ERADICATING ILLITERACY THROUGH SCHOOLS

#

Conceived and Written by 11 I?. r'iui.

Director ' . J CBSE

- S 's

% 1 4 '0 !2

T V b - E

CENTRAL BOARD OF SECONDARY EDUCATIONPreet Vihar, Delhi-110092

(c) CBSE, Delhi

November, 1991

5000 copies

Published by the Secretary, Central Board of Secondary Education,

2, Community Centre, Preet Vihar, Delhi - 110092

Designed by 'The Art Dimensions' Karol Bagh, New Delhi-110005 Ph. 5718411

Printed at Samira Printing Press, F-7/15, Krishan Nagar, Delhi-110051

Nation 1 ministration

P l,n m o * ar" d ^ .N e w D e lh i- U * 9*

DOC. N o . _____

r

Photographs:

JUt>, ir i i i ii.U Systems Unit,

National Institute of Education*'

Panning and A ministration t? H.SriAurbindo MuS.NewDelhi.U001*DOG. N o .ill; ....... \

1. Smt. Rajni Kumar,Director, Springdales School,

Delhi.

2. Sh. T.R. Gupta,

Principal, Hansraj Model School,

Punjabi Bagh, New Delhi.

3. Dr. M.P. Chhaya,

Consultant, Navodaya Vidyalaya

Samiti, New Delhi.

4. Sh. H.R. Sharma,

Director (Academic),

CBSE, Delhi.

Edited by : Smt. Rajni Kumar

Courtesy, Directorate of Adult Education,MHRD, Govt, of India, New Delhi,

Springdales School, Pusa Road, New Delhi.

The Board is also grateful to MHRD and Directorate of Adult Education,

Govt, of India from whose publications the material has been liberally drawn.

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CONTENTS

Page

Foreword

1. The Challenge 1

2. The Resolve 9

3. The Action 19

4. Evaluation and Monitoring 33

5. The Hope 38

Appendices

A. Proforma for Student Volunteer Achievement Record 40

B. Proforma for the Annual Performance Report 41

C. List of References 42

D. Directorates of Adult Education in States 45

E. State Resource Centres 48

F. Recommendations of the Joint-Meeting of Vice-Chancellors

and members of the Planning Commission 50

G. Recommendations of the Working Group set up under the

Convenorship of Prof. Ramlal Parikh 51

H. Working Group 53

Acknowledgements 54

V

FOREWORD

It may be a moot point whether it is easier for society to change education than for education to change society. Nevertheless it is well accepted that education is an important tool of social change more so in

developing countries than in developed countries.

Indian society is struggling hard to modernize itself. Its march on the

road to modernization has begun. The most distinctive features of this

modernisation are the adoption of science-based technology and introduc­tion of democratic form of government. This establishes the need for

modern education and training. But unfortunately illiteracy which is the bane of Indian society has become a drag on its attempts to modernize itself.

Surprisingly even after 45 years of independence, the country is still suffering from the scourge of illiteracy. No doubt, the rate of literacy has gone up from 16.67%, in 1951 to 52.11% in 1991. If effective steps are not taken, this number will assume staggering dimensions in the near

future which will be detrimental to social progress.

Keeping this in mind, the Board has launched a Special Adult Literacy Drive(SALD) on

Oct 2, 1991 so that it could play its role as a system in the eradication of illiteracy. The present monograph gives the details of this drive.

SALD is aimed at creating a movement among CBSE schools for eradication of illiteracy. It expects them to treat eradication of illiteracy as a commitment to future for which no sacrifice

on the part of students and teachers would be too great.

May I request the heads of schools and teachers to understand the implications of SALD and also solicit their cooperation to make it a success.

H.S.SINGHA

CHAIRMAN CBSE

Place: Delhi Date: Oct., 1991

—

1THECHALLENGE

1.1 ILLITERACY * A Major

National Concern

Eradication of illiteracy remains a

major national concern ever since India

achieved Independence. During the last

over 40 years the literacy index has risen

from 16.67 in 1951 to 52.11 in 1991

which, in terms of our huge population, is

no mean achievement. Attainment of total

literacy through mass mobilisation in some

states and districts of India gives a hopeful

sign that, given the resources and strong

will, this menace can be done away with.

The task, however, is very daunting and

requires active involvement of every edu­

cated person, particularly our educated

youth, in the mass campaign if we are to

achieve our goal.

The gains in terms of rise in literacy

rate have been considerably offset by the

general growth in population and our in­

ability to wage war on poverty. Because of

that, inspite of an increase in the literacy

rate, the absolute number of illiterate per­

sons has been growing at a tremendous

rate. It went up from 16 crores in 1951 to

43 crores in 1991. It is difficult to reconcile

V _______________________________________

to this situation when the nation is commit­

ted to the building of a social and national

fabric of society based on the principles of

social justice and equality of opportunity.

1.2 LITERACY AND DEVEL

OPMENT - nexus

It goes without saying that there is a

close relationship between economic

development and education. Man as an

important resource has to mobilise his

energies in utilising profitably the available

resources, bringing himself in harmony

with nature and maximising his comforts

through individual and collective drives. In

whatever capacity he works; whether in the

field or home or for such personal

endeavours as rearing of family he has to

act intelligently in getting optimum results.

Literacy is key to the entire process of

education. Once this barrier is broken,

individuals can acquire access to the sources

of learning which abound in modern world

namely newspapers, magazines, general

references in libraries, radio and television

etc. Thus the individual:; can be set on the

path of self-learning and self-equipping;

particularly the adults between the age

l

group of 15-35 years who are economi­

cally and culturally most productive.

Prof. V.K.R.V. Rao had observed,

“Without Adult Education and Adult Lit­

eracy, it has not been possible to have that

range and speed of economic and social

development that makes it worthwhile in

terms of values and welfare. A programme

of adult education and adult literacy there­

fore, takes a front place in any programme

for economic and social development.”

improving the gen­

eral quality of life.

There are other as­

pects of develop­

ment in which lit­

eracy has an impor­

tant role to play such

as the fight against

superstition and ig­

norance; for the

building of a healthy

ecological and so­

cial environment,

the battle against the

communal and divisive forces in society

and the increasing onslaught of violence

and terrorism-, and for the building of na­

tional integration and unity. , Literacy is

needed at every stage of development, but

perhaps never more than today when we

are about to enter the 21st century. With­

out doubt this is going to be an age of

advanced science and technology and ev­

ery person will need to be literate and

capable of coping with the changes that

science will bring about.

Literacy has a very important role to

play in the whole process of development.

The recent census figures have revealed

that in states where literacy rate is high, as

in Kerala, the crude birth rate and infant

mortality rate are much lower than in other

states. Family planning forms an important

component of the literacy programme.

Similarly literacy helps in raising the status

and empowerment of women so vital for

We can no longer sit back and wait for things to happen. Wc all have to be a part of this process of change. We have to act and act fast.

Mahatma Gandhi, Father of the

Nation was the foremost exponent of this

voluntary effort for eradicating the scourge

of illiteracy from the land, and considered

the continuance of illiteracy as a sin and

a shame.

2

1.31 LOOKING BACK OVER THE YEARS

Little happened in the field of Adult-literacy till the advent of Congress Government

to power in British Indian provinces around 1937. The efforts continued only on a small

scale born out of individual enthusiasm and voluntary efforts.

Subsequently, it was made part of community development programmes. The

number of adults made literate every year was around 5 lakhs which was like a drop in the

ocean since the total number of illiterates was increasing in millions. The Education

Commission 1964-1966 came out with a bold statement “Every possible effort would be

made to eradicate illiteracy from the country as early as possible and in no part of the

country, however backward, should it take more than 20 years”. Thus, indirectly it had

set the target of 100% literacy to be achieved by 1985. Viewed in the context of the

present situation this target proved to be too optimistic. The staggering backlog remained

largely unscathed. The subsequent review of the situation, as put in the Challenge of Education - a policy perspective by MHRD, however, sounded an optimistic note

stating 'That removal of illiteracy is possible, has been demonstrated by many countries

which regarded it as an essential pre-condition to the meaningful participation of the

masses in the process of political decision making and national reconstruction.” The

National Policy On Education 1986 expressed an abiding faith and resolved that “The

whole nation must pledge itself to the eradication of illiteracy particularly in the 15-35 age

group". It stands now as a national commitment much to be honoured, to be followed and

to be achieved by everyone.

The success of such a massive programme depends on a very determined and

conscious effort. According to Shri J. P. Naik in the Education Commission and After

(page 72) the following factors are of utmost importance for Adult Literacy:

# There is an urgent need to implement the programme within a short time-span. The

longer the time-span the more difficult will be a solution because of increase in cost

and population.

# There must be a time limit for the programme and without it the scherru; will continue

to drag on endlessly.

& The problem cannot be solved by formal, full-time instruction aloni. Facilities of non-

formal education will, therefore, have to be provided on a large scale and made

available within easy distance from the home of everyone that needs them.

