(47.45)
7497
(49.57)
Thiruvanna
malai
982
(38.5)
(9.90)
855
(33.7)
(17.58)
1564
(61.4)
(10.96)
1680
(66.27)
(16.37)
2546
(10.52)
2535
(16.76)
1340
(52.6)
(17.06)
1310
(51.6)
(27.38)
98
(3.8)
(17.62)
73
(2.8)
(23.54)
543
(21.3)
(17.03)
587
(23.1)
(23.15)
565
(22.1)
(4.49)
565
(22.2)
(74.24)
2546
(10.52)
2535
(16.76)
Viluppuram 1316
(35.7)
(13.27)
690
(29.7)
(14.19)
2367
(64.2)
(16.59)
1632
(70.28)
(15.90)
3683
(15.23)
2322
(15.35)
1345
(36.5)
(17.12)
847
(36.4)
(17.70)
458
(12.4)
(82.3)
237
(10.2)
(76.45)
334
(9.06)
(10.48)
0 (0) 1546
(41.9)
(12.28)
1238
(53.3)
(16.5)
3683
(15.23)
2322
(15.35)
Total 9915
(41.0)
4862
(32.14)
14264
(58.9)
10262
(67.8)
24179 15124 7854
(32.4)
4783
(31.6)
556
(2.2)
310
(2.04)
3187
(13.1)
2532
(16.7)
12582
(52.3)
7499
(49.5)
24179 15124
174
From the above table-4.55, it is found that 49.57%, 18.31%, 16.76% and
15.35% of potential learners are identified through survey in Saakshar Bharath
programme in Dharmapuri, Erode, Thiruvannamallai and Viluppuram districts
respectively.
It is noted that 54.13% of male learners are identified in Erode followed by
Tiruvannnamalai (17.58%), Viluppuram (14.19%) and Dharmapuri (14.08) districts.
Likewise 47.40% of female learners are identified in Erode followed by
Dharmapuri (20.31%), Tiruvannamalai (16.37%) and Viluppuram (15.90%) districts.
It is observed that total identification of potential learners from SC community
are 38.46% in Erode district, 27.38% in Tiruvannamalai district, 17.70% in
Viluppuram district and 16.43% in Dharmapuri district.
It is observed that the total identification of potential learners from ST
community are 76.45% in Viluppuram district followed by Tiruvannamalai (23.54%),
Dharmapuri (0.00%) and Erode (0.00% ) districts.
It is observed that total identification of potential learners from minority
community is 73.20% in Dharmapuri district followed by Tiruvannamalai (23.15%),
Erode (3.50%) and Viluppuram (0.00%) districts.
It is observed that total identification of potential learners from other
community is 74.24% in Tiruvannamalai district followed by Viluppuram (16.50%),
Erode (7.53%) and Dharmapuri (1.70%) districts.
It is found that 67.80% of female and 32.14% of male potential learners are
identified in Saakshar Bharath Programme of Tamil Nadu. Further, 49.50% of other
community, 31.60% of SC, 16.70% of minority and 2.40% of ST community are
identified in Saakshar Bharath Programme of Tamil Nadu.
4.4.18 Opinion of the Preraks about the Learners currently attending the AECs at
the Grama Panchayat Level
Opinion of the Preraks of about the learners currently attending the AECs at
the Grama Panchayat Level is given in the following table -4.56.
175
Table 4.56 Percentages of Opinion of the Preraks about the Learners currently
attending the AECs at the Grama Panchayat Level
From the above table-4.56, it is found that 45.71% learners are currently
attending the AECs in Erode district followed by in Dharmapuri (23.88%),
Tiruvannamalai (16.22%) and Viluppuram (14.16%) districts respectively.
It is found that 62.60% male learners are currently attending AECs in Erode
district followed by 16.60% in Dharmapuri, 14.80% in Tiruvannamalai and 6.40% in
Viluppuram districts.
It is found that 42.40% of female learners are currently attending AECs in
Erode district followed by 25.30%, 16.40% and 15.60% are in Dharmapuri,
Tiruvannamalai and Viluppuram districts respectively.
It is found that 35.05% of SC learners are currently attending AECs in
Tiruvannamalai district followed by 31.70% in Erode, 29.04% in Dharmapuri and
12.60% in Viluppuram districts.
It is found that 52.60% of ST learners are currently attending AECs in Erode
district followed by 42.10% in Tiruvannamalai, 10.50% in Dharmapuri and 0.00% in
Viluppuram districts.
Districts
Male
%
Female
%
Total
%
SC
%
ST
%
Minority
%
Other
%
Total
%
Dharmapuri
40 (10.7) (16.6)
331 (89.2) (25.3)
371 (23.88)
174 (46.9) (29.04)
2 (0.5) (10.5)
41 (11.05) (34.1)
154 (41.5) (18.8)
371
(23.88)
Erode 156 (21.9) (62.6)
554 (78.02) (42.4)
710 (45.71)
190 (26.7) (31.7)
10 (1.4) (52.6)
30 (4.2) (25)
480 (67.6) (58.87)
710
(45.71)
Thiruvanna
malai
37 (14.6) (14.8)
215 (85.3) (16.4)
252 (16.22)
210 (83.3) (35.05)
8 (3.9) (42.1)
10 (3.9) (8.3)
24 (9.5) (2.9)
252
(16.22)
Viluppuram 16 (7.2) (6.4)
204 (92.7) (15.6)
220 (14.16)
76 (34.5) (12.6)
0 (0)
41 (18.6) (34.1)
103 (46.8) (12.6)
220
(14.16)
Total 249
(16.03)
1304
(83.9)
1553
(100)
599
(38.5)
19
(1.2)
120
(7.7)
815
(52.4)
1553
(100)
176
It is found that 34.10% of minority learners are currently attending AECs in
Dharmapuri district followed by 34.10% in Viluppuram, 25.00% in Erode and 8.30%
in Tiruvannamalai districts.
It is found that 58.87% of other community group learners are currently
attending AECs in Erode district followed by 18.80% in Dharmapuri, 12.60% in
Viluppuram and 2.90% in Tiruvannamalai districts.
It is found that 89.20% of female learners and 10.70% of male learners are
currently attending the AECs in Saakshar Bharath Programme of Tamilnadu followed
by 78.02% of female and 21.90% of male in Erode, 85.30% of female and 14.60% of
male in Tiruvannamalai and 92.70% of female and 7.20% of male in Viluppuram
districts.
It is found that 46.90% of SC learners are currently attending AECs in
Dharmapuri district followed by 41.50% of other community learners, 11.05% of
minority learners and 10.50% of ST learners among all the learners in Dharmapuri
district.
It is found that 67.60% of other community learners are currently attending
AECs in Erode district followed by 26.70% of SC community learners, 4.20% of
minority learners and 1.40% of ST learners among all the learners in Erode district.
It is found that 83.30% of SC community learners are currently attending
AECs in Tiruvannamalai district followed by 9.50% of other community learners,
3.90% of minority and 3.90% of ST learners among all the learners in Tiruvannmalai
district.
It is found that 46.80% of other community learners are currently attending
AECs in Viluppuram district followed by 34.50 % of SC learners, 18.60% of minority
learners and 0.00% of ST learners among all the learners in Viluppuram district.
It is found that 83.90% of male learners and 16.03% of female learners
currently attending AECs in Saaakshar Bharath Programme in Tamilnadu.
It is found that 52.40% of other learners are currently attending AECs
followed by 38.50% of SC learners, 7.70% of minority learners and 1.20% of ST
learners in AECs in Saaakshar Bharath Programme of Tamilnadu.
4.5 Performances of District and Block Coordinators
One of the major objectives of the present investigation is to assess the
performance of the District and Block Coordinators in the Saakshar Bharath
Programme. Functional Status Questionnaire for Coordinators at the District and
177
Block level (FSQ-DC&BC) is developed and used to assess the performance of the
Preraks in the Saakshar Bharath Programme.
4.5.1 Socio-Economic Background of District and Block Coordinators in SBP
Table4.57 Percentages of Socio-Economic Background of District and Block
Coordinators in SBP
The following table-4.57 shows the percentage of District and Block
Coordinators in respect of their designations, age, gender, religion, community,
marital status and educational qualifications.
Personal
Variable
Classification
%
Pie Diagram
Designation
District
14.70
Block
85.30
Age
(Years)
Up to 25
01.50
25-40
66.20
Above40
32.40
Gender
Men
77.90
Women
22.10
178
Personal
Variable
Classification
%
Pie Diagram
Religion
Hindu
92.60
Muslim
05.90
Christian 01.50
Community
SC
41.20
Minority
05.90
Others
52.90
Marital Status
Married
85.30
Unmarried
14.70
Educational
Qualification
Graduate 41.20
Figure 1 Educational Qualification
Post Graduate
57.40
Others
01.50
179
From the above table-4.57, it is observed that nearly 15.00% of district co-
coordinators (14.70%) and 85.00% of block co-coordinators (85.30%) are constituted
the population as main functionaries in the district administration of SBP in Tamil
Nadu.
Nearly 02.00% of age group are up to 25 years (01.50%) followed by 25-40
years (66.20%) and above 40 years (32.40%) are constituted the population as main
functionaries in the district administration of SBP in Tamil Nadu.
Nearly 80.00% of are men (77.90%) and nearly 20.00% are women (22.10%)
constitutes the population as main functionaries in the district administration of SBP
in Tamil Nadu.
Nearly 95.00% of Hindu (92.60%) followed by Muslim (05.90%) and
Christian (01.50%) have constituted the population as main functionaries in the
district administration of SBP in Tamil Nadu.
Nearly 45.00% of SC community (41.20%) followed by Minority Community
(05.90%) and other community (52.90%) have constituted the population as main
functionaries in the district administration of SBP in Tamil Nadu
Nearly 90.00% of Married (85.30%) and nearly 15.00% unmarried (14.70%)
constitute the population as main functionaries in the district administration of SBP in
Tamil Nadu.
Nearly 60.00% of Post Graduates (57.40%) followed by Graduates (41.20%)
and other educational qualifications (01.50%) are possessed by district and block co-
coordinators in the district administration.
180
4.5.2 Formations and Functions of Committees at District Level in SBP
Formations and functions of committees at district level in SBP are given in
the following table-4.58.
Table- 4.58 Numbers of Formations and Functions of Committees at District
Level
Districts
District
Level
(Zilla Lok
Shiksha
Samathi)
Block level
(Block Lok
Shiksha
Samathi )
Grama
Panchayat
Level
(Grama
Panchayat
Lok Shiksha
Samathi )
Executive
Committee
Educational
Committee
Dharmapuri 12 18 26 13 13
Erode 03 @ @ 03 @ Thiruvannamalai @ @ @ @ @
Viluppuram 11 @ @ 07 @
@ Data not given by the District Functionaries
From the above table-4.58, it is found that 26 Grama Panchayat Level
Meetings, 18 Block Level Meetings, 13 Executive Committee Meetings, 13
Educational Committee Meetings and 12 District Level meetings were conducted in
Dharmapuri district.
It is observed that 3 District Level Committee Meetings and 3 Executive
Committee Meetings were conducted in Erode district. There was no information
about Block, Grama Panchayat and Educational Committee Meetings. The data was
not given by the Erode district functionaries.
There was no information about all level committee meetings in
Thiruvannamalai district. The data were not given by the district functionaries.
It is found that 11 District Level Meetings, 7 Executive Committee Meetings
were conducted in Viluppuram District. There was no information about Block,
Grama Panchayat and Educational Committee Meetings. The data were not given by
the Viluppuram district functionaries.
4.5.3 Infrastructure Facilities at District level in SBP
The following table-4.59 shows the infrastructure facilities at district level in
SBP.
181
Table- 4.59 Percentages of Infrastructure Facilities at District level in SBP
From the above table-4.59, it is found that 90.00% of chairs are available in
Viluppuram District followed by Thiruvannamalai (85.00%), Erode (70.00%) and in
Dharmapuri (65.00%). 70.00% tables are available in Erode followed by 50.00%
tables are available in Dharmapuri, Thiruvannamalai and Viluppuram districts.
Computers with Printers and Telephone (100.00%) facilities are available in all the
Districts. 85.00% of Registers and Records are found in Thiruvannamalai followed by
Erode (70.00%), Dharmapuri (65.00%) and Viluppuram (55.00%) districts. Other
type of infrastructure facilities such as canon cameras and other equipments are
available in Dharmapuri (70.00%), Erode (60.00%), Viluppuram (60.00%) and
Thiruvannamalai (50.00%) districts respectively.
4.5.4 Potential Learners- Illiterates / Non-Literates Identified at District Level
Potential learners- illiterates / non-literates identified at district level are given
in the following table-4.60.
Districts
Chairs
%
Tables
%
Computer/
Printer
%
Telephone
%
Registers/
Records
%
Other
%
Total
Dharmapuri
65.00
50.00
100
100
65.00
70.00
32
Erode
70.00
70.00
100
100
70.00
60.00
25
Thiruvanna
malai
85.00
50.00
100
100
85.00
50.00
27
Viluppuram
90.00
50.00
100
100
55.00
60.00
19
Total
77
22
8
4
52
10
103
182
Table 4.60 Percentages of Potential Learners- Illiterates / Non-Literates Identified at District Level
Districts
Survey
Male
%
Female
%
Total
%
SC
%
ST
%
Minorities
%
Others
%
Total
% Yes No
Dharmapuri
Yes
(100)
0 127369 (44.14) (19.69)
161167 (55.86) (19.35)
288536
(100)
(19.50)
58875 (20.40) (12.17)
22335 (7.74) (24.48)
3971 (1.37) (13.08)
203355 (58.78) (23.25)
288536
(100)
(19.50)
Erode
Yes
(100)
0 117583 (42.88) (18.18)
156660 (57.12) (18.80)
274243
(100)
(18.53)
109053 (39.76) (22.54)
27424 (9.99) (30.06)
8844 (3.22) (29.14)
128922 (47.01) (14.74)
274243
(100)
(18.53)
Thiruvanamalai
Yes
(100)
0 134650 (41.21) (20.82)
192077 (58.79) (23.06)
326727
(100)
(22.08)
112216 (34.34) (23.19)
24640 (7.54) (27.01)
7788 (2.38) (25.66)
182083 (55.72) (20.82)
326727
(100)
(22.08)
Viluppuram
Yes
(100)
0 267120 (45.26) (41.31)
322971 (54.74) (61.21)
590091
(100)
(39.88)
203608 (34.50) (42.08)
16826 (2.85) (18.45)
9737 (1.65) (32.09)
359920 (60.99) (41.16)
590091
(100)
(39.88)
183
From the above table-4.60, it is found that 39.88% illiterates / non - literates
potential learners are identified at district level in Viluppuram district followed by
Thiruvannamalai (22.02%), Erode (18.53%) and Dharmapuri (05.00%) districts in
SBP of Tamil Nadu.
It is found that 41.31% total male illiterates / non - literates potential learners
are identified at district level in Viluppuram district followed by Thiruvannamalai
(20.82%), Dharmapuri (19.62%) and Erode (18.18%) districts in SBP of Tamil Nadu.
It is found that 61.21% of female illiterates / non - literates potential learners
are identified at district level in Viluppuram district followed by Thiruvannamalai
(23.06%), Dharmapuri (19.35%) Erode (18.80%) district in SBP of Tamil Nadu.
It is found that 55.86 % of female potential learners in Dharmapuri district and
rest of 44.14 % are male potential learners. It is found that 57.12% of female potential
learners in Erode district and rest of 42.88% are male potential learners.
It is found that 58.79% of female potential learners in Thiruvannamalai district
and rest of 41.21 % are male potential learners.
It is found that 54.74% of female potential learners in Viluppuram district and
rest of 45.26% are male potential learners.
It is found that 42.08% of total SC illiterates / non - literates potential learners
are identified at district level in Viluppuram district followed by Thiruvannamalai
(23.19%), Erode (22.54%) and Dharmapuri (12.17%) districts. It is found that 30.06%
of total ST illiterates / non - literates potential learners are identified at district level in
Erode district followed by Thiruvannamalai (27.01%), Dharmapuri (24.48%),
Viluppuram (18.45%) districts. It is found that 32.09% of total Minority illiterates /
non - literates potential learners are identified at district level in Viluppuram district
followed by Erode (29.14 %), Thiruvannamalai (25.66%) and Dharmapuri (13.08%)
districts. It is found that 41.16% of total number of other community ST illiterates /
non- literates potential learners are identified at district level in Viluppuram district
followed by Dharmapuri (23.25%), Thiruvannamalai (20.82%) and Erode (14.74%)
districts.
4.5.5 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Dharmapuri District
The following table-4.61 shows the learners enrollment and completion in
literacy assessment by National Institute of Open Schooling, New Delhi in
Dharmapuri District.
184
Table 4.61 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Dharmapuri
District
Phases
Dharmapuri
Sex Community
Male
%
Female
%
Total
%
SC
%
ST
%
Minorities
%
Others
%
Total
%
I
1474
(24.60)
(1.55)
4516
(75.40)
(1.87)
5990
(100)
(1.78)
385
(6.42)
(0.50)
75
(1.25)
(0.27)
3288
(54.89)
(28.13)
2242
(37.42)
(0.10)
5990
(100)
(1.78)
II
12462
(26.42)
(13.15)
34703
(73.58)
(14.42)
47165
(100)
(14.06)
8192
(17.36)
(10.80)
2458
(5.21)
(8.89)
2642
(5.60)
(22.61)
33873
(71.81)
(15.38)
47165
(100)
(14.06)
III
15869
(30.37)
(16.75)
36383
(69.63)
(15.12)
52252
(100)
(15.58)
15713
(30.07)
(20.73)
3100
(5.93)
(11.22)
1907
(3.64)
(16.32)
31532
(60.34)
(14.32)
52252
(100)
(15.58)
IV
56045
(30.74)
(59.16)
126264
(69.26)
(52.49)
182309
(100)
(54.37)
36462
(20.00)
(48.10)
19650
(10.77)
(71.13)
3505
(1.92)
(29.99)
122692
(67.29)
(55.72)
182309
(100)
(54.37)
V
1936
(25.71)
(2.04)
5594
(74.29)
(2.32)
7530
(100)
(2.24)
1820
(24.16)
(2.40)
995
(13.21)
(3.60)
71
(0.94)
(0.60)
4644
(61.67)
(2.10)
7530
(100)
(2.24)
VI
283
(24.58)
(0.29)
868
(75.42)
(0.36)
1151
(100)
(0.34)
337
(29.27)
(0.44)
52(4.51)
(0.18)
36(3.12)
(0.30)
726
(63.07)
(0.32)
1151
(100)
(0.34)
VII
1179
(15.93)
(1.24)
6222
(84.07)
(2.58)
7401
(100)
(2.20)
2118
(28.61)
(2.79)
274
(3.70)
(0.99)
83(1.12)
(0.71)
4926
(66.55)
(2.24)
7401
(100)
(2.20)
VIII
915
(18.18)
(0.96)
4116
(81.82)
(1.71)
5031
(100)
(1.50)
1716
(34.10)
(2.26)
115
(2.28)
(0.41)
59(1.17)
(0.50)
3141
(62.30)
(1.43)
5031
(100)
(1.50)
IX
4558
(17.24)
(4.85)
21877
(82.76)
(9.09)
26435
(100)
(7.88)
9054
(34.25)
(11.94)
905
(3.42)
(3.27)
94(0.35)
(0.80)
16382
(61.97)
(7.44)
26435
(100)
(7.88)
Total 94721
(28.25)
(100)
240543
(71.75)
(100)
335264
(100)
(100)
75797
(22.60)
(100)
27624
(8.23)
(100)
11685
(3.48)
(100)
220158
(65.66)
(100)
335264
(100)
(100)
From the above table-4.61, it is found that 54.37% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase IV
followed by phase III (15.58%), phase II (14.06%), phase IX (07.88%), phase VII
(02.24%), phase VII (02.20%), phase I (1.78%), phase VIII (01.50%), phase VI
(0.30%) in Dharmapuri district in the AECs of Saakshar Bharath Programme.
185
It is found that 71.75% of female and 28.25% of male learners enrolled and
completed literacy examinations conducted by NIOS, New Delhi in all phases in
Dharmapuri district.
It is found that the percentage of female and male learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I to
phase 10 in Dharmapuri district are: phase I (75.40% and 24.60%), phase II (73.58%
and 26.42%), phase III (69.63% and 30.37%), phase IV (75.42% and 24.58%), phase
V (74.29% and 25.71%), phase VI (75.42 and 24.58%), phase VII (84.07% and
15.93%), phase VIII (81.82% and 18.18%), phase IX (82.76% and 17.25%).
It is found that 48.10% of total number of SC learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Dharmapuri district followed by phase III (20.73%), phase IX (11.94%), phase II
(10.80%), phase VII (02.79%), phase VIII (02.26%), phase V (02.40%), phase I
(0.50%) and in phase VI (0.44%).
It is found that 71.13% of total number of ST learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Dharmapuri district followed by phase III (11.22%), phase II (08.89%), phase V
(03.60%), phase IX (03.27%), phase VII (0.99%), phase VIII (0.41%), phase I
(0.27%) and phase VI (0.18%).
It is found that 29.99% of total number of Minority learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Dharmapuri district followed by phase I (28.13%), phase II (22.61%), phase III
(16.32%), phase IX (0.80%), phase VII (0.71%), phase V (0.60%), phase VIII
(0.50%) and phase VI (0.30%).
It is found that 55.72% of total number of Other learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Dharmapuri district followed by phase II (15.38%), phase III (14.32%), phase IX
(07.44%), phase VII (02.24%), phase VI (02.10%), phase VIII (01.43%), phase VI
(0.32%) and phase I (0.10%).
It is found that 54.89% of Minority community learners, other community
(37.42%), SC (06.24%) and ST (01.25%) who have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in Dharmapuri district in phase I.
71.81% of Other Community followed by SC (17.36%), Minority community
(05.06%) and ST (05.21%) in phase II, 67.29% of Other Community followed by SC
186
(20.00%), ST (10.77%) and Minority (01.92%) in phase IV, 61.67% of Other
Community followed by SC (24.16%), ST (13.21%) and Minority community
(0.94%) in phase V, 63.07% of Other Community followed by SC (29.27%), ST
(04.51%) and Minority community (03.12%) in phase VI, 65.55% of Other
Community followed by SC (28.61%), ST (03.70%) and Minority community
(01.12%) in phase VII, 62.30% of Other Community followed by SC (34.10%), ST
(02.28%) and Minority community (01.17%) in phase VIII and 61.97% of Other
Community followed by SC (34.25%), ST (03.42%) and Minority community
(0.35%) in phase IX.
It is found that 71.75% of total number of female and 28.25% of male
learners who have enrolled and completed literacy examinations conducted by NIOS,
New Delhi in Dharmapuri district in all phases.
It is found that (65.66%) of Other Community learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in Dharmapuri
district in all phases followed by SC (22.06%), ST (08.23%) and Minority
community (03.51%).
187
4.5.6 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Erode District
Learner’s enrollment and completion in literacy assessment by National
Institute of Open Schooling, New Delhi in Erode District are given in the following
table 4.62.
