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ED 126 356 CE 007 497 C AUTHOR Stambler, Moses, Ed. TITLE Indian Perspectives on Adult Education in India: Views From the Inside. INSTITUTION Southern Connecticut State Coll., New Haven. Graduate Adult Educator Program.. PUB DATE 75 NOTE 371p.; Not available in hard copy dueto marginal reproducibility; Many portions of thisdocument contain faded broken type that will not reproduce well in microfiche

'EDRS PRICE OF-$0.83 Plus Postage. BC Not Available'from EDRS. DESCRIPTORS *Adult Education; *Adult Education Programs; *Anthologies; Communication Satellites; Community Development; *Foreign Countries; Literacy; Nonformal Education; Organizations (Groups); *Program Descriptions;* Urban Education; Voluntary Agencies IDENTIFIERS *India ABSTRACT The document contains information on adult education in India, ,consisting_ mainly of a collection of previouslypublished articles from professional journals and other relatedcommunications focusing on: input factors, nonformal education, voluntary organizations, literacy, community development, urbaneducation, worker education, Satellite Instructional TelevisionExperiment, and adult education organizations. (EA)

*********************************************************************** Documdnts acquired by ERIC includemany informal unpublished * materials not available from othersources. ERIC makes every effort * * to obtain the best copy available. ,,,Nevertheless, items ofmarginal * * reproducibility are often encountered and ticsaffects the quality * * of the microfiche and hardcopy reproductions ERIC, makesavailable * via the ERIC Document RepiOduction Service (EDRS).EDRS is not -* * responsible foethe quality of the original document.Reproductions * * supplied by EDRS arethe best thatcan be made from th original. *****************v************************************** ************** juN 98 1976

BEST A SW Le

/INDIAN PERSPECTIVES ON ADULT EDUCATION IN INDIA: VIEWS FROM THE INSIDE

Edited

MOSES STAMBLER

U S DEPARTMENT OF HEALTH, EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT PCiN TS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

EL L

Graduate Adult Educator Program Southern Connecticut State College INDIAN PERSPECTIVES ON ADULT EDUCATION IN INDIAiVIEWS FROM THE INSIDE

Edited by: Dr. Moses StambleV, Professor of EducaAion Developer and Director of the Adult thlicator Program in India - Summer 1975

Edited for use by the Graduate Adult Educator Prgramat Southern Connedi4cut State College 501 Crescent Street New Haven, Connecticut06515 November, 1975

3 TABTINTTENTS

INTRODUCTION *1). 1-8 11. INPUT FACTORS

1.1 Ministry of Education and Social Welfare Educationin India, Report . on Educational Developments, 1973-75, Presented at Geneva,September' 1975, p. 2-3, 11-12, 17419,25-28, 34-35 P. 9-17 ` 1.2 ,/.P. Naik, "The Contentof Education," Policy and °--V. Performance in Indian Education, Delhi,Orient Longman, 1975, p. 23125 P. 18-20 1.3 J.P. Naik, "Expenditure/Outlayon Education in the Successive Five Year Plans (1950-1974)" PollFy and Performance in IndianEducation, "Delhi, Orient Longman,1975, p. 99-100 P. 21 1.4 Mohan Sinha Mehta, Progress and''Oevelopmentof Adult Education in India, Bombay, Indian CoNcil_of Basic Education,Nov. 1974, p. 7-12 1.5 p. 22-26 Moses Stambler, "Adult Educationin India: Context and from an American Perspective" Developments p. 27-46 1.6 Malcolm S. Adiseshiah, "The Relevance of Adult Educationto Our Edu- cational Crisis," IndianJournal of Adult Education, January 1974, . P. 3-8 p. 47-52 1.7 "Patterns of Adult Education," A Guide to Literacy andAdult Educa- tion, Literacy House,Lucknow, 1969 p. 53-58 1.8 D.P. Yadav, "Trends in-Indian Adult, Education," IndianJournal of Adult Education, April/Mky 1974,p. 3-5 . p. 59-61 1.9 Directorate of Adult Education's Adult Education and NationalDe- velopment, Concepts and Practices in India, NewDelhi, Ministry of Education and Social Welfare,June 1974, p. 1-40 1)% 62-89 1.10 T. K. N. Unnithan, 'Sociology of Adult Educationin India,".Prassar, April 1973, p. 6-13 P. 90-97 1.11 "The Resolutions Adopted by the Conference,"Indian Jpurnal of Adult Education, Jan./Feb. 1975,p. 6-1 4 P 98-99 1.12"Anil,Bordia, "Staffing in Adult Edu ation,"Indian Jour al of Adult Education p.100-103 1.13 Indian Adult EduCation Association, Adult EducationPublications- 1974 , , p.104-108 1.14 Directorate ofAdult Education, Publications, Ministry of Education . and Social Welfare, Delhi, August 1974 , p.t9-112 2. NONFORMAL EDUCATION

2.1 Asher, Deleon, "Informal Education,"Indian Journal, of Adult September 1973, p. 10-15 Education, p.I13 _116 2.? Directorate of Adult Education,"Special Feature: Nonformal Education," Adult Education Newsletter, Ministryof Education and Social Welfare, July -Dec.. 1974, p. 2-19 p. 117-129 a 2.3 "Non-Formal education- A Vocational Approach," Literacy Today, A Panorma of Adult Literacy, (Lucknow,Llteracy House) Nov.-Dec. 1974, p. 1-2 p. 130_131

1N, Directorate of Education- Maharashtra State, "Non-Formal Education Programme in Maharashtra, Action Prfgramme for 1975-:76," 8p. p. 132-140

3. VOLUNTARY ORGANIZATIONS 1

3.1 J.C. Mathur, "The Role of Voluntary Organizations," in AdultEducation for Farmers in a Developing_Society, Delhi, Adul Education Associa- tion, August 1 ,912, p. 172-185 p. 141-150 3.2 Ministry of Education, "Scheme ofAssistance to Voluntary Organiza- tions Working in the Field ofAdult Education," New Delhi,Ministry of Education and Youth Services, Government of India, 1970,p. 1-4 + p. 151-156 3.3 Arun Gandhi, "Is Gandhi Relevantin Gujarat Today?" Youth Times, Aug. 8, 1975, p. 21 p. 157 4. LITERACY

4.1 ,Directorate of Adult Education, "Communication fromMrs. S. Dorai- swami, Director of AdultEducation, June 1, 1975 P. 15159 4.2 Directorate of Adult Education,Farmers Functional Literacy Programme, Ministry of Educationand SocialWelfare, 1975,p. 1-21 p. 160181

. Kerala Granthasala Sangham, "FunctionalLiteracy in Kerala, p. 1-5 p. 182-184

4.4 If. Sivadasan "The Experiments in KeralaTowards Eradication of Illiteracy," reprinted from Educational India, Oct. 1973,3P. p a 4.5 Literacy House, A Profile of Literacy House, Lucknow, LiteracyHouse, 1973, p. 1-20 . p. 187-193 4.6 Satyen Maitra, "The Public Libraryand Adult Education in India," Convergence, Vol. II, No. 2, 1974, p. 72-76 p. 194-197 4.7 "Shocking Revellation onLiteracy! What is To Be (Done?)" The Young March, January-March1975, p. 7-10 p. 19q-203 4.8 N.K. Jaiswal'and H.P.S. Arya,'Problems in Diffusion of Agric4ltural Innovations and Functional EducationProgrammes," Farmers Training and Functional Literacy, Delhi, Adult Education Association,1975, p. 19-25 p. 204-212 5 3

5. COMMUNITY DEVELOPMENT

5.1 Prasad Narmadesshwar,"Community Development Administration,"chapter in Change Strategy ina Developing Society, Meerut, Meenakshi Prakashan, 1970, p. 141-160 p. 213-219

5.2 "Syllabi of the (1975) TrainingProgrammes at the National Institute of Community Development, Hyderabad"and (1975) Programme of Courges and Seminars (at the) National Instituteof Community Development" p. 3220-225

6. URBAN EDUCATION

6.1 G.K. Gaokar, Social Education in Greater Bombay, 1974-75, Worli, Bombay, Bombay City Social EducationCommittee, 1975, p. 1-74 passim 226-246

6.2A Polyvalent Adult EducationCentre, (Established by the Ministry of Education with the Bombay City SocialEducation Committee with Expert Assistance of UNESCO) Bombay Shramik Vidyapeth, (1975?) .p. 247-249 6.3 Directorate of Adult Education, "SummingUp" Polyvalent Adult Educa- tion Centre, Second .EvaluationStudy, Deli, Ministry of Educatilo. and Soial Welfare, 1974,p. 60 -63 '

6.4 "Shramik Vidyapeth, Bombay,Programme for the Month of July 1975," Bombay, Shramik Vidyapeth, 1975, 3 P. p. 253-256

Rakesh Hooa, "Polyvalent Education- A Revolutionary Developmental Device or the Old System UnderNew Trappings?" Indian Journal of Adult Education, March 1974,p, 20-21 P. 257-258 6.6 D.P. Nayar, "Urbanisation and Adult Education,"Indian Journal of Adult Education, (1975?) p. 13-17 p. 259_263

6.7 "Non-Formal Education of the UrbanCommunity, Experimental PrOect 1974-75," Jaipur, University ofRajasthan Department of Adult Education, 1975, 4 p. p. 264...267

7. WORKER EDUCATION 1

7.1 "Story of Workers' Education.;'Nagpur, Central Board of Workers Education, (1975?) 3 p. p. 268-270

8. SATELLITE INSTRUCTIONAL TELEVISION EXPERIMENT(SITE) -

8.1 Gerry D'Rozario, "Indian Television:Medium or Mirage," A project 4discussion presented at the InternationalConference of the World Education Fellowship, 29-Dec.-4 Jan.1975, p. 1-11 p. 271-281 4

8.2 "Satellite Instructional Television Experiment,"Publicity brochure developed by the Indian Government, 1975, p. 282_287 8.3 Pradeep Pur, "Site Charm Wearing Off Gradually,"The Times of India, Monday, Aug. 18, 1975, p. 3 jp. 288

9. ADdLTEDUCATION OR ,ATIONS

9.1 "Gram Shikshan Mohim (Village Education Camps4gn)in Maharashtra State (1961-1964)" 11 p. p. 289-300 9.2 (Poona Society-Established in 1909)Annual Report, 1973-74 of the Poona Seva Sada Society (1974) 20P- p. 301-310 9.3 "Kerala Granthasala Sangham, A BriefOutline of Its Work," Trivandrum, 1974, 2 p. p.311-313, 9.4Eleventh Annual Repot, 1974-75, ofthe Karve Institute for Social Service, Karvenagar, Poona, p. 1-11passim p. 314-325 --) 9.5 'Dr. Mohan SinhaMehta Eightieth Anniversary 2 p. Celebrations," 1975, 4 p. 326-328 9.6Mohan Sinha Mehta, "Vidya Bhawan SOciety,Udaipur, Rajasthan, The Story of Its Birth and Growth, 30 p. (197?) p. 329-351

9.7,"Seva Mandir," 1973, 4p. P- 352-355 Profile of AndhraMahila Sabha (197?) P- 356-357 9.9Moses Stambler, The Indian Mysore Movementin Nonformal University Extension Adult Education,1933-53" introduction froma forthcoming article p. 358-364

a a

A. INTRODUCTION

On June 12th, 1975, a group of twenty-twoAmerican Adult Educators

embarked on a sixty-five day educationalprogram iy India. Under the

leadership and directorship 8f Dr.Moses Stambler, and the sponsorship

#nd funding of"the office of Education,Institutd of International . ) Education, Group Projects AbroadProgram (directed by Dr. Joe Belmonte)

at its agent USEFI, members of thegroup participated in the first

such federally sponsoredprogram for adult educators.It was one of

the five OE-University sponsoredprograms operational for India in

1975, and represented a major recognition and milestone for addingan

International Education dimension to thepersonal growth and teaching

capability of Adult Educators.

The grdup that went to India includedcity and local directors of

adult education, vocational educationteachers and administrators,

community college and xttolnsion service people,teachers of Adult Basic

Education and English asa Second Lanquage,kand Adult Education Masters

Degree students and doctoral candidates.

The proposal, as submitted by Dr.Stambler, coordinator of the

Graduate Adult Educator Program atSouthern Connecticut State College,

included in its trip objectives theaddition of an Indian international

perspective for adult educators. in theNew England Region, and the ad-

dition of this dimension to theirAdult Education programs at home.

To accomplish this task, a broadprogram of visitations to Indian

Adult Education operations was developedand implemented. - 2

In the course of our broad travelsand visitations, we had an op-

portunity to view some major adulteducation operations, and to come

to understand and appreciatemany of the problems and accomplishments

of educating adults in India. There was extensive interchange, of ideas

with counterpart adult educatorson issues and approaches in Adult

Education both in India and theUnited States, and a broadening of

perspective and appreciation by bothour American group and the

Indians we met.

Ilmthe federal, government structureof India, we found a grea.---

deal of helpfulness, friendliness, and genuine warmth at all levels-

natiop 1, state, local, and at thelevel of ancillary private v

soci 1 service and adult educationagencies. Inherent cultural and

polical differenceson a broad national level were quickly and

significantly minimized bya consistent frank and healthy people-to-

people exchange of ideas.

Our trip lasted Trom June 15-August 16,of which twenty-one days were spent in residence at Seva Mandir (Templeof Service)/-in rural

Udaipur in the state of Rajasthan. Our first seven days wereI spent in

Delhi and included visits to theNational Directorate of Adult Educa- tion of the Ministry of Education,the Indian Adult Education Associa- tion, the National-Federation of IndianWomen, the National Centre s for Educational Research andTechnology, and the Ghandi Peace Founda- tion. Our objectives in Delhi included securinga broad national perspective and conceptual frameworkon Adult Educatior1 in India.

What we found were hard workingpeople at the Ministry of Education -41

9 and at public and private organizations,trying their best to maximize

information and programs, at best,a difficult job in a federal

political system. After a two day cultural visit to Agra,we spent

three days in Jaipur under the auspicesof Mrs. C. K. Dandiya, Head

of the Department of Adult Educationat the University of Rajasthan.

Arrangements were made for us to visit literacyclasses in the

scheduled caste section (i.e. Harijansor untouchable caste) by the

Rajasthan Adult Education Association.Also, we visited a worker

Education p/rogram, where we viewedan effective use of simulation I techniques. .11

We arrived at Udaipur on Saturday,June 28th, stayed there for

three weeks, and had an intensive adult.gducationand cultural program

in affildatiOn with Seva Mandir undettheldirection of Dr. MohanlMehta,

Sri Bordia and Kishore Saint. In addition to lectures delivered by

members of the University of Rajasthanand people affiliated with

Seva Mandir on Indian culture, civilization, arts,history, politics,

education and international,relations, we went on extensive visits to

villages and ruraladult education operations and other types ofrural

oriented developmentprograms. Also, we visited the Bhil Tribalgroup.

Througi our visitationswe were able to learn more about, the exciting

and colorful folk-arts and handicrafts ofthe Rajasthani people.

During cur comparatively long residencein Udaipur, we had the un-

usual opportunity of extensive in-depthdiscussions with Indian

,colleages and counterparts on ideas, plans,activities and

accomplishments of programs for adults in ruralareas.

10 4

From Udaipur, we traveled to.Bombay in the state of Maharashtra,

whei.e we stayed for three days. During that time, we visited the Saint V Xavter JesuitInstitute for Communications and learnedfrom Father Gerry Dtozario about the exciting plans to use the. TV media for A

adult literacy and social educationpurposes. We also visited the

worcer Education program whose objectivesincluded inculcating,,trade

union values in workers, andwere pleased to,see role playing activi-

ties in process and to learn about creative group' dynamics and theuse-

of interaction techniques fortraining adult workers in trade union

activities. We visited the Institute of WorkerEducation, Adarsh Nagr,

.Nsd, and also the award'winning and excitingPolyvalent Adult Education

I Center, Samaj Shikshan Mandir.At this Polyvalent Center, wecame in-

to contact with a highly pragmatic,needs assessment based and com-

petency oriented urban adult educationprogram run by the secre ry

Mr. G. is program seemed to be a valuable one in urban a adult education and is currently providinga model for developing urban 4 adult education in othpr Indian cities (thepreviously mentioned visit

in Jaipur was an affiliate of thisBombay organization). The Bombay

program, assisted by UNESCO, has potential fol. broadapplication out-

side of India as well.

Our two day stay in Poona, a citynear Bombay, included a visit

to the impressive Directorate ofAdult Education for the state of

Maharashtra, Gram Si4kshan Mohin, andalso the historically

significant Higne Stree Shikshan Sanstah. Our visit to the Seva

Sadan,Society, of contemporary importance forits social welfare and C

educational work. with destituteand needy women,"was 120th inspiring and educational. Cultural visits to the Elloraand Ajanta caves in the. environs of Aurangabad were followed by a visit to the StateofP

Keralal. Hexe we learned of the literacyrate in Kerala, highest-in

the nation,' and t eff ctive libraryprogram and-cultural conditions

contributing to thismarked]!achievement in adult education.

Our visit to the State of Andhra Pradesh includeda three day stay at the capital city Hyderabad, with visits to AndhraMahila .Sabha, a literacy and It broadeilsocial serviceagency, and the National Institute of Community velopment - a major nationalgovernment

training and research centeron community development projects.

On our three df(visit toCalcutta we included a trip to the

West Bengal Committee to Erradicae Illiteracy, an organizationdoing

both literacy and social service k in the urban slumareas of

Calcutta. We found the West BengalCommittee involved in ai interesting a

experiment, supported.by thenational government, of participationin

a city-based consortium of socialservice agencies attempting to deal with broader city-problems in againtegrated and systematicfashion. We also had an inspir4kional visit to the SalvationArmy, which is doing a very effective social service job, andan opportunity of meeting and speaking with Mother Teresa,a living "Saint" of the

Catholic Church who is widelyknown for her exciting missionaryand socia service work, and for the extensivetraining activities for

sociA'serviceworkers.

4. dl

0 4 After a cultural visit to Varanasi,religious center for the

i Hindu religion, we visited theworld renounced and award winning I

Literacy HouseoCenter founded by WelthYFisher, in Lucknow. The

trip was completed bya "Rest and Relaxation" visit to Srinig.r in

ashmir, after which most of "theparticipants left for Delhi and (;)/)yae States. 0...--:* The itinerary was: June 15 - Ar. Delhi; June 22- Ar. Agra;

June 24 - Art Jaipur; June 27- Ar. Udaipur; July 18 - Ar. Bombay;

July 21 - Ar. Poona; July 23- Ar. Bombay; July 24 - Ar. Aurangabad;

41 . Judy 26 - Ar. Cochin; July 30- Ar.0 erabad; Aug. 2- Ar. Calcuttg4

Aug. 5 - Ar. Varanasi; Aug. 7- Ar. Lucknow; Aug. 9 - Ar. Delhi; Aug.

11 - Ar. Srinigar. Aug. 14- Ar. Delhi; Aug. 16 (Depart for U.S.)

Thies trip resulted in a.number ofsignificant .consequences for

many of the participants. Many participants, previously limited in

expe0.9ce and perspective by theirown environment in the United

States, broadened their global out ok adding an international aw

'dimension to their world views. e face -to -femme with the wide

disparity between the affluent andthe mass of disadvantaged in

...., Indtn society. As,guests at posh hotels, we participatedin the

I, affluent society, but As visitors tothe villages and, disadvantaged

groups involved in Adult Educationprograms, awe came into contact with

C-4-4 people from the masses of Indiansociety. Reports ittlicat(ed that

W 1,, . participants had a heightening of socialconsciousness and awareness

of class and social differences,and a high degree-of personal 7

values clarifications. Most ofrys had worked with groups of American

disadvantaged at some time in our past andwere able to recall

idealistic dedication of our earlier periods:For a number of us,

this experience clearly revived earlier commitmentsand dedication,

a development at.a mid-life period whenmany of us are in responsible

positions io use expertise for implementingour ideas.

Visitations to Adult Education operations ivillages and die-

advantaged urban areas, and residence in ruralUdaipur for a period

of twenty-one days enabledus to engage in significant interaction

with Indian people on various social levels. Most of us developed

very positive appreciation of Indian people and cultUre.

Despite the evident and often seemingly overwhelmingeconomic,

educational, 494 political problems being facedby the people of

India:participantscame out yith a sense of hope, rather than des- pair. This was essentially because of the tremendouslydedicated and devoted people with whom we came into contact,who were intensively 0 working to improve the difficult conditions. We found that adult education in India has attracted people ofvery high caliber, dedicated to ideals of human betterment andeager to improve the lot the people. Contact with these people of'excellence anddedication Left most participants with a hopefulness that theenormous tasks of adult education and social changecan be accomplished..

'Papers were written by participants inIndia for the publication edited by Dr. Stamblcgc"Perspectives ofSome American Adult Educators on Aspects of Indian Adult Education." That publication reflects the

V / 8

reactions of American Adult Educators to their Indianexperiences and the expanded international dimension that took place in theminds of participants. This secondpublication consist of Indiandocuments and materials on Indian Adult Education from many of the placeswe

visited, and are in manycases, "fugitive" documents, not genemIly

available. The documents reflectsome of the tremendously human

and humane qualities of AdultEducation operations in India.

This manuscript is dedicatedto Dr. Mohan Sinha Mehta,a devoted and inspirational leader of Indian Adult Education,and a true "giant"

among men, who exemplifies the finestqualities of humanistic Adult

Education leadership in India. He recently celebrated hiseightieth birthday, and is still very active at Seva Mandir and VidyaBhawan in Udaipur. It is also dedicated toMr. Kishore Saint, his associate Adult Educator, for his intensive humanistic labors anddedicated commitment to uplift the disadvantaged and improve thehuman condition.

Thiamauthor wishes to thank authorsand publishers for permission to include their articles inthis publication. ENDS AND ORFENTAJlONS i A In the area ofadult education, the past biennium witnesseda stocktaking and consolidation of pastexperiences and projection S,,-.veral adult education of perspectives andpossibilities. programmes have been expanding:.These are: Non-formal ekiucatcon programmesfor the age group 15-25; non-formal education functional literacyprogrammes and programmes for urban situations.Theeducational underprivilegedout-of-school youth is intended programme for astivity for this to be the largest non-formaleducational group. In the Farmers FunctionalLiteracy Programme, alone, more than 150,000farmers have been in 1974-75 tion programmes enrolled. A large numberof adult educa- were organised byover 100 voluntary organisations, tion and with financial many in coopera- asststance from Governmentauthorities. Over 700,000 have benefited fromthese programmes. adults

However, it is obvious - as in many other countries- that the growing educational needs canncit be achieved merely throughtraditional ways and conventional educational institutions and moda'.ities. Eoththe rising quantitative targets and the new socio-economic and socio-culturalrequirements call for rethinking of some aspects of the educational systemin general, as well as for introducing essential innovations atevery educational level and for-specific categories of learners. The Union Education Minister hasdescribed this necessity and perspective thus: "The existingsystem of education is almost exclusively formal and relies mainlyon fulltirne institutional instruction at all stages. This leads to several majoi,weaknesses. Itcan be availed of by the non-working population, whether children, youthor ddults, and the needs of the working population are :'most totally neglected. Itdivides life into two water- tight compartments one of fun-time education andno work and the efter of full-time work andno education, instead of expecting nn individual to participate in work and educate himself throughout his life.Education cannot be prop9Cy integrated with the life of file communityand become truly meaningful so long asthis dichotomy continues. Above all, thecost of such a system, both recurring and non-recurring,is high an,1 beyond the resources ofa developing nation like ours. It is also doubtfulwhether the investment in formal education, particularl.y formal higher education,would offer adequate returns in terms of social benefits, if made beyonda certain limit. Have, therefore, to take immediate steps to createan inter2tel form of a national educatior:al system in which all the three channels ofinstruction -full-time institutional, part-time institutional and non-institutionalself-study - are properly developed at11 stages and for all sections of society."In the last two yearsa lot of thi,ing, programming and initial experimentinghas been dove in that direction.

1.1 Ministry of Education and Social Welfare Education on Educational Developments, in India, Report 1973-75, Presented atGeneva, September 1975, P. 2-3, 11-12,17=19, 25-28, 34 35 -10 -

The Central Advisory Board of Education, which includes Education 1Vanisters of all the Stats as well as other eminent educationists, met in September 1972, in June 1973 and in November 19744 to review and reappraise the educational policy andprogrammes in the context of the total policies and strategies, of national development. The following are some of the/policies and strategies that have.been adcptecl and formulated:

Theex,:lusivc emphasis on the formal r.vstem of education should be riven up and a largeelement of non-format-education should he introdaeed within the system. - entry and dr°9-,-a of part-time education have to be adopted in a big \+,ay. At Cle secondary and university stage.i, part-time and,correspomienee education should be ,!eveloped and all encouraerneit given fOr pyogrammos of self-study. A big pro- gramnle of ion - formal education for out-of-school youth in the ago group15,-25, is well as .)t',!r youth services en a Iii.rge scale, have to be developed. AllState plans should hereforth include prop; immes of non-formal education as an interal part of educational provision, and suitableachinerY he set up inAct-, Stateto formulate, devise and implement nrog-rani7.1t >f non-formal edue!doil, including :-unctioral ecurnieula, gra ted and inter- linkc9l with the formal system.

There should he covecntration of effort on a few major prog-rammes of identified significanee and priority. These may include; universalisation of elementary education, programmes of qualitatko improvement, vocationalisation of secondary edudation, adoption of the new pattern of 10 + 2

The haphazard and 'unplanned expansion in secAlary education should be controlled through proper planning and location of new secondary f3h o ol s ,rationalisation of existing institutions and maintenance of properstandards. \,

In higher education more drastic steps will have to be taken to regulate enrolments; emohjisis should be laid on exixinsion through correspondence courses and other non- forn1 channels so that the demands of .the weaker sections of the society for higher education can he aceotmoclated.

A climate of enthusiastic and sustained hard work should be created in all educational institutions through a deep involvement of teachers, students andthecommunity inall programmes of educational reconstruction.

1'7

a -11

EQUALISATION OF EDUCATIONALOPPORTUNITIES Another new s c h eme of "Non-formal Education Programme for the age-group 15-25" ha`s been formulated and is designed to be a major contribution to the objective of equalising educational opportunities. In reality,it is a programme that aims to offer some educational facilities to young boys and girls who,for various reawns, kiave been deprived of theCiri. The scheme has oeen formulated as part of a larger, trategy of correlating and integrating formal and non-formal modalities of education. Priority is being given to the age-group 15 -25, so that this most sensitive and productive segment of the copimunity becomes an asset to the nation. The scit'tive also seeks to correlate all non-formal educational efforts with developmental activities in which this youth group can be meaningfully involved. The scheme is being planned for implementation throughout the county in cooperation with the State Govern- ments and Union Territory AdmirOstations. The programme of non-formal education is conceived as a decentzlised and environmentally-based one. Both the content and the methods haVe to correspond to the local needs and the learners characteristics and desire. The Union Ministry is en raging those responsible for the iMpleme tion.ptire programme (State. an District( authorities, as wells v tary orgaRisations) to adapt pr2bg amore component to the respective en ironments and to tisv local facilities.

The Central Ad)iisory Board of Education has inn& the following recommendations

t) at the programme for the 15-2.5 age group should begin in ifrr.i-75: (a) in one 'district in each o States with central assistance, and (b)inat least one additional district with the state funds;

that adeqtc financial allocations should be made in the SLite Plans fornon-formai educl'ion ofe age group 15-25 ontlitcbasis of well defined norms set up by the State Government

Thep og-rmarme of non-formal education colreLite:,.educationnl effortswith developmental activitie-i in which the youth of the country, partculari.)of the age agroup 15-25, can be n'qenningfully involved. In this programmeemphasis is being Laid on imparting inform, tion and knowledge about the living environmentand the development processes In the country, basic knowledge and understandingof the various social, economic, scientific and tecloological changes in the midst of which the youth liveand work and to whieb they have to adjust in terms of knowledge and skill, and the elementary principles of family life health and hygiene. Introductory vocational and occupational skills which will prepare youth for employment and self-employment, also receive due empha,li3.

With these and other programmes, and with the steps outlined above it is ed that educational facilities will spread among various areas and sections the country and make equalisation of educational opportunities an accompli- ed reality. 18 LINKING EDUCATION WITH NATIONAL DEVELOPMFINT Another major programme of linliage ofeducation with national development is the programme of adult education whichhas been oriented to and integrated with the general economic and socialactivities of the people, as producers or beneficiaries. Increasinginterest was shown in inter-linking developmental objectives and adult educationprogrammes; some programmes based on such a relationshipwere implemented; the idea that a certainpro- portion (1-2%) of funds for Somedevelopment schemes should be set asidefor adult education and for the training of those directly involved in theimplemen-. tation of these schemes has beenaccepted in principle and practicalsteps are under consideration. The Farmers'Functional Literacy Project constitutes the biggest country -wideprogramme of non-formal education in which'education is linked to developmentparticularly for increasedproduction. It is one of the three components of theintegrated Farmers' Trainingand Functional Literacy Programines jointly operated by tileMinistries of Education, Agricultureand Information and Broadcasting.The other two components ing' and Farm Broadcasting. are Farmers' Train-

The Project is basedon the premise that there isa direct correlation between physical and humanresources inputs, and that the practisingfarmers would be interested in literacyif it comes to themas part of the process of employing new techniques forimproving their farming practicesas well as their rural environments. Theprogramme has so far been confined to districts in which high-yield varieties offood crops are grown.

During the Fifth Plan period (1974-79),while the programme willbe` extended to rpore districts, it will also be linked with otherdevelopment schemes such as: dry farming, small andmairinal farming, industrial develop- anent, family planning etc. Upto the end of 1973-74, more than 300,000 farmers hadbenefited from the functional literacycomponent of the programme.150,000 farmers 1974-75 in the functionalVtieracy were enrolled in groups. The programme isnow spread in 107 districts in various parts of thecountry.

As part of the efforts to forge a closer relationshipbetween education and development, the National Service Scheme providedopportunities to students in institutions of higher learning to participate actively insocial and economic programmes, as well as to contribute towards the promotion of the practical side of learning and to make it less theoretical. Theobjective of the schenie is to provide\ opportunities for university and college youthto participate in meaningful activities Of community service and nationalre- construction as part of their educational development. Activities taken up include: villagework; service in urban areas; campus programmes; adult education work;service in hospitals, orphanages and institutions for the handicapped;projects designed to confer economic benefits, such as, poultry farms, fisheries,kitchen gardens; health services, relief work; work in backward and tribalareas etc. 19 -1.3 - A significant feature of the NSS activities inrecent years has been the special camping programmes in whicha large number of student and non- student youth volunteers have been involved inprogrammes of special national . significance, such as, "Ybuth Against Famine", and "Youth Against Dirt axid Disease". 'k The NSS programine isnow in implementation in all the States of the country and Involves student youth in nearly 80% of the universities and colleges. Itsmembership exceeds 200,000 or about 10% of the undergraduate population. About2,000 teacher§ are participating in the scheme.

16-re than 65,000 youthwere involved in the Youth Against Famine Programmein about 750 camps, andover 75,000 youth in about 900 camps in the Youth Against and Disease Programme. Dirt

SOME EDUCATIONAL INNOVATIONS SITE (The Satellite InstructionalTelevision. Experiment ) 0 India is launchinga one-year eXperiment :an artificial satellite will relay instructional and educationalprogramines for school-goingchildren, youth and 'adults in rural communitiesin 2400 villages. The satellite from mid 105 until mid will be over India. 197G. This providesan opportunity to conducta large experiment for'providing dataon suitable hardware and the kindof satellite India should utilise infuture, as wellas for getting data on software for educa, tjorial objectives. The total broadcastingtime of four hoursper day is divided in to s : ninety minutes in the,morninghours for school children andone huned and I fifty minutes in theevening for the adult audienceOncluding news, as.'culture. p! '71'11f1:: Atilt education). During the school .vacation period, the ',till be used for in-servite teacher's' training.

The satellite will be used also for . in-service ttaining of teachers. In 0,..ro5er 1975,24, 000 primary sch-ool /teacherswill follow a 12-day course in science teaching and three more series of similarseminars will be held in 1076, bringing the number of teacherswho will derive benefit from the TV programme for their ongoing training in various subjects,near to one hundred thousand. The in-servicetraining materials will be in the form of multi-media package, including televisionprogrammes, radio programmes, activity guides, enrichment materi, ts.,andtutorials. One of the basic aims of these programmes is to familiarise thki,teacherswith the following essential features of the pedagogy associated withlheScience Education Programme : an enquiry ap roach in teaching sa.ence;''anincreased use of demonstration and class exp riments;.active ,involvement6,f children in all stages of a learning unit;,utili ation of low cost and nocostapparatus; and relating the learning content to the Children's everyday environment.It is hoped that important lessons- and 'conclusions will be drawn:II-010MSparf bf the wholeprogramme.

II - 14 - Non-formal education'

The period under reviewwas also marked by new approaches) innovative in character, towards the improvementof quality in the sphere of non-formal education. A few examples deserve to becited in this connection.

AtBhumiadhar in Nainitalan experiment was conducted which proved the efficacy of non-formal education to-school drop-outs particularly fromthe deprived sections of the community like Scheduled Castes and 'Tribes. Not onlywere the drop-outs given the incentive to rejoin the school but also to actively participatein the programMe. The instruction included work-experience and service towardscommunity development. This innovative experiment gave encouraging results.

rune for non-student youth

In response to an increasing concern over the needs of non-studentyouth hitherto largely neglected, a programme for establishinga network of district youth centres for organising activities for youth and by youthwas taken up during this period.

These youth centres whichare called Nehru Yuvak Kendras have been sanctioned for 110 districts in the country and it is hoped thatas the programme develops, every one of the 350 districts in the country will be served bya Youth centre.

A typical Nehru Yuvak Kendra organisesactivities in five major areas : programmes of nonformal education for non-student youthas most of them have \ been deprived of formal education; employmentfacilities and promotidn of self- generating employment for youth in cooperation withthe appropriate services; voluntary services by youth to the community;entertainment and leisure activities including cultural and artisticprogrammes;,development of sports and games and promotion of physical education; andprogrammes which will enable youth to participate in the community life, beinvolved in community problems, activities and search for solutions.

Problem-solution orientedcurriculum

For adult education and adultliteracy programmessome new type of curriciklum has been elaboratedand experimented. Moreparticularly, the content of the Farmers' Functional LiteracyProgramme, although fromthe very beginning designed aroundsome basic agricultural inputs neededfor High Yield- ing Variety Crops, hasrecently been More closely linked environmentalparameters: to farmers needs and In the Jaipur District inan area of bajra growers the educational learning/teaching materials content and the have been so orientedas to help farmers to understandtheir difficulties, to%overCome the obstaclesin reaching fixed objectives,to improve their skills in farming-practicesand to be ready for solvingtheir outstanding proble7p-In other words, the content andthe materials which are problem-oriented. are experimented now in thisAstrici,

= Q - 15 - Jt became' more and more necessary to build the curriculum on an Initial Survey whose aim consisted of identifying the crucial pzoblems faced by farmers, the remedial measures that-should be taken, and how conscio s farmers were of the problems and how prepared they were to take reMedia action. The conter (curriculum) and the learning /teaching material evolved in tat way are built around such skills, ,knowledge and practices which the farmer should learn to offset those physical, socio-cultural and economic factors which linder the attainment of the agricultural objectives as well as of other objetes in transforming and improving the rural environment. A similar approach is being tested in some urban-basedprogrammes of nonformal educAtion, as well as for non-agricultural rural groups.

Although non-formeducation programmes for urban situations need to be expanded, A few experiments des,ere to be mentioned, viz., the Polyvalcnt Adult Education Centre (Shramik Vidvapecth) in BOrnbay conductinga variety of integrated vocational-cum- general education programmes for groups of workers in organised andunorganised sectors,the WorkersSocial Education Institutes atIndore and Nagpur,the Workers Education Scheme in various .parts of'thecountry and an,, experiment in Bombay using television fora functional literacy Orogramme for slum-dwellers. c It is hoped That these types of problem orientedprogrammes would help in gaining experience for similar educational activitieson a larger scale.

ADMINISTRATION 4ND FINANCE Education in India is primarily the responsibility of the State Governments but the Union Government is concerned with general guidance,-coordination of educational facilities, promotion ofnew educational schemes and innovations, detern4nation of standards in higher education, technical education,promotion of Hindi d of research in Hindi, and the development of all Indian languages. The Union ernment is also responsible for running the 7 Central Universities and such other titutions of national importance, as ParliaMentmay by law declare.

A number of advisory bo s, like the Central Advisory Board of Education 'lel-) the Ministry in working out thepro .4mmes and policies in accordance with the prinqiples enunciated in the National Policy oit,,,Educationapproved by Parliament. The obligations of the Uniion Gokwnmentaredischargedby the Ministry of Education and Social Welfare,as welt\as through several of its autonomous, attached and suborckinate bodiessuch as. the University Grants Commission (U:G.C.), National Councilof Educational Research and Training(NCERT), National Council for Women'sEducation, All India Council of Technical Education, Central Hindi Directorate, Directorate of AdultEducation, etc. 22 A ..,r, trt: p !r(norshp has been evolved between the Ce tr4 and the State rl cntin implementing the educational developmen plans. Mariy educa- !(.iii:clichips are formulated and implemented byrth-St to Governments with assistance from the Centre. The Ministry of Education and SocialeWelfare consists of two Departments viz: Department of Education and Department of Social Welfare. The Department,, of-Education is responsible for guiding, planning and coordinating the educational activities in the country. Besides, there is a separate Department of Culture which is al's° under the Minister of Education and Social Welfare.

The Sdcretariat of the Department of Education is headed by Secrelaryto the Government of India. The Secretariat consists Of 17 Divisionsand6Units, the Divisions being grouped under 6 Bureaus, headed by officers of the rank ofJoint Secretaries.

One important recent change in the structure of the Centraladministration consisted in creating the "Bureau of Planning", as part of the Department of Education,in order 0 to achieve better coordination, higher level of globality and efficiencyin planning the implementation of educational strategy, the allocation and utilisation ofresources for overall educational development.

There are 23 subordinate offices and in addition 40autonomous organisations that are financed and supported by the Department of Education.The subordinate offices and autonomous organizations execute directly theDepart- ment's policies and programmes r their respective spheresof activities. In each of the State Governments there isa Department of Education and in every District and Blockan adnletistrative unit headed by the District or Block Education Officer.State Institutes of Education are responsible fir the professional, research and trainingsupport to the educational administration.

The distribution of financial allocations for eaucational development and facilities reflects the same set-up : the= responsibility iS 'shared between the Centre and the States; States have a larger share, since the responsibilit' for education is primarily at that level; the major portion of educational expUcli7; ture is covered by budgetary resources.

Theo expenditure in 1973-74 amounted to Rs.13,575 million ($ 1729.46 m;752.Q8m) while during the next year 1974-75, a sum of about Rs.15,706 million ($ 20C'O £ 870.14 million) is estimated to have been provided for Education in the various Departments of State Governments and Union Territory Administrations.

11. On the basis of estimates central expenditure excluding grants-in-aid to4States and Union Territories) amounted in 1974-75 to Rs.1,423 million ($181-.29 m; 78.84 m), compared to Rs.1164.00 million ($ 148.29 m; £ 64.49 m) in the previous year (1975 -74).

2tJ Budgeted expenditure in the year 1974-75 compared withthat of the jlrevious year, shows an increase of more than 14 per certt in the case of States and Union 'Territories and 22 per cent in theease of the Central Budget. When compared with the 1972-73 budget figures, the increase becomesmore cons- picuous. For all States and Union Territories taken together, thepercentage of educational expenditure to the total budget of States and UnionTerritories was o 'estimated at 23.3 per cent in 1973-74 as compared to 26.3per cent in 1974-75. Thus, a bier financialshare of the aggregate was progressivelycoininq'to the educational sector.

2 t-

!he Content of Education If the masses and the workersarse to bo made the central foeup of the national system of education, a restructuringof the existing educational system isnecessary but not sufficient.We will have to go aheadwith one morn urgent reform, namely, to transform the contentof the educational system to suit the needs of the people.This will involve radical changes, not only in adultand elementary education, but in other sectors as well. In the prdgrammes of adult education,it 'has been the tradition to emphasize literacy.By and large, programmes of adult education have not beenco-ordinated with those of socio-economic development;and from a mistaken fear to 9, keep out politics, no attempt' has been made to give the adults a sense of self=awareness and dignity and to involve them in serious discussions of the different problems facing th ountry,These wrong traditionshex/et, made the progra mes of adult education uninspiring, ifnot actually dull and oring. Evenif we had the finances necessary, programm s of this type, which will r4 motivate the adults adequatel, are morelikely tofailtha to succeed.What we need isthe..ddoption of an entir&ly different strategy, Where the adults are illiterate, literacy will,no doubt, form an important stepintheir education.Butit need not be made indispensable.Instead of adopting the approach of literacy first and general education next, it would,be desirable to emphasize general education through the word of mouth, ev or audio-visual aids, as the core of the programme.Ifpro= perly conducted, thiswill,inallprobability, stimulate the majority of the adults to learn to read and write.When they 0 .feel so motivated,literacy should be included irithe programme.But if they do not feel so motivated, it may be left out : this will not detract from the value of the programme as a whole. The main foci of adult education should, therefore, be three.The first would be the upgradinsof vocational skills r or on-the-job training.The object of thWpart of thial programme would be to make the adult more efficientin his job and to help him to earn p.atter and to improve his standard of living.As poverty is the most important problem to be tackled, this will be an effective programme for motivating the adults.The second part of the programme should be, what Dr. M.S. Swaminathan calls rechniracy, or imparting- the basic knowledge of science and technology to the adults in a simplified form with direct implications for their job, theirhealth, family planning, and other aspects of their life.The third part of the programme would be citizenship which will include a stqy of the culturalheritage of the country, a history of the freedom movement, a rational discussion of the different problems such .as poverty, u employment, population growth, defence, etc, facingt ountry, and the part-which they are'expected to play in their ution

1.2 J,.P. Naik, "The Content of Edutation," Policy and Performance in Indian Edudation, Delhi, Orient Longman,1975, p. 23-25 25 19 - a and innational development.Special emphasis, should be laid on creating a sense of sell-awareness, and an understanding of their rights and responsibilities as .citizens, and on building Up a sense of dignity as individuals so that they would stand up when it is encroached upon.What I have. in view is something like the programme of conscientization suggeVed by Paulo Freire.It is only a programme of this, type that will make adult education relantev to our program- niet 01 national development. ,)71' wtk. in-the programme of non-formal education for out-of- school. youth in the age-group 15-25, the core content will necessarilyinclude the three foci describOabove under adulteducation,namely, upgradingof vocationanskills, techniracr and edu,cation forcitizen-ship.In "addition, two more foci will have to be added :(1) physical education, games, sports and recreation ;and (2) participation in programmes of service to the local community.The attempt should be to individualize instruction as far rils possible and offer a package deal to each person to meet his requirements. The class-biased system of elementary educatipn which we inherited from the British adminittrators had a very limited objective, viz., to prepare. a student for admission toa secondary school.Its curriculum was not related to the immediate envjronment nor disci it have any worthwhile component of work eXperience. Our major error has been that we are tying to extend the system, without making any changes of cotent, for the education of masses.This can only have disastrous consequencres betausewit makes elementary education largely dysidnctional to thelifeof the average child from the ferntliei of workers and peasants and spreads the unhealthy white-collar attitudes to the masses ..also. Fdtir instance, the late Shri E. W. Aryanayakam used to say that the handicrafts of lnda, which earn so much of valuable foreign exchange continue to survive forthe simple reason that our attempt tointroduce universalelementary education has not.succeeded I It as to correct this weakness of the elementary system ofedication,in the interests of the .masses as well as of the classes, that Mahatma Gandhi promulgated the scheme of Basic -Education of which Dr. K.G Saiyidain was so'ardent as admirer and advocate. Thisis one of the major reforms which the educational system needs and which has remained unimplemented so far. &The main obstacles have been, not the Ink of funds orthe non - availability orsuitable teachers as has often beenmade out, but the resistances of the classes who dominate the scene and who do not desire to' vOup their white - collr attitudes They defeated the program of basic education ; and itis: they who also prevent the introduction of work-erlenie in the educatiOn system. It must also be realized that a radical programnie pf thistype cannot b...R implementedsucc&sfully at the elementary stage only in It& absence of its simultaneous introduction at the seccmdary and Highef stages. The newstrategy to be adopted should, therefore, include three simultaneous attempts :(1) ,to implement the programme of Work-experience on a priority bails at the elementary stage ;,(2)to introduce it simultaneously in secondary and higher education as well ; _ / and (3) to break dovvO the dominance ofwhite-collar attitudes In society by introducingprogrammes based on -the dignity of manual labour in allwa--\1% s of life. In Cbina, for Ins- tance, even the manager of a facty is required to take his turn in cleaning and sweeping the floors.I do not see why such piactic s should not be introducedinall our organizations. In .fact the Government officesare so over-staffed that their efficidn would improve if they aro madeto work for five daysa week only and all employeesare required, for one day:a week, to participate in mania'labour and programmes of social service to the iommuniiy.Such measures would bridge the widegap that now exists between intellectual and, manual labour and facilitate thesuccessful introduction of work - experience in the educationalsystem.

f 0

27 21 . Exprdituro/OutlaY on Ed-ligation in the Successive Vivo Year Plana (1950-1974)

(Rupees In crores),

First Second No, Third Annual Fourth Total Plan Plan Plan Plan years Plan of

1. Elementary 85 95 178 65 Educatictn (56) 239 662 (35) (30) (20) (30) (31)

2. Secondary 1 20 51 - 103 53 Education (13) (19).- 140 367 i (18) (16) (18) (17) r. University it 14 48 87 77 195 Education (18) 421 (9) (15) (24) (25) (20) TeacherQ ) ''r 23 9 32 Education (4) (3) (2) Adult 5 4 2 -Education 2 6 . 1'8 434 (1) ()4' (1) (1) (1) '6. Cultural 3 Programmes 7. . 4 12 26 (1) (1) (1) ,.. () (1)

7. \ Other Educational 9 23 64 33 . 90 , 217 Programmes (6) (8) (11) (9) (i1) (10) , ( ,.... . '10 Total General 133,- 24 464 241 681 1743 Education 07) (82) (79) (76) t,(87) (82)

8. Technical 20 49 125 81 . 106 391 Education (13) (18) (21) (25) (13) (18) .

Grand total 163 273 589 322. ,. 786 2153 Education (100) (100) (100) (100) (100) r Sourco : 1. LF4ducation In theFifth Five Year Plan (1974-79), Ministry cf Education EtSocial Welfare, .1972, for the First, Second and Third Plans.

'2.Draft Fifth Five Year Plan (1974.79), Planning Commission,for the Fourth Plan. ) 3.Figures in parenthesis indicate percentages of total. .._, D Itittided in ppentliesis indicate perceritagesof total. Included und'Or other educational programmes. N.B. Those do npt include allocations for education under labour Er Employment. other Ministries such 'as Food It Agr. Haalthor

1.3 J.P. Naiic,"Expenditu flutlay on Educationin the Successive Year Plans (1950-1974)"Policy and Performance Five Delhi, Orient in Indian Education, Longman, 1975,p. 99-100 . 28 ctl I)2 -

I 110t,111.. & rif\ I 1.01NII NI O ADULT LEW(' II0N IN .

In India, tinder the British Mile. the deplorable state of mass illiteracy touched the Inarts of coot,. broad mated administiators and noworTit ill lead- (1,, Ilutli Illiti.11 md Indian Earneht effints Wile i11111.1t11.1 to impros things. The labours of those piotwers, like Mr.!Nittasylio foundedthe Bratahari Movement, have been forgotten. in tarty Scam some steady amt ),,..,10,,, moves were initiated 1,v poldiwilited institutions to:1111,' the light of education to adult prop'''. in the diflernt dad; cornets of the country. Among them the Scva Sadan of Pinill 1.ilit Si ryatits of India Societe, the Y Nt.C.A...and the )),.pressed Classes NtissioteR \lang.ilore) are notableTlw f)eorillar flit lion Trust in \tal ilrir (A1'1) (a roil a-thri (-year coo sa for men.The re ore others who explor,41fts-w. i414 ill( ,I I C for !main!: adults liter ite The name of a zealous mi.- %inn us in Ow c lose \Ir1.311it nit is 'still nine 1111)(1111 ht Ntitive of us)lint the 'mildew r,Ato Om itas, formic] dile as ever and di fie1 solution.In 1'137, \ (mita-, gut-null isfordP., tams r line into fore,. and popular ministrieswere formed in the Powitu t s Ind tilin ation\s ac transfer:a d to them.The consernce of the haili is now in office was tumbled :hoot the (lint ationalbat kssardmss and illmttracv of the pi oolc. Thus ere 1.1111 to reform things.lioss ever, not nine/ progress was made lies and :Ionising piddle opinionon the issuie and the prom c- don in :mite places of literature fur the neoittrates , At time initiative of the Indian Adult Education Soictv (of Delhi),supported by a mother of Atilt education \voltaic. thefirst All Indio Adilit Educa- tion Conferen« was held at liliagalpurin 1919 under the Chairmanship of' the late Dr. II.P. Masaiii of liornhav At that session, the Indian Adult Education Association was established and its Constihitionwas adopted. Soon after Independence,itits fifth Animal Confernte held at tlesva in December, 1017 the newcol cept of Adult (or Social') r,(111Calt011 Was properly accepted. clearly differentia antbetwe adult literacy and adult education. The Conference in its resol ition. stressed?tea view that"the needforadult education in all aspects of itsprogramme was never greater in our land than it is today."It was further urged asnecessary "to re-interpret the function and develop further, through holdexperimentation, the techniquels of adult education as the only means of equipping the Indian peoplefor playing their part worthily in the democratic social order."I must quote one more sentence from a resolution of that Conference which is illuminatingalthough its main purpose even now remains remote from realisation. The resolution said, -Adult It, Education must aim at enabling the commonman to live a richer life in all its aspects social, economic, cultural and moral." The move to get the concept of Adult Education accepted anda steady d endeavour madeto reduce illiteracy among adUlt men anfl women started gaining momentum. Advocates of the idea kept up theirpressure on the authorities, and also in educating public opinion on the subject.Deputations met the Edu- cation Minister.. .the subject was brought up in Conferences and Committees and at the Central Advisory flaard of Education,At these meetings, fro!time to time, proposaN were moved for the establishment ofan autquomotts Natit, Board of Adult Education with its counterparts in the States,This sustained off rt had its effect.Social Education, the new name with a slightly different col ntAtation given toit by NI:1111311a Abul Kalam Azad, the then Minister of EdOcalion in the Central Government, at the Fifteenth meeting of C.tiit;, made soniie P ogreSs. .Voluntary agencies entcred the field inmany pa`rts of thecountry,'M sore State Adult Education Conned, liombov City Social Education _ ___ 29

: 1.4 Moh4n Sin0 Mehta, Progress and Developmentof Adult Education in In+ BOmay .._.. ./ Indian Council of , , BasicEducation,-Nov. 1974, n. 7-1? 23 Committee, Christian \fissions in marry places and several other organisations kept up their la rule effort against all manner of difficulties.In other States, eflorts chlivrlit emphasis wil' also undertakn.Etawah Project became will known for its bias on economic side.!ladras pursued the purpose through their will] orgarlisill library system.From Rombay.. a handwritten bulletin, liallhaqiised to he i.siird for the rates lic An Amt rican Mts. Vc1111%. the Lityric). at Lucknow in11156. Anotlicr very fine effort, was 11111.11-1.-1111111l-t:1 enonirageninti,t,some districtsof Southern Maharashtra' the si.heine became famous fur4s cocas, t1111)11V.11 11)al enterpiise.Itis known as Crain Sliikshan; N11)11611.Itis neither poss11111 nor necessary to mentionall the organisations sir the leaders w ho lahotired hr the field withsplAdid devotion. These activiti ....meagre andlargelynoioordinatcdthough theywere, marked some ch. age in official thinking also, which (unlit r encouraged tho workers in the soluntary organisations-Provision although ridiculously in- 412 adequate was mad for social education inthe national Five-Year Plans. The Education Collin fission (presided over by 1)r. 1). S. Kothari) stressed in its report, I (1906) the need for prunding adult education in various forms.It devad a

whole chapter a Ow Ntibit an event of some significance in the itimalscif rodern Indian Education and -boldly commended the cause to the Govern- niirrt,tfi Stmts and the Unisersitirs.The Union Government consented in 1970 to set uprepresentative National Board of Adult Education, witha plan (or organising : dult education on liberal lines throughout thecountry, with the active cziopera ion of the Stato Governments.Some projects like the Farmers' Functionalkti cr4cy, Experimeilts. (or Preparing Material forLiteracy,Pro- grammes of A sistanec to Volunt-ary Organisations in the field and similar other schemes hayalso been set on foot.These arc 'right and hopeful trends which raise expecte ons and sugar well for the future.

After re ording this appreciation and hopefulness, itis only fair to express the general f eliti.g4unong educational circles and independent obs rvers that the whole subje t mid purpose of adultedueation and its relation to social change,

'social reconstruct, c ununit:v development are not yet du, and adequately mule d by mans sections of the public.Even the Central and State Governments anthe Planning Commission Are not clear and conistent in their `policies. At an late, the inanities, provisions and processes of implementation leave this impression.A progrssie-out-lnol: and derv, bold., forward-looking plans do not appear ,to hac emerged or perhaps we do not have full informatfon about them.For poverty. ignorance, illiteracsr, economic exploitation, disPase' and malnutrition arc ills for which comprehensive, vigorous and well thought out plans of Adult (Continuing or Community) Education can be an effective remedy. We must link varied, flexible but well organised programmes'of 'people's education with our national plans of development and the aim shdidd be to build up people's awareness of their backwarduess and a strong sense of self- reliance to overcome the handicap.

This is a-prohlem of immense dimensions in this yen. large country.And yet we cannot run away fromitMore thinking larger investment and a countrywide support ilk: called for The State,the- legislatures, the professions and the public shciuld all join together to find a solution to tly problem. A cynical view sv.is scrionsls expressed at a Government Committee at the national level that the political leadership is definitely not interested in -adult education becoming an' effectivenational movement.It will mean the general awakening of the ignorant mass I Let us hope this apprehension is not well founded. 30 -24.1

An unfortunate impression is also created by certain facts and events.Let is look at the provision made for Social (Adult) Education in the 4th Five-Year Plans in the general scheme of education: (Rupees in Crores)

Five-Year Amount Amount Total Plans . provided spent out allocation for Social of that for Education provision Education 1 2 3 4

IV 4.45 not known 824.24

These figures'are revealing and so depressing. Do they correctly reflect the national policy on the' issue? Thinking on the subject has gone further during the discussions for tbe formulation of the Fifth Plan.It wo nronosed. and the idea was well receiv d. that paucity of funds, though a serious obstacle, could be overcome t ing condition in every deVelopment scheme that at least tw,it not five, ki.1 4 cent ut the total provision lot each scheme would be earmarked, for the training and enlightenment ut the beneficiaries of the particular schemes.This will release a fair amount ut money which will be ut undoubted value to the scheme itself and at the same time would substantially help raise the social and economic condition of the community. The State policy ul giving high priority to the scheme of universal primary education is to be greatly commended and should be welcomed. Ve havo to Make;b up for m uchlust time.There are no dillerences of opinionon this point. But we should also take notice ut the patent tact that between 20 to 30 per cent ut this huge investment is seen wasted beeause a large number of children drop 0 out before reaching the top class and often relapse into illiteracy.One wishes that at least one-third ur one-half of this amount, which is undobbtedly lost; were ilIVSted in the cduc<

Mass of our pcuhlc MI.' Still illiterate-Flirty or fifty years ago, literacywas taken to mean capacity to read and %%lite the learning of the three Ws.This is no kniger consideird adequate mjensible. A literati-man or woman should be able to use his or her knowledge for meeting the medsof his/her profession agriculture, ur drtisanship or business. -Ftinutional Literacy" isnow the aim. Illiteracy particularly in thc rural areas, in-remote habitationsin hamlets, forest villages, mountain regions and -among the tribal people is a serious problem.Efforts su far Made have vowed utterly inadequate.While the percentage of literate persons is slowly rising, the total number of illiterate people is reckoned to be greater at the end of every decode, owing to the rapid increase in population. -

Year Percentage of illiteracy Total number of to the total population illiteratesinthe (millions) country (millions)

1951 300 289 1961 334 334

140 31 Ps - 25 -

Removal of illiteracy is a matter of pationalurgency and importance and should have a high priority.There aretreefactors of special relevance in thi context: (1) The adult learner will not respond unless hecan be motivat to do so; (2) Literacy Centres should be closely linked withsome pkte.tical schemes of national development in order to yield results; and (3) The whole schemeof literacy would have to be taken up as a matter of nationalurgency and should

be supported by dynamic, well-planned schemes with the effectiveparticipation. a of all sections of the people.This will have to be worked out wifit thoroughness and purposefulness. The scheine w have in-built provision for evalmition and re!'yarc:,`14k-a.--,4,.., that mistakes could be promptly corrected.A vast number of non-goverNielialf 0 agencies, with adequate experience and selfless leadership, will have to be roped. in for the project.There is hardly any sense in making casual appeals to university students to accomplish this during their vacations.One wonders how responsible people can seriously put forward such untenable ideas.As the late Dr. 'fakir Hussain pointed out, this complex problem of huge dimensions has to be tackled with thought and care.The solution of the problem will become more difficult with every passing year and will move away twin the solution stage, unless itis tackled with a vigorous strategy and a multipronged attack. It would be a greNt error to put this responsibility on the government alone, or only on the Ministry of Education.All Ministries, all State Departments, the public, the Press, piotessional people mid nun- official organisations will have to cooperatiin accomplishing the objective within a specified,period.This is by no means ail easy task nor does it present a ready solution.Many competent educationists, administrators and sociologists will have to put their heads together to evolve .1 great national project with a foolproof and thoroughgoingarrange - ment.Besides a large tinny ul workers will 'lase toc 'trained for the purpose. They need not necessarily be professional teachers,lit should be drawn frum the locality itself.This big ellurt would have to be keptup tor at least ten or twelve years. Let it be remembered that literacy by itselfopens no doors.Unless in becoming literate..1 'also!) Lis in front of him prospects of higher incomefrom his farm or fai toryor v. urkshop or occupation, or unless it briugs about other satisfying results, - e g., soda], emotional or mental enrichment- he ur she is4 not likely to join the grand game %vhole-heartudIv.On the other hand; the handicaps and the burden ofbackwardness which go with illiteracyare all so obviotis What is the chance of.itrue democratic process' ur theessence of social justice striking roots inour sueietv, unless the existing disparities- social, economic, educational- are drastically reduced?Universal franchise and'near universal illiteracy go ill together.The e\ploitation of the lowly and theless privileged avill go on hadanitely, whatevermay be the provisions of our Con- stitution, until the adultmanor woman everywhere becomes a reasonably alert, self-reliant and self-respecting citizen, livingabove the poverty.line! The public library has been, allover the world, a solid support for adult education.Right from the early times, the pioneers ofthe movement thought of establishing libraries and reactingrooms for the enlightenment of the people, to develop their desire for knowledge andfor arousing interest in public problems. Whether it was the Lyceums in America, thePeople's High Schools in the Scandinavian countries, particularlyin Sweden, or in Franceor Hungary - as also in this country- the library movement has been the close and natural ally of adult education activity.For eradication of illiteracyorpromotion of functional literacyor for technocracy - a expression which will soon emerge . 32 0 - 26 - from the Ministry of Agriculture, the establishment of public libraries large Of small, mobile or stationary. rural, urban or suburban, will be a sustaining force fora developing society, which adopts people's educationas an imperative. Friends, you may be keling indignant in your mind.I have had the impudent e to drag ) on .1101md in a ramble withouta compass or a road inapl The audience at a lecture generally expeet the speaker to start witha proper definition of his subject.And I have not done that as yet. What is Adult ducatioeIlow do you define it or at least describe it? I did not attempt its difimtion for goodreasons.By its nature and scope, it defies attempts at a logical definition 16llfinitions of Adult Education"in the words of Robert Blakely, are as multitudinousas are autumn leaves."Yet none satisfies many persons engaged in it.

In the words of an experienced Canadian professor: "Adult Education is difficult to describe and almost impossibleto define, because it it found in so many different forms under the sponsorship of such a wide variety of institutions and agencies.This complex situation inclines any definition to be either too inclusiveor too narrow." To quote an adult educator and writer, John Walker Powell; -Philosophical theca ies have therefore little conscious effect...upon the hundreds of thousandsof learning activities now being pursued by millions of people."I would be content.to agree with Bryson that "Adult Education covers all activities withan educational purpose that are carried on by people in ordinary Inisiness of life." In terms of the needs, aspnations and environment of people, Adult Educa- tion should have these elements, namely, (1) it is voluntary on the part of the learner, (2) itis part-time or whole-time for a short, limited period, (3) itis purposeful, (4) itis conducted under organised auspices and is planned for persons who arc no longer enrolled for formal education.Thus, it differs from education in traditional institutions like schools, colleges and universitieson the one hand and unplanned. unconscious or casual learning situations on the other. If this general description does not satisfy )our scientific standard, andyou insist on a proper definition of the concept, I would reproduce before you the definition given by Professor Coolie Verner.,pf the University of British Columbia. Here it goes: "Adult Education is the action of an external educational agent inpur- posefully ordering belt:Om:1 into planned systematic experiences thatcan result in learning for those for whom such activity is supplemental to their primary role in society and which involves some continuity in an exchange relationship between the agent and the learner so that the educational process is unair constant supervision and control." This heavy exercise in logic had better stay with you for analys s and diges- tion tonight.Wo shall now meet in a lighter mood tomorrow.

3 3 ADULT EDUCATION ITTINDIA:-CONTI= b DEVELOPMENA: FROM AN AMERICAN P ECTIVE

1. 0/ERVIEW

1.1calTExif

1.1.1 The tasks and problems confronting, Adult Education in'Indiaare

extremely difficult to cope with, and often staggering ,to the

imagination.- The 1971 Indian population of over 557 million,(om

increase of 359 million f 'rom 1954-lived in an 'area about one-half

the size or the American mainland, and on a less bountiful lAnd.

In 1971, approximately 80% of the; population liyed in villages, and the '

national per capita income was leas than $100 per year. There had

been a rising proportion of literates in the population, from 24%

in 1961 to 29.37, in 1971, but the ctual number of illiterates ..--/ had risen because of population ncrease, from 298 million in 1951,

to 386 million in 1971. In India, the population increase over

jobs available is at least two-fold,leading to a widespr04 (.2

increase in unemployment and underemployment. In this context,

Adult Education has of necessity often taken the basic formsand

functio,x; o' health, nutrition, family planning education,

elemental agricultural / industrial skills, and literacy a education.

1.1.2 Adult Education traditionally has had the virtues of functionalism,

being responsive `to immediate needs of the local community, and

democratic in that it has been concerned with the uplifting and

improvement of the c'xlditions of qze masses and disadvantaged.

In recent years Adult Education has also made significantmoves

for release from the almost exclusive emphasis on "catching up"

type objectives, to a growing stress oa continuing lifelong

1.5Moses Stasibler 3 1 -28-

learning or education for all levels of society. In addition, new

re definitions have been cl6veloped for Adult Education in the 0 context of national development needs which give greater recogni-

tion to its place as a major nonformal strategy.There are

increasing attempts to utilize Adult Education as a component in

national development schemes. The current situation and changes

taking place in Adult Edultion in India serve as important bell-

weathers of the broader changes'taking place in Adult Educ on

operations, especially in the less developed nations.

1.2 EXPANSION AND BROADENING OF THE61GEPTOF ADULT EDUCATION

1.2.1 Through a series of economic development plans implemented since

independence in 1947, India has been attempting. to mobilize for

a bettor fature. After independence, the idea of Mass literacy

received the main emphasis of Adult Education in India. In the first

two oyhe five, five-year plans after independence, recognitionwas

given to the basic incompatability between wide-spread illiteracy

and rapid social and eccnomic progress in Indian Democracy, but .

emphasis was placed on literacy rather than its social.implications.

11,-1.2.2 As a result of anEducation Commission'investigation of 1964-66,

it was recognized among other things that direct literacy campaigns

among adults were not accanplishing a reversal of the trend, and

that a new mass national effort was required, focusing on social

education. The aims of this social education approach were sixfold:

to secure literacy, to promote life, health and hygiene, to develop

skills that could contribute to raising the standard of living, to

provide opportunities for practicing and learning the responsibilities

35 29 -

.; ,iof citizenship, to promoteopportunities for tion, and

promote the social education ofwomen. The emphasis was directed

to broaden the Adult Educationconcept to include wider ranges of

' ctivities thanmere literacy, i.e. community and social develop-

ment, civic education, cultural andrecreational activities,

developMent of the folk arts, librarydevelopment and regular

literacy work.

1.2.3 Delivery agenciks for the "social education" conceptwere to be

the local government agencies ofcommunity development, voluntary

agencies, community centers, youth clubs,women's organizations,

farmers groups, recreation centersand literacy. training centers.