3

TLCs so far. Changes in the format and

content of the traditional centre based

programmes have been introduced to make

them area-specific, time-bound, cost effec­

tive and result oriented. At the same meet­

ing, the Minister for Human Resource

Development acknowledged with a sense

of satisfaction and pride that today nearly

26 million persons, two-thirds of them

women, are learning the alphabet, words

and sentences relevant to their lives with

the help of about 2 V2 million volunteers.

Many of these volunteers are from the

student community.

1.5.1 I THE DELHI SCHOOLS LITERACY PROJECT

Soon after the launching of the NLM a pilot project was started in Delhi to involve

school students in the campaign. It was initiated by the National Progressive Schools

Conference whose schools are affiliated to the CBSE; and supported by the National

Literacy Mission. The schools joined on a purely voluntary basis and there are now over

80 schools in the project. Students, working on the “Each one, Teach one” basis, have

adopted slums and bastis; have opened literacy and vocational skill training classes in the

school premises after school hours and have proved that young students of tender age can

become very useful volunteers both for the motivation and environment building activities,

and for the actual teaching programme. The experience gained in this project can prove

useful now that a major thrust has been provided for the involvement of all school students

and teachers in the country. This was the idea of the Education Commission when it stated

several years back:-

In the

organisation of the

mass campaign the

teachers and stu­

dents and all edu­

cational institu­

tions should be ac­

tively involved. The

students in the

higher Primary,

Secondary, Higher

Secondary, Voca­

tional Schools and

in the undergradu­

6

ate classes should be required to teach adults as part of the compulsory national service

programme. Teachers in schools of all types should be required to teach and participate

in the campaign. Every educational institution should be given responsibility for liquidating

illiteracy in a specified area. The school in particular should be transformed into a centre

of community. 202(5)"

THE CONFERENCE OF VICE-CHANCELLORS - A Call to Action

In the context of the renewed empha­

sis placed on Adult Literacy Programme,

the joint conference of Vice-Chancellors

and members of the Planning Commis­

sion, convened on March 7,1991' acquires

a special significance. In this respect the

strategies and the measures suggested by

the conference are of considerable impor­

tance:

- that literacy, like availability of drinking

water, eradication of scavenging

system etc, is one of the most important

social infrastructural pre-conditions of

development;

- that, the eradication of adult illiteracy

cannot be treated as a matter entirely of

governmental responsibility within the

framework of National Literacy Mis­

sion (NLM);

that, the movement for eradication of

adult illiteracy should essentially be a

mass movement in which the universi­

ties and colleges are required to play

leadership roles;

that, while governmental support would

be necessary, its role should be limited

to providing financial wherewithal for

the sustenance, and advice for

execution, of the programmes when

required and asked for;

that, the goal of eradication of adult

illiteracy (age-group 15-35) must be

achieved within a stipulated area-frame

and time-frame, i.e. not beyond 1995.

V

7

J

In the light of the foregoing discussion it can be summarised that:

Literacy goes hand in hand with the development of individual and the national reconstruction.The increase in number of illiterates is overwhelming and the task of achieving 100% literacy can not be postponed any longer.Adult literacy Drive has to be a highly time-bound programme.The problem of illiteracy can not be solved unless unconventional and dynamic strategies are adopted;It needs massive support from every one who is capable of educating. Educational institutions with their vast number of students offer a tremendous potential.The educational institutions have to respond to this challenge as systems as a whole.It needs to be taken up as an&Hbnal commitment - both by the dedicated individuals and the system.

Already 25 Vice-Chancellors have taken the initiative to finalise a programme of

mass action for national regeneration and six universities in the South have taken decision

to change the curriculum to include literacy as one of the areas of study/activity.

V J

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THE RESOLVE

2.1 THE LITERACY PROG ­

RAMME IN CBSE SCHOOLS

In the curricular scheme laid down by

the Central Board of Secondary Education,

Adult Literacy Programme already forms a

part of Community Service under “Essen­

tial Area” in Work-Experience. With a view

to seeking greater involvement of all the

students and the institutions affiliated with

the CBSE, the Board has also introduced

Adult Literacy Programme as a specific

elective activity under Work-Experience

from July 1991 onward. It has been made

obligatory for all the schools to make pro­

vision for this activity though for students it

may remain an optional activity.

Thus the emphasis was shifted from

individual’s voluntary efforts to the involve­

ment of the institution as a whole to make

a visible impact in the field of Adult

Literacy.

Following the call given by the joint

meeting of the Vice-Chancellors and the

members of the Planning Commission a

special Working Group was set up by

the Board under the Chairmanship of

Prof. Ramlal Parikh, President, Associa­

tion of Indian Universities and the Vice

Chancellor, Gujarat Vidyapeeth, Ahme-

dabad to advise the Board regarding

measures to further strengthen the

programme. This group besides the Heads

of selected schools included the represen­

tatives of Navodaya Vidyalaya Samiti and

Kendriy a Vidy alay a Sangathan. The W ork-

ing Group in its meeting held on August 13,

1991 recommended that the task of Adult

Literacy be taken up as a special drive over

and above the regular curricular activities

and be made compulsory for all the

students enrolled in the schools affiliated

with CBSE. It emphasised the need for

involvement of all concerned in the school

as a system and take up this drive as an

area-specific and time-bound programme.

2.,2 CBSE ACCEPTS THE

CHALLENGE

Motivated by a sense c f national com­

mitment, the Central Boaid of Secondary

Education has accepted it as a challenge.

While deliberating on the recommenda­

tions of the Working Group, the Board at

its meeting held on 30th August, 1991

9

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resolved that, “the recommendations of

the Working Group to launch Adult Lit­

eracy Programme as a special drive be

approved. This may be made effective

from the current year in classes IX & XI and

in all the classes of Secondary and Senior

Secondary stages from the next academic

session. However, the element of compul­

sion be replaced by positive incentives to be

built into the programme so that it could be

taken up by the participating students in its

true spirit. In this connection, it further-

resolved that the Chairman be requested to

appoint a sub-committee to consider the

nature and scale of positive incentives that

could be provided”.

2 4 SPECIAL ADULT LITERACY DRIVE A Framework

The Sub-Committee appointed by the Board met under the Convenorship of Mrs.

Rajni Kumar Director, Springdales School, New Delhi to detail out the scheme of

incentives for the

p ro - g ram m e .

for the Special

Drive (SALD) so

made effective in

ated with the

1991 beginning

XI. The Special

lated by the fol-

work.

participants in the

The framework

Adult Literacy

evolved has been

the schools affili-

Board from Oct 2,

with classes IX &

Drive will be regu-

lowing frame-

"k.

I 1.1 It is a two- pronged attack on

illiteracy. . ■ . ‘sSTjA * ,, Schools will take

steps not ___________________________ «' only to promote

literacy as part of Work-Ex-

perience already provided for in the curriculum, they will also take part in SALD for

actual teaching of Adults.

m It shall be obligatory for the schools to take up either the promotion of literacy

as part of Work Experience or for actual teaching of illiterate adults as part"of

SALD.

As in case of Work Experience, SALD is also voluntary for students . However, the

Board expects the students to be involved in the eradication of illiteracy on a large

10

BD

ED

5.1

scale. On an average the number of illiterate adults made literate by a school in a year

should match with the number of students in the secondary and senior secondary

classes in the school as specified under 6 .2 .

Work Experience will be confined to promotional activities and SALD will be

confiend to actual teaching. As such, students taking part in SALD will be required

to put in 100 additional hours in connection with the drive every academic

session.In order to motivate the students to participate in the drive, incentive marks shall be

awarded to them for converting illiterate adults into literates.

5.2

Quantum of incentive marks will be

as under:

(a) 5 marks for one adult made 5.3

literate in a year.

(b) 8 marks for two adults made

literate in a year. 5.4

(c) 10 marks for 3 or more adults

made literate in a year.

Incentivemarks will be added to the

one or more subjects as given

below:

• The marks will be added to the

subject where the candidate is

failing by maximum margin to

the extent needed to pass.

• If some marks are left out, re­

sidual marks will be added to

the next subject in which he is

failing.

• In case of a student passing the

examination, the incentive 6.1 marks upto a maximum of 5

will be added in the subject in

which his score is highest and

the residual marks, if any, be

added to the next best subject.

• Incentive marks will be used

only during the year and will

not be carried forward.

For classes IX & X I , incentive marks

will be awarded by the schools and for

classes X'and XII, by the Board.

The commendable work done by the

students over and above the target

expected for incentive marks be also

- acknowledged in the certificate to be

awarded by the Board for classes X &

XII. Likewise, the schools may ac­

knowledge in the Progress Report the

work done by them in classes IX & XI.

This be reflected in the

following manner:- No. of adults Work done for made literate Literacy drive 5 Notable Work

6-8 Commendable Work

More than 8 Outstanding Work

To provide incentives to the students,

the schools are also advised to

institute awards, medcls or trophies

for making maximum number of

persons literate by a student in the

school. Other students participating

in the programme may be awarded

11

certificates in recognition of their

work.