Table 4.62 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Erode District
Phases
Erode
Sex Community
Male
%
Female
%
Total
%
SC
%
ST
%
Minorities
%
Others
%
Total
%
I 2127 (42.44) (1.89)
2884 (57.56) (1.49)
5011
(100)
(1.63)
2136 (42.63) (1.91)
105 (2.10) (1.72)
213 (4.25) (8.13)
2557 (51.03) (1.38)
5011
(100)
(1.63)
II 21935 (38.29) (19.51)
35350 (61.70) (18.30)
57285
(100)
(18.74)
28959 (50.55) (25.93)
1411 (2.46) (23.10)
1419 (2.48) (54.18)
25496 (44.51) (13.77)
57285
(100)
(18.74)
III 47312 (41.00) (42.09)
68072 (59.00) (35.23)
115384
(100)
(37.75)
37104 (32.16) (33.22)
2136 (1.85) (34.96)
510 (0.44) (19.47)
75634 (65.55) (40.84)
115384
(100)
(37.75)
IV 21573 (37.21) (19.19)
36398 (62.79) (18.84)
57971
(100)
(18.96)
18347 (31.65) (16.43)
1319 (2.28) (21.59)
168 (0.29) (6.42)
38137 (65.79) (20.58)
57971
(100)
(18.96)
V 2209 35.63) (1.97)
3991 (64.37) (2.07)
6200
(100)
(2.02)
2242 (36.16) (2.01)
73 (1.18) (1.19)
20 (0.32) (0.46)
3865 (62.34) (2.09)
6200
(100)
(2.02)
VI 7108 (34.65) (6.32)
13408 (65.35) (6.94)
20516
(100)
(6.71)
7954 (38.77) (7.12)
518 (2.53) (8.48)
177 (0.86) (6.76)
11867 (57.84) (6.41)
20516
(100)
(6.71)
VII 1714 15.96) (1.52)
9022 84.04) (4.67)
10736
(100)
(3.51)
3976 (37.03) (3.56)
176 (1.64) (2.88 )
29 (0.27) (1.11)
6555 (61.06) (3.54)
10736
(100)
(3.51)
VIII 1404 25.24) (1.25)
4159 74.46) (2.15)
5563
(100)
(1.82)
2297 (41.29) (2.06)
63 (1.13) (1.04)
39 (0.70) (1.49)
3164 (5.88) (1.71)
5563
(100)
(1.82)
IX 7030 26.09) (6.25)
19912 (73.91) (10.31)
26942
(100)
(8.81)
8671 (32.18) (7.76)
308 (1.15) (5.04)
44 (0.16) (1.68)
17919 (66.51) (9.68)
26942
(100)
(8.81)
Total 112412
(36.78)
(100)
193196
(63.22)
(100)
305608
(100)
(100)
111686
(36.54)
(100)
6109
(1.99)
(100)
2619
(0.85)
(100)
185194
(60.59)
(100)
305608
(100)
(100)
From the above table-4.62, it is found that 37.75% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase III in
Erode followed by phase IV (18.96%), phase II (18.74%), phase IX (8.81%), phase
188
VI (6.71% ), phase VII (3.51%), phase V (2.02%), phase VIII (1.82%), phase I
(1.63%) in Erode district in the AECs of Saakshar Bharath Programme.
It is found that 63.22% of female and 36.78% of male learners enrolled and
completed literacy examinations conducted by NIOS, New Delhi in all phases in
Erode district.
It is found that the percentage of female and male learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I to
phase 10 in Dharmapuri district are: phase I (57.56% and 42.44%), phase II (61.70%
and 38.29%), phase III (59.00% and 41.00%), phase IV (62.79% and 37.21%), phase
V (64.37% and 35.63%), phase VI (65.35and (34.65%), phase VII (84.04% and
59.96%), phase VIII (74.46% and 25.24%), phase IX (73.91% and 26.09%).
It is found that 33.22% of total number of SC learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase III in
Erode district followed by phase II (25.93%), phase IV (16.43%), phase IX (07.76%),
phase VI (7.12%), phase VII (3.56%), phase VIII (2.06%), phase V (2.01%) and
phase I (1.91%).
It is found that 34.96% of total number of ST learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Erode district followed by phase II (23.10%), phase IV (21.59%), phase VI (8.48%),
phase IX (5.04%), phase VII (02.88%), phase I (1.72%), phase V (1.19%) and phase
VIII (1.04%).
It is found that 54.18% of total number of Minority learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase II in
Erode district followed by phase III (19.47%), phase I (8.13%), phase VI (6.76%),
phase IV (06.42%), phase IX (1.68%), phase (1.49%), phase (1.11%), phase V
(0.46%), phase VIII (0.50%) and phase VI (0.30%).
It is found that 40.84% of total number of Other learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase III in
Erode district followed by phase IV (20.58%), phase II (13.77%), phase IX
(09.68%), phase VI (6.41%), phase VII (3.54%), phase V (2.09%), phase VIII
(1.71%) and phase I (1.38%).
It is found that 51.03% of other community learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase III in
Erode district followed by SC (42.63%), Minority (4.25%) and ST (2.10%), in phase
189
II, SC (50.55%), other community (44.51%), Minority (02.48%) and ST (02.46%), in
phase III, other community (65.55%), SC (32.16%), ST (1.85%) and Minorities
(0.44%), in phase IV, other community (65.79%), SC (31.65%), ST (2.28%) and
Minority (0.29%), in phase V, other community(62.24%), SC(36.16%), ST (01.18%)
and Minorities(0.32%), in phase VI, other community(57.84%) , SC(38.77%),
ST(02.53%) and Minority(0.86%), in phase VII, other community(61.06%),
SC(37.03%), ST(01.64%) and Minority (0.27%), in phase VIII, SC(41.29%), other
community (05.88%), ST (01.13%) and Minority (0.70%) and phase IX, other
community (66.51%) , SC (32.18%), ST (01.15%) and Minority (0.16%) in Erode
district.
4.5.7 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Thiruvannamalai District.
The following table-4.63 shows the learners enrollment and completion in
literacy assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamalai District.
Table 4.63 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in
Thiruvannamalai District.
Phases
Thiruvannamalai
Sex Community
Male
%
Female
%
Total
%
SC
%
ST
%
Minorities
%
Others
%
Total
%
I 0 0 0 0 0 0 0 0
II 4610
(21.48)
(4.43)
16848
(78.52)
(7.53)
21458
(100)
(6.54)
8797
(41.00)
(8.57)
1246
(5.80)
(7.15)
609
(2.84)
(12.24)
10806
(50.36)
(5.33)
21458
(100)
(6.54)
III 48368
(33.52)
(46.51)
95908
(66.48)
(42.85)
144276
(100)
(44.01)
37058
(25.69)
(36.09)
6218
(4.31)
(35.70)
1877
(1.89)
(37.72)
99123
(68.70)
(48.89)
144276
(100)
(44.01)
IV 39215
(34.94)
(37.71)
73025
(65.06)
(32.62)
112240
(100)
(34.23)
39095
(34.81)
(38.07)
7368
(6.56)
(42.30)
1730
(1.54)
(34.77)
64047
(57.06)
(31.59)
112240
(100)
(34.23)
V 4493
(28.47)
(4.32)
11290
(71.53)
(5.05)
15783
(100)
(4.82)
5265
(33.86)
(5.13)
808
(5.12)
(4.64)
268
(1.70)
(5.39)
9442
(59.82)
(4.66)
15783
(100)
(4.82)
VI 4342
(30.59)
(4.18)
9852
(69.41)
(4.40)
14194
(100)
(4.33)
5205
(36.67)
(5.07)
715
(5.04)
(4.11)
189
(1.33)
(3.80)
8085
(56.96)
(3.99)
14194
(100)
(4.33)
190
VII 1716
(17.56)
(1.65)
8054
(82.44)
(3.60)
9770
(100)
(2.98)
3389
(34.69)
(3.30)
403
(4.12)
(2.31)
103
(1.05)
(2.07)
5875
(60.13)
(2.90)
9770
(100)
(2.98)
VIII 436
(19.91)
(0.42)
1754
(80.09)
(0.78)
2190
(100)
(0.67)
780
(35.62)
(0.76)
172
(7.85)
(0.99)
41
(1.87)
(0.81)
1197
(54.66)
(0.59)
2190
(100)
(0.67)
IX 813
(10.27)
(0.78)
7101
(89.73)
(3.17)
7914
(100)
(2.41)
3092
(39.07)
(3.01)
487
(6.15)
(2.80)
159
(2.01)
(3.01)
4176
(52.77)
(2.05)
7914
(100)
(2.41)
Total 103993
(31.72)
(100)
223832
(68.28)
(100)
327825
(100)
(100)
102681
(31.32)
(100)
17417
(5.31)
(100)
4976
(1.51)
(100)
202751
(62.09)
(100)
327825
(100)
(100)
From the above table-4.63, it is found that 44.01% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase III in
Thiruvannamalai followed by phase IV (34.23%) , phase II (6.54% ), phase V
(4.82%), phase VI (4.33%), phase VII (2.98%), phase IX (2.41%), phase VIII (0.67%)
and phase I (0.00%) in Thiruvannamalai district in the AECs of Saakshar Bharath
Programme.
It is found that 68.28% of female and 31.72% of male learners enrolled and
completed literacy examinations conducted by NIOS, New Delhi in all phases in
Thiruvannamalai district.
It is found that the percentage of female and male learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I to
phase 10 in Dharmapuri district are: phase II (78.52% and 21.48%), phase III
(66.48% and 33.52%), phase IV (65.06% and 34.94%), phase V (71.53% and
28.47%), phase VI (69.41% and 30.59%), phase VII (82.44 % and 17.56%), phase
VIII (80.09% and 19.91%), phase IX (89.73% and 10.27%).
It is found that 38.07% of total number of SC learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Thiruvannamalai district followed by phase III (36.09%), phase II (8.57%), phase V
(5.13%), phase VI (5.07%), phase VII (3.30%), phase IX (3.01%), phase VIII
(0.76%) and phase I (0.00%).
It is found that 42.30% of total number of ST learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Thiruvannamalai district followed by phase III (35.70%), phase II (7.15%), phase V
191
(4.64%), phase VI (4.11%), phase IX (2.80%), phase VII (2.31%), phase VIII
(0.99%) and phase VIII (0.00%).
It is found that (37.72%) of Minority learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase III in
Thiruvannamalai district followed by phase IV (34.77%), phase II (12.24%), phase
V (5.39%), phase VI (3.80%), phase IX (3.01%), phase VII (2.07%), phase VIII
(0.81%) and phase I (0.00%).
It is found that 48.89% of Other Minority learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase III in
Thiruvannamalai district followed by phase IV (31.59%), phase II (5.33%), phase V
(4.66%), phase VI (3.99%), phase VII (2.90%), phase IX (2.05%), phase VIII (0.59%)
and phase I (0.00%).
It is found that 50.36% of other learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase II in Thiruvannamalai
district followed by SC (41.00%), ST (5.80%), Minority (2.84%), in phase III, other
community (68.70%), SC (25.69%), ST (4.31%) and Minority (1.84%), in phase IV,
Other community (57.06%), SC (34.81%), ST (6.56%) and Minority (1.54%), in
phase V, other community (59.82%), SC (33.86%) , ST (5.12%) and (1.70%)
Minorities, in phase VI, other community (56.96%), SC (36.67%), ST (5.04%) and
Minority (1.33%), in phase VII, other community (60.13%), SC (34.69%), ST
(4.12%) and Minority (1.05%), in phase VIII, other community (54.66%), SC
(35.62%), ST (7.85%) and Minority (1.87%), in phase IX, other community
(52.77%), SC (39.07%), ST (6.15%) and Minority (2.01%) in Thiruvannamalai
district in the AECs at Saakshar Bharath Programme.
4.5.8 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Viluppuram District
The following table-4.64 shows the learners enrollment and completion in
literacy assessment by National Institute of Open Schooling, New Delhi in
Viluppuram District.
192
Table 4.64 Percentages of Learners Enrollment and Completion in Literacy
Assessment by National Institute of Open Schooling, New Delhi in Viluppuram
District
Phases
Viluppuram
Sex Community
Male
%
Female
%
Total
%
SC
%
ST
%
Minorities
%
Others
%
Total
%
I 6873
(36.52)
(4.30)
11947
(63.48)
(2.93)
18820
(100)
(33.10)
8672
(46.08)
(4.53)
329
(1.75)
(3.96)
447
(2.37)
(6.72)
9372
(49.80)
(2.58)
18820
(100)
(2.55)
II 19738 (24.39) (12.33)
61186
(75.61)
(14.93)
80924
(100)
(10.96)
22665
(28.01)
(11.83)
302
(0.37)
(3.64)
1302
(1.61)
(19.57)
56655
(70.01)
(15.64)
80924
(100)
(10.96)
III 38218
(27.46)
(23.90)
100982
(72.54)
(24.71)
139200
(100)
(18.85)
53624
(38.52)
(28.03)
1843
(1.33)
(22.19)
1419
(1.02)
(21.33)
82314
(59.13)
(22.72)
139200
(100)
(18.85)
IV 60935
(34.73)
(38.10)
114494
(65.27)
(28.01)
175429
(100)
(23.25)
56454
(32.18)
(29.51)
2688
(1.53)
(32.37)
1720
(0.98)
(25.85)
114567
(65.31)
(31.62)
175429
(100)
(23.25)
V 3679
(23.73)
(2.30)
11824
(76.27)
(2.89)
15503
(100)
(2.10)
6181
(39.87)
(3.23)
178
(1.15)
(2.15)
158
(1.02)
(2.37)
8986
(57.96)
(2.48)
15503
(100)
(2.10)
VI 18387
(26.71)
(11.50)
50462
(73.29)
(12.35)
68849
(100)
(9.32)
27357
(39.73)
(14.30)
1374
(2.00)
(16.55)
758
(1.10)
(11.39)
39360
(57.17)
(10.86)
68849
(100)
(9.32)
VII 3055
(15.81)
(1.91)
16274
(84.19)
(3.98)
19329
(100)
(2.62)
8123
(42.02)
(4.25)
492
(2.55)
(5.92)
211
(1.09)
(3.17)
10503
(54.34)
(2.90)
19329
(100)
(2.62)
VIII 3055
(15.81)
(1.91)
16274
(84.19)
(3.98)
19329
(100)
(2.62)
8123
(42.02)
(4.25)
492
(2.55)
(5.92)
211
(1.09)
(3.17)
10503
(54.34)
(2.90)
19329
(100)
(2.62)
IX 5990
(19.16)
(3.75)
25265
(80.84)
(6.18)
31255
(100)
(6.23)
133
(0.43)
(0.07)
606
(1.94)
(7.30)
427
(1.37)
(6.43)
30089
(96.26)
(8.30)
31255
(100)
(6.23)
Total 159930
(21.65)
(100)
408708
(78.35)
(100)
568638
(100)
(100)
191332
(33.65)
(100)
8304
(1.46)
(100)
6653
(1.17)
(100)
362349
(63.72)
(100)
568638
(100)
(100)
193
From the above table-4.64, it is found that 23.25% of learners have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Viluppuram followed by phase III (18.85%), phase II (10.96%), phase IV (9.32%),
phase IX (6.23% ), phase VII (2.62%), phase VIII (2.62%), phase I (2.55%)), phase V
(2.10%) in Viluppuram district in the AECs of Saakshar Bharath Programme.
It is found that 78.35% of female and 21.65% of male learners enrolled and
completed literacy examinations conducted by NIOS, New Delhi in all phases in
Viluppuram district.
It is found that the percentage of female and male learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase I to
phase 10 in Viluppuram district are: phase I (63.48% and 36.52%), phase II (75.61%
and 24.39%), phase III (72.54% and 27.46%), phase IV (65.26% and 34.73%), phase
V (76.27% and 23.73%), phase VI (73.29% and 26.71%), phase VII (84.19% and
15.81%), phase VIII (84.19% and 15.81%), phase IX (80.84% and 19.16%) in the
AECs at Saakshar Bharath Programme.
It is found that 29.51% SC learners who have enrolled and completed literacy
examinations conducted by NIOS, New Delhi in phase IV in Viluppuram district
followed by phase III (28.03%), in phase VI (14.30%), in phase II (11.83%), in phase
I (4.53%) in phase VII (4.25%) in phase VIII (4.25%), in phase V (3.23%) and in
phase IX (0.07%).
It is found that 32.37% of ST learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase IV in Viluppuram
district followed by phase III (22.19%), phase VI (16.55%), phase VII (7.30%),
phase IX (5.92%), phase VIII (5.92%), phase I (3.96%), phase II (3.64%) and phase
V (2.15%).
It is found that 25.85% of Minority community learners who have enrolled
and completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Viluppuram district followed by phase III (21.33%), phase II (19.57%), phase VI
(11.39%), phase I (6.72%), phase IX (6.43%), phase VIII (3.17%), phase VII (3.17%)
and phase V (2.37%).
It is found that 31.62% of other community learners who have enrolled and
completed literacy examinations conducted by NIOS, New Delhi in phase IV in
Viluppuram district followed by phase III (22.72%), phase II (15.64%), in phase VI
194
(10.86%), in phase IX (8.30%), phase VII(2.90%), phase VIII (2.90%), phase I
(2.58%) and 2.58% in phase V.
It is found that 49.80% of other learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase I in Viluppuram
district followed by SC (46.08%), Minority (2.37%) and ST (1.75%), in phase II,
other community (70.01%), SC (28.01%), Minority (1.61%) and ST (0.37%), in phase
III, other community (59.13%), SC (38.52%), ST (1.33%) and Minority (1.02%), in
phase V, other community (57.96%), SC (37.86%), ST (01.15%) and Minorities
(1.04%), in phase VI, other community (57.17%), SC (39.73%), ST (02.00%) and
Minority (1.10%), in phase VII, other community (54.34%), SC (42.02%), ST
(2.55%) and Minority(1.09%), in phase VIII, other community (54.34%), SC
(42.02%), ST (2.55%) and Minority (1.09%), in phase IX, other community
(96.26%), SC (0.43%), ST (1.94%) and Minority (1.37%).
4.5.9 Learners Success and Certification in Literacy Assessment by National
Institute of Open Schooling in SBP
Learners’ success and certification in literacy assessment by National Institute
of Open Schooling in SBP are given in the following table- 4.65.
195
Table 4.65 Percentages of Learners Success and Certification in Literacy Assessment by National Institute of Open Schooling in SBP
Districts
Male
%
Female
%
Total
%
SC
%
ST
%
Minorities
%
Others
%
Total
%
Dharmapuri
71595
(25.38)
(15.98)
210479
(74.61)
(21.07)
282074
(100)
(19.50)
63293
(22.44)
(13.39)
22717
(8.05)
(36.02)
3326
(1.18)
(14.00)
192738
(68.33)
(21.72)
282074
(100)
(19.50)
Erode
112412
(41.89)
(25.10)
155930
(58.11)
(15.61)
268342
(100)
(18.55)
103421
(38.54)
(21.88)
14128
(5.26)
(22.40)
8792
(3.28)
(37.02)
142001
(52.91)
(16.00)
268342
(100)
(18.55)
Thiruvanamalai
103993
(31.72)
(23.22)
223832
(68.28)
(22.40)
327825
(100)
(22.66)
102681
(31.32)
(21.73)
17417
(5.31)
(27.62)
4976
(1.51)
(20.95)
202751
(61.85)
(22.85)
327825
(100)
(22.66)
Viluppuram
159930
(28.13)
(35.70)
408708
(71.87)
(40.91)
568638
(100)
(39.30)
203233
(35.74)
(43.00)
8807
(1.55)
(13.96)
6653
(1.17)
(28.05)
349945
(61.54)
(39.43)
568638
(100)
(39.30)
Total
447930
(30.96)
(100)
998949
(69.04)
(100)
1446879
(100)
(100)
472574
(32.66)
(100)
63069
(4.36)
(100)
23747
(1.65)
(100)
887435
(61.33)
(100)
1446879
(100)
(100)
196
From the above table-4.65, it is found that 39.30% of learners have passed and
received NIOS, New Delhi certificate followed by 22.66% in Thiruvannamalai,
19.50% in Dharmapuri and 18.55% in Erode districts.
Whereas 35.70% of male learners have passed and received NIOS, New Delhi
certificate in Viluppuram followed by 25.10% in Erode, 23.22% in Thiruvannamalai
and 15.98% in Dharmapuri. Likewise 40.91% of female learners passed and received
NIOS, New Delhi certificate in Viluppuram followed by 22.40% in Thiruvannamalai,
21.07% in Dharmapuri and 15.61% in Erode districts.
It is found that 74.61% female learners and 25.38% male learners have passed
and received NIOS, New Delhi certificate in Dharmapuri followed by Erode (58.11%
& 41.89%), Thiruvannamalai (68.28% & 31.72%) and Viluppuram (71.81% &
28.13%) districts.
It is found that 43.00% of SC learners have passed and received NIOS, New
Delhi certificate in Viluppuram district followed by Erode (21.88%),
Thiruvannamalai (21.73%) and Dharmapuri (13.39%) districts.
It is found that 36.02% of ST learners have passed and received NIOS, New
Delhi certificates in Dharmapuri followed by Thiruvannamalai (27.62%), Erode
(22.40) and Viluppuram (13.96).
It is found that 37.02% of Minority learners have passed and received NIOS,
New Delhi certificate in Erode followed by Viluppuram (28.05%), Thiruvannamalai
(20.95%) and Dharmapuri (14.00%).
It is found that, 39.43% of other community learners have passed and received
NIOS, New Delhi certificate in Viluppuram district followed by Thiruvannamalai
(22.85%), Dharmapuri (21.72%) and Erode (16.00%).
It is found that 68.33% of other community learners have passed and received
NIOS, New Delhi certificate in Dharmapuri is followed by SC (22.44%), ST (8.05%)
and Minority (1.18%).
It is found that 52.91% of other community learners have passed and received
NIOS, New Delhi certificate in Erode followed by of SC (38.54%), of ST (5.269%)
and of Minority (3.28%).
It is found that 61.85% of other community learners have passed and received
NIOS, New Delhi certificate in Thiruvannamalai followed by SC (31.32%), ST
(5.31%) and Minority (1.51%).
197
It is found that, 61.54% of other community learners have passed and received
NIOS, New Delhi certificate in Viluppuram followed by SC (35.74%), ST (1.55%)
and Minority (1.17%).
4.5.10 Learners Currently Attending the AECs in SBP
The following table-4.66 shows the learners currently attending the AECs in
SBP.
Table 4.66 Percentages of Learners Currently Attending the AECs in SBP
Districts
Male
%
Female
%
Total
%
SC
%
ST
%
Minori
ties
%
Others
%
Total
%
Dharmapuri 1674
(14.50) (37.24)
9872 (85.50) (57.96)
11546
(100)
(53.64)
3322 (28.77) (40.71)
636 (5.51) (80.71)
104 (0.90) (20.76)
7484 64.82) (61.97)
11546
(100)
(53.64)
Erode 918 (23.32) (20.42)
3018 (76.68) (17.72)
3936
(100)
(18.28)
1915 (48.65) (23.47)
72 (1.83) (9.14)
14 (0.36) (2.80)
1935 (49.16) (16.02)
3936
(100)
(18.28)
Thiruvana
malai
925 (51.82) (20.58)
860 (48.18) (5.05)
1785
(100)
(8.29)
1027 (57.54) (12.58)
11 (0.62) (1.40)
98 (5.49) (19.56)
649 (36.36) (5.37)
1785
(100)
(8.29)
Villup
puram
978 (22.96) (21.76)
3282 (77.04) (19.27)
4260
(100)
(19.79)
1897 (44.53) (22.39)
69 (1.62) (8.76)
285 (6.69) (56.89)
2009 47.16) (16.63)
4260
(100)
(19.79)
Total
4495
(20.88)
(100)
17032
(79.12)
(100)
21527
(100)
(100)
8161
(37.91)
(100)
788
(3.66)
(100)
501
(2.33)
(100)
12077
(56.10)
(100)
21527
(100)
(100)
From the above table -4.66, it is found that 53.64% of learners are currently
attending the literacy centers in Dharmapuri district followed by Viluppuram
(19.79%), Erode (18.28%) and Tiruvannamalai (8.29%). It is found that 79.12% of
female and 20.88% of male learners are currently attending the AECs in SBP.
It is found that 85.50% of female and 14.50% of male are currently attending
the literacy centers in Dharmapuri followed by Erode (76.68% & 23.32%),
Thiruvannamalai (51.82 % & 48.18%) and Viluppuram (77.04% & 22.96%) districts.
It is found that 40.71% of SC learners are currently attending the literacy
centers in Dharmapuri district followed by Erode (23.47%), Viluppuram (22.37%)
and Thiruvannamalai (22.39%) districts.
It is found that 80.71% of ST learners are currently attending the literacy
centers in Dharmapuri district followed by Erode (09.14%), Viluppuram (08.76%)
and Thiruvannamalai (01.40%) districts.
198
It is found that 56.89% of Minority community learners are currently attending
the literacy centers in Viluppuram district followed by (20.76%) in Dharmapuri,
(19.56%) in Thirvannamalai and (02.86%) in Erode of learners districts.
It is found that 61.97% of other community learners are attending the AECs of
Saakshar Bharath Programme in Dharmapuri followed by are in Viluppuram
(16.63%), Erode (16.02%) and Thiruvannamalai (05.37%) districts respectively.
64.82% of other community learners currently attending the AECs in
Dharmapuri district of Saakshar Bharath Programme followed by SC (28.77%), ST
(05.51%) and Minority (0.90%) community.
49.16% of other community learners currently attending the AECs Erode
district of Saakshar Bharath Programme followed by SC (48.65%), ST (01.83%) and
Minority (0.36%) community.
57.74% of SC learners are currently attending the AECs inThiruvannamalai
district of Saakshar Bharath Programme followed by other community (36.36%),
Minority (05.49%) and ST (0.62%) learners.