This type of emphasis has resultedin a program ofagricultural

extensioQ services to increase farmellscompetence for improving

agricultural practice, and combinesthe efforts of at least three

federal ministries-Family Planning,Agriculture, Education Informa-

tion and Broadcasting. The effor these ministries come together in

numerous parts of this program: the trainingof farmers through

farmer training centers, demonstrationcamps and young farmer groups,

radio broadcasting of farmerdiscussion groups and forums, and

actuate functional literacy courses inapproximately one-hundred

agricultural districts.

1.2.4 Included in this "social education"approach has been a recognition

of city worker and the Adult Educationneeds of urban areas. Ttkig.,)

has included programs witha stress on urban based Polyvalent

Adult Education Centers for city workersin cities like Bombay

(Shramik Vidyapeth) and at other centersof economicaily and 41,

educationally underprivileged clients inneed of job related 36 -30--

skill development. Undergraduate college students have also been

provided with an opportunity for participatingin developmental

programs, inclining Adult Education, through t,he activitiesof a

NatiOnal Service Scheme.

2. ADULT.,,tb GATION AS A "TEMPORARY"ORGANIZATIONAL VENTURE

2.1 To its credit, Adult Education has not bAnp ssessed by traditional

organizational conttraints, by the fallacies f elitist education,

or by the certification syndrome which oftenequates the process

followed in securing an edUcation withthe competencies achieved in

education itself. Yet, the developmental and distributarytasks for

lifelong pursuits, require of AdultEducation some type of rational

systems framework to maximize the resultsof expending physical and -...... ,__ human resources, and utilize the experiencesthat on-going institutions

can develop and transmits

2.2 One of the problems endemic withadult e ucation is the--14 ofa

central institutional responsibility andcapability of doing the

required job. Unlike elementary and secondary education whiChare

clearly defined as to responsibility andscope, Ad It Education is

generally a wide open operation. 941e institutions doing the -job

generally do not have their main focuson the multi-dimensions of

Adult Education, butare, involved in other pursuits (such as

agriculture or family planning) of which theeducation of adults is'

only one dimension. Organizations engage in Adult Eduction tothe

extent that it fits in with their other.-oftenprimary-objeCtives. 2.3 This lack of a regularized institutionalframework leads to a number

of problems in Adult Education operations. There is little continuity

3 7 - 31 -

and learning from previous experiences, and few adult educationop- erations in litgracy and family planning etc. actually capitalizeon the!experiences of Similar operations. In many cases, theyseem to ,be "reinventing the wheel." This is particularly truewhere there

isn't a centralized educationalsystem with a ministry of Adult

Education providing for continuedgrowth. and continuity.

2.4' In India, as in the United States, one can't really referto a visible

and continuous movement ofAdult ucation, in the sense of building

on th4 achievements of others. Rather, it a sporadic operation,

coming to the fore periodically and ,lien being pushed to theback-. ground. In India, in particular,with its focus on Guru and

crismatic leadership, thestory of Adult Educationcan be written

by linking personalbiographies and charismatic le4dership.

2.5Without ene institutional continuity that Ines role and objectives!, and 4ithout continuing organizational sjZpport, creativeleaders of Indian Adult Education have had to build temporaryorganizations to achieve their objectives, and have had to rely very heavilyon their charismatic qualities and capabilities to attract "a following. In iR 0. no case have they been able to buildpermanentan org nizations.(an

.endemic problem with Adult Education in the United St tesas well) yd therefore their organizations generally disintegrate when.they

eave or pas o

38 - 32 -

2.6Despite this lack of continuity,or because of its demanding

selectivity in which only certain types of peoplecan prevail,

Adult Education operations in Indiahave attracted those of the

highest ideals, great-commitment andintensity of,purpose, and With

an unusual output of creative energy. It has brought out a degree:.

of religious fervor of those working for.thedisadvantaged and

willing to toil intensively to buildtemporary organizations where

permanent organizations are a rarity. The chronicles of Indian

Adult Education are therefore the storiesof charismatic leaders who

have developed personal folloW4ings, workedagainst overwhelming'odds

to do a job, and achieved greatness of self in thecommitediact of

working with adults and "prevailed,"over adversity. The activities

also show how in the struggle by these chismatic leaders against

great odds, energy was invested essentiall in survival and getting

the job done rather than in institution buildingand training or -) prAidingan atmosphere for acilitating potential leaders to carry

on. Generally, during thwaning years of energy and health, these

charismatrc leaders were un le to find replaceillent leaderhip within

their own organizations to turn over the key's oftheir organizations,_

. resulting An a decline of the organizations aftertheir departure.

2.7 There are already many posftive Adult Educationactivities going on

in Ind , many different .governmental and private organfzatiOns

involved in the operations, fine literatureon tbe,Subject, antwo

high quality Adult Education journalsregularly appearing. The

(1 general high level of dedication. and ATevotiomp.thatexists ahong

Adult Educators in India, is most impressive. It is unfortun

_ 3 9'

ti V 0 however that despite these healthy and progressivecompbaents, there, is.lacking an effective.organiational infrastructure to capitalize on.all these assets and systemP atically build and improveAdult Educa- tion. operations. This organizational limitation,characteristic of Adult Education operations in nearly all nations,results essentially- from the ancillary nature of this type ..ofeducation. Asa fringe", or "supplemental" area, Adult Education often is charatexizedby a

fragmente&-nature and somewhatdisorganized state. The healthy - components, of Adult Education,therefore often become lost 8tithe.

national scene and failtomake their maximum Contribution to

national development, even though they might be consideredvery successful locally.

3. 'ADMINISTRATIVEORGANIZATICN FOR ADULT EDUCATION

3%1 NATIONAL AND STATE '... ., P 3.1.1 There are clear pranical,expressionsof commitment by the

federal gOvernment c4, Indiato advance Adult Education, I somewhat. O tempered by the realiti s of the Indian federal pbliticalsystem. On the governmental level there is a separatio6 ofpowers and-

0 responsibilities for adulteducation operations. There are two ce, major program areas for Adult Education in India. Those-that are directed towards the masses of Indian adultd in b urban and e rural society who are illiterate and semi illiteratecome under the Federal Ministry of Education, andcbpartments ofeducation in ( the states. But, those concerned essentiallwith b skill and

) vocational development come under different control agenciessUch

40 -34-

aS governmental Ministries of Health, riculture, Railways Post

and Telegraph, Defence,and family planhing and twlso under in -hone

business and private agencies.

3.1.2 There is also a division ofpowers between the Adult Educatio&op-

erations of different government le.Nels. Similar to the American'

federal system, where central or federal pOweris not strongly

generated, either for education in general_nor Adult Education in

particular India too faces this type of endemic i organizational -0 problem. Adult Education has been mentioned andprovided for by

the Indian federal government inevery one of the past five-year

plans, but in reality education isa matter of concern or neglect

for the twenty-one-state governments ofIndia rather than the

'central Sederal government. Although the central federalgovern-

ment does provide some coordination, advisohrorganizational and

fiscal su ort, the state level as well as the districtand village

levels are eally where vital policies and plans aredetermined,

and implemented. This poses a key problem on the effectiveuses

of education for developmentalpurposes, especially where the

planning c missions of the federal governmentneithe'r have the

full planning nor implementing and fiscalcapacity to advance the

programs advocated. This organizational situation, to be effective,

requires a higher degree of communication betweendifferent govern-

mentand,private agency. s.

3.1.3. The United Stateaed this type ofproblem with general ,conflict * between national, state, and local authoritiesespecially in those

areas such as education whereall three have degreesLof-authority

4 1 and no one has c ritpleteresponsibility. The federalsystem oil the United States been able to cope despite prObTiaMof fragmehted authority apd responsibilitythrough the developmentor_private ancillary organizations. \Thesupplemental organizations whichwork outside f the formal federal system,serve as informal agencies to brig orderand a degree of uniformity of action andpurpose on all ree levels of goverrtient. These organizationsinclude: pub ishers, teachersorganizations, professionalgroups, national un on s, and the print andvideo-media. In the federalsystem of dia, these ancillaryorganizations which help the Americanfederal system lice its / operation togetherare not adequately operational. ` Thenewspaper and T/V media also donot serve that purposelleaving a federal system which has notovercome the disadvantagesinherent federalism.

3.1.4A significant and constructiveIndian response to theproblem has been throupi he developMent of "voluntary" (private)agencies. These volunary agencies however lackan effective 6 communications network, are overlapping inmany cases and develop objectivesand strategies whichare not necessarily consistent withnational priorities and objectives. Unfortunately, orchestration ofthese voluntary agenciesfor achieving greater effectiveness,is a most difficult task often runningup against individual sensitivities and philosophies.

3.1.5 In the UnitedStates, inaddation to the ancillarynon-governmental organizations, theAmerican federal government recognizedthe

42 36-

inherent t ae of problem in federal systems and establishedan

lC (Educttional Resources and Information Clearinghouse)opera-

tia4 to ce trally locate documents developed by differentpeople

or agencie on developments in education, and centrally diffuse these on microfiche cards thru libraries and subscribers. -V 3.1.6Significa tly underdeveloped in the Indian federal systeM isa

feedback mechanism for communicating evaluations and reactionsto

Adult Education programs to some central'disseminating authority.

(In t' e United Stato, this stateof semi - chaos was glorified in

praised the past by "educationists" as an Educational labora- A, y approach where many different experiments were taking place

in- educationin/thedifferent school systems). Experiments and

new approaches to Indian Adult Education are tried in the field, %

with terribly inadequate feedback, resulting in "re-invention"of

the wheel and outdated and inapplicableprograms being adapted.

There is a clear need to have experimentdeon and operation

programs feeding back to a single data bank source for broadest

dissemination of information and most effective evaluation. In

this way, valUable experience does not have to be lost and knowledge

' does not have to be rediscovered in a field where diffusion of

cumulative experience should be the kez strategy. To its credit,

leaders at the Directorate of Adult Educatio ve recognized this 0 need.

3)1.7 There are many excellent prOgrams and ideas about Adult Education

in India, but a terrible brain drainage and loss because of the

43 I

lack ofan effective administrativea)r ucture neededto cope with thes.problems andideas. The Ministryof Education of Directorate Adult Education,under the direction ofMts. Doraiswamy-is doing a tremendous job witha very limited staff (underfifteenc> people). They have started todevelop centers and keyareas where they will send informationon their latest programsoand.secure feedback on programs inthe field. CommUnicatienfeedback shedts are being sentout and a network isgrowing. Ho Aver,this sOemo to be a very limitedstart along traditional lines- for a problem of such great magnitude. Thin author thinks teatan- approach Curnentlybeing used by UNESCO, d'swell as Western Europeand the United States,might help to overcomethe information and communiN-Is- tion gap in Adult Educationwithout going through thedifficult resource and linear sequence problemof building a tradit nal communicationsnetwork. A systemwhereby all pertinentinformation on AdultEducation programs andproposals could be placedon nlcro- fiche and distributed to major librarycenters in India', wouldhelp speed up the needed twoway flow of communications. This type of system, could representa major step in having ,Indiautiliie its own excellent resouree people to developmore effective appi-oaches t.cope with India's Adult,Education problems. 3.2 GANDHIAN HANCUP

Part of Adult EducationprOblem of overcoming theinherent difficulties ofa federal system is relatedto an Indian ideol ical context whichhas glorified decentralization as a populismgiying

4. -38-

giving the governmentback to the common man. On the globalscene, sources feeding this ideology are, the philosophic iconoclastssuch 0 as Ivan Illich who ina Rousseaian sense have dammed central-:' a authority by definition as corrupting and destructive,and E. F. Shumncher in His book Small is Beautiful. Often, for these critics devolution is equated with humanism, andcentralization with op- pressiveness-. On the Indian nationalscene, this ideological context for decentralization is being nurtured byinterpretations

of the philosophy ofMohandus Gandhi. 4 3.2.2 It is this author'silOression that 'Gandhi's ideason grass roots village participatory democracy and the need y local decision- making representi ideological hangup for theIndians very similar to the American hangup with the Jeffersonianagrarian myth_ of the Yeoman farmer which lasted until the New DealEra. In addition to rhetoric, dedicated workers in the AdultEducation fieldseem to be concerned with proving the philosophical wisdomof Gandhi by attempting to develop successful agrarian-baseddemocracies in the village..

3.2.3 Running counter to this agrarian impulse andtradition are those Aw adult educators stressing pragmatic efficiencysystems`-t' proaches with performance based criteria and stressenneed for effective central/national power. The approaches used bythe t PolyvalentTrban Adult Education Center in Bombay reflectone of these few moves towards pragmatic programs ofadult education. In my opinion the ideological Ilgup on the decentralizationq th and the myth of the rural republic might bephilosophic satisfying,\but have little to contribute to solvingadult

- 45 - 39 -

Education problems in India. The ideological approaches should be

set to rest and stress placedon developing effective organization

and approaches for problem solving in the contemporaryperiod.

3.2.4 There are, very striking similarities betweenthe American agrarian

experience which stressed the virtesJeffersonian-Madisonian

heritage of the Yeoman farmer and the dian emphasis on the

virtues of Gandhi. In the United States,he Agrarian myth of a

lost Eden and of the return to this Eden by localparticipation a and involvement in government the Republic ofYeomen-farmers-was

a central ideology of Americqn agrarian democracy, and the rootof

conflict of Madison and Jeffersonvs. Alexander Hamilton. Although

Jeffersonianism won in the initial philosophical andideological

struggle, the long-range victory was on the side of technylogY,

large scale organization, money interests andstrong central

power as advocated by Alexander HaMilton. Although Americans

continued to espouse the agrarian ideas of Jefferson,until the

GreatDepressigcof the 1930's, the new realities of the industrial

revolution required a movement to initiate andeventually accept

a HaMiltonian large scale production economy, earlier than the 1930's.

3.2.5 In the American post-Civil War period the trend in termsof

0- economic production and distribution was clearly in the direction

of large scale and monopolistic enterprises. There were efforts

t.. during' the progressive Period.of PresidentTheodore Roosevelt to

-assert federal authority over large scale businessgroups, and 4

/ 46 , -4o-

during the Progressive period ofPresident Woodrow Wilson, to

break the developing large economicunits into smaller units. The

approach of Wilson, failed to dealwith the fundamental issues of

effective control over necessarilylarge scale units of production

and distribution. Rua control over large units inthe United

States came through the socializ.ationof large corporations and

the growth of countervailingpowers of labor and farmer organiza-

tions. In the United States, we foundthat by fostering governjent

by organized interestgroups and lobbies, humanity and dignity of

labor and the disadvantaged classescould be. enhanced. 3.2.6 In India, the organizationaltrend for efficiency in theuse of

capital and business will probablyresult in increased development

of largefCale Organization. To maintain the fragmented stateof

1 the farmer ugh the local village panchayatsystem, and to

press for a mythical dignity of labor inthe handicraft area),. can

result in supporting localoppressive institutions that will keep

the farmer in a regular state of servilityand powerlessness.

Theoretically, the farmer should havegreater control over local

institutions. In a practical sense there isa great deal of

conception and on the local level. To achieve the

human dignity advocated by Gandhi, requiresstrategies of a

contemporary nature to achieve his ends. Gandhi's message for

contemporary Indian Adult Education is notGandhism, nor localism

as advocated by supporters of the Panchayatsystem of local a ernment.

(

W 47 S - 41 -

3.3 bIFFUSION NEEDS

3.3.1 Indian Adult Educators on high levels ofdecision-making are

generally well informed and knowledgeableabout major ideas and

advances in Adult Education and LifelongLearning. In fact, a

number of upper eschelorvfficialsparticipate in international s, conferences, communicating with other professionalsand are

generally knowledgeable about major worldmovements of Lifelong

Learning and the uses of Adult Educatn for development purposes. P They are generally up on the lates reas and approaches, and are

articulate in expressing these ideas.However, despite key people

.1%

knowing about the latest ideas anddevelopments, there are few

organizational networks in India far diffusionof this information

into field areas. Many of the positive values of the variousAdult

Education programs are therefore inadequately diffused to other

Adult Education programs, andappropriate types of communications

are lacking. This means that one can and does findhighly advanced

ideas or Adult Education in thecapital city or New Delhi, but often

inadequate approaches and ideas beingoperationalized in the village

area and in the field operations. This also generallFAresults in

inadequate spin-off value inprograms. Instead 9C a logical and

continuing building and improving of adulteducation operattle)

through effective communications, the fieldis characterized by

cycles of' program changes, without adequatelinear progress

development.

48 - 42 -

3.3.2 India, to a large degree,"tf not capitalizedon the excellent .

quality of its elite leadershipcadre in Adult Education,,.and

these people are generally not situated in leadershippositions. with diffusion capability. One rinds it easier to getinformation

aboat advanced Indian thinkingon Adult Education from American li-brascarces than could be secured in India, outsideof Delhi

n the lower levels of decision-making. This "top-down" diffusion problem is or the type generally characteristic of a federalsystem, where the multi-levels of go'eernmeht, pose persistentproblems for diffusion. Central government personnel, ina federal system rarely have the possibility authority and power of disseminatinginforma-

tion to other levels ofgovernment.

4. INCREASED IMPORTANCE OF NON"ORMAL / EDUCATICNAL APPROACHES RESULTINGFROM

REFORMULAFED DJ VELOPMNT OBJECTIVESAND STRATEGIES

4.1 To maximize the impact anebxtent /of economic development, there is a growing recognition of the need to transcend the traditionalstress

on an increased Gross Natibnal Product,often reflecting elite acquisition of goods and services, and move instead toan improved qualitative

distribution for a greater numbprof people. With this shift to more

comprehensive and inclusive developmentalobjectives, has come a shift in emphasis on strategies to be used.' Under traditionaldevelopment

approachesah)h favored\he elite, majorstress was placed on developing

the college oriented formal institutions on the assumptionthat the production of a select leadership cadre would in turn contributemost

to the general welfare of e cammon people. However, this proposed - 43 -

extensive improvementfor the m4ses, for the moat part,has not taken place. Investing large amounts of limitedresources in this elite educationalarea, has resulted in further nationaldisjointing by reinforcing thecolonial an elitist heritageof two nations,the haves and havenots.

4.2 The traditionalemphasis on formal education, K-College,as the major strategy for nationaldevelopment is being challenged because ithas failed to providethe necessary broad base for nationaladvance, or an elite who couldand would produce effective leadershipto achieve this broad national advance. There is greater governmental recognition that nationaland, personal development strategiescannot rely exclusively on formaleducational operaion to provide thechanging vocational andattitudinal skills needed by large massesof the population, and thatcontinuing with traditional pattern offormal school organization,Will not necessarily contribute significantly toward resolutionof major socio-economic problems. Traditional

linear formal apparatusmight haver,sufficed in the period ofgradualist \and evolutionaryexpansion of European economics and societies,but different types ofapproaches are needed for societies undermoderni- zation pressure inorder to accelerate the participatoryprocess, rapidly increase trained manpower, andbroadly distribute the increased' economicbenefits. Yet, despite itsevident faults and elitist limitations,traditional formal education was ableto formulate an institutional framework 1'4 interface communication,problem

50 -44-

recogni on and problem solving. It also developed a degree of

internal efficiency in meetinginternal objectives, anda degree

or external efficiency in meetingthe broader objectives of society.

4.3 Far many years the daminant strategy was to expand quantitivelythe

formal elementary and secondaryschool apparatus, providing larger

quantities of the traditional type of education. In our contemporary,- )

period, with the evident limitedresources available ,Most

modernizing nations, greaterconsideration is being given todevelop- ing an appropriate balance between formal nonformal andinformal

educational operations. There is a growing recognitionboth in

India and abroad of the significantrole that can be played by

functionally oriented nonformal adulteducation to furthera broadly based scheme of national development. (--- What is needed is not tradi-

tional expansion but qualitative change to shift thefavored fiscal

position of the urbanareas often funded on the basis of formal

school operations, to ruralareas, which could more effectively de-

/livereducation through nonformalmeans.

4.4 The Indian government has been involved in greater emphasison non -

formal education to achieve nationaland individual developmental

objectives. As the Ministry of Educationindicated,

One of the major weaknesses inthe existing system Of education is that it placesan almost exclusive em.. phasis on the formal .full -timesystem of instruction. This leads to three major weakne:ises. 1) Firstly, the education system is availed ofonly by the non-working population, whether children, youthor adults. This restricts its use to the well-to-dosections of the o. -45-

society and a link is established between educationand privilege. 2) Secondly, it not possible to move towards a system in which oppbrtunities for continuing education are provided throughout the life of an individual. 3) Thirdly, the cost of education, both recurring andnonre- curring, becomes very large and goes beyond theresources of a developing country like ours. It is, therefore, necessary to create a new and integrated form of a national education.system in which all the three channels of instruCliDa'fUll-time institutional, part-time institutional and non-institutional self-study would be properly developed at all stages and for all section of society. This is one of the major programmes of edu,a.i tioaal reconstruction to be implemented in the FifthfFive-

\,: Year Plan. N

4.5 Many leaders of Adult Education in India are familiar with global

approaches for nonformal education, and in fact are,making significant

contributions, to this global development. Asher DeLeon, a UNESCO

representative assigned to the Directorate of Adult Education, has

been a major force for developing the seminal UNESCO publication"' 0 Learning to Be, which advanced the cause of nonformal education.

Mrs. Doraiswami, Director of this Directorate of Adult Education;is

working very hard with limited staff o spread the word of nonformal

education among the. Adult educators. Athough the theory is there

and the effort is being made, the context of limitedresources,

practical problems of illiteracy, health, and the need for develop

appropriate organization and personnel expertise, results ivery

limited nonformal education actually in operation.This situation a7 . is generally true, of India as well, and represents an early.

groping for a practical applic tion and development of functional

forms to with logical theory.

4.6 In India, emphasis is being p aced on developing and expandingnon-

formal programs for youth in he 16-25 age group as ways of

5.2 .positive linkage between inschool education and nonformaleducation and skill training, andformal program provision is inthe process of implementation. Othe'rprograms include

c.)

5 canweImplain the longtrain pf prints Viir rr7 '''151.(17-1.11711r) educational reform blue Iffi 1110 LI 112160 d LI kb; and educational=Ovationre-- ports n ,.. starting freim the Wartiha Scheme tothe C11601, :.,..,-rr r,--'.ic.f..m.I! l Kothari Com- . 0 mission that wo. -have not done 6LA ,-M ceUi;iil;ii '4,0 anything about? It is not sinfply- the school and college that have not,acted on them,Itis society enrcilnit4(r.er,r'1119 which does not want them to. UU16111k1411;liul: rj Contrast this with -such proposals asthe new agricultural techno- Malcolm S. Adiseshiah logyHYV, NPK and peslici- our engineering colleges and poly- deswhich society promptly actg. technics then have been planned upon. - Definitions as we are doing now at the same rate of growth or non-growth as Or again how can we, explain Dr. Zakir Husain in his' Patel that of our economy? We planned the quantitative explosion ofour Memorial Lecture described the the" Fourth Planat, an annual educaticnialinstitutions with crisisof the educational system average rate of growth of 5.7 per( parents rushing in year after year that he had helped to develop cent and industry at 8 per cent. to enter their children intoThe thus: Just as we can turn aso- deteriorating schools and colleges calledintellectualbook school Actually we will be averaging to a-poirit where The admission into a mechanical memory train- somethingnearer3 per cent time is a period of nervous breaking school, as we have, God bless and 6 per cent respectively. down for so many Of our head- us,succeeded in doingin- Forthe .Fifth Plan,-weare onasters, principals and vice-ehan- hundreds of thousands ofour planning agrowthrate of cellors. Contrastthiscontin=. schools without a dog barking 5:5. per cent and an industrial uouslyrising demand for' the and without yet presenting their growth of 8.3 per cent.And so useless, education imparted. number from jumping up higher for, both plan periodswe arc outrunningitssupply, with the, and higher, maintaining admissions intoour demand and supply situation fot sb we can, as we engineeringinstitutionsat have in quite a few cases,succe-. the such similar pioducts as ildulterat-N- reduced level that we cstablhcd ed food or infected milk. ,And cded inmaking of the work in 1966-67 and have thus equated school, the basic school, aplace P SOour first crisis point is that our of mechanical wort..I want in\ our technical educational instit- poor`-"maldeveloped ,socioyis his memory to call attention to utions with our economy inthat getting the poor distorted edhca- some aspects of Cie all pres5ding both partake of a stagnant,stop tional system that it demands. crisis of our educational system. and go a rid" declining trend. Education is for me theprocess of learning. The Even more 'educationalsteman educational products serious is that the system is the complex of institu- oftheeducational elitist syste tionsthe school, the college, the system ase unemployable.Today University--which mediates that 3millionofthe3.2million This social demand for edit- process.Education is thus the S.S.L.Cs. and above registered -, judge of our educationalsystem. With the employment.exchanges As a cation,is a class -demandand learningprocess,society arc the non-professionalgeneral that is the second through the educational system education S.S.L.C., point of our I'.U.Cs., ducational crisis. decides what it wishes to learn, graduatesandpost-graduates. Eventhis ( where and how. They are not employable pooredticational 'systemof ours, bectu se. is sostrueturethas toload the what thexAnarn in theeducational dice against the vast majority educational system-7-a institutionot§ appfirentlynotwhat' of studentsofschool orcollege \ reflection of our society our society needs. I sayapparent- going age.It is not only ly because it must bethat society that And here is our first dilemma. itselfdoes not know what there arc more students whoarc Our educational systemisa it out of school rather than in needs and takes theeasy way out its reflection of our socio- economic in letting our educational 60 per centat the ry, $0 --) instit- percent system.It is as maldevelopect\as utions churn outyear after year at seco 'dart's d 97 a our economy. :The, evidence of per cent atthe i niversit° level the same irrelevant products.We thisis seen in the fact that its arc accustomed to criticising aTe out of -sato b nthe products are unemployed or un- our process the poor majority; who- educational institutionsas being employable. Our economyis arc pushedout -of school and outdatedin theirlearning growing at such a w pace that materials, futile in their learning college learn how unsuitedthey itis -notable arc to go to school, how- ragged, to absorb the p techniquesand misleading engineers and scientists produced in their clothingistosit their evaluation of what hasbeen in with- by tV educational system. Should 'learned. well clad. stadcnt, howattrociou - _ - But this is exactly what their mannersarc at the midday' our society wants of our educat- meals i.mmnared to the behaviour ionalsystdm. How otherwise

1.6 Malcolm S. Adiseshiah, "The Relevanceof Adult Edudation to Our Educational Crisis," Indian Journalof Adult Education, January,10574, 5,4 p. 1-8 - 48 - of the Wclffed ones and aboi)e all how stupid they arc vis a vis here again the education Other more subtle and in some- the 3 per cent bright ones whogo nyteflects,,in the conicnts of eases justifiable forms of favouri- onto college and 'university. its ca`riting, itsmethods, tImi- tism whicharcbuilt into our quesanti. evaluationproees.es society in the nameof social - 7hercisa viciouscircle, a the mores and values justicethe reservation of posts kind of built-in of societ perpettation of cio whichit has addedits to scheduled castes and tribes 'privilege in the school system,as twists and twirls;for the sc tool the safeguarding of the culture thereisinthe, social system. is thefull-time, learning institu- of ethnic minorities, the student Those who survisc in the schools tion,Whilesociety ,has, besides secs reflectedin the schooland and colleges do so becausetheir learning, other avocations. thence college which goesone better fathers have the bcttcrpositions the perversions of the !carping in reserving scats for what are and their sons and daughters process in the school owe a part calledbackwardcommunities. will get bcttcr jobs because they of their originto theschool , We are sowing the dragon teeth stayed on in school; their fathers which has added to and improy- Hofcageism and communalism and mothers ha* all the places, ed on the irrelevances it mirrors m the early formative "years of of powerin goveifriment and from society.Ithasframed a his life.cal- educational system business a d sotheirchildren system of learningcurrictila, thus,has _becomethe training stay on in schools to take over conten4s,teliniques, methods fount and demonstration centre these centres of power from their and kaluationunderwhich for the corruption, the dishon- parents;their parentsare well "those who go throughitslowly, esty, the nepotism and the in- matedwith large -dowries and laboriously and surely become built:unties sshirh are part of mu( endowed property and theywill clerks in the Government, techni- social sy'stem also marry intosimilar families ',, cians in industry and the exten- and become the most handsome sion agents in agricillture, while& bridegrooms andthe prettiest those who learn to beat thesys- contradictionbetween brides because Illy hay.e -st.1 cd tem and finesse the on in school: Thus the educa- examination, education andeducational become the politicaland econo- syste tional systemisthe monopoly mid elite of the COUntry. playground ofthewellto do And soour educational All Masses have ser/ved\their sys- minority ,bfour society. In apprenticeshipinthe' school tem finds -itself in contradiction return itsustains them and ic- thedrop-outs, with wh t educationis.. Educa- as hewers of tion is /fleets their class values whichare wood and drawers ofwater, the,. arming. Our cducationd1 systenis memorising. Education andcd down froM onegenera.- conformists; as the skilled .. is ti n to the next. workers, ;end the cleverones, as learning how to learn.'Our the exploiters.The educational educational system islearnin!. hoW to cdiffornitEducation is 0 tools which they use are deris;ed the right of every Indian. frpm societybuttheir use and Our irrelevant education content educatiatnal system" isa denial, further refinementigthe educa- of cducM). n to and techniques (4 tion system's 6ontribution, the majority of Indians.Education is life lone. The curricula. methcrds.and Our educational moral and immoral values systemisage techniques of oureducational specific at11 or 14 or 18or 21 system(' arc a race n of this A fourth crisis pointisthat years.Education is democratic lopsided social s .stern. We our educational system reflects calling for equalisingeducational worry about studentfro the the values and morals ofour attainments. Our educational villages, which arethe ma .rity social system.Just as in society system iselitistdividing'the sector in the couctry, being re- where We have to pay something educated few into intellectualand ed to follow an urban based in- extra toobtain the cementor social hierarchies.Education is dustry oriented curriculum. Ve sugar or yarn our family consu- humanistic standingfor Wvrk, are critical of the learning meth tiles, so toq.in admissionto our truth, understanding.coop a- do logy which calls for cicvernc schools and colleges the student lignthroughitsoneto. in beating the 'rules and competi secs his parent or guardian pay-. rclatio 'ship. Our cducatio-nA, tion, leadingtothe survival o ing an underthe cover 'dona- system anti-mn:inli or Minimal the most ingenuous, We argue tion' to have him admitted to the inpromo ugintellectuallazi% against tilt teaching methodology institution.Just as we have to ncss, dishonty, corruption, ego-% which teaches conformity through ba c sonic godfathera minister, ism based on theprinciple of ver,baloutpourings and moving a .L.A. or M.P. or at thevery each man for himself,the devil demonk.trations in an atmosphere least aP.A.toa Government taking 'the hind-most.I regard of quiescence.Wit turn away Secretary to be considered for thisantithesisbetween educa, from the evaluation system which a job, so too, we carryso called In and the educational system is no record of what the students recommendations from theseper- oneaspectof the perilous' learn hut simplyof ,the marks sons to secure an in cw with position of our societyand our k2they get. the principal or ilea cr for educational system.Against this chool and collegead ns. profound crisis grippingof our urther, tobe sure, to .ge educational system,what -do we 3 bribe has to be given,au do? so oo the students secteachers bei appointed uponthe payment similar sums of money to 5.5 the 'appointing authority. o the way forward: understand purveyors(except inso far as the crisis they arc alliedto us) arcres- ponsible for, and tolerantof, , The firsttaskistounder- the / wheeling and dealing,thecor- co our large landlords or made standthecrisis;thatis,the ruption and i5trigues them existtinder benami condi- nature, limitations and by which illsof the political andeconomic mach- tionsantieh:0%Ioursel.Vcs to our socio-cconomie system.This ine is kept going. the I ok Sabha, the State Assem- is for me an essentiallyeduca- blies, the Panchayati Raj tasttlyi tional task and is a prior obligation on our educational syStem. preconditions to educational tions,thecooperative manage- regeneration' menu; etc.The bottom of the Our socio-economic system pyramid is still whereit was and todayinvolves astructurein I being pointed to etWittion's which the dominantgroup is not responsibility to analyse the hasnot sharedin this revolu- simply the monopoly houses and nature and gravity of the crisisof tion.It is this revolution which the big landlords, nor the capi- OW society which begins withus, we must talist and landowner but people with each of us, it is now extend to then neces- include thepoor majority. like,oitand methe lower sary for .education to helpits middle class.Dr. K.N. Raj, in study where wego from live.It Second, the poor-majority his Kale Memorial Lecture de- could be inany one of several particularlythe currentlyun- fined the lower Ihiiddle classas organised, disinherited,dispirited compfising smallNproprictors in ruial poormust beorganised to agrichlture, industry andcom- wayAwhich I will broadlyclassify participateinsociety and share merce (dcpendents, to some into two paths. One is to do noth- in its potter centres, itseconomic degree, on hired labotif),--Aa wide ing and allow the mountingcon- processes and its culturalexpres- sions. spectrum ofthe tradictions in the system romove It.isimportanthere to self-emdloye remember. that .,--s farther away from thcw-values political partici- and those engaged in the. p pation fessious of medicine, clerical am of justice,liberty, equality and not coterminuswith fraternity that we embodied the exciciseof politicalRaper. administrative work and teach- for We have a ing(whetherSelf-employed or ourselecsinour --eon-stunt-ion. societyinwhich The other sixtyper centof working as employees). The alterh.ititeis to work the people criteria for the identification of towardsasystem tinder which exercise their righttovote but political pow ery 'willbe shared only the same small-sr-W.4group the components ofthelower have the entry middle classis that the income with the` ruralmasses who are to the cleetive- now kept out of it and the socio- and appointive officesof perer of the person should be derised and decision. to a small extent frbm property economic system °moteinthe We .416-longer and a large extent from work. direction of theirparticipation arcept caste as or social Property here isnot only mate- in all decision makingprocesses, norm, we hast now committed rialassets such as land. niacin- int oleed in establishmentof ourselyes--Politically toremoving \ eery, commodity stocks, shares strategies,in the elaboration of 41-ibrms of privilegeleading policies to ineqtellities. and deposits but also whatwe and in formulation of Now, these nor- 'have come to calr human capital, lams as well as inexecution,a1 mative positions ofours must be projects.I need notsay -that l \ translated into realitiesand that The possession of certain kinds fails- -for of knowledge and skill very much hopethi we will- theorganisations of inthe move in the poor majority for administratite,managerial and thesecon direction. politica But to do sothere arethree and social actionand decisi scientific areas plaits the holder Making, inthe same position of earning ratherserious andsomewhat sombre preconditions. a rental clement similar tothe Third, the educationalinstru- -holder of a fleet of taxis, a coin- mentality shouldbe reshaped , The firstisthat we of the and renovated lower middle asa meansof classes must be bringing about thissociety. preparedtoshed our All current these three preconditionsarc monopoly poltions ofpower our hands and it pany share Oran moan and our is our inescap- alliance with,and able responsibility to property.It is this poup of the toleranceof, the help forces of to bring themaboutifwe lower middle class which holds reactionand accept sharing are to move towards a politicalreinsineachof our power withthe progres- poor numerial sive, peaceful and justsociety. States and in the Federal Union, majority.We of the lower which runs the 'economic mach- middle classes havesuccessfully autonomy of educational ineofStateCapitalism and carriedoutthe rennovation of process which is responsible for the gap wresting power from thecapi- betwan professions of Aquality, talist classes and the highercastes But carli tookth position social justice iind growth and but we have seen to it that that the the edu nal ystcm is their expressioirin soaring prices, renovatiionstops at us. ood or as b hoardingnd black mdney and We havemanaged society. tochange It istrue thattheeducational black marketing,the mockery our socio-cconomic and political institutions, °Nand reform, the failure of pyramid by moving educational con- everything tent, educationaltechniques are wholesalegraintakecover and from the top to the middle.We conditioned bythe nature and the stagnant economy. We the have spotlightedour monopoly stage of development majority,an),notsome large houses and established of the curbs on 'society of which theyarc parts. landlords, somgiant 'industrial- them, wehave ibolishedthe ists or avaricious black mo princelyorder andnationalised our financial barons andremov- - 56 >V - And when we tal*Of the needto clienteleis the poor majority 'setting there isno real division funetionalise education,to make the drop-outs and curriculumreflect our rural and push-outs from between teachers and taught,the our school andUniversity sys- learners and the learned, urban realities,in other words, tem, the rAery illiterate ruralmasses one is learning something all the toridourselves of the foreign who constitute models on which the system has srsemv per cent time and feeding backthere- ofour- society,the organised sultspositoeand nerative been built by making ita more industrial workers who arc conti- into the system of methodsand faithful mirrorofour own nuallybattlingtorelatetheir techniques,This makes impossi- society, we must bea yaw of earning to escalatingprices, as ble imposition ofany ideology, this danger; of the educational will as thestudents imprisoned except the in ideology thatevery system reflecting the stagnation, MITschools and manisa thinking, of colleges,-wc teachable, the shoddiness and thesins of theprofessions, the educa- learnable individual, the tors, an in- socialsystem. Whilethe scientists,theengineers, dividualsshois endoued uith educationalsystemfaces this thedoctors. and nurses, the rights ulna he has beende- parameter of being apartof administrators andthepoliti- pmed of an individualu ho thus currentsociety -as cians, and far asills, thecapitalistsand becomes conscious of, hisrights weaknesses and limitations. arc large landowners. his continu- and the need to exercise concerned -without reflecting or, ous -learning them processis open to fully, freely,andresponsibly. asDr. all in our Zakir Husain putit, society. Itis univer- Out-of-sch.Voleducationis thus throughpersertmg the sal andcan strong bedenied to an inherentlyhumananddeeply points of oursociety, education individualor a grop only by democratic. as the process oflearning faces neglect or manipulation.1 here no such constraints.Education is no need herefor establishing Its evaluation procedures is autonomous in priorities are the sense that or a time path except similarly as continuous andconti- the learningprhcess can func- in relation to the majority who nuing asthelearningprocess' tion anywhere, givesrise to new have to hestarted nowon the itself.These is no point need to learning. c f time where the evaluation oflearning takes place or leaves off. .1 he The content ofout-of-school education, evaluation of each piece ofthe asnotedearlier,is learning processis on going and s-a-ricwd and dIsaggre- takes place during and gated. at the and innovativemodels andcan The Icarniiirconi-e.n.t_fot end of escry learning cycle. a schoolor Its meet squarely the challengesof college drop out ---cx-pressim is not a diplomaor what has been describedas the around the skills ofcommunica- certificatesy sic tion, computation tti-vniIS people resolution ol usingexpectations and reasoning into the successful and the -fails_ ofd our poorcountriesor in his workor home situation, ures and grades the the will be different successful , richness syndrome of the from that ofan into a hierarchy of prisilege, indus- illiterate larmer but trially advanced countries. and agricultural the actual work turnedout labourer sshomustalsolearn* whether it bein improved agri- skillsofhis out-of-school educationas occupation and cultural practilx.orabilityto the learning those called forby the impera- use a sophisticated machine, process tives of economic or One such educational and political capacity to organise into groups emana- participationinhissociety at in order to participate tionisthe new form of the village, in the coun- Adult State and national try's ,political processes andeco- -EducationwhichIpreferto level. In fact that disaggregated call by the more generic nomic and social decisions.Out- title of curriculum willfollowthein- of-school education thus enables out-of-schooleducation,which dividual learning pack andapti- each learner to breakthrough others alsoterm as non-formal tudes ofevery indisidual. or informal education. 'that the constraints imposed byexami- But right is the essentialhumaakin of out nations and their accompanying at the start must confess that I am not satisfiedwith any oji- diplomas and degrees whichare these terms of-school education. I he cum- prabably the most serious denial starting from Adult culmn unitis nota r.nle of and defeat of the learning Education on to out-of-schoolor pro- boys and girlssitting in :t am cess, and toparticipateina informal education becauseof room, not the morning shitt of theirquestion beggingnature. system of ,evaluation which sets They imply an educational factory worl.eis meeting for soca- him Further forward on the learn- dicho- tional training,notilliterate tomy between the childand the ing path. j adult. between adults assembled in a functional school and the Thcrc is farm or factory, betweenformal literacy course,nor women or alsoan immeiate rescue operation for our school institutionalised instructionand youth groupsgoing through non-formal de inst it utionalised ccial programme but the and University products thatout- of-sthool education must learning. In terms ,ofinstitutions dual len 'or women. engage and, of course, in Such a in Earlier Ireferredtothe course content curriculu iihas to be innovated there are distinctions.But the 1unemployablesthat ourschool educational discovery,or redis- and in pined and. is subject to and University systemisturn- cosery, of today isthe unity or conslatrenewal and change. ing Out,The 5lakhseducat- oneness of ed employment generation educationas the I teachingtechniqueand learning process, continuing, sellemelaunchedthis yearby learning methodology is one of theUnion Closernmeo never ending and individually and -dialogue and not discourses. of begins socially responsive. with thetragicadmission:"a discussionnotofex-cathedra .Itisthe use of educationas pronouncements; of thc at, in ert ; ,. gi..r rorin; of c,Ir 5i7 out .q.f.sc Iwo! education,ion, because meritbut whose realityis the once we do that, itscontent, its perpetuation of privilege,can be large majority or the educated techniques, itses a lot Km'system replaced by anopen system in int- which enin,loyed turn milto be re.div and its end purpose can begin to failuresinexamination be fed into the school sy tem and andrejectionsby 1. nemploy Alto. 11 entre about help in societyare 60 per ccnt of the Its. IOU the latter's rear 'cation absent and w heresocietyfirst emotes and restructuration becau it has . and the budgettcdforthe education systemas a prog.ramme helped societyitself to change consequence are if, bring allocated,onthe basis wide open to of schemes formulated from a stagnant toa dynamic all for study, training,updating by the system, from a closed class rid- and professional States, for the renewal. training and densub systemtoan open retrainingofthematriculates, graduates, and postgraduates participator;ik community. 1 Ins to fallouteffectontheschool out-of-school education make them employable. Ciser half the number, that is system will be all pervasive.the as the curing process around work on tented vocational bias of 2.8lakhs of 5 lakhsofthe out-of-school education which That (ciswhyIlookto educated unemplovea,are being, adult takes peopleal\ thepointof education whichinthis put through ground levelorien- lecture tation--whiCh whateverwork thelearneris 1 have broadened means first de. engaged in and develops learn- out torange over all (rms of schooling-them, and then educating system out 9ili it and. through outof-school education ing them to make themaccept- it oimmd and to waide,aoicildp to instill able in the employment mark...1 in us the will toact. And that is schooleducation desclop what we are lacking.We know Such is theimmediatefirstl's! what is profoundly ambulance operation whicit- similar wojk and vocational bias wrong in our withont it asit educational ofl-sehool imposing, on system. NA, e have education }is being has done inthe basic schools in time and again asked to \psrformto over the past fifty undo the yearsestablished damage done toits product; by g, comprehen- the past A111110.11 work sunations, sive. diagnosis ofour educational our educational system. All malady. over the country, what fakir.0 I hisain called 1 his dingnostcs is in esely St.tte almost complete. and Union Territory,new and mccham. al %%or k 'vitiationsOnt. I sayalmost of-school inthatweotrave not inuovatiye cdpication andtrain- education'slearning always ing methods W loch Ihay e ear her traced the disease intheeduca- programmes have been tionalsystem launched outside ofthe schook described aslearninghow to tothe disease in our social system.1 his. gap we and colleges, inventing thecourse ream will help the school replica or at ist arc now Idling.We also know content, usingthe'pc.iago.:y of supplement the element of mIsion which forces what kind of educationalrenova- thefactory,()theeand mai ket tion and regeneration pine, andtestingthe trainers the student ahandon what lie we need. wants continuously intermsof to doin favourof the the We hail this charted forw, by the pa rticularItiesituation V. h immobilik and boredom of the /Air1 I tisainreport onIii is they areplanningtoelver. out by linking lemony:. with National Film:anon in 1936,the lease you to im agine what'hes is needs, desires and aptitudes. Itwillhelp (1t.td11.41%linfin)report on 1 lin- men and women thinko the schoolturn rdneat ionin I 9.18,the educationalsystem yy hi around and scrapitsvarious crippled them, small hordes andpiles of fixed (l.a Slima nasyvaloy)report on and theout-of S school system which mdary Education in 1951, the is rehabili- 0harij tating, them. information and immutable report on Indian Here is one orvut-', knowledge called syllabus, and Ear of-school education's inirheiTi77tt ation in 1966, the reportof replaceitby,a wide ranging, functions, the I unction of rehabi- the Indian Adult Education varying, changing, and grower Ass litation of the :majority ofmen learning process where the ab ity ciation round-table on life- lo integrated ecucationin and women who 'havepassed tounderstand,toanalLs to 198, the National Po through the school stystein. lout seek and search and the,Kiik bet- icy resold!' 1 wish to"point beyond this ween the generalziriO,'',partieular n on educationi the same immediateservicefunctionof between knowled;rVandaction car andinthe mst recent become decisive,./jInthis again outof-m.hool education and refer report, Towards a Learning toitspotentialfor saving the the learningi,ptoressincover- Society, establishedin o school system itself. age ispr. Arcal----jtisthe pray' 1972 by tiee of .ilysixtg, of seeki one of our States---T. itNadu. Probably the most important starelag. ftbecom areflex On thebroader soci-economic facet ofout-of-school education nil a habit wi the subject, front we have charts th way is its Fall out effect on the school or ter the_ aster-pupilrely ,/ tionshik-is'replaced by that of forward,theliex_t_s that we college system. There is a should takein the kind inverseGreshani'slaw partntqshipin which everyone reportthe work here whereby good e a- receiving, and giving--receiving Approachtothe'ilth Plan tion drivesout bad- e- a1 the substanceof learningand which sets forth thestrategy and No country, _no- society, giving fromhis thoughtsand programmes that ould lead us runs _two-- pagf lel educa- his experiences.It demonstrates on to a free, justid how the school's selection and productive tionarsystemsAli the long run. society through One ineripinto another.What evaluation system, which as we direct attack on Tie need isto make a start on have seenisan ideological and theforcesofinequality and actual smoke screen_. _. of so-called under devcopment thatare 58 shackling s All the cnnaitinns - 52 , for a move forward--an agreed diagnosis and'n accepted pres- criptionare thus present. What we need is the will to act.And itistothe generation of this revolutionary sparkthe willto actthat I look to out-ofschool oradulteducation, withits tradition terfightagainstusing educationtocrentintte the past unjustsocialorder,toaccept instructionasthemeans of ensuring conformity asisiimila- tion into a stagnant culture and elitist social system: ,JJoeloetit tobuildin...p1 an men questiorvitg,productivesystem 'narked by the continuous straggleforlearning, which is acting on the principles of a real and ellecti,e demOncy.Only there is now no time* lose. We need now to rict.

r- 59 - 53 -

, Patterns of Adult Education

Concern for adult education has beenshown from timc to time by our educators and reformersbut is only recently that much has been devotedtoreaticplanning in workingout methods, techniques andprogrammes, that could be carried out to the rheartening to note thatour universities are coming forward and have)eg --: a very vitalrolein facing this ---,,- e. The life of university andcommut .4thusbeing vitally linked up that wl _thcir mutual enrichment. TheKothari Commission Itzport on educationTiartiveli. definite stress over theroleof universities inthefieldof adultcduca r tr. .h_e_ universitieswill havetothink and planprogrammesinthis

Adultlearner'sai tl differentintermsortheir personality, physicalglevelopment,experiel , ole, motivation for learning etc.from chilIlle.o and youth.Must educators for effective learning to ta4ce place,methods should be felatedto the purposc of cd.tication,si/e of the group. and nccdsof participating learners.An astonishing variety of forms,methods and techniques are availableto the adult educators and teachers.But ability in selection of an appropriate kniethodor technique. isrequired, and this is one of the chief skills Uf theteacher of adults.Before indulging into direct 'planning of adttiteducation programmes,one should at least acquaint himself with the existingand expected patAprns of Adult Education. Patterns of adult education havebeen developed out of experience caching adults in various settings.Most orthem arc characterised.* by t natureortheir informality incontrastto formal methods adopt d in teaching children andyouth through class rooms, an,d edesigned curriculum. A varietyof patterns odult education leaye been developed in areas emphasisingren lilteducation, continuous or life-long education, workerseducan etc. Some of the known patterns existing and those1.v,ichare being tried out,are being described briefly as follows: A.Remedial Adult Education: Th bulk of programmes thatare being carried out in Indiacan be chctcrised as 'Resmedial Adult Education',This is an arca of adult educationconcerned withthe tnajority of adultmen and women, who, because of certain circumstances had littleor no opportunity of schooling at all., The patterns thatare being adoptcd under this category are :

1.7 "Patterns ofAdult Edbcation," A guide to Literacyand Adult Education, Lit racy House)Lucknow, 1969 60 (1)Adult Literacy Campaigns : ,It is an extensive effort to reach most illiterate adults in a specific area, in-a minimum 'possible time, helping them by bands of volunteers to learn minimum of literacy skills tobegin with.Such campaigns have been initiatedby states,universities, voluntary agencies or communities by themselves.These have, however, alwaysbeen sporadic and temporary.If followed up Ntith sustained effort, campaigns could be of lasting value. p (ii) Cram Shikshan Mohim: Relatively better organised than most campaigns, 'Gram Shikshan Nlohim' as a mass approach to adultliteracy has beenfirst adopted by Maharashtra State Department of education and has later been followed by some other states as a pattern for wiping out the problem ()Mass illiteracy.The organisers of 'Mollins' involve the whole villageinpledging to make the village literate.The INIollin' evokes good enthusiasm, and if supported effectively by necessary services and educational - materials, it could be an effective pattern as a mass approach.

(iii) Social Service Camps: Universityprofessors andstudents,oftenengagedin -organising adult literacyclasses as socialservice activity duringsocial service ramps°held met-ally in vacations. or N. C. C.camps, have similarlyto en interest inthe problem. Such activities, however,have not provedto be an effective way of even touchingthe fringe of the problem.

(iv) Literacy Classes : . As a planned and relative'-,-----Siaiil------aat4. -vity Literacy i classes arc organised through e appointment of par - trained' teachers, a pre-design urriculum, use of primers, ,..,._ . supplementaryreadings and supply of some equipments and materials, followed by a system of evaluation.Such classes are organised by state departments of Education, Municipal Corporations, Panchayats and other agencies as a tptof their social or adult educ tionactivities.If the bueaucratic procedures in s pplyd services, supervision, and technical guid- workers, are taken care of, such classes could be va le.Literacy House, Lucknow, has successful experience ofrganising such classes. (v) Functional Literacy : The concept of literacyhasundergone changes.More literacy or skill in three R's is now not considered enough. Literacyis supposed to be a means to an end.The level of literacy skill need to be developed up tothe level which rendersitsapplication in every day use possible and thus prove to bo functionally effective.UNESCO has emphasised this.concept of functional literacy and is helping countries who have initiated such projects of functional literacy on pilotbasis.InIndia, anintegratedproject known as FarmersEducationandFunctionalLiteracyhasbeen initiated as a joint project of the __Ministry of Food and 61 - 55 Agriculture, Ministry of Informationand Broadcasting and Ministry of Education,Government of India. To begin with,it has started High Yieldingvariety crops in selected districts of U. P., Punjaband Mysore.More States have now accepted the pattern andare co-operating in the project being organisedon sysiromatic lines. (vi) Crash Programme ofLiteracy It is another type of campaignbasis on principle of 'Each one Teach one'.It is involving students, teachersand the educated volunteerstoteachliteracyskills,extensively. Bombay City Social EducationCommittee is ex*imenting with such crashprogrammes for the city of Bombay: B. Continuing Education: Although there is statistical justificationin giving major attention to the task of remedial adult education, it needs to be mentioned that adult education-has functions other than remedialtoo.The idea that a man needs to educate himself not only during his youth but allhis life and each age must be fully lived pervades the philosophyof continuing Education.The terminal concept of education that thebulk of knowledge and skill regained to solve problems in adulthoodcan be imparted in and youth has become Outmoded and is being rept&15-51-the concept of continuingor life long Education. Thy patterns of continuing Education are : i)Vidyapeeths or Janta Colleges : Bared o4inally on the idea of Folk HighSchools or the Peoples High Schools conceived by N. S.F. Gruntrig, the great Danisheducational reformer,Vidyapcethsor the Janta Colleges were establishedas residential schools for young adults.The purpose is to givea good grounding in liberal education with rudiments of vocationaleducation to a selected group of Young adults so as to help themassume leadership responsibilities invillages.Mysore State Adult Education Council has a network ofsuch vidyapeeths in the state.Based on near similar linesbut on rather smaller scale, Janta Colleges were also developedby certain states. Some of these Janta Colleges haveassumed other functions of adult education too.

(ii) Condensed Courses for women Under this pattern women who had terminated theirschool- ing without completing a recognised level of qualification are coached and prepared to qualifying examinations. These courses help women to qualify and thereafter get training to be a worker, a midwife, craft trencher, or a teacher ina %Aline school.The Central SocialWelfare Board gives Grant-in-aid toeducational andsocialwelfareagencies working among women both in rural and urbanareas. (iii) Adult Schools : These are the regular schools organised for workingadults ineveningsorforenoons.In cities,such schools have proved an asset to the working adults, speciallythose who had to leave school earlier to enter the strugglefor life. 62 - 56 -

(iv) Prof( isionul L'ontinning Education: Much of the professional continuing educationisprovided by the professional associations inthe form of occasional conferences, seminar; publication of periodicalsor professional journals and other materials.Alumni Associations, similarly, have come up to do part of such professionalup- keeping. To more organised opportunity for professional continuing education, a new pattern is being developed by the Department of Adult Education, University of Rajasthan at Jaipur, in the form of building up a Continuing Education Centre. (v) University Extensionand Departmentsof AdultEducation/ Continuing Education: With the realization that the universities, colleges and such seats of learning have a roleto serve communities, many academicinstitution began to develop thisextra-moral pattern of adult education to teachthe newly discovered knowledge to the adult communities in the area theyare located.Originallythisdeveloped as the socialservice actiOty of the university and later began to be called Exten- sionProgramme.Intheirbetterorganisedformthese programmesdevelopedintoDepartmentof Extension, Department of Adult Education, or School of Continuing Education.Purposive and well planned series of extension lectures are an effective way of continuing education when knowledge is of interest and value to wider public. (vi) Summer Schools : Summer Schools, especiallyfor teachers and lecturers in various subjects are becoming verypopular.These are being organised by sonic of the universities with giants made availableby the University Grants Commission and the National Council of Educational Research and Training. (vii) Correspondence Courses : The correspondence courses,which are variously known as 'PostalCourses', 'Home Study Courses', have been organised effeetWelybycommercial agencies,statesand universities.The roaring business that some of the commercial agencies are making out of such courses indicates

response has been the right one.The items are so skilfully arranged as to take the studentfrom responses lie already knows, throughnew responses heisable to make be'cause of other responses he knows,to) finalresponses, and to the new knowleil`ge it is intendedthat he should command. In a country desperately shortof teachers, programmed instruction could be a good deviceto multiply good teachers. To the adults with unusual motivationto learn, it can be test for self-learning. In India, efforts to populariseprogrammed instruction have been made by the department ofpsychological foundation of the National Institute of Educationand National Council of Educational Research andTraining.Literacy 63 House,- Lucknow is planning to apply ProgrammedInstruc- tion in the field of arltilt liternev nr!1Itprblr,tiln

11111111111111111 - 57

Libraries : Libraries are considered to be thebest means of continuing education. To reach the knowledgethrough books, various systems are adopted such as organization ofpublic library and reading room services, mobilelibraries, (Bell bicycle libraries, Camel back libraries, and informationcentres). C. Workers Education I With the industrial growth and development, nced to provide- educational and training opportdniticsto workersisgetting special attention of state, employers, trade unions and LabourWelfare agencies. Like in developed countries, universities and colt$geshave not come forward to Share their responsibilities in educatingthe workers.Workers' education being an educational endeavour shouldhave a place in the adult education system of any country.Apart from the Literacy work which iscarried out by various agencies workingfor workers, the workers education patterns that exist in Indiaare :

(i)Workers' Education (Trade Union Oriented): The Government of India hasset up for the education of industrial workers an autonomousstructure in the form of Central Board of Workers Educationat Nagpur.The emphasis in the programme illargelyon trade union oriented subjects plus the elements of liberal and socialeducation.It is a three tier system where trainingto the selected Education officers is provided by the Board.These officersin turn organise through the RegionalWorkers' Education Centres training for worker-teachers.The worker-teachers organise training at the unit levelclasses on a part-time basis inthe premises of factories.The curriculum of the training ispre- designed and approved by theBoard which is represented by the interest of Trade Unions, Erriployers,and the Govern- ment.

(ii)T. W. I. (Training withinIndustries) : On the assumption that reallearning takes place on the job and e shop floor of theplant, many employers have develod a pa ern of training theworkers within industries so thatt ey conform tothe skillrequired of them and develop efficiency for enhancingthe productivity. Another form ofon the job training is provided under the Apprentices Act, underwhich certainindustries are obliged to traina specified number of workers on the job. (iii) Polyvalent Centre: As against an isolatedprogramme stressing a single content area of need of worker, a polyvalentapproach isbeing adopted to providean integrated education and training toa specific group of workers accordingto their needs, inclinations and interests.Polyvalent centres are being establishedin India by the Adult EducationDepartment of the National Council of Educational Research andTraining. A Polyvalent Centre known as 'Shramik Vitlyapeetleis an institution providing polyvalent,(many-sided)education, and training to workers inindustry, transport, hotels andrestaurants, 64 - 58 offices, homes and other organizations.The vidyapectli. ascertains, systematically the educational needs ofworkers, Onst he basis of specific requirement,course curricula are designed in consultation withexpertstoofferpart -time education and trainingin various fields\suchastechnical and INtionaleducation, worker andhis environment, education for familylife and family planning,arts, culture and personal enrichment, job safety, domestic andpersonal services, general remedial adult education, secretarialservices and business education, languagecourses of functional value, supervision and,, humanrelationships,local National and International understanding,courses for the aged, penisoncrs and retirees. The courses are .organisedat the factory premises, trade union buildings, schools, welfarecentres and u iversity premises, through informal methods.The courses are taughby the subject matter specialists engaged on part-time basis. D. Mass Media Patterns of AdultEducation: Adult education programmesare being organised through such articulated media likeF. C., Radio, and film.Agriculture T. V. organised for the members of rural youthclubs, Radio Rural Forums, Radio Listeners Forum,are the examples of adult education being .organised through these media.Inprogramming theseactivities universities,scientists,and professors,can 'contributeeffectively. Similarly, use of films pertinent toa jelected subject matter is of considerable value in adult education.Films on scores of subjectsare available from the Central Film Library,Department of Audio-Visual Education, NCERT, New Delhi, andfrom Informationand Regiotial Publicity Offices.USIS and the British Libraries alsoloan the films and maintain a catalogue of films. Publication of general books of adultinterests,issue of informa- tive News Bulletin, puttingup of exihibitions on particular themes etc. could also be effectiveprogrammes of adult education. i With the type of resources universities have it is alwayspossible to select patterns of organising adult educationwhich suits its policy and resources and fits well with its organizational structure.Patterns can be modified and improved on the tested evidencebased on experience, research and studies.

65 -59- Nam:m.11ton addikss at Ihr Com- 111011%w:1111i146141.1d Soninar en Adult hliwation and IN: lot nal .1.h...elorini.n1 hrldniNeu 1):1111iiiMarch197.1. lielliis ibc,a Li

have involved the common man ble adultsmenand women, workers and farmers, literates'or new dimensions in the deliberative and decision- illiteriates, young and old, school makingprocesses.Whereisa Adulteducation has a very large scale Movement of popula- drop- outsorthoseout - of - important role to play in modern tion all over the world from rural school.Thatis why prograrn- societies.Educational workers in to urban areas, from region to mes of adult education develop- general and adulteducators in region, and from country to coun- edin one country arc of great particular, have to take notice of try; in all such cases, the social, interest and advantage to others. anumber of very important and emotional and economic adjust- I would like to highlight a few major clopmentswhich are ment will be easierif the mobile influ ncing the pattern oftheir major trends inour educational citizen earnto the new environ- practices and orientations, which wor .The growth ofmodern ment intellectii;Illyrindmergailly augur well for adult education in scice has introducedinour prepared to learn new ways of the future.Ir these efforts yield liv s the use of equipment requi- living,.thoughtandpractice. rin contin busacquisitionof anticipated results, we can look These are some of the major con- forward to some decisive modi- more in =Lion and knowledge siderationswhichhaveadded aboutthem,their upkeep and fications in our educational ph- new dimensions tothe roleof cies and practices. simplrepairs.The ever rising 'Adult Education. flood of new knowledge brinks in increase in financial new concepts so thatwhatever alto one slearntinschooland cations collegein one's childhood and A very significant progran.c First of all, the is a substan- youth, gets quickly outdated, and of adult education would be the tialincrease infinancial alloca- needs to he replenished.Events liqu4ation of illiteracy. In spite of tions foreducationalactivities like the Green Revolution, or the the efforts made in the past two outside the formal system.While. High Yielding Crop Production dficades or even longer, world Programme, required new know- the Fifth Five Year Plan k pro- literacy today is only around 35°,1 viding large additional amounts ledge, knowThoW andmodified and the number ofilliterates for all educational "areas, an in- attitudes from millions of farmers. standsat the staggeringfigure crease of more than 400% has Advancesintechnologicaland of 783 million.No human pro- been provided for in the areas of specialisedskills have brought in gressorsocialandeconomic adult education, as compared to new techniques of production and egalitarianismworth the name theFourthPlan.Althotigh in management andhavecreated is possible so long as this situa- absolute terms, thisisstill mo- new types of jobs; and whatis tion is allowed to continue.Hu- dest, the increase shows that at more important.these develop- man justice and wisdom demand the policy making l&cels,there is ments have changed the nature of thatthis gap bemeenthe two a growing concern about provi- old jobs necessitating continuous zones in human society be bridged ding educational facilities for out- need for training and retraining. with a senseofimperative of-school youth and for adults. The breakdown of traditions and urgency. It goes withoutsayingdial we customs has resulted inlack of The ideals,objectivesand have to ensure the efficientuse understanding and conflict bet' goals whichpeople and govern- of these financial allocations. wren the outlook of the oldacid ments strive to achieveget directly s.. Acceptance the new generation reflectedinthe waysin which of parliamentary docracy and information, education and train- democratisation of culturallife ingare transmitted to innumera-

1.8' D. . Yadav, "Trends in Indian Adult Education," Indian Journal of Alt Education, April/May 1974,p. 3-5 66 - 6o -

designed for instructioninfull at the unirersity level time institutions, : the esta- served by pro- blishment ofan Open University _coordinated effort fessional teachers, open only to at the national level,and provi- ..- those who could affordthe leisure. .Secondly, there is a noticeable sions,of facilitiesfor correspon: A and money to devote change in the traditional attitude one part of dence education inat least one their lives' exclusivelyto institu university- .:ovVtiltds the relit roles of go- ineachState ; for tionalised education.Ittotally adults ernmental annon-governmen- : a variety of non-formal talagencies in ccation.Too programmes, accordingto their needs.The acceptance ofthese long. has the system suffered from ignored the vast majority a rigid division of responsibilities of the concepts, and the provisionof a population which could legitimate place for, which held tatgovernment's donot take them in the advantage of thesystem under national systr,is a gratifying main'of operation was mainly in these terms, and had thearea of no alterna- departure from the traditionalap- formaleducation, tive service available. It was inevi- proach, which had,anyway, while non-governmental voluntary table, in these circumstances, that proved out of step withour chan- organisations haN e to make the educational bulk of thj'effort for out-of-school 'institutionsmoved ged needs and circumstance's. more and more away front education,- notably foradults. cont But now it is munity contact, thateducational link with development being increasingly content by and large realised, especially among policy lost rele'va- programmes ,,nce tocollective and individual makers andeducationiststhat needs, and that tlie Fourthly,. ,there adult education can no longer be working po- is avisible pulation had little chance trend tolinkthe programme of kept isolated fromthegeneral of combining work and Uq datingadult illiteracy with stream of educationz\ eitherin continuing education. ,As the Special development scheme content\and philosoplor in the Committee and pro- which rAcentiv studied. grammes. In other words,. it is an agency it.For, this prob- implementing lem obs&ved:-..."The effort to find ,a adulteducationinitsfullest present edu- correlationbet-. cational system in thecountry meaning of life-long and continu- is ween economic aBd 'social objec- br adlyra single -point entry, ing educationhasbecomeso . s quential, tives and educational@inputs. varied and complex thatit needs fuil-timesystem of 14. What it r institutional_ Is in practical terms to be developed by allthose who instruction.Itis is that essential educational "compo- can makesomecontribution. to transformitinto a nent" is integrated with new system in which there develop- UnfAs allorganisations,institu- would mental schemesas for co mple be opportunities fdrmultiple late- tions and agencies whichhave -Ital entries at with agricultural prodi de- contact with and. responsibility several points and velopment of familyil'educa-, in which allthe three channels °', for the adult, population join of tion programmes etc:The firSt instruction full-time,part- step in forces, the task of adult educa: time and self-studywould this direction has been be in- made by the Farmers tion cannot be organisedcompre- tegrated in an Functional appropriate fashion Literacy hensively andsuccessfully.Va- and would have Programme whichis rious government _equalstatus". 'jointly operated by three departments, This meansa bia minis- developmental and employment nge, and if tries of the Governmento realised, will sign Major me- agencies, farmersassociations, namely, Education, andSocial tamorphosis in ."1ucational schools and universities, employ- enterprise. Welfare, Agrithlturc, and Infor- ers and employees, trade unions mation and Boardcasting.Func- and clubs, all have to lend a hand tionalLiteracyin Indiahas The firststepshavebeen in this effort. The big task ahead a dualroletoplay, takentobuildinour Fifth As an of us is therefore, to mobilise and integrated component of the joint Five YearPlan iron- formal coordinate allpotential agencies project, it acts asa service pro- educational facilities atall and resources in this programme. - gramme in so far as it help to stagesat theelementary stage, the multipleentry and part-time improve the efficiency of the far- non7forrrial51id part-time mer in the-programme of agricul- programmes;forout-of-school education youth: non-formal tura! production.At the same programmes time it is linked with the for the agegroup 15-25; at the World Thirdly, the concept of the Experimental Literacy;Progamme educational system is itself un- secondary stage: part-time classes in secondary schools of UNESCO and hereinitassu- dergoing a major,ifsubtle, forthose mes the role of an experimental who are alreadywbrking, exami- change. As in many countries, project.Evaluationstudies nation facilities forprivate candi- of the Indianeducationalsystem the impact ofthe unctional dates and correspondencecourses: was hitherto almostexclusively Literacy programme ve shown 6 7 Iton/g rruitivr rt-culfc 61 They have revealed thatthe recently we hadno programmes or programme of FunctionalLite- institutions to takecare of their racy has developed literacy skills special educationalor r rofessio- of varying degrees ofutilityAlis- anal needs. Recently,howi"ver, we seminated knowledge ofimpro- have taken up aprogramme of ved agricultural practices, spidd-f. non-formal education, incliithirg ed up the adoptionrate of these literacy, for theseyoung Persons, practices, andeffectedcertaM kveloned rounda group of new it changes tri....:4140des.There titutionscalledtheNehru also abundant evidenceto indi- YouthCentres(Nehru Ytivak cate that the Functional Literacy Kendras), whichare being esta- training has a positive influence blished one' inevery districtof in making an impact on agricul- the country.There arc alreay tural knowledge and adoptionof 94.-Kendrasinexistence. he innovations.A start has already aim,. of these)youth centres is been made to tryout the same bring educationcloser to community principle in otherareas.Educa- life and needs,toprovide tional "componentshave been constructive channelsfor the ful- built intoprogrammes of child- filnient ofindividual andgroup care, family life and familyplan- aspirations;qndto create oppor- ning as well as in severalemploy- tunities for youthto participate ment schemes.Step by stepwe in communitywork, and in de- are moving closer totheview velopment anddecision-making that mere literacy (thatis,the processes.. Thesecenlres are pri- knowledgeof3 R's)is not marily designedto organise out- enough,Unless theprckeramme of-school educationforyouth, of literacy or adulteducation was with special emphasison literacy integratedeffectively Withthe and non-formaleducation cove- plans of economicdevelopment, ring current topics,trade policies the aim of removingpoverty will and economies,civics and general not succeed.All programmes ctf sciince, skillsandagricultural development should haveatleast improvement, healthand family life. a small portion of their financial The Centres alsoprovide provision earmarked fortraining facilities forcreativeactivities in skills and literacy. through youthparticipationin the performing arts,especially 0 youth involvement folk dance musicand theatre, for Finally,*a major innovation is organised sportsand physical 11:e emphasis on education, and forconstructive education "of use of leisure non-sttn!entyouth, particularly time.Inother words, it is ...- the gut-of-school ones\n the-.),.(!c a programme ofpar- group of 15-25.This group of ticipation by theyouth, for the youth, for theoptimum exploita- is usually youth neglected,or tion of youthpotential, and for receives marginal place in educa- youth development. tional activities of many coun- These are some of themajor tries.As we know from experie- innovations inthe Indian educa- ce, enrolment of a child in ele- tional scene. One thing isobvious: mentary school does not signify adult education inthis widened much unless the system can hold perspective is an unchartedsea. himuntil a certainstageof It is afield where many innova- attainment.As of now, more tions will have to'be tested,eva- charm drop outon the way, luSted and .tested yetagain, as we than reach the end of primary go along.What is of crucial im- school.Out of 90 million youth' portance to any measure ofsuc- in the age-group 15-25, about 47 cess in this effort is a spit it of in- million are illiterate, and 2b mil- tense dedication,. courage to lion --arc semi-literate. Until adopt unnrthodo\ method,,,flexibility, and vision. - 6 8 - 62 - ,Aduit Education And National Development Concepts and Practices in India

INTRODUCTION

It is universally acknowledged that education isan essential a.mponent of development, that developmental objectives conno Abe t,llty achieved withkut education, and that education in turns in uknced by developmental processes.

toss, the inter-relationships between society and education more complex than they-were assumed to be in the \past. ntribution of cduc n to the achievethe of socio\ccoi als is not easily rneas rab!c or identifiable. Nor does edu on contribute in ireumstances to developmcnt. I n )1of 'develop t' itself has under - gone a than sveral 'tional views about itare now being quc

The old idtls of ransferring 'societymodels' from one part of the wort an ther, of backward countries 'catching It up' with advanced cuntrii.,, or of 'bridgingthe gap' between the so-called develo eveloped. nationsarc 'no longer valid. . tv In a recent confere Ituralpolicies, held in Jakarta, representatil;es of As s declared : "...... that economic deiclOpment 'Mouldail cut of human life by bringing material, spiritual,socia dual values into harmonious balance that the achit a highle el of consumption is not alwaysa guarantee 4 vitality... ..that the attainment ofa humane societyisth_ ultimate objective of all cultural developments Oh\the c cctive self-realisation and the authenticIiberation of pe les the quintessence of the humane satiety that the liter Iiof man is an essential foundation of the cultuialachievetents Asia 9 9

the light of such objectives and orientations, edt.ica- tion also needs to be modified and enriched with new goals, so that it rridy contribute to the self-realisation of peoples, to the liberation of man and openiti tip of new perspectives.Educa,,, tibn in general, and adulteducation specifically, is now expected to. bring millions of young people and adults into the Main stream of the struggle' to discover mid build the future of nations.This,it seems, is-the basic taslaor Udult education in thelight of direct and indirect- correlations between develop- meatand education. .