6.2 The good work done by the institu­

tions will also be encouraged. It is

expected that under the special drive,

the schools would be able to make two

persons literate for each student they

send every year to the Board’s exami­

nation at the Secondary and Senior

Secondary stages. In accordance with

this criterion a school fulfilling its

target to the extent of 80% and above,

will be awarded a Silver Certificate by

the Board and for 90% and above a

Golden Certificate.

6.3 There may be a number of institutions

who would be in position to mobilise

learners in larger numbers far exceed­

ing the norms. For such schools, the

Board may institute 3 trophies which

will be awarded to the first 3 institu­

tions. For this, an average of the

number of persons made literate per

student will be worked out for each

institution i.e.Number of Persons made

literate in a year

Average = --------------------Number of students sent to

the Board’s exams.

6.4 The school in turn may award

trophies or certificates to the teachers

to the extent of 10% of their total staff

strength.

V12

j 7 | Since the students in CBSE schools belong to migratory population some of the

students may not be familiar with the local language of the region in which the literacy

work has to be undertaken. In such situations, the students may be encouraged to

provide support to the programme in other forms such as participation in painting

competitions, exhibitions or preparation of charts on the themes related to literacy.

They can also be profitably used in other such types of activities where use of

language is not much needed. The work of such students may also be recognised by

the schools while awarding the certificates. The incentive marks shall be awarded by

the Board only to such student volunteers who are actually engaged in the teaching

work and making the persons literate in accordance with the norms given under para

5'f - 1 Each student volunteer who wants to make use of incentive marks would be required

to devote at least 100 hours in each academic session. The activity may have a flexible

schedule to be organised during regular school hours or after school hours or during

holidays or summer vacation since the entire programme is learner based. This

schedule may differ from individual to individual also. Adult literates will have to be

certified by the Schools on the basis of testing done under the norms laid down by

NLM and the Board.

V J13

r '

m The special drive (SALD) being a part of the national movement , should not be

treated as an activity to be taken up by the students alone at their individual levels

but the entire school, as-a system, under the leadership of the Head of the Institution

should involve itself wholly so as to include all the teachers playing their roles effect­

ively in planning, executing,supporting and extending this activity. Involvement of

parents is also necessary for the success of the drive. Suitable incentives may also

be worked out by the schools and PTA.

m The schools should make this activity time-bound as also area specific. They may

adopt nearby villages or communities as the case may be and declare them literate

within a specific period of time i.e. two or three years. Thus the target is obligatory

not only for the students but also for the schools to be attained within a specific period

of time. In Metropolitan cities if such localities cannot be identified in the nearby

areas, the students and teachers may adopt families and declare them literate

within the specified period,

i m The SALD shall be monitored by the Board regularly. For this purpose, it may set

up State-wise/Region-wise Monitoring Committees to review the progress of the

Programmein their designated States/Regions with reference to supply of materials,

academic inputs, general coordination and overall effectiveness of the programme

in the state/region concerned.

□ a These Monitoring Committees will also pay surprise visits to the affiliated institutions

any time during the months of February to April every year to examine the activities

and all the related aspects of the programme and to go into the records of the adult

learners maintained by the schools, from the standpoint o f :

12.1 ascertaining that proper evaluation 12.2 verifying that the student volunteers

procedures have been followed by the have made .iteraie the number of

schools while awarding the certifi- adults as has been claimed in the

cates to the adult learners; Performance Reports submitted to

the Board by the schools for that year.

The monitoring in respect of Kendriya Vidyalayas, Navodaya Vidyalayas, Govt, and

Govt.-aided institutions will be done by the respective organisations controlling

them. The Board may, however, direct its Monitoring Committees to inspect these

institutions also, as and when necessary.

V

14

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—

14. For purposes of monitoring, the schools are expected to do the following:

14.1 To maintain the duplicate copies of

the Student Volunteers Achievement

Reports (in proforma SALD -1 given

as Appendix-A) sent to the Board for

purposes of award of incentive marks

to student volunteers. The original

Achievement Reports should reach

the Board/Regional Offices latest by

the end of February every year or the

following day, if it happens to be a

public holiday. The performance

reports not reaching by the stipulated

date shall not be considered by the

Board for award of incentive marks.

2 To keep record of adult learners in

readiness which may include the test

administered by the schools, the exer­

cise books of the adults and the diaries

maintained by the student volunteers.

3 To have complete addresses and

particulars of the adults made literate

for verification by the Monitoring

Committee. The .Monitoring Com­

mittee may also like to meet the

adults, the sessions with whom could

be arrranged on the following days or

visits could be organised to their places,

if desired by the Committee.

4To send Annual Performance Reports

to the Board in proforma SALD-2

given at Appendix-B every year by

the end of February alongwith the

Student Volunteers Achievement

Reports.

15

15.

FuT]

In case the Monitoring Committee finds any institution/school defaulting in following

appropriate practices of evaluation or award of certificates or in reporting the

performance of the student volunteers to the Board, the incentive marks of the entire

batch shall be treated as cancelled. Subsequent defaults shall result into cancellation

of affiliation by the Board, even in respect of the schools granted permanent

affiliation.

Since the programme is binding on the schools (except the schools in foreign

countries and those located in the states where almost cent percent literacy has been

achieved) non-implementation of the programme may also entail cancellation of the

affiliation of the schools.

2.41 A TIME-BOUND AND AREA-SPECIFIC PROGRAMME

SALD is a highly time-bound and an area-specific programme. This is inevitable in

view of the colossal targets set to be achieved by 1995. Each institution, therefore, has

to act as a highly functional unit in the total chain of the NLM programme. The SALD

envisages considerable freedom at the operational level. Though no fixed targets have

been suggested at the institutional level yet it is expected that schools would achieve the

maximum in concert with the other agencies operating in the field.

Each teacher and every student would be prompted to take up this challenge and

do their bit for their brethren, their community and their nation. The programme belongs

to the institutions. As such it is sincerely hoped that they would respond to it as systems.

It would be more worthwhile to judge the success of the SALD in relation to the attainments

made by the individual institutions rather than in terms of individual student volunteers.

The target be­

comes operationally

significant only when

it is linked with a speci­

fied area and the goals

are set by the institu­

tion to make the entire

area literate within next

few years.That be­

comes an institutional

goal - a direct commit­

ment in which the en­

tire force is mobilized.

16

STEPS FOR EFFECTIVE IMPLEMENTATION OF THE

DRIVE

In this respect following hints

could be effective for the schools in their

planning :

m Survey the nearby area or locality for

the number of adult illiterates in the

15-35 age group and study their work

schedules, social habits, special prob- [4]

lems, literate members in their

families etc.

[~2l Setting the targets for total

literacy in terms of

number of years.

There is going to

be a direct re-

la t io n sh ip

b e tw e e n

the num­

ber of vol-

u n te e rs

and teach­

ers and

the adult il­

literates.

If the num­

ber of adult

illiterates is dis- - ‘

proportionately

large in relation to

the man and material

resources available then ei­

ther a smaller segment of the Com­

munity or village be brought into the

fold of the programme or alterna­

tively it be shaped into a long-term

programme to cover the entire illiter­

ate population within a specified time

frame.

The agencies already working in the

field may be identified and areas or

pockets or villages be selected in con­

cert with them to make a defi­

nite impact in the area

chosen. This is signifi­

cant from the point

of view of fulfill­

ment of national

pals.

3 T h e

other literate/

educated per­

sons in the lo­

cality may be

id e n t i f ie d

and they be also

roped in the

programme of the

school to act as me­

diator,' , prompters, fa­

cilitator: ; or volunteers.

The village (s) or the

community identified may be

17

adopted fully not only for purposes of

the SALD but for overall develop­

ment under Community Service. In

large cities if the communities or

pockets are not identifiable, the fami­

lies be adopted by the student volun­

teers in the places nearby their homes

or schools. These persons could be

domestic servants, persons engaged

in other menial jobs, persons living in

slums etc. The school still remains a

motivator and mainstay of the

programme. Adoption of villages,

communities or families will help forge

necessary emotional linkages which

are necessary to provide instrinsic

strength to the programme and be­

yond.

r

THE ACTION

3.1 THE CONCEPT OF FUNC­

TIONAL LITERACY How do we

view it?

It remains a moot question as to how

should the concept of Adult Literacy be

viewed and what could be brought under its

purview. The National Policy on Education

1986 in this context characterises educa­

tion as “That which liberates and provides

the instruments for liberation from igno­

rance and oppression. In the modern world

it would naturally include the ability to read

and write since it is the main instrument of

learning” (4.10). While reading and writing

make the foundation, the process of Adult

Education has been viewed much beyond

them.-Shri J.P. Nayak in the Education

Commission and After, states “The Adult

Education Programme should mean not

only acquisition of literacy and numeracy

but also functional development and social

awareness with a view to cultivate the habit

of self-education” (p. 216).

Adding a social dimension to it the

Programme of Action for the National

Policy on Education 1986 (p. 133) adds

“Adult Education is both a process through

which effective delivery mechanisms are

created for the deprived sections of society

and a forum through which such sections

secure information and understanding

regarding the process of development”.