47.16% of other community are currently attending the AECs in Viluppuram
district of Saakshar Bharath Programme followed by SC (44.53%), Minority
(06.69%) and ST (01.62%) learners.
4.5.11 Opinion of the District and Block Coordinators about the Trainning
Programmes
The following table-4.67 shows the opinion of the district and block
coordinators about the training programmes.
199
Table 4.67 Percentages of Opinion of the District and Block Coordinators about the Trainning Programmes
From the above table-4.67, it is found that all the District and Block Coordinators (100.00%) opined that the training attended/
participated, duration of the training, content of the training and materials supplied in the training is adequate and remarkable in all four districts
in SBP of Tamil Nadu.
District
Adequacy of Training
Duration of the Training
Content of the Training
Training Materials
Adequacy
Inadequate Not
able
to say
Adequacy
Inadequate Not
able to
say
Appro
priate
Inappro
priate
Not
able
to say
Appro
priate
Inappro
priate
Not
able to
say
Dharmapuri 12
(100)
0 0 12
(100)
0 0 12
(100)
0 0 12
(100)
0 0
Erode 15
(100)
0 0 15
(100)
0 0 15
(100)
0 0 15
(100)
0 0
Thiruvanamalai 20
(100)
0 0 20
(100)
0 0 20
(100)
0 0 20
(100)
0 0
Viluppuram 21
(100)
0 0 21
(100)
0 0 21
(100)
0 0 21
(100)
0 0
Total
68
(100)
0
0
68
(100)
0
0
68
(100)
0
0
68
(100)
0
0
200
4.5.12 General Training Programme Organized/ Conducted in SBP of TN
General Training Programme organized/ conducted in SBP of TN is given in the following table- 4.68.
Table 4.68 Percentages of General Training Programme Organized/ Conducted in SBP of TN
Districts Electoral
Literacy
%
Candle
Making
%
Soap
Powder
Making
%
Flag
Day
%
World
Literacy
Day
%
Gandhi
Jayanthy
%
Independence
Day
%
Prerak
Training
%
Total
%
Dharmapuri 828 (6.21) (13.95)
1354 (10.16) (24.37)
0867 (6.51) (17.24)
2124 (15.94) (43.44)
3549 (26.64) (46.59)
2654 (19.92) (49.95)
1687 (12.66) (50.77)
260 (1.96) (17.33)
13323
(100)
(34.02)
Erode 285 (7.29) (4.80)
957 (24.41) (17.22)
1242 (31.78) (24.20)
658 (16.84) (13.46)
130 (3.33) (1.69)
110 (2.81) (2.07)
321 (8.21) (9.66)
205 (5.25) (13.67)
3908
(100)
(9.98)
Thiruvannamalai 3016 (30.58) (50.82)
845 (8.57) (15.21)
374 (3.79) (7.44)
1150 (11.66) (23.52)
1587 (17.00) (20.69)
2001 (20.30) (37.66)
456 (4.63) (13.72)
430 (4.36) (28.67)
9859
(100)
(25.17)
Viluppuram 1806 (14.96) (30.43)
2400 (19.88) (43.20)
2545 (21.08) (50.62)
958 (7.94) (19.59)
2351 (19.47) (30.65)
548 (4.54) (10.32)
859 (7.12) (25.85)
605 (5.02) (40.33)
12072
(100)
(30.83)
Total
5935
(15.16)
(100)
5556
(14.19)
(100)
5028
(12.84)
(100)
4890
(12.47)
(100)
7617
(19.45)
(100)
5313
(13.57)
(100)
3323
(8.49)
(100)
1500
(3.83)
(100)
39162
(100)
(100)
201
From the above table-4.68, it is observed that totally 34.02% general training
programme is organized / conducted in Dharmapuri district followed by 30.83% in
Viluppuram, 25.17% in Thiruvannamalai and 09.98% in Erode districts.
It is found that totally that 50.82% of Electoral literacy programme is
organized in Thiruvannamalai district whereas 30.43% in Viluppuram, 30.95% in
Dharmapuri and 04.80% in Erode districts.
It is found that 43.20% of candle making general training programme is
organized in Viluppuram district whereas 24.37% in Dharmapuri, 17.22% in Erode
and 15.21% in Thiruvannamalai districts.
It is found that 50.62% of Soap powder general training programme is
organized in Viluppuram district whereas 24.20% in Erode, 17.24% in Dharmapuri
and 07.44% in Thiruvannamalai districts.
. It is found that 43.44% of Flag Day programme is organized in Dhramapuri
district whereas 23.52% in Thiruvannamalai, 19.59% in Viluppuram and 13.46% in
Erode districts.
It is found that 49.95% of Ganhi Jayanthi Programme is organized in
Dharmapuri district whereas 37.66% in Thiruvannamalai, 10.32% in Viluppuram and
02.07% in Erode districts.
It is found that 50.77% of Independence Day programme is organized in
Dharmapuri district whereas 25.85% in Viluppuram, 13.72% in Thiruvannamalai and
09.66% in Erode districts.
It is found that 40.33% of Preraks training programme is organized in
Viluppuram district whereas 28.67% in Thiruvannamalai, 17.33% in Dharmapuri and
13.67% in Erode districts.
It is found that 26.64% of World Literacy Day training programme is
organized/conducted in Dharmapuri district followed by Gandhi Jayanthi (19.92%),
Flag Day (15.94%), Candle making (10.16%), Soap Powder Making (06.51% ),
Electoral Literacy (06.21%) and Prerak Training programme (01.96) among all
programmes.
It is found that 31.78% of Soap Powder Making training programme is
organized / conducted in Erode district followed by Candle Making programme
(24.41%), Flag Day programme (16.84%), Independence Day programme (08.21%),
Electoral Literacy programme (07.29%), Prerak Training programme (05.25%),
202
World Literacy day programme (03.33%) and Gandhi Jayanthi Programme (2.81%)
among all programmes.
It is found that 30.58% of Electoral Literacy programme is
organized/conducted in Thiruvannamalai district followed by Gandhi Jayanthi
programme (20.30%), World Literacy Day Programme (17.00%), Flag Day
programme (11.66%), Candle Making programme (8.57%), Independence Day
programme (14.63%), Prerak Training programme (4.36%) and Soap Powder Making
Programme (3.79%) among all programmes.
It is found that 21.08% of Soap Powder Making Programme is organized /
conducted in Viluppuram district followed by Candle Making Programme (19.88%),
World Literacy Day programme (19.47%), Electoral Literacy Programme (14.96%),
Flag Day programme (7.94%), Independent day programme (7.12%), Prerak Training
Programme (5.02%) and Gandhi Jayanthi programme (4.54%) among all the
programmes.
4.5.13 Awareness Training Programme Organized/ Conducted in SBP of TN
Awareness training programme organized/ conducted in SBP of Tamil Nadu
are given in the following table- 4.69.
203
Table 4.69 Percentages of Awareness Training Programme Organized/ Conducted in SBP of TN
Districts
Electoral
Awareness
%
Clean
India
Awareness
%
World
Literacy
Day
%
Women
Day
%
Opening
bank
Account%
Preraks
Training
%
Cultural
Activities
%
Gandhi
Jayanthy
%
Independence
Day
%
Total
%
Dharmapuri 828 (6.27) (8.10)
786 (5.95) (16.26)
389 (2.94) (2.81)
577 (4.37) (6.55)
446 (3.38) 15.63)
100 (0.76) (12.22)
5414 (40.99) (78.33)
3245 (24.56) (18.72)
1427 (10.80) (10.00)
13212
(100)
(16.53)
Erode 180 (2.28) (1.76)
200 (2.54) (4.14)
719 (9.13) (5.19)
643 (8.16) (7.30)
667 (8.47) (23.38)
199 (2.53) (24.33)
164 (2.08) (2.37)
2564 (3.55) (14.79)
2542 (32.27) (17.83)
7878
(100)
(9.85)
Thiruvannamalai 6056 (36.42) (59.28)
198 (1.14) (4.10)
489 (2.94) (3.52)
3012 (18.11) (34.20)
240 (1.44) (8.41)
311 (1.87) (38.02)
336 (2.02) (4.86)
4001 (24.06) (23.08)
1987 (11.95) (13.94)
16630
(100)
(20.81)
Viluppuram 3153 (7.47) (30.86)
3650 (8.65) (75.50)
12267 (29.08) (88.48)
4575 (10.85) (51.95)
1500 (3.96) (52.58)
208 (0.49) (25.43)
998 (2.37) (14.44)
7525 (17.84) (43.41)
8303 (19.69) (58.23)
42179
(100)
(52.79)
Total
10217
12.79)
(100)
4834
(6.05)
(100)
13864
(17.35)
(100)
8807
11.02)
(100)
2853
(3.57)
(100)
818
0.20)
(100)
6912
(8.65)
(100)
17335
(21.70)
(100)
14259
(17.84)
(100)
79899
(100)
(100)
204
From the above table-4.69, it is observed that totally 52.79% of the Awareness
Training Programme is oraganized / conducted in Viluppuram district whereas
20.51% in Thiruvannamalai, 16.53% in Dharmapuri and 09.85% in Erode districts.
It is found that 59.82% of Electoral Literacy Awareness programme is
organized/ conducted in Thiruvannamalai district whereas 30.86% in Viluppuram,
08.10% in Dharmapuri and 01.76% in Erode districts.
It is found that 75.50% of Clean India Awareness Programme is organized /
conducted in Viluppuram district whereas 16.26% in Dharmapuri, 04.14% in Erode
and 04.10% in Thiruvannamalai districts.
It is found that 88.48% of World Literacy Day Programme is organized /
conducted in Viluppuram district whereas 5.19% in Erode, 03.52% in
Thiruvannamalai and 02.81% in Dharmapuri districts.
It is found that 51.95% of Womens Day Programme is organized / conducted
in Viluppuram district whereas 34.20% in Thiruvannamalai, 07.30% in Erode and
06.55% in Dharmapuri districts.
It is found that 52.58% of Awareness Campaign on opening saving bank
account programme is organized / conducted in Viluppuram district whereas 23.38%
in Erode, 15.63% in Dharmapuri and 08.41% in Thiruvannamalai districts.
It is found that 38.02% of Preraks Training Programme is organized in
Thiruvannamalai district whereas 25.43% in Viluppuram, 24.33% in Erode and
12.22% in Dharmapuri districts.
It is found that 78.83% of Cultural programme is organized in Dharmapuri
district whereas 14.44% in Viluppuram, 04.86% in Thiruvnnamalai and 02.37% in
Erode districts.
It is found that 43.41% of Gandhi Jayanthi programme is organized in
Viluppuram district whereas 23.08% in Thiruvannamalai, 18.72% in Dharmapuri and
14.79% in Erode districts.
It is found that 58.23% of Independence Day programme is organized in
Viluppuram district whereas 17.83% in Erode, 13.94% in Thiruvannamalai and
10.00% in Dharmapuri districts.
It is found that 40.99% of Cultural Programmes are organized in Dharmapuri
district followed by Independence day programme (10.80%), Electoral Training
Programme (06.27%), Clean India awareness programme (05.95%), Women’s day
Programme (04.37%), Awareness Campaign on Opening bank account programme
205
(03.38%), World Literacy Day programme (02.94%) and Preraks Training
programme (0.76%) among all programmes.
It is found that 32.27% of Independence Day programme are organized in
Erode district followed by World literacy Day programme (09.13%), Opening bank
account programme (08.47%), Women’s Day programme (08.16%), Gandhi Jayanthi
programme (03.55%), Clean India programme (02.54%), Preraks Training
programme (02.53%), Electoral Literacy programme (02.28%) and Cultural Activities
programmes(02.08%) among all programmes.
It is found that 36.42% of Electoral Literacy programme are organized in
Thiruvannamalai district followed by Gandhi Jayanthi programme (24.06%),
Women’s day programme (18.11%), Independence day programme (11.95%), World
literacy Day programme (02.94%), Cultural Activities programme (02.02%), Preraks
Training programme (01.87%), Opening bank saving account programme (01.44%)
and Clean India programme (01.14%) among all programmes.
It is found that 29.08% of the World Literacy day programme are organized in
Viluppuram district followed by Independence day programme (19.69%), Gnadhi
Jayanthi programme(17.84%), Women's day programme (10.85%), Clean India
awareness programme (08.65%), Electoral literacy programme (07.47%), Opening
saving bank account programme (03.96%), Cultural activities programme and
(02.37%) and Preraks Training programme (0.49%) are organized among all
programmes.
4.5.14 Skill Development Training Programme Organized/ Conducted in SBP of
TN
The following table-4.70 shows the skill development training programme
organized/ conducted in SBP of Tamil Nadu.
206
Table 4.70 Percentages of Skill Development Training Programme Organized/
Conducted in SBP of TN
From the above table-4.70, it is observed that 41.19% of total skill
development training programme is organized / conducted in Dharmapuri district
whereas 33.60% in Viluppuram, 6.38% in Thiruvannamalai and 08.81% in Erode
districts.
It is found that 71.00% of Idly Podi making programme is organized in
Viluppuram district whereas 16.28% in Erode, 06.71% in Thiruvannamalai and
05.93% in Dharmapuri districts.
It is found that 37.60% of Sambirani powder making programme is organized
in Viluppuram district whereas 33.50% in Dharmapuri, 21.62% in Thiruvannamalai
and 16.28% in Erode districts.
It is found that 48.16% of Soap powder making programme is organized in
Dharmapuri district whereras 39.91% in Viluppuram, 07.82% in Thiruvannamalai and
04.11% in Erode districts.
It is found that 38.58% of Candle Making programme is organized in
Dharmapuri district whereas 36.40% in Viluppuram, 17.94% in Thiruvannmalai and
07.80% in Erode districts.
Districts
Idly
Podi
Making
%
Sampirani
Powder
Making
%
Soap
Powder
%
Candle
Making
%
Tailo
ring
%
Jewells
Making
%
Total
%
Dharmapuri 296 (1.07) (5.93)
5040 (18.27) (33.50)
5964 (21.62) (48.16)
5196 (18.84) (38.58)
4998 (18.12) (60.01)
6090 (22.08) (47.78)
27584
(100)
(41.19)
Erode 812 (13.77) (16.28)
1095 (18.55) (7.28)
509 (8.62) (4.11)
954 (16.16) (7.08)
894 (15.16) (10.73)
1639 (27.77) (12.86)
5903
(100)
(8.81)
Thiruvannamalai 339 (3.09) (6.71)
3254 (29.65) (21.62)
968 (8.82) (7.82)
2415 (22.01) (17.94)
997 (9.07) (11.97)
3001 (27.35) (23.54)
10974
(100)
(16.38)
Viluppuram 3542 (15.74) (71.00)
5658 (25.15) (37.60)
4942 (21.96) (39.91)
4902 (21.79) (36.40)
1440 (6.40) (17.29)
2016 (8.96) (15.82)
22500
(100)
(33.60)
Total
4989
(7.45)
(100)
15047
(22.47)
(100)
12383
(18.49)
(100)
13467
(20.11)
(100)
8329
(12.43)
(100)
12746
(19.03)
(100)
66961
(100)
(100)
207
It is found that 60.01% of Tailoring programme is organized in Dharmapuri
whereas 17.29% in Thiruvannamalai, 11.97% in Viluppuram and 10.73% in Erode
districts.
It is found that 47.78% of Jewels Making programme is oraganized in
Dharmpuri whereas 23.54% in Thiruvannamalai, 15.82% in Viluppuram and 12.86%
in Erode districts.
It is found that 22.08% of Jewel Making is organized/conducted in
Dharmapuri district followed by Soap powder programme (21.62%), Candle making
programme (18.84%), Sampirani Powder making programme (18.27%), Tailoring
programme (18.12%) and Idly podi making programme (01.07%) among all
programmes.
It is found that 27.77% of Jewel Making is organized in Erode district
followed by Sampirani Powder making (18.55%), Candle making programme
(16.16%), Tailoring programme (15.16%), Idly podi making (13.77%) and Soap
powder making programme (08.62%) among all programmes.
It is found that 29.65% Sampirani powder making programme is organized in
Thiruvannamalai district followed by Jewel making programme (27.35%), Candle
making programme (22.01%), Tailoring programme (09.07%), Soap powder making
programme (08.82%), Idly podi making programme (03.09%) among all programmes.
It is found that 25.15% Sampirani Powder making programme is organized in
Viluppuram district followed by Soap Powder making programme (21.96%), Candle
Making programme (21.79%), Idly podi making programme (15.74%), Jewel Making
programme (08.96%) and Tailoring programme (06.40%) among all programmes.
4.5.15 Teaching/ Learning and Other Materials Supplied and Distributed in SBP
of Tamil Nadu
Teaching/ Learning and other materials supplied and distributed in SBP of
Tamil Nadu are given in the following table 4.71.
208
Table 4.71 Percentages of Teaching/ Learning and Other Materials Supplied in SBP of Tamil Nadu
@ The Districts are not given Data
Districts Primers Library Books Note
Books
Block
Board
Ring Ball/Chess
Board
Candle making
machine
Total
%
Suppli
ed
Dis
trib
ute
d
Suppli
ed
Dis
trib
ute
d
Suppli
ed
Dis
trib
ute
d
Suppli
ed
Dis
trib
ute
d
Suppli
ed
Dis
trib
ute
d
Suppli
ed
Dis
trib
ute
d
Suppli
ed
Dis
trib
ute
d
Dharmapuri
172300
172300
74298
74298
7530
@
@
@
3765
@
1506
@
@
@
Erode
274243
274243
@
@
2300
2300
230
230
@
@
@
@
@
@
Thiruvanamalai
215000
215000
@
@
@
@
@
@
@
@
@
@
@
@
Viluppuram
@
@
465
465
@ @ @ @
@
@
@
@
@
@
209
From the above table-4.71, it is found that 1, 72,300 primers were supplied in
Dharmapuri district followed by 2, 74,243 in Erode and 2, 15,000 in Thiruvannamalai
districts in SBP of Tamil Nadu. There was no information found regarding supply and
distribution of primers in Viluppuram district.
It is found that 74,298 library books were supplied in Dharmapuri district and
465 in Viluppuram district. There was no information found regarding supply and
distribution of the library books in Erode and Thiruvannamalai districts.
It is found that 7,530 note books were supplied in Dharmapuri district
followed by 2,300 in Erode. There was no information found regarding supply and
distribution of note books the note books in Thiruvannamalai and Viluppuram
districts.
It is found that 230 Black boards were supplied in Erode district. There was no
information found regarding supply and distribution of Black board in Dharmapuri
and Thiruvannamalai, Viluppuram districts.
It is found that 3756 Ring balls/chess boards were supplied in Dharmapuri
district. There was no information found regarding the supply and distribution of Ring
balls/chess boards in Erode, Thiruvannamalai and Viluppuram districts.
It is found that 1,506 candle making machineries were supplied in Dharmapuri
district. There was no information found regarding the supply and distribution of
candle making machines in Erode, Thiruvannamalai and Viluppuram districts.
4.5.16 Budget Allocation and Expenditure in SBP of Tamil Nadu
The following table-4.72 shows the budget allocation and expenditure in SBP
of Tamil Nadu.
210
Table 4.72 Budget Allocation and Expenditure in SBP of Tamil Nadu
Districts
Details
of Bank
Transact
ion
Honorarium
Training
Teaching/
Learning
materials
Environment
Building
Skill
development
Assessment
Of learners
Yes
No
Allocat
ions
(Rs.)
Expendi
ture
(Rs.)
Allocat
ions
(Rs.)
Expendi
ture
(Rs.)
Allocat
ions
(Rs.)
Expendi
ture
(Rs.)
Allocat
ions
(Rs.)
Expendi
ture
(Rs.)
Allocat
ions
(Rs.)
Expendi
ture
(Rs.)
Allocat
ions
(Rs.)
Expendi
ture
(Rs.) Dharmapuri 12 0 800700 800700 307312 307312 496080
5 4960805 @ @ 146500 146500 100250
8 1002508
Erode 15 0 6000 6000 @ @ @ @ @ @ @ @ @ @
Thiruvana
malai
20 0 852882 @ 450956 @ 9787034 9787034 @ @ 429182 @ 2848045 @
Viluppuram 21 0 @ @ @ @ @ @ @ @ @ @ @ @
@ The Districts are not given Data
From the above table-4.72, it is found that all most all the districts are not provided any proper data regarding Budget Allocation and
Expenditure under different headings in SBP. Hence the present investigation has unable to interpret financial allocation and utility of SBP in
Tamil Nadu.
211
4.5.17 Opinion of the District and Block Coordinators about Learners in AECs
of SBP in Tamil Nadu
Opinion of the district and block coordinators about learners in AECs of SBP
in Tamil Nadu are given in the following table- 4.73.
Table 4.73 Percentages of Opinion of the District and Block Coordiantor about
Learners in AECs of SBP in Tamil Nadu
Districts
Highly
Co-
operative
%
Co-
Operative
%
Partially
Co-
operative
%
Not
Co-
operative
%
No
Information
%
Total
Dharmapuri 90.00 5.00 2.00 1.00 2.00
12
(100)
Erode 95.00 2.00 3.00 0.00 0.00
15
(100)
Thiruvannamalai 95.00 1.00 0.00 1.00 3.00
20
(100)
Viluppuram 80.00 10.00 5.00 1.00 4.00
21
(100)
Total 100 100 100 100 100
68
(100)
From the above table-4.73, it is found that 95.00% of District and Block
Coordinators are opined that the learners are Highly Co-operative in AECs at District
level in both Erode and Thiruvannamalai followed by Dharmapuri (90.00%) and
Viluppuram (80.00%) districts.
10.00% of District and Block Coordinators are viewed that the learners are
Cooperative and supportive in Viluppuram followed by 5.00% in Dharmapuri, 2.00%
in Erode and 1.00% in Thiruvannamalai districts.
5.00% of District and Block Coordinators are viewed that the learners are
Partially Co-operative and supportive in Viluppuram followed by 3.00% in Erode,
2.00% in Dharmapuri and 0.00% are in Erode districts.
1.00% of District and Block Coordinators are viewed that the learners are Not
Co-operative and supportive in Dharmapuri followed by 1.00% in Thiruvannamalai,
1.00% in Viluppuram and 0.0% are in Erode districts.
212
No information has been given about the learners in AECs by the District and
Block coordinators in Viluppuram (4.00%) followed by Thiruvannamalai (3.00%),
Dharmaprui (2.00%) and Erode (0.00%) districts.
4.5.18 Special Training Programme Organized/ Conducted in SBP of Tamil
Nadu
The following table-4.74 shows the special training programme organized/
conducted in SBP of TamilNadu.
213
Table 4.74 Percentages of Special Training Programme Organized/ Conducted in SBP of Tamil Nadu
District
Skill Development
Programmes
Legal Literacy Financial Literacy Electoral Literacy Disaster
Management
Total
No
%
Beneficiaries
%
No
%
Beneficiaries
%
No
%
Beneficiaries
%
No
%
Beneficiaries
%
No
%
Beneficiaries
%
No
%
Beneficiaries
%
Dharmapuri 53 (74.65) (20.15)
2062 (46.70) (38.49)
2 (2.85) (4.26)
300 (6.79) (11.06)
2 (2.85) (4.76)
900 (20.38) (30.48)
13 (18.33) (14.29)
1053 (23.85) (27.19)
1(1.44) (1.96)
100 (2.26) (5.24)
71
(100)
(14.37)
4415
(100)
(26.28)
Erode 26 (20.00) (9.89)
261 (20.15) (4.87)
26 (20.00) (55.32)
256 (19.76) (9.44)
26 (20.00) (61.90)
261 (20.15) (8.84)
26 (20.00) (28.57)
261 (20.15) (6.74)
26 (20.00) (50.98)
256 (19.76) (13.42)
130
(100)
(26.31)
1295
(100)
(7.71)
Thiruvanna
malai
59 (49.17) (22.43)
1403 (18.74) (26.19)
11 (9.17) (23.40)
2003 (26.75) (73.86)
11 (9.17) (26.19)
1714 (22.89) (58.04)
18 (15.00) (19.78)
895 (11.95) (23.11)
21 (17.50) (41.18)
1473 (19.67) (77.24)
120
(100)
(24.29)
7488
(100)
(44.57)
Viluppuram 125 (72.25) (47.53)
1631 (45.25) (30.45)
8 (4.62) (17.02)
153 (4.24) (5.64)
3 (1.73) (7.14)
78 (2.16) (2.64)
34 (19.65) (37.36)
1664 (46.17) (42.96)
3 (1.73) (5.88)
78 (2.16) (4.09)
173
(100)
(35.02)
3604
(100)
(21.45)
Total
263
(53.24)
(100)
5357
(31.88)
(100)
47
(9.51)
(100)
2712
(16.14)
(100)
42
(8.50)
(100)
2953
(17.57)
(100)
91
(18.42)
(100)
3873
(23.05)
(100)
51
(10.32)
(100)
1907
(11.34)
(100)
494
(100)
(100)
16802
(100)
(100)
214
From the above table-4.74, it is found that 35.02% of total training programme
is conducted in Viluppuram district and 21.45% of learners are benefited.