1.9 Directorate of Adult Edtcation,Adult_,Education and National Develop- ment, Concepts and Practices, in India, New Delhi, Ministryof Education and Social Welfare; June1974, p. 1-40 - 63 , PAST ACHIEVEMENTS .- 1.Ad Education : A Long Tradition in India t education has had a long history inthis country. We had evIve,. e centuries, several interesting forms:o( non-foul& ult edecation so average Indian, who may have be illiterate for lacic of access to forifalrthteatiori, was still a manf culture and character.Itis true that _ liQn-formal sYstei had its own weakness:it made people exces- sively tradition -bod, and restricted isecial mobility.But it also had its own im ense strength andvitality which it would be Vro to ignore. \I

In th 150 pars or so, this traditionwas neglected a a'froultf the veremphasis that came to be plaeed'on for al educLity. n. evertheless, some efforts in favour ofadult Ction, in k ilt modern meaning hadevoked much before epdeuce. `11C work was largelyconfined to adult literacy an to___:i-libra-ries--as a follow-up.Cultural agencies ad added aecrca ionaldimension to thisprogramme. though the two stream S. roceeded side by sideas distinct entities.The

wr4GV4'.' 4,7 great uayday lor ultliteracy, with which adult educationwas synonymous at theme. came with the the provinces by assumption ofposer in the C igress.Mass-campaigns encompassing towns %%ere launched, -t an he countryside.The net this. movement,howescr, result s not significant.The education system of India continuedto ei modalities for hasise formal andinstitutional full-time learnersnd nc ctedtlic youth and adultswho were outsid thermal need of system.This imbalance cducationa1,\ between formand non-formal education is now soughtto be corrected, and over the next ten c hope to evolve years new forms ofadueducation more suited our needs and aspirations which willreve the traditional'forms thatstill have relevance and more powerful and blend th with new techniques of formaland .education, mass'media n. -formal and educationaltechnologies.

2.Adult Education: Broadening of Concept fl It was but natural thltimmediately after independence the problem of mass illiteracy should have beenone of the first to attract the z.ftention ofIndian planners.The First Five- Year Plan recognised that'democracy would not take root ina situation where nearly 80 per centof the populationwas illiterate. The Second Five-Year Planwent further and stressed the link between democracy, development and education.It declared- that "rapid social and economicprogress along democritic lines and wide-spreadilliteracy are. scarcelycornpa. tible with each other".

7 0 64

As early as 1949, a decision was take t designate 'adult education' as 'socialeducation' because t latte term signified more appropriately' the broadenedco ept of a It education which included civiceducation,c Itural and ecreational activities, literacy work,library developmc,nt, deve.pment of folk arts, etc.Social education thus becamea comp hensivc programme of community upliftthrough communitaction. It 'was, therefore, closep integrated with theprogra c of community development blocksand extensionservices: 'The programmes of social education includedcommunity cenes, youth clubs, women's organisations, adultliteracy cent s, farmers' groupsecreationcentres,literacytraining, The funds, for socialeducation were also providedwithin 0 community developmentprogrammes.The programme,iitticv ed a measure of success in several areas and in somesectors. But, on the whole, it didnot receive sufficientresources and was not supported by adequateorganisational and aleamtit tive set -up. *

su ject came again into focus whent Commission (1964-66) examinedthe Ektitirespcctrum of education in relation to national development and ,observedthat illiteracy was inconsistent withan age of scientific and technological progress and emphasisedthe need to liquidate illiteracy and to provide facilities forcontinuing education. The Com- mission went on to state thatconventional-methods of hastening literacy were ofpoor avail, and if the trend was to be reversed, a massive unorthodox national effortwas necessary. The urgency to liquidate mass illiteracy for achieving developmental goals was also reflected in theResolution on the National Policy on Education, issued by theGoverment of India-folloWing the Commission's 13oport

"The liquidatio4\of mass illiteracy isnecessary not only for promoting participation in the working ofdemocra- ticinstitutions andforacceleratingprogrammes of productioy, especially in agriculture, but for quickening the tempo of national development in general. Employees in large'commercial,industrial and other concerns should he made functionally literate as earlyas possible. A lead in this direction should come from the industrial undertakings in the public sector. Teachers and students should be actively involved in organising literacy campaigns, specially as part of the social andNational Service Programme."

Thus, theconceptual framework toreflect two of adult education majorconcerns came : the magnitkide among adultpopulation, of illiteracy' and itseffect on the \nation's and econorAcdevelopment. social a 71 5 Some good literacy programmes came to beorganised, such as the GrainShikslian Mohim (Village EducationCam- paign) in Maharashtrathrough which villages were several hundredsof made entirely literateat a very low cost the voluntary through effort of the people.But on the whole, to the problem of approach illiteracy was to relymore on extending primary educationthan on direct adults. literacy campaignsamong

Commen9Melcchievei t has been registeredinthis sector..1.11-4937, only ild out of threein the age-group

6-1I fled and only one out of 11 in theage-group II- present, 4 out of 5children in the already in schools age-group 6-11 are and, in theage -group11-14, two children out of five havebeen enrolled. IIy the end of the FifthPlan, we expect to providefor almost universal group 6-11. education in theage- In theage-group 11-14, universal expected to be enrolment is achiesed by the endof the Sixth Plan. achieve this, To it is proposedto adopt vigorous multiple -entry measures such as and part-timeeducation for the to ensure that the age-group 6-14 contribution of primaryeducation ko adult literacy would besubstantially larger.

At the same time,some major attempts have made to further als been widen theconcept of adult education it to some of anlink our major developmentaland productive a tivi- ties.Illustratise of these efforts arc the agriculturalextension services airndat upgrading the farmers' leg competence in adopt- improved agriculturalpractices; family planning which was launched education on a country-wide basis for longterm promoting a programme of populationeducation and control; mothers' educationin childcare, nutrition and far,,life; programmes for educational development of workers inurban settlements; programnles for the upgrading ofskills of the labour foice and the buildingupofmanagement cadre; promotion ofa network of rural libraries for distributing to provide a shintel reading materials forlite ates; theuse of mass media, particularlythe radio and the tele cation sion for adult edu- programmes in general and for. gricultural and family planning education in particular; the highlyorganised continuing education programmes of the Indianarmy .for its personnel; and adult'education programmes at the university etc. stage,

In all these various fields,a large number of traditional, ongoing or innovative and tlxperimentalprogrammes have been undertaken. The experience gained in them hascontribut- ed materially to theenrichment of theprogrammes of adult educationand has also helped inresha ng and formulating ofurtherprogrammes:

3. Some Significan Education Programmes

a georraphically vast andsocio-economically rogenous country, has varied experiencesin adult andout - of-school education for youth.A feviof them could bemen- tioned since they will probably influence futureprorramminv 72 (a) The Farmers Training & ctional Literacy Project

This is an inter-ministerial roject implemented by the Ministries Of Agriculture,Ed ion, and InfOrmation and Broadcasting in the sclecte.High Yielding Varietiesdisticts in the country. a

The project is basedon the concept that there is a direct Correlation between physical and human ingredientsin agrtcul-

turc, between inputs and the uprradinglof human 10.0l1ICes. Itis an integrated. multi-faceted approach tothe -Green Revolution", the main goal of the scheme being tt support and strengthen the basic nationalobjectives : self-% flieicneyin food, increase in crop production, and growth of ricultural productivity.Itis an attemptand nfirst onen such a scaleto put educational activities directly in relation_19., 444:e- of the major development purposesla-that-sense, inthe field of Cc-41 lt edue,at-lo-rr; rhiS.-ivas a real educational innovation. that functional literacyis much more than literacy. that it is a method of training for development purposes.It represents.a comprehensive non-formal educational programme and an opening to continuing education. T- here are three components in the project :Training of Farmers ( throughFarmers TraininCentres,demonstration camps, young farmers groups et Farm Broadcasting (strengthened by farm forums; discu sion groups etc,,,)and Functional Literary Courses (implemen d through a network of69 groups of farmers in each ofabou 109 districtsall over the country). An integrated and inovative programme likethe Far- mersTraining nctional Literacyneeds an efficient administrative and coordinatingmachincry. Recognising this factor, coordinating committees of representativesof the three ministries concerned havebeen set up atalllevelsnational, state and district and sometimeseven at the block and village levels. The implementation ofthisprojectrequirednew teaching and reading materials : some have already beenpre- pared and published, suchas primers for functional literacy groups in the major languages andsupplementaryreading materia ls,

Evaluation studies have shown thatthe Farmers Training and Functional Literacy Projectis basically a soundconcept, that it receives positi e publicresponse ; thatit helps in the search for new educational solutions,thatit makes adirect impact on 'eaglets and thatthe farmers made functionally literate more readily acceptnew agricultural practices,This is not to claim Unmitigatedsuccess. in a programme which demands highly coordinated effortat various levels from the 7 3

441 -67-

Centre to the village, many financialand administrativepro- blems are bound to arise.The main problems havebeen (i) the lack of synchronization ofeffortand methodological approach; (ii) the lack of continuityin the. orientation and training programmes forgroup leaders; (iii) the lack ofcoor- din n between targets and the sujoportingservices ;and (iv inads4uate feed-back fromexperience into theprogramme. In spite of these deficiencies, theproject is at the present time the largest all-India educationalprogramme for adults. Itsresults, although partial and far shortof targets, have proved the validity of theprogramme, although much greater EITort should be put into it,more imagination brought to bear on it, and larger human and material investmentcontinuously channeled into it in &icier to make itreach its full stature. Based on the achievement and experiencegained, the Fifth Plan proposes to (I) extendthe functional literacycomponent to cover a total of 175 districts; (2)reach a target of about 1.3 million farmers to be brought under the programme; (3) extend the project to areas other thanthose covered under the High Yielding Variety Programmessuch as thy land Ihrming, multiple cropping,and small and marginal farming areas. A (b) Use of Massmedia forAdult Education Teaching and learjing beingseparate acts, invested in

separate personq, communication between teacherand learner hays-often totakeplace across distances.Any person, no matter liow poor and how remotely situated,or how socially disadvantaged and ,how educationallyunprepared. can be in communication with the teacher, if there isan effective communication system.

Mass media Wave beenassuming an inteasingly important role the world overinadult cdntinuig education, in serving the viried, needs of the indirithr9for adjustment and fulfilment.Its use in India for direct educationalpurposes has been limited though progressively increasing.*The media units of the Ministry of Information andBroadcastinikunder- take programmes which promote adult literaCydrives as part of their normal information andpublicity effort.The Radio has also been used for experimentalpurposes in programmes suchas the 'Radio Rural 'Forums' with a goodmeasure of success.The Farm & Home Units of theAll India Radio, broadcast a fewprogrammes of interesttofarmersonly. Further, talks are frequentlyherd on other topics of interest to adults.Cultural items are also putup frequently. Similarly, televis,ion was triedto present programmes of social ediThation in Delhi andcurrently being emplo ed for dissemination of agricultural informal' to farmers Delhi through a popular programme of "Krishi a (Agricultural Television) 4P1 telecast thrice a week for halfan hour. A large number of own.u.r' - 68 documentary and a few feature films have beenproduced by governmental and non - governmental agencies genci!allyfor pre-literacy and motivationalpurRse. The experience of usingothermedia like the pressand visualaids suchas posters and charts for adult literacy and adult educationwork has been rather limited.

Growth of Different MassMedia

(Refer Page 71,

S. Percentage Differefit Mass Media 1960 1970 No. growth 1960-70

I.Newspaper & Periodicals I____.&026 11,036 37.5 1 2. Broadcast Receiser 2t,42,754 ITTOL,65S 452.4 Licenses (Radio) 3. V. 0250 24,833 9833.2. 4. Feature films 324 396 22.2 5. Censure certi(ficd

.short filirrrj 628 1,227 95.3 6. Documentary newsreels 639 1,146 .79.3 7. Short films 504 1,199 137.8 8. Feature films (Children) . 8 70 775.0

° Figures relaic lo 1971.

Some lessons which could bedrawn in regard to t use olmodern media are:

(i)The mass media have to be supportedby a local leader who has capacity to assimilate the information, vivify it for the listeninggroup and conduct a discussion on it.

(ii) The radio and T.V. lessons should also beprinted and sent to thelgroup to assist retention and reference.

(iii) The radio and T.V. should havearrangements for receiving and answering questions whichmay arise out of their lessos. ttz,

(iv) The group shouldmeet regularly so that the linkis not\brakegi.

ut- (v) The timing of the broadcastsand telecasts must be suited tp oc31 op ve-irsxtbicets, hich should heexplained in terms ofthe local situation. (vi) The media should he controlledby the State. Other- wise the net result will be cxploitatioarather than education of therid-U,Its eitherthroughcheap .....telfferrownittir orfalseadvertisements which will ,elbow out the educationalproerammes. 7 5 69

In the comingyears, satellite communication will become one of the most important factorsinIndian society in general and education in particular. Perhaps themost important question before the educatoris whether we would be ableto use-this media for worthwhileprogress of education and technology development. Itisimperative thattherevolutionary potential of satcllitc communicationisfully understood and used wisely and effectively foreducational purposes.

While planning for theuse of satcllite communication dystem for adult education,one may have to consider staffing inrespect of the programme, including persons responsible for selection of programmes.personswho willdirect the programme and_persskas____wh.o- wt14 nppt=ar Tfitilem; the organisers of the tele-clubs andthoseresponsible for making other listening arrangements, includingmembers of Panchayat, schoolteachers, factory managementetc.;(iii) technicians, right from those responsiblefor telecasting up to the repairers; and (iv) government functionariesatall levels concerned with the use of this communication media.

(c)Development of Library Services

As a necessary support to theprogramme of adult education vigorous efforts are needed for dc%clopmentof library services. An important stepin this direction has been the enactment of public library legislation in four States, namely Tamil Nadu, Andhra Pradesh, Maharashtra andMysore. Other States, which at present have comprehensive grant-in-aid rules for establishing such libraries atdifferent levels,arealso contemplating to enact public library legislation, largelyon the C lines of the Model Bill for Public Library.Acts drawnup by the , Working Groupon Libraries appointed bythePlanning Commission.

A recent development in the fietiof library services is the settiniup of the Raja Rammohun Roy Library Foundation. The -p main objective of the Foundation is to strengthen andpromote establishment of a country -wide net-work, of libraries through whichitwillbe possible to carrytoall sections of the People, new information, new ideas, andncw knowledge.The Foundation which came into existenceirTvlay 1972 hasinits firstphase taken up the programme of strengthening district libraries, including those atthe Nehru Youth Centres.The total numer of libraries being assisted is about 500.

(d)Contribution of Voluntary Organisationsto Adult Education

Prior toIndependence, voluntary organisationswere practically the agency in this field, and the dedication of their workers achieved appreciableresults against heavy odds. After independence and with theadvent of planning, it became a definite governmental policy toencourage volunta-ry organisations playing aneven larger role inthis area, and encourage 76 ( 470 support to those organisations which havetheir root among the masses and are motivated by genuinepublic concern.These organisations have a special role incarrying out pilot projects, research and investigation; inliterature production; in working With special groups wherea high degree of dedication is called for; and in establishing lh,isonwith the people and mobilising local support.The special need of such organisationsisto build their dedicated workersinto technically competent people. They also needassistance in project formulation and evaluation. Ma (0-, Adult Education in UrbanAreas Although the rural populationanditssocial, economic and educational needsare dominant for adult education, the urban population ina country like India is by no means small. I n fact, India's predominantly ruralcharacter conceals a rapidly accelerating gro,,vth' of dimensionsas have led urban India alone to be ranked "among the biggestcountries of the world"' Greater Calcutta, if its municipalboundaries are more realistically drawn, isas big as New York or Tokyo.Apart from their size, the urban areas commandattention by virtue of their being the scat of economic andpolitical. power as also of concentrated poverty and squalor, with their volcanic possiblities.

Therefore, anotherarea where we have built up some experience is the education of industrialworkers. With increasing industrialisation,nee Wasfelt for educating industrial workers abtiut their roles andresponsibilities in society, industry and their unions so that genuine tradeunion leadership coup emerge from among themselves.For this purpose, the Ministry of Labour set upa Central Board-of Workers' Education in 1956, which has beef organising Lraining ofeducationofficers, trade union officials and worker-teachers, and holdingclasses for the rank and file of workers.The Board has trained over 1.7 million workerS'from over 5.000 enterprises.These courses have generated a general consciousness hi thvvorking class and added totheir understanding of the trade union movement. The reaction of the employers and union leaders has been mixed as was to be expected. While some have appreciated the programme andooperatcd with the) government, others have vehemently opposed ittradc union leaders, who secin it a potential threat to their leadership, and the employers, who feel thali the worker becomes extra conscious of his rights.

The Ministry of Education, side by side, carried on an experiment of broad-based social education of the workers with the object of stimulating a desire for knowledge in the working class, providing, facilities for general education, arousing a 9. Sense of social and civic responsibility and providing wholesome reaction.The institutions were set up for the purpose one atIndore in1960 and another at Nagpur in1968 which were evaluated in 1970.The main lesson was that these institutes should base their programme on clear identification . .

17 - 71 of the needs of the workers and should also cater to the needs of other than industrial workers. Other experiments in this direction were the opening of Centresvaric-Jslyknown asSocial Education Centres, Community Centres, artl3 Labour Welfa)v/Centresin urban or industrial c.:mplexes. These centres were expected to provide a wide spect:-;rn of .activities of educational, cultural and recreational nal-zre for men, women and even children.Adult education incl_ding literacy, libraries, reading rooms and craft classes was to 1-e basic component of the programme. In actual practice, howner, their main emphasis very often remained only on cultural and recreational activities.

1. "The 1.4-1 Census has once again highlightedthe growing phenomenon of urb.:-Isationasan inescapablefeature of a developing economy. During :he decade 1961-1971. whilst theoverall population grew by c 24.99 rcrr cent. the urban population increasedby 38 per cent.The increaseof towns with a population of 1 lakhand above was 49 per cent. During :he four decades 1931-71, theurban population in such towns has Inc:cased sixfold, namely, from 9.5nullion in 1931 to 57 million in 1971 anwith a corresponding increase in the numberof towns from 35 to 842" Draft Fifth Fite-Year Plan, Governmentof India, Planning Commi:)..1..on, 1974-79 2. Bosc.cshish, Studies in India's Urbanisation1901-197/. Institute of Eeonorr.t.: Growth, Ncw Delhi,1973, TataMcGrlw... Hill Publishing c;,Compa.-. v Ltd.. Delhi p. 18

(f)Polyvalent Adult Education Centres(urban based)

Out of these various experimentshas emerged what is being known as the "Polyvalentapproach" and the "Polyvalent Centre", which seemsto hold considerable promise. The polyvalent mitre is basedon theprinciple that the adult worker should have conti 11; access toeducationandtraining throughout his working e; that persons should bc accepted at the educationallevelt arc, and taken to the level they can possibly reach ; that thisL ucation should be functional, integrated and tailor-mzideto cet each individual's specific needs ;and that the programmehould be need-based and problem oriented. The centreis primarily intended for working adults in urban and industrialareas. A The problems existingin urban areas and raised by yrbanisation are legion.Those whose solutioncan knssisted through adult education efforts,arebroadly fiveeconomic ; health,nutritionand familyplanning ;citizenshiptrain- ing ;recreation; and thosepertainingto education and culture.

The economic problempertainstothe provision of guidance services and trainingand placement facilities for those wanting to enter employment, changetheir jobs or improve their job performance.These services levelsfrom the lowest are needed at all job squght bya migrant slum dweller to the additionalcompetence sought by positions. those in the senior-most The need forsuch servicesis 78 r heightened by the 72

CN to bring together the prospective employers and employees, the desire for lateral and vertical mobility of the labour force,the rapidity of changes in technology and the need forfrequent adjustment to iY etc.

As regardshealthand family planning,the problem relatesto theproperuseof very inadequatecommunity services provided ; quick and informed response to thehazards to the health of the communityin the form of outbreaks of epidemics, selling of uncovered foods etc. ; knowledge ofthe nutritional value of differentarticles so that a balanced diet table couldbe constructed a with tightfamily budget; knowledge of family planning: awareness of the value of regular habits and exercise : and knowledgeof the supreme importance of and use of open spaces. whicharc the lungs of the cities.

The problems relating to civic trainingarc spry arduous and yet very essential.If closely packed.human beingscan- not live as a community and are notaware of and do not work fOr their common interests. theycan only explode:As Bulsara' says, "the immigrants to the city come with their class,caste, language and religion-wise aggregation"or segregation, and "there is no effort at the city to enlighten" themin the ways of adjustment to the urban way of life and integrationor assimilation into the civic community". It is this absence ofcommunity life and community sense in thecities with their size, their 'speed,. their heterogeneity, their vast inequalities, theirtemp- tations and exploitation that breed violence andcrime, and make the 'cities not only theseats of economic and political power but also the potential spots of volcanic cruption.

'Asregardsrecreation,themajority of 'the theatres, cinemas, clubs, games and sports etc: are beyond the means of the average citizen.And yet the pressure of his life badly ncc such outlets and relief. e need fOr non-formal educational facilities outside the reg lar educational system is therefore an urgent necessity for urbacitizens and workers, for people wanting to improve prospects, satisfy and diversifytheir interests.,utilise their leisure profitably.Ome of the cducaticinal institutions aiming at the satisfaction of these educational needs is the polyvalent adult education centre (Shramik Vidyapeeth). 1. Bulsara,J.F.Problems of Rapid Urbanisation In India;Popular Prakashai, Bombay; 1964,p. 128. t

The first siN polyvalentcentre] was setup in the city of Bombay. The centre concentrates its energies andresources on helping those whoare economically and educationally under-,. privileged.The educa tional and training programmesare diversified,2 andare drawi. up on the basis of the of particular groups specific needs of working adultsas identified through survey.Thcsc are held a at a time and placeconvenient to learners ; and conducted in the language ofthe learners, whose background education shouldnotbea handicap in taking advantage of thistype of action-oriented and lion. The curriculum practical cduca- 7 9 includes a wide range.ofrclated subjects. - 73 presented in an,inter- isciplinaryway, and aimed at the integrated developmentothe,learner.

The Centre has beenable to secure thesupport of industries,. workers, and trade unions,. who have providedmaterial support as well as theuse of machines and equipment for 'teachinglearning purposes.It&orks as an autonomousorga- tkisation, with financial assistalice fromthe Ministry of Edu- cation, Government of India, and technicalguidance from the Directorate of AdultEducation.It is managed by a committee of members representing industrialundertakings, educatir, business enterprises, municipal corporation,adult education agencies etc.In additionto a nucleus of full time academic and administrative staff,it draws from the part-time of competent services persons from various fieldsaccording to the requirements of each course.The expenditureon buildings and equipment forthe Centre has been keptto the minimum. The courses arc organised at differentplaces, such as factory premises, school buildings, community centres, welfarecentres, trade union buildings andotherplaces which aremach: available on rent free basis.

The programmewas evaluated after a }ear of it, inception. In spite of the difficultieswhich a new approach of this type was bound to encouter inthe beginning, the evaluatio-n- report said that the eXpertment hadmet with moderate success in achieving its aims.1 he report also suggestedways by which the centre could increase itseffectiveness. These were to involve theworkers' organisations andenvl yw-s-\ more effectively by taking up coursesat their init e; bydrawing up the content inconsultation with them; -draw up programmes after a verycarefulassessment of the felt needs of the' participants ; and ensure that whilethe integrated .character of the approach to the needs of theindividual and the group 'might be maintained, the mixtureof the felt need and the other needs to be met should be judiciousso that the focus of the felt needs was not disturbed.The Centre has triedto improve its program', both qualitatively andquantitatively,There has been general appreciation ofthese courses as shown by the great demand for repeating 4he Coresor developing new ones, since thecourses directly Contribute to increased efficiency and better wages, The generatedinterest has led the Govern- ment to decide to havea network of such centres established in various cities and....laustrialtowns in the country during the Fifth Five Year Plan.

(g)Youth Involv re.,"Lent in AdultEducation

There are two basic aspects of youthinvolvement in socio-educational activities:participation of youth in various constructive and developmentalprogrammes ; and the organi- ,

1.The term 'Polyvalent Adult Education' is usedto indicate a multiface- ted approach to adulteducation and the 'polyvalent centre' is intended adult education as an organisational structuredistinctly for adult education purposesto provide a variety of "needbased" working population. courses for the so - 74. -

2.Therange of courses offeredis' very wide from courses for effective supervision and management to quality control training; from courses for maintenance of departmental workers fo auto-loom weaving ; from mechanical draftsmen to courses for cobblers ; from courses for boiler attendants to home nursing ; from conversational and functional English to training of office helpers;from 't itizenshiptrainingcourses to training for secretarial services, etc. .ty

sation of activities for youth and by youth. The firstaspectis mainly/ taken care by the National Service Scheme meant for under-graduatestudents in universi- \ ties and colleges. The membersof the National Service Scheme participatein various constructive and 'developmentalprogrammes and thereis an increasing emphasison the role of these students in the promotionof adult education programmes. This will be further' strengthenedinthe coming years as it is stronglyfelt that every young man and woman who has had b the privilege and fortunetoreceive the advantages of higher education should be requiredto make a certain Amber of adults literate and informed.

The secondaspectisbuiltaroundNehru Yuvak Kendras, a programme thathas come up in recentyears in response to an increasing concernover the needs of non-student youth, hitherto largely neglected.

o These centres have been establishedin 94 districts inthe country and it is hoped that as the programme developg,every district in the country would beserved by a youth \centre. .The primary objective of thecentres is to organise)kriotis youth activities for the youth and bytheyouth. They attempt to opfer facilities for non-formal educationfor non-student youth as most oa4hem_bave been deprivedof formal education ; to facilitate the attainment of some of the basic youth needs ; and to give youth opportunities toparticipate in and to contribute to community development. A typical' Nehru Yuvak Kendra normally organises its activities in five major areas :

(1)programme of non formaleducation for illiterate and semi - literate youth, for "drop-outs" ; for out- of-school youth, for youngstersgrowing up and becoming voters ;for young*ivesk and future mothers ; for youth whose knowledge becomes obso- leteinvarious fields ; programmes of science education and for strengthening the scientific spirit ; p s rammes of civic education ; etc. mployment facilities,and promotion of self-generating employmett in cooperation with appropriate services ;preparation of youth for existing jobs ; training of remployed youth and job ,seekers ; retraining of 'educated youth whose skills arc not relevant ; identification of new employment facilities nr of CP If-pPricritinr! (mninvmentetc. 81 75 (iii)social 'voluntary services by the youthto t nity. youth service schemes or voluntary ork in various fields ;water supply and relief works ; anti-famine action ; vaccination ; sanitation measures ; irrigation ; pump repair; road building ; adult education and literacy ; information to farmers etc.

(iv)entertainment and -leisure activities, culturaland artistic programmes ;youth participation in performing arts, theatres, singing, dances, musicetc. ; acquaintance with cultural achievementsand values in different parts of thecountry, conducive to promote national integration ;search for and support to talent for folk arts and.craft work; development of competitive sports andgames ;promotionof physical education, mountaineering,camping etc.

youthparticipationincommunity life. youth involvement in community probleins,activities and searchof solutibils ;youthparticipationin the decision-making process ;involvement of youth re-

presentatkes in managing theirown affairs, their educational and recreationalfacilities, their welfare services, as wellas in managing some larger community services ; developmentof the civic sense and the sense of responsibility;etc.

These five areasare neither exhaustive nor exclusive nor are they all organised in eachKendra. As the Kendras work among the youth of the community aeound,it is likely that new needs will be expressedfor which newprogrammes will have to be devised. It is too early to evaluate'either the activitiesor the impact of Nehru YuyakKendras.Butitis obvious that their programmes fitinto thegeneral framework of the ne* approach to educational endeavour, and that for itseffectiveness,thc programme content should be relevant tothe community and should leadto democratisation of educational opportunities and attainments.

00 Adult Education inUniversities Withassistance from the University Grants Commission ( on a sharing basis, Departments ofAdult and Continuing Edu- cation have been established duting the lastth'reeyears in selected universities. Eight universities haveinitiated the Pro- grammes already.This programme will be enlarged in the coming years.

The oblective of this schemeisto assist the national literacy programmes by providing-training 4oursefor instructors, organising demonstration and functional literacyprogrammes; extending thebenefits of intellectualleadership and 8 2 facilities for contintlino rrliirtion to Ofc'commilnity irounci - 76 - enablinthe individual adult to FrIl the gaps inhis intellectual akd profe sional equip.ment by prbviding credit and non-credit co'dfs'es in semi-professional and professional fields;' providing opportunities for updating tin knowledge an competence of professional and specialised personnel assistingTh the cultural and intellectual enrichment of community life; and undertaking studies and ttisearch in adult educatio'n with &view to deve14- ing it into r(disciplinti in the universities.

.N...\. Programmes to a, these objectives are taken up by the DepartmerAil ter prliminarypr survey of the nerds of the communjty nd ttieuniversities., Iraining and orientation programmes of short andtong -termdurations arc organised. Departments also take up the production of necessary literature, The Indian University Association for Contiquing Edu- P cltion has been recently set up to provide a forum for the exchangeofexperiences andgo generally stimulate larger I. interest among the universities.

These are some of the recent trends in practices and ex- perimen which .attempt : -, t correlate developmental je?tives with educa- ," tional practices;

to put adult ,education 4naposition where it can , contribute effectively tothe achievement' of socio- economic goals; r- to integrate the formaland the non - formal educational approaches; to 14aetk °unto a largksection of adults through educational programmes especially tothe clepri;ed Fillips of the population; tocontributeto the equalisatiod of educational opportunities;

to mukc the ,educational content more telex/ant lo' the learaor's environment; to maximise the indi 4's freedom, initiativeand participation inthe learnng process; and to relateeducation to individual development. and collective

From the broaderPerspective, these' if also constitutecon- crete steps,tozardscontinuing education of future educational as a major parameter , policies.

v. 77

A LOOK AHEAD

Edu.ftionis the process through which.human beings acquire u iderstanding and,mastery over the environment.It 414 necessity though perhapsnot a compulsory condition for civilised hunian existence. In relatively static societies, itwas "' posiblc to impart all thi needed skills,knowledge and attitudes through education over a fixed perioct.,pftime.Traditionally Phis was how educatron was envisaged, bO-th in the East arfdthe Westa period of education followedby 'a period of work.In modern times, however, with thedynamic changes thatccrns- tantly occur in society and. thecontinuing increase in know-... ledge, no education given is adequatefor all tinie. Human beings have to be constantly renewing themschesthrough educational processes.' The concept of life-long education halbel; o developed maidyto meet these requirements.This coneeN, has, however, acquired a new dimensionand new urgency owi g to the many new problems ow facingthe world.Life-long hich em ses adult education) -is now the main answ r ,/hich mankind has at is disposal to meet the.nev- chlenges before it.It is in that light_ that we have toloot; . ahead atthe development. of both Concets and practices, itt, the large area of adult education.

1.AdultEducation : Some New Dimension

Adult education has a very importatrole to play in modern societies\ Educational workers inge cral ancfadult educators in particOar, have to take notice ofa um r of very important and major 'developments whicharein cncing the pattern of their work. \Adult education has to make important -. contributions to the solu6\on of present challenges like : the 4f increasein productivity and cfricicne). as one t.main Ore. conditions for development; pfovision of greater cmployn t opportunities aid rennivar of poverty; the pl'oblem of Ina e- quate food supply in the face of increasing world populatio the problem of inade'quate energy and mineral -resources in relation to the requirements of mankind; the pollution and acstructAn of human environment, sometimes deliberately and , more ofVi- unintentionally., The growth of modern soignee has introduced. in our lives, the use of equipment requiring continuous acquisition Of more information and knowledge about them,: thcir upkeep and simple repairs._ The c\er rising,flood of new knovded-;?trrings in new concepts 'so that,Whatccrone has learnt in school and college in one's childhood and youth. gets guilty outdated, and needs to be replenished.Events - like the 'GreCn Re,volution', or the High Yieldag CropPro- duction Programme, required .pew knowledge. know- w . and modified attitudes of milliong"of farmers.AdvanCes in tcc no- logical,and. specialised skills have brought innew tcchniqu s of production and management and have creatednew tyies of jobs; ..and whatis more important, ese developments aye

on A 84 at tt, changed the nature of old jobs necessitating continuous need fdr,:trfiining and retraining.The breakdown of traditions and customs has resultedinlack of understanding and conflict between the outlook of thc old and the new generations. Acceptance of parliamentary democracy and democratisation of cultural life have involved the common man in the .delibera-

five and decision-makingprocesses. There isle. large scale movement of population all over the sv,ogld fromrural to urban areas, from region to region, and from countryto country, in all such cases, the social,*emotionaland economic adjustment will be easier if the mobile citizencame to the new environment intellectually and mentallyprepared to learn new ways of living, thought andpractice.The ideals, 'objectives and, goals syhich people andgovernments strive to achieve get directly reflected in the ways in whichinformation, education and training arc transmitted to innumerableadultsmen. and women, worker\s and farmers,literates or illiterates, young and old, school drop -outs or those out of school.These are some of the major considerations which haveadded new dimensions to the role of adult education.

2.Conceptual and O rational Consequencesfor Adult. Education .

We are now entering the period ofthe Fifth Plan t974- 79) which is crucial for the country'sdevelopment, impo, ant for the further rethinking and reorientation of the educate ,so system in general, and for better conceptualisation and desclop\ ment of adult education in particular.The framework for all \ this rethinking has been set-byft!, planners as follows

"Removal of poverty and attainment of self-relianceare the two maipr objectives that the country hasset out to -\

accorriptist io ,*fo Fifth Plan.As necessary corollaries, ta, they 'require growth, better distribution of incomes, and , a very significant step-up in the domestic rate of saving The pattern of production must lay emphasison food' and other articles of t,pass consumption.There must be massive employment generation Itis also 'essential with a view to maximising the efficiency and al productivity of vast numbers-a& 44kas to- improve the (Italic), of theirlife.It is necessary to establish liaison between the concerned authorities in industry andagri- culture on the one hand, and those who run the educational establishnients on the Policies designed to improve distrigutron of income ust include measures which lead to a better distribution of material property, especiallyland,improvesubstantially earning from labour through providing extensiveopportunitiesfor gainful work, and f'acilita'te the process of formation of human capital especially in the deprived sections of our society through equitable sharing of public goods such as edocation and health." - 85 (9 -

its There are two main isvies in thiscontext (I rwhat are majoNtrends in our educationalpractices and orientations, . augurwell for adult educationinthefuture ?and (2) what conceptual consequences foradult edbcation flow from --these objcctiv/

Firstf all, thereisasubstantial increase' infinan-cial

allocations for educational activities outsidethe formal system,N.. IttWhile the Fifth Five-Year Planis providing large additional amounts' for alleducational areas,an increase of. nearly 400 ecr cent has beenpros ided for the areas of adult education, as.compared to the FourthPlan.Although in absolute terms, thisis-still modest, theincrease shows that at the policy making levels, there isa growing concern about providing educational.facilitics for out-of-school youthand for "'adults.It goes without soing that we have toensure the efficient use,of these'financial allocations.

Secondly, there is a noticeable changeiat the traditional attitudes- ibwards the relative roles ofgovernmental and non- governmental agencies in education.To long has the system sUffered fromarigid division of resprsibilities,which held that 'gervernrnefiit'S" dormant of _opera-H-0n w as mainly un thexrea Of foimal education, while pongoiernmentalvoluntary orga-

1;)% 11.1%e II j to Matthe 1jttft.tt the LAM] I forout-ofs,ltpol education, notably tlir J(111Ill. 0111...110W ItIs being increasingly realised, ccipccially amithg-pc wafers and educationists that adult educlit ion can no longer kept isolated from the geTtl.r.il stream of education either in content and phdosqiihy or in tine agency implementingit.for, adult educationinitsfullest -- meaning of lifc-longaria cut inning cdu9tion les become sirt varied and Lomple thautccds to be dp-cIpped by all those who can make .some contribution.Unless all organisations,

institutions and agencies, which arc c i lied with and have the responsfririty insome formfor dult education, join forces,Doe task of adult educationcannot beorganised cam- prchcnsisclyand successfully.Various government depkt- ments, devalopmental andemploymentagusics,farmers' associations,'schools and universities, employers ancitemployees, trade unions and clubs, all hale to lend a hand inthis eftcprt. The big task ahead of us is, therefore, to mobilise and coordinate all potential agencies and resources in thisrogramme.

Thirdly, the concept of the educationalsystem is itself undergoing a major, if:subtle, change.As in many countries, the educational system in India was hitherto almost exclusively designed for instruction in full-time institation's served by professional teachers, open only to 'those who could afford the leisure "and money to devote one part of.thcir lives cxclusiNely to in'stitutionalised education.It totalty'ignored the vast majo. Thy of the population which could not take advantage of the system under these terms, and had to alternatiVe service avail- 8i3 vi able. It was inevitable, in these circumstances. thateducational 0.° tl 80 institutionsmoved more and moreaway torn community contact, that educational content by and large lost relevance to collective' and individual needs, and that the working population hadlittle chance of combining work and continuing education.As the Special Committee which rocentlY,studied this problem observed : "The present educationalsystem in the countryisbroadly a single-point entry, sequential, full-time system of institutional instruction.It is essential to transform itinto a new system in which there would be opportunitiesfor multiple lateral entries at several points and in whichall the three -channels of instructionfull-timcart-timeand self- study would be integrated in an appropriateNfashion and would have equal status."This means -a big change, and if realised, will signify a major metamorphosis inour educational enterprise.In other words, non-formal education will receivea .recognised status in the whole system of education and become integrated with formal ways of learning.Opportunities fo min-formal education will be offeredto learners of all ages at all stages.If achieNed, this important change will be ushered into the very matrix of the educationalsystem, and should serve tile educational needs-of the %%orking population, in general, and the weaker sectionsinparticular.This deeply affects the whole area of adult education but in f,ctgoes much beyond that.The first steps have been taken to build into the Fifth Five-Year Plan, non-formal educational facfliticsat all stages : at the elementary stage, through multiple entry and part-timeprogrammes; for out-of-school youth, non-formal programmes for the age-group 15-25; at the secondary stage, part-time classes in secondary schools for those who are already working, examination .facilitiesforprivatecandidates an corresporfdc-nCe courses; at the University level: the establishment of an Open University at the national level, and proOsiczn offacilitiesfor correspondenceeducationin arleastt'one university in each State4 fur adults, avane of non-formal' programmes, according to their-needs. Th cceptance of these concepts, and the provision of alegitimat placefo,r them in the national system,is a major departure from the traditional approach, which had, any way,- proved out of step withour changed needs and circumstances.

Fourthly, sinceinthe context of a democratic political

order, a programme of social, ce`onomicand cultural ment can be based develop- only on theactive participation informed peopleemphnsA of an has to heplaced on with a massapproach. programmes The biggestand most innovative these programmesis the one aiming of 'about ten, million at pon-formaleducation of young peopleco ned with their involvement-and participation social in th_ -munity Although out-of-school life andwork. education facett.es should and adults -irrespectiveof age, constraint cover youth 87 of resoilmsecr,-- ' to make certain hard choices. It has, therefore,been decided concentrate our immediate to efforts on theage-group 15 to 25 for several reasons : the size of this age-groupisitself substantial, being about 90 million or about 17 per cent ofthe total popula-; n, out of which more than half, i.e., about47.6 million totallyilliterate', a large are par4A thisgroup has to be prepared for employment .wider social participation,for work with improved technologies, for newagrieultural practices,larger civic participation, increased family responsibilitiesetc.;itis this group which is largely deprived and neglected but which isalso ost alert,inquisitive, impressionable and capableof being ispired by ideas and ideals of sersice and commitment,In tht respect it should. be particularly underlined thata plan which attempts to cover a very large youthpopdlation has to improvise special staffing arrangements.What seems almost inescapableis to motivate and use theyoung people who have completed education upto a reasonable levelof education and who can be calledupon rye as 'peergrounps-in an educational programme for their n age-groups.The concept of a peer-group needs to be understood..In one of his adresscs, Julius K. Nyerere, Fresident ofTanzania, said :"But as well a being student, we all haveto be wilg to be teachers. e have to be% willing to teach whatever skillswe have by hatever methods we oanbydemonstration and example, by discussion,. by answering questions,or by.'formal class-room work.If we all play ourpart: both as students and teachers, we shall really make someprogress. I would'likc to remind you of the promise of TANUmembers, I shall educate myselfto the best of my ability anduse my education for the benefit of all. An c t consey the educational message tothis vast age-group will c 1 for extra-ordinarymeasures. Most of the educatedpersonsinthis age-groupmay have to work as volunteers,Broadly speaking.categories of persons w ho will be directly insulted in thisprogramme will be :(a) the educated youth who will serveas peer-group, including NSS volunteers, hanti Senaorganisers,members of Yuvak Mandalsetc. ; (b) persons whose full-time responsibility is to workamong the J youth, inchni. 1 Nehru YuvakKendras,NSS Coordinators etc. ;(c) technical and otherexperts who w.r11 take cares of the

Size of the t5-25 age-group vis-a-vis total population : (Figures in thousands)

Classification Total Afale Females, Rural Urban

Population in the r agc-group 15-25 90,598 46,689 43,909 69,156 21.442 Total population545.495 382.422 26.3331 436,892 108,603

88 1 hos. this .1g op 4. onirrq.Cs heath onCCi lb 1ot popula lion. At we know from expectsrwc, enrolment of A child in elementary school Joe-, not signify much unless the system can hold him until a certain stage of attainm.:nt As of now, more children drop out on the way. than res.h the end of primary school.Therefore, further analysis of this agegroup reveals that about 47 million arc illiterate and 20 million semilitcrate.This "lodes the category who may be ralak_laulawithyireii le written words but carrot use their literacy in any fruitful manner and, therefore. have been. treated asilliterate. The ncxtcategoryis of the dropouts, being 28 per cent.This inetudcs drop-outs wh did not complete primary cdaeation as well as those who pursued stprimary education but did not complete their education.Finally. t the category of pupilsin schools, being 12 per cent tall types offmat educational institutions).

Content of the educatainal pr,yranime including those whowill organise agricultural pol)technics. granicen tidyipeeths. etc.; (d) leadership groupss ho sill woik, in a voluntary apacity; such as those drawn from the Panchayati Rajinstitutions, 4 political parties, retired civil or militar) services personneland others ;(c) admithstrativc functionariesatthePanchayat, 4jock, district,State and Central levels. Only with.sucha large moblisation of resources could an ambitiousand innovative programme of thismagnitude bc impelemented. Fifthly. adult educationshould bc a built-in "component" in various developinent en,r, schemes in the rural areas.'The success- and impact of many dev'elopment schemes dependon the level of involvement of humanresources, of thOse who are bCh the agents a the beneficiaries of these projects.As the Fifth Plan says:"Pa experience inthe tiQd of social education needsto be combined intoan effective strategy sshich should optimise the use of available resources, mobilisecommunity support and develop and exploit-fully the,potentialities of adult education for economic and socialdevclogment. Forthispurposeadult education should be linkedeffectively with key national ,tasks like elementary education, healthand family planningtgricul- tura'I extension. corporation etc:'"Itis proposed". the Plan goes on to say. "to integrate adult education with alldevelop- mcnt programmes wlere largemasses arc invloved as producers or beneficiars the agencies concerned should be responsiblefor organising adult educationprogramme for their clientele."The Education Department will be assistingthembyproducing literature suitable for neo-literates.The adults will be motivated by linking adult educationeffectively, with' theiractivities and interests. Various occupational and interest'groups will be entitled, "which xre large and cohesive enoughto allow for the orgartisation of a well-focussed,,programme of literature p(roduc- r..,i, ,, Therefore. several major developmentll projects will make provisions for man-pidwer training and functional literacy'. In other words, itis an efforttofind a correlation between economic and social objectives, and educatihnal inputs.What it meansin practical terms is that an Oucational "component" is intwated with de7lopmental Schemes.Such a functional ..apiirOa8h is not only required for heeconomic and proquction- oriented programmes of agricultural,,\and,rural development but' wooldVertainy be beneficialto employment schemes, family" life .deelopmj.nt,,Kr:familyplanning, sanitation,i,rrigation dnd water

I 7, 1 I o.t .1 1. 83

social promotion, civicparticipation, etc.A start has-already been made t,ptry out the same principle in certainareas. Educational "components" have been built into progranimes pc. child care, family life and family planning.as well as in several employment schemes. Step by step we ar moving closer to the view that -mere literacy (that is, the kii ledge of 3 R's) is not enough.14nless the programme of literacy 'Sr adulteducation is integrated effectively with the plans ofeconomic development, the aim o' removing poverty will not'Succced.All programmes of development should have atleasta small portiOn of their financial provision eairnarked for trainingin skills and literacy. In other words, adult education a-nd adultIiteracy, progOmmes will be diversifiedintheir nature, linked with envir nmental needs, develtped round the interests ofpotential clientc e gr-oups, differentiated in content and methods, and selectivein approach. As will be evident, these programmes willrepresent an important element of a many-sided educational strategy.

Finally, adult education and adultliteracy programmes would need to he developed for urbanareas as,. well.Although the great majority of the Indianpopulation lives, and will for a I long time to comecontinue to live in ruralareas, the size of the urban and suburban population,as well as the perspectives and problems stemming from urbanisationalso deserve attention from the point ol slew of education, tiainiiir. and civic Pm t'cl"- tion of urban adults The current neglect orAdult literacy and adult educationincities. towns.factories,industrial areas, etc., should be corrected early.

These are sonic of the major innovationson the Indian educatinal scene. One thing is obvious : adult educationin this widenccilerspective is an uncharted sea.Itisa field where many inovations willhas eto he tested, evaluated and tested yet agn, as we go along.What is of crucial importance to any mea re of success in this effort is a spirit of intense dedication, rage to adopt unorthodox methods, Ilexi,bility and vision. a ucational Needs and Motivation At the core of any change lies the individual and for any effective progress, the indisidual needs tp be changed. Education aims precisely to do this job, and adult education attempts to do this particularly for those groups of adults who lia,sc not had the benefit of formal schooling or for those who had such benefits Writ still requ*c education to meet the needs of changi`ng society. The task of adult education in thkconte\t of national development is,therefore, to des isc an adequate and effective system of non-formaleducatarto inducetherequisite behavioural change.

90 - 84 -

, There a2, however, who.are of the opinion thatin view of the availability ofmodern audio - visual and other media for providing information.it would he sufficient for example to provide the basic facilitiesto the farmers Bch as, water, power, fertilizers, seeds,etc.and literacy and adult education are only marginal inputs interms of increasing agricultural production. Such a view canprove to02e.extrcmcly short- sighted,There is no doubt, thatthere are,4,,avery community a certain percentage of progressive andeducated farmers ,Avlio adopt innovative practices ratherreadily.atItif substantial increases in agricultural productionarcrequi\.r6d,it would be necessary to 'ensure that All farmers participatin development and not only the limited numberof progres ive and cducated farmers.(-----bIn r to reach the large masses of people who'are illiterate or semi-literate,aneffectiveprogramme of adult education linked to the requirementsof farmers is a necessary part of any strategy for increased agriculturalprodumon.The educational inputisas important as other inptits and in any ways even more significant fromth,e long term point of vie For example, fertilizers, might hein short supply, rains migh fail,' agricultural researchmight not produce suitable new varieties, but once the farmers havebeen 'edAicated' in the truesense of the word, ,they would be ableto meet the challenge that arise from such difficult situations.If our goal is to...make farming community self-reliant andself-sufficient i. e. capable of meeting any eventuality without detrimelttto aericultural production, we have no option but to make .,,, use of adult education in amore effectiVe manner thanhitherto.

An ex-post facto study' ofthe impact of the Farmers Functional Literacyprogramme, undertaken in the distrct of Lucknow in 1970, has conclusivelyestablished the utility of the functionalteracy\programmein ,contributing to agricultural pr.. . Three batches of farmers who hadgone through e functidnal literacy programmewere studiedin comparison with the controlgroup of farmers, who were similarly situated in all other° respects, but didnot have thebenefitof the functional literacyprogramme. The study has establishednot only the utility of the functional literacy programme butit ha's also shownus the process by which functional literacy becomesusefin.it has also confirmed the assumption that theinvestments made in farmers training, agricultural extension, radio brbadcasting andothery measures Can lead to greater results provided the farmersare I,Farmers Training a and Fain-tin/ad LiteracyA Pilot Evaluation 1972, Directorate of Study. Adult Lducation,New Delhi.

Ot.

91. -85- made functionallyme.ate. It -has shown that adoptionof improved Practices is not a mere matter of technicalcompetence or availability of factWies andresources. It requires basicallyan attitude of mind; a-desire on the part of the farmerto improve his production andto add to his own welfare andto that of his community. There is enough empericalevidence (apartfrom logical premises) which conclusively establishesthat returns of investment in agriculture could be increased many-foldprovid- ed there is an adequate pkrammeof fuctional literacy and non-formal education.

Family planning is yetanother area whereevaluative studies have established the importance of literacyand education. In correlating disapproval of birth controlmeasures by educational level' the "All India Survey Reporton Family Plan- ning Practices inIndia" by the Operations Research Group, Baroda (1971) confirms that level of-family planning at each educational level of hustand when the wifewas illiterate, was almost identical to thepractices atthe corres onding educational level of wises when the husbandwas Furthel, the study observed that when bothspouses were educated the practice of family planningwas more than what would be expected by mathematical addition'of the levd ofpractices corresponding to their educational levels.For example, when the hus; band had a primary level of education,the family plannt practices increased by 5.7 per centits compared to when the wife was illiterate. Similarly, the family planning practices increased by 4.6 per cent v: hen the wife hadgone to the primary school as compared to when she was illiterate.When both husbaird art4 wife had been w primary schoolone would expect that the family planning pr;rtices would increase 5.7-4-4.6or10.3 per cent as compared to when both are illiterate.For those pre--- paring to invest sizeable sums of money on family planningpro- grammes, the implication of the conclusion should be obvious; it Would be well worth tEcir v.hile to spend adequatelyon functionalliteracy and non-formal education in relation to family .planning.By doing so it is parible to improve the adoption of family planning practicv from a mere 5.0 per cent to15.0 per; cent level. ) There are several other suc1studies inIndia in different fieldssuchas 'onheialth and nutrition, which prove the .0 importance of functional literacy and non-formal education. The provision' of various facilities and extension services whether it is for agricultural improvement or family pt6nning or health and nutrition, or any .other development programme, can make ... a certain impact even without functional literacy prograinmes. But if the impact is to reachallsections of the community and the full benefits of the developmental efforts areto be realised, this can be achieved only through an education effort which aims at motivating the individuals concerneand providing them with the requisite competence. J ". The question of motivation is looked at frommany different angles by psychologists, economists and administrators, sociologists and anthropologists.These many ways of looking at motivation or demand-creation fpr developnvent only indicate tile complexIty.of the problem. It is the failure to take fully into account this aspectof demand-creation shich has often been responsibleinthe past for the lack of full realisation of ti

1. Disapproval nl birth control measures Education level of wife Percentage of husbands and wives do.approving birth control measures (I) Illitcraic 40.5 (II) Gone to prim.iry school 23.0 Gone to secondary school 14.3 (Iv) Gone to college 6.4 (v)All levels 40.7

anticipated benefits fromarious programmes.As the infra- structure for deyelopment have already been createdin many a- sectors and regions, and as thesefacilities can optimally be utilised through sullicient demandcreation, adult education affrfca uniqueopportunity for significant economic development in the coming decades. ult EduCation and Stalling The staff concerned withadult education programmes will, of necessity, he full-timeas well as part-time, paid as well as voluntary.A system of idcntification'and recruitment will have to be workedout.For example, in forming the peer- a groups, f8'r 'organising massprogrammes for 15-25 age-groups, the work of identification sillhave to be entrusted tolocal leadership, field government functionariesas 411 as youth organisers.The identification of thelatterwill,therefore, be of primary importance.The qualifications for recruitment will have to'be devised with skill, imagination,andsion.In some cases dominant considerationwill be technical baground and training, but in others, it would becommitment tohe cause of adult education. Conditions of Work : In keeping with the policyof integration of, adult educationprogrammes with other connectc 'programmes, particularly education, fit might be advisablenot arA to create a large isolated cadre but"to make it a part of the general cadres.An exception will aturally have to be made wAre.there is ed r professionals and specialists. tb Trainin c all other aspects of staffing, training will also hav,e to be rel the programme needs. A fewgenera,

categories couldperhapsae describ'td : , N (i)Part-time rkers :Ineach' oftheimportant Ithemes, there is a large component ofpersons who will do adul- education workon part -time basis'.It 93 87 is indeed difficult to think of any largefield programme which would not have asubstantialamber of part-time adult educators.The training of such persons will have to he adequate, though the demands to be made on them may have to be limited.The emphasis in this training should be on adult psychology', and educational methodology most suitedfor the programme concerned.

(ii)Panicipals,andcollaborators :There would be persons Who will not work even on regular part-time basis but willcontribute to the programme by demonstrating their commitment to it and by securing the involvement of allpersonsundertheir influence.The most important illustrations in this ,700'4154category are the political leaders and persons associated with Panchayatt Raj institutions. The training

programmes for this categoryC.villaim at securing their complete commitment to adult education. (iii)Specialists and technical personnel :In almost every programme there willc emphasis ondiversification, persons involved in a ult education willbe drawn from diffeient professions, specialities, socio-political environment, etc.or there may be technical personnel needing orientation.For 'example, insatellite communication, training will have to be designed for a large category of technical personnel from repair mistry who would ensure that all sets are in working order, to senior engineers responsible for organising the, ellite communication system in such a manner thatithas the best communication results.More-

over, in most programmes of adult education, content of the course willbe, important and specialists will need to be suitably oriented for adult education work. (iv)Primary level (Midi educator : E%alualion of almost all programmes conducted so far has shoivn that inadequate training of the primary adult educator was one of the main factors in unsatisfactory achievement. VIP Being the full-time field worker, the training of this category is of the greatest importance. It is this person, the person in charge of a telcclub, a Coordinator of .the Nehru,guvak 'Kendra or Functional Literacy Instructor on whom the successful implementation of prograinme depends. (v) "Supervirsorytoff and trainers of primarylerel wor- 1 kers : This is again averyimportant category. Proper training of the trainers is the key to successful training of the primary level workers. Moreover, even`the well-trained primary level workers tend to t) show low achievements in the absence of supervision. 94 Social Education Organisers' Training Centres having been abolished,itmight become necessary to make adequate arrangements for training exclusively for this category of personnel. A (vi)Government functionaries :The c !wept of life-long continuingeducation implies that even the most 4 highly educated persons should make the necessary efforttoparticipate ina learning process to renew their knowledge and to up-date. their information. It may be only a seminar or an educational tour, but the senior functionaries inthe State and Central Zovernments should expose themselves to new ideas and developments.Further, it is almost certain that most persons connected with implementation of educational programmes are not fully acquainted with the implications of the n,ew strategy b f adult education adopted by the Government ofIndia.The Regional InstituteofEducational Planning and Administrationiswell-equippqdtoimpartsuch training.Ins.titutes of public administratiOn, universities and other institutionsan also contribute to the training of the administrative personnel.

OWFull-time professionals :Adult education is fast becoming ,,aprofessionand a disciplinye, and some universities in India offercoursesforsuchprofes- sionals.The Directorate of Adult Education is also equipped to organise courses for such persons. IN CONCLUSION >

In all the thinking about adult education thatis now emerging in India, two pointsseem to stand out :

The first/is the realisliGion thatour exclusive emphasis in the past on the formal system of tuJ1.-timeinstitutional instruc- tionhas tobe broadened.Stress is,therefore, being laid on continuing education which will be ofdirect -relevance and use to the individual concerned.Thisisprobably best expresses in the words of our Prime Minister,Smt. Indisrd Gandhi, who said, "No doubt there is need for goodinstitutions, for good schools and colleges and universities, but educatienis not something that is confinedto the class room One is learning continuously from what is happeningto One or around one, from the people with whom one is mixing, fromthe 'books one is rcadingeand even from the events of the worldwhich may take place far away.And itisthis abilityto learn which istrue

education...... Whetheryou are inthis factory, whetheryou are working in the field,education must continue. your learning something It is no use if it is goingto be..locked up inyour- self.It should be usedfor a purpose " I 95

' - 89 -

"But how will 4111S.meaningful and continuing education be provided forall ?The intentionis that this task will be O attempted by suitably modifying the existing formalsystem itself.The existing system of education is almost exclusively formal and relics mainly on full-time institutional instructionat O all stages.This leads to several major weaknesses.It can be availed of only by the non-working population, whether child- rL ren, youth or adoilts, and the needs of the working population are almost totWly neglected.Itdivides life into two water- tight compartmentsone being offull-timeeducation and no work, and the otherfull-time work and no education, instead of expecting an individual to participate in work and educate himself throughout hislife We have, therefore, to take steePto create an integrated form of a national educational system in which allthree channels of instructionfull-time institutional, part-time institutional and non-institutional self- study--are properly developed at all stages and for all sections of society. 90

OCIOLOGY OF ADULT EDUCATIONIN INDIA° IC. N. UNNITIIAN The conception of education as a means of primarily'enlarging and enlightening the' mind', has been givenway lo the view pf education as a utilitririan means topromoting one's own\position and thereby achieving moresatisfactory conditions in order to enjoy a materiallife.Controversies have ranged between these polar conceptions;polemics in regard to the philosophy of education has been inexistence since long.But itis difficult to compartmentalise the contribution of education. 'Modern education. surely,is 'predominantly directed towards enabling Mcindividual to achieve a status so thathe may become aneffectivelyfunction- ing individual for the maintenance of a social systemwhich is characterised by the dn,11111CS of increasingapplication of mare amid better technolog\ .I lowever, a purelyenligli- telling function of education cannot be denied.But itis regarded a, mcident.'d and not the primary purpo*se ofeducation in contemporary societies. In a world where homo- geneous societies are fast giving way to highlyindus4rialised urban complexes, where specialisation is increasingly affecting .human life in every way and _greater possibilitiesare opened up for communication facilities of all varie.,ties, itis but natural that greater emphasis is placed on the utilitarian aspect of education. The process'of education may start at the very early stagef i ,the idividual's life;yet the process of socialisation andf al education are two categories.That which is a 4(' internalised orlearntinvoluntarily does not constitute part of the system of formal education.Different types of formal education imply formal agencies which direct the type of learning thatis envisaged.In the natural processes of internalisation of societal values,althoughthere is involved a certain element ofdirectionality, by andlarge, what the child learns is through involuntary informal contacts 'with the rest of the society.So if we define education as a system which involves conscious impartationof knowledge through various institutionalised means in order to develop human personality in certain directions,it p?eclu- des socialisation and also informal types of education.it is in this sense that wrse9the concept of education here.

rio

1.10 T. K.N. Unnithan, "Soclology. of Adult Educationin India April 1973,p. 6-13 , Prassar, 9I7 91 A broad-basedadult eduealkn Trogramme_would include__Elaldult literacy programmes,_continuing_education and extension programmesi.e.all educational activities pri- madly intendeCiTurt (FTVYever a limited conti- nuingeducationprogramme willonly emphasise those areas of specialization whichtheaspirant addlts want to achieve with a view to improving their chances oI attaining better and higher social positions.Of course, there is the enlightenment aspect of this programme which might ,be the primary concern of some in a developed society or even in a backward country.