The Education Commisssion (1964-66)

had observed that “it should enable the

literal not oniy to acquire sufficient mas­

tery over the tools of literacy but also to

acquire relevant knowledge which will

enable him to pursue his own interests and

ends”. It further adds that “Literacy should

be regarded as a way of preparing man for

a social, civic and economic role that goes

far beyond the limits of rudimentary literacy

training”. This very clearly hints at impart­

ing functional literacy which is connected

with their day-to-day living and working.

The experience of advanced coun­

tries suggests that the concept of functional

literacy operates at different levels accord­

ing to the level of socio-economic develop­

ment. In the United States cf America the

completion of secondary ,chool has be­

come a bench mark for functional literacy.

School leavers are required to acquire a

large number of skills, which make their

functioning effective in society. It should

19

not be surprising if driving tractors and

cars, operating personal computers and

domestic appliances, maintaining home

economics etc. are considered to be essen­

tial functional skills. In studies conducted in

the United States, the functional literacy

level was judged from the point of view of

individuals ability to function regardless of

their academic achievement. Relying on

this criterion, the study inferred that almost

W ; 'A- ■•/mv+ v,

23 million Americans lacked the basic

competencies required to function in

society. The study further reveals that an

additional 34 million were able to function

but at very low levels of proficiency. As the

countries advance culturally and

economically basic literacy yields place

to fuctional literacy.

Based on this discussion, the

following characteristics of Adult Educa­

tion appear to be distinctly significant;

# Literacy and numeracy are the two

basic planks on which the founda­

tions of rest of the learning base.

# Increasing awareness of the surround­

ing is necessary to cultivate the pro­

cess of on-going education and self­

learning.

# Giving a functional character to the

programme is central to preparing

persons for various roles i.e. profes­

sional, social, civic etc.

« Associating other professional skills

with literacy is desirable for widening

the impact,

t The levels of literacy need to be

upgraded and their span widened as

the Society advances towards pros­

perity.

LEVELS OF LITERACY

In its wider connotation Adult Literacy Programme may have to incorporate all the

above elements. The SALD launched by the Board, however, proposes to limit itself to

equip the adults with basic literacy which aims at ability to read and write. The purpose

and content of Literacy will be demarcated by the primers developed for adults by the

20

Directorates of Adult Education of the respective states under the National Literacy

Mission launched by Govt, of India. Successful completion of these primers will mean

accomplishment of literacy by an individual. Since the students in schools are not mature

enough their task will be confined largely to teaching and explaining of the primers.

Though the course content will be provided by the primers and Work-Books

developed in different languages by the respective states, the learners are supposed to

acquire a minimum level of proficiency both in literacy and numeracy. The levels

prescribed by Govt, of India as part of National Literacy Mission are as under:

Pi'-.’ I!'-,

i ■ K I; i A • ;

Reading aloud with normal accent simple passage on a topic related to the interest

of the learners at a speed of 30 words per minute.

Reading silently small paragraphs in simple language at a speed of 35 words per

minute.

Reading with understanding; road signs, posters, simple instructions and newspa­

pers for neo-literates etc.

Ability to follow simple written messages relating to ones working and living

environment.

linSm jj

# Copying with understanding at a speed of seven words per minute,

ft Taking dictation at a speed of five words per minute.

© Writing with proper spacing and alignment .

# Writing independently short letters and applications and forms of day-to-day use to

the learners.

Numeracy

$ To read and write numerals upto 100.

# Doing simple calculations without fractions involving addition, substraction upto

three digits and multiplication and divisions by two digits.

$ Working knowledge of metric units of weights, measures, currency, distance and

area and units of time.

$ Broad idea of proportion and interest (without involving fractions) and their use in

working and living conditions.

V J

NB : IT IS EXPECTED THAT AN AVER­

AGE ADULT MAY BE ABLE TO

ACHIEVE THESE LEVELS IN AN EXPO­

SURE TOTALLING 200 HOURS. THE

TARGETS BY THE INSTITUTIONS AND

STUDENT VOLUNTEERS MAY BE

WORKED OUT ACCORDINGLY.

3,31 KNOWING THE LEARNER Can organise time about

• Family,

For purposes of literacy an adult has

been defined as a person belonging to the

age group of 15-35 years. This includes

both men and women who cannot read,

write or calculate. Inspite of this handicap

the illiterate persons cannot be treated as

wholly ignorant. They have a vast fund of

knowledge and experience with them. The

only limitation that they suffer from is that

they are not in a position to give proper

language to this experience and crystallize

their ideas. This communication is

provided by literacy. Broadly they exhibit

following characteristics:

1. Have broad experience of life.

Have played an active role in society.

Have carried out difficult and compli­

cated tasks.

Have developed adequate maturity.

Can exercise control;

? In family management,

i In education of children,

* In family budget, and

4 In family problems.

2.3.

4.

5.

m Work and

• Leisure,

Have creative abilities;

• In poetry,

• In tradition music, and

• In folk arts.

Though they possess a high potential they

present different profiles as they come

from different backgrounds owing to varied

environments they are placed in.

They may vary in age, sex, dialects or

attitudes. While some may be more recep­

tive others may be desolately passive. In

their financial capacities though generally

the people may be poor still they may vary

in terms of facilities they possess. Some

may even not be in position to have proper

place and conditions for learning. Their

work schedules may restrict their availabil­

ity during the day or certain specific hours.

All these complex factors have got to be

assessed carefully to work out appropriate

strategies in terms of teaching practices,

22

availability of resources, fixing up of sched­

ules and organising the groups/learners.3^5T MOTIVATION -

A Challenging Task

ORGANISING

LEARNERS

THE

The programme has been basically

characterised as “Each One Teach One”

Though it would be ideal to have one-to-

one interaction with learners the

compulsions of mass literacy drive may

sometimes demand bringing the learners

together and forming them into groups.

The groups can be

organised on the basis of

sex, age or place or com­

munity. They can also be

organised on the basis of

commonality of interests

which perhaps can be

more meaningful to moti­

vate the learners to the

programme and retain

their interests. Some of

these groups can be in the

form of Youth Clubs,

Sports Clubs, Mahila

Mandals, Health Forums, Kirtan Mandals,

Radio Listener Forums, Occupational Guid­

ance Clubs, Help Brigades etc. The sole

purpose is that the learners be attracted

towards a common gathering where some

meaningful interaction could be generated.

This marks the beginning of the activity.

Motivation of learners is an

important factor and becomes crucial at

two stages :

# For initiating to the cause.

• For sustaining interest in the cause.

They have to be shown as to how

literacy and education can help them in;

© Generating positive attitude towards

life and living.

* Improving their thoughts, expressions

and actions.

Improving their material living in terms

of better employment, greater pro­

fessional efficiency, better utilisation

of opportunities in their profession,

gaining more material wealth,

improving health, improving their

surrroundings, better homes, better

23

upkeep, life free of diseases etc.

9 Improving quality of interaction with n

the outside world and thus resulting

into more harmonious, social life and

culture awareness.

Infact, their ambitions and hopes have

to be raised and they should begin perceiv­

ing literacy and education as key to their

attainments. This perception has got to be

pushed to the conviction level so that the

adults are fully converted and they them­

selves become the messengers and propa­

gators of knowledge. This is crucial to

making the entire surrounding surcharged

with hope, enthusiasm and action.

For this the student volunteers may

have to take resort to the following :-

■ Informal pursuasions

m Continued dialogue and pursuasive

arguments

H Throwing subtle challenges and

promptings

m O r g a n is e d

group talks/

discussions

C iting ex­

am ples of

s u c c e s s fu l

persons and

their life-sto-

ries.

O rg an is in g

exhibitions,

poster cam­

paigns, pro­

cessions, cel­

ebration of literacy day etc.

Arranging songs, dramas, skits, plays,

redtation of poems etc. based on the

thefines of literacy and the new world

awaiting for them.

1 Arranging talks of social workers,

professionals, educators, etc, coupling

successes in their fields w ith

knowledge and learning.

It is often found that when some

vocational-skill training is interwoven with

the literacy programme it motivates the

learner for he/she finds some way of add­

ing to his/her income. Student volunteers

learn many skills under the work-experi-

ence programme such as electronics, tai­

loring, tie and dye, bee-keeping, chalk and

candle making etc. and can transfer these

skills in turn to their learners. It is often

possible to market some of the goods

produced by the learners through the

school community.

24

3.61 TAKING THE PROGRAMME TO HOMES

The adults already have several commitments to their life and society. They are in

the thick of their family life as such they have to shoulder several obligations. Anything

which concerns their own personal benefit, therefore, takes a second priority with them.

Such an attitude can be disastrous for the programme. Further, they are surrounded by

a host of other compulsions relating to their professions, health etc. It is practically illogical

for someone to expect the adults to come to a class room like situation and study during

the fixed hours. Apart from this, the fear of the unknown, strangeness of the environment

and alien culture prevailing in institutions of formal learning awe them to keep themselves

away. These factors certainly weigh more heavily in case of women who have far more

obligations to discharge. In view of this it seems important that;

■ learning sessions are arranged in their homes,

■ the learning sessions are organised in the villages or communities at a central point,

and

m the student volunteers are friendly to their needs and problems.