26.31% of total training programme is conducted in Erode district and 7.71%
of learners are benefited.
24.29% of total training programme is conducted in Thiruvannamalai district
and 44.57% of learners are benefited.
14.37% of total training programme is conducted at Dharmapuri district and
26.28% of learners are benefited.
It is found that 53.24% of total skill developments programmes are conducted
in 31.88% of learners are benefited.
It is found that 18.42% of total Electoral literacy programme is conducted and
23.05% of learners are benefited.
It is found that 10.32% of disaster management literacy programmes is
conducted and 11.34% of learners are benefited.
It is found that 51.00% of legal literacy programme is conducted and 16.17%
of learners are benefited.
It is found that 08.50% of financial literacy programme is conducted and
17.57% of learners are benefited.
It is found that 74.65% of skill development programme is conducted in
Dharmapuri district and 46.70% learners are benefited.
18.33% of Electoral literacy programme is conducted in Dharmapuri district
and 23.85% learners are benefited.
02.85% of legal literacy programme is conducted in Dharmapuri district and
06.79% learners are benefited.
02.85% of financial literacy programme is conducted in Dharmapuri district
and 20.38% learners are benefited.
01.44% of disaster management programme is conducted in Dharmapuri
district and 02.26% learners are benefited.
It is found that 20.00% of skill development programme is conducted in Erode
district and 20.15% learners are benefited.
20.00% of Legal literacy programme is conducted in Erode district and
19.76% learners are benefited.
20.00% of financial literacy programme is conducted in Erode district and
20.15% learners are benefited.
215
20.00% of Electoral literacy programme is conducted in Erode district and
20.15% learners are benefited.
20.00% of Disaster management programme is conducted in Erode district and
19.76% learners are benefited.
It is found that 49.17% of Skill development programme is conducted in
Thiruvannamalai district and 18.74% learners are benefited.
17.50% % of Disaster management programme is conducted in
Thiruvannamalai district and 19.67% learners are benefited.
15.00% % of Electoral literacy programme is conducted in Thiruvannamalai
district and 11.95% learners are benefited
09.17% of Legal literacy programme is conducted in Thiruvannamalai district
and 26.75% learners are benefited.
09.17% % of financial literacy programme is conducted in Thiruvannamalai
district and 22.89% learners are benefited.
It is found that 72.25% of skill development programme is conducted in
Viluppuram district and 42.25% learners are benefited.
19.65% of Electoral literacy programme is conducted in Viluppuram district
and 11.95% learners are benefited
04.26% of Legal literacy programme is conducted in Viluppuram district and
46.17% learners are benefited.
01.73% of financial literacy programme is conducted in Viluppuram district
and 02.16% learners are benefited.
01.73% of Disaster management programme is conducted in Viluppuram
district and 02.16% learners are benefited.
4.5.19 Target and Achievement of Opening Savings Banks Accounts in SBP of
Tamil Nadu
Target and Achievement of opening savings banks accounts in SBP of Tamil
Nadu are given in the following table- 4.75.
216
Table 4.75 Percentages of Targets and Achievement of Opening Savings Banks Accounts in SBP of Tamil Nadu
District
Male
Female Total SC ST Minorities Others Total
Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved
Dharmapuri 127369 109323
(43.32) (36.98)
161167
143037 (56.68) (23.53)
288
536
252360
(100.0)
(27.94)
58875
51290 (20.32) (15.57)
22335
13017 (5.16) (61.09)
3971
4981 (1.97) (34.82)
203355 183072 (72.54) (34.01)
288
536
252360
(100.0)
(27.94)
Erode 117583 103744 (44.54) (35.10)
156660
129149 (55.45) (21.25)
274
243
232893
(100.0)
(25.78)
95747
79798 (34.26) (24.22)
14128
4098 (1.76) (19.23)
8792
5735 (2.46) (40.09)
145576 143262 (61.51) (26.62)
274
243
232893
(100.0)
(25.78)
Thiruvannamalai 2672 2672 (8.17) (0.90)
30000
30000 (91.83) (4.94)
326
72
32672
(100.0)
(3.62)
12686
12686 (38.82) (3.85)
686 686 (2.10) (3.22)
86 86 (0.26) (0.60)
19214 19214 (58.81) (3.57)
326
72
32672
(100.0)
(3.62)
Viluppuram 267120 79811
(20.70) (27.00)
322971
305581 (79.30) (50.28)
590
091
385392
(100.0)
(42.66)
203608
185685 (48.18) (56.36)
16826
3507 (0.91) (16.46)
9737
3504 (0.91) (24.49)
359920 192696 (50.00) (35.80)
590
091
385392
(100.0)
(42.66)
Total 514744 295550
(32.72)
(100.0)
670
798
607767
(67.28)
(100.0)
1185542
903317
(100.0)
(100.0)
370
916
329459
(36.47)
(100.0)
539
75
21308
(2.36)
(100)
225
86
14306
(1.59)
(100)
728065 538244
(59.58)
(100.0)
118
554
2
903317
(100.0)
(100.0)
217
From the above table-4.75, it is found that 36.98%, 35.10%, 27.00% and
0.90% of savings account holders are male in Dharmapuri, Erode, Viluppuram, and
Thiruvannamalai districts respectively.
It is found that 50.28% in Viluppuram, 23.53% in Dharmapuri, 21.25% in
Erode and 4.94% in Thiruvannnamalai district female learners have opened savings
banks accounts.
It is found that 56.36%, 24.22%, 15.57% and 3.85% of SC learners have
opened savings account in Viluppuram, Erode, Dharmapuri and Thiruvannamalai
districts respectively.
It is found that 61.09%, 19.23%, 16.46% and 3.22% of ST learners have
opened savings account in Dharmapuri, Erode, Viluppuram, and Thiruvannamalai
districts respectively.
It is found that 40.09%, 34.82%, 24.49% and 0.60% of Minority community
learners have opened savings account in Erode, Dharmapuri, Viluppuram, and
Thiruvannamalai districts respectively.
It is found that 35.80%, 34.01%, 26.62% and 3.57% of Other community
learners have opened savings account in Viluppuram, Dharmapuri, Erode, and
Thiruvannamalai districts respectively.
4.5.20 Target and Achievement of Insurance Schemes in SBP of TN
The following table-4.76 shows the Target and Achievement of insurance
schemes in SBP of TN.
218
Table 4.76 Percentages of Targets and Achievement of Insurance Schemes in SBP of TN
District Male
Female Total SC ST Minorities Others Total
Target Achievement
Target
Achievement
Target
Achievement
Target
Achievement
Target
Achievement
Target
Achievement
Target
Achievement
Target
Achievement
Dharmapuri 127369
109323 (43.32) (41.39)
161167
143037 (56.68) (25.37)
2885
36
252360
(100.0)
(30.47)
58875
51290 (20.32) (30.48)
22335
13017 (5.16) (16.04)
3971
4981 (1.97) (36.99)
203355
183072 (72.54) (38.58)
2885
36
252360
(100.0)
(30.48)
Erode 117583
72335 (45.90) (27.38)
156660
85269 (54.10) (15.12)
2742
43
157604
(100.0)
(19.04)
95747
70123 (44.49) (21.93)
14128
3009 (1.91) (14.88)
8792
4895
(3.11)
(36.35)
145576
79577 (50.49) (16.76)
2742
43
157604
(100.0)
(19.04)
Thiruvan
amalai
2672
2672 (8.17) (1.01)
30000
30000 (91.83) (5.32)
3267
2
32672
(100.0)
(3.94)
12686
12686 (38.82) (3.97)
686 686 (2.10) (3.39)
86 86 (0.26) (0.64)
19214
19214 (58.81) (4.05)
3267
2
32672
(100.0)
(3.94)
Viluppuram 267120
79811 (20.70) (30.22)
322971
305581 (79.30) (54.19)
5900
91
385392
(100.0)
(46.54)
203608
185685 (48.18) (58.06)
16826
3507 (0.91) (17.35)
9737
3504 (0.91) (26.02)
359920
192696 (50.00) (40.61)
5900
91
385392
(100.0)
(46.54)
Total 514
744
264141
(31.90)
(100.0)
670
798
563887
(68.10)
(100.0)
1185
542
828028
(100.0)
(100.0)
370
916
319784
(38.62)
(100.0)
539
75
20219
(2.44)
(100.0)
225
86
13466
(1.63)
(100.0)
728
065
474559
(57.31)
(100.0)
1185
542
828028
(100.0)
(100.0)
219
From the above table-4.76, it is found that 41.39%, 30.22%, 27.38% and
01.01% of male learners have insured in Dharmapuri, Viluppuram, Erode and
Thiruvannamalai districts respectively. It is found that 54.19% in Viluppuram,
25.37% in Dharmapuri, 15.12% in Erode and 5.32% in Thiruvannnamalai districts
female learners have insured.
It is found that 58.06%, 30.48%, 21.93% and 3.97% of SC of learners have
insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai districts
respectively. It is found that 17.35%, 16.04%, 14.88% and 3.39% of ST of male
learners have insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai
districts respectively.
It is found that 36.99%, 36.35%, 26.02% and 0.64% of Minority community
of male learners have insured in Dharamapuri, Erode, Viluppuram and
Thiruvannamalai districts respectively.
It is found that 40.61%, 38.58%, 16.76% and 4.05% of Other community of
male learners have insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai
districts respectively.
4.5.21 Status of Monitoring at District Level in SBP of Tamil Nadu
Status of monitoring at district level in SBP of Tamil Nadu are given in the
following table 4.77
Table 4.77 Percentages of Status of Monitoring at District Level in SBP of Tamil
Nadu
S.NO
Variables
Percentage
1. Frequency of
visit to the centre
Once in a Week 32.40
Once in a two week 04.40
Once in a month 63.20
2. Number of
Review meetings
Conducted
Once in a month 26.50
Twice in month 73.50
From the above table-4.77, it is observed that nearly 65% of district and block
coordinators and other officials are visited to AECs once in a month (63.2%) in all
four districts followed by once in a week (32.40%) and once in 2 weeks (4.00%).
220
It is found that 73.5% of district and block coordinators are conducted review
meeting in twice in a month followed by once in a month (26.50%) in all four
districts.
4.6 Conclusion
The overall findings and recommendations of the present investigation have
given in the succeeding chapter.
221
CHAPTER V
SUMMARY AND SUGGESTIONS
5.0 Introduction
The present investigation has concluded with the overall findings and made
suggestions based on the drawn findings.
5.1 Overall Findings
The overall findings of the present investigation have given five parts.
Part- I: Performances of Adult Education Centres
5.1.1 AECs
� Nearly half of the AECs of Saakshar Bharath programme is functioning in the
morning (44.70%) timings.
� 86.20 % of female potential learners are identified and 13.80% is male
learners in SBP of Tamil Nadu
� Among the identified potential learners, 75.83% is other communities
followed by SC (13.09%), minorities (6.70%) and ST (4.38%) in AECs at
Grama Panchayat level of SBP.
� The Furniture- chairs and tables are found to be more in AECs of Dharmapuri
district (64.80) & 57.90) followed by Erode (14.00% & 13.20%)
Thiruvannamalai (11.10% & 13.20%) and Viluppuram (10.10% & 15.80%)
districts.
� The Primers are more available in AECs of Dharmapuri district (43.80%)
followed by Thiruvannamalai (31.80%), Viluppuram (16.30%) and Erode
(8.10%) districts.
� Tailoring Machines are found to be more in AECs of Viluppuram district
(31.80%) followed by Thiruvannamalai (25.20%), Dharmapuri (23.40%) and
Erode (19.60%).
� Almost 90% of the AEC’s is in Erode (91.67%) is having electricity followed
by Thiruvannamalai (77.50%), Dharmapuri (70%) and Viluppuram (67.50%)
districts.
� The study has found that nearly every three out of four (77.67%) AEC’s are
having electricity facility in Saakshar Bharath Programme of Tamil Nadu.
� It is observed that all the AECs in Viluppuram (100%) district is running in a
pakka building followed by Erode (91.67%), Dharmapuri (90%) and
Thiruvannamalai (90%) districts.
222
� The study has found that every 9 out of 10 AEC’s of Saakshar Bharath
Programme is conducting in a good building in Tamil Nadu.
� It is noted that 91.26%, 89.12%, 87.50% and 75.39% of women and 8.74%,
10.88%, 12.50%, and 24.60% of men have passed in the NIOS examination of
Thiruvannamalai, Dharmapuri, and Erode and Viluppuram districts
respectively in Saakshar Bharath Programme of Tamil Nadu.
� It is found that 14.56%, 13.89%, 12.67% and 6.78% of SC learners, 1.90%,
18.90%, 8.56% and 6.78% of ST learners, 11.74%, 8.65%, 4.78% and 14.57
% of minority group learners and 71.80%, 58.65%, 73.99%, 68.07% of other
community learners have passed in the NIOS, New Delhi examination in
Thiruvannamalai, Viluppuram, Erode and Dharmapuri districts.
� It is found that 26.78%, 23.45%, 21.56% and 16.23% of SC learners, 16.67%,
6.89%, 7.45% and 8.34% of ST learners, 9.56%, 15.98% and 7.98% of
Minority learners and 46.99%, 55.57%, 60.43% and 60.23% of other
community learners are to be covered in the NIOS, New Delhi examination in
Thiruvannamalai, Viluppuram, Erode and Dharmapuri districts respectively.
� 88.08% of women and 11.92% of men are averagely attending the AECs
classes in Saakshar Bharath Programme of Tamil Nadu.
� An average of 95.83% of attendance, stock and visitors registers are available
and properly maintained in AECs of Saakshar Bharath Programme in Tamil
Nadu followed by activity register (79.16%), PMJY register (71.66%) and
other registers (71.41%).
� An average of 77% of syllabus has been covered in AECs of Saakshar Bharath
Programme in Tamil Nadu.
� An average of 37% officials and other related persons of the system have been
visited to AECs of Saakshar Bharath Programme in every year.
� An average of 3 persons per year visited to AECs of Saakshar Bharath
Programme in Tamil Nadu.
Part- II: Performances of Learners
5.1.2 Learners and AECs
� Almost 95% of learners in AECs of Saakshar Bharath Programme are women
(94.90%) and rest of them are men (5.10%).
223
� Majority of the learners in AECs of Saakshar Bharath Programme are
belonging to the age group of above 35 years (51.60%) followed by 26-30
years (20.70%), 31-35 years (20.20%) and 15-20 years (0.80%).
� 64.70% of the learners in AECs of Saakshar Bharath Programme are working
as cooliee (daily labours) and 30.60% are working as agricultural daily
labourers.
� Around 3.60% of learners are engaged with their personal and other
occupations. In addition to that 0.50% of learners are doing business and
0.50% of the learners is found to be home makers.
� Almost half of the learner population in AECs of Saakshar Bharath Progamme
have earning Rs. 25,001 to 30,000 per year which is their annual income.
21.10% of learners have earning 30,001 to 35000, 23.80% of learners have
earning above Rs. 35000 and 12.20% of the learners have earning below
25,000 per year.
� 96.90% of learners in AECs of Saakshar Bharath Programme are Hindus
followed by Christians (2.30%) and Muslims (0.80%).
� The motivators of the learners (12.00% to 18.00%) made them to joining in
AECs are: through self, preraks, pamphlets and printing materials,
neighbours, school teachers, cultural functions and others in the Saakshar
Bharath Programm.
� More number of drop-outs (75.00%) is enrolled in AECs of Saakshar Bharath
Programme in Tamil Nadu followed by illiterates (12.50%) and semi –
illiterates (12.50%).
� Marriage is the dominant factor (13.88%) for learners’ discontinuation from
AECs of Saakshar Bharath Programme in Tamil Nadu followed by poverty
(13.75%), lack of interest (13.10%) and non-availability of transport (12.50%).
� Almost all the learners have agreed that the primers have been given in right
time and preraks are teaching through primers, all the learners are attending
the classes regularly, the supplied teaching – learning materials are sufficient
to them (98.91%, 91.46% & 89.89%).
� Only 72.49% of learners in AECs of Saakshar Bharath Programme in Tamil
Nadu have participated in the awareness programme conducted in the villages/
grama panchayats.
224
� The awareness training on Clean India (18.71%) has been participated by
more learners followed by Election awareness programme (17.25%), Dengue
(15.00%) and HIV (14.04%) awareness training camp in Saakshar Bharath
Programme.
� Getting awareness (16.16%) is the highest benefit of learners in AECs
followed by helping others (15.03%) and getting social responsibilities
(13.06%) in Saakshar Bharath Programme of Tamil Nadu.
� The training of skill development programme has made the learners
participation in to tailoring (14.88%), candle making (14.13%) washing
powder preparation (13.85%), phenoil preparation (16.19%), artificial
jewellery making (11.88%) and other works (14.44%) in Saakshar Bharath
Programme of Tamil Nadu. Out of which 15.75% of learners has started their
own business and 15.33% of learners are doing business with self help group
and 13.60% of learners are doing work other than the two said types in Tamil
Nadu based on skill development training in AECs given by Saakshar Bharath
Programme.
� 14.55% of learners of Saakshar Bharath Programme in Tamil Nadu have
agreed that they are benefitted through the legal literacy training programme
followed by electoral literacy (14.38%), disaster management (13.75%) and
financial literacy (13.75%).
� The learners of Saakshar Bharath Programme find easy in learning of skill
development training (21.16%), special training (14.38%), reading and writing
number (13.87), awareness training (13.77%), writing (13.13%) and reading
(12.75%) in Tamil Nadu.
� Majority of the learners in AECs of Saakshar Bharath Programme in Tamil
Nadu are able to help their children for studies (14.46%) which is the highest
benefit of them attained from AECs of Saakshar Bharath Programme followed
by attained social responsibilities (13.88%), removal of wrong and
superstitious beliefs (13.86%), additional interest in sending children to
schools for further education (13.82%), providing facilities to children
(13.75%), able to fill up letters and petitions (13.75%), able to read sign
boards (13.75%), applied the learned skill for employment and income
(13.70%), understand the importance of education (13.70%), additional
interest on girl child education (13.00%), able to fill up and write the
225
application (12.75%), starting saving account (12.87%), getting confidence to
attend meetings (12.75%), able to read news papers (12.50%), confident in
day to day routine affairs (12.50%), insured properly (12.50%) and other
benefits (09.78%).
� The learning period of the learners in AECs of Saakshar Bharath Programme
is calculated as 3 months, 4-5 months, 6 months and above 6 months in
Dharmapuri (16.00%, 7.75%, 13.60% and 9.65%), Erode (12.65%, 16.70%,
11.75% and 13.30%), Thiruvannamalai (11.35%,10.35%,14.70% and 14.80%)
and Viluppuram (13.45%, 20.20%, 08.45% and 17.25%) districts.
5.1.3 Opinion of the Learners about the Preraks and Instructional Methods
� Almost every three learners out of four in AECs of Saakshar Bharath
Programme have opined that they are satisfied (73.40%) with the existing
Saakshar Bharath Programme.
� Nearly half of the learner population expressed that their teacher-instructors
are highly co-operative (48.90%) in AECs of Saakshar Bharath Programme.
46.40% of learners are opined that their instructors (Preraks) are co-operative
in AEC’s. 4.40% of learners viewed that they are partially co-operative and
only 0.03% of learners are not given any comments.
� Regarding the teaching methodology in AECs, 72.00% of the learners are
satisfied and 25.30% are highly satisfied, 2.30% of learners are getting
partially satisfaction and 0.40% of learners are nothing to say about teaching
methods in AECs.
� 13.75% of learners in AECs of Saakshar Bharath Programme have taken
above 6 months for their learning period. 13.36% of the learners have taken 3
months period and 12.12% of learners have taken 6 months learning period for
the completion of their learning.
� Almost every three learners out of four in AECs of Saakshar Bharath
Programme have opined that they are satisfied (73.40%) with the existing
Saakshar Bharath Programme. 13.40% of learners are getting partial
satisfaction and 12.60% of learners are highly satisfied about Saakshar
Bharath Programme. But 0.70% of the learners are not interested to say about
the Saakshar Bharath Programme in AECs of SBP in Tamil Nadu.
� Family (13.75%), friends (13.75%) and kith and kins (13.75%) are the equal
sources of encouragers for the learners to continue their learning in AECs of
226
Saakshar Bharath Programme in Tamil Nadu. But the present study has
interestingly found that apart from family, friends and others, the neighbours
(14.25%) are the major source of encourager for the learners to continuous in
AECs.
� 58.29% of learners have expressed about their interest to continue learning in
AECs of Saakshar Bharath Programme in Tamil Nadu.
� 21.97% of learners viewed that their mother-in-laws are the major hinders
followed by their husbands (19.74%) for their learning in AECs.
� Only 12.50% of learners are willing to continue and 6.34% of learners are
decided to quit from AEC s of Saakshar Bharath Programme in Tamil Nadu
and still 81.16% of existing learners are unable to decide either to continue or
quite from AECs.
� 16.87% of the learners have expected to organise yoga programmes in AECs
of Saakshar Bharath Programme in Tamil Nadu followed by need based
special training (16.25%), memory practices for remembrance (14.83%) and
sports training (13.12%) in future.
� 64.40% of the learners in AECs of Saakshar Bharath Programme are
expressed that the Saakshar Bharath Programme is good and 23.40% are
viewed as very good and 09.60% of learners felt satisfaction with the
programme. 01.20% of learners viewed that the activities of Saakshar Bharath
Programme are partially satisfied and 00.40% of learners are nothing comment
about the activities of Saakshar Bharath Programme.
� The learners of Saakshar Bharath Programme in Tamil Nadu are expecting
separate buildings for AECs (15.01%) followed by electrical facilities
(13.75%), teaching learning equipments (13.75%) and extra classes (13.75%).
5.1.4 Performance of Learners in Reading
� The learners of Viluppuram districts have obtained 26.74 as achievement
score out of 40 in reading followed by Thiruvannamalai (26.21), Erode (25.94)
and Dharmapuri (25.14) districts.
� The minimum achievement score of learners of Thiruvannamalai and
Viluppuram districts is 10.00 out of 40 in reading and for Dharmapuri and
Erode is 7.00
227
� The maximum achievement score of 39.00 out of 40 is obtained in reading by
the learners in Erode followed by Dharmapuri (37.00), Viluppuram (36.00)
and Thiruvannamalai (34.00) districts.
� The maximum range of achievement scores of learners in reading is 32.00
found in Erode followed by Dharmapuri (30.00), Viluppuram (26.00) and
Thiruvannamalai (24.00) districts.
5.1.5 Performance of Learners in Writing
� The highest achievement score of learners in writing is 19.00 out of 30 found
in Thiruvannamalai district followed by Dharmapuri (19.01), Erode (18.49%)
and Viluppuram (17.96) districts.
� The minimum achievement score of learners in writing has been found in
Dharmapuri (2.00) and Erode (2.00) out of 30 followed by Viluppuram (6.00)
and Thiruvannamalai (7.00) districts.
� The maximum achievement score of 30 out of 30 is obtained in writing by the
learners of Erode followed by Thiruvannamalai (29.00), Viluppuram (29.00)
and Dharmapuri (28.00) districts.
� The highest range of achievements score of learners in writing out of 30 has
been found in Erode (28.00) followed by Dharmapuri (26.00), Viluppuram
(23.00) and Thiruvannamalai (22.00) districts.
5.1.6 Performance of Learners in Numeracy
� In numeracy, the highest achievements score of 23.32 out of 30 of the learners
is found in Thiruvannamalai district followed by Dharmapuri (23.24), Erode
(23.20) and Viluppuram (23.13) districts.
� The highest minimum score of learners in numeracy has been found in
Viluppuram districts (12.00) out of 30 followed by Erode (11.00), Dharmapuri
(8.00) and Thiruvannamalai (7.00) districts.
� The highest maximum score of learners in numeracy has been found in all four
Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts is 30 out of 30.
� The highest range of achievement scores of learners in numeracy out of 30 has
been found in Thiruvannamalai (23.00) followed by Dharmapuri (22.00),
Erode (19.00) and Viluppuram (18.00) districts.
228
5.1.7 Performance of Learners in Overall Literacy and Numeracy
� The highest achievement scores of learners in literacy and numeracy has been
achieved by the learners of the Thiruvannamalai (69.05) followed by
Viluppuram (67.95), Dharmapuri (67.48) and Erode (67.10) districts.