The role of education is becoming increasingly impor- -1 taut in the coctext of the complexities of modern society characterised by specialization in all branches of knowledge and skill.Itis here that the adult or continuing education programmes assume importance.Any programme of education to be successful, must have certainpre-requisites: (i) aspiration and motivation of the individual who desires Lb participate ina programme of education;(ti) capacity

of the individii,11 to Asimilateprogressively the knowledge imparted;(iii)the capabilities of -theagencies and individuals who participate inimparting knowledge to the aspi- rants; and (iv) a social systemwhich permits the functioning of an educationalsystem effectively.

These pre-requisites for a successful educationalpro- gromme are also essential to a continuous, continuing or adult education programme with the difference that in the latter the recipients do not start their education ata young age but only when they aremature.This of course is a very important difference on the reckoning or understanding ofwhichwillrestthesuccessfulimplementation ofan adult education programme.In the case of a child, education would imply impartation of certain .values and knowledge through systematic measures in order toprepre him for specialization.This might involve a de-socialisation of certain values which the child has internalised and which are in conflict with the values which a modern educational system tries to impart.The child may first have to 'unlearn' what he has internalised through theprocess of socialisation in order to assimilate new values.For example, take the case of the caste system in India.Adherence to the caste system is one of the best illustrations ofa systematic institutional attempt, to perpetuate inequalities inall fields of life. The very principle of the caste system isa principle of inequalities.A' childborn in atraditional Hindu family would have already internalisedthe caste norms rooted in inequalities by the time hegoes to school. Modern education does not recognise thenon-egalitarian caste values. 98 -92

Whether it is in thematter ofsittingtogether, eating together or interacting in other respectsi.e. in all conunensal and connubialrelations. thechildconstantly has to learn that what he has internalised at home iswrong.There- fOre,thetraditionalvalueswhichthechild has internalised, will have to be removed in order that the child once again internalises the egalitarian values of a modern society. And hence the desocialisation and resocialisation processes run concurrently and concomitantly.This becomes easy because of the plasticity of the child, that is to say, the capacity of the child to eschew some of the values it has internalised and to replace them by new values.But in the case of an adult, the problem is of resocialisation and perhaps of attaining a specialised skill at a stage when his personality is fully developed.This isa crucial problem which necessitates expert and competent handling of adult education and continuing education programmes, as otherwise they are liable not only to be of no consequence but also to prove harmful to society.Because to arouse aspirations among people in a socio-cultural milieu where fulfilment of such aspirationsisnotpossible mayresultinambivalence, frustration and consequent tensions and conflicts.In order to avoid this situation we should utilise expert knowledge which could be gained only through experienced and systematic research undertaken in the field-of adult educatton indifferentsocieties.Socio-culturaldifferencesdonot warrant any generalised stipulations in regard to the methods of continuing education and adult education to be applied in all societies under all conditions.The experience gained in European and American societies may he thoroughly irrelevant in the context of an Indian society or an African society because the divergences inthe cultural configura- tions of these societies will not permit any generalised approach except toarriveatcertain fundamental principles which may, at the most, emphasise the need and importance of continuing education programmes.The application of

the methods will definitely have to be altered in relation to the context in which the programme is envisaged.

In a developing country ,likeIndia, any programme for continuing or adult education will have to take into account the special characteristics of its cultural and social structures.. Divergent cultural values have contributed to what we haveThs our cultural heritage in India at the moment. Divergences existon thebqsisoflanguage, religion etc. but at the same time within these heterogeneous divergent factors, there exist also some factors which develop certain converging centrifugal, tendencies responsible for thefee- 99 - 93 -

brigs of Indians for natiopal intergration etc.It is possible to envisage the co-existence of heterogeneous and homoge- neous factors which together would contribute to the existence of a harmbnious Indian society., Only these divergences and convergences have to be recognised and accepted and an inter-linkage builtup as the result of an eplightened appreciation of the existence of differencesrather than trying to impose uniformities which have resulted inthe past arhal,1 result in the future in conflicts anddisintegration instead of the much desiredintegration.

14. , This problem is inherent in the structural attributes of a society.Aspirations might not find suitable fulfilMent because of the thawrting influence of the establishedsystem of status-hierarchy andpower. Equalityofreal Toppor- nities is limited, for social structures in generalas all social structures, are stratified and function within the framework of a power structure which hassome established character. But this is equally true for the self-selectivity ofindividuals to the educational poles.Maybe,the individuals who get access to or control educational opportunities belong to a social system, which might haveseen itfit to institutiona- lise inequalities of opportunitiesinthis ,regard.In such a case tensions generated by risingaspirations would be further enhanced.

Social structure in India, by andlarge, is hierarchical; even through )caste is a /Phenomenon sanctionedamong the Hindus,' only, It haspenetrated into such religious groups as the Sikhs, the Jains, the Buddhists, theChristians and the Muslims who theoretically atleast do not believeinthe ,_practice of caste.The interactions of these religiousgroups and the predominant influence OfHinduism which existed partly because of its majorityposition in comparison to the other religions, have contributedto the phenomenon of hierarchical segmentation ofa society that is at its best at the base of the Indian social structure.But the factisthatthis tradition-bound, caste- oriented, ascriptive society co-exists along with an achievement-oriented,competitivesociet, which has at its. core egalitarianvalues and the promotion of increasing use of technology. India and large agricultural, nearly 70% of the peopleare rural-oriente True, yet is it also true that about150 million people (more than thetotal populationof some of the highlyindustrialised countriesoftheWest) areurban.Though these urban dwellers are not modern buttraditional in many respects, they do embody elementsof modernity in varying degrees and surely are initiators ofchange in the entire social system. 100 94 Whereas the traditionalsociety would primarily ascribe social positions, the modern society would assignpositions' in accordance with the capacity of the individualto perform certain specialised roles.In. other words, modern society is primarily achievement oriented.So !lit Indian of today is facing a very peculiar situation which is relevant perhaps

in the context of other developingsocieties also.Even the persons who live in urban areas are riot fully urban in their outlook.Their values, by and large,are traditional though the very foundation of the traditional societyhas been broken by altering thesocial-political framework of the Indian society in such a manner whichno more recognises ascription as a legitimate process of status assignment.The constitution of the country does not approve..phetraditional status assignment pattern but sanctions social mobility byreco- gnised achievement as the major criterion instatus assignments.Theoretically atleasta person who traditionally has been condemned to certainmenial services can aspire to occupy the highest social position in thecountry.This was not possible before we altered the political super-struc- turcof the Indian societythat is, beforeIndependence. Nowthissituationthesituationwhichpermits people to aspire for positions beyond the barriers whichtra- dition had imposed on themisone factor that is to be fully ".reckoned with in constructing an adult education programme. Obviously, a Harijan could not aspire to become a teacher which job was traditionally prohibited for him.The Vedas were forbidden fruits for the non-Brabmins.The Brahmin alone was the supreme in the social hierarchy, the fruits of knowledge were exclusively his rights.But, today,itis possible for a Harijan to aspire to be a teacher t4nd to be anyone in the social hierarchy.This possibility has created new aspirations among certain sectionso1society.The younger people in the lower rungs can endeavour to take advantage of the modern educational facilities offered by the State.Of course, here we assume a viable degree of correspondence between the selectivity of personnel to the continuing education and the society's ethic of distribution of opportunities. We assume an egalitarian form of social structure. This, by itself tkiay or may not be operative and even though operative, its rates may vary.But despite this, the fact remains that in our society today there is a rising wave of new aspirations especially from these sections which were down-trodden so far and this has to be reckoned with, also at the level of the adult education 101 - 95 - .b Adult educationis,primarily, however, concerned with the older ones; the ones who were born before these opportunities sere available, and those who are bec,oming fast outdated on account of the rapidity of growth of modern knowledge and technology.If the persons who were denied opportunities of education for no fault of theirs become aware of the possibilityoffurthering their prospects and improving their social positions thereby raisipg their aspirations, It would become the responsibility of the State to undertake means to fulfil these aspirations.Otherwise mere raising of hopes in these people are liable to result in severe strains not only for those belonging to the poorer sections but also for the rest of the society.Raising of aspirations only oneof the pre-requisites.Assuming thattheindividual has the capacity to rise up in his efficiency and that the social system can impart additionalknowledge,specialtechni. ques of impartationhave to be developed.Nursery school methods are hardly applicable to an adult instruction situa tion.Adults are unlikelyto enjoy playing with toys or singing together "Jack and Jill went upthe hill" and similar nursery rhymes.On the contrary, adults are psycltologi- cally not even prepared tolet the society know that they are deficient in their knowledge andthat they stillintend to learn.Therefore specialinstruction methods have to be evolved for instrairting theadult taking jilt° conAderation the social and dincensions of the problem. Even the rest of the-.0cialT.tent ha-, to he prepared for accepting a programme of adult eduk.,Iimil.

For this it would benecessary that the focus of adult education programmeisdirectedto .vasiuth, ocialsub. structures e. g.peasantry,industrial workers, professional and white-collar workers etc_un their. needspecificbases. It xvould_theiLlurilierTbe necessaryto chart out the factors which constrain or mobilize the .acceptance of the schemein ordcr to getitinstitutionalised in the social system.

This is where a scientific adult and continuing education prograrkne can be of great help. Once we accept the possibility of a social structure basedon egalitarian values and justice, social mobility becomes areality.This situation creates aspirations atall levels.The gap between aspirations And achievements becomes pronouncedas this process proceeds.This ispositively true of new nations striving hard to catch up with, the developing countries.To reduce the gap it would become necgssary not only to undertake 4 ...literacy programmes for adults who desire to improve their proficiency with a view to achieving social positions which they could not aspire for earlier due to the rigidity of the social system which has since become liberal and democratic.Adult education and cantinuingducration should be 1 0 2 - an important segment of the overall educational system. - 9b - In a developing society a programme which takes into .h.count the entire educational chances of the adult should be one that combines proper literacy programmes of the adult and continuing education' programmes for the deserving and a programme of research to evaluate the programmes which are already undertaken and to re-orient the further programmes on thebasis of the results attained through research and studies of the existing programmes. Such a progrimme of adult and continuing educationis bound to havefar-reachingconsequences\ofsociological significance.

The sociologic& consequences of an effective programme of adult-continuing education are manifold.It will have consequences (a) on the social structure (b) on the cultural structure and (c) on the structure of the persona- lityoftheindividual.The basisofstratification ofthe society might undergo a transformation.There would be greater vertical mobility.Persons of a lower social status will have chalices of rising to a higher social status.Incom- petentpersons, incapable or performing theirroles satisfactorily in relation to various societ-a-1 positions they hold, will prove to be urm orth of such positions which would be taken over by more competent individuals, whowere perhaps holding .1oer positions.This :iswell illustrated by the social history of India daring the past 20years. Many (e.g. the princes, the feudal lords, theupper caste people etc.) who held positions of power riot perhapsdue to their competence but due to .traditionalfactors have lost such -Rsitions t6 persons who have comeup on the ladder of social hierarchy by dint of thcVcapacity andcompetence. This raises aspirations of individuals.Form a'fatalistic society', transformation will be in the direction ofa society which believes in the capacity of the individualsto earn and to live in a manner chosen by them. Inatradition -bound society where occupation is hereditarily determined,economic backwardness is a naturalconsequence. Where this occupa-

tional rigidity no more exists and where the possibily ofan up-ward social mobility exists on the basis of one's achievement, a well conceived adult and continuing educationprogramme is bound to accelerate economic development because the mechanism of production will be basecrdn individual initiative. A traditional production mechanism is not based on individual enterprise but rather on the traditional assignment of occupational roles. In a modern society one selects an occupation not on account of its hereditary nature but on account of one's capacity. Ifindividuals who are interested and4capable of performing certain specific occupational roles are,also able 10 secure such positions which enable them top ertorm such occupationalroles,then naturally the production mechanism of sticha social system would be 103 - 97 - most effective assuming other things are equal.So a backward society, which slowly cuts away its shackles of social rigidities,is capable of advancing economic development only with an effective progfainme of adult and continuing education as the core of educational and social planning measures undertaken to reconstruct the society in question. This is particularly so in a country like India.Haphazard measures of planning are incapible of taking thesociety towards a desirable direction, progress.Any development programme, therefore has or must have a proper placefor adult and continuing education along with other measures which are envisaged.The egalitarian vatues and specialised knowledge which we impart through adult education and continuing iticts are bound to create a better appreciation of the necesity of co-existence and alsd the possibility of territorial mobility and national solidarity. Thus a good adult education and continuing education programme has tremendous consequences on the social and cultural structures of a society, and itwill also help in the evolution of an:individual personality which is conducive to cultural assimilation and change.Therefore, itis necessary that adequate emphasis is given tothis challenging area of adult and continuing education in anyeducational system particularly that of a backward, developing society.

104 - 98 -

iCSOMialliS adopimih

1ThisTwentySeventh Adult 3.The Conference is empha- citectilely to ensure that thepro- Education Conference held in tically of tile view, that the main vision of the services ;recordsfully Luck now from November 3 to 6, thrust of adult education in the with the necds and also thatthey 1974 regretfully notes that a very service o the rural poor should reach those people for whomthey large majority of the people of be to inspire anattitude of radi- are primarily created. India specially thoseliving and calehalige andhelpmobilise workin3 inthe countryside, con- -Organisedaction. Programmes The concept outlined -(above tinuetolead a lifeof abject of adult education should stimu- will call for drastic re-structuring poverty bordering on destitution. lateand generatesuchaction. of the state services andappara- 1 heir income is Idw, their employ- Plansfor education and action tus.And yetitis not likely to ment irregular, theirmodeof should therefor;, be withinthe --callfor any greateradditional work often onerous and condi- same synoptic field as two closely resources, since it ispossible that tions of living dismal.This calls inter-related activities. Education the pooling together of allthe for drastic changes inthe whole should lead to action and partici- available resources andtheirs approach to the problem of rural pation which in their turn would effectiveutilizationmight meet poverty.Thereisurgent need, result in promoting further edu- the purpose..1lowover. the initia; on the one hand of initiating and cation.Only then will education lion and the process of education undertaking a viderange of and action acquirea dynamic and development hereproposed economic and social activities for need not waittillfullstructural meetiis g thevaried ,needs an character fulfilling their historical- changes as indicatedare achimed. requir ments of the poor people ' rolesinthe crucialstage of the Pragmatic approach andwell inthe rural areas and on the country's economicandsocial consideredgeffortscan well be other hand theimperative neces- developmentin conditionsof started soon.They arebound sity of changing the out-moded freedom and democracy. to have their Own dynamicserr economic and social structurein bringing about the necessary the countryside with the object of 4. In order that Adult changes and orientation of ideas bringng aboutconditions both peoples education becomes a vital and attitudeinaccelefi-ating the for economic development and andeffective instrument inthe process and leading to building social justice. service of therural poor,ifis up of a structure suited to the essential to re-defineits priorities nccds of the rural poor. and functions, and on that basis _' n the field' of Agriculture to effect are-structuring of the The Conference therefore cal k which is and for quite sometime totaleducationaland develop- upon the Indian Adult Edticatio likely to continue to bc, the major n mentservices particularlyfor Association and its Institutional occupation orthe rural poor, there rural- India. Therural school Members to isneed for establishing a more initiate, support and must be rescind from itspresent cooperate in programines of edu- just and equitable system of kind deplorable conditionboth with cation for the rural poor. relations as well as suitable sup- regards to its personnel and its so- Porting institutions.The experi- cial and instructional programmes. ence of two decades of planning, It should be helped increasingly legislation and development has to become the centre of education i dearly shown that. however well working for the service ofthe Thisconference noteswith whole community.Its functions satisfaction intentioned they might be, their 2 that theeduea- benefits hardly reachthe should cover totaleducation rural tional strategyinthe Fifth Five poor for whom they were primari- formal, vocational, non-formal Year Plan is built and 'informal for ;pc .childrn, on the assum- ly intended.In the process, the ption that formalang nonformal rich become richer, and the poor the youth as also (adults of all education should Tecorrelated still poorer.There is,therefore, seetions,of the community with and integrated, since p.micular Emphasis on the c4u- in a country astrongneedfordeveloping like India withenormous edu- representative self reliant demo- c,;tion of /women.The school cational nccds, formal should become theagency through education cratic organisations of the rural through' full -time andinstitution- poor as effective watch dogs of which all the services of the state alised education only, in the fields of agriculture, indus-, cannot by their interests.The poororsec- itself be/fullicient forthe achieve- tions of the rural people sdial ealth and social well-being ment ot major educationalobjec- be enabledto create a po rovided and coordi- tives. 1 iswk.() basedon the instruments by which; on th vhich all sections Or assumptio 1 that non-formal hand they can asserttheir will the ould turn in times of of imp, ways t ng education willbe and promdte theirinterests and need lb vice. rk- ______developc for all on the other,strengthentheir ing inc oseco-operation th __.. categories of operative functions of production organisations of the ruralpeopi and related activities. the twotogether,couldstrive

1.11 "The Resolutions Adopted by theConference," Indian Journal of Adult Education, Jan./Feb. 1975,p. 6-7 105 alto - 99 c., learners and atall levels of education : for children, youth and -adults and from elementary to highereducation.Theconfe- rence supports ate proposal that emphasisin the fifth plan will e, be laidon the following programmes :I. Non-formal educ- tionfor non-school going children in the age group 6-14.

2.Non-formal education for youth in the age group 15-25.

3.Functional literacy linked with development schemes.The conferencealso welcomesthe acceptance by the Governnient of recommendation made bythe Task Force on Adult Education 7 that2'30of thebudget of all development schemes should be earmarkedforeducation and training of the beneficiaries and people otherwise affected. The conference appeals to the institutional and individual mem- I ,,bers of the Indian Adult Educa- tion Association not only to ex:- tend cooperation to the government but also- be involved themselves inthe implementation of these programmes.

13 This conferenceis happyto d learn that the Department of Social Welfare and the Central Social Welfare Board is launching a scheme of Non-formal education for adult women during the Fifth Plan period.Asthisis a new venture, it is necessary that voluntary organisations with experience in similar programmes should be involved inthe imple mentationofthisscheme.As the programmes of such organisations are being coordinated.by the State Social Welfare Boards and the Central Social Welfare Board, this conference, representing a large number of voluntary organisations,recommends that for successful implementation, the scheme may be entrusted to the voluntarysectorthroughthe Central Social Welfare Board.

100 -100- -

rarcrpr edatthe Col milt) lnff,inn ss...xlilt {Lc Ooti.t1 Seminaron Adult rilti ai(4 1444i0 CLIliC0111311' ration and National 1)oelopinent held' at New DelhiinWhich 1974.Jhe AntiBordia authorisDirector of Industries, Go- ertinientof Liaj ithatt,J.)ipiir and ,strategy for adult educa- 1 ditor of the Indian Journal of Adult tion Education. 1A11LE via -a-lis total population The conceal consequences Size of the( 15-25age-group (figures in hundred; pertoining to 1971) for adult education,6f thebasic aims and objectivesof national Classilkation Total Male t'uu Rural Urban planning inIndiaas elaborated) Population in the 905,983466,893 439,090 691,560214,423 upon by Shahid Alikhan inthe age-group 15-25 .position'paper presented on be- populAtion5,45.1,9583,82-1,2232;637.310 ,368,9201,086,038 half of the Ministry of Education are : (I)Education is viewed as a life- long processand the impor- In the context of this strategy Aplan whichattemptsto of adult an attempt is t> tancc ofmin-formal educa- education, cover a population of nearly 10 tionisrecognised.Non-for- being made to identify a few ma- millions has to improvespecial mal educationisnotviewed jorprogrammesand the main stafing_arrangements. What- inisolation,butintegrated agencies whichwillimplement seems almost inescapableisto with formalandinstitorio- them and to see the implications motivate and ust the drop-outs nal education, integrated in regard to staffing. who completed educationuptO a also in the context of different -s,1 reasonablelevel, say secondary, stages of education and fur- mass education for 15-25 and such among thein-school age-group group who will attain a similar, with life and therintcgratect level.It can be assuming that work.-- What is the size of this age- together between thesetwo cate- group ?Consider the following gories who have 10% ofthe en- (2) Satisfactoryprogrammes of kurcc adult and non-formal educa- tire population of theaXgroup, or approximately about tion willbe organised for a one mil- hus, this age-groupio.compri- lion persons.These are persons very substantial memberin scs nearlyone-sixth ofTic who have attaineda reasonable age-group15-25, beingthe population. Further analysis of level of education and whocan be most Important grcrttp inthe this age-group rcvials that about, calleduponto serve as "peer- nationalAlife. 60% are out -of- schoolilliterate groups" for an educationalpro- peisonk.This includes the ifproperly cam-. gramme in their own age-group. (3) Adult education, got y ssho may designed and efficiently imp- be ableto identify simple nritten words but 'The concept of apeer-group lemented, can make it possi- cannot use -their needs to be underscored. In ble to derive full fruit of the literacyin any fruitful one of ma,.-Iner and, there fore, have been his addresses, Julius K. Nyerere, development programmes.It' treated asilliteritte.The President of Tanzania, said: is, therefore, necessary to make next category is of the drop-outs, an in-built being adult education 28%. But as well as being student,we all This includes drop-outs have to be willing to be teachers. component in all development who did not complete the , primary We have to bewillingto teach schemes for successful education as well implementation of which man- as those who whatever skills we have by whatever pursued post-primary education power training is imperative. butcLid not complete their (4) Increasing urbanisation being education.Finally,there is the a factor in the process of de- category of pupils in school being velopment, a systematic pro- 12% (all types of formaleduca- gramme of adult education tional institutions).- for the urban groupsis envisaged. 107

1.12 Anil Bordia, "Staffing in Adult Education," Indian Journal of Adult 7 I 1 ) (

methods sec can bydc.mstration and example, by discus ion, b,yans- functi9nal literacy wering qut.gtIons,or by lot mr.1 classroom work.If wall play our, programme part, both as students and tcalilcrs, we shall really make some propeo. The Working Group on'A.lalt Icould like to remind you of the and Out-of-School Fclueation -ap promise of TANI, members : pointed by the Planting Commis- shall educate msszlf to the best (IC my ability and use my education for ,sionasa preparatorymeasure the benefit of all." for drafting of theFifthFive Year Plan has made a mast signi- An effortto convey tlicedu- ficant report on the role of adult , cational message to this ast age,- education- innational group willcall for extraordinary ment.Itsr commend:moil that measures. Most.of the educated .earmarked:ovision he made for persons inthis age-grottp may due lion in developmental hairs. to work as volunteers. The projectsis now beingNeenerally National Service Scheme will accepted at polieY making levels. have arole to play. himarily, Farmer functional literacypro- therole of NSS volunteers will , gramme is one of thebest illus- be to identify Eli persons who trations of the mamiermin which can serve as peer-groups, to train W a built-in component can b pro- them and to provide them neces- vided. sary help ltd direction.

What arethe implications of The mcrs functionallite this for staffing ?Broadly spea- racy proramme aims at Mere: cd king, categories of persons who agricultural production by impro7 will be directly involvedin this ving thwfficieney of the farmer programme will be : (a)the edu- with reference to the High Yield- cated.,yoUth who willserve as Varieties Programme ad its co- peer- group, including NSS volun- rollaryinputs likefertilizers, teers, Shanti Sena organisers, plafitprotection chemicalsetc. Sanchalaksof.Yuvak Mandals Such cultivation requirefully etc.; (b) persons whose full-time plaid farm operate s and responsibility isto work among adoption of scientificpractices. t4 youth, this l'kuld .40clude °the Therefore, training of farmers is Nehru Yuvak Icendras,NS5 Coor- consiaredan essential input in dinators etc.; (c) technical persons this prozramme.Itprovides for who will take care of the content well organised functional literacy of the educational programme in- programme which would impart cluding those who will organise not'only .literacyskillsbut also agricultural polytechnics,- Grantik agricultwalinformation which Vidypeeths and other experts ,; (d) could be immediatelyused by leadership groups who will work them. An important component in a voluntary capacity, whetlier of the project is the Farm Radio drawn from thePanchayati Raj Broadcasting which attempts to itistitutions, political .pariitkii, reti- harness the'media of QradiO for red civil or military' 5erviccsper- the objectives of theIIY\' Pro< sonnel and others ; (e) Adm gramme.Naturally,implemen- trativc functionaries at the pin tation ofthisprojectcallsfor chayat, block, district, Sltateith jointeffortbytheplucatioo. Central levels. Agriculture and Information & Broa dasting Ministries. lill+Iuring the Fourth Five Year tl PO( the'Farmers' Functional Literacy programme covered 100 108 districts and envisaged a coverage ir in the hand; of thevulgar enter- Wentineation wit nave to be of one million persons (the actual tainer and those interested in*plee- trustedtolocalleadership, Ii. achieve'rnent was between 200,100 dingthepeople plgibps. goveinment functionaries as ss to 300,000). In theFilthflan, Although we arc already lat:, it as youth organisers.Ihe Men, the number of districts to he co is still possibleto fully grasp the ficatiun of thelatterwill, the vered under this schemewill be importance ;Ind roolutionory po fore,pc,rLips be c.f.primary 200 and cacti project will orgoitis tentiol of communication sateilite 90 Farmers'Functionall itciacy and to useitwisely and elfcsli- Centres as again* (.0 atpr..sent. vely. The gnolificao4s forrecru The target has also been doubled went will have to be devisedi (to 2000,000). 13 While planningfor use of sa- skill, imagination and vision. I tellite communication ssstern for some cases dormoant consider Inrelationtostaffing, (his adult education one may has e to don will be technical backgronr scheme will have tocover the consider stalling in respe*ct of : and training. butinothers, following categories : would hecommitment to d (a) theprogrammers, , including cause of adult education. (a) The functioitial jieracyAea- persons responsiblefor sele.:- cher. lion of programmes. persons Comhtions of cork : In keel who will directthe programing with the policy of integratio s mcs andpersons whowill of adult educationproc..r.imm, (b) Field supervisors. appear in them. ithother conneetedorogran- V A mes. LI NIL extension and particularlyedus:ation, (c) (b) The organisers ofthetele- staff which impoits might be ails isab;e n it to create technical clubs and those resposil4efor technical know-how and isolated cadre butto making. other 1151k:11'1(1g ar- it a part of the,..eneralcadres which is responsible for post- rangements, including, mem- An exception willnaturally his literacy follow-up. bers of Panchayat, school tea- tohe made where thereis nee(' chers,factory manogen ent (.d) Persons connected .with Farm for professionals and specialists. etc. Radio Broadenting. Prahling : Like all other 4c)Technici:ms, right from those (e) Administrativefunctionaries aspects of stalling_trainingwit' responsible fortelecasting to at all levels. alsohose to h,relatedtothe rCp.11rCri.. progromme needs. A few gene- communications satellite ra categories could perhaps be described : Teaching and learning being (d) Got eminent holt onorIgsat separate acts,investedin sepa- (0 Part-time ',others : Ineach allloels conic' ss i li '1 he rate persons, communicationbet- of- the three important useofthis communication ween teacher and leallICEdiantal.se media. place across distances. Any. schemes cited above, there alarge componslit of per person, nolilattcr how p and implications for staffing residing at remote place hose sons who will do adult cdii disadvantagedandhow Decision in regord tothe sto- cationwork onpat toini educationally' unprepared. can he tymig%il have to be takconi rest basis.Itis difficult to thin' in communication withthe tea- pcctof each pro:!ramme or of any 1:111,!C Iie.IJ 1)10:7'1'.1111111 eflectite conin-- o ss high would r have cher, if there is scheme separate ly.Somegene- Satellitecom- substantiol number of pait nication* system. ral observations may,however, tine:Walt educators.Th, municationwill become witin be in order : few years one of the most impor- training of such mason, \1: tant factor's inIndian sociciy in identification and recruitment : hate tohe adequate. 111, emphasisinthis trainin general and education inparticu- The staff concernedwith adult should be on adult psycho lar.Perhaps, the mostimpor- educationprygrammeswill,of logy, and educational metho :tant question beforethe educator necessity, b/tull- mac aswell as part -time, pjaid*.s.well as volun- dology most suitedfor (11( iswhether we would be able to' programme concerned, usethis media forworthwhile tary.A system of identification programmes of education and and recruitmentwill have to be .(ii) Participants andcollabora- development.It worked out.Forexample,in technological tors :--iThere would he per- is ;quite possible that our inacti farming thepeer-groups for or- sons who will no tvorsk even vity ancl.passive aquiescence will ganising mass programmes for on regular pa-IT:time basis but place(hi! most importapt media * 15-25 age-groups, thework of willcontributetothe pro- 109 their commitment toit and most all piogrammes conduc- by securing the involsement tedso far has shown that WO hill-time professionals :Adult of all persons under their in- inadequate, trainuilt of the educationisfast bzcoming fluence.The most important primary adult educator %%as a profession and a discipline illustration, m this category oneofthe main factorsin :andsome wiper...it les ill arc thepoliticalleaders and unsatisfactory' aelioement. India offer eouri.:sfor such persons associated%%ith Pot-. profession its. 1.1iereIs also cltayati Raj institutions. The (%)Supcn Jor y stuff turd trainers theDirectorateofAdult training,programmes for this Of pr intor I./eta worker c: Education which is equiprd category will aim at wolfing Proper twining of the train- toorganise courses for such their commitmenttoadult ersisthe key to successful persons. cd ucaJn. training of the primary level workersMmeover, es en the In conclusiou it may be stat- .(ki) Specialists and 1ratni«11 per- ed that alrhough the need tiiudraw well - trainedprimary le% cl sonnel:In almost c% cry pro- workers tendto show low up goo./ imagmatoe pro:;ramincs gramme there will be empha- achioements m the absence cannot be meremphasiseJ, their sis on diversification, persons of super %Iwo.Social Lin- effective nnplemmtation swill involvedin adult education eationOrganisers' Training depend on %rot:II:sin:I the stailin; will be drawn from different Centres Laving been ab011sh. and tramin" requirear:ms and on professions, specialities. ed it might become nuessary taking steps to ensurethatid,m- socio-political en% ironment to set up one or more train- tdication, recruitment and train- ele. Or there may be techni- ing centres esclusivelyfor Mg is adequate for the needs. cal personnel needing orient- this category of personnel. ation. For example, IIsatel- lite communication training crimt.'11( fnnt'luularicc will have to be de;igned lor The concept of can- large categoryortee:1111...d tinning educationimplies personnel, from repair nnstry -who would ensurethatall

Mat C Veil themust cd %hot' Id M A C 111C 11(:.:C . a y cf.! or t , pail11 unit pro. o sets arcin %%orkiii ... order to CC...sto renew their kn ixs senior enrineci, am( toup-,.etcrho! ram - for orgaiiisowthesatellite illation.It m iybe only communication ytem Ill .11,11 SCM111,11 oran education 11 a manner thatit ha,. the heat tom, butthe seniorfun.:- communication remits Nlorc- tionariesinthe Slate and over,innro,t pio g.ramines Central Cio% eminent should of adulteducation, content expose thenbelves to rid W of theC0111,C ss iiihe impor- ideas and developin.':nt,. taut and specialists%% ill need Further, itis almost certain to hesuitably onented for th3t most person; connected adult education work. with implementation of edu- (ii') Primary keel adult educator : cational programmes .ire not fullyacquaintedwith the ' Beingthe full-time field implicationsof the new worker, the training of this strategy of adultcdue.11tt categoryisof thegreatest adopted by the Gosernment importance.Itis this person, of India.The National In- the personin charge of a' stitute of Educational Plan- tele-club, a Coordinator of ning and Administrationis the Nehru Yuval, Kendra or well-equipped' to impart such FunctionalLiteracy !mum:- training.State Institutes of tor on whom successful im- Public Administration, uni- plementation of a programme versities and otherinstall- depends.Evaluation of al- tirbnscan also contribute to 110 the training of the frtt,'- r, 1

mat 104P- .eU NEW TRENDS IN ADULT EDUCATION IN INDIA

I nd tan A111111 I 1,,, 311,,nA. I CO ,iblidietiIn S.C. Doilta At non. 1919, isaeollinials. ,,, 11,,. ., Rs, 2.00; $ 1410; pa;es 50; 1966 SCCIa11:111. V01101111 dto ails ante A collection of al I deecsibing the nv trei ds to the field of adult edsieation thecause' of adultand eduealionand inIndic promote cootie' anion lee ON TO E I ERNI TY It is a leVlstcrsilll sot itly UltticrtheSo.liiis s Vol. 1, ll and III lion Act XXI uf Edited by S.C. Duita 1 he plogramince and a, In tile. ofTrieieeoeiltion have a national oils IiiiIin and wettish: tiealing an Vol. 1 1(s. 5.00, S 2.00: pages 186; environment (or propel inislerstandini...of the impor- Vol. 11 Rs. 2.50; S 1oq,pages. 65; tance of adult and lifclong edination01(0,101 scull. Vol. 111 Rs. 6.00; $ 2.00 pages SO; 1974. nars, confeiences,1.11s. u. %Ion ci oily..NMI's ations, VOIU1110 gnC a rcttid of the preeidential addresses assisting, national and stale goeei lime and resolutions of ill: All India Adult L.ducation.;elit- ferencee from 19.IS19 /3. policies andploilanims 'iaditltandeoritinuing education, setenslins Looperation ioor,Imation to REPORT 01' IN If RNATIONAL agencies both oflie1.11 and'llsomolliel.11in et'r'dueune CON:FERENC! ON ADULT I DUCATION prograniniet, encovras..ink,the esietinginetiiiitions of Edited by S.0 Dow% & liciciu Keinphn adult education and to eet up neselltIIIarv.ts.there "iv.. home Rs. 3.00; $ 1.50, pages 72; 1961 such institutions do not exiei. pro Report of theInternational inter,: tic unAdult servicestomember pilot Iducation orgartiscd by WC011' in New 11:1/uto projects and CnCtIntaV114; ITC.I1,11 to 1961. education and publishing it tort-. nide hoots and related literawic on all phases of adult and Corm- nuing education The Association pillUhes books. pan ohlets, SOCIALI DUCA I ION dicalsand vieuals aidsforIs ainere, and administrators It also products oft esional and 11 N IN RII ItOSPECT referent-c mate! i.ton stlifirentaspects of adult and S.C. 1)inia continuing cdur:ToiniinHindi,' Liiglish and regional Re. 050; S 0.25: pa,. s17; 1957 languages. Des..10,. ti i dt'S th,..,t 1stOf so41.11 CdtI,Jt IOU III India during the pci Pi-1757. NGusiz SOCIALI DUCA I It/N IN RURAL Adult Education Basic Material RECONS I R UC I ION Re. 1.00,S 0.50; paees 44; 1957 ,Report of the7tltN'ational Scm,nar held an f)abok ADULT I DIICATIO,IN COMMUNITY (Rajasthan) in Mi DEVLLOI'MI SOCIAL. II)t'C,. \,I ION AND DLNIOCRATIC Rs. 1.50; S 0.75: 'wet 37; 1956' -DEt EN 1 RALIS,\ 1 ION Paperspresented at a symposium. Rs. 3.00.5 / 50, pal:es 89;/9612 HISTORY OF ADULT-E DUC,V1 ION IN Report of the 12111 National Seminar held at Coimba INDIA DURING URI 1 ISH PERIOD talc in 1961 Sohan Singh Its. 3.50; S 1.75; pages 120; 1957 SOCIAL I.DUC'A I ION AND THE YOU Fli Analysis the main trends and ae hies emeriti in the field Rs, 2.50. $ 1,00. 56; 1964 of social education during the bluish rule. Report of theI folio 1Seminar Describe% the HUMAN VALUES IN ADULT EDUCATION role of yow' in social eilmalion. Re. 1.00; S 0.50; pdges 28; 1958 presented at a symposium held in Calcutta in ADULT [DUCA HON AND ECONOMIC 'Vert57. DIAT EOPMEN NEW DIMENSIONS IN SOCIAL Rs. 2.50, $ 1.00; pogrs 43; /966 EDUCATION Report of the 14th National Seminar held in New S.C. Duita opclho on1966. Rs. 2.00; S 1.00;pages 60; 1961 A collection of articles on adult education to serve the need of the hour 111

l.),3Indian Adult Education Association, AdultEduCp.tion - 1974 -10.5- .ADULT LDUCA HON J OR PAR LI AMLN1 A10 DEMOCRACY CONIMUNITY ORGANIZAI ION IN RS. 5.00,5 1.75; pages 86. 1969 ADULT I DUCAT ION the I(ith Report. of National Seminar held to Re. 1.00, S 0.50;pages 40; 1960 Pondicherry in 1966. Collection of ab.traets Adult dueation'. on 'Community Organisationin ADULT EDUCA HON AND NA I IONAL INTEGRATION GROUPDISCUSSION Rs.3.50; 5 1.25,pager45; 1970 Mclier C. NIalia\atty Report of the 17th National Seminar held in Gauliati Rs. 3.75; c 1.75:paces 1960 in 1969. Describes11.crole of erourr dr,cussion education for cult/cliquy as an aid to ADULT LDUCATION IN -THE SD/ENVIES Rs.5.00; S 1.75,pages 90; 1970 METHODS AND TECHNIQUESOF WORKERS I:In:CATION Reportofthe 241h AllIndiaAdult Lrhication Conference held in Bhubaneswar in 1970. RS. 3.00; S /.50;pages 87; 1960 Report of thesiott.%hop on 'NhiuoJi andTechniques of Worl.ers education' heldin New Delhi in 1960. SOCIALEDUCATIONAND THE SECOND TRAINING OF SOCIALEDUCATION FIVE YLAR PLAN WORKERS Re.0.75; S 0.35,pages 32; 1959 Rs. 3.50; 5 1.75; Papers presentedat a symposium in New Delhi in pages96; 1953 1959 Report of ill; I mirth National Seminar Bihar in 1953. held in Ilikram. SOCIAL EDUCATION IN A CHANGING SOCIETY ORGANISATION AND ADMINISTRATION Dr. S. R.Rangan.itli.in. Dr. & MN. Homer OF SOCIAL EDUCATION Kempfer & Sultan Sin;.2.11 Rs. 1.50: 5 0.75:pages50; 1959 Rs.1.25; S 0.60; pages 28; 1960 Report of the 10th National Seminar heldin Gargoti Collectionof parcrs by reputedadulteducators in 1959. presented at a symposium. ADULT EDUCATION IN INDIA-A BOOK COMMUNI1 V ORGANISATIONIN OF READINGS SOCIAL EDUCATION Edited by: Anil Bordia, J.R. Kidd and J.A. Rs. 2.00; S 1.00; pages 78; 1961 Draper Report of the 11th Seminaron 'Community Oranisa- 10.00 (Hard cater) and Rs. Rs. 50.00; S 25.00; non in Social hlueation' held in Aliabadain 1lZ60. . $ 6.00(Paper buck) pages 532: /973 A comprchensisc hook on Ann ctinc.ItioninIndia. SCHOOLSAND ADULT EDUCATION Gives Historicalpersp...Litse-z*sl'hilophi.4ndnbji..- lives, Adult Liteiacv, Methods and Programmes and Rs. 2.00; 5 1.00;pages32; 1968 Agencies of adult eJucation. Report of the 15th National Seminarhc..k.1 in Mysore EDUCATION I.OR PERSPECTIVE in 1967. J.R. Kidd TRAINING OF ADULT Rs. 24.00; S 6.00; pages369; 1969 EDUCATORS A collection of speeLlics of the ,igitliordelt.eic,1 ut the Edited by S.C. Diitta and Ili.Fischer various countries on the problems of Adult L,tueation. Rs.5.00; S 1.00;pages174; 1972 A record of the Proceeding:, of the Seminar on Training of Adult klucators heldin New Delhi in 1972.

SEMINAR TECI INIQUE cauds and "Fcchniques Dr. S.R. Ranpriatlian Re. 1.00; S 0.50;pages 20, 1966 Guide book for seminarorganisers. CELLULOID IN INDIAN SOCIEI Y TRAINING IN ADULT EDUCATION II.S, Re.0.35; 5 0.10;pages12; 1958 Rs. 2.00; S 1.00; pages 41; 1961 Collectionofabstracts on 'TraininginAdult The booklet describes the role of filmsinthe education Lducalion'. of adults. MANUAL FOR ADULT LITERACY COMMUNITY ACTION TEACI I ERS Re.0.3 0;pages12; 1958 N.R.Gupta 0311ccton of Abstracts on "Community Action". Rs. 10.00: S 2.75;!'ages 184:1971 11 A guide hook for teachers aridsupervisors. Programmes -106- WORKERS E1)UCATION ABROAD Rs. 2.00; $ 1.00; paces 40; 1965 ADULT EDUCATION IN RURAL AREAS Docnbc, the ssorkcr% education programmes carried Re. 0.35; $ 0.10; pages 20: 1958 out in United States. United 1:fly...dom. Yugoslavia and* Collection of abstracts on 'Adult1 dteation in Renal Federal Republic of Ciermany. AicV. ADULT I 1..)IR' ION ;,.1 OR FA,RN1ERS IN 111E DLVLLOI'ING SOULTY J.C. NiatlIttr Rs. 12.00;S 5.00 (Pap,.r hack Rs.20.00; S 7.00 (Hard cover) rages 233; 1972 ADULT EDUCA HON IN SOU I I I ASIA It introduces educational policy odnonistrators S.C. Duna and teachers as sell as adult c,tticatois incleselopiti:; countries. to thesit nihc.urecof corient at.rieuhural Re. 1.00; S 0.50,paves 28; /065 breat,-thrinigh and to the mot .rodpotential of Adult Describes the problems of Education to farmers. its techniques and agencies. Asia. adult education in south 0 AINJI.T AND CONINIUNITY EDUCATION: COMIUNI FY CEN ORES AN INDIAN LXITRINIENT, Rs. 2.50; S 1.00;pace .r 44; 1969 S.R. Mohcitli Rcvitetl edition of thereport of the Second National Seminar held in Indorein 1951. Rs. 10.00; $ 4.00; pages 185; 1973 A case study of the lainia !data RECREATIONAL ANDCUlfl URAL Traqqi (Intitute of Adult :Ind Social 1.dueatiOn). ACTIVITIES IN SOCIALEDUCATION /;%3.50; S 1.25:pa?es 144; 1969 At' Report of the 5th National Seminarheld at Pas hint (Mysore) in 1954. tints.a- It* :mutilating Education LIBRARIES IN SOCIALEDUCATION Rs. 3.50: S 1.25;pages 46: /969 Report of the Sixth National Delhi in 1955. Seminar held in New LIFE-LONC; I E.\ RNINC; I OR SUIVI .'AL SOCIAL EDUCATION Rs. 3.50; $ 1.50, pacts 55; 1064 IN URBAN AREAS )(molt 01 the !siker Jubilee Codeienee heldin New Rs- 1.50; S 0.75;pages 36: 1959 Delhi rn 196.1. Report of the 9th NationalSeminar held in Luclnow in 1959. THL IMI'I.ICAI IONS OF CON TINUOUS ADULT EDUCATIONFOR WONIEN LEARNING Rs. 6.00; S 2.00;pages 96; 1973 J.R. Kidd its. 2.50: $ 1.00. pages 56: /966 Report of the National Seminarheld in Ncw Delhi in 1968. Itdiscusses 'he unclic.itions of the concept of con- tinuouslcainui.tin the oerall concept of life-long DEVELOPMENT WORK RNIONG RURAL integrated education. WOMEN-A GUIDE BOOK LIFE -LONG INTEGRATED EDUCATION Krishna Bat Niinbkar Rs. 4.00; $ 1.50; pares SO; 1968 Rs. 1.25; S 0.60; paces 54; 1958 Report of the Round Table held in Ncw Delhi in 1968. Discusses concrete suggestions for soik among rural %Nomcn. Literacy Education THE HIGHWAYS AND BYWAYS di' ADULT EDUCKI ION IN RUSSIA Sohan Singh TilE AI.PIIAIIET FOR PROGRESS Rs. 1.50; S 0.75; pages 59; 1957 Muslitaq Ahmed An account of the visit of the author to Russia. Re. 0.60; S 0.25: pages 28; 1960 Discucws the sarious hindianees and difficulties faced SOCIAL EDUCATION IN DELHI in conductimn litera41'1,ro!!raninies and makes stigges- S.C. Duna & Helen Kemprer lions for conducting adult schools. Rs. 6.00; S 2.50; pagis 127; 1960 LIQUIDATION OF ILLITERACY Reportof the research surrey to assess the Social Rs. 2.00: $ 1.00; pac,,e. 44; 1962 rEducation Programmes in rural and urbanareas of Delhi. The second edition of the report of the First Seminar

1 on 'Organisation and -1 echnique's for the Liquidation of Illiteracy'heldin Jabalpurin Nladitya Fradesh TRADE UNIONS AND WORKERS in 1950. EDUCATION LITERATURE FOR NEO-LITERATES 1 Re. 1.00; $ 0.50; pages 36; 1963 Edited by S.R. Ranganathan Report of a workshop held in New Delhi in 1963. Rs. 3.50; $ 1.75; pages 83; 1966 A revised edition of the report of the third National ;,, t).1ri 1,1 1c)c' 111 a A SURVEY OF READING MATERIAL Nlethods and T chniques FOR NLO-LEIERATLS IN INDIA Mushtaq Ahmed Rs. 2.50; S 1.00; pages 120; 1 057 LOKPRIYI: S. \IIITY,\ SA1\I1GRI KEE A Stirey of ssork done in ilie ticldof ribductiort?of VAIVAS-1 I IA reading materials fur neo-literates in India. Rs. 5.00; pages 292 :' 1962 A Ilindi translation of Uncsco book on 'Pros ision of Popular Reading Materials by CharlesGrandsione A LITERACY JOURNEY Richards. C. Bonanni MAZDOOR K1 PRANALIYA Rs. 8.00; $ 3.00; pages 114; 1973 AUR TAKNIQE Narrates theesperieneeoftheaiithorin literacy 12c.0.75; pages 26; 1961 education ss 'thin the franies or kof national and international literacy projects. Report of the Woikshop on 'Methods and Techniques of Workers 14i:cation% Ct, PROUD!!SAKASIIARTA SHIKSHAK Others NIDESIIIKA N.R. Gupta Rs. 10 00; pages 30S: 1971 K 1300K AMERICAN-HINDI COO A guide book for adultliteracyteachers and supet Edited by Helen Kempfcr visors. Rs. 7.50; S 4.00; pages 134; 1964 ADHYAPAK AUR PROUDII SIIIKSHA A compilation of the recipes of the sari usAmerican A.S:111.)fely and Indian dishes hose ingredients are aatlable in Lnglish and Hindi sersions- are"' ,Rs...4.00; pages 78; 1971 local market.Itoilt A Hindi translation of the Unesco book 'on Teachers given. and Education of Adults' by A.S.M. Hely.

IIINDI Programmes

Adult EducationBasic Material GRAMIN MAHILAIN AUR VIKAS KARYA ADHARB1100T SIIIKSIIA Re. 0.50; pages 2S; 1957 A report of the Regional Seminar heldin tile New RS.1.65; pages 97: 1956 Delhi in 1956. A Hindi translation of Unesco hook on Fundamental Education : Description and Programmes. JANTA COLLEGE KE VEVASTHAAUR KARYA SIIIKSIIA AADHUNII: PROUDI I Re. VICIIARDI IARA 111*VAPRAYOG 0.50; pages 32; 1915, A reportof the Regional SC'minar heldin New Delhi At. Rs. 2.00;pages 172; 1956 in 1955. A IlindiTranslationofUncsco's book on Adult Educa tion. P ROW) I ISI HKSHA AUR A1?1IARB1100T SIIIKSHA NI LIVE P11S FKALAYA Rs. 2.50; pages./ 96; 1957 A Hindi translation or lines:0 report on the Malmo PROI1011 SIIII:SlfA SAMMIK. AUR SeminaronLibrariesin AdultandFundamental RAJNAI I II:111.1 AIWA! I.AV Education. Rs.2.50; pages /19: 1957 SAIIKARISANIITIYAAUR ADHAR111100 SIIIKSIIA A 1linditr.mslation of thcreport of the International minar organised by Unesco Institute of Lducation in Rs. 2.50; pages 184; 1957 amberg in 1952. A Hindi translation of the Unesco bookon Coopera- tivcs andFundamental Education by Maurice SAMUDAYIK VIKAS ME PROUDH Colornhain. SIIIKSIIA SAIA1A1 SIIIKSIIA ME MANORANJAN VA Re. 0.50; pages 36; 1955 SANSKRIA IK KARYA Containsfourpapers by renouned adult educators, Re.0.75; pages 40; 1956 presented at a symposium hcJd in New Delhi in 1955. A report of the 5th National Seminar held in Paschim- vohini (Mysore) in 1954. MANAV RUCHIYON KE EK ADHAYAN pharam Vir Re. 1.00; pages 24; 1971 Deals with the psychology of adults'. lou

yitcyacy Education ANTARASIITRVA SIIR,ANI SANGH Re. 0.15; pages 20; 1966/ NAVASAK SHIM K LIVE R1KA I N : Deals with woiking and programmes of the ILO. ( SAMPADKIYA PRANALIYAIN 11.00; pages 120; 1958 "SADACIIAR GYAN A Ilindi translation of thc Harsco book on 'Periodicals N.R. Gupta for NcoLitcrates :ditorial Nlethods*. Rs. 1.50; pages 108; 1968 NAV SHIKSHIT PROIJDII0 KE LIYE A collcgion of short stories on moral education. SAII1YA KA NIR \IAN PARIVAR NIYOJAN Rs. 1.50; pages 46:/953 N.R. Gupta A report of the 1 hird Nationil Seminar on 'Literature for NcoLiterates' organised by the Association in New Re. 0.80; pages 32; 1968 Delhi in 1952. lc.r)i.aiswith problems of Family Planning in apl.' form. ASIA MEN PROUDII SHAKARTA YOJANA r AR VICLIARGOSIITI Rs. 1.75; pages 46; 1973 ITNGALI 6 Ilinditranslation of the report of the Seminar on 'Planning Adult Literacy in Asia'. Methods and Techniques ASIA ME KARMA ATAMIK SAKSIIARATA K1 AYOJANA--- ER SUJIIAV PUSTIKA Rs. 1.75; pines 68; 1973 JANASI I IK SI IA PRAKASI IAN A Ilindi krarslatioli of 'the handbook of suggestions on &, 4.00; pageA 131; 1965 planning functional literacy in Asia'. A IlenralitranslationofUncsco Publication on provision ofpopular readingmaterials by Charle, VIKAS KA.EK NIADUYAN1 SAKASHARTA Grandstgaic Richard. Rs. 1.50: pages 50; 1973 Others A llindi translation of the thicsco Mendilitt No. 3 on 'Literacy as a Factor in Development'.

SAKS1TARTA AUR PROUI)I1 SIIIKSHA DIIARAMA ANEK MANUSII K Re. 0.50; pages 15;/973 Chanakya Scn A Hindi translation of thc llnesco MendilittNo. 6 on 'Literacy and Adult l.ducation. Rs. 1.25; pages 68; 1961 Describes that there arc many religions in the world but thc objects of all religions arc thc same. Others JOUIZIZALS 4 °KACYAKARTAThENTINAR English Re. 1.00; pages 58: 1958 A report of theSeminar heldin Rishikcsh (U.P.1 INDIAN JOURNAL OF ADULT in 1957. EDUCATION Periodicity : Monthly Books for Nco-Litcrates Subscription, Single Cu-Py Rc, 1.00 Annual : KAMGAR AURizANOON Inland Rs. 8.00 Re. 0.35; pages 28: 1965 Deals with the various lass of workers Foreign S 3.50 (Sca-mail) KAMGAR K1 VISAISIITAIN Hindi Re. 0.15; pages 16; 1966 PRQUDII SIIIKS11 A Deals with the characteristics of the workers. Periodicity . Monthly CHALA1N KAMGAR SANGH KAISE Subscription : Re. 0.15; pages 16; 1966 Single Copy Rc.1.00 unions. Deals with thc organisation of the trade Annual Rs, 10.00 KAMGAR SANGH KYA HAIN Re. 0.15; pages 16; 1966 KHETI ME SUDHAR Deals kith what and why of Trade Unions. Periodicity : Fortnightly MUH1K SODAGIRI Subscription: Re. 0.35; pages 2S: 1965 Single Copy Rc. 0.20 *Deals with collectisc hargaining for workers. Annual Rs, 4.00 115 PUBLICATIONS

SURVEYS AND STUDIES

Evaluation of Janta College, Alipur. 1961. Village Meeting Places and Community" (Social Education)Cantles : An InquiryinMehrauli Block, Delhi. 1961.

Reading Interesits and HabitsofVillage People : A Study in Village Mukhmelpur, 1962.

Village Meeting Places : A Pilot Enquiry.1962. Radio Rural Forums inDelhi State : Report of a Survey in 1961, 1965.

Working with Village People :Collection of Case Studies.Pub. in 1965. An Adult Literacy, Project intho Union Territory of Delhi :Reportofan Evaluative Study.1967. Agricultural 'Educationneeds ofOut-of-School Rural Youth engaged in Farming, 1967.

A QuantitativeEvaluation of thePilotRural Agricultural Television Project.. 1968.

CoverageofSocial Education in Teacher Training Institutions in India : ReportofStudy, 1969.

KrishiDarshan-AgriculturalTelevision Project- Delhi-Continuous EVaruption Report, 1969.

Farmers' Training and Functianal Literacy :Pilot Evaluation StudyinLucknovvDistrict(Non- Technical Report). 1971.

Magnitude of IlliteracyinIndia :19611981. 1971. Researches and Studiesin Adult (Social Educa- frai): A Selected Bibliography (1948-1963) 1972.

EvaluationReport on Operational Asoectsof Farmers Functional Literacy Projects in India, 1973.

Fdrmers' Training andFunctionalLiteracy: A Pilot Evaluation Studyof FunctionalLiteracy Project in Lucknow District(Technical Report) 1973. Farmers' Functional Literacy Projects : A Review of Fourth Plan and Progress n 1973-1974. 1974.

116 1.114Directorate of Adult Education, Nbl,fr.ons, Ministry of,Education and Social Welfare, Delhi, August 19 110 CONFERENCE Et SEMINAR REPORTS

AdultLiteracy : Reportof the. Seminar, on Literacy.1962. Problems of Education of the Tribal People of India : Report of the Symposium. 1966.

Shramik Vidyapeath(Polyvalent Centres)Pro- ceedings of a Study Group-.1966. Report of the National Seminar on Tribal Educa- tion in India.1967.

Role of University in Adult Education :Proceed- ings of a Seminar. 1967.

Impott of the Department's Programmo of Training of the District Officers in charge of Social Educa- tion :Report of an Evaluatixo Study.1968.

DIRECTORATE OF ADULT EDUCATION AUGUST 1974

Evaluation of Television :Report ofa Seminar 1969

Summar Institutein Aduit Education : Report of the Second Summer Institute heldat Regional College of Education, Mysofe, (May-June) 1969. 1969.

. Polyvalent Adult Educ.ition Centres: Final Report ofthe AsianRegional Seminar on Polyvalent Adult Education Centres. 1911. .

Report of theRegionalWriters'VVo kshop on Preparation of Materials, Poona.1072. 0 Socio-Economic ImpactofFunctionalLiteracy Programme :Report of a quick Assessment Study in three districts in India.1J72. Report on the Working of the Farmers' Functional Literacy Project inIndia+ for the quarter ending December, 1972.1911

Report on the Working of the Farmers' Functional Literacy Project inIndiafor the quarter ending March 1973.1973. 4

Report on the Working of the Farmers' Functional Literacy Project inIndia for the quarter ending June 1973.1973.

1.1'7 `' . - TEACHING-41EARNiNG,MATERIALS ON FUNCTIONAL LITERACY

(A) Tout Books

Khedut Akshargynan Yoja9a-Pahli Chaupadi (Gujarati).1968. '

Kisan SakshartaYojanaPahli Pustak . 1969. (Punjabi).

Kisan Saksharta Yojana-P6hli Pustak(Flinch) 1970. Kisan SakshartaYojanaPrayogatmik (Rajasthan. Ke Jaipur Pustak Part-I Zile kallye)1974, (B) Supplerinenry Reading iVlaterial Adhik Paidawar Done Wall Phaslen (Hindi)1969. Dhaan Ki Adhik Paiddwar(Hindi> 19681 Bhari Paidawar Denewala Boni Gehun (Hindi)1969. . Sankar Jwar so Adhik Upaj (Hindi)1969. Sankar Makka se Adhik Upaj (Hindi)1969. (C) Guide Books

Sahayak Pustak (ProudhSaksharta ke kon ke Iiye) 1964. Spikhsha- Handbook on Farmers' Functional LiteracyProject (Kisan Saksharta Yojana).1972.

Desh Jaacj Utha (Hindi)1963. Desh kt Pukar (Hindi) 1963. Nefa Chalo (Hindi) 1963. Des ka Dhan Sona (Hindi) 1963.

to Main Jeevan Dd RahaHun Turn Kya Doge 1963. (Hindi)

REFERENCE MATERIAL

(Bibliographies, Directories). I

An AnnotatedBibliography on Tribal Education . in India.1966. 118 -112 * Nov Saksharopyogi HindiSahitya: (Sankalit Suchi).1966. Nehru Yuvak Kendra :a Guide Book for Yet Coordinators.1974, Selected BibliograDhicil References on Functional Literacy in India.. 1973. PERIODICALS Inventory pf Corm GovErr.mr.tntc" Programmes with relevance for Youth Work 1974. Adult*ucation Newsletter (Quarterly). Catalogue of Literacy andAdultEducation Materials.1974. Functional Literacy Newsletter (Proposed). Directory of Vo'untary Organisations working in the field of Adult Education in India.i1974.

OTHER PUBLICATIONS 4

An Outline of Training Course fcr Adult Literacy Teachers/Workers.

Process of Village Planning.

Radio Listening Groups.1962.

Organising a Village Library.1964.

Jawaharlal Nehru on Social Education.1965.

Rural Discussion Groups.1967.

Orientation Course for Key Personnel in Functional Literacy :Course Outline.1971.

Polyvalent Adult Eeucation Centre on Integrated Approach to Adult Education for Workers.1b71.

Adult Education in the Context of Lifelong Educa- tion :Policies and, Programmes in IndiaCountry Paper for Third Internirretonal Conference or Adult Education held in Tokyo.1972.

* Literacy and Development with Special Reference to Agricultural Development in India.1972.

A Challenge' and on Opportunity: Adult Educa- tion in India.1973.

Tho Operation of the Programme of Removalof Illiteracy through N.S.S. Guidelines.1973.

Orientation- cum- TrainingCourseforUniversity Student-Volunteers for AdultLiteracy Work . Course Outline.1973.

Position Paper on the Farmers' Functior6I Literacy Programme as Integeral Componentof Farmers' Training and Functional Literacy Project.1973.