This strategy will assure the learner that the programme and all those connected with

it care for his or her welfare. Such an assurance is fundamental to development of a

commitment on the part of an adult towards learning.

FLEXIBILITY IN APPROACH

Flowing from what has been said in the previous paragraphs it appears that no fixed

schedule may work. The schedules may have to vary from individual to individual and

community to community. The needs, therefore, would require a very careful assessment.

The learning sessions could be organised at different time intervals for individuals during

the day depending on their availability. A careful balance may have to be struck between

the availability of the student volunteers and the learners.

In case daily schedules are not workable the sessions could be orgainsed for longer

durations on weekends. Long duration campaigns could also be thought of during summer

vacations to supplement the work already accomplished during sessions. The schools

may, therefore, have to organise their time-tables in such a manner tnat the groups of

students or individuals are available at different times depending on the needs of the field.

Advance consultations with the learners or their groups or village panchayats seem

25

inevitable for chalking out a meticulous plan and enlisting their support. What is important

is that once the plan has been agreed to it is made known to the learners concerned.

Concomitantly, the schedules are honoured by the schools and the student volunteers.

3.81 IDENTIFICATION OF RESOURCES

For such a massive drive identification of resources and their location is vitally

significant. In the absence of their proper drafting, the programme can come to a

screeching halt. Even absence of one component can give the programme a set back

and motivation of the learners can be retarded. The schools may ensure the following steps

in this direction :

■ Procurement of Literacy Kits from the concerned State Resource Centre after

assessing their quantity group-wise, community wise or village wise.

■ Preparation of inventory of other learning materials and other physical supportive

items e.g. note books, slates, chalks, black board, illustrations & other similar devices

which form part of the learning strategy.

■ Scheduling or marshalling the materials in accordance with the periodical needs of

the groups.

■ Transportation of the materials and their custody at the place of learning.

■ Grouping of student volunteers in teams in accordance with the learning schedule

and their transportation to the place of learning.

The resources within the school and the community around may have to be ^

surveyed fully. They may also receive a considerable amount of support in the form

of published materials from :

1.The Directorate of Adult Education of the State concerned.

2. The State Resource Centre.

3. The Regional Office of the Board.

At the district level a number of government and voluntary agencies are working

under the aegis of the above state departments. From these agencies could be

available :

• Learner’s kits - containing Primers and Workbooks.

• Other supplementary reading materials..

• Promotional literature in the form of folders, pamphlets, posters etc.

• Guidance materials for volunteers and institutions.

A list of such agencies and reference materials brought out by them are

^given under Appendices-C to E.______________________________________ ^

26

LEARNING STRATEGIES

The primers produced by the State

Resource Centres will be the most popular

tools of learning .These primers are struc­

turally graded and helpful in building the

required skills gradually. These are also

coupled with exercises and Work-books

which need to be drilled. Other formats

such as posters, charts, flash-cards, loose

leaves, note books etc. have also to be used

in order to supplement the main primers. In

so far as learning strategies are concerned

the following aspects

need attention of the

educators :

There is a

marked shift in

literacy instruc­

tion from al­

phabet recog­

nition to asso­

ciation of im­

ages and

words with the

vitalinterestsof

the learner.

Selection of

appropria te

objects to rep­

resent the

words on the

basis of their

a s soc ia tio n

with the learn­

ers surroundings, occupation life, pat

tern and collective interests.

The use of selected words for their

thematic value and for their potential

in creating new phonemic combina­

tions.

Supplementation of vocabulary pro­

vided in the text with that from the

immediate life of the learner coupled

with concrete illustrations.

Extension of words introduced in the

primer in their applications to

immediate life of the adults. For

example, the word ‘cow’ could be

used in several contexts to confirm its

phonemic structure

and extension of the

concept itself to vari­

ous aspects of life.

(vi) Introduction

of words with similar

phonemic structures

for greater reinforce­

ment.

(vii) Extension of

verbal drills and black­

board exposures to

written exercises.

(viii) Exposure to

internalized words for

recognition in other

texts such as play-

cards, posters, flip­

chart i, children’s

bo^ ks, magazines,

newspapers etc. as

they advance towards higher stages

of learning.

27

This process, however, can be made

more imaginative by the teachers incorpo­

rating other elements in the Literacy

Programme defined above. This possibly

could be done by;

t Identifying additional vocabulary and

reinforcing the ones contained in the

primer.

Relating the given vocabulary to local

circumstances and environment in

order to make it more meaningful to

the learners.

# Strengthening a given concept in the

primer through local observations,

examples and illustrations,

t Designing sketches, diagrams,

illustrations, flip-charts etc. to

supplement what has gone into the

primer.

As such the focus would be on basic

ability to read and write yet the experience

would be related, at the time of exposure,

to other functional aspects with a view to

generating a wider awareness and greater

curiosity among learners. (Please also refer

to the Levels of Literacy defined under

NLM 3.2)

,101 TRAINING OF STUDENT VOLUNTEERS

The student volunteers themselves are of tender age. Handling of the adults, who

are considerably senior to them in age and experience, would call for a good deal of

dexterity, maturity, fore-sight and advance preparation on the part of volunteers. The

schools may have to organize special sessions for their training. The State Resource

Centres and the District Institutes for Education & Training (DIET) can be approached

for these training programmes. The training could be built around the following

components :

■ Objectives of the Programme.

■ Need for commitment.

■I Learner’s profiles, their psychology and problems.

■ Familiarity with the Learning materials.

■ Dynamics of problems of learning.

■ Rapport with learners, identification of their needs and problems.

■ Availability of other support devices.

H Evaluation of learners performance.

ys Other arrangements made by the school and the schedules.________

This would give the volunteers a clear vision of the tasks ahead and their role

expectations. In this respect the schools may be well advised to procure sufficient quantity

of the following publications for their proper orientation and advance role preparation.

28

Reaching Out •. (Two Volumes)

Published by Directorate of Adult Education, Govt, of India, Jamnagar House

Barracks, Shahjahan Road, New Delhi-110001.

This is an excellent monograph for the volunteers on the conduct of *he Literacy

classes and for the coordinators for organizing the programme.

During this period it is significant that their motivation in learning is sustained

through simple supplementary readers, newspaper headlines, captions in TV, organisation

of learning material exhibitions etc.

The basic learning psychology in respect of adults is in great measure not different

from that of the young learners. In fact, the adults are placed in more advantageous

situation on account of their maturity and vast amount of experience. By way of associating

the new concepts and words with the background experience they possess the pace of

learning can be substantially accelerated. In case of adult learners it is more a case of

recognition of the words which seems to be the initial barrier and not the concept which

already exists in the background. However, some of the rules of learning may have to be

necessarily followed. The basic ones are:

29

- Known to unknown.

* Simple to complex.

- Concrete to abstract.

More significant, however, is the academic atmosphere generated for learning.

Physical accessories are no doubt important, but to a great extent their inadequacy can

be compensated if the atmosphere for learning situation is encouraging. Much depends

on the style of the teacher who can enliven the atmosphere. There cannot be any hard

and fast rules in this regard as the situation would warrant dynamism rather than a static

response. Still some of the hints could be useful;

- Creating one-to-one relationship with the learners.

Understanding their needs both personal and pedagogical.

Listening to them patiently.

Generating a sense of confidence in themselves and a hope.

- Exercising patience in the event of intermediatory pitfalls.

Overcoming a sense of diffidence by persuasion.

Establishing a two-way dialogue between the learner and himself.

Creating a cheerful and relaxing atmosphere with an air of informality.

- Encouraging participation of learners through, drill, repitition, questioning, discus­

sion, argument, doing of the things by hand etc.

V_____________________________________________________________________ J30

Recognising achievement and its emulation by others.

Respecting the individual and his age, his views, his habits etc.

Avoiding hurting sensitivities of the individuals by invidious comparisons, chiding for failures, passing general remarks etc.Developing a sense of togetherness in achievement and overcoming of hurdles.

Exhibiting a caring attitude.

This insight may have to be built into the student volunteers more by example than

a precept. Best course would be that such an environment is generated in their own

classrooms and the qualities flow out from the teachers to be consequently caught by the

student volunteers. Formal education and non-formal education thus can bridge the gap

between themselves and flow into each other.

ITT# ROLE OF PRINCIPALS & TEACHERS

The Head of the Institution and the

teaching staff have a very crucial role to

play in this programme. A lot will depend

on their enthusiasm and personal involve­

ment. The Principal has to become a

community-oriented person. He has to

generate enthusiasm for the project among

his staff and students, as well as to the

parent community involving them all in the

programme as a total school project. He

has to ensure that his school develops a

healthy school community relationship and

forges bonds between them. He has to

acquaint the parents with the project at the

Parent-Teacher Meetings and enlist their

support. He can make useful contacts with

service-oriented organisations in the area

such as the Rotary and Lions Clubs and

work with them in joint ventures. He has to

liaise with other schools in the area working

together as a team and sharing ideas and

experiences, learning from each other. In

consultation with his staff and senior

students he has to draw up the plan for his

school for implementing SALD for the

entire academic year in a successful

manner.