� The highest minimum score of 41.00 out of 100 was scored by the learners of
Thiruvannamalai and Viluppuram districts in overall literacy and numeracy
followed by Dharmapuri (32.00) districts.
� The minimum score of 0.00 of the learner in overall literacy and numeracy out
of 100 was found in Erode Districts which is unbearable.
� It is appreciable that the maximum achievement scores of 97 out of 100 were
secured by the learners of Erode in overall literacy and numeracy followed by
Thiruvannamalai (94.00), Dharmapuri (92.00) and Viluppuram (92.00).
� The highest range achievement scores of 97 out of 100 was found in Erode in
overall literacy and numeracy followed by Dharmapuri (60.00),
Thiruvannamalai (53.00) and Viluppuram (51.00) districts.
5.1.8 Overall Achievements of Learners in Literacy and Numeracy of Saakshar
Bharath Programme in Tamil Nadu
� The average achievement score of learners in Saakshar Bharath Programme
in Tamil Nadu are given below:
� Reading is 26.01 out of 40
� Writing is 18.81 out of 30
� Numeracy is 23.34 in out of 30
� Overall literacy and numeracy is 67.89 out of 100
� The minimum achievement score of learners is 8.50 out of 40 in reading, 4.25
out of 30 in writing and 9.50 out of 30 in numeracy in Saskshar Bharath
Programme of Tamil Nadu.
� The overall minimum score of learners is 28.50 out of 100 in literacy and
numeracy in Saskshar Bharath Programme of Tamil Nadu.
� The maximum achievement scores of the learners is 36.50 out of 40 in
reading, 29.00 out of 30 in writing and 30 out of 30 in numeracy in Saskshar
Bharath Programme of Tamil Nadu.
� The overall maximum score of learners is 93.75 out of 100 in literacy and
numeracy in Saskshar Bharath Programme in Tamil Nadu.
229
� It is found that, the range of achievement scores from maximum to minimum
of the learners is 28 out of 40 in reading, 24.75 out of 30 in writing and 20.50
out of 30 in numeracy in Saskshar Bharath Programme of Tamil Nadu.
� The overall range score of learners in literacy and numeracy is 65.25 out of
100 of Saskshar Bharath Programme in Tamil Nadu.
5.1.9 Success Rate of Learners in Reading
� 85.51% of the learners who have succeeded in the reading in AECs of
Saskshar Bharath Programme in Tamil Nadu.
� 90.85% of the learners have succeeded in reading in Viluppuram district
followed by Dharmapuri followed by (84.13), Erode (83.65) and
Thiruvannamalai (83.42) districts.
5.1.10 Success Rate of Learners in Writing
� 78.01% of learners are successful in their writing in AECs of Saakshar
Bharath Programme in Tamil Nadu.
� 83.96% of learners of Thiruvannamalai district succeeded in writing followed
by Dharmapuri (77.25), Erode (76.44) and Viluppuram (74.39) districts.
5.1.11 Success Rate of Learners in Numeracy
� 93.68% of learners are successful in their numeracy in AECs of Saakshar
Bharath Programme in Tamil Nadu.
� 97.60% of learners have succeeded in numeracy in Erode districts followed by
Villupram (95.13), Thiruvannamalai (94.65) and Dharmapuri (91.00) districts.
5.1.12 Success Rate of Learners in Literacy and Numeracy
� The study has come to major conclusions through its systematic, scientific
methodology and righteous analysis that 93.68% of learners in AECs of
Saakshar Bharath Programme have succeeded in literacy and numeracy as per
NLM norms.
� The learners who have secured 50.00% and above out of overall secured
scores have been considered as a "successful learner".
� Further, the attainment of success of the learners in reading, writing and
numeracy has also been determined that the learners who have secured
50.00% and above in reading, writing and numeracy.
� The learners of Erode districts (95.58) have achieved higher in literacy and
numeracy followed by Thiruvannamalai (94.12), Viluppuram (93.90) and
Dharmapuri (91.00) districts.
230
� The present study has been giving an alarming warning that 6.32% of the
learners in the AECs of Saakshar Bharath Programme in Tamil Nadu have still
trailing to reach the successful mark fixed by the NLM, New Delhi.
� The study has giving a clear status score to the districts that 9.00% of the
learners are unsuccessful in literacy and numeracy in Dharmapuri followed by
Viluppuram (6.10), Thiruvannamalai (5.58) and Erode (04.32) districts.
5.1.13 Significant Difference on Achievement of Learners in Literacy and
Numeracy with respect to certain Personal Variables
� There is no significant difference on the achievement score of men and women
in reading, writing, numeracy and overall literacy and numeracy.
� Therefore the variable gender does not influence the achievement of reading,
writing, numeracy and overall literacy and numeracy of men and women in
AECs of Saakshar Bharath Programme in Tamil Nadu.
� The age factor of learners in AECs of Saakshar Bharath Programme in Tamil
Nadu does not influence their reading and writing achievements.
� The age factor of learners in AECs of Saakshar Bharath Programme in Tamil
Nadu does influence their numeracy and overall literacy and numeracy
achievement. It is noted that the age group of 21 to 25 years of learners
(23.76) have performed well in numeracy followed by above 35 years (23.57),
26-30 years (23.42), 31-35 years (22.76), and 15 to 20 years (19.33).
� The learners of age group of 21-25 years (69.20) do well in overall literacy
and numeracy followed by 26 to 30 years (68.19), above 35 years (68.19), 31
to 35 (66.50) and 15 to 20 years (57.33).
� The occupation of learners in AECs of Saakshar Bharath Programme in Tamil
Nadu does not influence the achievements of the learners in reading, writing
and numeracy and also overall literacy and numeracy.
� The annual income of the learners in AECs of Saakshar Bharath Programme in
Tamil Nadu does not influence their achievement in reading, writing and
overall literacy and numeracy.
� The annual income of the learners does not influence their achievement in
numeracy.
� The annual income group of above 36,000 (23.79) do well in numeracy
followed by Rs. 31,000 - 36,000 (22.78) and below Rs. 25,000 income group
(22.11).
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� The learners in the AECs of Saakshar Bharath Programme in Tamil Nadu do
not vary in their reading and writing achievements in respect of their religion.
� The personal variable - religion of the learners in AECs of Saakshar Bharath
Programme in Tamil Nadu does influence their achievements in numeracy and
overall literacy and numeracy.
� The Hindu learners have performed well in numeracy (23.46) and overall
literacy and numeracy 68.04 followed by Christian learners (20.00 & 62.94)
and Muslim learners (20.00 & 62.94).
� Each of the study components such as reading, writing, numeracy and overall
literacy and numeracy of the learners in AECs of Saakshar Bharath
Programme in Tamil Nadu has positive correlation with each other.
� The performance and achievement of the learners in each study component is
improving the achievement and performance of the other study components of
the learners and vice- versa.
� The study component of reading, writing, numeracy and overall literacy is
depending upon each other in respect of learners' achievements in AECs of
Saakshar Bharath Programme in Tamil Nadu.
Part- III: Performances of Community Leaders/Public
5.1.14 Opinion of the Community Leaders/Public
� 70.90% community leaders/public opined that the activities of AECs of
Saakshar Bharath Programme in their Grama Panchayat are good.
� 25.50% of the community leaders/public are viewed that activities of AECs
are very good. But 03.60% of the community leaders/ public viewed that the
activities are only in the moderate level. And no one expressed that the
activities of AECs are either poor or not able to say any opinion.
� All the community leaders for public are agreed that the AECs of Saakshar
Bharath Programme have conducted many numbers of programmes in their
respective villages / Grama Panchayath.
� All the community leaders/public has agreed that the AECs of Saakshar
Bharath Programme have made many numbers of activities in their respective
villages. Further on an average of 10.53% of literacy programmes, 14.40% of
cultural programmes, 12.50% of awareness programme, 15.73% of skill
development programmes, 12.94% of electoral literacy programmes, 12.95%
of financial literacy programme, 14.01% of disaster management programme
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and 12.79% of legal literacy programmes are witnessed by the community
leaders / public as a whole in Tamil Nadu.
� The study concluded that 12.48 % of public of the community leaders/public
suggested organizing employability orientation programmes particularly for
women in Saakshar Bharath Programme of Tamil Nadu.
� 7.65% of community leaders/public suggested to improve the basic facility of
the AECs of Saakshar Bharath Programme in Tamil Nadu and 7.15% is
suggested to add additional programme in the AECs rather than the routine
government programmes.
Part- IV: Performances of Preraks
5.1.15 Socio- Economic Back Ground of Preraks in AECs of Saakshar Bharath
� 90.50% preraks are women and 09.50% are men in the ACEs of Saakhar
Bharath Programme in Tamilnadu.
� 42.90% of preraks are minority community, 27.00% is other community,
22.02% is SC community group and 07.90% is ST community in Saakhar
Bharath Programme of Tamilnadu.
� 95.20% of preraks are Hindu, 03.20% are Christain and 01.60% is other
religions of Saakhar Bharath Programme in Tamilnadu.
� 39.70% of preraks are belongs to above 35 years age group, 25.40% is 31-36
years age group, 23.80% is 26-30 years age group and 11.10% is 21-25 years
age group of the Saakhar Bharath Programme in Tamilnadu.
� 46.00% of preraks have possessed higher secondary qualification, 28.60% is
SSLC, 14.30% is graduates and above and 11.10% have other educational
qualifications in the AECs of the Saakhar Bharath Programme in Tamilnadu.
� 57.10% of preraks had 5 and above years of experience, 20.60% had 1-2 years,
17.50% had 4-5 years and 04.80% had 2-4 years in the AECs of the Saakhar
Bharath Programme in Tamilnadu.
5.1.16 Training Programmes Organised and attended by the Preraks at District/
Block level
� Out of totally organized different training programmes to preraks in Saakshar
Bharath programme of Tamil Nadu, 36.19% of training programmes
organized in Erode district followed by 25.96% in Dharmapuri, 24.32% in
Tiruvannamalai and 13.51% in Viluppuram districts.
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� 35.20% of preraks have participated in the training programmes in
Tiruvannamalai district followed by 30.70% in Dharmapuri, 17.76% in Erode
and 16.32% in Viluppuram districts.
� Out of totally organized General Orientation programmes to preraks in
Saakshar Bharath programme of Tamil Nadu, 40.10% is organized in
Dharmapuri district followed by 22.60% in Erode, 22.30% in Tiruvannamalai
and 15.00% in Viluppuram districts.
� 48.70% of preraks have participated in the General Orientation programme in
Dharmapuri followed by 23.60% in Viluppuram, 16.90% in Tiruvannamalai
and 10.90% in Erode districts.
� Out of totally organized Refresher training programme to preraks in Saakshar
Bharath programme of Tamil Nadu, 47.70% is organized in Erode district
followed by 37.90% in Dharmapuri, 7.20% in Viluppuram, 7.20% in
Viluppuram districts.
� 48.30% of preraks have participated in the Refresher training programme in
Dharmapuri followed by 28.30% in Tiruvannamalai, 16.90% in Erode and
6.60% in Viluppuram districts.
� Out of totally organized Awareness training programme to preraks in Saakshar
Bharath programme of Tamil Nadu, 34.10% is organized in Erode district
followed by 31.40% in Tiruvannamalai, 16.70% in Viluppuram, 17.80% in
Dharmapuri district.
� 44.00% of preraks have participated in the Awareness training programme in
Tiruvannamalai followed by 28.40% in Dharmapuri, 20.70% in Viluppuram
and 6.90% in Erode districts.
� Out of totally organized Skill development training programme to preraks in
Saakshar Bharath programme of Tamil Nadu, 43.50% is organized in Erode
district followed by 26.90% in Tiruvannamalai, 16.60% in Dharmapuri,
13.00% in Viluppuram districts.
� 37.30% of preraks have participated in the Skill development training
programme in Tiruvannamalai followed by 30.10% in Dharmapuri, 18.40% in
Erode and 14.20% in Viluppuram districts.
� Out of totally organized Special focused training programme to preraks in
Saakshar Bharath programme of Tamil Nadu, 46.80% is organized in Erode
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district followed by 32.90% in Tiruvannamalai, 11.40% in Viluppuram, 8.90%
in Dharmapuri districts.
� 54.80% of preraks have participated in the in Special focused training
programme in Erode followed by 34.20% in Tiruvannamalai, 5.70% in
Dharmapuri and 5.30% in Viluppuram districts.
� The study concluded that totally 27.70%, 25.48%, 24.42%, 14.76% and 7.62%
of General Orientation programme, Refresher training programme, Awareness
training programme, Skill development training programme and Special
focused training programmes are organized to the preraks of Saakhar Bharath
Programme in Tamilnadu. And 39.67%, 19.31%, 16.77%, 14.63% and 9.58%
of preraks are participated in the General Orientation programme, Refresher
training programme, Awareness training programme, Skill development
training programme and Special focused training programmes respectively in
all districts of Saakhar Bharath Programme in Tamilnadu.
5.1.17 Opinion of the Preraks about the Trainning Programmes
� 84.12% of preraks opined that the training given to them is adequate in
Dharmapuri followed by 88.88% in Erode, 95.23% in Thiruvannamalai and
93.65% in Viluppuram districts.
� 15.87% of preraks viewed that the trainings are inadequate in Dharmapuri
followed by 11.11% in Erode, 03.17% in Thiruvannamalai and 0.00% in
Viluppuram districts. Whereas 0.00% of respondent was not able to say
anything about the training in Dharmapuri and Erode district followed by
01.38% in Thiruvannamalai and 06.35% in Viluppuram districts.
� 95.00% of preraks opined that the duration of the training in Dharmapuri is
adequate followed by 80.00% in Erode, 68.42% in Thiruvannamalai and
88.42% in Viluppuram districts.
� 05.00% of preraks viewed that the duration of the training is inadequate in
Dharmapuri, 20.00% in Erode, 29.00% in Thiruvannamalai and 0.00% in
Viluppuram. Whereas 0.00% of respondent is not to say about the duration of
the training in Dharmapuri and Erode districts followed by 02.58% in
Thiruvannamalai and 11.57% in Viluppuram districts.
� 95.23% of preraks opined that the content of the training given to them is
adequate in Dharmapuri followed by 76.78% in Erode, 74.28% in
Thiruvannamalai and 82.78% in Viluppuram districts.
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� 04.76% of preraks viewed that the content of the training is inadequate in
Dharmapuri, 21.20% in Erode, 21.04% in Thiruvannamalai and 14.76% in
Viluppuram. Whereas 0.00% of respondent is not to say in Dharmapuri
followed by 02.02% in Erode, 04.68% in Thiruvannamalai and 02.46% about
the content of the training in Viluppuram districts.
� 93.54% of preraks opined that the training materials given to them is adequate
in Dharmapuri followed by 88.22% in Erode, 82.24% in Thiruvannamalai and
76.78% in Viluppuram districts.
� 05.18% of preraks viewed that the training materials are inadequate in
Dharmapuri, 10.14% in Erode, 14.26% in Thiruvannamalai and 18.98% in
Viluppuram. Whereas 01.28% of respondents are not to say about the training
materials in Dharmapuri, 01.64% in Erode, 03.50% in Thiruvannamalai and
04.24% in Viluppuram districts.
5.1.18 Potential Learners- Illiterates / Non-Literates Identified at Grama
Panchayat Level
� 35.75% of illiterate/ non literate potential learners are identified at Grama
Panchayat Level in Erode district followed by 28.66% in Dharmapuri, 18.84%
in Thiruvannamalai, and 15.83% in Viluppuram districts.
� 37.02% of men illiterate/non - literate potential learners are identified at
Grama Panchayat Level in Erode district followed by Dharmapuri (24.80%),
Thiruvannamalai (20.50%) and in Viluppuram (17.3%) districts.
� 34.06% of women illiterate/non - literate’s potential learners are identified at
Grama Panchayat Level in Erode district followed by Dharmapuri (31.4%),
Thiruvannamalai (17.50%) and Viluppuram (14.70%) districts.
� 33.06% of SC illiterate /non - literate potential learners are identified at Grama
Panchayat Level in Erode district followed by Dharmapuri (29.20%),
Thiruvannamalai (25.80%) and Viluppuram (11.20%) districts.
� 57.00% of ST illiterate /non - literate potential learners are identified at Grama
Panchayat Level in Thiruvnannamalai district followed by Viluppuram
(28.8%), Thiruvannamalai (13.30%) and Viluppuram (11.2%) districts.
� 55.70% of Minority Community illiterate /non - literate’s potential learners is
identified at Grama Panchayat Level in Dharmapuri district followed by
Thiruvannamalai (22.70%), Erode (19.90%) and Viluppuram (1.56%)
districts.
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� 40.10% of other community illiterate /non - literate potential learners are
identified at Grama Panchayat Level in Erode district followed by Dharmapuri
(35.60%), Viluppuram (12.20%) and Thiruvannamalai (12.00%) districts.
5.1.19 Formation and Functions of Grama Panchayat Committee
� 30.70% in Dharampuri, 26.90% in Erode, 23.50% in Thiruvannamalai and
19.20% in Viluppuram districts have formed Grama Panchayat committee in
Saakshar programme.
� 34.30% of Grama Panchayat committees have functioned in Grama Panchayat
committee followed by Erode (29.40%), Thiruvannamalai (19.40%) and
Viluppuram (16.90%) districts.
5.1.20 Environmental Building Activities at Grama Panchayat Levels
� 36.68% of environmental building activities conducted at Grama Panchayat
level in Erode district followed by in Dharmapuri (44.10%), Thiruvannamalai
(16.57%) and Viluppuram (12.52%) districts.
� 43.50% of General Orientation Programme conducted at Grama Panchayat
level in Thiruvannamalai districts followed by in Erode (36.1%), Viluppuram
(16.6%) and Dharamapuri (3.8%) districts.
� 40.1% of Refreshers Training Programme conducted at Grama Panchayat
level in Dharmapuri (26.5%) district followed by Erode (22.8%), Viluppuram
(10.6%) and Thiruvannamalai districts.
� 67.4% of Awarness Training Programme conducted at Grama Panchayat level
in Dharmapuri district followed by Viluppuram (25.6%), Erode (5.9%) and
Thiruvannamala i(1.1%) districts.
� 42.1% of Skill Development Training Programme conducted at Grama
Panchayat level in Thiruvannamalai districts followed by Viluppuram
(29.8%), Erode (28.1%) and Dharmapuri (0.0%) districts.
� 69.1% of Special Focus Training Programme conducted at Grama Panchayat
level in Erode Districts followed by in Dharmapuri (21.6%), Viluppuram
(0.01%) and Thiruvannamalai (9.3%) districts.
5.1.21Teaching/ Learning and Other Materials Supplied at AECs (Grama
Panchayat Level Data)
� 85.20% of books, 75.26% of tailoring machines, 60.56% of charts, 75.25% of
boards, 77.27% of pens, 65.26% of pencils, 83.12% notebooks, 72.10% of
candles, 63.47% of chalk boxes, 84.02% of tables, 75.12% of registers and
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records, 63.05% of cycles, 68.23% of sambiranis, 72.22% of slates, 82.30% of
almirahs, 68.45% of carom boards, 84.02% of maps, 79.10% of stoves,
86.40% of game things, 73.23% of hand crafts, 66.40% of soap powders and
60.00% of computer accessories of teaching learning and other materials were
supplied in Dharmapuri district.
� 91.20%, 60.60%, 83.50%, 65.20%, 62.30%, 72.02%, 58.83%, 87.23%,
65.08%, 71.09%, 0.00%, 81.04%, 78.91%, 76.23%, 84.59%, 0.00%, 64.65%,
0.00%, 85.90%, 77.19%, 0.00%, 56.80% of books, tailoring machines, charts,
boards, pens, pencils, notebooks, candles, chalk boxes, registers and records,
cycles, sambiranis, slates, almirahs, carom boards, maps, stoves, game
things, hand crafts, soap powders and computer accessories of teaching
learning and other materials were supplied in Erode district.
� 45.60%, 62.02%, 65.36%, 71.50%, 84.99%, 79.07%, 81.04%, 64.56%,
58.01%, 69.20%, 69.08%, 81.10%, 0.00%, 69.56%, 0.00%, 0.00%, 80.50%,
60.13%, 0.00%, 72.35%, 45.20%, 82.67 % of books, tailoring machines,
charts, boards, pens, pencils, notebooks, candles, chalk boxes, registers and
records, cycles, sambiranis, slates, almirahs, carom boards, maps, stoves,
game things, hand crafts, soap powders and computer accessories of teaching
learning and other materials were supplied in Tiruvannamalai district.
� 70.16%, 85.36%, 62.06%, 77.60%, 66.30%, 82.08%, 72.02%, 0.00%,
35.12%, 65.01%, 75.90%, 4.56%, 85.99%, 65.04%, 0.00%, 66.20%, 0.00%,
0.00%, 89.02%, 74.36%, 66.02%, 88.02% of books, tailoring machines,
charts, boards, pens, pencils, notebooks, candles, chalk boxes, registers and
records, cycles, sambiranis, slates, almirahs, carom boards, maps, stoves,
game things, hand crafts, soap powders and computer accessories of teaching
learning and other materials were supplied in Viluppuram district.
5.1.22 Learners Enrolment and Certification in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Dharmapuri District (Grama
Panchayat Level Data)
� 41.70% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase IV followed by phase I (17.70%),
phase II (16.80%) , phase III (13.40%), phase IX (3.20%), phase V(2.90%),
phase VI (1.50%), phase X(1.20%), phase VII (0.80%) and phase VII (0.40%)
in Dharmapuri district in the AECs of Saakshar Bharath Programme.
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� 65.20% of female and 34.80% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Dharmapuri district.
� 35.66% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in Dharmapuri District in phase IV followed
by in phase I (21.59%), phase II (17.65%), phase III (15.30%), phase IX
(3.45%), phase V (2.91%), phase VI (1.30%), phase VII (1.27%), phase VIII
(0.83%) and phase X (0.00%) in the AECs of Saakshar Bharath Programme.
� 66.60% of female and 33.30% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Dharmapuri district.
5.1.23 Learners Enrollment and Certification in Literacy Assessment by
National Institute of Open Schooling, New Delhi in Erode District (Grama
Panchayat Level Data)
� 31.50% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase III in Erode followed by phase I
(18.70%), in phase IV (14.20%), in phase II (13.20%), in phase IX (10.30%),
in phase V( 4.30%), in phase VI (4.20%), in phase VII (2.09%), in phase VIII
(1.02%) and phase X(0.09%) in Erode district in the AECs of Saakshar
Bharath Programme.
� 74.10% of female and 25.90% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in Erode
district.
� 27.26% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase III in Erode followed by 21.63% in
phase IV, 13.70% in phase I, 12.62% in phase II, 10.37% in phase IX, 4.34%
in phase VI, 4.30% in phase V, 1.04% in phase VIII, 0.22% in phase X and
0.20% VIII in Erode district in the AECs of Saakshar Bharath Programme.
� 69.70% of female and 30.30% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in Erode
district.
239
5.1.24 Learners Enrolment and Certification in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Thiruvannamalai District
(Grama Panchayat Level Data)
� 28.70% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase II in Thiruvannamalai followed by
28.70% in phase III, 10.30% in phase I, 9.23% in phase V, 7.18% in phase IV,
6.26% in phase VI, 5.69% in phase VII, 3.27% in phase VIII and 0.30% in
phase IX in the AECs of Saakshar Bharath Programme.
� 72.20% of female and 27.80% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Thiruvannamalai district.
� 29.45% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase II in Thiruvannamlai district
followed by 29.07% in phase III, 9.77% in phase I, 7.91% in phase V, 7.31%
in phase IV, 6.33% in phase VII, 5.92% in phase VI, 3.50% in phase VIII,
0.36% IX and 0.32% in phase X.
� 69.30% of female and 30.70% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Thiruvannamlai district.
5.1.25 Learners Enrolment and Certification in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Viluppuram District (Grama
Panchayat Level Data)
� 27.35% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase III in Viluppuram followed by
22.76% in phase IV, 18.19% in phase II, 9.8% in phase I, 7.55% in phase IX,
5.34 % in phase V, 3.86% in phase VII, 3.22% in phase VI, 1.80% in phase I
and 09.00% in phase VIII in Viluppuram district in the AECs of Saakshar
Bharath Programme.
� 67.38% of female and 32.61% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Viluppuram district.