Shramik Vidyaneeth (PolyvalentAdult Education Centre) : Outline of the Scheme.1973. Adult i1 Edation andNational Development: Concepts and Prantir'Pc in Ind ;a. 1h71 2. EDUCATION two verydifferent groups: one, v. It ich be ne ti Csfrotn full time school instructions, and the other,un q 0 able to benefit from thisprecept, 5'1 161 (r,) c.1 and is infact condemned to do I u it without education. Ilftsrmal edu- sfation is an attempt ti find outa ,,;.'.hlle lid). and to doaway with Asher Deleon \his dangerous Ashler UNF.SCO's ALM- polarisation. Icr in the Go% crnincnt of India,Nlinis- Eighth.becausethecost of try of Ethic:mon Soci 1 his is an aht,.li l crsion of his p.113,:s formal education (both the over- of this tii'c publish.41by ibc all expenses. due to theincrease So:ia1 \N'elfarc. Publi- in the number of learneis and the cation No.,990, 19/.. introthiction per capita expenses)is becoming so exorbitant, that every country requesting or needing some edu- feelsobligedtofind out less Ithe paper Educationin thc costly educational facilitiesif the 1 Fifth Five Year Plan, 1974-79, cationand ortrainingformal educational facilities. presenttrend towards the Cemo- prepared fortheconsidera- eratisation of education has to tionof theCentral Ads isory Second, because the environ- be continued. Board of Education, it is stated: mental differences and the variety "Another ,fortransformation of peopleto, whom educational These, and many other,fac- needed in therem -cducatioual tors are negative reasons for the opportunities should be offered, informal system isto e ita large in- require more flexibility regarding orientationof 'future educational development. formal orientation,"There arc the organisation, content,dura- many valid reasons forthis new tion, timings, place of education. trend, both from inside and out- new potentialities side the ctducational sphere. Third, because the rapid sieve. lopment of science and know. To keep pace with the inagni- But the trend towardsinfor- ledge, as well as the living situa- mal education is not only due to Ili& and diversity of theprob- tiOnsandproblems everybody the inherent limitation; of formal lems, thehalting rhythm of has to solve in daily life, are not ,progress through the formal sys- education, it is due simnItancous- compatible with the relative ly to the present possibilities for tem aloneisinsufficient and in- rigidity of formal schooling. adequate. To achieve some tanea- the larger development ofa parallel informal system. bleobjectivesandmeaningful targetsinout-ofsehool educa- Fourth, because so many learner(children, your' esters tion, the Government has to play or '1 he111117011;1 !I regOIS aelli01*- a more significant rolc. adults) are leavingforone rea- cd by formalschooling arethe sonorthe other the eduea- mainpre-condition and thepre- limitations of tional path.Millions of dropouts requisite for infoimal (nictitation. everyyear are the formal education negative as- On the one hand, the acquisition pectofeducationalexpansion. of at least some edurfition by so Nobody should be compelledto many individuals creates in them There is more and more evi- give up usingeducational ser- dence that formal educatrit can-, the need for su;11,1cmentary k now- vices for Iif,if he leaves the edu- ledge and the feeling. oflack .of not satisfy allsocietal, collective cational sYstem. and individual needs for educa- knowledge; on the other hand. so ,lion, knowledge, skills Fifth, because there is incom- many peoplestill,dcpriscd of and be-A7 formal haviouralchanges.The formal patibilitybetween the variety, of schooling, exerci7.e living situations,the complexity pressure forsome education. education system itself has been Both requests find their answer severely handicapped by the of cdycational tasks andthe uniformity of theformal system. in the trend towards the expan- enormous increase in the school - sion of informal education. going population,riseinedu- One single institution (the school) cationalcost perstudent, and however extensiveit may be, is The presentsociety ha ;dew evidently insufficient in limitations of governmental ex- our time. educationalpotentialities. he penditure. Sixth, because formal educa- types of work, thecis is hi he But, thereisalso the fonda- tion, by itsvery nature, encom- cultural institutions.the pa ern mental point: schools and uni- passes complex programmes,re- of today's civilisation.the corn- versities, even if ideally develop- quirescontinuity,rejectsfrag- mitnication media are all offering ed,curriculaand certificates, mentary teaching, acceptswith newpossibilitiesfor education. even if perfectly elaborated, can- difficulty educational valuesofv, In other ssnr rs,theeducational notby the verynatureof practical as wellas professional value of nonedueationalactivi- today's worldcope with allthe lifeorof the working experi- ties is constantly increasing. This necessities. ences and responds sldwly tonew will explain why the trendto- First, because there is a trend demands and to partialor indivi- wards informal education has its dual educational requests. basis inthe fact that for democratisation of education. everybody It is neither feasible nor realistic can learninmany more ways and Seventh, because the formal inmany moredifferent places to offer toall peoplewho are education system inevitablydivi- than ever Lefore. des the schoor-age population into

Asher Deleon, "Informal Edu-..ation," Indian Journal of' Adu Education, , 1'20, 3.14 'At the same time,there gre In fact there is sufficientevi- wo d in reality represent a major morefacilitiesforlearning .tit dence that4while formal educa- than cin the existingpattern, ones disposal: radio lessons, TV lion ismore advantageousin is aseepted, there will be a need ssions, pocket-hooks, pam- achieving some educationalor for ststematic elforts and confirm-. phlets, cheap booklets, libraries, social statue, theinformalway or out-of-school ous planned pirepara tory work, for evening classes,centres forsl:ill modalitiesarc the fulfilment of the above. training, literacycentres, him oftenthefiFiKC effectivenwans of achieving shows, contacts with various ex- some practicalaims potential tenciernofficers, extramural acti- or objectives.Itis also evident vities,correspondence courses, that informaleducationhas in clientele not to mention more sophisticat- its power tocorrect the rigidities . and discriminations edtechnologicaldevices (com- inher.:ntin A very largevarietyof people puterized education. videotaped the formal educationsystem. The are potentialcustomers ofthe instructional units., etc).all very crux of aneducational strategy infinite ranee of modalities for important for the expansion of in- whichis tryingtobe compre- informal education: hensive formal learning, but still notat and is trying to (I) People of allages who the disposal oflargemasses in include both the formalandin- never hadthe opportunityto India. formal approach-rtiesinidenti- fying the follow any formal education pro: interrelationIntwe;:n gramme.This includesearly The human factorplays an all varieties of educational equally significant role in the ex- goals _ehild1100d, wherethere are no and all kinds of modalitiester be for pansionof informal education: used. institutiorql opportunities besides millions of teachers. there pre-V.110°14g childrign; younges- are millions of otherprofession- Much harm to informaledu- ters,12-IS years old, who missed als and intellectuals. millions of cation is done bythose who con- the elementary sehond also collegeanduniversity students \sider that all thatis required for illiterate men and wonilq, etc." and voluntary participants of.the itsimplementation is merely (2) Students who left primary National Service Scheme. All of goodwill and zcaj withoutany or secondAry,schoolbefore the them cancontributetheir share need for specifiegnowledgcand completion of a cycle. in developing informal education- experience, or professional.pre- (3) Learners who during their al activities.Our present society paration and methodologt,:al formal schooling (elementary, is much better equipped to carry training." ach one teach oar, secondary or higher)feela need out such a programme thanthe can be a solid slogan forsome for deeper and morecomplete societies at any earlierperiod in purposes, buwithoutsystema- knowledge ina subject orparti- history. tic prcparation 't hasdone more cular interest'. harm to the valididea of depro- (A) Labourers, both in urban These, and some otherfavo- fessionalisation ofteaching than and rural areas, young workers, urable conditions are positive fac- ithas contributedtoremoving ignorance. small farmers, landless farmers, tors whichre-inforcethe need amall entrepreneurs, construction for giving aninformalorienta- So many well- :onccivcd and road workers, all of whom tion to future educational growth. national campaigns (ofcommunity need upto-dale knowledge relat- education, basic ed totheir job and particularly misconceptions education, literacy, youth activities,social related to constant teehkplogidal regarding schemes, etc.)andgenerously improvements. implementedprogrammes (on the (5) Educated -unemployed of infotral education radio, in remoteareas, in slum various age groups, but mostly areas etc.) have oftenvanished below30, whose non-relevant / Misconceptions, ormislead- without leavingany trace, mainly education should be made more ing ideas, regarding informal edu- because they havenot beenbuilt relevant in orderito increase their. cation are very frequent today. on real motivation andbecause employability. they have bzzn implementedin a non-professional andimprovised intellectuals(()6clraduwahtoes,aftperroftchsesiocnoamls., . There is a wideSpreadopini- fashion.This isno( the waylto com- onthat informal education succeed in an area likeinformal pletion of the collegeor univer- is sity need a refreshmenr good for lower social classes,for education. of their peoplewithoutany education, knowledge, orsome addition-al Thus, before proceedingin a information, or or jor unskilled and illiteratemen big way towards informal some new data, and women.In edit- or _special explanations. other 'words, itisnecessary to devote this opinion is cqualtzingeduca- (7) People in allage groups. tion with sehooLs, and informal inallsocialSts.*ta and Willy all education with a lower substitute sonic lith educationalbackgroundsfaced of education. thie,iatellectual pie- with pannionv,Ifidi-----shohl(1precede problems andsituations There isanother view 'which this move, in order: (i) to clalily which cannot be solvedwithout new ad-hoc learning. considers that theinformal edu- the conception;(ii)to develop cational approach should head- the theoietical base throughre- (S) Citizensbenefitin from opted onlyif the conditions for lloction:(iii) and thus eliminate opportunities for professioI and formal schoolingare ahescnt, In ttheprevailing confusion which social mobility. Ina corm ry like India, the stronger the socialistic other words,formalschooling distorts the true nature And pur- is always better thanany other pose of informal education.If character of the .SyStein themore educational modality. the trend towards the expansion expanded and developed will be of informal edncation. whlchi 121 Such ino, asinc age between2-t)plays a the vertical mobility. (d)Specialinstitutionsfor much greater role than believed bilityinvolving the present gene- cducati,ni(likelibraries, ration and inevitablycallinron traditionally; and, moreover, the Nehru Yuvak Kendras, Shramik trendinIndianeducation to many peopleto take up res- Vidyapeetli, Nillagc literacy ponVilities for which they have a equalize educational chancesof centres, training centres in deprived social notecn prepared or trained groupshas no factories,centresforworkers chanceof successifchildren hasto be supportedbylarTe education as wellas centres for scale educational activities .locam coining front thesesocialstrata correspondmiceeducation)are arc not preparedforan equal for politicians,administrtors, apre-requisitefor informal sla14.1. forenten, local leaders, officersin education programmes. -!* ysarious community services, etc. 2.Mulfl-pointentry system. (e)1'ohrniary nongovern- 'The basic goal of utriversalisation memal organisation;have always of primary education would need, playedan importantrole and besides the main effort to inc:Keast.- (9) Peoplecequiring pro- shouldbe integrated with Rte numbep of ifTriary grammes torpersonal ,satisfac- Governnvnt's efforts. schools o and of chi enrolledin or- tion: recreation, leishfetime . (1) Radio and Television have diLtarycla se;, or a\ simultaneous activities,cultural. artistic to playatremendous rolein .,,,cfrorttoncreaseconsiderably programmes, games and sports, informaleducation. In this part-time klementar'' ehoolin:!, --'travelling and tourism, etc. connection, four different types ..admisSion tf of chiten'into Informal education forall canbe mentioned:(i)." pro- elementary echication of these nine croups re\ more or grammes as part of or as 14port reduced duration at an advaav-d I. less relevant inallorninuniOes toformal schoolcurricula; (ii) age(say 9 or 12 or 15) andin- and shouldL--at d crentIcvel,s educalionalnon-curricular, Or-U- formal elementary educationto'r m-monies for of prioritybe whaled, in the school learners; thoSe who are' not ina position. future devc lent of theiludian real, instructional pro- to 'follow regtlarsc;dhoolifigor educational system. grammes for out-of-school youth who missed it previously. andadults:(iv) programmes ii agents of foranimation,motivation or 3.Extra- curricularactivities. informal education information. One of the very importantareas Therearc,itgoes 'with for informal eritheationis in the A broad scheme of iniornial sayin7, many otli}er or:;anisations schools themselves (inthe form education has tube implem..:Hted and in.nitutionsinthecountry of extra-curricular, co-curricular through a large varietyof ways, available tor and already active in or non-forMalactivities).But, and means: informal education. Rutthe at present, this is often a neglect-' (a)Institutions.for. form ;1 implcruentation of anyin,..iniin;- ed and under-developed educa- kffand realistic prog,hownell,i, to -.1kkCc!cation (primary scho,q,, tional activtty.These eNfracurri7 - A be seleLtive. secondary schools, hgheri cuiar informal activities should be fiisecondary schools, vti~anal particularlydevelopedinfour schools,etc )shouitlgr,dually selkted areas areas-: natural science.); languages, expandtheiractivitiesin order literatur't and arts': manual work to opentheirdoors to learners and vocationalisation; games and Inarociclylike vlIrS, with sports. wishing knowledge in au infor- all itsdiversities,n is neo:sary malway.Especially in-.14,ral toactivate an Over-allopen tilai 6 4. Illiterate youth in theage- communities the foundry, smithy, cational.cr.ctrnrwith a %ariAyrit `. goup 15-25.The position of the bakery or wcavery, as\veil as choices for the learner: and young people of this group isso some advanced agricul t ural lug mobilityv.ithin it.Wilde important fu the growth of the farms,arc normally within the continuinri, promotion of the country, as theare the potential ,accessible., distance and may be present dosed syNiem, v.lileh manpower, for the social evolution, as due to their dynamism 'used as extensions to schools. mainly selc4.ye'and competitive, etc.that (b) Colleges,universities and it is also imperatke that an oi,ca their educati n must researchinstitutes system- on a non-competito.c, come under Main priori+i The should') play basis, be members of this a similar role on a hi!,,herlevel, non - prescriptive agegup a encouraged catering,,tothe generally imp itive. for particular subjects and speei- inquessio nablalert,e and -c-apabtc if grows of learners.. participants' own interests. of of lining inspired byemotional coin- (c)MajorDevelot-mentPro- Althoughthe 1priorities e. be the people and grammes(HighYielding Varie- informaleducation' should the ties Programmes, Small Farmers selectedat the State,District or even. locklevels and must Scheme, Integrated Nutrition 1. Programme,Family Planning corsp dtothe , conditions Programmes. Rural Employment and needs or differentenviron- Projects,etc.) are offering pos- ments,some tentative description sibilitiesforinclusionofthe of possee sclutions.and priority cducationaLcomponent. The ,area and "troops may be of some implementation of many deve- help. lopmentprograulmes suffers l'.8echNation'of early Add- fromlackofskillof literacy hood.The recentpo.dagtIgi.:31 .11 and of technical know-how. and psychological investigatichis are bringinf, valid argumentsin favour -ofpre-school education, 1,.2Z 9uula p 5, Ahiliuipore a It true,' mew. 116 (governmental and panchayats) Youth, hoth sillool and advantages and fund; to introduce such a pattern outoscfiool, need souse het, of educational multipurpose,--nuit.forni:il learnin limititions of planning which doesnotnerd; etareas outside facilities. This t%pc of educational informal educatiorl formaleducatingb:eause su:11 facilitiesare practically non- areasscentintanHble, but doe; existent in the countt.N,either on Informal education hasvari- 'accept andenlarge. Informal ous adsatii.o!es. a Lure scale or as a itc%clopoi Itcan lielpto education prol.Jannues to 11 site pattern.F.% idently, some isoLol bun:.education tomillions of where it becomes relo ant (or the initiatives have pioviNI successful. youngcsters and adults, still country's deNelopmentandfor' Thedecision excluded to. establish a fromthecd...eational the ,i'nclividual's stream. fulfilment. We District YouthCentreNehru Itisan arm fortho must Yuvak Kendrq Lis the dern7ratiiation alsoaimatcstablishure most com- ofeducation. direct links betweenformal prcbcpsive. tuition -%%ide initiative Fduc; twnal contents nansmitterl informal eLification, andto permit taken in this regard tillnow. Of acquired by non-formal w.Cys everybody to use bothwas and 6.Inncnonalliteracy. Our to couldhe switch wet 'from oneto alte Five Year Plansareambitions !pole hew:- adaptable to emilomn,..iitol other by impletnentin theprin- plans covering all sector; ofIrfe, con- dittow; and nceds, r to ciple of recurrent eduzation. This the Fifth Plan in particularmore the latest scientific than atiy previousone. Itutthe orft:IMMO:R..1i would alsoestablishtheindis- dlCO% projects of production and MAI eillIC,111011 pensablelink between life, work can mobilise for its unplcmonta- emp ymcnt arc`(lotlikelyto andlearning,And lionVal 101I5 SOL IA finallywe (1 unless and untilthe job must training of the primary producers institutions,bodies, professions endeavour to resoke as %%cll gradually the e\isting becomes a part and parceland as the%N.Ini:e range of'- cOntradic- anessentialandsimultaneous economic means,cultut Al Ns a), 'till between institutionalited and ingredientof the principal pro- and communication media. is non-institution:lilted education grammes. In the previous alsoa way to ccononnC fonds, by ink ratingtheformal sand adult education, 04h:dingadult 10 (ICU 03,e1%3C1C01,prOr,'C'.iotial informal Koh into a literacy, was treatedas an isolat- and financial rc,..ottr.e,., (-alien:1ft system in Vhielt they complement ed programme for itsonn limited nationalfunds.to %It:: The new approach to he folloned creasethecapital and the per andsupplement each other, inthe. Fifth Plan should he,to capita cost. aiming the s:ttisfajlon ora zrk:A link adult education, particularly variety and inuiliplioty,.)f 'functional Die, it Would he erroneous to literacN, %%heroer tional needs. illiteracyis arealbotticneA, hell eV that informal edit:Afton is a rcinnly for all' thedeli, i,mcies effectively %cid%all development programmes which require train- offormal education. mat education has;Isown sct jolts ingof farmers or %%orkersat CtlirCiellt les CIS. in our conditions., limitations.It should be keptinmind that Atamfoinial itwouldbe arlNiabletoout asidgforliteraocum 'training was sand mcthods ate notto replace*formalised, about 2 per centofthe total iny'sted sum in Nations de%elop- iced education and tea:lune; they ment schemes. cITIoloN tiler pro- arc not a substitute for or%.,inis,..,1 sstematielearning; grammes and programmesfor they can minimum ncN. create an illusion of all C.Isy p..1111 tohi1'11:1 knowled.e: they .can 7.,illanpowe\r ineporation and discourage somepeople from prennotion.Formal precmploy- makingthe: neededeffortsto ment education should aim at learn; theyarelimited the formingtrainableTooftle hile verynatureofthe eo!.nitive thetaskr`tdevelopinpecilie process,bythe\Nays of trans- skills should bf: the responsibility missionof knowle4pc,by the nrenterprises in both thepublic movie of sonicspes.iliedisci-. and private sectors. plincs, and professions,by.- S.University leis!. One the needs of continutty in learn- cannot think today of unisersity ing,bythe -nature of human 0 cducation forthe only 'purpose' ruotivat'wns for learning or. )ofoffering -degrees,they have acquiring skills.This is why the /many'other and largerpurposes. adoprkh of any patternor model 'One cannot, again, todaythink of informarediteat,ion shOuld, be of universities as open onlyto preceded by-aninvcsti,ationof regularstudents. Utit17Orts theadvantages or have as well arescue and a of any particular clidisathtnntcaor..nc:cansenicto remedial function. 'Three different What we should aimat now modalities could,.constitute is not a discoveryof Wes./ un- . priority areas in the near future: knownmodalitiesor mothods, first,.correspondence courses butratherto develop informal (whieh deserve, greater support); education with a large support of, second, Open,Uniseisity;third, public (non private,non - colon' COI-a rntiral or inte.i-mural onror- . -117- 7719 r1(71.71 f---'ir-Trir;7)r11 .-iii!r il !,1,,, ;LIiit!,ii .'.L.2.) Li 1/4.22 j d

SPECIAL FEATURE: theI ifilt 11Liii Vie report in this issue therect*II- mendations ofthe Board and themain features of NONFORMAL the programme.

ENCAT1ON Nonformal educationis notas some sceptics would h.1%e us helloe,lust a nets tcrm for 'good old adult education'. Neitherisit a 'second rate'

we ',clic% c Ih.,1 the lowrds 'non form education' dorynotm..111 f 1)pcs of cdue.thooal rtri.ianitic .Iii.1111011 ol to lie01,1Loit%%i banal ones. I lu tclorc itis a ithastitetil tittioil and ast.eittatt..illthe t,:,110,.Ih. t11011101w mattes of cdtu.ation to ifil.:!1.11 of the eilusation U 0 0 thi.it littletun, s% lostinputtin:_ 111,.. 0 -0 1,1,a into baseselectLdIit drsitirtstill4,1.11110r the pi, gramme. Some 11.1%ees en others ale csot 111: lout ntotr %%HI ottercsIlli%:If II IOW Solite :Tll, hcl . Sic!, It 11111110,11 Obtitit011011 lion tr.onot! polsonitel otheti are planion.,.., studies. (lil:yient ly%el, Si'. antl csitt.rinents. Ilex flt the 1./iieLtotate vyk: has,:been %toiling. on poblcit based cur riLltR1111, a t 111 I it.111,1r Etudeandoth. literature We !Livetriedto bring sou tip-to.dot on all th:se (le%Llopinents illist nowt ION OF p0put so ION tli tpcAtintou t1ir,] in a (piit.t. icviesc. LMALIS I hit.ALE:, r_ AII that is keit,onllnyotti,ICII 1,!.11055 e cr. IlIct arc sofne pitfall, to h; asoid Nonfol matvitt k Mort is not and c.inii,,I a imil.tec,t for all cdta....itioi Dear Reader, al shortconimp N etlilLationis necessary and ,nc% liable lot Much societies. but'actor water has flown underthe bridge of adult malls:mon' 01 sitinc proLedtires doesno education sincewe were with you lust. alone sulhic I clut..iiloo his to h;Lonicmole cl( linked to the real otitisof the learners The most significant and so-id 'happening' was the endor- 'cdticands' 11...%c to betook leas sement by the C. A. B. F. of the word ens 111 the tr,IC %ill' of the programmes of A 1.1e S.Illie 11111C. format education non - %cc liaC tO1,1'., formulated for implementationin care nottopat the same contentin a new hott:e

Directgrate of AdultEducation, "Special Feature: Adult Education NonComal Education," New:;letter, Ministry of Educationand Social. Welfare, 'July-Dec. 1974,p. 2-19 12 41 . 118 t L1(.11% n I al to 1 tC spirit success of noniof CdUCM1011 programme iv. and should be,its'non- formality' -- inmcibodolop,1,:arningnute,0,, timings, duration.One has to he %vats:brillthatrt does not fal, into a tpe-cast. .1 1110tdd ul fortn.Wscii nonformal education Not that 'mammal education means flabbiness or chaos. on the contras, itshould release new encipies and leadto a discipline that is-4" creative and not deadening.

Neverthcles:. let us not forget thatwe :lie not just starting some new propammisthis is a first step in a far-sighted do cc I loll

For 411 1110%1.. in.ol.rd intaLoo,thefirststeps of awide (allow,.nonlosmaleducationalpro- grammeitrsprobably important to know that we hase in mind both some nearas well assame distant goals.

entral Ad%I.oryboard orI ilus.ilion .0 II% 0In particular,the hoard recommml.lhii held rn 7,.eiliticr. 1')1-1 h 111 I 1,11,1nolal 11,1,1,.% siippoit the 1 Prol.1.1111111e%%111,11 irlit ii tothedevelopin:111 u1 sc hems-, of nomoi mil tile .1 011-roln 01011 1111sfisie 110111.11 cdneliion. ktcoi.nisine the realit% that mere citinationlinkedtoa ileslopmntalacti% its relianceon 1,11 mal shoidd ed tic anon cannot incet .111 ecpanded that south?, `educational need.in Inclta,thelloaldnude the N11,11011.11 lilt 1.1,% programme% shaui,dbe desk-1'11),cl following recommendations III 'dation tooilier cloclopmental Schemes appropriate to rural and iii bait situations., The esclusise 011 ro1,11.11 vdit, Anon shouk be riven up and ala r,c element of nonfor111.11, 0Adult education protn.amm:s should form an education should he introduced within theeducational in -built poi tut e,ris deselopninital activit whether system as a whole. intherural, or 111.1).111r1111111C co private sector, and CS'efy Central and State O Moust;y / Department All State plansshouid henceforth include should make appropriate pros isionin the respective programmes of nonformal ethic itionas.111111legl.11 -twines. part of educational pro- Adequate financial visions, 'ind suitable allocations should be machinery he set up in made inthe State Plans each Statetofoimulatc. CABE devise and impleinciirtrc. for' nonformal education for the arc-rioup15-25 gra mmes of nonlor ma I DELIBERATION'S. on1tho basis of well-de- education, including fun- fined -norms set up by this ctional curricula, integratedand interlinkedwith Slate Goccrnntents. the formal system.

G 0 Theprcn.aamme shouldhellesible,dis to, Multiple-entry and programmes ofpart-time sificdandfunctionallyrelatedtotheneeds and education have to be adoptedin a big way.At the interests of y uth and should equip them for partici- secondary anduniversity stages. part-time and pation in developmental activities. correspondence educationshould1 1_ 1 d 1 op:d and all encouragement given for programmes of self study. tr) During Ili: current scar1974.75, all efforts bc made to begin the pi ()..!1-3111111C (a) one district 0 Programmes of adult education arc ofgreat in each State w oh Central assiffance and (b) at least significanceforthesuccess of the programme of one additional district with the State funds. universalisation of elementary educationas well as for securing intelligentparticipation of ihc people in 13y the end bf the Fifth Plan an effort should allprogrammes of national 0 development.They bc made to cover at leastsixto seven million illiter-* should, therefore, bc developedon a priority basis. ales in this arc-group.

12:?* A I 119-- FIVO[toles of Loarnoro Fly° Roloo of (rriL) e"`:b- Intitriic 1010 Fivo 'forgot Groupo inpro. Fiver Sourceo of TO lako port to graninoo formulation Instructor° idontifyand on. Thoso who novor wont pia, llllll courage motivation. Five) Implonionting lot teaming to ochool TOtio lubicCli rather ducatodOfelpfltriell to thin oblects in the Agunc000 identify problams Codpersons on tho loairulogpeoCost obstacles and need, Thoso who loftIItoo to same environment In the envirt nment cootly bo partnersrather Slam Govorqmonts Ihan Reeptaclosof to eloborate a ieleval infotrnal.ou To ochols curriculumandhole Youthsoatching om. To makeelloris to ducalipal Inolotutions learners to learn ploymonl and soil undeisiaiod their sur to stimulate le arreo University and collego InCptsiiiveriess on. omploymont roundings Functional Literacy and studint To Iniplt mon, mact rcatlyncosto sobe . similar progr amnia problems and gel Young mon and woman cally the knOwied to arSd knowhow they ViRogre,fi social workers intoaeries In rural moo Nohru Yuvak Kandra to Date's continuall root:ova tho mimic( of lilt per To bo promotors of Educ mod and Youth In tribal °rocs thong', skillod grammikvon 'cameo' Voluntary organisations youth and the environment MAIN ASPECTS OF NONFORNIAL EDUCATION

( helm% the 11111111ehIllellI of the concideruble ope fur adaptability and clivolfiention nonfo ,antedst( nonproiirciimue for ilkoc;e :roup For fuller detail v, renders ore .referred to the Govern- /5-25 We is wild, Inn,ever, hist' to 'noise it( leer tiler these areonly Intruded to he brood i:seileltneit. ment of bubo publication :\lain Schemes ofNon- cienthldefinedtoprdiilr r,frum,:itorls, bud with formal h.dtication, 1974 Editor)

For whom and why ? What will the programme content offer ? Nonforinal educationi% not con:incd t) anyage- grqup or any speeltieNateevi).But linttations of expertiseandresourcescompel theadoption of priorities:I herctore, one of the priority provainnics It will hea composite programme of nonforma in, thcfirstphaseIsintended tor the youth in the education including literacy.It will contain : age-range ,J5-15 because : a larger number ofthem arcilliterateor information and knowledge aboutlb, semiliterate and thus unable to participate fullyin sociucconomic and developmental environment. processes ; they arc nevautheless Ake andalert and knowledge aboutthc social, economit. involved in lantily, community and societal 'scientific andtechnological changes_ in th responsibilities, andneed tohe helped young people through education to ply these roles midstof which liveani efficiently ; work Since most of them arcliving in ruralareas. the deeeease of rural poverty largely depends elementary principles of health and hygiene on them. child care and nutrition

basicskillsinreading, WI iting, and aritl. How will the programme beorgrinixcri ? niche

The programmewill startwith about 100 . entrcs in each distilet and willtrytoreach about introductory occupationaland vocation, 200, in stages, each centre enrolling about30 learners. skill programmes to prepare thvlearner lo Itcrcagain the number of centres dependsupoa the learners available for enrolment. cmployinciy and self employment,

128 bos Who will be responsiblefordistrictlevel the Nehru l'uvak Kendra Coordinator implementation ? the FunctionalLiteracyProject Onc of the exitingfunctionaries althe district Meer level : a voluntary organisation Anofficerdesignatedforthe nonformal any otherofficer consideredby the Statet) education programme Government as suitable

Who will be the instructors ? Who will be the implementingagencies ? A wide range of full -flair andpaw- time rance- A sag let), of existing nic nts IS ens isag,d 0%ith preteicmeto ihose whocollie institutions. resources .11' from the same ensironnt.:oias ihe learners): a!2.encies will need to be piesscd intoser s me : school teac;icis State gosernments unemplo).d educated )outh volmitai v alcm:ICS IsISS volunteel s Nehin l'ut akKendias ssol kers or pr(TICSSIve ;timers dbuth clubs an outh organisation% social xvorkers and le...hiller:Ins rut al des .lopment and social well'aiect nti, etc. 1 university and'collegestudents

How will the class(sbesupervised ? How long will theprogrammebe ? Supervisors niav he either part-time or full-time 11,c as found convenient h) the Slate IducationDepart- programme con he organist:4ito a variety ments. ways to suit the learners: What Avill the curriculum as a 1 month ci:ursc with shorter hoursea material consist of ? day The learning and teachingmaterials will consist of : as a 4-5 month course sith longr hours ea, day acombined,primer and leader as a recurrent course ove complementary-karning sheets three srimers or any other arrangement a teacher's guide a kit of charts other audio-visual aids When should the classes be held ? The reader will cnsist of 40to 50 learning unit'. Any time that suits the learners each consisting of a Its Mgor working problem. key : words related to II, basicknowledge and know-how for understandingand solving it. mornings afternoons late esenings What will be the basic approach? holidays To relatethecducation41, contentto the needs,interestsand environment of the youth How long should the classes last ? To makethe programmeus functionally related as possibl: Again, this should beleft flexible from situaft to situation, fro To h:lpthe youthto t se. con to season, and evenft, understand their one week tcr environment and proble%sw.irntificallyand nothe, warding to the occult:wit: to be ready to able to save them. and environmental de lands ofthe learner gromp,

127 ammmealniraiMEMOMMIlma.m.W.Vm1MMummm.....m. pola YINI .1101.14..1.1.10 elam a.m ... WHAT IS I IAPPI1\!.!L2.12,a.._y11-1AT IS 11APPENING?1, MMIMMMI,M. AT CENTRAL AND STA.] I, LLVLLS

SLLECTION 01' DIS1RICIS O

The following districts have beenselected so fur for introducing programmesofnon formalCdUC011011 the age group 15-25 :

SlatelUition'Terrtiury Distriiselected ,Srate/(hsion 7 erritors. 1)1.m-hi Selected Andhra Pradesh Khanunam. Rajasthan Ajmer, Bikaner, Jaipur Krishna. Jodhpur, Kota. Udalpui Assam Cachar, Dibrugarli. Tamil Nadu Coimbatore. Kami up. Laklumpur, Tiruchirapally Noss tong. Sihsagar Tripura Bihar _ Ranclii, Daiblianga West Tripura Gujarat Itaroda Uttar Pradesh Forty Six Districts Haryana Bliiwaiti, lind \Vest Bengal PUrulta Himachal Pradesh Chamba, Sirmair Andaman & Nikobar Andaman kJammu & Kashmir Jammu, Si inagar Karnataka Shimoga, Raichur Arunachal Pradesh Pasighat (Subdivision Maharashtra \ \'ardha of Siang District) Meghalaya Garo Hills Goa, Daman & Diu CanacOna and Khasi & Jaintia Hills Bicholim Talukas Orissa Italasore, Put Punjab I'aridkot. Iloshiar put Miriir am Ch Isiristui5sui

CURRICULUM PRLPARM ION

(Ire reported in ma ria'ilicit('thatstork had commenced in the Directorate WI the formulation that the learners are a gtibup thatisfacing of the curriculum for the iline-molith prognismisc. many probiews of life,work and environ- As should have been expected thisbus proses/ no ment II bleb means thatthe curriculum must easytask.Butthe veryeffort has proses/ helpthem tosearch for answerstothese educative and enriching. Ire svould 111,e to thank problems the many spccialicts. dill iedit(' a WI S and writers that the learners arcalr.:ail,/pla%ine role% who gate so many patent .borers of labour tothis of responibilitr inthe family and society task. The curriculum, a curriculum guide andone in amodernisliu... are. /I mcwir that the or 151.0 illustrative nulls will be released shortly currrictilvai mistquip thanto phis these in draft form. TO/C.Sirinre epic seria.l urn! is/di Arson /edge

Editor) The firststep ,was. thertifore,to lied out vhat precisely were theVital concerns of youthsocial, economic. perselnalin order toseewhat kind of Three main characteristicsof the learning group educational pro..2.rainnn.s would have to be structured have provided the parametersforthe curriculum to makeitof directconsequence to them. A 'clinicalapproach'was, therefore.. adopted to for nonformal education : diagnose the problems and needs of youthin order to build a curriculum content which would enable that thelearners arca young group,no passive takers, but questioning and which means that the curriculums: /mist wake sense to then: 128 them to understandtheir own problems an the obstacles that came in the was of solving them and Activities to he then seek appropriate solutions. lhe problems were taken up by thelearners in the ideatilied through SunOS. di leVIOs. studies.they effort to overcomethe problem were then analysed and relatedtolearning objectives. A few illustrative units have been piepAred. The aimof the) croup which workedin the Directorate of Adoll-rdmmion ss.lsiiieny case to hope that these matcials Nall cilabl: vatious agencie, prepare onlv a prolol pc programme, whichwill to develop teaming and teaching materialssuited b encourage %mutat:groupstoworkoutconcrete their own environments. contents and diversifiedlearning material; for other languages and % armus environments.1 herefore, it concentrateditsattentionto the following major . word of controls: There canbc no ont'a problem areasaround whichthe curriculum was curr4culumor one setof materials forid/timein 1 decided to be built : nonformaleducation. Itwillbaseto bl an unendingprocessof adapiltion,revision :ad Low agricultural produ;tion improvements if dB: programme IS to respond to th. Health and sanitation environmental needs fronttime totime.Abliony; Home and family life this ma) seem difficultand time-consumin7, this I Participation in civicand community the basic conditionto runa programme reloan'. t% activities ; and learners and community needs and conditons. Human resource development. Each major olublem %vac then broken down into sub- roblems which were (iconstitutethe basis of each /earningunit.Broadly sp:aking the obj:clive,

of each unit would : toleadthe learnersto discover the prob-kmbecome aware of itsImpact ; understand the problemin its% alious aspects ; to explore whatshould hedonetoovercomethe problem ; and togelhd.R:scientific and rationli altitudes.The learning mot willbz des- eloped in an inter - disciplinary wa% co%ering technical, sot:11111K% socio-economic and mathem meal concepts related to each sub-problem on the learning situation. Literacy component will form pat of the learning unit.

Forthebenefitor teachersand writers, a curriculum guide has been developedgiving guidelines on Major problem arcah .00 ..urriculuni Units (sub-problem)

Analysisofthesub-problemtobring about awareness of concepts rclatinto : values, attitudes, behaviour socio-cconomic aspects scientific explanation Numeracyand arithmetic

Literacy .

Understanding (knowledgeto be gained) Methodology lead questions style of presentation references teaching and learning aids klr111,1",, 129 123t- UNITS "tr4-=',-'GO01) Ea a I ODD' the State similarrus:thodolopea Departmeat olI ill; won Join@rch seseral villages has evokedlearning Uttar Natio-h surrounditiftLuck naow before unitfor elaborated flu nonforinaleducation. their prog'rammeol t he experimental executed by the composite 'leamit; the Literacy task- %% as units on good !louse,I U(1.110.. food'. research officershale identified k% 110 c deficiencies (froma nutiltionalreal problemsand 1 he 'amid pointof %los) I- ood' toutsateprinted in and can heobtained from Hind the Literacyhouse. ORILN1 AI IONOF SENIOR Following the I XI education, the CABE deliberationon nonfortnal National Stan.College of "Three types of Plannersand Administratr.rs, Eduational programmes hase bec,n Naw Da hi, in the first' phase: suggestei ,tVorking Groupin November set up a Tor orie to formulateguideloras a shorter information mint: seniore see tins at seminar for the Stateswho will the Centreand In Seeretari,es and Educatio. be in chargeof Directors ofEducation variousprogrammes of nonfoimal Implementing a longer orientation first education. programmt: instance.executives in In the .olliecrs in charge for Scat( Educatiop and the UnionMinistry of of nonformilleducation us organisationsand sensor Deputy Directors ofEducation and in the Statesand Union executives of State Directors territories willhe covered. Institutes of Education courses for District The objectises of the training Education Officers be to helpthe executives programme would While to theNationalStaff ;. Collere would bk. develop anover-view of the primarily responsibleforthefirst nonformal programme of programme would he tsso,the Mild education includAg theresponsibility of with theformal system its relations Government consented. the Stat.: of education; formidatespeofic and nonformal programmes of part-time tlicfirstphase of training. education ; National StaitCollel.:e plans th. Supecvis..,. administer, book for the to bring outa hand- coordinate and benebtof planners evaluate theprogrammes. of prograinniesof and administrator, education. part-time and nonforma TRAINING OF "The Education DISTRICT 01 Department FICERS decidedtoorganise a in Rajasthanhas education protzramme meals. and willtake into consideration insixdistricts of nonformal and mental the age-group to! childrenand youth differences, psychologies of 8-25, in titpal needs as well as dilieicntcduca areas.It is ex p;eted both inurban andrural related to theage of !camels. that mererewill and other All dien villag andcity centres he sonic305) aspects have beenwidely discussed The imPlcmentifigthe a one-weekuoikshop for durin u MC Ui UM willbe disersified, prorramme. district officers. as the conditions adaptedas jointly by theDepartment of organise, wouldprenut much asthan Adult Education and theRa' to variousenvjron- EducationAssociation. [lie of AdultEducation has Directorar provided Tjsourceservices, TRAINING OF PROJECTPLRSONNEL The Education groups. is establishing Department ofUttar Pradesh The total 25 nonformal project office' numberofsupervisors each of 46 educationcentres in s for the two an districts in theState. over (00.1 he State age-groups togetherwill being appointedto take One supervisoris Goseinment has Project (Mica care of livecentres. training of thesepersonnel to entrusted ill in thedistrictwill Tha Luckno.v, which theLiterati y Ilous nonformaleducation for take care of plans to organise )/ both 11-14 programmes ofis nine oricntatio and 15-25age- ten-day duration the first ofMarch, 1975. beginnin:; fro' it - a N.11 IONA I.SI.N1 !USIAAN1)\\'()ItKti1101' The Indian Adult Latin-anonAsirtiatioli 11,1% Jcitie;Jul1975 in Collalutr.ition %soh the Karnal,,t, , decidedto&Note the scar191slair studiesof StateAdult I1 I variousaspectsof atom Council, Mvsaitc. nontorinalrelocation. I he symposiumwill outsider following three studiesace planned : thedifferenttiainilt.l l" programmes .kult:thle 1,11 this 14011p andonII,. A national workshop developmentof ciirricill.1shishtalltakeinto on nonformal educa- account saritltons111 tionfor school drop-outsto he rut! inis;(1 in April local enaironnient, socialan 1975 in collaboration with the .chant1 anFes around the south, elementars Bombay City Social healttand faintlypia milli!!practices, Education Committee. Ihrs r k shoptrill eonLent- andthe basic reading rate on l_eveitT111NIt of tonc1100,1 curriculafur boys and girls who !lasedropped outof school A. and are at work in homes. orie-seektraining picagrammeOn the tams and factories. It preparation ofpioblem-orientedmateilals will also study thevarious teaching and learning taken up in Collaboration %%oh the methods appropriate fur this Literacy blouse group. LucknoNN.lheAssociationhopes thatthispro gramme will throw up ideas and expeiicitecs A national sy mposium on nonformal srltiti education for the willhe of benefitinimplentrentilig programmeso' age-group 15-25 will be heldin noctformal education in the caauntry.

A N111111,-PURPOSLPROGRAMML IN RAJAS [I IAN The State Government of `ittiasthan has already grtups. It has been startedintwo _'ontintitil starteJ thepro,l,ramrneail 11, noillorntal education Lcfuc.ttton C:iltres' in It sixdistricts : cant divisional ad111.11-ter Kotah, Ajmer, Jaipur,. Jodltpcir, with12 classesin each centre, each cIa-!with 31 -Udaipur and Bikaner. students. The programme has two major elements : Inthe secondphase, the schemeis expecte,' (a)nonformal and to he eMendeal to inure centres in each of thesesi pAr:-tintseducationto districts an.1 also to three new districts. childreninthe :1"e-group8-14 and youth of 15-20 who have received no schooling : The Curl IC11111111 willbe environment-based flexibleand suitedto (b)continuing part-hill.:education to the theinterests of each rroup same During the interim period. the pckQrananieishem. groups of children and youthwho have based on the existing dropped outoftheformalsystem at primary school curriculum variousstages, to Allay Flircc distinct eioironnientsarc chstingulshahle :th multi-point azrieultural districtso!' Ajmer and Udalpur lateral entry andto enable them tocom- plete education up to class VJ anini iihush indry districts of Jodhpur andBil:anei II. and the industrial area of Kota.Curricula sill al. Nonformal Education Programme need to take into consideration the urbanand stir: In the first interests.The formulation of the j'irtriculuman phase the pro2laillieisbetng tried learnincmaterialshas out in two arzas in eachof been entrusted to th nal headquarters 6 di.tileti at ihe divisio- Rajasthan Adult I:dui:anon Association. repranztatting an Urbanmilieu :anal in one or to tot panchaalsamitts iii rural areas. Each The retpsnsibility district will start with 50 for implementation isheir and 30 in centre;,2.)iiithe urban sharedbytheSlateEducation Departmentan the rural areas each.Each centre will yolun'arya,:eneies. Insomedistrictsthe saw organise tWo learninigroup:, one for the younger agefocl administers both an&the other for the programmes and is provide older ace-groups. witha full-timeproject ot4er, and- twoluill-tint supervisors. Continuing Education Whey: the urban andrural areasar administered by separate agencies,a full-time senio Thisis- supervisoris atwo-year programmeintended!' fur in charce. assisted byone part -tine school drop-outs andwill also cover the supervisor in urban areas and-four part-timeonct...J , same age- rural areas.

V AN 1.:XPLItli's1LN l`ROLIIONNINIL IIIOSE \\'I10 IN 1IRRUPTIA, THEIR EDUCATION The second isat Wo%Veilr UM/id/lied The Board of Continuing Stliicationset iip boys who lia%e completed CHItSe tofe recently in Tamil Nadu will he laiohlung 18 years ofage and who an espeli. have left school atany stage after passing mental project of noniornial educationfor youth ssho or who has e completed the Blass have been dropped out of schoolcourses either _atter course will preparatory course.Th.: include functionalI anal at class V or class VIII. advanced lesel with a more accent on mitten andspoken Tannl applicablein an industriak'ut ban The objects of this projectsarc environment. functional Lnglish withthe same sobtecties. matics, applied science mathe- to improv'c the quality of thesocial and including Laboratorywork, Civic life of youth bygi\ing, them knowledge practical citizenship.. including projects. engineeling implementation of and sociil skills to handlestluattoos ,which drawing and practicalgeowctry. confront them in urban life; Thh duration of the but a student programme will be for toyears may choose to spread thecourse over to open to youth. a5enues forp.roductivc a longer period,taking 2 or 3 subj employment including self The classes still he :cts at a time. - employment: tun for not less than 220days in the year inclutfingexaminations, to experiment with and evaluatenew subjects and methodologies oppropriatetourban The progress of thelearner in youth. course 'will the preparatory beassessed throughassignments and six-monthlytests. Evaluation in Two courses will be organised, will be thiongli the senior course each for 3 hours assignments, practicalrecords, and a day for 5 evenings each week, withfacilities for six-monthly alsessments. private study on Saturday andSuaiday. Students satisfactorily completing theprepara- Oneis a tory eon rSe still be preparatory coin seforboys over given an infornud Certificateand 15 years of age, who have leftschoolatany stage those passing out ofthe senior course will hegiven an after class V.The courses ofstudy will ESLC (L:ening School include will he considered Leaving Certificate)which functional Tamil. functional hivlish,general mathe- as equivalent to SSLC forpurpose matics, general science. elementry poetical citizen- of admis§ionto industrialtraining or for jobs in ship and craftwork or (hawing.1 he duration of the trades. course will vary accordingto the entry attainment and the rate of progrkss It is proposedto select the first hatch of of the student. learners from the 75 to 80 7irm areas of Ntylapore andSan 11tunic.The \lunicipal colporation's school build- ingswillprovide the aycommohatronfor OW cLISNCN.

INNIOVAI IVE 11)FAS: RECURRENT EDUCATION

The crisis in the educationalsystem is compelling many societies to restructure theircurrent institutional frame-work. Among the fundamental The concept ofrecurring education arises questions being demands of a from the raised ,ate : rapidly changingtechnological society, the complexity ofwhich demands has to keep learning thatthe individual Is a continuousprocess of schoolingft oin throughout hislife.antral to ,Ninekrjrnaly through this concept is theprinciple that such pinnory, secondary. and be acquiredas a learning cannot higher edneatton. thebestway to prepaie vity, but has once-for-all-time'permanent' acti- individuals fortheirfuture idlein society to be distrib-utedover the life-span of andto an individual inrecurringecurring way. provideoptimal opportunities for from 1 his meansa break self-employ nt ? the }nomplactice el along unInterrupted pre-work period offull-time learninginto an arrangement -which educntion Is a continuous lengthiqring of theschool alternate with other' period and hence continuous further activities of theindividual, expan- be work and leisure. the chief of which will sion of the concurrent educationalsystem the best way to respond tothe increasingly important role ofknowledge and abilities Recurrent education a modern society'? in dues not contemplate damn-lion ofanentire education the gradual if radical scstym,butit Only lifelong transformation of access to educationcan provide .a tional framework the total ((Inca- viablealternativeto to achieve two mainobjectives : furt=herexpansion of youth to provide education education. during schoolingperiod and after it,through informal, nonformalways; formal and to bring aboutmajor changes political and insociety economic institutions,education playing aninstrumental aNd 132 facilitating role, A

The appeal of the recurrent education proposition lics in its claim to offer an ahem:disc to the unlimited further expansion of the formal and youth oriented education system as well as making possible an earlier participation of the individual im society. 01 Recurrent education- istruly along-term educational strategy embracing the full range of educational prOvisions, formal and informal, fOr young people and adults and involving a gradual re-orientation of the present system and* approaches to the needs and demands of the future. For fuller discussion and clarification see :

(I)Recurrent Education : A Strategy for Lifelong Learning, Centre for Educational 'Research and Innovation, OECD, Paris.

(2)Recurrent Education : Plea for Lifelon, Learning Ed. :Vincent Honp liton and Kt:it Richardson (Publ. Ward Lock Educational. London, 1974, pages I3U)

. .

THREE COMPONLNTS OF A PROGRAMMEFOR ADULTS IN HARYANA i The Education Department ofHaryana is _build tional literacycentresaremostlyprimary sch, ing up assell-concei%ed infrastructurefor adult non- teachers. formal education.It consists.of three major elements: (i) a functional literacy y project(it)general adult The adult education programmecovers the education programme; and (m) the social education districts with TOO centres mobile squads. each district. 1 he arran meat for supervisor andcontrol ismore orI. on the pattern oflhe tune tonal literacy progranum The functional literacy project is inoperation in five The third component. namely. the.,,wsocial edis districts -Karnal,-Ambala. II Issas.Rolitak and tion mobile squads is in operatics m---ilf Gurgaon. two district, In each district six block, have been selec- 'Lind and Molundetgarh. 29centres arc covered - ted to be brought -conder the prograMmewithten villages in each block. for men-with whole time teachers and superviso The Block education Officer, The teachers have been trained forone year and ! who is in charge of educationat the block level is also in charge of the ten object of 'the programmeisto make adults soeio' centresin eachblock.The assaie of and practicallycompetent to deal wi District Project Officerisin full-time charge of the their day-to-day life problems. project at the district level.The leaders of the fune- At theState level, a department of no formal (nd adult education has been%cry recent created with itsheadquarters in the State Institute Education, Gotgaon.Itisstaffed with three prole

signals - one. Director assisted by one officer in chat . of nonformal education and the other in charge adult education.This deprtment will organise!! service courses forfield workers, writers' worksho; for prOduction of literature for neo-literatesetc.Ti State is thus poised for a truly coordinatedprogramn of adult and nonformal education in the FifthPlan. .+4 (We hopeto reportfurther successstori, of 014. experiment inour subsequent issues. 4.

PLANS AND,EVENTS * PLANS

A ....in India

INDIA CELEBRATES EIGII l ll INTi:RNATIONAL that the eclebiation should .provide occasion LITERAcY DA y 'tolaunch actionfor totalmobilisation t, national, public and privateresources includ ing the media to arouse public consiou,snes The ,fidernationalLiteracy Day 1974 tookon about the evil elects of illiteracyon the .ont added significancein view of the emphasis that is hand and to seek the active support of publU opinion on the other; being placed in the Filth Planon providing nonformal education facilities for large numbers of adults specially that the occasion should create in the young groups. an oppo'rt- The following objectiveswere 'unity for the direct involvement Ofilliterate keptin view inthe observanceoftheDay on themselvesinactivities pertainingto tht September 8, 1974 International Literacy Day;

that the celebration should demonstrateunity that the celebration should hetreated as tht of purpose inrepaidto the most appropriate occasionforrecogniliol problem of of the gxrd nark done. eradication of illiteracy which, byvirtue of sere -ices rendered ant' its size and implications, is ofconcern to all; contra-Alt-ions made by individuals.institu lions anCr'sorganisations .fortheir literac work; that the celebration shouldpro%e an occasion for reviewing theprogress thathas been made and deciding on further objectives that the celebration shouldserve as an opp- for ortunity to concentrate/oil formulation the gradual reduction and ultimateeradicat- any ion of illiteracy and for highlighting implementation :01 prog.riiinmes andact ivit ie illiteracy falling %ithin the as afactor militating against the scope of the main program, economic. mes of nonformal education For the illiteratt social andcultural des elopmcntofthe people; and semi-literate youth anti adults,both urban and rural, and Farmers FunctionalLiterac: r Programme. 4:0 that the celebrat.40 shouldserve asa demonstration'of international cooperationin favour State Education Departments,State Universitie:. of Bier:ley \olkthroughout theworld of Nehrii which India is also a part; l'uvak Kendras, Departments ofAda!, EducationinUnisersities,voluntary organisation colleges of education, teachertraining institution. that the occasion shOuld drawthe attention Uneseo Clubs etc,participated inthe observance of authorties at all le%els. educatorsand the of the Day and tookup various programmes .and general pu ilic to thescope and implications projects in adult education. of the liters v campaign;

that lc occasi 1 should provide awaieness of th urgent need o make the struggleaga- Formal and informal meetings were held to emp- inst tc scourge of i literacy a matter of nat- hasise the importance of adult literacy and theurgency ionalpriority an thereby imp:ta fresh impetus to Merit For eradicating illiteracy among the masses. Mass programmes; , tallies and processions were organisedin towns and compaigning for the promotion of literacy. that the eclehtt should afford anoppor- A flambe). of organisations opened new adult !unity. for acqu.ling people, and particu- literacy centres and classes. lady teachers an lose in charge of literacy Nvork, with new roaches, techniques mid Special literature was brought out, highlighting methods wlitich c now available as a result the significance of the Day. of internatib xperiences; Surveys for loeati igilliterates in specified areas. wereridettaken,. to provide data for drawing up plans for IttIation. The third project cvhi .1 began in June 1973 for JO new centres\\ ith 400 learners.Ten Odle)

1 *centres exclusively for women were started in coastal 1 shows and other h 0-VISU:11ICC h',gilt,: C re ed for the promotion of literacy campaigns on area of Trivandrum and Quilo'n distrwts withat the Uty. enrolment of S00. A variety of cultural programmes supported the In all t4c.s.c alea. was adistinct change it theme of eradication of illiteracy. attitudes amonr...i the learners.They showed great.' interestn h)gienic conditions- personal and environ Exhibition of books, leaflets and other reading mental;better foodhabits,making useof loco materials weir organised for thebenefit"ofneolttc- materials. rates andeini-literates, Books for Neo Literates Two workshops were organised in 1972-1973 fig RURAL 1.111R \I:Y- CUM-- LITERACY writing 50 books for'leo-liter:al.:4:r,5 books hat MOVEMLNI IN KLRAL'c come out and the rest are in press,

It is a common belief thatilliteracyisnot a Bell Bicycle Library -....._ (. probleminKerala.!low ever,39.5 per cent of the population inthe Stale (neatly 85 lakhs) arestill This idea has been triedoutin 50 villages i illiterates.Of this, atleast 45lakhsarc adults. Cannanore distriet.House wives and Bidi worker Even in the heart of the Statecapital,Trivandrum, have been attracted to the prog.ramme and the readiu there are wards which havean illiteracyrate as high habits among thevillagepopulation have,bee as 80%. increased. Useful books have been sup - chn will help in change of attitudes and modernisatio. Libraries Follow up BiLWeekly The Kerala GrandhasalaSangham, a voluntary organisation established inthe State' in1945, has This pertodical has been started as a follow been carr}ing outa literacy-cin-librar.;v movement for-Aim-lima-les. Itissentfree of costto an II.. in the rural areas of Kerala not onlyto eradicate literates,.In 1.973 the hi-weekly was converted it --- illiteracy butto bring about asocial and cultu.Q1 a weekly.-HUN has been found to be a very elft:i change. Starting, with 47 rurallibraries, the Sangh. medium in maintarning literacy andht creating has today a nem°, k ofover 4.100 libraries which enquir ing mind. really serve as communitycentres rot cultural and recreationalactic triesnurseryclasses,sports and arts progiammes;di;cussiongroup and radio clubs and farmers' for.ums. hose libraries serve over 10 0 0 1 lakhs members witha circulation of nearly 2.5 lakhs ("1' books. TV LITERACYEXPERIMENT Literacy Programm4p. In our last issue, \\ e reported aboutan expo The. Ultima le aim of theprogramme isnot only cntinusing tele\ isionfor literacy work to make adults literate but to brine aboutattitudinal eing plannedin the city of Bombay. i.hat w. and behavioural ehant_stcs ffort of the This is a jot' eRSUring better cooperation In,litute ofComiminication Ails, in improved and scientific health habits,nutrition, Navier College,the Bombay S collectivework, participation ,/ developmental C mmittee and City Social -1..ducatic the Bombay TelevisionCentre of A! activities andinreducingantisocialhabits and India Radio. tensions etc.

A pilot _project was slattedin December 1971 *%The progratrAe went through aS scheduledfn with 24,centres and, withan eM olacnt of 900 kailiers September 10 to D:ccinber 31..1 lie course consist in the age-group 15-10.Of these SOO.completed the of 90 -class days each of 90 minutes:on 34 days course and more -that Sir could read and Writeto television prltgiamme was broadcast:on otHer Oa a fair 51standard.I Intl process 80 literacy workers the se-ssion\\ tiscarried onby the litermey work teachers,libraryWrkers, \aculturc And law 'I he\' sessions were dividedinthree segments: graduates were trained. 20-minute pre-telecastactivity: a20 - minute te lesson; and a 15.minuie'post telecast teaching. Expansion of the Programme

. On the basis of an evaluation of thispilot effort, The first -20-minutes span Was used bythe'cl. roorn tedacherto rec ise the pre\ ious day's lesson it was decided to npand theprogramme fromsix a' months to one year and from 150 hours to intrciduce and prepaie the class for .thecomp to 300 hours. TV lesson. The second project was also confincirk20 centres in the same blocks.lintII centres wcrc substituted. - The,tpost telecastperiod\\ as intended ford 800 learners were enrolled and completed the course cussing,reinfoicing and revising what Oratisfactorily.Infact,their achievement level was was taught -tr superior to that of Ihr first batch. the tele-lesson. 135 329 The telc-lessonprogrammeis _a _part of the 4-month literacy programl being Farmers' forums provideopportunities ft entated by discussing coeunon problems faced the Bombay Crty Social lalu ation Commute= inthe by farmers an' city of Bombay.In most c ises, the wos given in for ,tipdating their inform ation.onvariousaspeti the primer were t-hoe that we taught of agriculturalprolfuetiorf.Farmers fairs constitui tlthe tele- --a.r ..42portaitt Icsson-also.Ilow et er.it was n eetitfy softimes to activityto make farmers acquaint. modify the situations ter the wort sin- the praintr to with -hew agricultural tothnology. make them mote suitable fort V. - The Nibahivillage hasbeen centre' The 14 tele-lessons experiment consistedof a women's welfare work.Nearly 80- wnenohe have bet.- variety of formatsinputting across the message: brought under the prbgramme invarious aetivitit documentaries. tsongs,'playlets,.slides,question - including literacy- cum- embroideryclasses, 111111Mei answers, folk dramas.1 he literacy content of t.he ance of poultry farms and developrpent ofkitche lesson was either stords which garden., taught or sentenceswhich wereuseditsreading exercises.1 he social educgion cdntent was related . to the literacy coutent.A With assistance from theGovellithent of Indi. functional literacyclasses have been organised 1, farmers in 51 villages benefitingover1700 ,menan The programme structure adopted thefollowing women. sequence : intropction In the nextfive Oars, the Associationhas a ambitious scheme, of funttionalliteracy and lout soda education message education combined withlibraryservices.. Th. Association hopes to bring 33,000adults within tl teaching of new letters and 'swordsor words ambit of its programmes., and sentences for unit reading recaptulation

The television presenter introduced;taught and I1FILM ON FARNIERS' 4 acted as a link between theprogrammes. FUNCTIONAL. LITERACY PROJECT A two-day round table discvssitMisbeing orga- The Directorate of Adult I'ducation had sonic nised in February 1975to evaluate the protect and time back brought out a 16m.tn. fihn on the 1:arm.er's to plan further. Functional Literacy ProjectinJ_nglish.The film is a now being dubbedintoHindi, Telugu, Gujarati Marathi, tt\litla)alain, Rannada, Assamese,Bengali, Punjabi,fan' and pri,.a.More prints are also AGR1CUL1 URE.AND I'AM Il.1S LIFE being taken oftin version.MI (betefilms, EDUCATION IN1,./XSTLRN U.P. ktIbe distributed to the Field ) :trblieity -Units in the different States'for projection in the respective areas. The Eigstern up AdultEducationAssociation has been striving forohe pastlive )ears toshares NATIONAL LITERAY CONFERENCE and disseminate knowledg,eandideasconcerning' - , agricultureand f4mily lifethroughfunctional The National Literacy Coordination Committee, literacy programmes.With the help Of educational Calcutta is organising a Natiollal Literacy Conference institutions and voluntary organisationsin Eastern from February, 22 -25,. 19Z5,tomobilisedi rent UP and Western Bihar, it tries to create a "change- to draw p a prone" group of individuals andinstitutions who agencies engaged in literacy work 'and willundertake todevelop their community through _programmesfor developing, a mass literacy campy programmes of adult educatiOn. A large nuMber of rearesentatiyes front theMe States are expected to participate.

Theseinstitutionswork inthe surrounding villages' f roin which the studsms are drawn. The programme works on.lthe tInderstandingthat cyery institution sets aside halfofits incomeor Rs-4000 per year whichever, ismore, de'pending on We area or landithas, for adult educationwork. Inreturn, the instutions are provided with necessary expertise for farm development.

The agricultural extension tries to ensure aper- manent source of income to the institution and to link functionalliteracy with food production tiltdwith knowledge of latest agricultural practices. 1.36 TIDED A PANORAMA OF ADULT LITERACY,

4..14 Uh.-4 ervvrzifor..- 14.

of - A ISSUED BY LITERACY HOUSr, P.0. ALAMUAGH, LUCKNOW - 216005 U.P.. INDIA Voj.2, No. G 19-n NON-FORMAL EDUCATIONA VOCATIONAL APPROACH The pres .,ucaiional system ina large{tartof the.'world continues to turn out unompcioy. able youth gear after year svithout:being heedfulQ f social needs. Not that educationists are not aware of the educational maladiesbut theyseem to be helpless as the education which they have received in their youth -was p.art ofa system fashioned in a very ditTeront way. It is doubtful ifin the present cueurnstances of rapidly devclopiig; societies,they can contribute effectively towards the removal of those maladies.

This implies that a new band of workers should he -producedand charged with educatioa.V responsibilities of a new mature.The new iesponsibilities call upon, every individual, in-' terested in educational reform, to cleate an atmosphere whichshould be non-formal in nature and woven into the process of life-lona learning.In this system are included caluta- tional arrangements which are generally outside formalediwation. beneficiaries of this system are both literate--aid dliterat,_,persons ;men and women ;farmers and 'industrial workersall of there are helped to findout. practical co.u.I tions- of,theirrealpro- blems with the help of discussions. demonstrations,eldubitions, study 'tours, etc. through courses of a produCtive(vocation-oriented) and un- productive (electoral education, lahgu- aee proficiency, culturalactiviti setc.)^attire.They arealsohelpedto make their knowledge up to date, acquit e riuired.skills and he cmnloyedinproductiveactiviticq, This system is not confined to r etermined houndarie3 of education sessions. school-build-. ing, examinations etc. Rather it is a,life-long educationalprogramme which can be repeat- ' ed and suitably adjusted according to the needsand convenience of the people. -4, The non - formal educational system does not intendto drive away the formal education. Itrather helps the formal education to minimiseitsdissoeiationwith community-needs and produce educated youth %vim could be employ'cdin productive activities of social and , economie 'amelioration.Itis not only oncerned with the undoing of the harmof formal education but more positively allemptt;to integrate withitatalllevels. Itprovides ; practical experiences after theoretical knowledgegained through formal education.It re- moves theeducationaldeficiencies of drop-outs of formal education andplaces them in the ownmain stream of further education.It employs educated schoolandcollege-going youth in its activities and makes al;ailable its resourcepersonnel to contribute to school-teaching. Keeping in view the rapidly deepeninet of thepresent, educational crisis, nonformal education will have to take a vocation-orientedshape,

Thepresent system of education does not prcpa the youth for the application of his learn- - ing. A graduate in agriculture- seldom turns Du be experienced farmer, or a graduate engineer an efficient technician.

Non-formal educatitin may remove this deficiency by offering practical vocational.courses, to prepare youth _for work and employment.Venuesfor such courses can be farms, homes, markets, factories and, educational institutions. these courses will not only serve asproduc- tive units but as practical training centres. .

2.3"Non-Formal Education - A Vocatidnal Approach,P Literacy Today, A Pnnornmn, or Mull Literacy, (Lucknow, Literacy !Louse) Noy. -Dec.` 1974,-p. 1-2 137 The domincnt illiteracy prolmin the developing countries ha', -40 the planners to give a high pi inrity to literary in the cdUcationalprogramme.° As a matter of fact, rudimentary literacy !hilk, aloof, although they playan impoi Lint role in the developmental activities, arc not goine to help much. What is needed is to help enable theyouth firsttoemploy hims61( in' ductively in vocation-onentedsocioeconomic programmes and to impai t,hteracy to him afti t Wands atan appropriate time so that he can use itas a tool for gaininga-thk retainipg new skills and knowledge.

To achieve the desired goals in this direction, vocatignsshould be identified, suitable instructional and learning materials prepared,techniquesof imparting Instructiondeveloped and workers teamed.

The industrial'. policy,ifitencourages competition between Milan and big cnterpreneurs and permits email -scaleindu,triestobeover-shadowedbybigindustrial groups, should undergo adrastic change speciallyinthe developing countries.The new industrial policy should oblige the big induAtrialists not onlyto assist the small industries in efficient management find better functioning, but also to utilise their productsin their production processes. A clear-cut demarcationinrespect of production of commodities bysmalland big enter preneures will encourage the growth of smallindustries in which the ber.eficiaria772 of non-formaeducation canbeemployed. This will solve the problem of un-employment' to a great extent and pave the way for a socialisticpattern of society.

The vocation-oriented non-formal education willthus not only becomea tool cd educational reform but of social4change as well. WM.

IN%

138 -132-

NFE CELL

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,1 D I RT_','C TOR ATFAII? EDUCATION MAPaRAIIITRA Sr.TE POONA - 411001.

139 >,NON FORYAL EDUCATIONPROGAIMEI IN 1-illii.EASiiTRA ' . - ACTION PROGrAE 4e 7-mP h D k.,41.(,,,ta Pi 7S--7 t" z.., c efLu_te_y_Lih, c c ,t,,,, ,t, t., I. Area -1,r N. tt:t-t1) & ,^4 A to b- rovered '.--) (a) Farmers' Functional introduced in 12 Literacy Project is already districts viz. Pune,Kolha.pur, Shc'lapur, Thana, Kolaba, Jalgaon,Aura4gabed, Parbhani, Buldhana, Astrict Lmravati and Chandrapur. .kola, each centre In each/60 centres with30 adults in are opened. From 1975-,central pattern ofpay- ment of remunerationto teachers, supervisors ...o....Mqpted. This etc. is being is also a part ofNon - Formal Education Prog-amme. (b) Wardlla'District ie oileady been selected for introducing Non-Formal Education Programme with100 Centres and total enrollmentof 3000 Adults. (c) It is proposedto introduce during 1975-76, Literacy Pregramme Post- on the Wardha (Karanja )vattorn in 8 districts of thisState. Even thoughthis is a post literacy programme, it is proposed to cover till those adultswitAin the age-group 15-25who were made literate but relaps- 1 into have n.-lw illiteracy. Provision ofRs.4,00,000 has already been m.1,,e in theState Budget. The will be exactly va,rking ,f this scheme on the lines of Non-FormalEducation I'roLramme. The districtsproposed are: (1) Sanrli, (2) (5) Osmanabad, Ratnariri, (3) Nasik, Bhir, (6) Danded, (7)Ycotmaland (5) Nagpur.'

There will be GO centresin each district with enrollmeAof 30 adultS ineach centre. (d) -.6With the aid of San rn Dawid Trust Fund, Farmers' FurctionalL:racy Programmeis being implemented in two districtsof -)a-tara & .i.;:,Ilednerar. in each district There r13e 10 classos with eArollment of 30in ,:ach clon. During 1975-'16 wenr'y alopt Wardha patternin these and start regular Non-Formal EducationCentres in these distric; (e) Only two districts viz..Dhulia and B1iand6raremain uncovered. It is,however, hoped that by the Central GovernmAt these nay be selected programa for Farmers'' FunctionalLiteracy

Total coverage willthus be as under:-

4". - Dists. Blocks Classes Enrollment (a) P.F.L.P. V 12 72 720 21,600 (b) Wardha, 1 .3 (c) State Post- 100 3,000 8 48 480 ,Literacy 14,400 (d) Sir Shsoon scheme 2 2 20 600 140 -134-

..(The State Government's original scheme of eradicatiozl-of illiteracy is being implement/oas in the past) .

II. DEVELOPILE:IT OF A 1i0DEL BLUCK IN EACH DISIHICT : 'Non Formal Education Cell' recently formed by the Director of Education will select one block from each District for developing, a model pattern that could be adopted by the District authorities in other blocks. In the first ph-se 8 districts s.i.; selected for State's Post Literacy scheme and/ 2 districts of Sir Sassoon David Trust Funds,vill be taken up. Wardha District is also to be coverer'. under the centre's. programme: The remaining 12 districts of Farmers Functional Literacy Programme will be taken up immediately after the completion of the fiist phase.

III( ACTION PROGt(Alli-LE FOR 1110DEL

(A) Identification of a block :- TIrector of Education has already und.'rtaken a survey of illit'ate adults within the age-t:roup 15-25 in Dece!:i5er 1974. Thcse survey reports will be checked and classified eithpr at the Director; to pq at the district H.t.c. on the basis of tiles° results and in consultation with the district Officers one block will be identified. For this purpose a small discussion f,roup of following Officers at the District H.Q. will be formed :-

i) EducatiOn Officer ii) Dy.Chief Executive Officer iii) Ly.Chief Executive Officer Planning iv) itedical Officer of Health. v) Agric.vtural Development Officer. vi) Animal Husbandry Officer. vii) Executive Engineer. viii) Industries Officer. Co-operation and help of all these Officers is essential as block level officers of the respective sections work as per their technical guidance.

`After a c,eneral discussion meeting of about one hour at the District H.Q.;4nd subsequent informal discussion with the concerned non-officials, the Officer of this Directorate will visit the Block H.Q. alongwith one officer of the District Education Office..

Identification of Centres :

(1) At the Block H. Q. a discussion group of following Officers will be formed ;- ,i) Block Development Officer, it.) Medical Officer, iii) Dy.Engineer, iv) Extension Officer- Animal Husbandary

141 -135-

vii) Extonsion Offer- Education, viii) Lady Social Education Officer (and male social Education Officer ih Vidarbha).

Discussion points:-

General outline of the pro3ramme, village-wise no.of illiterates in theace-croup 15-25, avcilability of naturalresources, existing pattern of occupations, genoral pattern of land holdings, employmentpotential, feasible occupational skills that could be introduced and 10 centres to be selected for theprogrriuc. (2) After these preliminary discussions and tentative identification'oi 10 centres,on the spot study of these centres will be done by actual visits to them. This will

take about 3 days time. Nature of visits will be as under : Informal discussion with the illiterate, and literate adults and knowledgeable people tO identify the occupational skills that thcy desire. ii) Detailed survey of clientele in the forms used in ardha projcct.

iii) Identification of a class-room for accommodating thc centre, lighting ari:angements, etE.

'iv) ;;election of a teacher for the centre.

v) Ascertaining the suitability of daily timings of the centre, weekly holiday, special holiday- periods.

vi) F,)rminr of71 Working cell at each village consisting of.

Head Master of primary school, Hi6h school (if any), Gram 6evak, Agriculture Assistant, Secretary of Gram Panchayat Secretary of Co-operative Society, Chairman, of Tarun Handal and Mahila Harfdal, Live Stock, Supervisor, overseer or Mate (if related skill is introduc- -ed). .Piedical Officer (or Nurseor health visitor or health educditor).

This group will work as resource personnel and help thc adults in completing the units with which they may be concerned.

(3) At the_and of these visits, the Block Level Group will again meet at the Block H.Q. and finalise the following issues :-

i) Selection of 10 centres.

142 iii) Selection of 10instructors N2 for occup4tionalskills. iv) Detailed arrangementfor co-ordinAng the teaching of other units coveringlife rel:-.ted topics suchas health common diseases, childcare, nutrition, population education, 'dailygames and physical exercises, leadership training,medical examination, social and cultural programmes,etc. v) Selection ofsupervisory officer from.t)mong the Extension Officers(Education) in the Block. (C) DISTRICT LE'/EL 1.1EETIOG

After the Block-levelaction, the procedure adopted in identifying10 centresand other related arrangement be discussed with will the Education Officer andother avail:,ble officers of concernedDepartments. be then advised The Education Officer will to initiate action inother blocks of the district on these lines and finalisethe arrangements in these blocks within 2 weeks' time. Th.se proposals will be submittedto the Directorate for approval.