The teachers of the school are

the king pin for the success of the SALD.

Their role basically will be that of

providing leadership to the student

volunteers put under their charge. They

may be involved right from the

beginning;. from conceptualization of the

programme to its monitoring and evalu­

ation. The targets to be achieved by

the student volunteers would, though

indirectly but primarily, be his

responsibility. Teachers involvement would

be required in :

31

Decisions relating to number of

students involved, selection of area,

adoption of person-based or group-

based approach, working out sched­

ules etc.

Generating awareness for the

campaign.

Surveying the area needs and adop­

tion of specific time-bound and

area-specific targets.

Orienting the volunteers and

procuring assistance and necessary

resources.

Identifying the problems of

student volunteers under their

charge and finding their solutions.

Keeping the morale of the volunteers

high and feeding them with success

stories and strategies.

Organizing special discussion sessions

for volunteers for review of the

progress and finding better alterna­

tives.

■ Evaluating student volunteers work.

■ Monitoring the programme and

having feed-back from the learners.

■ Devising alternative strategies.

■ Developing alternative or support

learning devices in addition to the

supplied kits e.g. posters, flip-charts,

shuffle cards etc.

Adherence to the sequence of events

suggested can bring about rich rewards but

the realities of the field may be different.

Hard realities may demand identification of

the teacher fully with the programme, the

student volunteers and the adult learners to

galvanise them into one organic whole for

a unified action.

i -Y vY * ■ H ; may be difficult to get them back to the

I | | \ | 1 S stream. Hence the process of assessment

may be friendly and aimed at encouraging

In order to judge efficiency of any better efforts rather than be dampening

effort it is necessary to have a measure of an< dissuading. The learners evaluation

success achieved or the shortcomings faced. maV ^ave the following characteristics:

Such an appraisal paves way for mid-way

or post-programme corrections. In the

context of this drive, evaluation may have

to be done at two levels viz, at the adult

learners level to certify their levels of attain­

ment and the student volunteer level for the

attainment of the targets assigned and their

overall effectiveness.

A. At Adult-Learner Level

The learners are expected to attain

the level of proficiency in three basic skills

as mentioned under 3.2. These-targets,

however, may be broken up monthwise or On satisfactory achievement of profi-

termwise to give an element of regularity to ciency, the schools may award the Literacy

the process of learning and testing. Evalu- certificates to the successful adult learners

ation may be done in an atmosphere of who have obtained Grades A or G on the

informality to take away the element of specified three-point scale,

nervousness or tensions. Any rigidity or

complexity of procedures may scare away B. At Student Volunteer Level :

the learners particularly the adults whose i. The number of adults made literate

sensivities are high and whose compulsions during the two year period of the

are over-powering. Once demotivated it stage concerned and their quality

■ Informal and relaxed in nature.■ Regular & Continuous; broken up

into periodical assessment.■ TerminalExamination:AtthecompIe-

tion of the course.■ Grading the learners against different

skills required to be attained. A simple three point grade may be meaningful and convenient in handling :P * Poor A = Average G = Good

33

would'be the most significant indica­

tors of success. The incentive marks

wili be awarded by the Board, in

accordance with the criterion defined

in the framework specified in the

previous pages.

2. Apart from making the people literate

the student volunteers would also be

making qualitative contribution to the

success of the programme.

To assess the overall qualitative

impact, it is imperative that cumulative

record is maintained by individual student

volunteers. This would include:-

■ Adult Learners’ Progress Profile

■ Diary maintained by the student

volunteer containing week to week

account of the developments in

the programme & its execution

describing;

- Survey of the Area.

Selection of the target group and

its broad profile.

Formation of group and their

schedules.

Details of visits to the field and

tasks accomplished.

Important happenings and their

handling.

m Other contributions made in the form

of alternative learning materials,

special events or programmes orga­

nized at the beginning of the drive or

during the course.

On the basis of this cumulative record,

the schools may award the student

v Z Z _ _ _ _ __________________________

volunteers with special appreciation

certificate. The watch point for this

commendation would be:

Regularity & Punctuality.

?■ Sense of commitment to the pro­

gramme,

s Degree of impact made.

?; Resourcefulness in handling the

programme.

4 ^ 1 MONITORING AT THE

1--- 1 SCHOOL LEVEL________

Monitoring of the Programme is also

as crucial as meticulous planning is at the

conceptual siage, if not more. It is signifi­

cant from the point of view of;

« re-orienting the programme towards

the defined goals in case of deviation.

# assessing the adequacy of success at

each stage of development.

$ removing blocks appearing on the

way that may retard the progress.

@ re-allocation of priorities or resources

to achieve the goal.

For this a wide network of feedback

may have to be developed. The school may

set up a special cell to review the progress

to be headed by the Principal. This cell may

take into account the following factors:

Quantum of the targets expected to

be achieved by the school as a whole

in keeping with the number of stu­

dents enrolled at the Secondary &

Senior Secondary Stages,

s Fulfillment of targets at individual

______________________________________ :_ l l )

34

levels.

Problems being faced by the student

volunteers.

Problems being faced by the adult

learners.

h Adequacy and development of man

and material resource at given

centres/community etc.

I Other impediments hampering the

progress or positive factors accelerat­

ing the pace.

I Identification of bright and weak-spots

in the programme and remedial or

reinforcement measures for them.

The lead teachers/coordinators may

obtain the required feedback through-,

- informal discussions with student

volunteers and adult learners.

- formal meetings with both the groups.

- adult-learner's work-book.

- supervision of the teaching work.

- diaries of the student volunteers.

The feedback then could be analysed

with reference to each component of the

programme by the Monitoring Cell and

suitable remedial measures could be

adopted. These measures based on

scientific monitoring can go a longway in

strengthening the program ne and giving

boost to all those engaged in it.

6ub. Nan-*

Nation;-.! Institute u£ Editcariow

Pi nntnif and AministratifiCt

17 f i S n A u r h m d o M u j . N e w M O m i J

f

1 MONITORING BY THE B O A R D

The Board will take an overview of the attainment made by the schools. The

programme in

the schools ad­

ministered by

different gov­

ernment and

autonomous

agencies will be

directly moni­

tored by their

con t r o l l i ng

agencies e.g.

Directorate of

E d u c a t i o n ,

K e n d r i y a

V i d y a 1 a y a

Sangathan, Navodaya Vidayalaya Samiti, etc. Likewise, the self-financing institutions

affiliated with the Board but located in the territories of Delhi, Chandigarh, Andaman &

Nicobar Islands and the states of Sikkim and Arunachal Pradesh would come within thej

purview of their j!

respective Di- !

rectorates of j

Education or I

Directorates of

Adult Educa­

tion. Rest of the

schools though

for m ateria l

support may

look towards

the respective

State agencies,

however, for

other aspects they will be overseered by the CBSE, through their respective Regional

offices. For this the monitoring committees will be set up by the Board. For other details

36

reference be made to the framework in Para 2.3.

□REACHING OUT FARTHER

The links once established with the adult learners acquire an element of durability.

The student volunteers may feel concerned with the further progress of the learners under

their charge. This emotional bond can be translated into a profitable relationship by

putting the learners on the path of continuing learning. One way of doing is that they are

helped in getting access to

such agencies which are en­

gaged in post-literacy work

or welfare activities e.g.

Jan Shikshan Nilayams

Anganwadis

Nehru Yuvak Kendras

Shramik Vidyapeeths

etc.

The schools may also like

to farm out several other facili­

ties to the best-literates under |

t h e W o r k - E x p e r i e n c e

programme. Some of these

could be;

- access to school libraries

fielding a mobile library

procuring more reading materials from Adult Education agencies.

Using literacy as a means of improvement of quality of life;

* through imparting work-experience skills,

* through health education,

* through professional skill-based programmes,

* through general awareness meets in the form of clubs, mandals, associa­

tion etc.

37

Students form a vital part of the

community. They are engaged in building

their future and equipping themselves with

basic tools and understanding by which

they can choose their own course of life for

a happy living. They already have fantastic

glimpses of what they wish for; the world

which is prosperous and beautiful, and full

of happiness and joy. Their destiny, how­

ever, is linked with the society they live in.

Their happiness, in a great measure

depends, on what happens around them.

No individual can remain happy for long if

there is a world of sorrow and squalor

around. The life, therefore, becomes a

relationship of mutual-dependence, give

and take, and sharing and caring. Further,

the society contributes imperceptibly but

substantially towards the growth of indi­

vidual. The gains are derived constantly

through various apparatuses or institutions

which are symbolic of society and which

exist because of the collective force and

ideology provided by it. Family set up,

community around, transport, education

system, medical facilities' security system,

V___________________________________________

trade and commerce are a few to speak of

which the individual is indebted to for his

own personal development. Does it not

imply that we repay the debt somewhere,

in some form to some one? If viewed in this

context participation in Special Adult Lit-

eracy_Drive jSALD)___________________

% provides its own intrinsic satisfaction^!