� 57.74% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase V in Viluppuram followed by
26.85% in phase IV, 25.47% in phase III, 14.67% in phase II, 8.36% in phase
240
IX, 7.76% in phase VII, 6.82% in phase I, 2.75% in phase VI, 1.50% in
phase VIII and in phase X (0.00%) in Viluppuram district in the AECs of
Saakshar Bharath Programme.
� 65.40% of female and 34.50% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Viluppuram district.
5.1.26 Opinion of the Preraks of about the Co-Operation/Support of
Learners/Beneficiaries in AECs
� The Preraks have opined that 65.10% of learners are co-operative in AECs of
Saakshar Bharath Programme in Tamil Nadu.
� 25.24% of learners are partially co-operative, 09.50% are highly co-operative,
0.00% is not co-operative and 0.00% has not given any information.
5.1.27 Achievement of Learners at the Grama Panchayat Level in AECs
� 49.57%, 18.31%, 16.76% and 15.35% of potential learners are identified
through survey in Saakshar Bharath programme in Dharmapuri, Erode,
Thiruvannamallai and Viluppuram districts respectively.
� 54.13% of male learners are identified in Erode followed by Tiruvannnamalai
(17.58%), Viluppuram (14.19%) and Dharmapuri (14.08) districts.
5.1.28 Learners currently attending the AECs at the Grama Panchayat Level
� 45.71% learners are currently attending the AECs in Erode district followed
by Dharmapuri (23.88%), Tiruvannamalai (16.22%) and Viluppuram
(14.16%) districts.
� 62.60% male learners are currently attending AECs in Erode district followed
by 16.60% in Dharmapuri, 14.80% in Tiruvannamalai and 6.40% in
Viluppuram district.
� 42.40% female learners are currently attending AECs in Erode district
followed by 25.30%, 16.40% and 15.60% are in Dharmapuri, Tiruvannamalai
and Viluppuram districts respectively.
Part- V: Performances of District and Block Coordinators
5.1.29 Socio-Economic Background of District and Block Coordinators in SBP
� Nearly 15.00% of district co-coordinator (14.70%) and 85.00% of block co-
coordinator (85.30%) constituted the population as main functionaries in the
district administration of SBP in Tamil Nadu.
241
� Nearly 02.00% of age group are upto 25 years (01.50%) followed by 25-40
years (66.20%) and above 40 years (32.40%) constitute the population as main
functionaries in the district administration of SBP in Tamil Nadu.
� Nearly 80.00% of men (77.90%) and nearly 20.00% of women (22.10%)
constitutes the population as main functionaries in the district administration
of SBP in Tamil Nadu.
� Nearly 95.00% of Hindu (92.60%) followed by Muslim (05.90%) and
Christian (01.50%) constituted the population as main functionaries in the
district administration of SBP in Tamil Nadu.
� Nearly 45.00% of SC community (41.20%) followed by Minority Community
(05.90%) and other community (52.90%) are constituting the population as
main functionaries in the district administration of SBP in Tamil Nadu
� Nearly 90.00% of Married Marital status (85.30%) and nearly (15.00%) are
unmarried marital status (14.70%) constitutes the population as main
functionaries in the district administration of SBP in Tamil Nadu.
� Nearly 60.00% of Post Graduate (57.40%) followed by Graduate (41.20%)
and other educational qualifications (01.50%) are possessed by district and
block co-coordinators the in the district administration
5.1.30 Formations and Functions of Committees at District Level in SBP
� 26 Grama Panchayat Level Meetings, 18 Block Level Meetings, 13 Executive
Committee Meetings, 13 Educational Committee Meetings and 12 District
Level meetings were conducted in Dharmapuri district.
� 3 District Level Committee Meetings and 3 Executive Committee Meetings
were conducted in Erode district. There was no information about Block,
Grama Panchayat and Educational Committee Meetings. The data were not
provided by the district functionaries.
� There was no information about all level committee meetings in
Thiruvannamalai district. The data were not provided by the district
functionaries.
� 11 District Level Meetings and 7 Executive Committee Meetings were
conducted in Viluppuram District. There was no information about Block,
Grama Panchayat and Educational Committee Meetings. The data were not
provided by the district functionaries.
242
5.1.31 Infrastructure Facilities at District level in SBP
� 90.00% of chairs are available in Viluppuram District followed by
Thiruvannamalai (85.00%), Erode (70.00%) and in Dharmapuri (65.00%).
� 70.00% tables are available in Erode followed by 50.00% tables are available
in Dharmapuri, Thiruvannamalai and Viluppuram districts.
� Computers & Printers and Telephone (100.00%) facilities were available in all
the Districts.
� 85.00% of Registers and Records are found in Thiruvannamalai followed by
Erode (70.00%), Dharmapuri (65.00%) and Viluppuram (55.00%) districts.
� Other type of infrastructure facilities such as canon cameras and other
equipments are available in Dharmapuri (70.00%), Erode (60.00%),
Viluppuram (60.00%) and Thiruvannamalai (50.00%) districts respectively.
5.1.32 Potential Learners- Illiterates / Non-Literates Identified at District Level
� 39.88% illiterates / non - literate potential learners are identified at district
level in Viluppuram district followed by Thiruvannamalai (22.02%), Erode
(18.53%) and Dharmapuri (05.00%) districts in SBP of Tamil Nadu.
� 41.31% total male illiterates / non - literates potential learners are identified at
district level in Viluppuram district followed by Thiruvannamalai (20.82%),
Dharmapuri (19.62%) and Erode (18.18%) districts in SBP of Tamil Nadu.
� 61.21% of total female illiterates / non - literates potential learners are
identified at district level in Viluppuram district followed by Thiruvannamalai
(23.06%), Dharmapuri (19.35%) Erode (18.80%) district in SBP of Tamil
Nadu.
5.1.33 Learners Enrolment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Dharmapuri District (District
Level Data)
� 54.37%of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase IV followed by phase III (15.58%),
phase II (14.06%), phase IX (07.88%), phase VII (02.24% ), phase VII
(02.20%), phase I(1.78%),phase VIII (01.50%), phaseVI(0.30%) in
Dharmapuri district in the AECs of Saakshar Bharath Programme.
� 71.75% of female and 28.25% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Dharmapuri district.
243
� The percentage of female and male learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase I to phase 10
in Dharmapuri district are: phase I (75.40% and 24.60%), phase II (73.58%
and 26.42%), phase III (69.63% and 30.37%), phase IV (75.42% and
24.58%), phase V (74.29% and 25.71%), phase VI (75.42 and (24.58%), phase
VII (84.07%) and (15.93%), phase VIII (81.82%) and (18.18%), phase IX
(82.76% and 17.25%).
5.1.34 Learners Enrolment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Erode District (District Level
Data)
� 37.75% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase III in Erode followed by phase IV
(18.96%), phase II (18.74%), phase IX (8.81%), phase VI (6.71%), phase VII
(3.51%), phase V(2.02%), phase VIII (1.82%), phase I(1.63%) in Erode
district in the AECs of Saakshar Bharath Programme.
� 63.22% of female and 36.78% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in Erode
district.
� The percentage of female and male learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase I to phase 10
in Dharmapuri district are: phase I (57.56%) % and 42.44%), phase II
(61.70% and 38.29%), phase III (59.00% and 41.00%), phase IV (62.79% and
37.21%), phase V (64.37% and 35.63%), phase VI (65.35and (34.65%), phase
VII (84.04%) and (59.96%), phase VIII (74.46%) and (25.24%), phase IX
(73.91% and (26.09%).
5.1.35 Learners Enrolment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Thiruvannamalai District
(District Level Data)
� 44.01% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase III in Thiruvannamalai followed by
phase IV (34.23%), phase II (6.54%), phase V (4.82%), phase VI (4.33%),
phase VII (2.98%), phase IX (2.41%), phase VIII (0.67%) and phase I (0.00%)
in Thiruvannamalai district in the AECs of Saakshar Bharath Programme.
244
� 68.28% of female and 31.72% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Thiruvannamalai district.
� The percentage of female and male learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase I to phase 10
in Dharmapuri district are: phase II (78.52% and 21.48%), phase III (66.48%
and 33.52%), phase IV (65.06% and 34.94%), phase V (71.53% and 28.47%),
phase VI (69.41%and (30.59%), phase VII (82.44 %) and (17.56%), phase
VIII (80.09%) and (19.91%), phase IX (89.73% and (10.27%).
5.1.36 Learners Enrollment and Completion in Literacy Assessment by National
Institute of Open Schooling, New Delhi in Viluppuram District (District Level
Data)
� 23.25% of learners have enrolled and completed literacy examinations
conducted by NIOS, New Delhi in phase IV in Viluppuram followed by phase
III (18.85%), phase II (10.96%), phase IV (9.32%), phase IX (6.23% ), phase
VII (2.62%), phase VIII (2.62%), phase I (2.55%)), phase V(2.10%) in
Viluppuram district in the AECs of Saakshar Bharath Programme.
� 78.35% of female and 21.65% of male learners have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in all phases in
Viluppuram district.
� The percentage of female and male learners who have enrolled and completed
literacy examinations conducted by NIOS, New Delhi in phase I to phase 10
in Viluppuram district are: phase(63.48% and 36.52%), phase II (75.61% and
24.39%), phase III (72.54% and 27.46%), phase IV (65.26% and 34.73%),
phase V (76.27% and 23.73%), phase VI (73.29%) and (26.71%), phase VII
(84.19%) and (15.81%), phase VIII (84.19%) and (15.81%), phase IX
(80.84% and (19.16%) in the AECs at Saakshar Bharath Programme.
5.1.37 Learners Success and Certification in Literacy Assessment by National
Institute of Open Schooling in SBP (District Level Data)
� 39.30% of learners have passed and received NIOS, New Delhi certificate
followed by 22.66% in Thiruvannamalai, 19.50% in Dharmapuri and 18.55%
in Erode districts.
245
� 35.70% of male learners have passed and received NIOS, New Delhi
certificate in Viluppuram followed by 25.10% in Erode, 23.22% in
Thiruvannamalai and 15.98% in Dharmapuri
� 40.91% of female learners have passed and received NIOS, New Delhi
certificate in Viluppuram followed by 22.40% in Thiruvannamalai, 21.07% in
Dharmapuri and 15.61% in Erode districts.
� 74.61% of female learners and 25.38% of male learners have passed and
received NIOS, New Delhi certificate in Dharmapuri followed by Erode
(58.11% & 41.89% ), Thiruvannamalai (68.28%&31.72%) and Viluppuram
(71.81%&28.13%) districts.
� 43.00% of SC learners have passed and received NIOS, New Delhi certificate
in Viluppuram district followed by Erode (21.88%), Thiruvannamalai
(21.73%) and Dharmapuri (13.39%) districts.
� 36.02% of ST learners have passed and received NIOS, New Delhi certificates
in Dharmapuri followed by Thiruvannamalai (27.62%), Erode (22.40) and
Viluppuram (13.96) districts.
� 37.02% of Minority learners have passed and received NIOS, New Delhi
certificate in Erode followed by Viluppuram (28.05%), Thiruvannamalai
(20.95%) and Dharmapuri (14.00%) districts.
� 39.43% of other community learners have passed and received NIOS, New
Delhi certificate in Viluppuram followed by Thiruvannamalai (22.85%),
Dharmapuri (21.72%) and Erode (16.00%) districts.
5.1.38 Learners Currently Attending the AECs in SBP (District Level Data)
� 53.64% of learners are currently attending the AECs in Dharmapuri followed
by Viluppuram (19.79%), Erode (18.28%) and Tiruvannamalai (8.29%)
districts.
� 79.12% of female and 20.88% of male learners is currently attending the
AECs in SBP.
� 85.50% of female and 14.50% of male are currently attending the AECs in
Dharmapuri followed by Erode (76.68%&23.32%), Thiruvannamalai
(51.82%&48.18%) and Viluppuram (77.04% & 22.96%) districts.
� 40.71% of SC learners are currently attending the AECs in Dharmapuri
followed by Erode (23.47%), Viluppuram (22.37%) and Thiruvannamalai
(22.39%) districts.
246
� 80.71% of ST learners are currently attending the AECs in Dharmapuri
followed by Erode (09.14%), Viluppuram (08.76%) and Thiruvannamalai
(01.40%) districts.
� 56.89% of Minority community learners are currently attending the AECs in
Viluppuram district followed by 20.76% in Dharmapuri, 19.56% in
Thirvannamalai and 02.86% in Erode districts.
� 61.97% of other community learners are attending the AECs of Saakshar
Bharath Programme in Dharmapuri followed by Viluppuram (16.63%), Erode
(16.02%) and Thiruvannamalai (05.37%) districts.
5.1.39 Opinion of the District and Block Coordinators about the Trainning
Programmes
All the District and Block Coordinators (100.00%) opined that the training
attended/ participated, duration of the training, content of the training and materials
supplied in the training is adequate and remarkable in all four districts in SBP of
Tamil Nadu.
5.1.40 General Training Programme Organized/ Conducted in SBP of TN
� Totally 34.02% general training programme is organized/conducted in
Dharmapuri district followed by 30.83% in Viluppuram, 25.17% in
Thiruvannamalai and 09.98% in Erode districts.
� 50.82% of Electoral literacy programme is organized in Thiruvannamalai
district followed by 30.43% in Viluppuram, 30.95% in Dharmapuri and
04.80% in Erode districts.
� 43.20% of Candle making general training programme is organized in
Viluppuram district followed by 24.37% in Dharmapuri, 17.22% in Erode and
15.21% in Thiruvannamalai districts.
� 50.62% of Soap powder general training programme is organized in
Viluppuram district followed by 24.20% in Erode, 17.24% in Dharmapuri and
07.44% in Thiruvannamalai districts.
� 43.44% of Flag Day programme is organized in Dhramapuri district followed
by 23.52% in Thiruvannamalai, 19.59% in Viluppuram and 13.46% in Erode
districts.
� 49.95% of Gandhi Jayanthi programme is organized in Dharmapuri district
followed by 37.66% in Thiruvannamalai, 10.32% in Viluppuram and 02.07%
in Erode districts.
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� 50.77% of Independence Day programme is organized in Dharmapuri district
followed by 25.85% in Viluppuram, 13.72% in Thiruvannamalai and 09.66%
in Erode districts.
� 40.33% of Preraks Training programme is organized in Viluppuram district
followed by 28.67% in Thiruvannamalai, 17.33% in Dharmapuri and 13.67%
in Erode districts.
5.1.41 Awareness Training Programme Organized/ Conducted in SBP of TN
� Totally 52.79% of the Awareness training programme is organized and
conducted in Viluppuram district followed by 20.51% in Thiruvannamalai,
16.53% in Dharmapuri and 09.85% in Erode districts.
� 59.82% of Electoral Literacy awareness programme is organized/ conducted in
Thiruvannamalai district followed by 30.86% in Viluppuram, 08.10% in
Dharmapuri and 01.76% in Erode districts.
� 75.50% of Clean India awareness programme is organized/ conducted in
Viluppuram district followed by 16.26% in Dharmapuri, 04.14% in Erode and
04.10% in Thiruvannamalai districts.
� 88.48% of World Literacy day programme are organized/conducted in
Viluppuram district followed by 5.19% in erode, 03.52% in Thiruvannamalai
and 02.81% in Dharmapuri districts.
� 51.95% of Womens Day programme is organized/ conducted in Viluppuram
district followed by 34.20% in Thiruvannamalai, 07.30% in Erode and 06.55%
in Dharmapuri districts.
� 52.58% of awareness campaign on opening bank account programme is
organized/conducted in Viluppuram district followed by 23.38% in Erode,
15.63% in Dharmapuri and 08.41% in Thiruvannamalai districts.
� 38.02% of Preraks training programme is organized in Thiruvannamalai
district followed by 25.43% in Viluppuram, 24.33% in Erode and 12.22% in
Dharmapuri districts.
� 78.83% of Cultural programmes is organized in Dharmapuri district followed
by 14.44% in Viluppuram, 04.86% in Thiruvannamalai and 02.37% in Erode
districts.
� 43.41% of Gandhi Jayanthi programme is organized in Viluppuram district
followed by 23.08% in Thiruvannamalai, 18.72% in Dharmapuri and 14.79%
in Erode districts.
248
� 58.23% of Independence Day programme is organized in Viluppuram district
followed by 17.83% in Erode, 13.94% in Thiruvannamalai and 10.00% in
Dharmapuri districts.
5.1.42 Skill Development Training Programme Organized/ Conducted in SBP of
TN
� 41.19% of total skill development training programme is organized/conducted
in Dharmapuri district followed by 33.60% in Viluppuram, 6.38% in
Thiruvannamalai and 08.81% in Erode districts.
� 71.00% of idly podi making programme is organized in Viluppuram district
followed by 16.28% in Erode, 06.71% in Thiruvannamalai and 05.93% in
Dharmapuri districts.
� 37.60% of Sambirani powder making programme is organized in Viluppuram
district followed by 33.50% in Dharmapuri, 21.62% in Thiruvannamalai and
16.28% in Erode districts.
� 48.16% of Soap powder making programme is organized in Dharmapuri
district followed by 39.91% in Viluppuram, 07.82% in Thiruvannamalai and
04.11% in Erode districts.
� 38.58% of Candle making programme is organized in Dharmapuri district
followed by 36.40% in Viluppuram, 17.94% in Thiruvannmalai and 07.80% in
Erode districts.
� 60.01% of Tailoring programme is organized in Dharmapuri followed by
17.29% in Thiruvannamalai, 11.97% in Viluppuram and 10.73% in Erode
districts.
� 47.78% of Jewels making programme is oraganized in Dharmpuri followed by
23.54% in Thiruvannamalai, 15.82% in Viluppuram and 12.86% in Erode
districts.
5.1.43 Teaching/ Learning and Other Materials Supplied and Distributed in SBP
of Tamil Nadu
� 172300 primers were supplied in Dharmapuri district followed by 274243 in
Erode and 215000 in Thiruvannamalai districts in SBP of Tamil Nadu. There
was no information found regarding supply and distribution of primers in
Viluppuram district.
249
� 74298 library books were supplied in Dharmapuri district and 465 in
Viluppuram district. There was no information found regarding supply and
distribution of the library books in Erode and Thiruvannamalai districts.
� 7530 note books were supplied in Dharmapuri district followed by 2300 in
Erode. There was no information found regarding supply and distribution of
note books in Thiruvannamalai and Viluppuram districts.
� 230 Black boards were supplied in Erode district. There was no information
found regarding supply and distribution of Black board in Dharmapuri and
Thiruvannamalai, Viluppuram districts.
� 3756 Ring balls/chess boards were supplied in Dharmapuri district. There was
no information found regarding the supply and distribution of Ring balls/chess
boards in Erode, Thiruvannamalai and Viluppuram district.
� 1506 candle making machines were supplied in Dharmapuri district. There
was no information found regarding the supply and distribution of candle
making machines in Erode, Thiruvannamalai and Viluppuram districts.
5.1.44 Budget Allocation and Expenditure in SBP of Tamil Nadu
� Almost all the districts are not provided any proper data regarding Budget
Allocation and Expenditure under different headings in SBP.
� Hence the present investigation has been unable to interpret financial
allocation and utility of SBP in Tamil Nadu.
5.1.45 Opinion of the District and Block Coordinators about Learners in AECs
of SBP in Tamil Nadu
� 95.00% of District and Block Coordinators are opined that the learners are
highly co-operative in AECs at District level in both Erode and
Thiruvannamalai districts followed by Dharmapuri (90.00%) and Viluppuram
(80.00%).
� 10.00% of District and Block Coordinators are viewed that the learners are
cooperative and supportive in Viluppuram followed by 5.00% in Dharmapuri,
2.00% in Erode and 1.00% in Thiruvannamalai districts.
� 5.00% of District and Block Coordinators are viewed that the learners are
partially co-operative and supportive in Viluppuram followed by 3.00% in
Erode, 2.00% in Dharmapuri and 0.00% are in Erode districts.
250
� 1.00% of District and Block Coordinators are viewed that the learners are not
co-operative and supportive in Dharmapuri followed by 1.00% in
Thiruvannamalai, 1.00% in Viluppuram and 0.0% are in Erode districts.
� No information has been given about the learners in AECs by the District and
Block coordinators in Viluppuram (4.00%), in Thiruvannamalai (3.00%), in
Dharmaprui (2.00%) and in Erode (0.00%).
5.1.46 Special Training Programme Organized/ Conducted in SBP of TamilNadu
� 35.02% of total training programmes are conducted in Viluppuram district and
21.45% of learners are benefited.
� 26.31% of total training programme is conducted in Erode district and 7.71%
of learners are benefited.
� 24.29% of total training programmes are conducted in Thiruvannamalai
district and 44.57% of learners are benefited.
� 14.37% of total training programmes were conducted at Dharmapuri district
and 26.28% of learners are benefited.
� 53.24% of total skill Development programmes were conducted in all four
districts and 31.88% of learners are benefited.
� 18.42% of total Electoral literacy programme were conducted in all four
districts and 23.05% of learners are benefited.
� 10.32% of Disaster management literacy programmes were conducted in all
four districts and 11.34% of learners are benefited.
� 51.00% of Legal literacy programme were conducted in all four districts and
16.17% of learners are benefited.
� 08.50% of Financial literacy programme were conducted in all four districts
and 17.57% of learners are benefited.
5.1.47 Target and Achievement of Opening Savings Banks Accounts in SBP of
Tamil Nadu
� 36.98%, 35.10%, 27.00% and 0.90% of savings account holders are male in
Dharmapuri, Erode, Viluppuram, and Thiruvannamalai districts respectively.
� 50.28% in Viluppuram, 23.53% in Dharmapuri, 21.25% in Erode and 4.94%
in Thiruvannnamalai district female learners have opened savings banks
accounts.
251
� 56.36%, 24.22%, 15.57% and 3.85% of SC learners have opened savings
account in Viluppuram, Erode, Dharmapuri and Thiruvannamalai districts
respectively.
� 61.09%, 19.23%, 16.46% and 3.22% of ST learners have opened savings
account in Dharmapuri, Erode, Viluppuram, and Thiruvannamalai districts
respectively.
� 40.09%, 34.82%, 24.49% and 0.60% of Minority community learners have
opened savings account in Erode, Dharmapuri, Viluppuram, and
Thiruvannamalai districts respectively.
� 35.80%, 34.01%, 26.62% and 3.57% of other community learners have
opened savings account in Viluppuram, Dharmapuri, Erode, and
Thiruvannamalai districts respectively.
5.1.48 Target and Achievement of Insurance Schemes in SBP of TN
� 41.39%, 30.22%, 27.38% and 01.01% of male learners have insured in
Dharmapuri, Viluppuram, Erode and Thiruvannamalai districts respectively.
� 54.19% in Viluppuram, 25.37% in Dharmapuri, 15.12% in Erode and 5.32%
in Thiruvannnamalai district female learners have insured.
� 58.06%, 30.48%, 21.93% and 3.97% of SC of learners have insured in
Viluppuram, Dharamapuri, Erode and Thiruvannamalai districts respectively.
� 17.35%, 16.04%, 14.88% and 3.39% of ST of male learners have insured in
Viluppuram, Dharamapuri, Erode and Thiruvannamalai districts respectively.
� 36.99%, 36.35%, 26.02% and 0.64% of minority community of male learners
have insured in Dharamapuri, Erode, Viluppuram and Thiruvannamalai
districts respectively.
� 40.61%, 38.58%, 16.76% and 4.05% of other community of male learners
have insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai
districts respectively.
5.1.49 Status of Monitoring at District Level in SBP of Tamil Nadu
� Nearly 65% of district and block coordinators and other officials HAVE
visited to AECs once in a month (63.2%) in all four districts followed by once
in a week (32.40%) and once in 2 weeks (4.00%).
� 73.5% of district and block coordinators HAVE conducted two review
meetings in a month followed by once in a month (26.50%) in all four
districts.
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5.2 General Conclusions
• Every seven learners at out of hundred will be improved in over all literacy
(reading and writing) and numeracy as per current status.
• 2. The writing competency of the learners is not appreciable compare to
numeracy followed by reading competencies.
• 3. Learners are performed as per order given below:
– 1. Numeracy (92.78%)
– 2. Reading (84.88%)
– 3. Writing (77.55%)
• Saakshar Bharath programme is functioning in a normal progressive way in
Tamil Nadu.
• The overall Literacy and Numeracy performances of learners are appreciable
in all four districts which may reflect other 5 districts in Tamil Nadu (as per
the NLM, New Delhi Norms)
• The learners are showing low level performance in writing skill in all four
districts.
The learners are doing well in numeracy followed by reading competency.
• Besides the NLM, New Delhi the research study has classified the
performances of the learners methodologically which shows that 46.76% of
learners are performed high level and 44.10% of learners are performed
medium level (90.86%).