(D) FIFAL APPROVAL BY THEDP,. :

After these 'on the spotstudies' of all the 10 districts by the officerspf'NFE CELL', the proposalswill be discusseH and finalised,:With.necessary modifications etc. in a meeting with the Direoitori4f Education..

If the proposhls f other blocks are receivedby that time, thesame will be discussed and said meeting. finalised in, the Otherwise these will besubsequently approved on the lines of the decisionstaken in the meeting.

(III) TIM SCHEDULE :

Allotment of Districts under : _ for visits will be madenS

i) . Shri M.K.Pandhe Nagpur and Yeotmal ii) Shri S.D.Salunkhe Nasik and Bhir iii) Shri K.K.Jadhav Osmanabad, Nanded and Ahmednagar. iv) Shri S.N.Patil Sangli and Ratnagiri and Satara.

(a) D.O. lettersto Education Officers 3rd week or regarding the broad outlineof the 4th week of proposed programme by theDirector of Education. June 1975.

(b) Visits to the allotteddistricts 1st to 20th and selected blocksfor finalising July, 1975. the

(o) Meetng with the D.E. 4th week of - - r- 143 -137-

(i u) CURRICULUL raArlING

This will consf broadly of : (a) Basic Literacy

0 (b) Occupational skills that nay have been identified in the initial survey by the Cell. or,

A and' (c) rel-ted topics such as health, common deseases, individual and public sanitation, child care, nutrition, population education, leadership training, games and physical exercises, social and cultural programmes.

(a) Course in basic 4iteracy has already been developed for Wardha Project. The 6amc with sorno modifications, will be adopted in all the districts.

For this puipose flash cards will have to be got printed in sufficient number. A proposal is being submitted to Government and will be pursued.

13) It is likely thatsome occupational skills introduced in Wardha Project viz.i4asonry, Carpentary an'& Dairy, Youltry-sheep rearing,are identified in other blocks also. Syllabus and unit planningare already prepared.and could be used.

Howeger, syllabus and unit planning insome other skill areas may have to be propared, For exnnple In Ratnagiri districtsome new skills may be considered practicable.... more

It is-proposodto orp:nrise a State level at tune for work-shop pieparinf; the syllabi andunit-planning. For this purpose followingpersons will be invited :-

i) One Dy. Education Officereach and one trained Graduate ExtensionOfficer (Educ,Ttion)or Social Education organisoreach from all the 10districts. ii) Experts in the respectiveoccupational skills. iii) Some experts from healthDepartment. iv) 4 Officers of the Cello

Dwation : 6 days.

Time : First week of August,1975 Agency : Maharashtra State SocialEducation Committee

Funds : Out of the allotmentsanctioned by the Central Govt. 144 -138-

(V) TRAINING OF SWTERVISOttY OFFICERS : It is necessary to organise a state levcltrv.ining course of supervisory officers immediately after tti.)- curriculum, syllabus and unit plann phase is completed. The detailsmay be as under :.

i) Personnel to be : 1 Dy.Education Officer rInd- 60 6 Extension Officers from each district. r 7 X 56 For Satara & Ahmednagar 2 X 2-c

ii) Duration 6 days.

iii) lime : 3rd or 4th week of August 1(,75.

Venue : State Institute of iducatin, Dune.

Agency : iiaharnshtra State Social Education Committee.

Funds : Out of the allotment sanctioned by the Central Government.

vii) Broad outline of the syllabus for training

course : (line (a) OutLof the Non-Formal 4ducatien Prograr.,me (b§ Selection of a particular de, age-group , (c) Detail study of thecurriculum and unit planning.

ld) Basic literacy : new methodology Theory and practice includingpractice teaching. I(e) Records and registers.

(f) Duties of supervisors.

(g) Daily roune of N.F.E Centre.

(h) Jigencies involved in theprogramme at villagem level, at block leveland at district level. (i) Financial pattern.

(j), Evaluation. (VI) PREPARATION OF PRIMERS : 145 -1391

The issue may be decided by the Directorof Education, Who work of centres could start with the help of (planned units).

(VII) TRAINING OF TEACHERS : C' There is a provision for such training inour budget, Some funds will hoveto be found out for Satara And Ahmednagal4 districts.

These courses could be organised at blocklevel or district level by the SupervisoryOfficers trained at the State level. Duration of the course will be 6 drys. Syllabus will be on thesame lines as for supervisors. More stress will be laidon 1,1ethodo16,77, village level co- -operation, drily routine, etc. Detailed syllabus will be prepared by the CELL in duecourse. This course will be conducted during the first fortnight ofoeptember, 1975.

VIII) INTRODUCTIONOF TEE PROGRAMPiE:

Immediately after the completion of Teachere34 Training Non Formal Education Programme will be startedin all the district:, on or about 15th September 1975and will be completed by 15th 'larch, 1976.

(Ix) 44,

This will be undertaken during thesecond fortnight of ,Larch, 1'J76.

Details regarding followup visits, on going ev:-luation procedure and rrnal evaluation will beformulated later on. (x) FARPLERS' FUNCTIONAL_LITERi.CY___P2-10G21A110A: Action /programme for Farmers Functional Literacy Programme in J.districts will be takenup from October 1975. Scheme in this respect will beprepared and submitted for approval of the Director of Educrtiol,.

However action on the following points has already been initiated by, the Directorate :

i) Identification 60 centres. ii) Selection of Teachers

iii) Selection of Supervisors.

8 146 Training programme of all the district level Officers of Education and Agriculture Departmentswill be t.c,In up as soon as Governm..mt approval to our proposz:1 is received . , Separate funds are Flvilable forthis. After this State level training course district levelcourses will also be organised. These proposals are being :)ersonally pursued.

( CHITRA ) Director of aucation.

.14

117 141

. VOLUNTARY ORGAN I 7AT TOUR

The Role of Voluntary Organisations:

Have non-governmentalor voluntary organisations. special capability for adult education, for farmers ?The experience of most European countries particularlythe Scandinavian group, Denmark, Sweden and Norway,and. of Japan shows that cooperative societiesof farmers,. A fishermen etc.,arethe most efficient agencies for the trainingof primaryproducerslargelybecause they combine this function withthat of supplying inputs, providing customs services (for anti-pest opehtions for land development and machines etcpi-04lnmany cases, with the purchase and marketing of farmers' produce.

In those countries, the strength of the cooperativeslies . also in the efficient management cadre, though voluntary. The cooperative societies take care to employ wholetime paid staff.Thisstaff has the competence to organise gr. training facilities for farmers, toactas intermediaries ,nbetween farmers and agricultural specialists.Their own proficiency in credit matters enables them to help farmers in understanding and interpreting credit proeramthes. The. society thus is a primary traininggroup for all member farmers and not merely for those whoare office bearers. Japan offers perhaps the best example of how ina populous country with small holdings and in the context of a transition from landlordism and semi-feudal practices to individual ownership by small farmers engaged in intensive and mixed fanning, the cooperative organisations have emerged as the sheet anchor ofa burgeoning agricultural economy.The leadership to farmers is provided by the cooperatives. A Unit cooperative has usually a large membership, of nearly 6,000 members.It has generally six departments and covers credit, custom services, supplies, marketing, life-insurance and leadership.Some have special department for feed development.

An important function of the Unit cooperatives is to -help every member-farmer prepare his Farm Plan.This process is indirectly a kind of training in farm-marfa2e- sment and is the basis of the farmers' operation in all stages.The cooperative has aspecific interest inthe preparation of a sound and accurate farm plan for that is the basis of its calculations of the year -long transactions of supplies, marketing, and projections, of imports of raw material (e.g. maize for the manufacture of feeds) and exports of the farmers' produce.Nlutual. self-interestis at the root of the learning process.

3.1J. C. Mathur, "TheRole of Voluntary tion for Farmers Organizations," in AdultEduca- in a Developing Society,Delhi, Adult Education Association, August1972, p. 172-10 1,'"1" -142 ..0

A number of Unit cooperatives arc affiliated to the prefecture-level centre which isi an by thz. association, of the cooperative Units of the prefecture. The centre-is'Also a kind of a branch of the National PurchasingK. deratipa -of Agricultural Cooperative Association ("ZENKOREN"* itt short)Itis often a comblination of technical service,*- adaptive research and training.Thy adaptive research ' it institute has a link with the, national level research institutes and with government's 'di?trict emension staff*: Thus the centre because of its composite character an& 'because. it offers within easy access of most farmers s'veral facilities, is able to perform more than one kind of training to groups and individual meinbers of the cOoperatives.° Every centre normally hast laboratories for the- testing of -chemicals (pesticides), fertilizers, food plilducts, feeds, and machinery and certifying them for .farmers'. use.When field problems are reporte'd al.:se laboratories may try to tackle them initially.- If they fail owing to the comple'xity of the problem, they would refer the matter alone with

necessarytechnicaldetailstothe . research V- institute.The laboratory of the Centre creates a learning environment for the farmers of the prefecture. Several courses for young farmers arc conducted at theCentres.A popular course isthat on repairs ofagricultural machinery.Considering the importance of innovationYin machinery suitable for small farmers, the Centre has also usually an exhibition of latest implements and devices.The Centre also maintains machinery in common usesThus'20 farmers may share a -large rice- thresher kept at the Centre.Since cooperative Units also

sell consumer goods aruk T.V.,sets, prefecture centre may run courses on repair and maintenance of T.V., sets or other complex machinery for consumer use. Capital and loans for kuch of the equipment and other needs are provided by the National Federation (Zenkoren). There were in 1970 two cooperative federations atthe national level one for marketing and another for pur chases,--but there was a talk of their merger. 0 What stands in the way of a country like Indiahaving the cooperative system play a central rolein; agricultural development and training ?India has a National Co operative Federation with sizeable funds for newprojects provided by government.It has also a National Agri cultural Marketing Federation. The number of cooperative societies has gone up also. One of the principal reasons for the uneven role ofthre cooperative structure in agricultural development hasbeen that the private money-lender and the privatefood trade are both deeply, andtraditionallyentrenchedin the countryside.They constitute an all pervasive and often elusive vested interest against the cooperativesgetting into strides.Nlordbver .after independence with the abolition of Zemindaris and tenure-holders(intermediaries between -140' tenants and. government), many of tivse interm ies owninglarge personal lands found it advantageousto form cooperatives with the minimum required members ip consisting mainly of ,their agnates and relatives: the e `cooperatives' readily grabbed the liberal assistancean loans that governments in free India, keen to develop the cooperative movement, offered.Again the growth of the cooperative movement inIndia since1905. had been blighted by fragmental approach at the Unit-level.First there were only the Credit cooperatives which in a stitic agricultural economy, only encouraged diversion of a cultural loans into other domestic uses and ceremonials.' Recoveries in a rigorous way scared the peasantry and eventually the very word cooperative was identified Vith a relentless mechanism todeprive thedebtor of I his property and belongings inlieu of arears.Sugarcane cooperatives started well, but soon in many parts of the country they became ,citadels of local political power. Office-bearers used the society fundS, and' positionfor building their position in local Panchayat institutions and inthe election tactics. for state legislatures.Consumer cooperatives have mostly drifted into uneconomicopera-. tions, their losses becoming a headache for governments. low Market cooperatives; joint farming cooperatives.,forestry cooperatives all have run their course and because.of their limited fragmentary character and want of adequate operational links withsisterbodies, theyhave often become sorry spectacles of.inefficiency and corruption. Not that the, cooperative movement allover India has had such fate. On the contrary thereare qtstanding. .% examples of successes particularly in Maharashtra, Gujarat and parts of Mysore and Tamilnad. Perhaps the best results have been obtained wherever cooperativeswere developed in response to a new market for .commodities that conlA1 be produced by members.Thus the highly efficient and famous network of Milk cooperatives in the Kaira districts of Gujarat at Anand, owes its phenomenal growthto the assured and growing market for milk andilk products in Bombay and later in the wined forces The Kaira co-.

operatives are also excellentexamples of multipurpose 'functioning attheUnit-level backed by ameticulous system and unmistakable business litres on \vhich the apzx , organisation is run.The multipurpose roli alsoaccounts for the success of outstanding cooperative orglinisatigns 4 i itnh e ri -tiki nfcoharnniri n Maharashtra it spirit of the leadershipand inthelatterthebusiness cumen th3t Itave sustained the cooperatives, These and' other successfulcooperative institutions in. the country have played a,djstinctrole in educating their members on both the-occupationaland the business sides. 0 Organised training hasinIndia been, mostly confined to the executives of the cooperativesand the personnel employed by .Government inpromoting j,lie cooperative movement.Most of thecourses have been. organised directly Or indirectlyatthe instance of the National- 150 CooperativeDevelopmentCorporationaridunder, a number pf schemes of thecooperative department.- Few cooperative 'One of institutionsthemselves theexceptions out their tivrUnion is the carning. which inmost Kaigtithict of thebest respects is WI;Coopzra- cooperativeagencies in comparableto sonic Howeverth' overall the world. nated picture isof a cooperative government ratherrare signsmovementshowing domi- of local onlyoccasional cooperative initiative.Does it and future in movement hasan uncertain mean thatthe India?There if not this wouldbe are strong. h dismal an unjustifiably reasons tobclieve 'GreenRevolution' pessimistic that poultry spreadto the outlook.Ns the men andmilk small nisations producers farms,fishermen, gettingthem 'etc., theneed for India'seems tc?; togetherwould orga- needtoday is grow. nisatian-s{These a crop- of But what and can be 'transitional'org,A- occupations.Theseassociationsc f arNs, fle4iblethan associations institutions will haveto be smallmen, morecobperativcs,more more and bold in accommodating implementing trustingfarmers to the more rotted investment and inplanning to thesoils. programmes.They will organisationscould he All thisthey be inspired by undertakenby can be iftheir ideologyand voluntary progress, ofthe people. dedicatedto theinstitutions Let us serviceand examinethe 4 institutionsin the 'backgroundof such country voluntary seem to bemaking and howin field. One a decisive recentyears they of the entry inthe 'agriculture manifestationsof the ;agricultural has beenthe revolution tionsas agencies new roleof in Indian fororganishig voluntaryorganisa- programmeon the .lield: production significanceintile This isa role ofcum-training training of process of farreaching farmersandprimarycommunicationwith and commodities.In order producersof thisrole,it to understand agricultural isnecessary the characteristicsof toidentify significanceof development voluntary objectivelythe antraining organisationsfor India'srecent 'history duringthe rural and,,also Gandhianphase of teritticshave had to seehow of to undergo those-charac- necessity, changeunder'the Thoughduring pressure organisations the Gandhian workedwith the phasemost voluntary overall objectto bring developmentin'-therural about organisationswere concerned areas, few The tendency with of tlioz was toregard agricultural -and asa suNsistence agricultureas atechnology. not support activity forthe way of tif:- them andhad poor people *'.bycottage thereforeto be that could of industriesand supplemented agricultural homecrafts.In that orietited technology,the stage agricultureseemed concept of to beremote andinvestment- Gandhianideolsgy unpractical. 'biller off alsoemphasised peopletow'rdsthe the dutyof the essentiallyan elite have-nots. In apppoach a sense itwas upon helpingthe to thevillagers, rim ideas villagerfrom aboy'e, i.e., onebased andworking passingon to Jilin sacrifice.Thus the among themin a duty ofthe educated spirit ofself- among theIndians 5 145 was to impart education to the illiterates, tike duty of the 'OM people touplift theI !moans'I he poor and the denied were hardly iii a po,ition to help themselves.Not much_ attentionwa--givento orginisethem forthis purpose. It%vas paradoxically cnoush not .1 self-help ideology.One other circumstanceisrelevant. While Mahatnia Gandhi trainedconstrurtive workers :11the Ashrama, eveky mass movement that he initiated meant a

suspension of the constroctive activities and often when 4 he resumed them in the:iiitervals between twomovements

he would even beginafresh at an altogether different . campus. Between Mahatma Gandhi- the teacher-communicator and Mahatma Gandhi tliiie leadercommunicator there isa clear distinction that was esflen blurred by this stquenc.e, Struggle (against this Bfitishl, followed by internalconstruc- tive activities, thereafter agS-iu_strugg:e. Without observing, this sequence most people could sl: only one aspe,..1 of his communication process i.e., ashe patriotic leader who mobilized rural masses i non-violent action that baill:d fthe British Governm . This mobilization was done throuLzh massive publicmeetings, through marches led 'by afte Mahatma, through fasts and similar other acts that drama- tized situation and enabled him tocommunicate with the the people at one stroke, as it-were. The other role orthe Mahatma.as the teacher-communicator wasvery different. 'The process there was specific, attentionwas given to details, instructions were clear cut and meant to be acted upon. The organisations and ag:aties set up for implementation were func,Lional, with precise rules.Communication was directed towards individuals engaged in specific activities. The copceted works of the Mahatma are full of guidelines- on sua diverse matters as the ideal way of travelling III Class, use of human refvst as organic manure, nature cure for common ailments, how to write the diary, nutritious food etc.' As teacher-communicator, Gandhiji devised the Basic System of Education for children.The theory of Basic educationisbased uponthecorrelationbetsweenthe learner's mind and hands. Work such as spinning, weaving% and kitchengardening provided opportunitiestothe teachers to lead his pupils on to arithmetic, reading, writing, geometry, economics, vography etc. But this technique was got adopted in the area where it had logically far better chances of so-cm', namely, the education of adults. Had the programme of adult education attempted in .Gandhiji's life-time primarily as a literacy campaign, been based upon the theory of correWtion the training of adult farmer would have been part and parcel of a movement towards better agriculture and higher incomes for the farmer. In thisrole, Gandhiji set up a number of voluntary institutions onanationalbasis such as theall-India Charkha Sangh and the Hindustani Talimi Sangh.No .,. _. ili organisation was ftrmed for farmers only and the field was ..., left to some leftwing, parties to develop orgarisations, or the Trade' ,Union type to conduct struggles regarding land reforms. During the years immediately following Inde- pendence, these. Gandhianorganisations went. intothe doldrums and most constructive worI.crs ound an escape in the padayatra missions of AcharyVinOba [;have. They got out of touch with the change that was coming over the country-side and mere disillusioned to see that some of their oft repeated theories such as exclusive use of organic manure were being upset. ., The above analysis of the voluntary institutions during the Gandhian phase is not .meant to be a criticism but essentially the analysis of a historical phenomena What is more important fortoday's worker ISto spotthose aspects of the Gandhianapproach that are relevant today. Of these the most tmportat seems to be not toapproach rural development and the questionof the tramily! ,fthe rural peoplz through a predetcinncil process based upon sociological typesand even economic behaVtorlsill Typology 4.nd sociological and econoink: principles should

follow evaluation and analysis.The Gandhian approach was primarily a pragmatic approach based upon the exigencies and demands of the situation. Indeed the worker has to base his programmeupon the needs of the mwrieut and the sarotum.By the moment is meant a specdie set of circumstances that can generate the process of development. By 'situation'is meantthe identification of spzcilic problems in a particular localarea and to look for a workable solution of those problems. Thus the Gandhian actionis snot so much a longr. nee plan of acioa, but a ton...bouU programme of activities. This unquestionably brings the workers to grips witha local situation as against his pre-occupation with theories and inferences.This pragm'aticapproach hasto be demonstrated increasingtyins-,ecilicsituations because otherwise the Gandhian workers runs the risk of being: inundated with theoretical premises. Historically one can date the reval of the role of the constructive Gandhi:in worker he years following the Bihar drought of l966,67. Until then the Garinian type of field constructive activities had been at a discountin Free India and'the Gandhian worker had bzenelpsed for va.rious reasons.Outside the Gannian circles therewere two kinds of voluntary organisations. One, the Missions, atwere concernedwitri cjarity. Most- of these are

Christian missions though there are 'others too like the rf Ramakrishna Mission and the Marwari Relief Society. The second category of organisations were the centrebased, 'umbrella' type of organisatiorts.Theircome. wouldbe r at the capital and they would be concerned S-Iith a large number of activities for which they were themselvesnot

1 5 0`) 147 dird'etly responsible. Some of them soueht to buildup pyramids from the top which in its turn led toa structure not very different from that of Government organisations. What were the factors, that led in India to the apticar- ance of a different kind of voluntary organisations ?It was not nierely the re ult of the Bihar drought though that did lead to some heartsearching. It appears that the experience of the Community Dzvelopnint programme made people wary of the so-called community action in the name of which a new kind of middle-man began to operate.Community Development action led sometimes to the emergence of village contractors, most of whom were former petty zamindars or their gomashtas. These people, already in power in the counteryside became even more powerful and were able to continue their influential .position. They gotrichbybuildingculVerts,block - buildings, village roads etc.,irlthe name of the village community.The small man had thus nobody to guide him and help him but many morz to exploit him. Another inadequacy of the C. D, programmein the fifties was that the Village Level Worker.turned out to be a generalist extension agent who could not command the confidence of the farmer for want of sper;fic expertise. The inadequacy of the ger:rails( type of extension agent became even more apparent as agricultural technology grew more complex. Thirdly, the small farmer felt even more left out when the new technology. of thehigh yielding varieties programme in certain parts of the country lent .urgeney to input availability and increased the volume of the inputs, credit needs, ctc 1 herc was no agency that could put the small farmer into touchwiththeauthoriti.:sthat would provide inputs btnd rn.:et his cr.%lit needs. Again, tardiness inthe impttmentation of lat.nd reforms resulted inthe identifieatian of the bmgr-olT farmers with local political p.mver while the small cultivators found access to inputs denied to him ;the first prefe:nce for credit cowl- nucd to be given to doeunicntyid:.nce of ownership over land or giving it on mortagage in order to obtain loans etc. In this environment the Gandhian type of dedicated social worker was eclipsed by the politically influential novo rich.It was the latter who could command resources for arranging visits of political superiors.No wonder tqat in the mid-sixties the necessity for new or transformed

'volurtary field organisations was felt.- Such organisatioas devotedparticularlytoagricultural prods onand connected activities have been in operation for the at 5 or 6 years in India.It is poSsible to analyse the factors that make them effective.These characteristics may not necessarily be shared by all these organisations, but they. are the 'infrastructure' upon which the framework seems to have been built. 15 These voluntary field organisationsseem! to succeed because they operate in small, compact,local, Oral areas rather than seek to develop a programmein a dispersed way over a large region or zone.The compact operations enable them to keep activitiesunder proper control and review. Quite a few of these aresocieties reeisecred under the 1861 Act which enable them toseek exemption from the levy of income tax on theirfunds.Generally, there is resistance to forming cooperatives exceptin those parts of the country w heretraditionally cooperativeshave succeeded. What isthe kind of programme thatthey prefer ? Generally these are programmes ofpromotion of agricultural deselopn:ent blended with thetraining of prospective beneficiariesthrough participationalgroups.In other words, they do not aim at increasingproduction on the basis of tarect-fulfilment.Nor do They think in terms of having short courses of training thatdo not arise from production activities.The training itself seeks to serve the production needs and it does so throughfield agencies of small groups of bzneficiaries. These new constructis e %oluntaryorganisations depend for their resources and funds not somuch on Govern- ment but upon variousnon-Governmental organisations, inch/ding those from foreign countries,and also industrial and manufacturing firms inIndia.In this respect these organismions have benefited from theirassociation with the Freedom From Hunger CampaignSociety under the Ministry of Asi.riciilture.This Society alsofacilitfites coordination among voluntary organisations. The leadership of these organisationsis now increasingly in the hands of persons who are notjust generalist organisers.Quite a1.,:w among them are people with distinct technical expertise and understanditn.Some are engineers, somearcacronomists, somearepoultry experts.Itisfor this reason at they command the attention of the villagers. for -Politically these new organisations are neutral.They seektheinterest of and help from Governmentsand administrations regardless of their political views.They a alsotrytousetheirpersonal influenceformeeting developmental needs.But the influence is personalrather than through the party.Though these orgaMsations seek help for meeting their nonrecurring and capital expenses, they also, at the same time, seek to undertakeactivities that would generate funds for meeting their recurring expenses. It mabe a commercial activity whichmight increase income fr m the farm. Income might accrue from customs service pro ided to farrilers. This is undoubtedly awelcome trend as it gives them economic stability and independenze. Another feature of the activities of these constructive organisations is that while they give first attention totp. needs of small farmers in the implementation of the pro- fr:IMMe, they take care not to isolate the smallfarmer f"'m the prosperous ones.They seek to maintainthe 15r- goodwill of all sections of society in the compact area and thus achieve results for the entire population. © 149 Since 1966 some interesting programmesundertaken been bythesenon-Governmentalinstitutionihave noticed. The Malwa Water Development Society. Ihdore the which liara nOn.Governmentalcommittee under ti":1111.111%Ilip of a retired officer, has done excellent,wink 111,`,.t:\:clolliile ground waterresources.Itsteam isteclti- k..11/Yconitietunt and is able to pay its way.Another that has concentrated on ground waterex-

ploitation is the Tuh :wetlsi Development Organisation in Turkaulia, ii Champaran district of Bihar, and the Bihar Relief Association which under Jaya Prahash Narayan's guidance operates on a much urger scale. The development of lithermen'sboats by a small Fishermen Centre, Mutton (Tamil Nadu) deserves mention. This organisation startedat the instance of a Belgian Engineer, has been able to mount engines on catamaren boats, giving a rich dividend to the small p;iniitk efisher- man who has increased his incomeconsiderably. The D.A.V. College trust has been org.anising development of the tribal people in Orissa, one'of its centres being near Rourkela and another in Roraia. This Society has been concentrating on land development and minor irrigation, the nucleus of its funds, a sum of Rs. 1 lakh was donated initially by Dr. A.N. Khosla.These funds have been supplemented by substantial' assistance from the FFI{C. The Uruli Kanchan Cooperative Society in Maharashtra has concentrated on the organisation of animal husbandry and cattle development activities. The Vaisali Area Small Farmers' Association has undertaken the drilling of tube- wells and a programme of improving cropping pattern among small farmers in North Bihar. The Rama Krishna Mission Centre in Narendrapur in Howrah District has organised an excellent programme of poultry development. The Uttaral:hand Nic114iin the Almora dis rict of U.P. is concentrating on horticulture and mushrints.The Mitra-niketan near Trivandrum in Kerala has a note- worthy programme of cattle development, poultry and -crops. AVARD which is an Associationof Voluta.ry Organisations undertook a programme of minor irrigation based upon food for work in Hazaribach district.The ,Andhra Mabila Sabha at Hyderabad has organised a Farmers' Training and Functional Literacy Programme for women in the Mahboobnagar-District of AndhraPradesh.

. There are several other orcanisations that have been engaged in these activities which have grown during the last 5 or 6 sears.The interesting thingisthelarge variety of constructive activities and beneficiaries for field work opened out by such programmes. In the process gf undertaking such programmes by these organisations numerous problems have come up. These problems have to be tackled with care and fore- thought.The first problem is that of having a cadre of -qualifiedfieldworkers. Thesefield workers as stated earlier have to be different from the generalist and dedi- t. type of organisers.They have to be technically -qualified and not merely ideologically inspired. They 156 c)1^.,1bn "1. -1, *. r),Tr, r"1,,r 1,1%%.c a -150 - and proforrm that the farmers and fishermen haveto. tackle for their programmes. These forms etc., can be a cha:::age even to experienced government officers. The voluntary workers should not be identified with local group intcres:s ;)et they should be able to know theneeds of those interests.They should not be worried by personal and family financial problems.Again they should have a good:owledge of the principles ofcommunication with the villa:ers and of trainingand adult pedagogics. They should have the confidenceand pafencetopursue matters with Government departments, banks,commercial firms etc. H w has cadre to be organised? One possibility coulde to c7tate aspecial fund inthe nature of a Foundat on. The interest from the Foundationfunds can be use for the expenses of voluntary workers. Experience of FFFIC society showsthat on a voluntary worker, itis:-...:;:essaryto spend about Rs. 5001?.m.so that he may reasonable conditions of living faraway from his home. zed shouldnot have to depend upon local charities for:-.:s peronal convenience. This cost is much less than what is spenton Peace Corps Volunteers and other foreign v ::unteers. Funds fro.7.-. availablesources could also be used for building up for training and orientation ofthese workers.

. Another problem is that local organisations thatare brought into nistenee as a result of the effortl ofthe voluntary workers should have regular guidance from research centres and institutions so that they could be effective with the villagers. They should also havea forum of information regarding the experience of other organisations. A headache for organisers of voluntary institutions is toget work done for their institutions in Government offices. Every state Government sh6uld haveone individual who could bra point of contact for voluntary workers so that they do not have to knock fromone door to another.To him the volunteer worker couldgo for guidance and help in expeditious disposal of applications anproposals. Unless something of this kind is done, the d partmental fragmentation characteristic of most administrations is bpund to exasperate voluntary workers. Today the lack of communication among differentlimbs of Government causes frequent set-backs toprogrammes of non-government organisations. In the long run what would sustain the voluntary organisations engaged in these activities would be their impatience for concrete results.Indignation with status quo is often an engine for change.The participationl approach to the people rather than an attitudeto help the villager from above would always lend strengthto their effort. Externally their strength would lie in the attitude of a benign and active administration ratherthan one. plagued with suspicion and indifference. 157 151. SCHEME OF ASSISTANCE TO VOLUNTARYPORGANIZATIONS WORKING IN THE FIELD OF ADULT EDucivrioN

Introduction

In our atolls to achieve rapid social and economic development in India, high illiteracy among the population has been and still is one of the major handicaps.Today. two out of every three Indians are illiterate.This is not only a serious hindrahco to modernisation and industrial do:1,1)111cm but also 'a stumbl- ing block in the proper workinp. of democratic institutions.In a democracy the citizen has to exercise his rights intelligently and perform his duties efficiently for which a minimum of education is essential and literacy is, therefore, indispensable. 1nspiie of the efforts made since Independence both by the Government and the voluntary organisations in the field of adult literacy, the actual number of adult illi:erates has been increasing by about 4 million every year.

2.The significant contribution of the human factor to rapid economic development has been recognised in India only lately.This should have re'ved greater attention and emphasis as efficiency, and pro ductivity of the workers. whether on the farms or in the factories. are influenced by 11).ir ability to acquire knowledvand skillsthroughfurthereducatioi, training and retraining.If ;he worker is to adjust himself to the changing pattern of society and if he is to have a better understanding of his role in the 'emerging social order, he is in need of further education.,

3. Expansion of knowledge takes place at slich a fast rate that every educated person needs continuing education to b: able to keep up with the current 4velopments in his own ft610 as well as in other fields in whiclrhe isinterested.Thus, the major task of adult education in India today relates to : (i) Speedy reduction of illiteracy and linking literacy to agricultural and industrial production. (ii)Provision of ding materials to new literates and the public at large. (ill)Provimg opportunities for further education and training to workers of all categories. (iv)Orgtitingprogrammes for continuing education for the professional people.

4.T need for thew programmes has been felt by one and all, but the country docs not have the re- soul es r such Adult Edut.ation programmes and, therefore, the resources and facilities available with the' volu tarorganisations in the country, which have played a significam role in the deVelopmen: of education in I d,should be used.The main assets of the voluntary organisations arc the capacity (a) to enlist the servicesof devoted educationists, (h) to tap private financial resources for the development of educ:I:ion,.and (c) to conduct educational experiments with the personnel they can command and on account of the treater academic and administrative freedom they ordinarily enjoy.Their main handicap is the inadequacy or financial resources available: and this inadequacy is increasing continually because private charity is being spread thinly over an ever increasing number of voluntary organisations.

5.The Government of India feel that voluntary educational organisations can play a very vital part in the re-constructionofeducation if their three principal assets arc developed to the full and their principal handicap is returned through special financial assistance.The Scheme of Assistance to Voluntary Oreanisa- lions working in the field of Adult Education is designed to serve this purpose.Another aim of the Scheme is to establish a link between the voluntary organisations and the technical expertise in the field of adult education.

6.TheScheme was started in the First Five Year Plan and was continued with expanded scope in the Second and Third Five Year Plans.It has been included in the Fourth Five Year Plan also with an expanded scope and further liberalisation regarding financial assistance. 7. Definition of Voluntary Organisations (a) Registered societies, public trusts and non-profit making companies only would be eligible for assistance.Organisations which are not legally formed would not normally be entitled to assistance.If, however, in rural areas organisations without a legal personality arc formed owing to practical difficulties, theymay be recognised for purposes of grant under a certificate from the Collector/Depaty Commissioner rthatthey are bonalide organisa:ions.Further, in such cases the bond should be accompanied with-twosure- ties.

3.2Ministry of Education, "Scheme of Assistkince toVoluntary Organiza- tions Working in theField of Adult Education," of Education and Youths NewDelhi, Ministry Services, Governmentof India, 1970,p. 1-14 + 158 -152.

Note :Grants for preparation and productionof literature may be given to individuals also in exceptional cases.

(b) In order to be eligible for financialassistance under the Scheme, an institution/organisation should possess the following characteristics :

(1)It should be a rccognis:d institution(where such recognition is required for securing grant from theStateGovernment); (ii)It should have a properly constitutedManaging Body with its powers, duties and responsibilities clearly defined and laid downin a written constitution; (iii)It should ordinarily have beenengaged in adult education work for a minimum period of three years prior to the request for grant-in-aid under the Scheme; 00 Its financial position shouldbe sound; (r)It should haveacilities,resources, personnel and experience to initiate the project for which the grantisrequired; (vi)Its work should have been reported (whereversuch reporting is necessary) as satisfactory by tho State Government; and (vii) It is not run for profit.to any individual or a body of individuals.

(c) Normally no assistance will be given ifthe project, for which grant is applied for, is covered under any scheme of the Central Sticial Welfare Board.

with the approved plan and estimates shall also besubmitted.In the crow* of grants not exceeding Rs. 2,000 a certificate by a Ciazetted Officer in the followinr,form shall be sufliciert. "I have verified the accountsof in respect of grant of Rs .,1 (Rupees ) sanctioned' by the Minis trid. Education & YouthServices for with the help of the vouchers and certify that theyarc correct and thatthe grant has been utilised for the purpose for Which itwas sanctioned."

(iii) An institution/organisation in receipt of financial assistance shall be open to inspection byim oiricer of the Union Ministry of Education and Youth Sersices or the State Education Or conceincd Department. (0 In the case of grants for buildings. an institution must complete the building within a period of two years from the klatc of the receipt of the first instalment of giant-in-aid unless extension is granted by the Central Government. (v)The accounts of the project shall be maintained properly and separately and submitted as and when required. hey shall always he open to check by an officer deputed by the Government of India or the State Government.They shall also be open to a test check by the Comptroller and Auditor General of India athis discretion. (vi) The audited accounts together with Utilization Certificates in prescribed form duly countersigned by the Chartered Accountants are required to be furnished within three months of the date by which the grant is required to be spent. (vii) The grant alongwith its counterpart share is required to be spent within a year of the issue of the letter sanctioning the grant.It a part of itis kit unspent, itwill haveto be refundedto the Government of India alongwith the interest @ 6 per cent ,per annum or the rate prevalent at that time, unless the Government of India approves its carry over to the following year on a formal request made to this effect by the institution/organisation. (viii) The institution/organisation shall maintain a record of all assets acquired wholly or substantially out of Government grant and maintain a register of such assets in the press aged proforma (separately in respect of each grant) and a copy thereof furnished to the Ministry of Education &

Youth Services.Such assetssaa..1 11not he disposed of, encumbered or utilised for purposes other than those for which the grant was given., without prior sanction of the Government of India. Should the institution/organisation cease to exist at any time such properties shall revert tothe Government of India. (ix)In case,of a building grant exceeding Rs. 10,000 no portion of a grant shall he paid until the con- trolling, authority of the institution/organisation has executed and registered a bond in the approved form, securing to the Government cf India a prior lien on the building for the recosery of the amount paid as grant alongwith all monetary and other benefits which the institution/organisation might have received or derived in the event of the building ceasing to be applied to the purpose for which the grant was given.In other cases the Government of India may accept a written agreement in the form prescribed for the purpose. 159 -153 (x) \Vhen the State Governments/Government of Indiahave reasons to believe that the sanctioned money is not bei g utilised for approved purposes, the payment of grantmay be stopped and the earliergrants recovered. The institution n ist exercise reasonableeconomy in the working of the approved project, especially in respect of buildings. (xii) The institution must be open to all citizens of India withoutdistinction of religion, race, cast; language or any of them. (x/i1) No capitation or other similar fees shall be charged fromstudents belonging to States other than the one in which the institutioh'organisation is situated.

(xiv) An institution organisation organisinga seminar, workshop, conference, refresher course,etc., under the Scheme shall not incite foreign delegates without obtaining theprior approi, al of the Ministry of Home Attairs'External Affairs.An application for such approval shall invariably be routed through the Ministry of Education & Youth Services. (xv) The grantee institution'organisation shall furnishto the Ministry of Education Youth Services quartet ly progress reports of the project, indicating in detail both the phsieal and financialachieve- ments on each of the approved items.Such reports shall continue to be furnished until theproject is completed to the satisfaction of the Government of India. (xr/) If the Ministry require clarification onany point not contained in the statements, the institution/ organisation shall supply it within the time WeCiiiell by the Ministry ofEducation & Youth Services, failing which the application will not be considered. (xvii) The decision of the Secroaly to the Government of India in the Ministryof Education & Youth Services on the question whether Oleic has been breachor violation of any of the terms and conditions mentioned in the sanction letter shall be final and bindingon the grantee. MO1PNLK-2/Min. of Edu./70-5-9-70-10,000.

01111/111111- C / 8. Extent of Assistance (u) Financial a;sktance %sillliegiven on a sharing basic.Thegrant-in.:nil Clout the merit to the institution shallnot ordinatilv exceed 75 Centralciovern- subjectto per cent ol. the non-reeni rims And IcLurrinp, expenditure a ceiling of Rs. 2.5 lairsils'ICI' anpl 0\ cd project. The rentaininL, institutiont /organisation e \pendituie will he borne by the concerned. 1he grant willbe gien on a project-bask of three or fouryears. \\ hiLli may goon for a period In special cases,grantsmay also be gixen forconstruction of 50 percent of the totalconch uelion cost of the building building subject to Scheme or Rs. 75.000 whichoor is less.Grants under the are further sublet:1'4oan o\ eiallceiling!of Rs. 2.5,,laklis inehidinl.t the ceiling of Rs. 75,000has been prescribed. building giant, for which a 1 he exact p,:liod for which the[pant,is approved and the conditions under whichit will operate will be approving the project. communicated to the institution/organisationat the time of (b) If an institution organisation had already receivedor is expecting to receive grant from sonic other official sources fora project for which application is being made under this Scheme, theassessment of Central grant will normally he mad afterEakin, into consideration the other official sources. grant received/likely to be received from such

9. CriteriaforSelectionof Institutions/Organizations (i) The relationship of the institution with the localconminnity, of adults among whom it its capacity to win the confidence desires to work and its generalcompetence in the field. (ii) Availability of.the rightpersons in the organisation who could take the responsibility programme. to run the Whether the organisation is closely knit with the communityas defined in the programme. (iv) The experience of theorganisation in the past inrespect of similar programmes.

10. ProcedureforSelectionofInstitutions/Organizations (i) Grants will be giv'en only for specific projects relatingto the priority areas to be laid down by the Ministry of Education andYouth Services.For these projects, voluntary organisations which have the capacity to takethem up will be selected for assistance. (ii)Before. giving thegrant, the project will be cleared with the ,svcr necessary. concerned State Government wher- 1.60 154 (no Grants will be released directly to theselected organisation depending upon thenature of the project. cr through the State Government (ir) Watching, the piogress of the project, offering technical tion, will he the lespoltNibilityof the newly set guidance,,overall supervision andevalua- of Education andYouth Services. tip Directorate Of Adult Education ofthe Ministry tv)For each )project, thereshould be a local advisory concerned State GLAernment. .committee including representativesof the II. Areas and Programmes for Ithich Assistancemay be given. (A) The followingare the priority areas in the field assistance. of Adult Education inwhich projects may be given ti) Adult Literacy andPost-literacy (ii) Librariesieonnected with AdultEducation and Adult Literacy Supportive service,: (a) Research, (b) Productionof literature including workers and their journals, (c) Training of AdultEducation professional development and(d) Evaluation. (I3) In these areas, projectsrelating to the following the7Fourth Five YearPlan period. programmes will be given priority forassistance during (i)Pilot projects on theGram Shikshan ltlohim State Governments, but in pattern would normally be the responsibility ofthe exceptional cases a few projectsmay be taken up under this Scheme. (ii)Intensive Adult Literacy work among Womenthere may be five projectsin this category. (iii)Intensive literacy work among the tribalsthree projects inthe tribal areas. (iv)Literacy through students and teachers of schools--twoprojects.In this services of students in the age group of II to 17 years would be utilisedfor literacy work. (v)Literacy in industricsor in different occupational groupsfour an urban slum and another ina Harijan colony. projects including one project in stead of industrial workers. One of these projectsmay be for artisans in- (vi) Post-literacy work in theliteracy pilot projects shouldbe an integral part and should immediately after the tir#stage of literacy has been attained. proceed WO In addition, under the post-literacy programme,one project on civic education for adult's be sanctioned to be triedin two or three places. may (viii) Similarly, a pilot projecton Adult Education as related approved fortrialin two places. to economic development may also be 12. Conditionsfor Grants. (i) The grant-receivingorganisation/institution will be required .prescribed form."I he bond should be supported to execute a bond accordingto a is not a registered society. by two sureties if theorganisation/institution (ii) Grants will be paid in suitable instalments, the firstinstalment being normally released sanction of I he project.To he eligible to claim with the a subsequent instalment, spend the previous instalmentalongwith its counterpart the institution shall ved pattern. share first, in accordance with theappro- Applications for the release ofsecond or subsequent instalment, close of the financialyear in which the project was approved, made after the statement of accounts of the expenditure shall be accompaitiol byan audited incurred uptodate.The final instalment shall be released only after audited accountsare submitted and found in older. from the head of the in case of huilding,,, a certificate institutionmrpanisation that thebuildinl,, has been constructed inaccordance

161 155

ARI"IICAT1ONFOR GRANT-1N-MD 1:JNI)ER THE CLN I RAL SCHEME 01: ASSISTANCE TO VOLUNTARY ORGAN17ATIONS WORKING 1.T1111 HELD OF ADULT EDUCATION From

To ti

The Secretary to the Government of India, Ninistry of Education and Youth Services, ew Delhi.

(Attention :AdultEducationDivision)

Through The Secretary to the Government of Department of

Subject : Grant -in -aid under the Central Scheme of Assistance to Voluntary Organisations winking in the field of Adult Education. -

Sir,

On behalf of the management of the Institution:Organisation. I submit herewith an alieation in duplicate for grant under the Scheme 'As

)As security for repayment of the Central Grant andperformance of the aforesaid conditions all assets acquired Ldiolly or substantially out of the Central Grant shallremain chat end to the Govern- inc and the Institution Organisations shallexecute on demand in tavoui of the l'i esident of India a deed of mortgage on terms to be settled by theCiovernment or !nom.

Yours faithfully,

(Signature)

(Designation)

(Office Stamp)

16° 157,'

es .71c^.,..11 et.Tr '71 e **I f. r*-4 *.t.4 -,) ,r1). I CN (7) N..r? 1 (...od,O. .,1, 0 40 ARUN tJAND111

i memories of if f Gujaratis arc far removed from hose cly namic days fence. One young man paidwith I Gandhian thoughts and det.ds, when liapuji a1110Dgil us." hislife. . so arc all of US.11 is not at all sur- Today, they re use to set foot in The story is not melt differentat prising, for the people who has e done the ashram prenu es becausethere Saharmati inAhmedabad:'1 here Gandhi thegreatestdisserviceare is asimmeringI airedforpithose too, the ashram has !soil Uc identit those who took upon themselves the handful of people (--. ho live there to About the only activity thatgoes task of interpreting his philosophy.' pass their last days of life. .11 These iliac, is a festering feud between'-tiny ' There was nothingtointerpret. followersof Candi ijiace asfar Harijan occupants and themani.itc-'' His thoughts and deeds were based removed from the cr. rumon man as mitt of the Sabarmati ashram. Por on Truth.He established no cults President Lyndon Joh ison vZ.as from the rest, it has been converted intoa and left no dogmas.There ought liasliIrAhmed, the f arachi camel- museum Miele the possessions oT an to be nothing like Gandhism.Ile driver. idolised Gandhi are kepton display.' one F wrote: "If Gandhism is another When Iwent trierin 1969, the Perhaps Oleo day is not far' when ra'n-te, for sectarianism,itdeserves animosity was simmer net;.We had temples will he built. and people still to be destroyed.If I were to know, gathered at the aS111:11 1 to celebrate worship Gandhiji as they do Rats after my death, that what 1 stood for -the birth center.arof he Mahatma. andwkrishna., Instead of continuing had degenerated intosectarianistn, It shocked me to notthat none ofwith the service of thepoor Ahmedabad and the Scvagren ash- delivered a tirade onthe need for ing among inople thatway.Gandhiji ram in Vv'ardha, the two plac.e.s with Gandhiansimplicitya.pd manual himself practised what he believed which Mahatma Gandhi was so inti- work.The old people in the aud- and if people followed him in whaO, mately associated.Ile had conceived ience who were there during' ever,hedid,itwasbecausehe these as centres of work and service. Gandhqi's_ time,smiled knowingly earned their respect. Instead, they have been converted but the younger ge-neration fumed "`Truth and service of thepoor were into places of worship! \ and fretted. the ,[nessages handed down 1.0 us &vagrant lies deserted. However, what finally Occa- alienated from time immemorial.Christ; sionally,a group oftouristsare the people was a sordid incident that Buddha, Rama, Krishna, qtticuaius brought heretobe shown where occurred some /time in 1970.Itis 'and everyone else, said-thesame Gandhiji sat, where he slept, where,something unimaginable and unfor- - thing.But, each one of them after prayers were said and how he lived givable. death was put on apedestal and insimplicity.Acrossthe muddy To protect the ashram orchards idolised. heir message became Lroad is the villaCe in which several from poachers, someone hadthe scriptu which evcrydne swore by hundred inhabitants still cherish the bright idea of electrifying the wirebut seldom followed. 0 . '16 3:4Arun Gandhi, "Is Gandhi Relevant inGujarat Today?" Aug.8,1975,p. 21 Youth Times, -158

. LrrEtiliC

1)k,c-ector of Adult Education J-17. Nauz Kiln Enclave Now Delhi-110016 ,.; .4unct.1, 1975

b lI. Jr.

Dear friend,

ln, the pastfive nion'ths sse have been discussing variousaspects of implementing the flinctional literacy' project the problepi of enrolment, howto ensure an efficient reporting the importance of evaluation system, as ati nisCruincnt of programme improvement,and in general how to raise the total efficiencyof the project. Thi)reare, of coutrse, many more aspectsthat to,ke discussed, and we shall be recd taking them up in our subsequentletters, There is, however, an inherent pitfall .. in g`, ettinsi over- preoccupied with pedagogical ments :thatthe real issue refine- rs lloSISIglIP01, even if temporarily, thatof losing the snood for the trees ! "So, in this-monthly letter, itwould perhaps be yotolnieStopause mist get our main objectives into focus again..

.-.' Let us not forget that functional literacy (as all forms ofnonformal cducaaion)is not just anothereducational`dole'a way of offerine aless structured,a less scholastic, a less expen- sive alter-66%-e to the 'left-outs' of °the cduca ion systcin. We needtoremiyidourselvesof thisrepeatedly since most of us are, by andInc,working within the mental ilramessorkofa formal system of education and tend to' conceptualise,* plan andmeasure nonformal education on the pattern of the formal system. ;Ilf-the functional racy programmeis takenmerely as a series of nine-month courses duithg Itich all of us go through motions ofan educational process, expectinh results/2o llow in the qisiont future,then we would have missed theessential' point. Doubtless, one of the ribrposcs of the functional literacy 'Programmeistogive those who have not *received it hitherto: Rut that education to is only a smallpart of the entire objective. There is a basic difference betweenthe formal and the nonformal systems in their role and their timings. The formal modalities of education-bre mainly based on thephilosophy of o' long-term ment with distant and generalised goals for invest- a future sshose shape and demands'WC '',van' only vaguely cedict. The nombrmal at, best ways of education generally assistlearners to'acquire know-. ledge and know-how for instantand use. # fd - e I 18 5 4.1 Communication:mom Mrs. Doraiswarni, Director June 1) 1975 of 'Adult Education, lua I lieOn1CL I-1$ LI 01 IIILItnLn041.11 lilliiL) iii, 0,11... L o,41..14 )0t1 01,1,, .1.'ii.101..,should -159-- have a far-re, ching social and economic content. The purpose is not merelytobringabouta more equitable distribution of educationalbenefits, butto implore the quahty of life of the people here and brut, The programme would be successful only if it helps illiteratefannersto live better. to earn more, to stiffer less, to solvetheirproblemsmoreell iciently,tocombat, injustice around them, to take part in collective action...etc.

The functional literacy programme is mainly directed to theruralareas Much, by and large,arcunderutdised and underdeveloped and whose population,partieulaily the illiterate ones, wilier participate in tfccisio4 making nor know how to take adVantag. of decisionsmade .0 by others for them hey are often helpless and doubtful, apathetic and indifferent.Ifthe entire rural popuTatiort is to Ile drawn into she inapt stream ofthede4elopmentalprocesses, asocio- economic trmisformation has tit be brought about. Education isone of die most posserlul tools known to help briYals tlbs isolatibn in which they exist., THIS is the objeLtooeof thefunctional literacy programmeto help the farming population through education to contributeacttsely to a process of social and economic, change, not at sonic distant date but today.

Therefore, wearcasking youtobe notonly anefficientadministratorbutto behave as arealsocial.t,VOrker. You should help all our (etchers and others responsible for village groups to act as partners of illiterate farmers, to be their friends and nottheirtutors,to 'make the effort to 'understand them fully and gam their confidence,to get acquainted with the local environment and the social relations in every pillage, to cot rid of es enthe \lightestKIICCS of derciagogic, paternalistic, or-condescending behaviour. We hope that you will pay attention as melt to your ediictional-as to your social role and task.

The entire exercise of buildtrig curricula around problems of the farmers, and theemphasis placed on inteation with other developm.:nial agencies, are ;illgearedtowardsthisgoal,to ensure(ratintheshortesttime possible, the learners are prepAred for a stronger social and economic role.

Ifthesocio-economicperspectiveof the project is.constantly keptinview, the entire methodology, organiAtion. elassro'oin'tpaching,tekher-learnerrelationship,will undergo an automatic transformation.Mild;inoreainic should be devoted to prepare vs hatwe can call the 'learning environment', toselect the learners, to create close linksbetween them,to build conditions forcollective work, to learn and search for solutions to common problems. Teachers ., and learneri will then he seen as joint_ partners in mastering eductional'toolsriot asendsin themselvecq but as means of improving the quality of life in the community, of masteringtheir w,n environment. Let us not, however, assume that education byitself can bring about all thechange,not redress _allthe wrongs. But itcan make abig contribution to this end. LCCUS make the best use of it. You could perhaps devote a monthly mzetimi to discuss withalltheprojectpersonnel and particularly with the teachers about these larger purposes underlyito; the project. Alter all what Ase,arebasically aiming at is a common concern for reaching nationalobjectives through

akprocess of total participation. 9 1- With regards 4111

Yours si-pscrcly, 0 l).9.1419. Nrs. S. Doraiswami) 16 Director .71.11.100/0/.

FOLDER-

DIRECTORATEOFADULT EDUCATION Ministry of Iclucation and SocI.11 Welfare Government of

11"..-1.4

The Directorate of Adult Educationis the academic andtechnical wing of the Ministry of Education, and Social Welfare in respect of matters relating to nonformal youth and adult education at the all-India level.. It assistsinthe formulation, implementation, coordination and ovakation of programmes initiated bythe GotOnment of India. The main functions of the Directo- rate are' Training and orientation Production of learning materials Surveys and studies Dociimentaiian-- and. clearinghouse d functions txperimentation and innovation. Promotional activities Consultative and advisory services Forum for pooling of experiences and exchange of ideas The major on-going programmes are Farmers Functional LiferacyProject Non-formal EducatioaProgramme for the agegroup 15-25 Assistin NehruYouvak Kendras Programme a Polyvalent Adult Education in urban areas Workers Social Education Institutes in urban areas .Trainingand -orientation' of key personnelinadult educationand youth work Documentation servicestonational agenelfp 4

4.2Directorate of Adult Education, Farmers Functional Literacy Provarnme,

. Ministry of Education and Social Welfare, 1975, p. 1-21.

16 7 . 161

FEL-1

Farmers Functional LiteracyProgramme

CONCEPTS

(d) functional literacy curriculum is a composite One of the recentinnovations of significanceto developing countries one including reading, writing, numeracy, isthe concept of linking educa- socio- economic knowledge, agricultural tion(not only vocationaltraining) to development, know-how, and practical experience. particulatly for increasing production. The Farmers 'Training and FunctiOnalliteracy Thus, functionalliteracyis much more than Programme initiatedbythe Government of India in Mcrae),itis inality a method of training for 1968 was an efforttotranslatethisconceptinto development purpriseA, a comprehensive non-formal practice.The protectisa jointenterprise of three educational programme, and an opening to conti- Ministries viz. the Ministries ofAgriculture, Education. nuing education. and Information A. IiroacLsAistilig,with asskstance from UNDP/FAO,UNLSCO'. In that sense the Farmers Functional Literacy The Ministry of Agrieulttoe provides the farmers (FIE) °graemm is very different from all previous training and field demonstration facilities:the istinistry adultlit11 \racy schemes, which hac been, more dr less, of Education provides functional literacy:the Nlinistry tladition. I literacy drives mostly limited to3 Rs (read- of Information and Broadcasting relaysspecial type of ing, writing and 'rithructic).The conceptisradical, farm-broadcasts through the All IndiaRadio for the itrequires considerable rethinking forits effective benefit of pa.,rticipant farmers. application, and it has broad implications for all levels of education. Basic Idea

The basic idea underlying theprogramme isthat 9herc is direct correlation between physical and human Traditional icrsus Functional Literacy ingredients in agriculture.bietweeNinputs suchas new seed varieties, fertilizers, water and credit, and theup- The difference between the traditional concept of grading of huipa-n reources trtAkg.. information, literacy and the functional literacy is many-fold : literacy and agricultural, kno-hi-ilk In other words, this is an integrated, mult-faceted approach to the the former is extensive and diffuse'in charac- "Green Revolution. ter,aimingatthe education of as many illiterates as possible, and confiningitself to Basic assumptions an elementary knowlcdre of reading,writing and arithmetic in the initial stagesIthe 'plan- The concepvanf functional literacy assumes that : ningofa campaign for mere -literacyis ii genckally based on aterritorialapproach (a)literacy is not an end in itself, but ha-s mean- accoriTing to the number of illiterates and the ing only as a componerit of a larger scheme. availability,of funds and resources; methods composed of physical as well as educational and techniques arc generally based onthc.s./. inputs; use of a simple primer; diversificationinthc readingmaterialcomesonlylater when (b) a 'programme of functionallitacy has to books arc made available for further reading: help the farmer in his life andork. indivi- the evaluationisin quantitative terra and dual.behaviour and community action, and relates to the number of new literates and the in _understanding and using compleitekimo- per capita cost; logics; o in functional literacy programmes, literacy (c)adults involved in improved farm. g practices operations arc oriented towards development, would be interested in literacyt 14 comes to activity,and . intcgr atcd with development them as apart of knowl ncEessary for made a component part of a dvvelopment their agriculturaI, bet( rment6and increased project; itisnot an isolated and separate income; and activity viewed as an endin itself; it should 168 N 162 De seen trout tnc viewpoint of dcyclopoit:nt which leadstotechnical and vocational training; all aspects of a functionalliteracy programme(pl inning,location,learning material. clientele, timing, financing eft.) arc distintt and dificient from traditional literacy (scc chart). --- Functional literacy is, therefore. conceived in thecontextofsocial and economic priorities, planned and implemented as an integral part ofa development programme orproject.Its ultimate goal is to assist in achieving specific socio-economic' objectives by making adults receptive to change and innovation, and by helping thew to acquire nor vocationalshills,hnovviedge and attitudesvvhich they can use effectively.

OBJECTIVES It is in the light of the above mentioned concept that the objectives of the Farmers' I unctional Literacy Programme (KisanSaksharata 'Yojana) havebeen formulated.

Relation with Food Production

Theobjectives arc directlyrelatedtoa high priciiity sector of national development rt.:increased agricultural production. asitaims at improving the efficiency of the farmers in the special programmes of agricultural production know n as the 'High Yielding Varieties Programme' (H.Y.V.P.).India. as a country which traditionally has scarcity in food production, felt that as part of its efforts to become self-reliantinthis area, a farmers training and a farmers literacy programme had to be related to measures aiming to improv agriculturalproduction. '1 he programme of food promotion envisages the use of seedshybrid and exo-- ticwhich are known to produce much higher yields than the normal varieties in iie. These seeds icipure larger dosage of fertilizers and carefully planned larm operations inv.olv Hie adoption of improved and scientificpractices.lhcretore. the training of farmos is considered an essential input for the success ofthis programme.

The Panne!.I iinctifinal Iiteracy Pror2rammeis ,ganisedforillifrialefarmersintheII. Y. V. I'. J>istricts which would permit them not onlytoget literacy skills but alai agriLultur.il knowledge. skilland infostnation.Another important component of the joint project is the 1.111» Radio BroadcastingProgram- me of the Ministry of Information & Broadcasting which helps to harne..s the use of radio ina special and practical way by csi.lhlishing a two-way channelof communication betwrcn the farmers and thoserespon- sible fcr assisting them in the agriculturalproduction programme.

This integratedthree-dimensional approachis, thus,the unique feature of the jointproject.

18 163

The broad objectives of the functional litcracy component arc :

(a)to bring about a socio-economic change with particular emphasis on changes in agricultural production; (b) to increase thc attainment and use of litcracy skilland knowledge for agricultural promotion.

Targets The High Yield Crop Varieties Programme is aimedatincreasing, the production of main crop'. (wheat, paddy, bajr.i, malic etc.) by several dozen million tonnes. hr prorrammc is implemented in selected districts inall the Statcs in order to stimulate food production all over thc country. ( The Functionhl litcracy Programme, as a compo- ncnt of thc IIYCV Scheme, isalready organiscd in 107 districts.More than 300.000 farmers have until now benefited from thc programme. During the FilthFivc Ycar Plan (1974-79) thc cxpansion of thc Programme rs envisaged in three directions : (1) Si terms of coverage : thc programme should be implemented in about 175 districts; 4(2)the number of village centres in eachdistrict will be increased from GO to about 70 on an average; (3)apart From districts underthc IlYCV Schcmc, the Functional LiteracyProgramme willbc linked with other dcsclopment schemes :dry farming, small and marginal farmers programmes, industrial development, slum improvement, family lifc and familyplanning etc. Thc,,FiTth Plan period will bc crucial for explor- ingthe socio-cconoinic impactof functional adult education on Indian devclopment.

ORGANISATION FFL-2

Farmers FunctionalLiteracyProgrammeis an inter -ministcrial programme involving threedifferent 'Ministries. The Ministry of Agricultureisrcsponsiblcfor organising farmers training and nationaldemonstrations (training centres indistrict headquarters, peripatetic training invillage', practical agriculturaldemonstra- tions linkedwithextension work byvillage levc1 workers); The Ministry of Education and Social\Vclfarc provides for thc c.tablishincnt of functionallitcracy groups ofillitcrat:adultfarmers engagedinthc cultivation of llrgliYielding' Variety Crops who arc given instructions in litcracy with agricultural contcnt suited to their spcc rfrneeds: 170 41w The Ministry provides of Information through theAll India and firOadeasting and HomeOmts) Radio (itsspecial Farm specialprogrammes, information on new messages and establishing agricultural technology twice a daya two-day by channel betweenfarmers and communication agriculturalspecialists. Structure of the LiteracyComponent At theCentral lc%el, Education and the UnionMinistry Social Welfareis responsible of planning of theliteracy for oser-all coordination with component, for the othertwo components,establishing the ing financialmeans for for provid- States anddistricts. programme operationin various TheDirectorate of technical and AdultEducation in the form professionalsupport to the provides of matdrials,media 'and programing,_ and orientation4, methods; training supervision- and evaluation. guidance;and At the State level, theState Education ment implementsthe functioival Depart- the distnetsunder its literacyprogramme in theexisting jurisdiction,generally through disposal. districtadministrativc However, thereare sonicmachineryatits pattern. In Andhra variationsin this Education Pradesh, forexample, the of the Department hasentrusted the State programme toavoluntary implementation Andhra MahilaSabha. In organisation--the Social Welfare Madhya Pradesh,itis the Department that programme, andin Kerala implementsthe the DevelopmentDepart- ment' takesthe responsibility. Government In Rajasthan, h entrusted the the State projectin on&Pclisteict implementation of (Ilharatpur) the Department o0Udaipur to the Extension an other district AgricultureUniversity and (Udaipur)to Seta 'slander, in organisation. Thus. State a soluntary existing Governments use the infra-structuresin assigning their implementatiorrbf responsibility for theprogramme. At the district or his Ic, theDistrict Education counterpartexercises Officer control ofthe project. ()serail The project supers ision and by onefull-time itselfisto he run only). project officer He has,on the one (sanctioned from1973.74 and "targetgroups" hand, to selectthe villages guide and and, onthe other 16 in his district.coordinatethe supers Ise, He is assistedimplementation onhe project supervisorseither in his %sockby a for 10 sixpart-timers (at team of classes) ortwo full the ratio ofone classes),or a combination- timers (eachin, )1. both, charge of 30

At the villagelevel; for group, aninstructor, each functionalliteracy area where the preferablydrawn from class isorganised and the same background,is engaged having agricultural modest on a part-time monthlyremuneration. basis. ona school teachers While mostlyprimary where educate attend tothis task, rmers and there areinstances conducting the .teacher-farmers cla s. Very often, halebeen village level extension officers. worker, outstanding farmers clubs,or social workers farmers. leadersof bringing the assist the the necessaryagricultural instructor in learning-teachingprocess. competence into 171 -165-

The utilisation of the cxisting administrative infra-structure for a programme of this type and 1967-68 3 districts 1968.69 magnitude has : 10 99 1969-70 25 99 a great advantage,since if the programme 1970-71 60 1971-72 "takesroot"it 1tillbe much stronger 80 99 and its incorporation into"normal" 1972.74 107 continuing cducational practices much easier. The schematic budget provides for-theestablishment of 60 centres \snit 30 adult farmersin adistrict some disadvantage and risk, since it hriiir,s a per year.Thus.inadistrict about 1.800 adultsarc new "burden" on the already overv.helined offered opportunity to undergoa "ell -deli tied ten-month administration andmay blurthe clear coursc of instruction inwlsing the acquisitionand use "boundaries" of the programme. of reading. %%ruing andarithmetic, skillin practical tasks connected ysith agriculturaloperations, and daily requirements of a fariners life. 'fiectlyc Approach Further Development The functional litcracy programme is carried on: Since the aim of the FarmersTraining and Func- in areas where the High Yielding Varieties tional Literacy Programme is essen9iallythatof Scheme in operating, "increasing food productionin the couthy by helping inter-aim, theilliteratefarmers toacquire not only among fareners for whom their illiteracyisan literacy skills but alsoagricultural skills, knowledve and impedimeiitiiiimproving agricultural prac-information which tould heimmediately user ern". t ice s. there is an urgency to placegreater em the implementation of functionalliteracy and and it The selectionof districts is made in close coordina-in ycars to come. lion with a gricu Ituralauthorit les, parallel to the "Green Revolution" mcasures and requirements. As far as implementation is concerned,itwill be : The selection of villages for locating the classes expanded. by enlarging The number is made on thebasis of an initial survey shish takes of opera- tionaldistrictsin order to reach in liveyears into account factors such as those of areas coveted about 1.3 million farmers; under ItYVP, cdu cat io na Iinfra strut t u re as a ila blein villages, magnitude of illiteracy and identification of potentialtargetgroups for opening functional literacy classes, besidesesploring possibilitiesoflocating, centres %%ith local community support. Base-line surreys ilrengthened. by I"Ck italr.ing the coorilm:11;011 of thc selected areas help in deteimining the content of committees and their functioning :it all levels: the learning process, and the instructional requirements of the lc,7ers. dry, oled, by ensuring the development and supplyofsuitably Llesq;liect cutrictilutn C.00rdination materials;ensuringtraining/orientationof project personnel; Atthe, nationallevel,coordinationofthe 'programmes between the concerned Ministries is sots' ht rendered more eIJiciem. by iihiply ing evalua- to be ensured through an inter-ministerial Coordination tion, feed-back and data inflowsystems; Committee.consisting ofrepresentatives or thc participating,Ministries.UN1)P,TA011NESC0 and made more integrated, by ensuring closer links other technical agencies.This Committee is expected betsseen functional -literacy, agricultural and development processes at all levels; to meet regularly and review the progress of the project = in-terms of overall objectives and give guide-lines for further course of action.Since agriculture and educa- facilitated by streamlining, the administrative machinery to ensure the 'even flow of funds tion arc, state subjects, coordination at the state level is from the Centre to the States and to the ail-1*d through Inter-departmental Coordination districts. Committees constituted on lines the national level committee.Similar crdinationis envisaged at the grass-rootlevel e thc farmers training ccntrcs and functional loci:icyasses are located, throughthe formation of distriet-I vet,block-level andinsome cases even village-leve( coordination committees.