# gives a sense of participation in

national reconstruction, i

9 does a national pride,

® engages in mutual-benefit relation-1 ship with the society, |

# offers opportunity to thank all who I

have been good to us, and •

« helps in providing a self-less service to

all who stand in need today. JThe example of freedom fighters is

before us. They lived, they fought, they

sacrificed themselves not for their own

selves but the nation which they thought

would live after them. Some unknown

innocent faces, people in some remote

corners of the country in their suffering

with tattered clothes, tired faces and gloomy

eyes must have stirred their souls to fight

against oppression. The fight is still on but

now against ignorance, poverty and

_____________ J38

f

stand in need of assistaoce from other

fellow citizens, has its own unique pulls

which demand greater and greater com­

mitment. The glean of the eyes of the

innocent people benefitted one way or

other is perhaps the most bewitching

reward which can never be outweighed

by the incentive marks or other trivial

gains. For such committed student volun­

teers and teachers, these guidelines are

only a pointer. Once embarked, they would

always be confident of treading their

own paths in fulfillment of the resolve they

have made.

39

helplessness; infact the destiny itself.

Younger generation has to pledge itself for

this fight.

~ 5 . g | A H O P E

Literacy in fact is a beginning towards

a more enlightened way of living.

This opens up a vast field for a

committed volunteer. Who knows it may

become a life-mission for someone of them-

a Mahatma or Vinoba Bhave in the mak­

ing. The pleasure derived out of self-less

love and service to the people, who

r

V

CENTRAL BOARD OF SECONDARY EDUCATION . DELHI

SPECIAL ADULT LITERACY DRIVE: STUDENT VOLUNTEER ACHIEVEMENT RECORD

SALD-1

SCHOOL CODE : _________________ SCHOOL NAME : ________________________________ Examination :

NOTE : To be submitted in duplicate by the end of February every year to the Regional Office- In case the Achievement Records do not reach the Board's office

by FEBRUARY, no further request will be entertained. All entries to be made in CAPITAL letters only.

S. No. Roll No. Name of the Examinee Number of Adults

Made Literate

Name of the Adults

Made Literate

Address of the Literates Remarks

i . „?.

345.

1?3.4S.

0

5 - ________ ____

i?34s . .1?3451?

4F>

1934ft .......

1?.

345.

(Mention other aspects of the literacy programme in which participated in lieu of actual teaching due to lack of knowledge of local language)

_________________________________________________________________________________________________________________________ y

40 Signature of Principal

APPENDIX-B

SALD-2

\

Proforma for the Annual Performance Report

(To be sent in Duplicate to the Regional office latest by the last

week of February every year along with Student Volunteers Achievement

Record - SALD-l)

School : _____________________________ Exam, y e a r __________

No. of Examinees : No. of Adults Made Literate

by the School

Secondary __________________ ______________________

Sr. Secondary-------------- -----------------

1. A descriptive account of the programme with reference to the area/community

selected, total population, part of the population covered, duration of the drive,

quantum of achievement, reasons for shortfall, if any, tasks yet to be achieved,

approach and strategies followed,problems faced, their solutions, resources

generated, unique aspects of the programme. The narration may be done pointwise

to facilitate analysis :

2. Observations & suggestions :

2.1 For the school

2.2 For the Board

i 2.3 Other Liaising Agencies .-

Signature

School Stamp

(with address)

41

\APPENDIX-C

1. 50 years of Aduit Education

in India

2. The Education Commission

and After

3. Report of the Education

Commission (1964-66)

(Education & National

Development)

4. Challenge of Education

(A Policy perspective)

5. National Policy on Education

6. National Policy on Education

(Programme of Action)

7. Adult Education in India

8. Why should we become

Literate? (Folder)

9. Task Force Reports on

National Literacy Mission

10. National Literacy Mission

(Brochure)

Directorate of Adult Education,

New Delhi

Allied Publishers Pvt. Ltd.

Ministry of Education

(Govt, of India)

Ministry of Education

(Govt, of India)

Ministry of HRD

(Deptt. of Education)

Ministry of HRD

(Deptt. of Education)

Ministry of Education

Directorate of Adult

Education, New Delhi

Directorate of Adult

Education, New Delhi

Ministry of HRD

(Deptt. of Education)

1978

1982

1966

1985

1986

1986

1985

1979

1990

1988

V

42

11. International Literacy Day Directorate of Adult Education, 1990

(Brochure) Govt, of India

12. National Literacy Mission —do—

(Folder)

13. Reaching Out (Volume I) —do— 1990

(Brochure)

14. Reaching Out (Volume II) —do— 1990

(Brochure)

15. The Long March to Literacy —do— 1990

(Brochure)

16. Crusade Against Illiteracy —do— 1987

(Volume I) (Brochure)

17. Crusade Against Illiteracy —do— 1989

(Volume II) (Brochure)

18. Campaigning for Literacy (Brochure) —do— 1990

19. Literacy Digest (Brochure) —do— 1988

20. Zila Sansadhan Ekak (Brochure) —do— 1990

21. Jana Shikshan Nilayam (Brochure) —do— 1988

22. Pondicherry Literacy Campaign —do— 1990

Vol. XII No. 12 (Magazine)

23. Andhra Campaigns —do— 1991

Vol.XIV No. 5 (Magazine)

24. Kerala Total Literacy Declaration —do— 1991

(Brochure)

43

25. Books for Post Literacy Directorate of Adult Education,

Govt, of India

26. Integrated Education of

Urban Workers

—do-

27. Census of India (Paper -1

of 1991)

Registrar General & Census

Commissioner, Govt, of India

A Few Publications for Literacy & Post Literacy

28. Naya Kadam Text Book Directorate of Adult Education,

Govt, of India

29. Naya Kadam Work Book

30. Gobar Gas Science Series II

31. Sukh Ki Raha, Population

Shiksha Series-4

—do-

—do-

—do-

32. Sehat Ke Liye Safai

Health Series

33. Jachcha Bachcha Ki Dekhbhal

—do-

—do-

34. Murgi Palan, Ek Acha Rozgar -do-

1990

1991

1978

1978

1987

1989

1987

1984

1989

V

44

J

rAPPENDIX-D

\

DIRECTORATES OF ADULT EDUCATION IN STATES

1. Director of Adult Education

M-4 Block, 98 Shops (II Floor)

Behind Manoranjan Complex

P.J. Road, Hyderabad - 500 001

2. Additional Director of Adult

Education,

Govt, of Assam

Kahilipara, Guwahati - 781 019

(Assam)

6. Director

Adult & Non-formal Education

Govt, of Haryana

30, Boys Building. Sec. 17

Chandigarh - 160 017

7. Joint Director of Adult Education,

Directorate of School

Education. Govt, of J & K

Srinagar (J & K)

3. Director of Adult & Non-formal

Education, Govt, of Bihar

New Secretariat

Patna - 800 015

4. Director of Education (AE)

Primary & Adult Education

Govt, of Gujarat, 3rd Floor

Block No. 12, Jivraj Mehta Bhavan

Old Secretariat, Gandhinagar

(Gujarat)

5. Director of Education

Govt, of Himachal Pradesh

Glen Hogen

Shimla - 171 001 (HP.)

8. Director of School Education

Govt, of J & K,

Jammu Tawi

9. Director

Directorate of Adult Education

T.H.A. Building.

A.V. Rao Road. Chamarajpet,

Bangalore - 18

(Karnataka)

10. Secretary

Kerala Saksharatha Samiti

fcijdhani Building

East For, Thiruvanandapur

(Kerala)

45

11. Director (Adult Education) 17. Director (Adult Education)

Panchayat & Social Service Office of the Director of Public

Old Krishi Bhawan, Instruction, Govt, of Punjab

1250, Tulsi Nagar, Sector - 17.

Bhopal - 462 003 (MP.) Chandigarh

12. Director of Education (AE) 18. Director

Govt, of Maharashtra Directorate of Adult Education

17, Dr. Ambedkar Road Govt, of Rajasthan

Pune - 411 001 (Maharashtra) Darbar School, Topkhana,

Jaipur - 302 006

13. Additional Director of Adult (Rajasthan)

Education,

Old Lambulane 19. Deputy Director

Near G.O. Women s College Govt, of Sikkim

Govt, of Manipur, Deptt. oi Education

Imphal Secretariat Building

Gangtok - 1

14. Dy. Director of Public (Sikkim)

Instructions (AE)

Govt, of Meghalaya 20. Direcotr of Non-formal &

Shillong Adult Education,

DPI Compound, College Road

15. Director of School Education Govt, of Tamil Nadu

Govt, of Nagaland Madras - 600 006

Kohima - 797 001

21. Director

16. Director Social Welfare & School

Directorate of Adult Education Education,

Head of the Deptt. Building Govt.of Tripura

Bhubaneswar - 751 001 (Orissa) Agartala - 799 001

22. Director of Adult Education

10, Daliganj,

Nabiullah Road

Lucknow (UP.)