• It is heartening to note that 09.14% of learners have fallen in the category of
the low level performance in over all literacy and numeracy.
• Nearly 93% (93.45%) of the learners have secured more than 50% in the
literacy and numeracy evaluation as per the norms fixed by the NLM, New
Delhi.
• Nearly 7% (06.55%) of the learners are unable to secure more than 50% of
marks.
Skill Development Training to Learners
• It is noted that the Skill Development Training Programme for the learners are
conducted in all the four districts.
• Most of the Training Programmes were conducted in one day span and in
some places two days were taken.
253
• It is found that totally 246 Skill Development Programmes were conducted in
all four districts for the learners from 2009 to 2016.
• An average of 7 Skill Development Training programme were conducted per
year in each district.
• Averages of 8 people were benefited in each skill development training
programme.
It is observed that the learners are not satisfied with the given training which was
not mostly suitable to them
Awareness/Special Focused Training
• Apart from these, 73 Special / Focused Training Programme were conducted
in all four districts during 2009 to 2016 with an average of 2 training per year
in each district.
• An average of 50 Awareness Training Programme was conducted in each
district during 2009 to 2016 and an average of 13 persons was benefited as per
records.
• Nearly 90% of the people felt that the given training is adequate.
• The same quantum of people expressed that the content, duration and
materials supplied during the training are adequate and appropriate.
It is noted that the special focused training has been given intensively to the learners
in the following areas as per order
• Electoral Literacy
• Financial Literacy
• Legal Literacy
• Training has been given to all functionaries in all four districts from District
Coordinators to Preraks/Grama Panchayat level.
• The given Orientation Programme/Training is sufficient and periodical as per
Guidelines.
• The transformation of training in one level to next level and some how diluted
the intensity and quality of the training which reflected in the assessment.
• An average of 58 General Orientation Programmes were conducted in each
district from 2009 to 2016.
• An average of 8 General Orientation Programmes were conducted per year in
each district.
254
• Nearly 33 Refresher Training Programme were conducted in each district
during 2009 to 2016.
• Around 8 to 10 functionaries were trained in each General Orientation
Programme and benefitted as per records.
• An average 4 Refresher Training Programmes were carried out per year in
each district.
• Nearly 50% of the training was conducted in one day duration only.
• 25% of the training was conducted in two days duration.
20% of the training was conducted in three days.
• Most of the Skill Development Programme is covered with Tailoring, Soap
Powder Making, Pineal and Candle Production, Artificial Jewellery Making,
Computer Akar Pathi/Sampirani Preparation and Plastic Wire Basket
production only.
• The training is given in all four districts in a Proto Type Model without
assessing learners’ interest and local needs.
• The learners have expected different kinds of training related to their available
local resources for their day today earnings.
Environmental Building
• The creation of congenial environment was not built in any district as per
norms stated by Saakshar Bharat Programme.
• 30% of the centres are not provided with minimum required facilities at
present.
• There is no sufficient electricity is available in all centres.
Chairs, Information Boards, Books (Primer), Tailoring Machines (2 to 3),
Charts, Pictures and maps are available in all AECs in all four districts. Most of the
Tailoring Machines are not in good condition and not used by the learners.
Performance of AECs
• It is noted that in all villages of four districts have formulated The Grahma
Panchayat Committee in a proper way.
• An average of 48 meetings have been conducted during 2009 to 2016 in each
districts
• An average of 6 meetings per year in each districts have been conducted.
• Average of 25 to 30 learners are progressively learning in the adult education
centre in all the four districts
255
• More than 90% of the Adult Education Centres have electricity facilities with
tube light and fan connections. But 30 % are unable to use it due to local
conditions.
• Nearly 80% of the Adult Education Centres are functioning in concrete
buildings and 16 % of the centres are working in Asbestos buildings.
• Attendance, Stock, Visitors, Activity and Prime Minister Jandan Yojana
Registers are maintained properly in all districts, and the other registers are not
maintained.
• The evaluation team met more than 125 community leaders in the respective
villages in all four districts.
• They are Grahma Panchayath/ Village Presidents, Ward members, Head
masters/ Teachers and Self Help Group leaders.
• It is applauded that all the community people were well aware about the
Saakshar Bharat Programme and Adult Education Centres in their respective
villages.
• The community people witnessed that the adult education centres are
conducting more number of Cultural Programme followed by Literacy
Programme and Other Special Programmes like Electoral ,Financial and Legal
Literacy
• More than 90% of the community people expressed that the performance of
the Adult Education Centre in the respective villages are good and 05% are
viewed as very good.
• The community leaders suggested that a separate building with good class
room will improve the quality of the programme as well as the performance of
the learners.
• Further they suggested that sufficient books will be given in time to all the
libraries in the Adult Education Centres.
• They also expressed that the importance of choosing the place of adult
education centres in the villages are to be considered very important.
• They also expressed that the salary of the preraks will be given in time and in
every month.
256
Preraks Opinion
• The present research has been identified that nearly fifty percentages of the
Preraks who employed as a backbone of the learning centres is qualified with
plus two (12th STD).
• Around 30% of the Preraks have studied only 10th Std (SSLC) and rest of
them are graduated.
• Nearly 52% of the Preraks have having prior experience in the literacy, post
literacy, and continuing education programmes.
• And nearly 22% of the Preraks are having only less than two years of service
at present.
• The burning issues as expressed by the Preraks are non payment of salary and
less salary for their work.
• It is evidently noted that during 2009 to 2016 most of the times salaries were
paid in a due of three to six months intervals.
• Nearly one third of the Preraks expressed that the learners are more difficulties
to them for handle Literacy and Skill Development.
• 15% of the Preraks viewed that there is no electricity in the centres which will
give hardship to their routine functions.
• Around 30% of the Preraks are expressed that the basic facilities in the centres
are not sufficient.
• Every one Prerak, out of four stated that the Skill Development Programme
should be improved with new content and modified methodology in near
future with assuring quality.
• Nearly 60% of the Preraks expressed that the rewards for the learners in terms
of scholarship or incentive will be given in the coming years which will
motivate the learners to go further levels.
5.3 Recommendations
The findings of the study especially learners achievement, status of AECs,
effectiveness of the training, quality of teaching and supplied learning materials,
opinion of the public etc., will help to make suggestions for effective participation of
Functionaries and Beneficiaries in order to achieve the objective of Saakshar Bharat
Programme in the remaining period of implementation of the Programme and also if
the programme is extended to other remaining Districts. The study has made the
following recommendations based on the findings as follows.
257
1. Reasons for Low Female Literacy
The present investigation has to find out the valid causes and reasons for low
female literacy in the study area those are given below with necessary suggestions.
� Early marriages
� Early Pregnancy and maternity
� Neglecting education to girl children
� Taking care of siblings in the family
� Parents are not interested on girls’ education
� Seasonal Agricultural work and child labour practices for their
additional earnings in the Family
� Family economical conditions- Poverty and Below poverty
� Lack of transportation facility to access the nearby schools
� Schools are far away from their villages
� Lack of awareness about importance of education.
� Eve teasing
� Unaware about the importance of education
� Not interested for education
The present study has made a note that socio economic condition, regional
belief, early child hood marriage, lack of interest and awareness on education,
carrying of sibling and feeling burden of girl children are the major causes of the
low female literacy rate in the study area in the last decade. Hence the study is
strongly recommended that poverty alleviation programme, employment
generation programme and women entrepreneurial programme should be given
priority to these districts and made the people to live with sufficient earning for
their livelihood.
More number of awareness and sensitizing programme, special campaigns and
drives on importance of education and caring of girl child should be conducted in
all Grama Panchayats which will lead to motivate them and increase the female
literacy in coming years.
The study recommended that sufficient Balwadies / Anganwadies should be
opened for taking care of children and to set free girl children to enroll in schools
for their continuous education.
258
The district transport authorities should ensure to reach all possible villages by
providing transportation facilities for children especially for girl children to go
nearby schools.
Typical and unlawful practices of early child marriage should be intertwined
and penalized and to restrict the practice of further child marriages in the study
area. This will avoid early pregnancy and maternity death of women and avoids
school dropouts.
2. Learners
This study recommended that more concentration should be given to
writing competencies to the learners.
• 15.00% of learners’ reading, 22.00% of learners’ writing and 6.00% of
learners’ numeracy should be taken care of immediately with additional
teaching and make them as successful learner as per NLM norms in the
coming years.
• An innovative teaching methodology with learner attractive method should be
incorporated in the teaching learning process. For achieving this, Preraks
should be trained properly with the insight of including suitable teaching
methodology to improve writing competencies of the learners.
• The Age, Income and Religion of the learners are influencing the achievement
of overall literacy and numeracy. It is recommended that the preraks, districts
functionaries and Saakshar Bharat Programme authorities should be given
priority of the above factors and laid down new strategies to minimize the
influences of the above variables in the coming years.
• The Present study has given an alarming warning that 6.32% of the learners in
the AECs of Saakshar Bharath Programme in Tamil Nadu have still trailing to
reach the successful mark fixed by the NLM, New Delhi.
• The study has given a clear status score to the districts that 9.00% of the
learners are unsuccessful in literacy and numeracy in Dharmapuri followed by
Viluppuram (6.10), Thiruvannamalai (5.58) and Erode (04.32) districts.
• Only half of the learners have achieved the required progress in literacy and
numeracy at present as per present investigation methodology. To make others
to achieve in the remaining period, intensive camping approach will be
required which is missing at present.
259
• Besides the NLM, New Delhi the research study has classified the
performances of the learners methodologically which shows that 46.76% of
learners are performed high level and 44.10% of learners are performed
medium level (90.86%). It is heartening to note that 09.14% of learners are
fallen in the category of the low level performance in over all literacy and
numeracy.
• Nearly 93% (93.68%) of the learners have secured more than 50% in the
literacy and numeracy evaluation as per the norms fixed by the NLM, New
Delhi. Nearly 6% (06.32%) of the Learners are unable to secure more than
50% of marks. Hence necessary steps to take immediately for un-succeeded
learners to reach successful mark as per the NLM, New Delhi norms.
• It is recommended that the primers should be given to all the learners which is
currently failed to reach at least half of the learner population as per statement
of district functionaries in Saakshar Bharat Programme.
• Men learners should be taken more care to pass in NIOS, New Delhi
examination in AECs of Saakshar Bharat Programme.
• It is noted that one third of the syllabus in the primers has been covered so far.
Hence it is recommended to take necessary steps to complete remaining
syllabus within two to three months of periods.
• The most of the learners in AECs are dropout in Saakshar Bharat Programme.
It is recommended that the SSA will be implementing agency to minimize the
dropouts in coming years.
• There is a need to evaluate the learners’ progress by an external competent
agency in every year.
• It is recommended that the place of adult education centres should be taken
care with different level of approval before it should be placed to avoid many
problems
• The study recommended that to provide electricity facility to one fourth of the
AECs which do not have electricity at present.
• The study recommended that the training on Yoga, Memory practice exercise
and Sports should be added more in the coming years based on the learners’
interest and expectations.
• The prearaks should be taken additional classes in AECs for the learners who
expected through this study.
260
• The study found that nearly 40.00% of learners are not interested to continue
in AECs of Saakshar Bharat Programme. Hence the entire machinery should
be given focus and attention to those learners to create interest and motivate
them to continue in Saakshar Bharat Programme.
3. District and Field Functionaries
• The visiting and monitoring of officials to AECs are found be very less in
number. It is recommended that a periodical supervising and monitoring
system should be ensured in an effective manner for the success of the
Saakshar Bharat Programme.
• There is an essential need of periodical supervision and evaluation in the
inbuilt system. But most of the centres are kept only records and papers for
proof sake.
• It is recommended that the district functionaries should visit their respective
areas periodically and discharge their duties with fullest responsibilities. It is
more lacking now. It is noted that some of the district head quarters
functionaries are working as regular conventional department rather than the
service department.
• It is recommended that a Month wise, Quarterly, Half Yearly and Yearly
assessment of the learners should be made by district level and it will be
supervised by the state level machineries.
• 20 – 25% of field functionary posts from district level to AECs are vacant at
present in all four districts. It will harm the development of the progress of the
scheme. Hence necessary action should be taken immediately and filled-up the
vacancies with suitable persons and avoid the practices of given additional
charges.
• It is noted that the salary of district, block and field functionaries is not be
given in every month regularly. This has been created a big vacuum and de-
motivation among the functionaries. Hence the respective authorities should
be ensuring the payment of salaries to the functionaries in time.
• The study has found that the preraks told that almost 90.00% of learners are
provided with primers but in the case of data provided by districts
functionaries is totally contrast. Hence it is recommended that the coordination
between districts functionaries and preraks should be monitor and real fact
may be found.
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4. Problems and Remedies for Skill Development Programmes
The problems and suggestions regarding Skill development programme have
identified by the present investigation and which are given below:
• The number of Tailoring Machines (two) issued to AECs by Saakshar Bharath
Programme have insufficient compare to the total number of learners.
• There is no provision for maintenance of Tailoring Machines in AECs which
leads to most of the issued Tailoring Machines are found to be repair and non-
working condtions.
• The raw material supplied for the skill development programme is not
sufficient and it is supplied only once. Hence the AECs are unable to procure
necessary raw materials for their further trainings.
• It is noted that there is no fund provision and allocation to procure raw
materials for training.
• Majority of the women are unable to continue the training due to marriage and
migration from their native places.
• It is also observed that the master trainers are not having required
competencies and proper skills.
• The experts in the respective field are not involved as master trainers in the
skill development programme.
• The basic accessories and machineries for the skill development programme
have not been given after the training to the respective AECs, for an example
the mould for preparing candles is required in all AECs for their further
training and productions.
• The study has witnessed that marketing for the produced products is the major
problem and it is demoralizing the women to involve further.
• Majority of the skill development programme are conducted in one day span
only and no other subsequent trainings were given to them.
• The study has found that only Tailoring, Wire Baskets, Candle, Samprani,
Idlypodi, Penail and Artificial Jewellary Making are given as Skill
Development Training Progrmme in Saakahar Bharath Programme of
TamilNadu.
262
Based on the above all findings the study has strongly recommended the
following:
• A periodical and quality training will be given in every AEC and that should
be monitored by the Directorate of Adult Education.
• A competent and skill based master trainers will be engaged in all skill
development training and that should be approved by the district functionaries
before the training.
• All the skill development training should be conducted based on the interest
and need of the women rather than the prototype skill development so for
carried out in the Saakshar Bharath Programme.
• It is strongly recommended that necessary marginal financial allocation will be
provided to each AECs based on the need for procuring raw materials after the
skill development training for their continues hands on training which is not
available at present in the budget allocation.
• Only one third of the AECs are having tailoring machines at present. Hence
necessary steps will be taken to provide tailoring machine to rest of the centre
which the other learener are expecting more.
• The unconditioned Tailoring Machines in the AECs should be made in the
proper working condition for their further use and necessary financial
assistance should be given for this repair and maintenance propose to avoid
the destroy of given Tailoring Machines.
• The districts authorities should be given necessary provisional strategy for the
women those who unable to sell their products in the markets.
• The study recommended that the marketing strategies adopted for SHG
women will be also adopted in the Saakshar Bharath Programme.
• The study strongly recommended that the skill development programme
should be reached the rest of 70% women who are the potential learners still
not identified and enrolled by the AECs of Saakshar Bharath Programme.
• Further the study has strongly recommended that necessary steps will be taken
to reach 20% of women those who are left out in skill development
programme but enrolled in AECs at present in Saakshar Bharath Programme.
263
5. Other Training and Awareness Programmes
• Even though the given training is proper, it will not fulfil the requirement of
the learners. There is a big mismatch between the expectations of the learners
and the content of the skill training which will not suit to the local resources.
• An average of 13.00% to 18.00% of learners is participated in the awareness
training programmes conducted by AECs. It is recommended that the proper
motivation should be given to the learners to participate in all the awareness
training camp and ensure 100% of participation.
• Around 5% of the learners only benefitted through skill development
programme and in turn they will not earn for their daily livelyhoods by using
the acquired skills. Hence, it is recommended that the skill development
programme should be planned according to the learners’ interest, need and
available local resources and also considering the possibility of marketing
facilities.
• It is learned that majority of the learners enrolled in the Prime Minister
Janthan Yojana scheme and opened bank accounts in nearby banks through
the Saskshar Bharath mechanism. It is appreciable.
• It is recommended the a proper Skill Development Training Programme
should be given to the learners based on their need and it should be linked
with the Prime Minister Janthan Yojana scheme for made them as a Rural
Entrepreneur.
• The training and other orientation programme should be planned well in
advance and required thrust area should be added whenever needed
particularly Electoral Literacy and Disaster Management.
• The learners are expected that these skill development programme should be
matched with for their regular earnings rather than the mere learning of proto
type material productions
• 25% of learners are not participating in awareness training programme.
Therefore necessary steps should be taken immediately to involve the left outs.
• Nearly 80.00% learners are not participated in Clean India, Human Immune
Virus, Dengue and Election awareness programmes. Therefore immediate
attention should be given and make them to involve in the awareness
programmes in the coming years.
264
• Nearly 15.00% learners are alone participated in the skill development
programme. Hence it is recommended that one of the major aims of the
Saakshar Bharat Programme should be implemented properly and make the
rest of 85.00% of learners should be given training in coming years.
• It is recommended that the involvement of community people and local
leaders will be taken care of further by the district authorities to conduct
special programmes and given much importance about Saakshar Bharath
programme in their regular proceedings and meetings at Block and District
Levels.
6. Status of Equivalency Programme of Formal School System in
Collaboration with National / State Open School
• When the Saakshar Bharath Programme was launched in September 2009, the
scheme of guide lines had mentioned about the equivalency programme of
formal school system on which equivalent to III , V and VIII std level along
with some specific vocational skills training / certification in collaboration
with National / State open school will be introduced those who have
completed the Literacy phase. Even though five to six years was over, the
steps taken to launch the equivalency programme as per the document, the
progress seems to be very poor by the implementers.
• During the field visit it is reported that at least now, the Directorate of Non
formal / Adult Education has been taking steps to launch the equivalency
programme for the level equivalent to III Std level on an experimental / pilot
basis in 450 AE centres (Vilupuram-160, Salem-100, Erode-100 and
Dharmapuri-90) in collaboration with NIOS. Guidelines for implementation of
the programme and preparation and printing of Training/ Learning materials
are in progress which is appreciable one.
7. Problems / Draw backs and suggestions for NIOS
• In Saakshar Bharath Programme, the role of NIOS is just printing the
certificates and distribute to the State Directorate of Non formal / Adult
Education based on the details of numbers of learners appeared and number of
learners passed with grading of learners supplied by the District to the State
and State Directorate forward the lists to the NIOS.
• During the field visit to the Adult Education Centres in the sample districts, it
is observed that monitoring was very poor during the examination conducted
265
by the preraks. Even, they do not have exact details of number of illiterates /
non- literates identified in SC/ST/ Minority wise, number of learners those
who have actually attended / attending the centres, the number of learners who
have appeared in the NIOS exam and the number of learners passed or
received certificates etc.
• During the informal discussion it was also reported by the opinion leaders /
preraks due to pressure from the higher level officials / field functionaries,
instead of real learners/ beneficiaries NIOS exams are even written by the
students of school / educated adults and some centres even preraks by
themselves.
• For this type of practices, it is needed effective monitoring system. Even
though the scheme has the provision to upload the data of learners right from
the survey of identification of potential Learners at the village level, it has not
been followed due to various technical problems. This should be taken as
serious, because, the same problems were also faced in previous Adult
Education Programmes.
• Similarly, issue of certificates to learners in the printed Certificate except the
name of the learner all other information has provided in English / Hindi
Language. The value of the certificate is just to recognize the learners
achievement in literacy skills, even though, steps has to be taken to give the
certificate in bi-lingual- English and Tamil in Providing information about the
name and their achievement level.
• It is also reported that supply of certificate to centers takes time duration
minimum of three months to six months, this can be reduced by improving
speed of the process by the implementers.
8. Status of Equivalency programme of formal school system in
Collaboration with National / State Open School
• When the Saakshar Bharath Programme was launched in September 2009, the
scheme of guide lines had mentioned about the equivalency programme of
formal school system on which equivalent to III , V and VIII std level along
with some specific vocational skills training / certification in collaboration
with National / State open school will be introduced those who have
completed the Literacy phase. Even though five to six years was over, the
266
steps taken to launch the equivalency programme as per the document, the
progress seems to be very poor by the implementers.
• During the field visit it is reported that at least now, the Directorate of Non
formal / Adult Education has been taking steps to launch the equivalency
programme for the level equivalent to III Std level on an experimental / pilot
basis in 450 AE centres (Vilupuram-160, Salem-100, Erode-100 and
Dharmapuri-90) in collaboration with NIOS. Guidelines for implementation of
the programme and preparation and printing of Training/ Learning materials
are in progress which is appreciable one.
9. Role of Directorate of Non-formal / Adult Education / State Resource
Centre/ Jana Shikshan sansthan / SSA and other Agencies:
• The role of Directorate of Non-Formal / Adult Education is monitoring of the
programme and coordinating with the Saakshar Bharat Districts and the
Government of India in preparation of proposals, Forwarding of the proposals
and release of funds received from the government of India to the districts.
With regard to Monitoring, the officials of the Directorate are supposed to
visit the District, Blocks and AECs frequently. From the records available at
the District, Blocks and AECs, the number of visits is inadequate.
• Frequency of the visits has to be increased by the officials of the Directorate of
Adult/ Non-Formal Education during the implementation of the programme.
Monthly monitoring meetings are periodically conducted once in every month
at the office of the Directorate of Non-Formal / Adult Education. Similar
meetings are supposed to conduct at the District/ Block level periodically for
every month. From the records available and the observation it is noticed that
these Meetings are conducted in regular manner for review of the
implementation of the programme. It is recommended that like
Directorate/Periodical meetings have to be conducted at the District/ Block
Level for review of the programme.
• The role of State Resource Centres are Training the functionaries, preparation
of Teaching Learning Materials, Creation of Environment Building through
organizing Awareness/ Publicity programmes, convergence of programmes
with other development departments and undertaking action researches in
Districts where the programmes are being implemented.
267
• From the information collected from the Districts, it is seen that except
training programmes no other programmes were highlighted by the field
functionaries. Even training programmes are also organized once or twice in a
year which seems to be insufficient/ felt by the functionaries.
• With regard to preparation of Teaching Learning materials, the SRCs has
involved in the preparation of primer Karkum Bharatham which was prepared
and printed during the year 2010-11. Even though the programme has been
implemented for continuously for the past five years, efforts were not taken to
revise the primer by the State Resource Centre.
• Few posters has been developed and printed in Proto-type and supplied to the
Districts. More number/ variety of posters can be developed by the SRC and
the same can be printed and supplied to the Districts.
• It is recommended that the SRCs can take few Action Researchers at the field
level. The SRCs may also undertake convergence programmes with other
development departments and more programmes for environment building can
also be organized by the SRCs.
• Jana Shikshan Santhans are created with the objective of providing vocational/
skill development programmes for the beneficiaries of Saakshar Bharath
Programmes. Unfortunately none of the Jana Shikshan Santhans are
functioning in the Saakshar Bharath Districts. However some initiatives were
undertaken by the Jana Shikshan Santhans functioning in the neighbouring
districts to provide skill development training programmes to the functionaries
of the Saakshar Bharath Programme. It is expected that these functionaries in
turn has to organize these skill development training to the beneficiaries of the
Saakshar Bharath Programme. After that, no follow-up programme was taken
up either by the Jana Shikshan Santhans or by the District level functionaries.
It is recommended that the Jana Shikshan Santhans those who were involved
in the beginning can continue their training periodically once in three month or
six months to the Saakshar Bharath Districts.
• It is observed that expect providing a space either at the District/ Block and for
organize/ run the AECS, no specific role has been played by SSA project
officials/ functionaries. It is strongly recommended that they may be involved
in the training the preraks especially in teaching learning process and
monitoring of the programme. Similarly other agencies, there are many other
268
departments including the government and NGOS are conducting / organizing
many welfare and income generating programmes. The District level
functionaries may take efforts to converage their activities with the beneficiaries
of Saakshar Bharath Programme in future.
10. Extension of Adult Education Programmes (SBP)
Despite improvement in the overall literacy rate ratio in Tamil Nadu, Census
2011 shows that in at least five districts female literacy rates continue to be low. In
Ariyalur, Cuddalore, Dharmapuri, Perambalur and Namakkal, there is a vast
difference between male and female literacy rates. Bottom of the list is Ariyalur
which has the lowest female literacy rate of 62.2 - almost 20 percentage points less
than the male literacy rate of 82.1 and below the national average of 65.5.