Coverage

The Farmers Functional Literacy Programmeis a centrally assisted scheme, all the" States except Tripura arccoveredby the project. Started in three districts in 1967-68, the project has now brought withinits fold 107 districts. 172 166 CURRICULUM AND LEARNING. MATERIALS 1:11,3

Functional literacyis much more than it is in realitya method of training for literacy ; purposes,a dcychipment comprchensise non.formaieducational programme, an openingto continuing education. Thecurriculumandlearning these premises. materials reflect

WHATARE T111. 1-NPIC1ATIONS The specificex- FROM FUNCTIONALLITERACY? pectations from the functional literacy component arc evidentlymore numerous and differentiated than from atraditionalliteracy programme. They include

(I)elementary knowledge of socioeconomicas- pects of agricultural modernisation,as well as the know-how for improved agricultural practices(the use and treatment ofIlYV seeds, applicationoffertilisers. 'irrigation etc.); (2)knowledge and attitude change whichmay enable farmers to perform eflicientl,'all those functions which arenecessary for them in the HYVprogramme ; (3)preparation of participants to acquirethe capacity to' adapt themselves to change,as well as to actively participatein the socio- economicchangeandinthelifeof the local environment ; (4)reading skill, for makinguse of simple extension bulletins. ruralnewspapers,labels on fertiliser bags and pesticide packages,leaflets etc.; (5)writingskill, for preparingtheir input cards, writing simpleletters, completing application formsforloans, keeping simple accounts of,, arm operations etc.

110W ARE LEARNING Theconcrete content- MATERIALSPREPARED ?subjects or themes lmve been identified byun- dertaking a quick survey ina few sample areas in selected districtsinorderto findoutthe needs and requirements of farmerscultivatingthe High Yielding Varieties of Cropsand applying modern methods andpractices with regard-tothose crops. It was on the basis of thissurvey and also on the basis of relevant discussionwith the technical,professional and knowledgeablepersonnel in he field that the professional agriculturalpractices have been identified and included in the curriculumand in the teaching-learning material.

The Directorate of Adult Educationprepared in this way the first book in Hindi,using the analytico- synthetic method, containing 18 lessonstobe covered ina periodofsixmonths.This first book was based on findings in LucknowDistrict (Uttar Pradesh) in a lowar grossingarca, mainly with small farmers. This is to be followed bya set of five supplementary readers based on different highyield varieties of crops such as wheat, paddy, maize, 'jowarand barley. These supplementary readers are expected r"N r . to take the next 173 -.167-

mmr first bookis accompanied by a teacher's 11 II designed tohelp the teachers t he /10,10tory Ofusing the hook, cortclating the emphasisis on inputs necessary for the new type of farmings\ iththe use of High f practices with literacy skills. Yicldiny Varlets or seeds; this is an approach which can he common to most of the districts This material is prepared as a proto-type reading andoffersanclementofuniformity'in' argil learning material, which needs to be further adapt- approach all over the country; ed to conditions in carious districts, Mitch are variable from the social, agricultural. linguistic and cultural the curriculum, as well as the material must he points of view. A national woikshop of writerS from learner-centredrather than teacher - centred; different language areas was held to help themin de- the emphasis should be on learning rather veloping such materials, 1 a ch LinguarsareawaS than teaching and the learner must derive represented by a team of specialists consisting ofa satisfaction from the experience: writer, a social education worker, andan agricultural specialist, lhe State Departments of Education, with to secure the appropriate le\ elof communi- the cooperation of the State Agricultuic Departments cation and also a sense of security for the and other technical agencies, are then expectedto pro- learners, the starting point has tobe the duce suitable learning and readingmaterial inthe expelicnee of the learner by working from regional lapguagcs, related to croppingpatterns and the known to the unkNown; practices,as well asto localcircumstances and needs. a balance has to be maintained between the pedagogical requirements of imparting literacy skills and the content necessary for Teaching and Reading Materials agricultural improvement; in various Indian languages

Assamcce (4) Marathi (11)' Bengali(1) Oriya (4) Gujarati(6) Punjabi (1) the %N..11,tildry usedin thisc materials is that Hindi (20) Tamil (2) in common usar bythe learners: hkwv Kannada(12) Telugu (10) in addition. the TOTAL :more than 70 reis A.0 Ilse need lof hol- edl voCa hulay related to the wol k of. the farmer;

as the farmers .irealready con\ ersantwith Thcsc materials are reviewed and revised from numb' rssittip to one hunched- and also time to time on the basis of commous and suggestions W101 Ufa.1r1111I11.11t: in Illt11 ottiietas, the fun- received from the teachers conducting the classes as damental andoche: alhcd operationsin arith- well as from field observations carried out by the stair metic are soillit to be taught to the farmers of the Directorate. TV revision ;innsat n imism through the anti)me.ic content rntolted iii the difficulties experienced both by the adult part,ci- their farming workinapractical- manner pants and by the teachers in using these materials. The such as calculatinethe inputs necessary fur Kisan Saksharat,t Yojana, Pahali Pustak. which was their farming andtheft cost. sot kinout the prepared in I96S has been subjected to suchrevision time schedules fordifferent farmingopera- four times during the last six years. tions, keeping householdand farm accounts leading to calculationsfor finding out profit WHAT DO THEThe pedagogical material. forthe and loss etc.; LEARNING FarmersFunctional Literacy Pro- gramme tries to take into account: MATERIALS the content, thusselected. (a)the pschological and socio- istreatedin a CONTAIN ? . sequential manaer logical characteristicsof adult inthese books.All the lessons are arrangedin sequence, !corners;(b) new trends in educational theory and with scatting the input of seed, followedby those of practice; (c) the need to combine scholastic and practi- feitihreis. insecticides cal learning: (d) the necessity to imbue thewhole and pt:sti- cides,pest control, a midfinally the input of programme with various aspects of the "Green Revo- money that lution". istohe obtained throughco- pperatives and otherinstitutions to help the --farmers in their goalof increasin!: Therefore : tion. produc- Each lessonis plannedin such a war that the farmeris led from his present the content of the learning materials relates to the desired position, position to agriculture and the farming practices connected with the use of high yielding varieties of seeds; only those basic elements of the subject are selected as would make them an interesting and useful learning and reading material; 168

There is another importantquestion:Should the primer be followed bya reader, as in orthodox literacy programmes, or should -the lost book' hemuch more than a primer ?The usual primer generallyintroduces only the elementary mechanical literacyskills to start with.Meaning to these skillsis given only when they arc followed by a reader and the learnershave to wait for a meaningfulexperience till they reachthis stage. Thisdelay in giving meaningfulexperience to the learners is counter-motivational,and often results dropouts. in

In the Farmers FunctionalLiteracy Prog- ramme,therefore,theimparting of meaningful experience to karaers starts fromthe very first day oflearning.1 he expectant andsensithe adult fartuers, impatient for theireconomic achierement and progress, cannot naita day longer.

LEARNING AND TEACHING METHODS OF TEACHING AND LEARNING

The methods promoted and experimented with in the FFLProgramme are based on (1)a combination of oral instruction, audio- visualcommunication,dialoguesanddiscussions. demonstrations and practical manualwork; (2)increaser learners'participation and active involvement in searching solution.for problems in daily life.

Thcr fore, there is a mutual .rapport and an inter-relati n between Farmers Training, National Demonstrat ons in improved agricultural practices, Discussion ;roups or Mucha N1andals, listeners' grtnips of radio programmes, andFunctional. Lite- racy learning groups. I

As far as methodsfusedFor literacyteaching 01,,rr, they arc a combinatimn bchveensynthetic /11,0d analytical,The synthetic method starts with the basic elements, namely. the alphabct, and continues through building upwards the syllables, the words and sentences .to bring in the mcaninrin1 content; whereas the analytical method begins with insaning,fulunits in a language suchasa word or scntence and conics down through analysis .tothe1)3.1% elements of the language necessary to build the nen words required for further use. a 175 -169. As most of the Indian laii.,iia_ges arc phonetic, . thetraditional method of literacy-teaehing, involving the synthetic approach, cannot b; totally discarded. At the same time, considering the motisational aspects and the Emphasis on a nicaninglill %.ontent of the functional literacy programme, use has .0.0 to be made of theanalyticalmethodto.shies:desiredresults. Hence a combination of both the methods hA been used in preparing the first books for the functional literacy programme.

TESTING OF Tests serve to measure the gains EDUCATIONAL madeinreads -w, wrickgand RESULTS arLtlimetic,ossttpationalt" knowledge, social aria economic understanding and oilier cognitive or atilil:dinal variables as foreseen at the start of the programme. They arebased on the syllabus covered under thefunctional literacy course and the field requirements of thelocal farmers intheir daily occupation of farmingrelated to the High Yielding Varieties of Crops.This setof tests are intended to serve as models, and are tobe adapted to suit the local conditions and thelanguage of the region. The tests cover aspects of reading aloud,writing to dictation or transcription,comprehension of the matter read and arithmetical skillsrequired in problem solving.For this purpose a set of four testsconsisting of a reading-cum-comprehension test,a writingcum- knowledge test, a transcription test and an arithmetic test were developed in Hindi. In particular; it was expected that atthe end of t the functional literacy course aliterate person \\ ould be able to read simple materials speciallypiepared for neo- literates, on the subjectsrelated to agriculture in High Yielding Varieties of Crops at thespeed of about 50 words per minute and comprehend themardthou- ghtfully react to them. He %,is alsoexpected `toh_a've mastery over1,500 most commonly usedwords'aiong with about 250 technical words related tofarming.He was also to have a tasonablespeed in writing and reasonable mastery over comp tationalskills such as are required in his farming s,ork. TRAINING FOR All thc 'innovations and new RUNNING THE facets literacy work arein PROGRAMME tie\demands on officers sandUand teachinstaff responsible for running the programme.Thuscomprehensiveitrain- ing programme has already be n in operationfor lwral years.

TheDirectorate of Adult Education organises triking and orientation programmesfor key personnel engagedinthe projectin each State and district. These key persons, in turn, help inorganising training programmes fortheteachers and supervisors and district -level officers in therespective/States.. A scrics of training programmeswere organised for key personnel in the differentregions in1972 and 1973.This has necessarily td be arecurring feature as there is co.nsiderable turnoverof project personnel and alsotobringinnew insights from time to time. Accordingly, a scrics of fourregional training coursies 176 forproject officers arc being field- during July-Septem- ber 197.1. 1 his w illhe followedby anorientation programme for Statelove'officers administering the programme.

The training of teachers is organised at the district level by the districtprojectstill.1 he training of supervisors and the orientation of district-level officers, was initially organised by the Duet:write of Adult Education.As the prorramme expanded. efforts have been decentralised as far as the training arrangements arc concerned. A LOOK The improvement of the FFI. Programme AHEAD necessitates during the coming years of the Fifth Plan :

(I)an expanded training programme forthe functional literacy personnel;

(2)supply of up -to -date informatiom on agricul- turalpracticesandrelated matters, to functional literacy workers;

(3)production of extension literature to suit the level of nco-literate farmers;

(4)preparation of teaching and readingmaterials, ensuring theuse of the medium of radio broadcasts.

(5)synchronising of the Farm and Home Unit programmes with the functional literacy classes;

(5)enriching learning ,materials. by providing

to the functional literacy groupa kit consisting of : a primer, reading. boodets. content sheets, farming prospectus,monthlynew stetter,sonic charts. other visuals, filmstrips for learnersand teacher's guide for the grouj leader;

(7)updating reading materials, by organising in as rij,anyadistrict as possible the productionand C.,-.G.iftlilation of a monthly newsletter,or local newspaper, or a `rubrique' rri an existing newspaperwith news, texts, lectures, answers to farmers, etc.

(8)creation of small 'cells' for the production of a great variety of proto-type 'Wiling and teaching material.

PROBLEM( ORIENTED .LEARNING MATERIALS

FFL-5

A step ahead in preparing the,Itarningmaterial is represented by an experiment in Jaipur(Rajasthan) :

(1)the learning material islar?.tly based on the problems encountered by thefarmers in the useof highyielding variettcsof seeds (problem identification); 1 7 7 -171- k6 / (2)the learning materialis oriented toprepare and he! p farmersto solve v:..onoinic and social problenin the area (problem-solution);

(3)the 1 ningmaterial is elaboratedin an inter-disciplinary way (unit-h ise);

(4).the learning material corresponds largelyto the conditions an ntedsofthe physical. natural,and hum,rr environment (ecological approach).

As earlyas1971, the National Workshop on Farmers'FunctionalLiteracyProjectrecommended /among otherthings,thatthe "curriculumforthe Farmers' Functional Literacyshould he problem- , centred soas to deal with theot.tdcics in the way of achieving the objectives of the probleni."The workshop also bid down different steps tot identifying these problems and for developinga curriculum based. on these problems and the instructiOna Imaterials necessary for the curriculum.

NOW WAS IT In order toWentify . thespecific PREPARED? problems in the area for which the experiment wasforeseen, aninter- discipliniry teamconsisting of an agriculturalexpert, a rural sociologist, a linguist, and an adult educator conducted.a survey : (1) of the crucial'2) of the remedial (3) of the farmers problems face measures sug- consciousncss by the farm s gested by the of the pro- in the High agricultural Hems and of Yielding Varie- technicians ihci,r capacity tics programme toimplement remedial measures This survey helped to: (I) locate the problems inorder of priority and inrespect 051'the coverage by groups and areas;

'HOV4,) WOULD IT This experimental project.to be BE IMPLEMENTED. tried out in Jaipur district for it1 validity, has to move through the following phases:

(1)Exploration Phase the survey to identify the actual problems facedbythefarmersin adoptingnew high yieldingvarietiesof Seeds ank the new agricultural practices required, or them. I, (2) Syllabus and Curriculum Construction Phase identification of agricultural remedial measures to be adopted by the farmers during the operational calendar forovcrcomi igtheir problems as indicated by the survey

(3)Materials Preparation Pfrase= consisting of A the preparationof first book, posters and charts, teachers'guide and supplementary readers. 178 (4)Action Phase the use of these materialin the actualsituationsin a limited number of appropriate'y selectedfunctional literacy centre3-with the teachers andthesuper- , 0.1sors adequately trained in theusc of these (Materials1 and

(5)tva/uarion Phasethrough theevaluation of itl.aterwlfor their simplicity or dint- eulmas,4 alsoor their clheacy in the4...u- ncle aclotsv uncutofs.., theoverall socro- economic objectives. '

The first- three phrases have already beencom- pleted, with the publication of the first bookalong with the poskrs and (cachet s' guide. I he remaining tio two phases have been recentlylaunched, namely, the action phase.for the to-out the materials, and the evaluationphase, for judgingnheir efficiencyinthe field, with the training of insiructors and the.supeisi- SOrSitl,Ore Ilse of materials, oi about 30 fun, tion.il literacy centresand for .underiakingbench-mark surveys an the villages sv here these centres aretobe locas

Ifthis experimental project pro's satisfactory. the sameor similar -problon-r ntrd appr.oach."in preparing learning materials will M usedIn Ionction,11 literacyprogrammes in other JiSillelS or localens ironments.

12 tT> (2)make adetailrd 'inventory of thepractical measiles asproposed by t he ,competent agrictrItuial teclinrcians furthe Solutionof each of the identilwdproblems;

(3) ideqy the pliis swat, technical, socif15 cultufal and linguistic factors skitch accelerate or retardtherinplementationof the above men't toned measures.

Based on the research findings ofthis survey., a Curriculum was cons'tructcdconsisting'. of22wilts agriculturaloperatlions,incorporatinpthe retire dial_ measures necessary for solving the problems encountered by the farmers and rilied socio-economic, scientific isc4 mathematical conceVNinsolved n them.

The learning'material.is thus "translation", of socio-economic and socio-psycho findoIf7s intoa "pedagogical language,fransforming the "eduCational needs" of farmers into "learning unills".

WHAT DOES ITThe learningmaterials,"trititle'd C 0 N ? "Kisan SaksharataYojana.-Prayo- gatmak Pustak, lihaag I" isdivided into livens "u6its".

Eacji unit is composed of:

179 173 Functional Components Rational Components

Sociocconotnic Components , nstrumental Component Ditractic Components Eyaluatbre Components

"'thefirstfour comNoncnts First nook (for ale presented in the adult lehmers) andtkrematning components in the '1 eadiers'Manual.

Unlike otherpre siousl 1 t his one is not organised utilised learningmaterials, as "subject - matter" but around life and sequence 1,. of k-priablein, tosuLlt a v.ity that thefu,nctional,rational, mental components socio- economic andinstru- all converge tosardsthe common core of the ss ork Ingoperation Or of farmers as welras inefasour of problems. and ap-tituder their knowledge, skills, attitutts

p ,/ LN'ALUAlION / ' _.---1 FFL 6 :=.... llithe \ , /j Farmers I-unctionil 1.11Ciat 6 for the first y Pi oNanlille. .67 time 14,'," theht,,tory of lillIS, theaim of evaluation /1'1 dia that' there V.,o adult literacyin has not been , a Sy Stein uf onc°of passing merely concurrentbuilt -In ,the judi.eincilt on thesuccess lsr ()therm /evaluation. proraiminc, but ofpros 1..0 of . for decgron-mal.inr rni.trust\sorthy ink»ioation MAIN CONCI:RNS v.ithrepaidto continu:inee, I: valuation has . expansionormoditicationof been m.affiry the :approach and eorlicrtiod \l, ithpr to. iding to methodology. planners, administratorsand policy malers the MAINI VAI 1.1,V1 ION Durin!tthepast five (i) data forprorravime planning, S'IUDITS dRLl'Olt 1 S years and selection of for 'den ifieati.on severalevaluation studies areas. s ill,es and croups of hacc as well as for learners mostly by the been carriedout, adaptation ofcontents to envy onmcntal Directorate of Adult conditions, from these' sliudies thic:it-Ion:Apart ronoIng differentshades of scient die an48scientific nre.hodology, semi- (ii)' feed-backon programme works \Ouch thCre emst a1, w cc helpingin aspects Ak h the object cannot he strictly classifiedunder the ii csolsinpstr.itc.i'n` Io "esalu'ation" butstilllend imprbvementbothcone )100":1 Mine 1froCy'.1", supporttoe\ t wally andoperatio , comparedtothe act and programme in.slie and cos crape by Ow: (iii) evidence of has to be expanded population, thees aluation effort t1,4nip ct of theprojectin and disersilied. if measurcablcresults.- terms The important-studies are the af.the study Objectives Location and samples,i:e (I) Year an7or'ganisation (2) which conductedthe study (3) (4) Reportof theEvaluation Committee To determinethe .progress and In four districts unriact of the , 1969 Since its (lsiinistry of inception interviews food, Agricul- ture and Community Development Quick Stanley ten Districts To assess thefunctioning of the local All" tendistricts covered prkrammcs up to 1968:69 1970 Miniscry of. klucationand Youth Seivices Impact cif nct,;onal Literacy, on To study the Agricultural farm) adoption ofDISjrICI `INVelo ent innovations andthe IS1chboobnagar, inOnce Hares 1970 behtl'vioural ch'inges (ssii113 ExtensiOn Education) othercontrol:villages) tittlite Ins- 4 AgriculturalUni- 1 0, versity, Hyderabad 174Itst

A Pilot- EvaluationStudy To Study. %. DistrictLucknow 411 - a) impacton participants 12 . 1971 villages with 240ru.spon- b) attainment ofliteracy Directorate of Adul dents(4controlvillages 1 dutation , skill with 80 respondents) c) teaching-learning . situa- . lion .

(1) (2) (3) 07 Operational Aspects of theTo identifyfactorsthat Programme Observations uringfield 1972 facilitateor- 1)abuperthe trips to Jaipur',4, Udaipur, execution Of the pro- Directorate bf Adult Edu- Ilhuhailesskar, Poona and cation gramme 1 uelcnow _ .s. Impact on learners Part le tilqr ly . District the Trivandrum 1972 relationshiptkoseentherala)--in . 10 previous educational lc s'illave Department of Education, s els Centres, with 287 rcs- % and performance University of Kerala *s. infinal pondcrits test . ,,, I q. Socio-economic impact ofQuickassessmentof the Districts : FunctionalLiteracy Pro-impact of literacy on: 4.- 1972 gramme Kolhapur, 13angalore, a) agricultural dcs'elop- Agra. Dilectoratc of Adult Ear- mcnt cation. b) agricultural production

1 Six-monthlyReport ,(oneTo assessthegains 'by., District) District : participantsinthefirst Kotah 1973 - phase of (he project Evaluation Panel, District inspector of Schools

Semi-annual Report (oneTo assess the gains bythe District : District) participants, after the first 1973' Jaipur insix villages Evaluation half of the course period 98 respondents I Panel District L.- Inspector of schools

, Study of the EFL Prr.).:t ) assess the effectiveness . District: 1974 . / the Progranierie DIrcctorate of liharatpur (Rajasthan) in - Extension 6 villages, 85 respondents I ducation, Udaipur University -,

,orwitt,411 Study of.10 - studs' the tilpastDistrict : Iff,;,acct in.). itsur 1971.71 against the followian -indi-Jaipur (Rajasthan) in 16 Directorate of Adult cators: villages (4 Loot Lol-villapcs)1 ducation awareness with 267 le \politic ills (76 --,-" understanding of hasiccontrol respondents) gfac ult u r al technology adoption of improved agricultural practices attitudes toss ards ,adult literacy level of literacyskills acqbircd

1C- 181 ii MAINNANDINCNSAll ealuation studies have and could not,bring out t c shine findings and conclusions,the scopes and obj c- -tives of these studiesbasebeen different-4nthe methodology followed and in the research tools Utilise there were considerable variations.

Nevertheless,arnefindings,particularly tho'sc regarding the impact On learners. diserve to be men- tionedeither as more or less general, or as particularly significantt : (l) The overall impact of the Farmers Training., And Functional 1 ricrac), prorrammc has been satisfactory: the response of the farmers to functional literacy facilities has graduallx become higher than in' ronimc literacy work, maim) titleto its immediate use,-value which Increased the farmers' motivation..

F (2) There was asig.ngficaiTrArrnprt ,:mcntin knowledgrawarencs and adoption eff improved agricultural practises n the rroup of farmers enrolled for

aNtonger durati n In Junctional literacy courses. -^1 (31. The stor-es have r nerally been better in ari- hmetic arid Lakulat'ioi ranfn rcatling and writ'ing. CP.

Th.e results base hccgener.klly hirlier regarding iigri- 11, cultural practices at d'trop ratation, than regarding use of fertilisers and ecticriles. and the adOption of ,rtyw economic actrs iticssuch _as ponlky eh:.; the indicators of the -leel contacts withthc. extension staff have not shown noticeable chanirt a rid rtjsaVcon- sicfercdthatuntil now pa'rticrpmion rnfUnctional literacy was not fulloWed or associated withbetter- riaenAof Contacts ; .(4) Regarding the reading skills arid compretren- si:on, it was fouR4,1 that in groupswith sustaineod teaming, 60"/ of the respondents -13.id a speed of 10 to 20 words per qurtutc, 20'' h,r2J peed of oscr -10 words v per minute. I he aver:1RJ:- rticipant could understand 2/3rds of what he read, inan,of them could understand and comprehend whateer they read ;

(5)Regardingthe us* of fu.n,ctionalliteragy skills, itwas folind that the large mam.rfity of respA. dents (between 80 -90 " ) could 1111 a simple farm plan:

(6)Regarding changesin attitudes,itwas noted that a.mbng farmers f ollowing functional literacy training, their curiosity had increased toget informa-

__ Lion on machinery and crops, to applyrnarhemaileAL- knowledge in daily life; their attitudeshad fi changed towards new agricultural practices and towards the education of their children,

- (7)It was found that in' the villages with well organised functional literacy centres there was some increase in the average yield per acre, as compared to the situation bclorcthe treatment was started and to the conditions prevailinginthe control grozup; the annual income of the participatin farmers increased as compared to non-participants. 182, 176 the participants (8)The respondentscovered by Functional often joinedthe functional Literacy Programme had moic fasourable altitudes centres atteachs:44'? 'act persuasion, butatalater ci towards rmOdernisation in rencral and sorb- economic motivation on thepartof adults, dedication improvement of their respeLtoc communities in parti- bulk of teachersand group leaders, of cuJar, as compared to the 'het ore' situation, and ib the voluntaryorgaryrsations' enthusiasm of staff %soul('seem attitudes of the farmers who did not p,,irticipate in the compensatedsome of the to organisattonal andstruck programme.This ssas re neetcd, first of all, In a weaknesses ofthe programme. degree of awareness and actual adoption of improsed agricultural practices,

(9y One of the more elaboratestudies(for 1 tieknow DistfiLt) showed . that aehic%enwnts and the knowledge S!t'idint! and .itsrelatedpractices had a direct..ie other words, ationsliip. in higherthe.n.hie%enientsinillefat the kno%,;cdc of %%heat (111') andits h.l.tc.1 - practices; altliongh 11,er encl.!! beha% lour adoption of thetour practices; 11: ,seeds. ;cc implements and inses.tieidestatalltour awareness, Interest, 1(1,11 and adoption) ter, . low in 7 espi:rinien1.11 grou p, It nes C1111, % than in the control croup, itis obser%7cd th itv. Uhl( fOnofIunckion.tiliteraes the respordcw ca- Intetested to getting furthernil 1..mation on al tural matters and lienee thecontacted the est, people?iough there ale dill:tem:esintheL. kt,.,t psn Lit ionillthe two ri,,urs (experimental control)11.esc do not \seem to he %, cry sharp; hence, it(IL')' he 1nfCrred that f hi has a limited role i'n-inercasing trfe lesel of501. 13 1 pa I 11- cipation of the adults.

(10)Sonic studies showthat enrolled farmers got socio-pschologieal gain, sincethey had a ft'S.4tigthatparticipationinfunctionalliteracs courses enhanced theirsocial prestige; it helped them In getting cleoed to positions of repute in social Luga- r" msations,It SS.a,, helpful in ...,4edditig their inhibitions in social gatherings and L fiscussions. -.2 4--- (I I)The /*rrstrelatis els most elaborated evaluation study (fAr ka ipu rI )i,;Tikt ) show sss illf it,.aid to awareness andunderstandin basicagricultural technology relatedto IlY I: stops of wheat and b.i;ra, there was an increase of the order of more than 70", from pre - Survey stage ko post-suis cy stagein the experimental group, the corresponding InCte.15C111 WC control, group't'eiiig much lower; w iith regard tylie:- attitudinal change to%Irds modernisation, the as ert;.e score in the experimental croup moved from 23.3 at pre-proOmme stage to 27 0 at post-programme stage, \ with almost no th'arige in the control group.. 44, ( (12)The 'drop-ot' rates havein many places been quite low (below, 0'41,),

(13)The structural and organisational patterns of ttLe programme %%we not commensurate.to its goals; high targets and rapid expansion resultedin a ricat strain on the administratise machinery! thenecessary inputs, such as adequate and timely budgetary allocations, competent teachers, abunekant instructional and -1?-a rnin g. materials, full-timeadministration and supervision, efficient tra,ftspoitation, ;route facilitiesin the elags, were notfully provided and th,s affected the final output, both in'qua,ntity and quality; the problem i,fIrrrrularrtv in atifs.nda rice 5. e'r I,rori1 -177- CH-2 dAZ)1 TRAMTIONAL AND FUNCT10.71_ LITERACY PROGRAMME Functional Literacy 1. Objective Programme Aspects Theof objectivecommunication. is imparting of a means Traditional Literacy sitionTherealisation. objective is dissemination of message and knowlcdte, acqui-of skills To link literacy with human Functions.and know-how, acquiring of new attitudcsf- 2.3. ConceptApproach A Diffused-extensiveandway printed of learning word to read the written whole.A Intensivetraining for dccloprncnt. Education for participation.selective. .a7 Education of the personality as a p 4,5. 1 o:At.,,snPlanning featuregrammeTerritorial as anapproachliteracy isolated self-sustained arra pro- Erl\ir1/4-sr.:..;:..partschemes.socio-cultural)Educational PrcgratImc of %I.:\ clopment correlated ,protects. with objectives. Component ofothe((socio-economic cr larger multi-purpose 6.7. ClienteleContent 3 R'sIlliterate adurts action.PcoplcLite9pfornurneracy for whom illiteracy ± 'somct is. 'rig' much more. bottleneck for their development and CO s=14 8_9. ReadingStructure material of the programme Uniform-singleLiteracy ABC follow up IntegratedsolvingDiversified, learning pattern material. of education, training and learning. r adaptable, tailo -made problem-oriented, problem- / 10.11. TeachingTiming personnel AcademicPrimary school ycar teachers, single teacher outstandingVocationalBascdv the training farmersworking schedule instructors, of production. in skilled teams. workers, teachers, technicians, concrete man. 11 Role of illiterate learners groupmcn.tedLearners from arethe individual context of catities theissocial isola- and environmentabstract wel- Individual is part of a sociological group 13.1,4. FinancingEvaluation fareFree-willgogicMeasuring budgets regults contributionssocial of qua4titativc and peda- andMeasuringinvcstmcn-tFunds economic are part offunds. itsefficacy. of dirccUand economic indirect investment, impa linked to socio-economic s, as well as of its social -178

DEFICIENCIES PROBLEMS AND FFI.-7

if Farmers Functional Literacy Project has hccn in operation in India for about 7years.This programme .sas a Wee developmental scheme,in% °lying huge human Worts and needing various hicvcmcnts. However, several dellocneies, supportsmany drawbacks and lacunae lia%e :tic()been observed.t his seems un- ,voidable, as muchasIi urn the conceptual point of %tew as from the g constant flow, of new experiences, point of %Jew of implementation, since. both positive and negative, is coming into theprogramme.

ALTHOUGH there has been a break-through in general IN thelast two years of the Plan period, this eoordi acceptance of the concept of "functionality" in literacy nation was not as continuous and vigorous as desirable programmes,there isstillConsiderable conservatism with theresultthat the project as a whole soinc,w11., and traditionalism at carious levels.A proper under- coordinated and constai, starkling, languishedforwantof oftheconceptand approach underlying the guidance fromthe Central point.Not surprisingl\ proairric?"n isstilltogain giound among the field th woill.c.rs. this situationin 4lic Centre has found an echo at The functional literacy tido:flies oftenre.- State and districtlevels also.At tfic district"lcvel .semblc the old-fashioned Mcrae% drives, without linking took considerable time for the states ,to set up sue' literacy witlo.he promotion of agricultural knowledge, committees. Lvlp wherestates ,J.is districtlo.t skill provision, a pprcutiLeship of new tarimng practices committees were set ll r. t hey' WO 1'1 I ngl 11.1S N: 11 sumo etc.Inotherw orJe,thereis still a lack of under- District coordinate' standing what functional literacy really mans that it what haphazard and apathetic. is not a committees have not yet been set up in all thcidistrict mere literacy pro9rammcbut an educatiemal yen where they have hccn constituted, there al *effort and an cirottof human resources promotion closely linked with development. purposes. jto clear indications that they have played a posits° role in the promotion of the project.

THE goal of convergingthc three components(farmei training, functional literacyand radio support) has in. THE three -dimension ral approach to thc implementa- always bccn achieved.The progress_of thcagricultur. tion of the Fainters Training and Functional Literacy component was generallyspeedier, theeducatiol, Projcct has not bccn alvf-asful41.appreciated.There behind.It)yas oils in tl aspect constantly lagging r is a lack of integration between the three components : la% year of the FourthPlan that th-e-4(sivei.ieeof \Agriculture, education _a_nd information.It is evident component.coUld approx cultural and educational be done I, thatwithbutintegrating,alltheseparts, without a mate each other.Much more remains to deeper' involvement of agriculture, of extension work- achieve an organised and functionalintcgratio ers, -'and of technical personnel, the functional literacy in termsof physic between the three components And sochr, componentcannot be"functional".Although. the inputs andinteertis of mutual support whole programme isa "tripartite" one, it is observed nisation of prograinmc elements. - thatfacilities of broadcasts of Farm and Hometnits arc available in only 38 districts.

0- defitiel USUALLY references arcmade to the following ; registration THERE have been delays in setting up thc coordina- tics :lack ofeffective coordination Q, and even sometimeschildren below tioncommitteesandthelevel of coordination and non - fanners wcak supery`is cooperation has not bccnsufficiently productive in years of agc inadult literacy classes ; term" of mutual understanding, appreciation, confi- at grassrootlevel ;delays in administrate of wio,rk supply of classroomequipment dence and contribution to overall project efficiency. sanction, funds and s-tasmissi. unsatisfactory maintenanceof records and' reports ;use oftraditional of of periodic progress materials. best marginallyfunctional learning

185 -179-

AS regards the personnel at the level below the district, it is observed that a substantial proportion of the staff have not had anytraining.This is due to transfers of trained personnel out of the district and lack of immediate local arrangements to train the new !ileum kents.Concerted efforts are called for from the Centre as well as fro'm the state Icsel to organise (a) 10.-riodical orientation and reorientation of key personnel (Direc- torate of Adult Fthication) ; (b) prompt orientation and training and supervisory and instructional stall (Slate Governments) ; (c) minimising asoidable transfers and turnover of project personnel so that the training and orientation given is not wasted.

(

THE need for specially- preparedmaterials forthe functional literacy programmecan hardly he over emphasised.However, there are still instances where traditional materials arc being used and to this extent the concept and objectives of the programme arc not being realised.

of THE delaysin preparing truly functional prototype learning and teaching materials, and inurepartiodail) in assisting states to adapt them to localsituation5. the dearth of supplementary reading matenakand networks for their distribution, have intheir turn adseisely influenced the interest and demand forliteracy as well as the progres,sbf the programme.

FOLLOW-UP action for the neo-litcratcshas been found weak in many districts, .The nco-literates have to be provided with so mesuitable learning and reading, materials for a period of at least a year or sotill they acquire thepermanent habit' of reading andusing literacy.So far, inall our previous literacy cilorts in this country,this,typeof follow-up has been the ta weakest link, and should not repeat itself inthe Far- mers Functional Literacy Programme.

ONE of the major deficiencies has been theinadequacy of infolmation argl reporting systemabout different aspects of the programme."I he reports have not-been sent regularly and some of the. importNnt aspectshave not been adequately reported. Itishoped thatin course of time the system ofieportingwill be further improved and the implemeiritation of theprogramnie will be on a more sound and film footing in respectof information, continuous reporting and ','fedd -180-

PROJECT operations full-time functional have been hampered bylack of literacy officersat district level, frequent transfers, andtransport difficulties. Consequently at thefieldlescl, and perfunctory.supervision has remained superficial

THERE arc also administranseand financial difficulties such asslowfinancialprocedures,delays in the appointment of whole-timeproject officers.Time lag betweenthe Central sanction andarrival of funds in the project district, all of whichcramp the smooth and even pace of implementation,and discourage and demotivaa theprojei.Trersonnel.

TIlE FunctionalLiteracy Programmatis in'Tact complex a very type of innovation withaspects bearing on (i) a wide-spread scrticaland horizontal coordination stretching all theway from the nationa,1 to the level and several ministRes and depAlments4(ii) a new type of motivation andincentive on the part of participants,instructors and public leaders : (iii) a new type of problem basedcurriculum and interra:ed instructional material; (iv) a uniquely complex administrative andsupervisory systems"

INSTITUTIONS, particularly those whicharc developed-over a period oftime, are hardto Ora rige.Very often, peopleare' so usedto traditional, Instructional and educationalmethods that they arc suspicious of all)thing-new. Psycholor Ica), intellectual and protessio nal obstaclesalso affect the deciston-makers, educators, adininistrators.development officers. social workers, as well as learners themselves.The elimination of prejuilmesand conventional. old-fashioned patterns is akdy%;i long process.Many preconditions arc necessary hipave the way to the introduction and expansion `,""'Rational innovations. heeffeetise tinancial. is hampered by diffoent deselopmcnj ;:,"Ilitients, dueto thc.fact that resources for rhysical t,.;r1:1,,ientsstillholdlargo' appeal than investments "flanresources:All this affects the necessary ht rid socialsupport tosuch educational seheines.

187 181

-- 1,..---\-- . - ,s. -

7.... n"? -2.. 0. oxhiu b KASHMIR -FARMERS' FUNCTIONAL LITERACY f

ti PROJECT THINMS/ C.7 /RADISH t.00010 II I N A DISTRICTS COVERED

1 /./

s..r.4fil .,) ''.. 40--..,10...p. ./' 1 r 13 II 110,11. 1 , fr.

t....--- ?r-v-,,-.... [,., e LITIAR /RADISH \ Pa/44 ..e". "...hrs.. 5 RAJASI RAN I-- -N4r -r"...... ei 6 i er 1,..--,.0 s leV. I .."...... t i. / 10101 tn ...s. \ _ ' \ ...-____-e-f-k-' s". ( , O 0 s ...... ,....0,./., ..., Asw.,,.. e.. o'h?... I /3 I/sh 0 00001/ ,..../.. 401 h.a...n, ...,- It0 "," 7_, I1/ ./1 /0000t '`''..:,,1 N,,, 4,. VI GHALA1A ? ) .; 1.) t, 4.000 0 1,...., ....__...... , ,, ..1.111.1 ,1.0 RANCLADL Sri .'... 1 0 (0,01/ "(, ,. I, 0111A11 7 I N es 1 GUAM) I 1000 /00/./1 _,/ ,6:,./J.21, MANOR PRAD(Stl /4410, 4,, ...11/00,7...1,10.1' 0 11... it '...). .s7,,'it ..,,i 1, BURMA '.1.1.: \I 4. .k.), :1°' 0 y(!ISI IlitGAL % \ 11, O 01/ 1014/, 110. 11 old .....N.11.1:1/04 Ar 0 . tr..' /10.4000 / ...... 44 .. a kig es) i set.000 ( 0)..._r_,,2 .C/41.11. (1 01) , ORISSA -4 MAMA RA SHIPA DADRA kRtokIR tikrt11, 011/111100, 1t. 1.../../ s_c 10, ts-.-D

4:-.--) 600% Ratat 0 (. 11 1 ( .1 841.04 rti q0. ,St '":" <... 0 0 ,R, tI/^1 \\..."Pr.". tiit.l I ii0,0,110 /ooI C ) Rot., 0r 0 6006, I o0000 r 0 Ore 01 CORsd..1 ?- /00 ""*..7.)otonAkpstoiss GOA, D AAI ANa, Diu RARIIAIMIA

, - 1/44// ) NARCONOAV I 116.111// tlhOtAS \Fx.,[0101 Cr (.00 00/ ;ICADICHIPRY 0111RiN ';".1:,:s..1 TAMIL NA15IP 1/.0 41 IINOIAI 01. 01.1 l"'" ttttt 0 e%

6/4.0 0 1001Ra I .4. <(` 0°d5 SRI LANKA

'k!1 ndupon /010/f 01 1.11110 opwool. lee IR. ,,,,, 00he 01 04 0,1 N u1 dount pen011100 .. 8000. ..0/0 h0,4 the Sur. or C.r,et.I of 1, `." "." ". "'" G_o vemaken Iof India copylfight,1975 The b,0,Isy 0(.1ot/00111y. nwn ..n 00Mop Is o Phlelprled from o 111114.ttrh Eotnt Are (Heorgariltion) At1,1071,IXtthue yet to be verified.

188 1

Functi nal Literacy In Kerala

AN EVA UATIVE STUDY OF THE PILOT e FUNCTIONAL LITERACY PROJECTS IN KERALA CPCRRIED OUT UNDER THE AUSPICES OF THE KERALA GRANTHASALA SANGHAM

According to the 1971 census figures nearly 70% of the Indian population of 55 crores. remainilliterate even aftr 27 years of independence. It is no cx.igger'ation. that the number, of illiterates in India at present i3 more than their number in 1947. Thisis so.4 not because of lack of attempts at .e radicating illiteracy but because of the alarming rate of jib:re:s,: in population. Indiacan be s'aid to bc a land of agriLutlure and villages.Unlike most other:. parts of India, where hamlets arc found here and there, the villages in Kerala are clustered all over the state.In Kerala there are 952 Panchayats as against 26 .Ntunicipalities and 3 Curporations The number of the rural folk could be estimated fromthis. Kerala, which stands first in literacyamong the Indian States alsohas four illiterates out of every ten. These illiteratesare mostly in the villas the urban No* excepta few factory, workers, day labourers and slum.dssellersare educated to a reasonable level. Surveys conducted have reseaeed t hat thereare illiteracy pockets in Koala having 90 to 95% illiteracy. Therural people: Poverty, diseases and illiteracy are the three major sinsof the rural people. Sonic accept it as fate whilesome others try to avenge this situation through concerted efforts. The raral folk do a not have access to the modern amenities thatare available In the urban areas.Urbanisatictn is a process that is taking place. Still the rural people live ignorant of their privilbes,rights and dutics They area nc;glected group of people,for no fault of theirs. Attempts of the Kerala Granthasala'Sa.ngham: TheKerala Granthasala Sancham,-a uniqe organisation of local libraries, which hason its fold more than 4100 rurallibraries,directed its attention to the spread of literacywhen they had enough basic dataon the appalling illiteracy level in the State. Till 1970, they were engaged in inculcatingreading habits among the educated-During the 25 years of existence,the Sangharn found that unless new readersare attracted to the libra- col ries, their attemptsowili be futile,as with about 2/5 of thepopu- lation in Kerala beingilliterate, any attempt at improving the sociql,economic,cultural and economic conditions. willbe in vain-. TheSanchans,conductd base flue surveyson reading habits and literacy. 'with the help of its dedicated,voluntary workers. This resealed that even within corporationlimits in the capital orKcrala,there are pockets having 9O-95"/"0 illiteracy. 189 43 KeralaGr$nthasala Sangeam, "Functional Nk) Literacy in Kerala,P.1-5 183 , The Sangham % came forward with an elaborateplan for starting literacy centres attached to its libraries. The Schemewas thorou- ghlyscrutinised. by the Government of India, which s'anctioned' ?a, a pill:St project on 75" grant-enaidon select items. The Sanghay believed in the dictumssomething,isbetter than nothing" and readily accepted the offer. The approach: The S'angharn felt that teachingmerely reading, writine'and arithmetic without relatingthem to life situationsand vocations was the main reason for the failure of adult education.I fenceit was decided to impart. reading andWriting closely relatedto the vocations or job opportunities prevalentin each area. Tostart with, two areas, one domin.yed1,) agricultural sorkersand the other by fishermen, wercterected for implementing theproject. Two streams viz A :rieultnre oriented and fisheriesoriented si ere planned < For both thestreams it w as (It:cities! thatsome in the-- maties useful in dailx life',health habits including environmental sanitation, first aid,prevention and curing of tVscasesetc, social studies dealing with citizenshiprights and duties,democracy, develop i ental schenws, our neighbours etc, and subsidiaryvoca-

. - tion sueas bee-keepiiu2.-poultty. dairying,cottai4e-industries etc should he tail lit as part.of the curriculum It wasfeltdesirable to give ample opportunities for expiessing and deseloping tailents of the learners n arts, sportscrafts etc through personal atic:n- tion and motivation.'f he lessons were planned to he interesting by directing the workersto inmate discussions,discuss daily features. arrange rote play, narratinadventures or special features etc, in the class and thereby enthusing them to read and write. The Adult learner: Though the adtilts lise in rural areas and they are poor, they have rich and varied espernences which they could consey to others in-oral form bit not in written form.The skill and :ibilitythat the learners h.ise are really superior to those of the instructors. A .sympathetic understanding and co-operationis what is required for these ad'ultsMany of them concededthatthey newer dreampt of such an occasionto get thernselvePacquainted with the written letters. They consider it:t God given opportunity Motivating the illiterates: Among the adults there are two types of illiterates. One set

. had not vile to any sehool where as the other had just studied one or two classCs, then dropped out and then relapsed into illiteracy. I3oth men and women arc found inthese two categories. They include da-labourers, coolies and even people withoutany livelihood- Some are of the opinion thateven if they become literate they are not going to get a, job and arc not mteresteain o getting themselves\educated.'Such people has eto be told that they could at least be better citizens constructively takingpartin the developmental rogrammes of the locality. Further they will thereafter be beyond exploitation by other sections of the society. Proper rilRtivation i't:, eswntiale order fo ensure thier fullco-operation and e ontMued interest. o 1)O The- Yfteracy Jatha: To begin With the Sangham conducated base,linesurveys to locate illiteracy'poeke As per census figures the least literate Districts (Pal hat Malappuram) have about 45% literates and the best one, eppey) 72.5%. But ift moat pr ctict's, there arc wards and villages which have about 90-95 literates among the ada!ti.[I :vingsid.:ntifiedthe we.:kspits.a literacy jatha was orpoised This shouted slogans highlighting the iroportan;',e of literacy and »ffincratay and ing those who could tillthe rocksand conquer the wastesrn the sea, to learn the alphabets and become men .tiid \toinen Instances of peopleindist- ress due to illiteracy and the attemptsat eradiciting illiteracyt all c7 the world osr welt: OCYL11 bed at thepublic meetings Selection of centres and workers: Since in Kerala there is a net woik of about 41C0 libraries which could run liter;:cy-classes for 30-40 persOns, selection of centres wasa real problem. The mostessent.4i1 areas w.cre given top priority This w.,sdonesty consultation %kith the local leaders-both social and political.Library ssorlersarc mostly interestedin literacy work and they soluntecr:dto be insteuctors inliteracy cuss.-s Among them.asel:etion s.ts made in regard to antitude, ability, time to sp.tre m addition to spine being selected on the giund the aieteaceis. Orientation Course: e Teachiicg theadultisdifferentfrom teuchine the young children.Athoro.Th in.ist.2ry ofadult cl;ology their specific needsand rrobl,:ins their interests and hobbies, their outlook and ways of life etc k essential to be a ,ucce>sfulteachr inthe literacy centres Anorientation conise was organisedfor about a week to highlight thereaspects as w5,11 as equip them better to discharge their duties in fullearnest. The daurcnt technic,ties of teathin,..,, testing-impiovising aid, en:%scut:discussedat len;!th in these courses The likely discussions that Followed; enabled the. part;cipants to clear their doubts.. Forming an Expert Committee: The organi,btion of the oi icination coursepreparation of syllabus and text books, planning the entirc.prograrnme,designing evaluationsrocedures etc as ale the follow up were in detail in the meeting, of the expert comMittee constituted for the imr.lementation of the pilot functional literacy projects in Ke- rala. The Committee consisted ()respects in Agriculture, Fisheries, Health Education etc- besides thou pi-often:11Ein educational technology techiniques of evaluation and tost contruclion

Lie,ides those proficient in educational technology and tochni- . clues of evaluation and test constructionspecially suitedto the r) adults.They rendered expert service .voluntarily.

s CZ, THE F,NPERININNT:i INKF,JtALA TowA.RDs ERADICATION OF ILIITERACY

By DR. K. SIVADASAN PILLA1,

Department of Education, UniversityofKerala, Trivandrum- 14

,fiERALA stand'first among the A Indian states with 00.I(1 percent health education, poultrying,diary- ing, literates the197)Census bee-keeping, cottageindustries" Figures. With aopulation of 'about -etc, through the mainstream ol agri- 213 lakhs,there' stillregents about culture or fisheries whichare predomi- 85 lakhs who are illiterates.It was nant inKerala. In these subjects the Kerala-Grandlia!ala we expect the standard ofan S. S L. C. with a net wo bout 4000 libra- student from our learners.(1) 'Itiough ries all over K .ho got 'interest- this mightappea; rather impos:.ible ed in tng to root out illiteracy from to conic,we gave achievedthis. sti the state, came forward \vialpropo- Thereading andwritingabilities sals to the state and Central 'Goviiin- could not reach theexpected level ments...Accordingto flick original within the six monthr-So we have scheme, literacy was to he wipedout now revisedthepatternandti e front Ketala within 5 years usingall course is now of 12 month duration. the locallibraries as literacycentres. So, as against 150 hoursof %cork in the But the Govertini,nt of 1,11dia sanction- firstpilotproject we are now using ednly two pilotprojects of In cen- 300 Ctrs.The working hours and tresch with an int,ie of 4044dults exact timings are fixed subjectto the in eachcentre. This" proje'a was convenience of the learners butwe launched on the 1st of December1071 have: fixed 2 hours (2'. hour.:including and gotsucqessfullv I,ornpleted by warming up, discussions etc.)per I'da)", May/une 107`.?,Encoraged by the for 33t ays a week for eachcentre. result4of the pilotpioject the San- ghom submitte.1 fresh proposalsand An expert Co:-nmittee. at present with financial °assistance consisting of subject specialistsin variousfields, from theCentral( ;overnment,3t) jy,yehologi,1 s, ethicalionist s andsocial centres for men and 10 centres for workers have h'c ti women arc engaged in educating .the formedforthe implinieht.itiorvii 'thispioject.(2) illiterateadults.This `.01mt process We have evolveda (1,1 ailed syllabus, would take years to react i thetarget. prepared books for It k high time that the Government the differentsub- ( jec:s and drafteda 4cheme of evalua- comes forward with liberal grants to lion. didn'thave aliteracy eradicate illlitvacy the next 5 .piiiner duringthe first Or 0 years and help Kerala clairn,100° project but used to teach reodingandwriting literacy.Though humblein nature with the help ofthe subject books. From the evaluation the attempts of the Sanghomhave report (3) itwas come out withvery valuableand felt essentiA to havea literacy primer creditable results. and weit pared one.(1) It contains I 30 lessons to becovered in 50 hours -By literacy we,.,.,do not mean sim- covering theentirealphabetsand ply theability to ad and write. ensuring a COO word Besides this we want fo vocabulary. The educate them idea=sentence-wordlletterapproach of- to be goodcitizens. Our literacy langt;[:,t learning has beenused in its curriculumhas.. bee'n so framed .ptepeation. as to The adult learnershaVe ensure the all round developmentand found this very usefulasa.:-o1 the modernisation of theindividu..1. teachers. Thesecond part of teach Social. Studies, the Arithmetic, 'rimer (5) was August ugust 1.9 2 4.4K.StvadasanPillai, "The Experiments in Kerala Towards Eradication 1,0 pe Illiteracy," reprinted `7'from Educational India, -Oct. 1973, 3 p. *tt. 1t17' SO teat tne secoriu prn)ect people 4.86- have the benefit of another 1000word happens to be the Hon. StateExecu. vocabulary by to time theycomplete tive Director,We have launcheda the course. massive, time bound,voluntary programme for eradicating illiteracy.We We admit people of theage group could enlist about '15 to 35 or 40 considering a thousand volun- how far they teers in our literacy trigade,within a are motivated and their chances of week of its fortnaon. completing the course. Each batch This brigade, has to start with, will make10,000 people about 40.50 adults. A team of 3 literate within one teachers arc allotted to each year,using the centre leisure hours of employedhands and after a thorough orientation. Lectures vacation time of on CollegeStudentg. functionalliteracy,adults-their We have also calledupon the Student needs and problems, adult psychology, community inKerala to follow the special methods of teaching theadults, "each one teach 'one" teaching aids, Effectiveness ofevalua- method and tionetc and model lessonsarcpro- lthus 'help eradicateilliteracyfrom vided for 'the literacy teachersduring Kerala at the earliest opportunity. their orientation courses ofabout a week or so. The Adult Education faculty of Dedicated social workers the CalicutUniversityhasstarted usually come forward for thiswork. some literacy classes in its constituent Only a i'mminal honorariumis being given to these, literacy workers. Colleges. Now the Governmentof The Keralahas also comeup withits Expert .Conimittee arrangesmonthly programmes in one districtCanna- seminars at various literacycentres nore. How far governmental machi -' to discuss problems and they review nery could worlc %%lendersisto be the progress.- Continuous evaluation seen.But thereis no doubtthat by the workers and periodical tests by Kerala would be the firststate to the expert committee areensured. come out with 100percent literacy in The reports are also published.We India. find a lot of attitude changes in our learners (6) RtTERECES J. Pillai. K. S.Functional literacy It is but true that throueh disuse the. approach in Kerala, Paper the literates relapseinto presented at the Regional Work- Henc we are looking after this aspect too, mmediately after the comple- shop on Functional Literacyat tion 1,110first pre)ect we started Hyderabad during February1972. publishingafortnightly"Salishara 2. 13rochures published by theKerala Rem larn" with useful reading ei ttetial Grandhaasla Sanghom. for the -neoliterates. This k si iit free 3. Pillai K. S. The impact offunc- of cost, by post, to all the 800 nculitc- tional literacyprogrammesort rates.Follow up studies have shoWn the Learners in Kerala'.Indian that this helps the neoliterates keep Journalof AdultEducation, up their knowtedgc, improve up in it October 1972 New Delhi. and keep in touch with the lite:lacy centres for timely help. 4. Pillai K. S. SabsharathaPatavali (Malayalam Primer) Publishedby KeralaGrandhasala Sanghom revised edition March1973. Primer Part IIIn Print

workshop . for prepalior, hooks iA 6. Pillai K.S.Atitudechanges pir theneoliteratcswasorganised among neoliteratesMimeogra- luring April'73 and Wrscelpts on phed. ;,errious topics are readvifor Lena.A *second .set of 25 scripts will also be ready.by October '73.We arealso 1publishingabook "Sabsharatha" shortly for those who take to literacy works. It describes the how and why of functional literacy. what to 'teach' and how etc.This will be published by the State Institute of Languages. Anotherorganisationcurrently engaged' in the literacy work is the Kerala branch of the Nehru Institute .193 of Ynoth Afirs, of v 16,11 the author A Profile Literacy House, an institutiondedicatedItoadvance the of- level of adult literaty and thepromotion of ,adull education among out of schoolrural' yOuth was foundedby.Dro(Nlrs.) Literacy House Wclthy fit. Pislier at Allahabad in the year1953. Itshifted to Lucknow in 1956.Its programmes have a nationalorientation and include training, materialproduction, mearcli.and extension. These programmes are organised umsuch a way-that they make an effective contribution to the nationalliteracy campaigns and to

national development. .4

Literacy House aims to evolveliteracy education techniques and tools through initiatingaction-oriented programmes of functional education related tofood production and familylife, train viorkers in the abovefields, stimulate and guide other agencies to undertake literacyeducation work and produce materials for all phases of functionaleducation primarily for out -of- school youth and adults in rural areas.

Lit.n.;iees

devdop institution:11.1nd stall capabilities and reso- Calendar of [vents ur,.es to mcct training and material production needs 1953 Dr. (Mts.)WIthy of government programmes and to give integrated H. Fisher FoundedLite- racy House at Allahabad liadershiptofunctional literacyeducation move- on 13 February. The first ass;gnincnt Training ment. of Chief Social Education Organisers forthe Government of India. 2conduct training programmes for literacy and adult

education workers, agricultural development, especi- 1954 Mr. K. M. Munshi, Governor ofUttar Pradesh ally practical education for small farmers, family life invites Literacy House to Lucknow. education for the entire family unit and conimuni- World Literacy inc. (Now WorldEducation cat ions. Inc.) the principal supporting organisationof A \ Literacy House sends its first contributionof 3 develop and produce basic, instructional and follow- 50.000 dollars. up materials, systematically evaluate the impact on participants and devise effective means of distributing 1955 Educational puppetry for social changegets it beginning at Literacy House. these materials.

1956India Literacy Board established toown the 4developonimunicatio.ns aids for functional literacy. property "and guidethe policyof Literacy and adult education including T. V., radio, films, House. puppetry, folk art etc. Wel thy Fisher visits Vinoba Bhave in Gaya and receives his blessings for the project. :5 demonstrate functional literacy educationprograrnmes Ground broken for the newcampus at Lucknow 'through action projects especiallyin the fields of agri- tlesigned by architect Laurie Baker }".4..*:-: c. z culttiraldevelopment.familylifeeducationand

. . occupational training for manOwer development.

4.5Liteir:ricydouse,A Profile of Literacy House, tucknow, Literacy House, p.1-20 194 .. . ty . sations working in areas of functional literacy, food production, and family life, education, and share its expertise and experience4Ahrodgh material, discussions, services, workshops and conferences etc. ,

7establishcollaborative relationshipwithvarious governmentalandnon-governmentalagenciesat . regional, state and national levels and relate itsprogrammes to their activities.

Programme Development t937world Literacy of Canada formed to support Literacy The work atLiteracy House developed through several IQUiC. stages. 400 lady teachers trained to open night schools The initial emphasis-was on conducting literticy clas1 for young mothers. in rural areas, developing methods and techniques forteaching AdministrationBuilding inaugurated by Dr. illiterates.The next step was to provide follow-upserviceslot Radhakamal Mukhcr)ce. retention of literacy skills. This led to theestablishment of a Received 69.000drillersgiftfromFord Schoof Writing with the grant received from FordFoundation Foundationforthe establishmiint of the in 1958. Ways and means devised to deliver the simpleinate0a1 School of Social Writing. developed in the Writers' Workshot4 to aco- literates at the doo? 1958 The first three-months Writers steps.The consequent emphasiswas on Training Course developingmobile.. initiatedbyMrs., Welthy Fisher andDr. librarservices. The experiences gainedshowed the need for Radhakainal Mukhcvjee. liang and integrating the literacy education with agricultural CARE gives a grant for distribution of 1.00o aid industrial development.This led to the literacy kits. ers' ,:reation of a Far Institute at liijuaur in19136. Then came the realisation Indian Adult Education AssOciation holdsits t at literacy education IX should be built aroundthe needs and prob. NationalSeminarat LiteracyI louse 1 sof familyas a unit. Campus. Thus finallycame into existence a F roily (Life Centre in 190. The first Indian supportconiesft oni G. D. India's leading industrialist. Ore Programme andSpecial Projects

Literacy House programmesfall undertwo categories namely Coie Programmeand Special Projects. fraMme The Core Pro- includes training.offunctional literacy project coordinators workers and (especially for fondproduction and family lifeeducation), development, productionandevaluation 1489'I he I loose of Prayer for :illNonle is related teaching materials of inaii; and audio-visualaiiis for new literates, rated by Dr. S. RatIliiikiislinan,Vice Preside teachers and teacher-trainers. of India. This is the continuingprogramme Di. :fakir at Literacy House and carried out byhighly qualified profess- ViceChancellor of Abe.. University joined the India LiteracyBoard. ional and administrativecore staff. Nepal sends a group of literacyeducators training. fiat 'The special projects are time bound systematicinvesti- Panchayati Raj Training Centre gations, studies and programmes to train villa; undertaken by the projectand leaders inaugurated. instctiOnal core staff of Literacy House. These projectslay emphasis on programme development and feed back of theresults for 1960 American JuniorCitatb.:1*of.Commer.. modifications and improvementsand are uncle/taken only when the portsfirstTibetan teacherstrainingpi required financingis assured. The nature Padscopeoft gramme. action oriented special projects fallinto Si?major.categori agriculturaldevelopment Titeracy clatsv,among industrial cs education,familylifeedulation, functional literacy education/training, kers in Konpur commenced with thecoop: literacy,education comm- tion of Labour Welfare Department. Gov:f unications media, research and evaluation and libraryservices. meat of U. 'A profile of Litcracy.l-lousc is presented belowthrough, a ti capsule description of its programmes and activities: 195 -3.89-

Agricultural Delelopment Education 1962 Nava SaseraTeaching Techniquematerial The agricultural development education activitieshope to (Primer and graded boOks in Hindi) written, demonstrate the positive correlation between functionalliteracy published und distributed. education and agricultural productionby initiating programmes Retell tonf y skills programme initiated o farmers' functional literacy classes,farmers' training, agricul- ibrarics. tur extension service, preparation ofteaching materials for Welthy Fisher receivesthe, G. J. Watumull young farmers, nraintenanceof avocationalworkshop and Memorial Award for her work in literacy and doclopment of demonstration activities. adult education.

ff Some of the special projects underway arclarmers' Train- ing, Agricultural Extension and Custom Service,Training of 1963 Two books published by Literacy Housewon Government of India Prizes. workers for Farme.rs' ,Ennctlional Literacy project sponsored by Central and State Governments, Shramik Vidyapeeth, School of Bil and Cora Baird, America's famouspuppe- Tractor Drivers and Mechanics and research studies, teers spentten inspiring daysatLiteracy !louse

Farm Management 1964%Veldt)* Fisher receivesthe 10,000 dollars' Ratuon.Magsaysay Award.,,,, Literacy hlouseis managing two agricultural Two books are written and publishedfor farms of UNICEF. approximately60 acres each one at Bijnaurand theother lit NeiWana poultry farm of 1000 layers and a cattle breeding 1965 USA11) sanctioned Its. 79,99,000 us grantfor cum milk production farm in collaborativ with National Dairy five years to expandthe work of Literacy Development Board at Bijnaur Campus. The farm management House in other parts of the country. programmes aim io he developed as a training-cum-demomtration 1966Workers Mobile Library Project initialed in units fot the young farmers under training and the farmers of Kanpur. the locality. Literacy House programmes reorganised. e. Fondly Life Education Young Farmcrs' Institute inaugurated.

The family life education programme aims at propagating 1967 Bata Sigma Phi, the Amerian women's theideaof smaller,healthier andbetter educatedfamilies organisation ten -yeardontributions totalled' over throughfunctionalliteracyeducation programmes centring 60,000 dollars.

around theconcepts of planned parenthood.l'4)1111LIt and

1968 Construction of educational 'amity life education, nutrition, child campus of Young care, home moniTgentent and Farmers' Institute at Bijnaur Farmcomme- wooeconomic development of ruralcommunities._ The focus nced. throughout is to reach all members of thefamily. Theprogrammes Literacy House joins Stave Sava Sangh (Vinoba Bhave's Land Gift Mission)topromote literacy under thissector include building and train farm leaders in- Bihar 1.1, and Uttar up resource facility centrerelating Pradesh. - tofunctional literacy, familylife Six-week seminar on development ofprimers in regional languages organised. planning and population education foruse of workers;development 1969 Eastern U. P. Adult Education Centreestab- of proto-type programmesand lished at Deoria out of thzgrant receivedfrom teaching materialsinfamilylife World Literacy of Canada. planning education both for workers \Velthy H. Fisher receives the first NehruLit- eracy Award from Mr. Zakir Ilitsain, President and target population; organisation of India. oftraining courses,. workshops, s Mr. James George. Canadian High Commiss- seminars for professional workers; ioner to Itulia inaugurates the hostelbuilding of Young l'arnicrs' Institute at Bijnaur. and conduction of research studies. 196. -19u- Some ofthespecial,projects underway are WelfareExtension 0- Project sponsoredby the Central The first Corresponttcpce Course for training Social Welfare Board; Family Life literacy teachers and workers inaugurated. PlanningMobile Van Services; sponsored Family Life Center established tit link literacy. by World Literacy of Canada,Chikan Embroidery with family life planning. Project,, a practicingNursery School, LiteracyOrientedto Better Family Living;Nutrition Education, Documentation of,. Family Life Centre develops Family Life Pla. nn:ng Education Kit for dual health workers..t the Family Lire Educationmaterial developed in India pail. Research Studies. USAID extends grant for two years.

Functional Literacy Education/Training Netherlands Literacy International Cornmitte? and the Fraucn Weil, Organisation in West The trainingprranunes conducted both on and off cam). Germany started supporting Literacy House. pus for literacy and adu i educatio9 workers suchasteachers, supervisors,trainers and admitriitrators Literacy Information Centre established at New are oriented tothe Delhi. needs of both governmental and ptivateliteracy etlucation insti- .1 tutions. As an integral partof these training programrlesthis) PlanningEdu. sector is involved inthe preparation ofcourse syllabi, instruct- 1970 Litcraupopulation/Fam.ly ional materials,programmed instruction and cationWorkshop for 49 representatives of field tested teaching materials in the on goingliteracyclasses conducted in neighbouring countries organised at Now Delhi neighbouring villageswhich providean excellent laboratory and and Literacy House, Lucknow in collaboration feed back mechanism. with *odd Education Inc. New York. It also conducts evaluationand research studies in literacyteaching. techniques. rya Mohammed Ra7a Pahlavi Prize of UNESCO awarded to Literacy House. Some of the special projects Dr. (Mrs.) Welthy H. Fisher Endowment Fund initiated by thissector include: conduction of off-campus created. training courses for literacyand adult education -workers throughperipatetic team, Schoolof COrre- polidence Courses, Radio/Transistor MechanicTraining, Training 1971Eastern Regional Conference on Population of University Teachersand Student Leaders inliteracy pr4ra- Policy and Programmes sponsored by Popu mmes under National ServiceScheme and Functional Education lation Council of India held at Literacy House. Projects. 4 WelthyH.Fisher conferredHumanitarian Award of the Variety Clubs International of the Literacy EducationCommunications Medi United States.

