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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.
r
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
r
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
r
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
J
—
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
Recommended