In India, a list of 3073 educational backward blocks (EBBs) was drawn up in
connection with the Sarva Shiksha Abhiyan. This was arrived at on the basis of twin
criteria of Female Literacy Rate being below the national average of 46.13% and
Gender Gap in Literacy being above the national average of 21.59%. Both these
criteria had been earmarked by the RGI. Subsequently this list was expanded to
include 406 more blocks, out of which 404 blocks were having rural FLR of less than
45% irrespective of the Gender Gap. Besides, one SC concentration Block from West
Bengal with SC Rural FLR on 19.81% and one ST concentration block in Orissa with
ST rural FLR of 9.47% were also included, taking the total number of EBBs to 3479.
The present investigation strongly recommended that the following forty four
Educationally Backward Blokcs in the 12 districts of Tamil Nadu should be given
immediate attention to implement adult education programme-Saakshar Bharath for
making non-Educationally backward block and enhance female literacy and reduce
gender gap in literacy.
District Blocks
1 Cuddalore
Mangalore Nallur
Panruti 03 EEB/11 Non EEB Total 14 Blocks
2 Dharmapuri Karimangalam Pallacode
Pennagaram 03 EEB/05 Non EEB Total 08 Blocks
3 Erode Ammapaettai Anthiyur Kundadam Mulanur
Nambiyur Sathyamangalam Thalavadi
07 EEB/13 Non EEB Total 20 Blocks
269
4 Krishnagiri Keelamangalam Shoolagiri
Thally Veepanapalli
04 EEB/06 Non EEB Total 10 Blocks
5 Thiruvannamalllai Jawadhu Hills 01 EEB/17 Non EEB Total 18 Blocks
6 Viluppuram Kallakurichi Rishivanthiyam Sankarapuram (Karayan Hills) Thirunavalur
Thirukoilur Thiruvennainallur Thiyagadurgam Ulundurpet
08 EEB/14 Non EEB Total 22 Blocks
7 Nammakkal Kolli Hills Mallasamudram
02 EEB/13 Non EEB Total 15 Blocks
8 Prerambalur (Now Preramballur and Ariyalur Districts)
Ariyalur Veppur
02 EEB/08 Non EEB Total 10 Blocks
9 Sivagangai S. Pudur 01 EEB/11 Non EEB Total 12 Blocks
10 Salem Idappadi Kadayampatty Kolathur Konganapuram Mmagudanchavadi Nangavalli
Panamarathupatti Pethanaickenpalayam Sankari Tharamangalam Veerapandi Yercaud
08 EEB/12 Non EEB Total 20 Blocks
11 Karur Karur 01 EEB/07 Non EEB Total 08 Blocks
Tamil Nadu 402 Blocks
44 EEB Blocks 44EEB/358 Non EEB Total 402 Blocks
Souruce: Department of School Education and Literacy, MHRD, Government of India, 2007-2008.
Further the study strongly recommended that the Saakshar Bharath
Programme should be implemented only in the educationally backward Block of
respective districts rather than to implement in the entire districts to avoid wastage of
financial allocations.
5.4 Conclusion
The Government expects an increase in female literacy to become a force
multiplier for all other social development programmes. In this background that
Saakshar Bharat has been devised as new variant of National Literacy Mission, New
Delhi. Saakshar Bharat will cover all adults in the age group of 15 and beyond though
its primary focus will be on women. The Govt. gained the faith of women as the
mission was showcased as the provider of empowerment to women.
Realizing the above all, the present study has been carried out and concluded
based on the collected data and real field exposure that the Saakshar Bharath
270
Programme in Tamil Nadu has been averagely progressing towards the attainment of
the set goals.
The attention should be given to the learners who are all now unable to decide
either to continue or quite from AECs of SBP which is not a healthy indicator.
The present investigation has concluded with a major finding that the Saakshar
Bharath Programme of TamilNadu has identified and enrolled around 18% to 22% of
women illiterates out of 55% to 50% women illiterates in the respective districts. (The
literacy rate of women in the respective district is below 50%at the time of SBP
launched in the study area).
The study concluded that out of identified and enrolled women learners 8% of
the learners are unsuccessful in overall literacy and numeracy. Hence, the Saakshar
Bharat Programme of Tamilnadu has made around 12% of literacy among women and
possibility of increasing women literacy from below 50% to 63% (approximately) in
the study area of Saakshar Bharath Programme of Tamilnadu.
Therefore it is the responsibility of the Saakshar Bharath Programme to
identify and enroll 30% to 35% women literate / semi illiterate incoming years.
Further, it is absolutely essential to make 8% of unsuccessful enrolled women learners
into successful learners. Then only the SBP has achieving 100% literacy among
women in the study area. This should be kept as major agenda in all policy framework
and implement levels for making SBP as a successful one in Tamil Nadu.
The sucees stories witnessed by the Field investigators in SBP are appended as
Appendix-V.
271
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Appendices
Appendix I
Appendix Tools
IA Observation Schedule for AECs (OS-AECs)
IB Literacy and Numeracy Test Battery for the Learners (L&N TB-L)
IC Opinionare Interview Schedule for Community Leaders/Public
about Saakshar Bharath (OIS-CL &CP)
ID Functional Status Interview Schedule for Preraks (FSIS-P)
IE Functional Status Questionnaire for Coordinators at the District
and Block level (FSQ-DC&BC)
Appendix-IA
ALAGAPPA UNIVERSITY
DEPARTMENT OF LIFELONG LEARNING
KARAIKUDI – 630 003
Impact of Adult Education (Saakshar Bharat) Programme in Tamil Nadu
Funded by
State Planning Commission, Govt of Tamilnadu
Observation Schedule for AECs (OS-AECs)
(SAAKSHAR BHARATH) PROGRAMME)
� Name of Grama Panchayat :
� Name of the Block :
� Name of the District :
� Date and time of visit :
1. Address of the Adult Education Center :
2. Timing of the AEC :
3. Date of opening AEC :
4. Name of the Preraks : (i)
(ii)
5. Details of survey data at Grama Panchayat Level ( Potential Learners)
(Target No. of Literates)
6. List of equipments and other Teaching materials supplied to AEC
Male Female SC ST Minority Others Total
7. Availability of Electricity, If so, what are the Electrical appliances in AEC:
8. Is the building made of concrete or asbestos sheets: Specify.
9. Details of coverage of learners so far-(from the date of launching of AEC)
No.of learners in the assessment examination conducted by NIOS and No.of
learners passed / received the certificates.
10. No. of Learners attending the classes at present as on date:
S.No Materials Numbers
provided
1. Chairs
2. Tables
3. Information board
4. Primers
5. Tailoring Machine
6. Charts / Pictures / Maps
7. Others (please mention)
S.No Details of learners
Male Female SC ST Minorty Others
1. No. of learners appeared in exam
2. No. of learners Passed / Received the certificates
3. No. of learners to be covered
Male Female SC ST Minority Others Total
11. Register / Records which are maintained at the AEC:
(i) Attendance Register
(ii) Stock Register
(iii) Visitors Book
(iv) Activities Register
(iv) Prime Minister Jandan Yojana
(v) Others (please mention)
12. Progress of Teaching / Learning Activites (No. of lessons completed in primer at
the time of visit)
13. Visitors of AEC:
Signature of the field
Investigator
S.No
Name
Designation
Date
Observation
Remarks
Appendix-IC
ALAGAPPA UNIVERSITY DEPARTMENT OF LIFELONG LEARNING
KARAIKUDI – 630 003
Impact of Adult Education (Saakshar Bharat) Programme in Tamil Nadu.
Funded by
State Planning Commission, Govt of Tamilnadu
Opinionare Interview Schedule for Community Leaders/Public about Saakshar
Bharath (OIS-CL &CP)
I. Personal Information
1. Name :
2. Name of the Grama Panchayat / village:
3. Gender : Male / Female
4. Age :
5. Community : SC/ ST/Minority / Others
6. Marital Status : Married / Unmarried
7. Position: 1. President
2. Ward Member
3. Community Leader
4. SHG Leader / Convenor
5. Head Master / Teacher
6. Community Level / Social worker
7. Others
8. Educational Status: Below SSLC X- std / Above SSLC XII- std /
Graduation and Above / Others
9. Annual Income:
II. Programme Information
1. Are you aware of functioning of Saakshar Bharath?
Programme in your Grama panchayat / village? : YES / NO
2. If yes, what are the activities / programmes organized at the Grama
Panchayat?
1. Literacy Programme
2. Cultural programme
3. Awareness Training programme
4. Skill development Training
(Tailoring, chalk piece making, soap powder,
Candle making, Artificial Jewellery etc.)
5. Special Programmes
1. Electoral Literacy
2. Financial Literacy
3. Disaster Management Literacy
4. Legal Literacy
6. Others – Please Mention
(i)
(ii)
(iii)
3. What is your opinion about the performance of the Activites / programmes
at AEC LEVEL?
1. Very good
2. Good
3. Moderate
4. Poor
5. Not able to say
4. Suggestions for improvement of Saakshar Bharat Programme /
Activities at the AEC level.
1.
2.
3.
4.
Signature
Appendix-ID
ALAGAPPA UNIVERSITY
DEPARTMENT OF LIFE LONG LEARNING
IMPACT OF ADULT EDUCATION
(SAAKSHAR BHARATH) PROGRAMME IN TAMIL NADU
FUNDED BY
STATE PLANNING COMMISSION, GOVERMENT OF TAMILNADU
Functional Status Interview Schedule for Preraks (FSIS-P)
III. Socio – Economic Back ground 1. Name : 2. Gender : Male / Female 3. Community : SC/ ST/ Minority / Others 4. Religion : Hindu / Muslim / Christian / Others 5. Age : Below 20 years / 21 – 25 / 26 - 30 / 31- 35 /
Above 35 years. 6. Educational Status : Below SSLC X- Std / Above SSLC XII- std /
Graduation and Above / Others 7. Previous experience in Literacy / Adult & Continuing Education Programmes
1. Less than a year 2. 1 – 2 years 3. 2 – 4 years 4. 4 - 5 years 5. above 5 years 8. Address: (i) Name of Grama Panchayat : (ii) Name of the Block : (iii) Name of the District :
IV. Training Programmes
9. List out the types of training programmes participated by you organized by the District / Block level functionaries.
10. Duration of the Training programme organized by the District / Block level
functionaries. (i) one day (ii) Two days (iii) Three days (iv) More than three days
11. Details about the Training participated
12. Opinion about the Training. (i) Adequacy of the Training (Adequate / Inadequate/ Not able to say) (ii) Duration of Training (Adequate / Inadequate/ Not able to say) (iii) Content of the Training (Appropriate / Inappropriate / Not able to say) (iv) Whether the Training materials were supplied YES / NO If yes, Appropriate / Inappropriate / Not able to say
S.No Types of the programme No.of
programmes
organized
No. of
programmes
partipated
1 General orientation programmes
2 Referesher Training programme
3 Awareness Training programme
4 Skill development Training programme
5 special / focused Training programme
S.No Name of the
Training
Orgainzed
by /
Resource
persons
Topics/ contents /
convered
Date &
venue
1. 2. 3. 4. 5.
V. Survey
13. Details of the Survey at the Grama Panchayat level--No.of
Illiterates / Non- literates (potential learners) Identified
IV. Formation and Functioning of Committee at the Grama Panchayat
Level
14. Whether Grama Panchayat level Committee has been formed – YES / NO If yes,
No. of Meetings Conducted : Date :
V.Environmental Building Activities 15. Details of Environmental Building Activities Conducted
at the Grama Panchayat / village Level
S.No Type of the
programme
Organized by Date(s) /
Venue No. of
Beneficiaries
1. 2. 3. 4. 5.
Male Female SC ST Minority Others Total
VI. FUNCTIONS OF THE AEC 16. Address of the AEC:
Timing : Details of the Equipments Teaching / Learning Materials supplied.
17. Number of Learners who have completed the Literacy phase/Appeared in Literacy Assessment Test conducted by National Institute of open schooling
S.No Type of Materials Number Date of supply
1. 2. 3. 4. 5.
Phase Male Female SC ST Minority Others Total
I Phase
II Phase
III Phase
IV Phase
V Phase
VI Phase
VII Phase
VIII Phase
IX Phase
X Phase
18. Number of Learners passed / received the Certificates from National Institute Of Open Schooling (NIOS)
19. Co-operation / Support of Learners / Beneficiaries
S.No Types of Co-Operation Please tick(�) at
approximate
column
1. Highly Co-Operative
2. Co-Operative
3. Partial Co-Operative
4. Not Co-Operative
5. No Information
Phase Male Female SC ST Minority Others Total
I Phase
II Phase
III Phase
IV Phase
V Phase
VI Phase
VII Phase
VIII Phase
IX Phase
X Phase
VII. Achievement at the Grama Panchayat Level 20. What is the Achievement Vs Target (No. of potential learners identified
through survey in Literacy programme at your Grama Panchayat Level.
21. Number of Learners currently attending the AEC at present:
22. List out the Achievement level at the Grama Panchayat Level other than the Literacy- Skill Development Programmes and Special Focus Training Programmes -Legal Literacy, Disaster Management, Financial Literacy and Electoral Literacy.
S.
No
Type of the programme No. of
programme
Total of
Beneficiaries
1. Skill Development Programmes (please specify)
2. Legal Literacy
3. Financial Literacy
4. Electoral Literacy.
5. Disaster Management Literacy.
Male Female SC ST Minority Others Total
Target
Achievement
Male Female SC ST Minority Others Total
23. What are the achievement at the Grama Panchayat Level in Special programmes in the name of Prime Minister (Like opening of Bank Accounts Insurance – coverage etc) Savings Accounts No. of Beneficiaries
Insurance – coverage
No. of Beneficeries
VIII. Problems / suggessions:
24. What are the problems / difficulties that you have faced during the implementation of the programme?
S.No Problems
1.
2.
3.
4.
5.
Male Female SC ST Minority Others Total
Male Female SC ST Minority Others Total
25. Steps taken to solve the problems:
26. Is the steps taken was able to solve the problem? YES / NO 27. What are the Suggestions that you give for effective implementation of the programme
Signature
S.No Steps taken to solve the problem
1.
2.
3.
4.
5.
S.No Suggestions
1.
2.
3.
4.
5.
Appendix-IE
ALAGAPPA UNIVERSITY
DEPARTMENT OF LIFELONG LEARNING
KARAIKUDI – 630 003
Impact of Adult Education (Saakshar Bharat) Programme in Tamil Nadu.
Funded by
State Planning Commission, Govt of Tamilnadu
Functional Status Questionnaire for Coordinators at the District and Block level
(FSQ-DC&BC)
1. Name of the District/ Block :
2. Name of the Co-ordinator :
3. Designation :
4. Age :
5. Gender : Male/ Female
6. Religion : Hindu/ Muslim/ Christian/Others
7. Community : SC/ ST/ Minority/ Others
8. Marital Status : Married / Unmarried
9. Educational Qualification : Higher Secondary/ Graduation/
Post Graduation/ others (Please mention)
2. Formation of Committee
Whether the Committees were constituted at District/ Block level. If Yes,
Number of Committee and Types of Committees.
3. Infrastructure facilities in District / Block level
S.No Types of Committee No. of Meetings
Conducted
1.
2.
3.
4.
5.
District level
Zilla lok Shiksha Samathi
Block level
Block Lok Shiksha Samathi
Grama Panchayat level
Grama Panchayat Lok Shiksha Samati
Executive Committee
Educational Committee
S.No
Items/ Equipments Supplied / Available
Numbers
1. Chairs
2. Tables
3. Computer / Printer
4. Telephone
5. Registers / Records
6. Others (please mention)
4. Enviromnental Building:
1. Details of Environmental Building Activities Organized at District /Block level.
S.No Types of
Programme
Organized
by
Number of
Participants/
beneficiaries
Date(s) /
Venue
1.
2.
3.
4.
5.
5. Survey
1. Whether survey has been completed.
Yes/No
2. Whether survey data has been uploaded on the website of the
Saakshar Bharat (SB)
Yes/ No
3. Identification of potential learners (Illiterate/ Non- Literate)
Total Male Female SC ST Minorities others
3. Number of Learners who have completed Literacy phase / Appeared
Examination conducted by National Institute open Schooling.
5. Number of Learners passed/ Received National Institute open Schooling (NIOS)
Certificates.
Total Male Female SC ST Minorities others
6. Number of Learners Currently attending the literacy Centers
Total Male Female SC ST Minorities others
Phase Male Female SC ST Minority Others Total
I Phase
II Phase
III Phase
IV Phase
V Phase
VI Phase
VII Phase
VIII
Phase
IX Phase
X Phase
6. I. Training Programmes attended / Participated
S.No Types of
Training
Programme
Organised by Major Contents
/ Topics
Covered
Date(s) /
Venue
6. II. Opinion on Training attended / participated:
i. Adequacy of Training.
Adequate / Inadequate / Not able to say
ii. Duration of the Training
Adequate / Inadequate / Not able to say
iii. Content of the Training
Appropriate / Inappropriate/ Not able to say
iv. Whether the training materials were supplied YES / NO
If yes,
Appropriate / Inappropriate/ Not able to say
6. III. General Training Programme Organized / Conducted
S.No Name of the
Training
Programme
Organised
by
Major
Contents /
Topic covered
Date(s) /
Venue
No.of
Beneficiaries
6. IV. Awareness Training:
Awareness Training Programmes organized
S.No Name of the
Training
Programme
Organized
by/Resource
Person
Contents
/ Topic
covered
Date(s) /
Venue
No.of
Beneficiaries
1.
2.
3.
4.
Etc.
6. V. Skill Development Training:
S.No Name of the
Training
Programme
Organised
by/
resource
person
Major
Contents
Topic
Date(s) /
Venue
No.of
Beneficiaries
1.
2.
3.
4.
Etc.
7. Supply of Equipments/ Teaching Learning Materials
Supply of Teaching Learning Materials / Equipments by State/ District.
S.No Types of Materials/ Equipments Numbers
1.
2.
3.
4.
5.
6.
Distribution of Supply of Teaching Learning Materials / Equipments by State/
District to Block / AEC
S.No Types of Materials/ Equipments Numbers
1.
2.
3.
4.
5.
6.
8. Details of Bank Transactions:
Whether the Bank Account has been Opened /Operational at District/ Block level.
YES / NO
If No– Reasons specify
If yes– whether Authorization has been made by State / District
Total Allocation of fund and expenditure details at the District / Block level.
Total Allocation of fund for District / Block level.
S.No Head Wise Amount in
Rupees
1.
2.
3.
4.
5.
6.
Honorarium
Training
Teaching / Learning materials
Environment Building
Skill development training
Assessment of learners
Expenditure as on date:
S.No Head Wise Amount in
Rupees
1.
2.
3.
4.
5.
6.
Honorarium
Training
Teaching / Learning materials
Environment Building
Skill development training
Assessment of learners
9. Co-Operation / Support :
Co-Operation received from other Departments.
10. Achievement at the District / Block Level
What was the Achievement Vs Target in Literacy programme as per the Identified
potential learners through survey
S.No Types of Co- Operative Please tick (�)mark
at Appropriate
column
1. Highly Co- Operative
2. Co- Operative
3. Partially Co- Operative
4. Not Co- Operative
5. No Information
Male Female SC ST Minority Others Total
Target
Achievement
11. List out the other Achievements made at the District / Block Level other than the
Literacy- Skill Development Programmes and Special Focus Training Programmes-
Legal Literacy, Disaster Management, Financial Literacy and Electoral Literacy.
S.No Type of the programme No. of
programme
Total No of
Beneficiaries
1. Skill Development Programmes (please
specify)
2. Legal Literacy
3. Financial Literacy
4. Electoral Literacy.
5. Disaster Management Literacy.
12. What are the achievements at the District / Block Level in Special programmes
in the name of Prime Minister (Like opening of Savings bank Accounts, Insurance
schedule – coverage etc)
Savings Accounts
No. of Beneficiaries
Insurance Accounts
No. of Beneficiaries
Male Female SC ST Minority Others Total
Target
Achievement
Male Female SC ST Minority Others Total
Target
Achievement
Monitoring
13. How many centres do you visit per month?
Frequency of the visit to the centre : Once in a week
: Once in two weeks
: Once in a month
No. of Review Meetings Conducted : Once in a month /twice in a
month
Frequency of Review Meetings : Once in a week /
: Once in two weeks /
: Once in a month/
Problems / suggessions:
14. What are the Problems / Difficulties you are facing during the implementation of
the Programme?
S.No Problems Difficulties
1.
2.
3.
4.
5.
15. Steps taken to solve the problem
S.No Steps taken to solve the problem
1
2
3
4
5
Etc.,
16. Is the steps taken was able to solve the problem?
YES / NO
If yes,
S.No List out solutions made / Taken to solve the Problems.
1
2
3
4
5
17. What are the Suggestions that you give for effective implementation of the
Programme
S.No Suggestions
1
2
3
4
5
Signature
Appendix II
Study Area Profile
Tamil Nadu
Erode District
Appendix III
Field Investigators
Field Investigators (2015-16)
S.No Name of the Investigator Designation
1 Anitha. V II MJMC
2 Kanimozhi. N II MJMC
3. Muthukumar. R II MJMC
4 Ramya. M II MJMC
5 Sellappa. P II MJMC
6 Vaishnavi. J II MJMC
7 Vijayaraj. M II MJMC
8 Divyabharathi. B I MJMC
9. Dineshbabu. K I MJMC
10. Gomathi. N I MJMC
11. Karthi. K I MJMC
12. Parthiban. M I MJMC
13. Priyadarshini. P I MJMC
14. Rajkumar. S I MJMC
15 Ramadevi. V I MJMC
16. Ranjitha. SM I MJMC
17. Ravina. B I MJMC
18. Satheesh. S I MJMC
19 Sivabharathi. H I MJMC
20. Vennilla. M I MJMC
21. Vigneswarai. S I MJMC
22. Vijayalakshmi Arumugam I MJMC
23. Sakthipriya. P Computer Analysist
24. Neethiperumal. M Project Assistant
25. Gopinath. K Project Assistant
26. Dr. N. Johnson Assistant Professor
27 Dr. R. Rajan Associate Professor
28 Prof. Dr. N. Arunachalam Professor and Head
Appendix IV
Orientation and Data Collection
(Photos)
Orientation Programmes to District Functionaries and AECs of SBP during the
Research Investigations
Orientation Programme
Adult Education Centres (AECs) of Saakshar Bharath Programmes in
Tamil Nadu
Field Investigators- Data Collection
Field Investigators-MJMC Students of Alagappa University, Karaikudi
Appendix V
Success Stories of SBP in
Tamil Nadu
The present research has witnessed the following success stories in the study area
of Saakshar Bharath Programme in Tamil Nadu
A middle aged lady Mrs. Saroja of Mailam Block in Vilupuram District has owned a
Tailoring shop and headed other four women in her shop.
Mrs. Vallikannu, aged more than fifty of Palayanur AEC in Thiruvannamalai
District has felt proud that she herself read notice & sign boards and village name in
the buses independently.
A women entrepreneur of Palavadi village in Nallampalli Block of Dharmapuri
Tanrampattu Block of
Thiruvannamalai District
Mrs. Manjula, a successful
entrepreneur who learned
artificial Jewellery making,
now able to produce jewellery
herself independently. She has
doing direct marketing and
Mrs. Revathy has
voluntary opened
savings Bank account
and capable to fill up
bank drafts at
present.
O.G.Halli in Dharmapuri District
Ms. Amutha has happily
worked to produce wire
baskets and earned
sufficient income for her
livelihood.
Vanoor Block in
Vilupuram District
District, Ms. Selvi has succeeded with learned Tailoring Skill and pleased with her
own earnings.
A Kind mother Mrs. Govindamma of Thalavaihalli village of Dharmapuri District
has realized the importance of education to her children and made them into school.
Further she is able to read the news paper and put her signature rather than the thump
marking.
Chandrapuram Village in Gobi Block of Erode District made Mrs. Usha to realize the
need and importance of education which in turn, she helped her children for studies
and home works.
Mrs. Porkodi of Anandhapalayam village in Ammapettai Block of Erode District has
produced samprani and meets out the local needs.
The research team proudly witnessed the Awarded Nallampalli Block in
Dharmapuri District by SBP.
A women learner Mrs. Chandra of Kalingiam village in Gobi Block of Erode
District has made an attempt to produce candles and earning sufficient money for her
family and children education.
Pedarhalli village of Nallampalli Block in Dharmapuri District has benefitted through
more awareness campaigns.
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