23. Director of Adult Education

Govt, of West Bengal

50-Rippon Street (1st Floor)

Calcutta - 700 016

(West Bengal)

24. Dy. Director of Education

A&N Island Administration

Port Blair - 744 101

25. Joint Director

Public Instruction (AE)

(Education Department)

Govt, of Arunachal Pradesh

New Itanagar - 791 110

26. Deputy Director (AE)

Chandigarh Administration

Govt. Model Sr. Sec. School

Sector - 42. Female Literacy House

Chandigarh - 160 036

27 Asstt. Director of Education

Dadar & Nagar Haveli Admn.

Silvasa - 398 230

-----------------------------------

28. Addl. Director (Adult Education)

Deptt. of Adult Education

Delhi Administration,

5/9, Under Hill Road,

Delhi- 110 054

29. Director of Education

Daman & Diu Administration

Daman - 403 001

30. Education Officer

Directorate of Education

Union Territory of Lakshdweep

Kavaratti, Cochin - 682 001

31. Director (AE)

Rue Champangic Street

Govt, of Pondicherry

Education Deptt. (AE)

Pondicherry - 605 001

32. Joint Director (AE)

Directorate of Education

Secretariat, Govt, of Mizoram

Aizwal - 797 001

33. Director (Adult Edu.)

Govt, of Goa

^anaji,

(Goa)

47

r

APPENDIX-E

STATE RESOURCE CENTRE

1 . Director 6. Director

State Resource Centre State Resource Centre

Literacy House, Andhra Mahila Sabha University of Kashmir

College Road, Osmania University 48, Naseem Bagh Campus

Road Hazratbal,

Hyderabad - 500 007 (AP.) Srinagar - 190 006

2. Director 7. Executive Director

State Resource Centre For Adult Edu., State Resource Centre

Science Society Karnataka State Adult

Kahilipara, Guwahati (Assam) Education Council,

H.No. 501, Kuvempunagar,

3. Director Chitrathaam Road,

State Resource Centre Mysore - 570 023

Deepayatan, Budha Colony,

Patna - 800 001 (Bihar) 8. Hony. Director

State Resource Centre

4. Director Saksharatha Bhawan

State Resource Centre for AE Lotusvilla, Sasthaimangalam

Gujarat Vidyapeeth Tiruvananthapuram - 10

Ahmedabad - 380 014 (Gujarat) . (Kerala)

5. Director 9. Director

State Resource Centre for Adult Edu.; State Resource Centre for AE

(Directorate of School Education) Bhartiya Gramin Mahila Sangh

Sec. 17, Govt, of Haryana 680, Vijay Nagar,

Chandigarh. Indore - 452 009

(M.P.)

v

48

10. Hony. Director

State Resource Centre for

Non-formal Education

C/'o Indian Institute of Education

128/2, J.P. Naik Road, Kothrud

Pune-411 029

(Maharashtra)

11. Head

Centre for Adult Continuing Edu.,

Mayurbhanj Complex

Nongthynamai,

North East Hill University

Shillong (Meghalaya)

12. Director

Regional Resource Centre

for Adult & Continuing Education

Punjab University

Chandigerh -160 014

13. Director

State Resource Centre for Ad u It Ed u.; 18.

No. 4, 2nd Street

Venkateswara Nagar Adyar

Madras - 600 020

(Tamil Nadu)

14. Director

State Resource Centre for Adult Edu.;

Rajasthan Adult Edu. Society

7-A, Dalna Dungari, Institutional Area

Jaipur - 302 004 (Rajasthan)

15. Director

State Resource Centre for AE

Literacy House, P.O. Alambagh

Lucknow - 226 005 (U.P.)

16. Hony. Director

State Resource Centre for AE

Bengal Social Service League

1/6, Raja Dinendra Street

Calcutta - 700 009 (West Bengal)

17. Director

State Resource Centre for Adult Edu.,

Jamia Millia Islamia

Jamia Nagar, New Delhi- 110 025

Director

State Resource Centre

Plot No. 159, Near Vishnu Mandir

Sahid Nagar, Bhubaneswar (Orissa)

V

49

A

APPENDIX F

RECOMMENDATIONS OF THE JOINT-MEETING OF

VICE-CHANCELLORS AND MEMBERS OF THE

PLANNING COMMISSION, MARCH-7, 1991

(I) The universities and colleges should . (iii)

undertake required legislative and

other measures, by way of statutes

and ordinances, for including exten­

sion and literacy programme in the

curriculum, while it may take some

time for the universities to introduce

necessary legislation for curricular

reform. The autonomous colleges

should be able to initiate measures in

this direction forthwith.

(ii) The universities and colleges should

provide some credit marks as incen­

tive to students involved in the mass

literacy programmes, which later on

should be considered as weightages

for admission into higher level degree

courses.

The summer vacation should be ex­

tended upto about 3 months so that

the students and teachers could utilise

this period for carrying out the mass

literacy as well as post-literacy

programmes.

(iv) The Universities and colleges should

adopt their respective neighbouring

villages or adjoining areas for exten­

sion programmes, continuing educa­

tion as well as other development-

oriented programmes.

(v) Teachers and students should partici­

pate more effectively in NSS and its

period of special camps should be

extended to 30 days to facilitate

intensive work.

V

50

' : .

r \

APPENDIX-G

1. The Programme of “Each one, teach

one” be made a compulsory activity

for students of secondary and senior

secondary classes. No student from

Class IX onwards should be allowed to

get promotion to the next class or

pass certificate from the Board unless

he has made one illiterate adult in the

age range 15-35 literate. This will be

applicable to classes IX, X, XI w.e.f.

1991-92 and classes IX,X,X1 and XII

w.e.f. 1992-93.

2. The present curricular structure will

remain unaltered. As such “Each one

Teach one” activity should be pro­

vided by the schools in addition to the

existing components of the curricula

at the secondary and senior second­

ary stages. Thus the school will have

to find extra time to carry out this

activity over and above the time allo­

cation made by the board over differ­

ent components of the curricula. Adult

literacy will concurrently continue to

be a part of work-experience as al­

ready provided in which promotional

activities may be organised.

3. Each student at the secondary'

and senior secondary stages should!

be involved in this programme for

at least 100 hours in eachi

academic session. The workings

hours for secondary/senior second­

ary Classes will have to be suitably'

increased in national interest.

The activity may have a flexible sched­

ule to be organised during holidays

and summer vacations since the

entire programme has to be learner

based.

4. This programme being a part of

the national movement should not

be treated as an activity to be

taken up only by the students

at an individual level but the entire

school as a system should participate

in it wholly which will include

all the teachers playing their roles

effectively in planning, executing,

supporting and extending this activ­

ity. The Working Group feels that

parents involvement is also very

necessary for the'success of this

movement.

V

51

y

5. The schools should make this activity

both time-bound and area-specific.

They may adopt nearby villages or

communities as the case may be and

declare them literate within a specific

period of time i.e. two or three years.

Thus the target is obligatory not only

for the students but also for the schools

to be attained within a specific period

of time. In Metropolitan cities if such

localities cannot be identified in the

nearby surroundings then the stu­

dents and teachers may adopt fami­

lies and declare them literate within a

specified period.

6. The effectiveness of the programme

will greatly depend on monitoring of 8.

the work done by the schools and

laying down a well structured system

for it. Hence a special cell may be

created by the CBSE with immediate

effect and, if necessary, funds in

this respect may also be obtained

from the National Literacy Mission,

MHRD.

7. The schools should be provided the

teaching and other support materials

for this activity. As CBSE is not in a

position to bear the huge cost

involved, NLM should be requested to

supply these materials to the Regional

offices of the Board through their

SRCs on an ongoing basis. The

Working Group felt that this is a

vital time which must be strengthened

by the NLM.

The CBSE should bring out a

brochure outlining the total scheme

and circulate it to all the schools

for their use and for general

publicity.

V52

r

APPENDIXH

FORK IN G GROU P

1. Prof. RamLal Parikh

Vice Chancellor, Gujarc

Vidyapeeth and

Chairman, Association hdian

Universities, New Delhi

2. Dr. L. Mishra

Joint Secretary, (AE), aJ

Director General, NLM

Ministry of Human Resurces

Development, Govt, oficia,

New Delhi.

3. Ms. Rajni Kumari

Director, Springdales Siool,

Delhi.

4. Sh. T.R. Gupta

Principal, Hansraj Modi School,

Punjabi Bagh, New Deli.

5. Dr.. M.P. Chhaya

Coinisultant, Navodaya Vidyalaya

Sarrrniti, New Delhi.

6. Sh.. T.S. Bhujangardo

Dy.. Commissioner (Acad.)

KV/S, New Delhi.

7. Ms;. Y.G. Parthasarthy

Priimcipal, Padama Seshadari

Bail Bhawan 7, Lake First Main Road

Maacdras - 600034.

8. Shi. H.R. Sharama

Dirrcector (Acad.), CBSE

De>llhi.

53

NIEPA DC

CENTFALBOARD OF SECONDARY EDU CAT IO N