. Produced five teaching aids onapplied nutri-. tion programme for UNICEF. The functions of theliteracy education communications media include : develop, test? and produceprimers, texts, follow- up and instructional teachingand reading materials for and newly literate illiterate, adults, communicationaids and adaptation of 1972Regional Workshop for Development of Inte: folk media such as grated Teaching Material on Functional Lit- puppetry, folk drama etc. foreducational and recreation niiltoses for eracy and Family Life Planning sponsored by out of school youth and adultsespecially in rural areas. It alsoaims to initiate en'terimentation Population Council or India, India Literacy in the production and evaluation Board and WorldEducationInc. heldat and use of new mediaand aids (radio, television short films, comic Literacy House. strips) and their implicationsforliteracy education,after porfcssionaltrainingprogrammes, seinivarss Ncw Library Building completed, workshops in specialised communications(puppetry, radio, tele-

Programme for training of workers for Far- 197 mers' Functional LiteracyProject sponsored by Ministries of Education.Food and Agrtcul tyre ,andInformationand()loath:Jo:gig. {fit of )111 t writing, comic strip and reading material writing (erates) and publish theresults in order"to share the /and experiences with others.It also looks after the 20,000 sets of Naya SavEra Teutons' ,11C"al Jetion, sale and distribution of.varioustypes of communi- pruccd and supplied to Panch,ivoi JI ion aids. 'al Welfare% Department, Goro, en:of Utt, r Pradesh for initiation of a %Iso.i :04c11 The nature and scope ofspecial projects Initiated under Campaign.5200literacy classes ..1."cd 'n this sector include:Production and Testingof Motivational first phase. Films for Functional LiteracyEducation; Folk Media Communi cations (Puppetry and FolkDrama); Integrated TeachingMat. Family Planning Foundationof'16 ,.14 sanc erial Development and ProductiOn;and Silk Screen Printing cum-Training Unit. dolled Rs. 7.500 for Workshopon fp. velopment of Integrated Teaching Materialon June (tonalLiteracyrela,ted topop,lation and Research and Evaluation Services Family Life liducation heldatFaintlyLife Centre. The basic role of researchand evaluation services at Lite- racy House is to build a fund of usuablcknowledge on the problems of educating adults and to assist staff of Literacy Houseand other agencies in developingresearch designs, tools and techni- \-7 ques for initiating basic and action orientedstudy projects, UN tCrx as 'c6ritracttcr SurPe7 of-Tifiilling I e All India The services extended bythis Aids relaiiI. Training sector include : conduct or%Nursesand Para.111,,ii. bench mark surveys, kecp records,build new programmes, watch Institutions. dl Training change and guide programmesaccordingly, develop model built- in-evaluation tools and techniques for&I...goingactivities of India LiteracyBoard submitted Literacy House, organise (workshop to Ministry of Education Year Plan and seminarsori, research and !.ti.;a1 Welfare, methodologiesand evaluation techniques; Government of and initiate basic India, New Delliifur support. ' research in collaboration withuniversities and other academic National Dairy institutions on topics Matedto functional literacy education. Development Board,India sanctioned Rs. 14,00,000 for establishmentof Cattleilreeding and Milk Library Sell Ices Production Unitat Young Farmers'Institute Campus, This function of Literacy House isbeing carried out by Central and District Libraries. 1973Sint. Indira Gandhi, Prime Knisterof India Central Library comes as Chief pueston 20th Foundation Celebrations. Day .The central library seeks to servethe wider needs eit the Literacy House academicaff and progamme, develop both inte- restand, awareness oflikokary resources among workers, and scholars and stimulate the literacymovement in India and Asia. It also aims to survey of ivo Idliterature out-put in functional literacy education especiallyn the fields of agrieUlture and family life planning, procurement/of'books, reports and journals etc., documentation of available material, develop instructionalmat- erial on library servicesi'oruse of functional literacy workers and readers and condUct professional trainingcourses, workshops and seminars in library management.

District Library 4 The district library seekstmeet.the jnterestd of thenew reading public inrural areas, dev lop' new patterns fordistri-, bution of hooks (market library, book banks,bicycle library), organisation of effective follow-p serIces (thrOugh'individual and institutionalmemberships), book 'fairs, readers' discussion forums to inculcate the habit of reading and providing technical knowrhow to other agencies in strengtheningthe literacyskills 198, and rrMtintlitio th01,1:Ilion of n w literates. . troglrontmePlan ing . . t lic programa e planning, activives Include; coordination of prop-amines of L' teracy House, write up project proposals work plans and repo Is establish, contacts with-Prospective donors-, and perfornethe fun ions of the Seca:1404a Of the Directovin all matters "fiCrtainingo , training,publications,production and public.relations,

I Administrations This sector alr1ts. to establish an effect* administration at Literacy House for better 'Wilzig on and control of funds' and execution of the educatiOnal pros anunet and seri/met; The main activities of this sector .includeseneral administration, pro* gramme planning, reportim, pure asino and, procurenierit, main* tenance of accounts; maintenance I r hostels, transport, upkeep. of grounds, and work more,latensiVe y with governinental and non- governmental agencies on rnedi tilt literacy *cation in nitre Pradesh and other nearby Ilindieaking states,'

Aanagemetu Mood A non-profitorganisation, run 1),t-titt India _,Literiley established in 1950 under the Sowy's-,-,-Itegistratio Literacy House receives financialid fivni manynational and international bodies, including:the entrat SocialWeltareAdviSorY- Board, FaMily Planning Foundatiot ofIndin, World Ildueatinivitte New York, Ford Foundation, CAI. E, WOrldLiteracy of Canada; Netherlands Literacy Committee, -Welt- ,Cfrganisation, West Germany and Others.,Liters y House is the main organ (0k.' fulfilling the aims and oblectivei 0 -the India. LiteracyBoard. Aso Progress to Date Some of the significanta4ltievemcnts of picritcy touse during the last two decades Include: Developed a Naynevcra Teaching Tecliniauelor illiterate /' adults (á Primer and three graded' tenders); trained 12530 literacy workers, 343 literacy superiisors, 4640 teachers' forthe Fartners'. Functional Literacy Project initaiatect joiatlyby the DepartMents of Education, Agriculture and Information and Bioadeastitig, .1320 Audio-Visual Educators, Puppeteers,S,ilkScreen printing technicians and radio mechanics, 412 writers -and 8943 panchayat leadets produced ,,32 evaluation papers and studies; 30 flaskcard- sets and khaddargraphs cut outs,32 puppet plays, 1.4 prim IS in Hindi and other regional languages and 30instructional ma erials- guide books and manuals, published 175 titles fornew lite atet(05 follow-up books, 50 content sheets 'and30 ,parnphleti,harts for UNICEF, UNESCO- and 'FAO), translated 32 :Litcity House publications into other regional languages; built far ere Institute catnpu$ 4t 13ijnaur,undertnok'land'reclainatiort wo of acres each established a vocational worksh p, i(poultry-and`,poultry, -and dairy" Arm and trained 653' farnicts;-',establised Centre; organised family'life eduCationdoutse.(1520 trained in 4:7 ourseS)., developed three instructionalkits and produced a Family We planning Bt:location Kit(4000 sets) for State Flintily Planning treott 14, constructed a new libritrvbnildina, extended Mobile", lihiary services to more than 200 villagescovering a population of approximately 200 thousands: extended supportto 19 voluntary organisations in eleven states of Indin to initiate.literacyprojects ithd established Eastern Uo,P,. Mutt Education Centre, Deoria,

The benefits of training, material production andresource facilities have gone to several million out0okehool Youthfind adults in the countyy.

Tbo-TaSik Ahead During thitext decadc'Literatcy Rouse proposes to link its Araining, materialdevelopment, research and extension functions ._ to' food production, family life education, and employment plans of State and National GovernmentS io.stkat a Way that they Make OA effective` contribution to the 'national litetacycampaigni and to national d,oVelopment,It will offer Specialisedraininito, key

, workers from all:,over.the country through war ''. PSSclitinitrso and inititutespprodUce fUnctional literacy teac .,ing.materials for . learners and, trainers: organise family life educan programmes on an expanded area; experiment and evaluate in theproduction awhile of new media and aids (iadio, television, Own'. Ilims, coinie 'strip Writing, puppetry) and initiateactionoriented , projeCts. The darkness of illiteracy isdying The literacy lamps are lit A glolk of happiness, is Hastening tacoviir,a -vast area

For furthrr detail; Write 10 .Director: LITERACY II US E PO Alambagb Lucknow51./.P. [India) N-1948. T.he publiclibrary and adult e)lucationIndia Satyen Maitra Bengal Social Service League,Calcutta

Back in 1936, Tagoro inhis convocation address to. the 4Icutta University' graduates said: "Wiwi is called `edutation'now has originated In cities, Business and the pursuit of jobsare following it as concomitants. This foreignsystem of education may be-comparedwith the lights inside the compartmentsof a railway train. The inside of the compartment ;is bright, but the miles and miles ofthe country through which the train isrunning are engulfed in darkness." Thirty-seven years have passed and even nOw what Tagore said is substantially true. Seventy ,(It percent of the people, of have not acquired even census literacy,which is a far cry from functional lite/racy,. There has been a phenomenalgrowth since 1950-:51'in"the educational facilities inHigh & Higher Secondary classes (index of growth 650) plus university education (index of growth 61S) but thishas benefited, by and large, the educated middle classes. of India. Therest...mho-. roughly_constitute 70%of the people and wlio comprisethoproductive. group-- the farmers and the workers7-haveremained illiterates., To'iiidati-nilthis ant:query we-haveto consiar The role of the eliteor more precipely,. the new elite in. India today. There are broadly -threecultural streams in India: the elite, the folkand the tribal. In the past, therewere a number of meeting points between the eliteand the folk culture. Bothwere appal based and both interacted on each other,Only the tribal culturewas separate and distinct, unaffected by either. But owingto the British rule, a new classcame to the fore --the new elite which turned its back on the village andbecame urban. and Western oriented. Whatever . communication there wad between theold elite and the. folk snapped completely. The new elite or the educatedmiddle class, which is now the ruling class, have advanced their own education greatly ina Short space of time, but have neglected the education of peasants, workers and tribal;.There are now two societies or to quote Disraeli 'Two Nations'. One educated, fullof ideas borrowed from The Westl a.ndabroad about desirable social changesand the other illiterate or semi-literate iYithits. psychology rooted in the pre-industrialpast. This pre-literate society is hardput to understand changes which place or are in the oiling. The are either ,taking Commtmity..Dcyclopment_Ptogramine_ failed because, among otherreasons, it was more with extending the kuowl- edge of certain innovation& billnot really interested in openingup. the' minds nd consciousness Of.the..peoplese-that.theycould understand, accept andassimilate these changes. In other words,extension of knowledgewas attempted without distention Of mind, leadingto enormous wastaid ofresources. There is not only this wide gap between the educated and pre-literatesections of. the -society, which make itimpossible for the two-thirdsof the society to understand and know about changes throughprinted words, Mere isa new development. Even amone)he educated, 'a gap%is appearing betweenthose who have technical knowledge and thosewho do not have it. As the chances innovations arc mostly technological, and thiS is likely to leadto accretion of power by one section of the. educated section-at the expense of others,bringing in more social tensions and conflicts.- In India, this problem is notso acute now,,,but in future, owing to the general ignorance of the people, it hasdangerous potentialities. . The.picture which emerges is ofan .India in themidst,of changes, facing and difficult situations, with new a majority ofpeopie steeped in illiteracyand unable to communicate,. with a small minority of educated middle elassitself split into a coterie of technically knowledgeable people and others educated inan out-dated irrelevant structure. It is not a happy picture. But, it is wellto keep this picture. in mind, because one can be taken in by superficial changesin urban and rural areas andconclude that India has set- her course truly towardsmodernization. 201 Satyeri .tlaitra, "ThePublid Library and AdiltEdi at ion' in Tnlia, Convergence, foL. IX,rto. 2,' 1974, p...72-76. -195-

Use of modern techniquesand methods in agrichulture university education do and industry oreven not automaticallyensure development of modern Witness the strength of outlook.. Castcism, communalism,regionalism and sectarianism which run counterto the idea.of modernization. Technological advances, withthe exception of a small minority,have not touched the of illiterates, semi-literates attitude of the vast majority or even the educated whoconstitute the bulk of the people. It is a mistaketo think that peoples' taneously to changed attitudes adapt themselvesspon- conditions or automaticallychange when innovations introduced:This is are the logical fallacy ofautomatic mutatis mutandis. equally follatious to It will be expect that people willaccept and adopt changes simply the exhortations of the at powers that be. There isa long gap between people being aware of a change and theirfinally adopting it. this gap depending Education can shortenor widen on whether it has been fashionedas at instrument of change or an instrument for preservationof status tido. Prevalent_ ..... eduCation whichwas evolved to serve the needs ofan antiquated system based many by a few is a drag on the domination of on progress, generating andperpetrating counter-. productive attitudes. But a well directed educationalprogramme, changed and geared to the needs ofa developing society can transmit skill in the veins and arteries relevant knowledge and of society and help ina bttad transformation of attitudes affecting all sections in the society. In otherword's, it c formation of a development help in the ethics and developmentpsychology. Education and more particularly adult educationcan play this transformational adapted and bent towards role, ifitis social changes. Itcan ihelA one to liberate oneself, break out as Paulo Freireputs it, from the culture orsilence. product of environment, one Instead of being a can shape environment throughcritical intervention. Adult education is not just alphabetization, it is muchmore than that. It should obnot only present innovations and changes in a form whichwill he comprehended y two-thirds of tht.i. population, taking into account their.isolation from the educated middle class, their pre-industrial psychology,their parochial and fragmentary existence; it should also aim to re-educate the so-callededucated citizens in relevant matters and developa critical awareness of what so that they can act is golhg round them . _-on this environment. , 4. Libraries in our country atone time played a significant role in our national struggle. The freedom movementwas mainly spearheaded by the educated middle- class, though later on under Gandhiji'sleadership, the base becamevery broad. Its in the libraries thatyoung people met and drew strength and nourishment from what they read. Librariesbecame dynamic. They helped and inspiredthe freedom-fighters. % . Now we do not have to contend with the enemy without. Butwe have enemies within. Among themare illiteracy and ignorance: Libraries willonce again have to take on a fighting role toovercome these enemies. Otherwise, we cango on increasing the library services, butessentially they-will serve the educated middle- class and fail to reach millions of limitedreading ability. The point whiCh needs emphasis isthat the library service inour country has to keep in focus millions of peoplt whohave rudimentary education andare unable to digest thc language, presentationand overtones of the literature which is available in the market. Gradedand scientifically relevant literaturehas to be prepared for four maingroups who suffer from illiteracy(a)peasants (b) workers (c) women and (d) tribals. Thepreparation of materials for thes'Egroups is admittedly a difficult task andcareful preparation isnecessary. The literature, for neo-literates which are available in the market are generally foundunsuitable. Mostly these books are written by authors who rarely have first-handexperience of how illiterates live and are written in the seclusion of their homes. Mostof them seem to be writers forovergrown children. Some have excellent literary styles but there is little evidence inthem of terms and vocabularies usedby the readers for whom the booksare intended and'of recognition of themas matures and responsible persons. Above all, thereis absence of empathy: i._. 20 2 .4960

Adoption of .new practices or change of attitUdes cannot be cfrepted 0*- pressing pidus wishes and by merely bringing out printed materials ina haphazard and uncoordinated, way. There must be a cooperative effoit ofthe writethe sociologist, the adult psychologist,, the linguist, the technicalinformationman and others:. Basic word lists and topic vocabulary will have to be prepared'. Granted that ifan excellent programme for production of literature for limited' literates Is undertakenit does not follow thaethis literature will' be used by them, Even in the West, statistics reveal that the reading habit is not general,It is more so in a socletf3vhich has not made the transition from oracy to literacy. Reading habit hds to be formed. It will be formed only 'when the readingmaterials will be interesting, attractive and relevant. Dr. Seth Spaulding statedvery suc- cinctly, 'Educational books and printed materials are, meantto get across ideas to the people; they must interest these people, they must be read, understood, believed and in some way change the inert and overt behaViour of the reader."' To do this, to get ideas across to the people, libraries can performa yety useful function. Each library shinild, have a separate section for people of limitedreading ability, in charge of somebody who is acquainted with the problemand knouts his readers well. He should -be able to evaluate the available books properly, With, regard to readability, comprehension, get-up illustrations, etc,,,The books, shoUld be graded according to their usefulness for neq-literates andmore advanced

literates. Reading clubs, discussiongroups, book-fairs should be organised ularly. Reading is something passive, itis through discuSsions in a small.group that aVive germination of ideas take place.Above all, knowledge of how to write simpl)l-and effectively for neo-literatesis essential. For this purpose,' the libraries can organise Writers Workshops, under expert guidance.The manuscripts produced in the workship can be pre-tested andmodified by ther'future readers:, Production of such literature.withdut pre-testingshould not be attempted. A very useful literature can growup stemming from demands of the readers, This is different from the current practice whichis prescriptive. The Writers writesome- thing which they consider essentialfor. the readers, not necesitarily what the readers want to know. Librariescan ascertain the preferences of the readers, can guide their choice, evencan help create critical awareness among them. In a developing society consciouseffort is needed at every step to openup the minds of the deprived sections. Forcenturies, they have been denied sustenance and have remained in a-state ofnear atrophy. To stir them out of it, something more than mere good intention and provision of facilitiesis required. Libraries can play a really generative role if, in additionto providing facilities, th4 can learn the art and technique of howto rouse the iinerest of readers. and what is more to sustain and develop it. In the metropolitan cities of India,one notices a curious phenomehon- The population of the cities is increasingvery rapidly, the physical boundaries of the citics are extending far and wide, butthe cities themselvesvpresenta very chaotic picture. There are millions living in these citiesbut they have not de'Veloped into urban men and women. This requiresa new outlook, it new attitude. But most of the increase in the urban population,glue to influx of rural ,people into urban areas in search of employment. Theyare not assimilated hi any main stream. There arc clusters of villages- =concrete villag,es,ilyoupleasein the heart of the city. Not -only that. Therearc, different communities with distinct backgrounds living in not too harmonious relationship.There is mutual (suspicion and distrust. A dynamic educationalprogramme is necessary to instruct them in theart of community living, hygiene and health hazardsin urban areas, pre- technical and technical Oaining (involving the preparationof simple reading .material using terms which they understand), utilisation of leisure time, etc. If the librarieswhich 7 are dotted all over the city, can arrange film shows,talks, discussions, flashehrd. demonstrations on various 'relevant topicsand' display simple and attractively produced materials for the readers,- they.sanreally play a ti'ansforrkirtiontole 203 transforming people coming from rural milieuinto conscious and thowledgc ble. citizens in an urban milieu .

MA*, le'tfilY,, this cannot, .he .done by juitexpressing merely the oing. it.;',Defore, the desirability of ks- ..libitiricS ateproperly, equipped to take research and reSOUrc-S, - do their creative,role, , ' t arc necessary In apoor country that . problem. 1.10tifthe. may pose 'a serious e arc oriented towards thatway, even with meagre' i #Sdl.trces, sornethhig,:can.he attempted. Simple Matqlals du iibt.Cest audiovisual materials,cyclostyled much. What is neededis the realisation they Can play by the libraries that a ,yitat role in adult educationprogrammes. Peoplq even in distant n ^, areas are gradialIy.ernetping out of their 1 state of-somnoleseenepand mg conscious atam vower to change arc bccom- icir own envirotilkIt! III. shapd:and provideatiols Libraries can A for-that. ,tquip cd withthese tools, 'piztiple Which Way to travel-and'how tfra will knom; others blindly. no longer will they hi:willing to follow s - . 1 ..'.. .* 0%; .. 4

204' -198 -' SHOCIENC21 REVELATION ON LITERACY! WHAT IS TO BE DOING?

. % of education THE .1971 censusestiniatcd budget allotcd India's po.pula n at51.7,949,809. for adult The ntlinb ofi iterateiLoo lc education ndsiat 386,572,029 whcrcas 1st 153'0 crores 5.0 crores those capable or reading and Ind 273.0 4.0 writing number only161,37,780. 3rd 597 9 3.5 . The figureabouttheillitchtes 4th N.A. 3.47 - includes about 10 crores 'of 41,1 The allocatioril of public Oc minors within ,the age group Of penditure on adult eduction had 5 years, Barring theseminors, -gone down at a timewhen+0- therearc about 28 croresof populationfegisteredan annual 'Miter-a-us in India. Thelargest increase of nearly a crorc. number of illiterates now beloty:' Primary educationcouldnever to this cou.ptry. '40 keep pace with this huge population .growth..The This alarming problem, 4s, however, a ,legacy ofIndia's 'Colonial past whichlastedfor independence expansionin the 'about two hundred 4cars. The basis of educationhas beenvery meagre country inherited itat the -time ip ration totheneeds of the natio' ofherindependence. During In 'The sphereof primary cd the postindepedence period, ation, cnrolnicnt.ef students within the .there has bcen some ,increase in age group .,or 6 to 11 years stoodat141.1 lakhs the d Govt. initiativeregarding in the year 1946.1947. In adu.14 education. But the attitude 1973.1974 itroscup to637.57 of the Govt. rciarding allocation lakhs. In thesphcrc of higher of priorities has, onthe whole, education, however, (students been disappointing, belongingtothe age e.groupof 17 to 23 years) thecorresponding A comparative analysis of the figures are 257 lakhs ( ?946..17) figuresshowing totalbudgetary and 30 lakhs (1973-74) which .,09 allocation for cducaiiion and that means that in the sphereof higher foradulteducation during the education the numberof students registered last. four Fire-Year .Planswill tin 11 times increase bear out the pathetic Whereas in the sphereof primary plightof education itwent up by 4 66 adult educationin our country. times Allocationof expend.iture on education andadulteducation during the Five-Year Plans.

"Shocking Revelationon Literacy!What it To Be. (Done?)" sla, January-March .1975,p. 7-10 The Young 205 A larger portion of those who The programme of adult go in for primary education ?give education was includedinto the up studieslong before they reach Social Ed catiop Programme of afair standard. What therefore the Co munity Development happens is that a sizeable section Scheme intheyear 1949. But of the boys and girlswithinthe it was soon foundout that the / age group of 5to 9 years who programme hadfailedamid one join the primary stream of study State after another rescinded it. g,creback to theilliterate's stream Publicinitiative, compared to as the age group of 9to14 )cars what existedearlier, haslately and thereby swell,thecountry's gone up, One Directorateof illiteratestotal. AdultEducation and aCentral During the years betteen.1901 Board of Adult Educationwere constitutedunder and 1971 therateof literacyin the Ministry of Education. I India rose up from 6.2to 290 A programme: of literacy campaign per cent. Afterthe country among the agricultural became fr6e, the fi3tires rosefrom population was 16'6 per cent to 29.45 during the started under the Govt. initiative. A NationalService scheme was twenty years between 1951 and initiated amongst the students 1971. Percentage of literacy in 1969-70. among thegirls now standsat Afair number of these studentsparticipated 18'70per cent.Thefigure was in adult education 7'9 per cent in 1951. programmes. During the Fourth Five-Year arethe true Thesefigures Plan, grant of financialassistance indicators of public and private was started, forspecificliteracy inititiveiuthematter of adult project. These grants were chan- Private initiative, education. nelledthroughthe1+.1tAistry of unorganised, started loose and Education and were designedto developingill-this sphere from expand and encourage the activit- the beginningof the present ies of the voluntary organisations. century. 'Mere was an expansion inthe 'Subsequently, private initiative activities of the voluntary organis- in 'the matter of adulteducation ations as well. The problems and gained'strength and momentum posibilit:es ofadult education were closely examined and cxperi- in the States ofBihar,Mysore, mentatedwith. Books started Uttar 1. Rajasthan,Maharashtra, appearing on the theoretical a few Pradesh. West Bengal and aspects of adulteducationpro- others. An All India Conference grammes and on their method-. on Literacywasheldin .1938. arogy. Technical innovation The. AllIndia- AdultEducation for the purpose was also outcome of attended Association was an to. The Voluntary Organisation thisconference,.Itisextiemely Directory published bythe Direc- unfortunate that theactkities of torate of Adult Educationin the the Associationhasso far been year 1974 listed39 limited within narrow bouids organisations connected directly,orindirectly, organisingannualseminars and withadult educationactivities,' publishing booklets and journals. Of these, some15 organisations During thepost - independence have an all-Indiacharacter,26 period theexpansionoft adult organisations workatthe State education has largely been due to level and organisationsfunction- theeffortsof afew voluntary ing atthedistrictorregional organisations.. A number of older level number abota47. A total organisationsalsotook up the number of 61 suchoganis itions task of adult education in addition have beenpreparing boo s and to theresponsihilitiesthey had campaign'materials on adult 206 20G- VI

Notwithstanding thisincrease number of spheres,e.g.public- intheinitiativeby public Gild ation of books, organisingsym- private organisations in the posium and seminars, trainingof matter of adulteducation,the workers, etc. Whatishowever results have onlybccn tooin- absent in these programmesis a /adequate and frustrating. For, correct attitude' towardsliteracy how can we lookover thefact campaign on an extensivescale. that the number ofilliterate The recommendations people in India inthe year 19,1 of the Kothari Commission had sug- far exceeded the population total gested that popular initiative in1951 ? was essential for the succcs ofd literacy In spite of a relative increase " programmein acountry like inpublic andprivate initiative, India where percentage of the number ofilliteratepeople illiteracy isvery high. Whereas, have bccn on the increase. Unless in practice, theseliteracy organs- led the seasons, which hate to ations have mostlyfailed inthe this situation, are found out, a matter of developing united compre'hensivi movement cannot initiative of the common people bebuiltup to doaway with nor have they evertriedforit. illiteracyat thenationallevel. (D) The lackof financial Itis therefore essential to specify resoureas led in turn to the failure the reasons underlying the present ofmobilising human resource!" pitablc position. for an extensive, nationwide (A)Thepoliticalfore literacy cotnpaign. India had never, especiallyafter (E)Workers who havere- the country's independence,iew- cently been joiningtheliteracy ed the problems of public cdu t movement or ion as an integral part of the coun- those who have try's overall problems andincludcd long been associated with itlack sufficient theoretical and practical- thatwithin the bonds of their . orientation functioning.This apathy and in regarding building up of one such movement. difference of thepoliticalforces stand very muchinthe way of (F)The literacy,campaign preparing a popular b'ase forthe could not be integratedinto the literacy campaign.It is because of total developmental efforts of the thecallousnessofthepolitical nation. parties and organisationsrepre- The, reasons stated aboveare senting the workers and peasants in fact the major hindrances in the that suitable pressure couldnot way of developing literacycam- be mounted upontheGovt. for paign and literacyprogramme the allocation of priority to adult on an extensive,nationalscale. education. Rrimaiy-education Itis only byeradicating these renders Govt, initiative has there- difficulties that aconcrete and fore failedto acquire auniversal extensivechal-actercan beim- character, and the busfilek- parted to the campaign for adult literacy infuture and thedeplor- houses keep absolittely.quiet on the able statethathas now bccn questin`n of bearing thefinancial existing inthe,. sphere ofadult and oriinisational responsibilities education can be dispelled.This of educating the illiterate workers will make possible the buildingup serving in their concerns, of a very broad-based united (11) Besides, no national mo; popular national movement. gramme or a target forthat The rolethat various 4 matter has yet beenfixed up to forces can performinthis broad-based tackle this huge problem. . united proven),ittmust,however, (C)Th organisations that beascertaine. - . have come rforworking out programmes of dull literacy have 207 I 1 . I 201

(a) The roe of the voluntary deprived ofeducational opport- organisations unities. Inthesocialsphere, These org nisations musttry illiteracyis anexpression of tomobilisepublic opinion and cultural deprivation. A broad developpublic initiative- fur based popular movement aloneis literacy campaign and, must work capable of remedying it. 'Unless ceaselessly to tissq54Ate the or- thepoliticalpartiesaccept this ganised forcelsin thii, endeavour. task asone oftheirpolitical They must work for thesolution progr'arnmes,mereinitiativeof of the theoretical anatechnical the. voluntaryorganisations and problems oftheliteracypro- allotment of some funds bythe gramme, sh0 unleash popular Govt. forthe purposewillnot initiative an (hcoughthat lead succeed ineffecting any change the ndtional4 iteracycanmaigli. inthesituation. The literacy Theseorganiiitions arc required campaign when transformed into further to maintain close connect- a political programme will ion with the publicprojects and through careful scrutiny remove aiaterialise populaiparticipation, theirweaknessesand short- onthe' one hand and on the comings. other, will create effective pressure both withinthePalliament and (b)The role of the union and outsidesoasto.. defeat govern.' State Governmeats. mental inaction' and changethe It ishe duty of the Govt. to present hopeless situation thereby. prepareat comprehensive and Itisunder theirinitiative that time-bound plan for the eradicat- thelegislativemeasuresneeded ion of mass illiteracy fromour forthe literacy programmecan country and setup an effective be undertaken. and high-powered literacy board forconducting the programme (d)Theroleofeducational institutions : properly. Representatives of ministries, voluntary organisations, The students enrolled in educat- politicalparties,workersand ional institutions orthe teachers peasants organisations, and serving there happen to be .among businesshousesassociated with thosefortunate newwho enjoy the programme of literacyshall opportunitiesofhigherstudies constitute theboard.The duty within the existing framework of .0" of providing financial,technical limited educational facilities. andother necessaryassistance Thetotal number ofstudents to the voluntary organisations so now enrolled inschoolsand as to encourage their actions also, collegesgo beyond 2.5millidos falls on the Govts.The Govt. of thecallouslyindifferent, the should organise universal primary literate and theilliteratepeople education and adult educationon of the countryfailtofeel the their own and allocatenecessary urgencyof literacycampaign. fundsforadult education, and The students haveasignificant primary cducation on a priority roletoperforminovercoming basis. thisapathy. Their organised (c) The role ofpolitical campaigncan mobilisepublic parties opinioninfavourofliteracy campaign and can generate Illiteracy hest among the interest amongthe,illiterate poorest people belonging tothe peoplefor . literacy. Beingin loweststrataof thesociety. active association with education, Besides ;the womenfolk, the tribals,and other backward sections of The people areusually Io 208 the teachers a5vwell as the students, (g)The role of other organi- can participateinvarious ex- sations : perimentations thatarcunder- Public'opinion may be created takenfor the improvement of throe 1hthe youth, student and literacy programmes. Their role teacorganisations, as well as maybeveryvaluableinthe through the Nehru Youth. Centres. evaluation of suchprorgammcs. They canset ,uporganisations One of the major responsibil- complemetaryto the voluntary ities that the teachers and students literacy organisations and partic- may effectivelydischargeis 'to ipateinthe formation of literacy educatetheilliterateemploecs centres. attached to their educational un't.N Inaddition,they can organ In order to do away with the literacyprogrammos in existing inaction and remove' the adjoining their educational difficulties, and to orgallise there- institutions. The students enroll- byareal broad-based, popular ed in N.S.S. inparticular may literacy campaign, itisnecessary serveasthemajor force to draw in all the forces mentioned carrying out the role of education above withinthe iold of this centres. movement. It is necetsary at the (e)Thc role ofw rk same time to organise. aunited peasants, ndivasi an ten endeavou.United effort of the organisations : forces that have now been operat- These organisations have jbecn ing at various places and at various organising people intheir,res.pec- spheres is an urgent necessity. five spheres to effect an improve- mentin theirliving conditions Thc fate of these recommend and to further consolidate them ationsmeta disaster similarto as socialforces. Illiteracyis, dozenofrecommendations of however, firmly entrenched among othercommissions toreform themthe w rkers, peasants, education.We have been again tribals and lie womenfolk. talking a lotaboutthe problem Organised move ventalonecan of illiteracy and posing solutions. bring them effec vcly 'withinthe It seemstobe onlya debating fold of literac programmes. conccrtorwrestlingfor the Theseorganisati therefore, academicians who ptherwisc can help bringii iterate people would getrusted. The above belongingto thr respective said propbsitions have been organisationsinto such literacy placed by theNational Literacy conference.This programme cannot be separated from the ge-neral impassible programmes. It is educationalset up. to reach these vastin sscs without their cooperation. InIndia hardly 2% people (f)The ruleofhIseem- read news papers and theyarc ployers the ones who form opinions,in To organise literacypgram- other words 9S% people areIcP mes amongthevast ssof or misled by thisthin minority. illiterate workers scrvi in In a democracy this isdisasterotri organised industries, particition forthe harmonious growthof of the employers along withthe the norms of democracy. The trade unions is urgentlyne d d. latesttrendsin thecountry Their particqttion will be Ii ft establishthata. fewthousand inrendering theorganisatioal students can forcethe circums- financial and the legal problms tancestobe moulded inany especially in the matter of imle- direction.Is there any construc- menting industrywise programms. tive movement in the country led bytheilliterateworkcrs and 209 rmcrs ? 4

Who is responsible for this ? DIfinitely not the opposithr. The educationministryisres- ponsibleforit. Wehaveto blame ourselves.The education ministry in thc centrehas been a department of rehabilitation. After Maullana Abu Ka lam Ahad the educationministryin the centreremained a bankrupt institution. What is needed most isre-organisationof theentire education ministry. Without whichthesystemcannot be changed. A national Committee consisting of same radie'al teachers and student and youth leaders needto be, organised which shouldspell -or out thc meaning of new system of education. In our next issuc we shallbe publishing a total programme for the youth of the country as what is to be done to promote literacy irisIndia.

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N 210 -204p.

stx.'\tkducat ion. proltas1(1ilfutin of 00E13110101 .Ta past4valuationSikidieS 111110Vall fil13- 1E1101181eiltICOMil on llama's trainingand func- tiostlf literacyprogramme have progfamos howb"Vcr, indicated that tilde two programincs arc not cffectiveto N.K.Jaiswal and II.P.S. Arya the desired extent for diffusion of farm technologyamong, the Scientific research' inagricul-for imparting the knowledge butfarmcr`. Anyattcmpt to analyse ture is moving fast and practi-also theskillforputting newthc causes and factors rclating Vally every month ncw practices, idcasintoactualpractice.It to thc effcctiveness of these pro- ncw seeds, ncw machinery and has becn found in this connectiongrammc must be preceded by an new perilsto crops arc comingthat knowlcdge gaincd throughanalysis of different groups of to light:Nann:rous institutionalword-ofmouth communication factors which act as barriersto andnon-institutionalcommu- cannot be retained much longcrtransfcr of farm tcchn?logyto nication sources arc actively en- to put inactual practice.- Hence,the farm6s.The prcscnt paper gagcd intransmitting technicalin vim of thc limitations of facc-therefore, attempts to (I) analysc knowhowto thc farmcrs. to-facccommunication throughthe mbass of transfer of farm Various cxtension 'methods have such communicationmcdia,it tcchno/o61 (2) identity thc diffe- becn employed toexposethe would be quite appropriatcto rent factots which act as barricrs farmcr to new ways of moderni- analyse he importancc.5-Of func-of transfer of farm tcchnology; sing agriculture. Demonstrations, tional adult educationin respectand .(3) study the role of farmers radiobroadcasts,field days, ofbringing about desirabletraining and functionalliteracy meetings,groups discussions, changc mainly in thc knowledge,programnie intackling some of fairs, films ctc., arc some of the skillsand attitudeofthethe barriers in this process. methods of equipping the farmersfarmcrs. II withscientific knowledgepf _ agriculture.Inspiteof thde A literate farmer is less pronethe process. efforts in communicating the neweither to fall back on his memory technology, it has becn cstimatcdor depend on the advice of his Theprocess of transfcrof that only 20 per cent ofthe fellow member atthcproperfarm tcchnology scents tohall: available technology havcbeen time for application of improvedHim segments, vi(a) release adopted so far and that too by technology.Instcad, he would ofinnovationfrom research only Kt per cent farmcrs. be inclinedto consult thc litc-stations: (b) efforts to popularise rature and thcn act accordingly. thcm by cxtcnsiontagencics Farmcrs' training anfarmers'. Functional adult education pro- ineludiag Farmcrs Training and functional literacyprogrammes gramme, thus doe'snotsuffer Functional Education,and (c) have been designed tofacilitate frotn the pFoblems ofreplica- response of farmcrs (acceptance and expedite thc process of thc tions.Further,ourefforts inor rcjcction).Each segment has transfcrof improved farm agriculturalproductionshould its own group of factors intcr- technology fromitssourcc or not be directed only towards thcacting cash othcr and simultane- origin to the ultimate beneficia- immediate increase but also to-ously with thefactor ofother ries,i. e. from research stations wards sustaining it.This couldgroups which ultimatelyaffect to thc farmers. Such programme be achieved only when the-far- the process of transfer of techno- for farmers are meant notonly mers arc enlightcncdoftheir logy. Hcncc, a piecemeal study Dr. N. K. Jaisal is the Director, roles as progressive farmcrs on of a few factors or a group of and Shri Arya is a Research theone handand responsiblefactorsdoes notprovidethe °nicer (Agricultural Extension and Communication) intheNawtional citizens-on the othcr.All tildecomplete and true pictnre of the Institute of Community Develop.:do put a positive premium on barricrstotransferoffarm meat, Rajcndranacar, Hyderabad.theimportanceoffunctional tcchnology.

4.8 N. K. Jaiswal and H.P.S. Arya,"Problems in Diffusion of Agricultural- Innovations and FunctionalEducation Programmes," FarmersTraining and Functional Literacy,Delhi) Adult EducationAssociation,..1975, p. 19-25 . 211 TRANSFER OF FARM TECHNOLOGY .. Research INNOVATIONAttributes of . farmersReltased 'through toExten Sion Agency Extn.Perception Agency ,of EXTENSION AGENCY]Factors Influencing . . DiffusionEfforts A Marco-levelMiem-level . Station WorkersPerceived by Research . Mass Medd. innovation..regarding . , Extn.Eirectivcocsi Agency. of Among Farmers I FARMER Help by Banks, Coop. ACCEPTANCEI.:E:N-7AL '.I R-ETECTION. i..1-7 AL. agenciesagency,societies, Privateetc. Extn. inputsAvailability of ofNon-availability inputs. O ADOPTION SPREAD EFFECT. NON- ADOPTION . FARMERS RESEOCHInnovation.Development INSTITUTE of J (ProcessingEXTENSIONDissemination) & AGENCY' ) (Adoption- Non-adoption) 'id°understand in a simpleway the process of ;ranger of farm lif all' they factors are favour4 Low level of profitability t teelmology can be diagrantatized dble, the fanner iteentally accents The farmers are not impressed in a comprehensive' model that the innovation and tries to adopt by 5. to per cent, or increase has been presented here, M this stage, he isfutky but it has to be to 109 per motivated to -adopt the innova- 0014 Before the odvent Qi higk, tion.Out, this is not the end yielding varieties;theadoigbl The process starts from the of the process. Still the adoptiOn of local improved varieties was research station whence an inno;' depends upon the availbifity of yeti low, because theywere able vatian isreleased to the farmers required inputs at theproper to give only 10' toIS. per cent for adoption.Though in sonic time. ,ir tliese inputs are avail- increase in yieldover the tratli- cases it is directly communicated able,thel practice is tried on a' ;Jona' varleties.$ However, adore,' small sole. If he is' satisfied with through mass media like radio, ,. lion to a largeextent, is deter- television and newspapers, clue the insults, he adopts itfully. - mined by the adipter's.PerceP' the- rejection or ato various limitations with regard non-adoption tion of profitability andnot by to the use of masi media in our, of the innovation is do; to the' itsobjective Trofitabillly.4*. A barriers in. the ige country,theimproved farm. different survey offarmers'Ptireeption., technology is .mostlY commtmi-- of transfer of technology.. .surprisingly revealed that oda- cated to the farmers by indiVidual , vation of fligh Yielding Varietie4

, . andgroupmethodsthrough . 14; various extensionagencies and persons .engaged in the task of the barriers of paddy and° wheatledto a farther in, n of ,Rs, 459;00 farmers, training and funekional nail its: 299,0 per 'hectare reS- literacy programmes. These per- To understand clearly about :,Pcctivelr on (1u basis, of corre0 sons are the first-hand receiver the barriers to transfer of new priOs.. row o one clneet of the communication regarding adoption of this: innovation by the improved technology. They farmtechnology,thevarious Other farther:4 or this.. areif they clusters of fitetors can be discuss- process and treat the message in -;t1so perceive the prclitabilitY in .die same way.° . the Way thatit may be ensily ed hilhefollawing sequence . understandable to the fernier& . /nconsprilibiiity: Compatibility, .thomatio factors is the degree to which an innova* . Lionis consistentwithexisting The attributes of the ihnova- values and past experiences, In a Thematic barriers ta addition lionwhichmovesfromthe study. Or diffusion of iimoyation in are those factors which are asso, U.S.A. it was found that a farmer' research station to the field may who had already adopted hybrid ciated with the =innovation (or not be underitood in.lhasarne 111114e was 'These include: fi#itiilia withthe way by the fieldlevel personnel, the theme) itself. concept of hybrid M`gour and was high initial. cost;-low'. . as understood by idleresearch levelof more likely to adopt hybrid hop profitability, incompatibility, andlip brillchickens.° 'scientist whodeVelopedthe complexity, observations were node is innovation.Thereare various eon-adeptability, of complexconsequences; non, deptionor itybrio-krghote thematic factors (factorsrelated Poultryfarmitig in Indian villagers divisibility, low level of comma- to the attributes or the theme of , could 'not be promoted with much nicability and time lag betvicen because of the innovation) which affect the - its IncoMpati- Inlay with the vegetarian habits *processoffarm tecitnologf. adoptionandachievingthe .results. . of our, (armors, and with their Further, the personnel of eaten- . prejudic es. against' keepingthe sion agencies, including those of poultry birds. , the'farmers' training and k nigh initial costHigh initial Non-adoptability: Adaptability, 'functionalliteracy programthes, cost of the innovation; is one of 'isthe degreeof tolerance for apply variousmethodand the important. factor governing different 'variation 'inthe agro- approaches for communid ting the irate and -extent of adoption, climaticconditions.The prop. the innovation to 'thefarmers 1 Seed drills were not Adopted rammeof hybrid, maize failed Tar motivating, them' to adopt the by the fartnerS they mainly due to its non-adaptability beceuse in odd, agrO.Climatio' conditions,' innovation.There arevarious. involved high initialexpenditure,`in many' areas factors related to the effectiveness Similarly, hybrid, melte. was not , . 0 of these methods ankapprogefies adopted due to heavy investment Complex conIsequencis't which,form another eluster aft a- onsinputs ;in comparison to the' ening and' other have indicated ing transfer of technology. , ;local that adoption of improved variety and that too without tires is determined by the formeri, Much suritY aCylelds.° perception of its consequences.° one:r 13 Continuous use Sf fertilikiS'and 01 .innovationwhtentorgely: Canal irrigationis claimed by determines their efforts Vanning inadequao:.Plaithing farmersto pteduce: salinity m to con. vince the farmersto adopt the inadequacy on the part: of viten- soil, Such type of Wonting *Ad innovation. sion agency and government ,Tariner to rejeet the Vractiee, rui.ther,there are is .certainbarriers whichconic in seriousbarrierin *doptiOn Likewi$,e, introduction or heavy the wity of proper working couipInt innovations..Systematic require.' strongdraft of 0.0%4 extension agents and thoseenga- planning according to the needs power which was not available and availableresources with the farmers. gedinfarmers:trainingand the functional. Macro-level And micro -levelis literacy. progranunes necessary .and which drstort the desired*goal forsuccess `ofof Any Complexity Several/ studies extension programme..While have indicated that complexity of achievement. making a plan for teaching farm innovation was more far, tlindtte .,eatplesison short.run mers in respect Of highyielding; related (in negative direction) to effect : Kiylin and 'others 12' varieties, planners Shoold.consider their rate of adoption thanany in their-study of the third phaseof the availability ofresources in other characteristics. of the limo- the Indian Project terms of fertilisers, seedS, vation,fm Compost making prac .on the diffusion of innovations foundthat tion, pesticides, etc.Inadequate tice, where it vAis sliggested that radio farm forhmswere signifi- planning may lead to jobtensions there should benellyer of\waste cantly more effectivethan' the in extension workerS and frustra- -tion among farmers, .material, of about 9" "with an literacy classes in impartingthe, Planning alternate r of cowdung with knowledge andadoption. of is done to avoid the barriersand to . regular sprinkling of Water to aid improvedfarm. practices.Bnt, stimulate.'the promoting... factors., decomposition and then turning . this was only a short,run effect Hence, planning should' a. the same to another and would ...hardly consider al). passible *tad pit ata Solvethe starting from the thetuatie factors , , second generation problems given time, could not be adopted oft: to the farmers' related factors. evenon Government farms modernagriculture.The. pro-. :because of its complexity' grammes of farmers training and functional literacy maynot be Lack of COmpetent trainers Non-it/v./fib/My:It been. able to produce short-runeffect The programme of funetional reported lhat the visibility of an but) it would producelong-run adutt education is very difficult innovatioit wasparticularly in- . imPacras the literacy is indis- and complex. The whole approach ituential on its rate of adoption pensible -it the resultsare to be centres around 17111104mM c001-- in a less developed society." The su mined., binatiori of imparting actecittate tardiness in promoting %oil' con- knowledgeand si.illtothe learners, i.e. thefarmers. servation practices was associated .Lodi *MotivationoMpproath: The with difficult demonstrability of T iditional approachtowards knortedge of the trainers should, the innovations?These studies literacy programme was, to make therefore, be commensurate, with indicated that nott-cominunicabi- the individual able to' read,write the skill in using the knowledge - lity isa serious drawback of andsolvhigsimplearithmetic -in a*practical Situation.Thus, it innovation in its spread. exercise onlybut new concept is suite essential that the trainers, has given an extra- importanceto -should 'be such As to deliverthe ,facto4s related to motivational aspect% of the indivi- gocids most effectiveqt and / extension agencies dualto develophimself. The efficiently.They should be given extension programine.s sometimes in-:servicetrainingin order to . Acssenthe Several research stirdies sug- lack in motivationalaspect which gnis betWeenjob gest that the extent of prornotio- is nothingbut movingback. requireinent and job lerformance. Hence, every lesson to'the farmers . nal efforts madeby- extension Ineffective;Ise- agents is directly related to the shouldconsistthemotivation extension towards betterment. methods : Functional literacyis rate and. extentof transfer of Without it one of the extension methods by ImPreved farm technology. The the results and interests inthe Programme cannot be sustained. which improved farM technology effortsof extension agents inclu- is communicated to the farmers dingfarmers training and . Lack of widespread participa- for its adOption.Simultaneously, functi nalliteracystaff,arc it combines various oth exten- directeto explain to the farmers tion.in the programme ; Several studies have indicated that :Wok), ,sion methods to achie quicker the. re ative advantage: of an tion and sustained results.,.Itis the innovate overtheideait of improvedagricultural practices arc confined mostly skill of the persons engagedin Supersed s.Although the exten- to these programmes in using these sion age cy works as a chahnel methods which affects the effecti- of transfeof new technology, it big cultivators andtheother. veness of transfer of technology; is also; .a 11 st-hand receiver of the farmers in lower socio-economic innovationThe-extension agents strata, Who.. constitute the majori- Demonstrations have*been May not perceivethe.. relative ty of pie farmingcorn mutiny,- regardedas the most potential advantage' of the innovation in were idnored. 3' U Nearly 70 tool for the promotionof impro- the same ,way; es perceived by per cent of the benefit of the vcdpractices.L,But, the demon- the research Workers who release extension- programmes were trationsare not pronely conduc- the irindvation from the research observed to have :teemed ,to, the' ted and milked foreducating the station. is the perception of elite group...it Only 10 per cent of farmers.There is evidence thAt extensio workers and- teaOtt-s -thefarmers. could ..adoptthe even the farmer whom landserves c, and trainers of farmers' training modern technology in agrieulthre as a demonstration plot often does and fonctiOnal literacy progYalirt. although more than three' decades not know the details of thenew Ines/regarding the characterstics have been invested so -far on 'this .. : 214 practices. nut al OW, pint ;Ina the, et(ual CA:680011cl foyel,Yedim muero-level Nctore rela- 1413 $imilarly, a tot or extension, ted to farming' community iftcrture distrihnted at the. coot- rnOlt gatherings 'does not serve th' edttcative role,It, has also Macro..loveisituationalfac. tors refer to thoserelated to the socio-economicsystemofthe been0.b,t...eve1 thatteeifittcal farmer as wellas his bio-physical :articles of, xerintis naturepubli- environment system,. Therefore, shed tho,:suppiernents; the the factor relateJ tothese system, neWpapers Ore notread.::. by 90 will affect his be4mviourtowards per centof the: rodere:25.C:t re- externallyint roltficed n II ova- lessness in -selecting and 'using the lions.The factors whichmay axtetusion Inettiods leadsto affect as barriersto .adoption of 'ivAstagc. 'or money,labour. and improved practicesarc: unfavour- time.- , ableagro-climaticconditions, t lack of transport andcommuni- Lack of coorditiatioii. among cation facilities, lack variousderelopment departments of economic and educatiottalinfrastructure, -Sinceintroductiot, of $n innova- unfavourable Government.poli- lion leads to the requirements of cies etc. .several inputs in terms Of seeds, .fertilisers, :pesticides,irrigation, credit tie:, a dose coordination is .tinfoottralde agra-climatic .conditions: essentialbetween- thevarious The extent of d4r- .sources and agencies to stipply shy of weather and climate in the respeetiVe In.puts. in proper India is greater than many othell .quantityatthe, proper time. areas of similar size in the world. .Extengion of.packagc of practices Apart from the spatial diversity Can 'only, be possible through well of weather. and climate, thereare. coordinated organisation.Coor- variations from year. to year and dinationof -variousextension regiontoregion.Even more agencies is also necessary to avoid complex variations are found in confusion and duplication of work.. soil types of. different regions of Lack of coordination between the tlic.country andcven withinone AdultEducationDepartment, region.The econoloeical factors Agricultural Information Bureau, determine whatdifferenttypes Community Development Depart- of 'productionareto beand ment and the Extension Educe- -which species can thrive- in the tichlDivisionsofAgricultural light Of existing.clintatic, soil and Universities has been reported by. biologicalconditions.Due to several authors."Different field these reasons innovationssuit- workers of these organisations go able for one region arc found to the same village almost for the irrelevant for the other regiOn. -same purpose.In addition, a few 6private agentsandbank- field Lack of transport and C011111111- 'workersvisittheviltigesfor hication facilities:Lack of trans- more or less the sante purpose. port and evuntinication facilities This creates confusion and dup- are physical barriers for the move- licationofeffort.Sonictimes,- ment of input supplies as well as therecommendationsare also forthe,agriculturalproduce. contrary to'each other. A proper Timely supply of input on the .coordination is, therefore, essen- one hand and timely movement 'Of agriculturalproducefrom tialtoavoidsuch'wasteful farm to the consumers on the expenditure on duplicate efforts othernecessitates adequate and and to delineate the specific role cheap transportfacilitieS.This ,of each field workers. is one of the main .reasons why the 'new technology is not rea- Lack of missionaryzeal: ,ching to the interior regions of a Lastly,extensionworkneeds state like Uttar Pradesh.

missionary zeal, enthusiasm, and . service orientation of the agents. Lack of Economic Infra7strat- Community developmentpro- lure:Most of the innovations 'in gramme wasstarted inIndia agricultureneedhighinputs, with a missionary zeal and with money inthe form of credit Or great enthusiasm, but failedto - subsidy is a must for their actual sustain itafter a little progress.16 adoption onthefield.Many Adiminutionofdedication usefulagriculturalimplements among--rxtensionagentsoften like pumping sets, discus harrows, serves: thinder achievement of / threshers,sprayers ant dusterS. the desired levelof success of are beyond the capacity of our extension programmesdesigned farmers to purclase.Hence,if for transfer of technology.

A"' we really want to introduce such types of innovations we will have play important rolein control- investinfarming.One study to provide an effective economic ling and directingan individual's shows that poor farmers when infra-structure in terms of coope- behaviour.Forexample,far- supplied with loan for adoption rative societies and rural banks.. mers of Bundelkhand spentmost of improved technology in agri- . . of their savingson court cases culture, utilised it for other non- Governmentalpoliciesas a for which much of theirvaluable productive purpose.'" disincentive: Modern agricultural timeisalsowasted.Further, development on the positive side the values; norms and sanctions Unfavourable farm conditions: is really a function of Govern: of the society becomea barrier Small farmers have been reported miwt polidy and not a 'gift of in adopting evento . the prolita- by many scientists to adopt less nature'.Rapid growth depends ble innovations.Brahmins still improved farmpracticesthan upon quality of the policy deci- hesitate to adopt plantprotection the big farmers.2',",28Further, sion.The formulation of sound practices and high-caste rafters conditions with regard to type of agricultural development policies do not want to adoptvegetable soil and itsfertility,irrigation require careful discrimination in farming. anddrainageconditions and identifying the variables that are scattered holdings arc the impor- strategic now and the ones.that will become so in micro-revel factors tant barriers to adoption of im- the future." proved farm practicesby ma- The policy regarding ceilingon There agricultural holdings,. for exam- arcCertain factors jority of Indian farmers: which are directly concernedwith ple, has produced an obstacle in htdividualfarmers adopting new agriculturaltech- and which Unfavourable social and psy- play an important role indeci- chological factors:Several stu- nolqgy in respect of mechanisa- ding about the adoption tionofagriculture. Further:. of dies have indicated thatsocial pricingpolicy,. Government's participation of thefarmeris taking over of wheat market and proved practices.The barriers significantly associated with to adoption . levyon agricultureproducers of improved adoptionofimprovedpracti- practices connected to ces.2',28Valuesliketraditiona- alsohad some adverse effects on individual the ridoptiou.of improved technology. farmers Marc: lism,.29.conservatism 23,31,fata- unfavourableattitude towards lism ," ," lowlevelofaspira, According to a survey in U.P. it, innovation, lack of knowlepc dons 21,30 lack of change-prone- about theinnovation, illiteracy, ness'° and lack of risktaking was foundthat,, recent Govern- 'lack of economic willingness have beenreported ment policies resource S, not have discouraged favourable farm conditions,.arid as mainpsychologicalBarriers thefarmersto'develop their other unfavourablesocialOrnd to adoption of new far techn- agriculture.'One ofthepro- psychological factors: ology. gressive farmercommented that he would sell all thesugarcane of Unfavourable -'attitudesand the 'barrier-ceomplex',, hisfields forfuel and not for lack '. ofknowledge:This has sugar because the price ofsugar- been established. bymany scien- cane fixedby di:: Government tists that unfavourableattitudes From the discussions of the was too lowThe survey 'further towards innovation and previous sections,itcan.bc con- lack of cluded thatdiversified indicated, that the pricefixed by 'knowledge about theinnovation sets of the Government for th...pur,glase arenegatively related factors act as barriers to transfer to the of technology. ofagriculturalproducewas adoption of improved practi- Allthe factors about the sankas three years ces.'',?' The farmers which have separately becn diag- cannot adopt nosed above as being responsible back whereas the priceof other )innovations which they,donot commodities had increasedfrom know completely. for low level of adoption of im- two to three times.' proved agriculiuraltecluology, do not act independent" or in., Lack of adequate emphasis Illiteracy: Illiteracy was. 'isolation.Theyinteracteach on found to be amajor, obstaclein other to form a barrier complex. agriculture in the -planoutlays: About half of thc total communication of This complex of resistances, with national improved Calk ;_practices."," manifold intensity and streng income (45per cent) of Indiais generatedin Thescopeof commuaication 1,or act as impediment to transfer ( f the agricultural and with theilliterates becomes farm technology from Research. sector. About 70 per cent of thc,----limited.Educationdoes not Stationtothefarmers.' Since country's populationderives,,,its income whollyor mainl -from only facilitatecommunication the pattern of the barrier comp agriculture and about butitalso createsbetterand lex varies' from one 'innovation 6% of quickerunderstanding, achieve- to another and front one farming India's exports arc of, gricultural origin."Hcncc, ment, motivation, aspirations and community to another, any pro- agricultural progressiveness in the individual, gramme aimed attransferof development is crucial forna- resulting infavourable response farm technology must take into tion's rapid, balancedand sustained economic growth. to improved farm technology account the I micro-leveland But it macro-level factors related to the is unfortunate that only12% of farmers along withthe quality of thefifthplan budget has been Lack of economic resources: allotted for agriculture Financial position of the farmers the extension approach and the sector. also decides the adoption of im- clyaraeteristics of,'the improved proved farm practices.2',23.Lack technology. Social Factors:Social struc- of economic resources' not only ture, values, norms and sanctions reduces the chance of adoption 216 but also creates unwillinoiliss to 210 kpiecemeal approach, to -a for serving their cause of develop. study of the factors responsible mom. for transfer Of technology and adoption through any programme Since the maero-lesel factors like farmers training or functio- affect the adoption of innovation nal education etc.are not ade- to a great extent attempts arc quate and more comprehensive being made to create .social and study isneeded, inwhich the economical infra-structure in the process of transfer of technology rural areas.One of thesocial' infra-structure isthefarmers' and arloption can be studied in .training CentreVitself. 'Attempts its totality. should be made to educate far- 4,- 'mers through various educational IV programmes for optimum utili-. sation Athese social and econo, farmers' training and the uric infra-structures.The linn- barrier. complex tation in the macro-level factors . \ must be-takenintoaccount Thediscussions presented in thepreceding section,, leads:, to the conclusion that the functional educational programmesmust whilemotivating take into account the diversified farmersfor the adoption of agricultural barriers to the spreadof farm -innovations. technology in a farming commu- The difficult position regarding thesupply of the nity.The farmers' training pro majority of farm gramme should not be taken as in funs in the market mustbecommunicated the act of merely passing infor- to the farmersin A mation about the improved farm the right pers.- vetive so that theymay -not technology to the facings, rather uStrated when they it should be viewed as- a part of make efforts fothe adoption ofthe innova- total extension programmes. With tion. regardtothe thematic barriers the designers of farmers' training The discussion inth,e preced- programme must becarefulin ing selecting such innovations as the section pointsout that the content of training which meets sociopsychologicaland economic the immediate need 'of the far- factors relatedto the individual mers and are compatible to the farmer are strongimpediments to the adoption of farmtechno- macro andmicro-levelfactors logy. related to the farmers.Lack of It is, therefore,necessary that attention Musthe paid to adequate knowledge of the ex- the individual differences Ptension agents (which includes among trainers in thefarmers/ training the group of farmerswho are _participatinginthe farmers` andfunctional 'literacy pro- educational grammes) was found -to be one programmes.In ,other words, suchprogrammes of the significant barrier to the should be problemoriented r- process of transfer of faun tech- ion which each participantshould nology.Therefore, immediate feel that his stepsarc. needed for improving own inTlividual problems are given dueattention. the knowledge and skills of the hardly needs It persons engagedin extension' to be emphasised and farmers' training program- that farmers' trainingand func- tionalliteracyprogrammeare mes.Itisessentialthat these essentially personnelmust anextensionpro- beconvinced grammeand, the principles of about the 'utility of the innova- extension tion before they start advocating educationmustbe it to others: kept in mind bytheplanners. Lackof coordination between REFERENCES different functionaries ..was found to "beanotherbarrier.Itis, 1. Roy, R.N. therefore, imperativethatthe 'Studyofthe farmers' training and funetiSnal CausesofSuccessand literacy programmes cannot be Failure of Improved'Farm successfulinisolation.Better PraCticec, inan East Bihar coordination is. essential among Village' `'M. Sc.thesisin different programmes of develop-, Agricultural Extension, ment directed towards the far- Sabour, Bihar< Agricultural mers. An integratedapproach BiliaL,Univdrsity, inrespect of different develop- I95, ment programmes is necessary 217 2. Singh, Y. P.'People's Res- 7/ I. posse to 'Social Conserva- 13. Jaiswal, N. 'A Sttidy of tioninTwo Damodar Factors.A0ociatedwith Valley Village'. M.Sc. thesis ° Low Level -pf Adoption of Improved ! Agricultural in Agricultural Extension, ci Sabour, Bihar Agricultural, Practices', Ph. D. thesis in College, BiharUniversity. Agrieultura Extension,' 1959. I.A.R.I. N v Delhi, 1956. 14. Dhaliwal,- A.J.S. and 3. Singh. Dharampal.. !Techno- Sohal,T. !S.'Epension Economic DynAnicsof Contacts inRelatioll to TechnologyTransfer in Adoption ofAgricultural Agricultute' J.ofRural Practices axid S p r i p - E c o k o - Extension, 1(2) 1-6, 1973: m i cStatusofFamers' IndianJ.ofExtension,_ 4..11avans, A.E. and Rogers'EM. Am Education 1: 58-62, 1965. ,s "'Adoption of Hybrid Corn- , Profitrkbilityand, theInter- 15. singb,111111tulat, 'Problems of

action Effect', Rural Socio- .Technology T..piusfer in logy:26: 409t414, 1961. Uttar 1/4Pkadeshv Jourdal of Rural Efiension, 1(2): 7-14, S.. Seth, D.C. 'Kya Kisan Blii 1973. Ab Fiona! Karen(Hindi) Dharmyug,24(50):6-10, . 16. Dube, S.C.,. 'India'sChanging 16th-December, 1973., Villares': Human Factors inCommunity Develop- 6. Rogers, E.M. 'Social Change ment' London. :.'Routledge in Rural Society' New York . and Kegan PaulLtd., ,AppletonCentury-Crafts 7-1958. .Inc., pp 392429, 1960. 17. Singh' Ambika 'Input 7. Criliches,Z. 'Congruence Nlanagemen't at Farm Level Versus Profitability : A in Indian Agriculture' J. of FalseDichotomy' -IRural Rural Extension, 1(2): 26.33 - Sociology 25:. 354-356, 1973. 1960. it 18. Hendrix, W.E. 'Some c.) 8. Wilkening, E.A.ct al. 'Com=p - cationsof Agricultural municationand Accdptance Progresgin Developing ofRecommended Farm Economics'J. OfRural Prifet ices Ambli,g Dairy Extension,1(2)-: 15-19, Farmers of Northern Vic- 1973. toria!' Rural Sociology, 27: 116-197, 1962. 19. Shand,etal.'Agricultural Development in Asia', 1969. " S. 20. IlohlA D.J. Factors Related 9.Kivlin, J. ..'CliameteristiesPI to the Use of Agricultural Farm I rilItices Associated Chemicals on Iowa Farms' withRite ofAdoption' M.SC. thesis,Anes,Iowa P11.D. thesis,_ University. State University 1960. Park, PennsylvaniaState Univers y, 1960. 21, Dube; S.K. 'Factors InfluencY 10. Rogers, E.I.'Diffusion of, ing the Adoption of Improv- -; innovatn'New York: ed Farb Practices in Barala The Free Press of Glancoe, Block, M.P. 'Jabalpur: 1962. M.Sc. thesis,Government Collegeof Agriculture, 11. Erasmus, C.J. American Aid' 1961. . 'Man TakesaControl : 22, Rose, S.P. 'Characteristic's of Cultural Development and Farmers who Adopts Agri- Minnepolish, University of culturdl Practicein fridian Minnesota, Pres, 1961. Villages: 'Rural Sociology, 138.145, 1961. 12. Kivlin, J. E.et .al.'Commu- micationin India-Experi-o 23. }liege!,T.C.. 'Obstacle. to ments in Introducing change for the Low Income Change' Hyderabad,Na- Farmers' Rural Sociology,, tipnal Institute of Comp,: 25:347 -351, 1960. pity Development, 1968. 218

APO I

17A 24. Bose, S.P. and Vistla', S.L. 'Effect of Educational Ex- posure on the. Acceptance of Cow Dung Gas Plant byFarmers'Ind. Agronomy, 284-291, 1960. 25. Singh, 11.N. 'Study of a large size Cooperative Credit Society 'in a C.D. Block, Chaka. Allahabad Dittrict' KSc., thesis, Kanpur e University, 1970._ 26. Reddy, M.S.K. 'A Study of Adoption of Improved Agricultural Practices as a Functions of Some Socio- Economic. and Sources of Information' M.Sc.thesis, Ncw I.A.R.I. 1962. 27. Sinha, N. K. 'Adoption Pro- cess as Related toSome Socio-Personol Factors' Ph. .1)".4r thesis,Ncw Delhi, J 1963. 28. Akhnuri, N. 'Socio-Cultural Barriers to Rural Change in an East Bihar Community' Eastern Anthropologist, 11: 212-219, 1958., 29. Chattopadhyay, S.N.'A Studyof SomePsycho-. logical Correlates4o Mop- lion of-innovation in Farm- ing 'Ph.r D.thesis;Ncw Delhi 1963,

219

re, 5. COMMUN ITY DEVELOP;:1T

a. COMMUNITY DEVELOPMENT ADMINISTRATION

TILE COMMUNITY orviltopmENT movement in India aims at improving the lot of the rural\ people who constituteabout 82% of the , populatiN.Accordingto schedules and plans adopted by the Government, almost allthe 6,00.000 villages of the country should have come uncles the community development programme by 1963. It was estimated that 5,216 Community Development Blocks would havebeenopenedby 1963atan estimated expenditure of 2,62.00,00,000 rupees (Rs. 7.50 i=1 dollar.), and supervised by some 19,000 ofitials.The figures indicate that the Community Develop- ment Administration willhaveNt-work-load of nearly 2,000 persons per official, and willincur an expenditure of only six rupees per person over a period of 10 years, or less than a rupee per head per year. When community development programmes were launched in 1952, the technical representatives of the nation-building departments of the government did not function below the sub -divisional level.In a planned economy, and especially in an under-developed country like India, irjs but natural thatinitiative, at leastin the early stages, will have to rest largely with the government apparatus. Initiative haslittle meaningunlOssitis supported by a sound* system of organization, staffing, aht<:tion, coordination, budgeting and intensive study and evaluation.With this objective inview, the Community Development Administration _was established in 1963. 'In establishing such an administratibn, four factors had to be borne in "mind :the infancy of Indian democracy, the overwhelming illiteracy in rural ,,areas,the conservatism of the rural people, and the lack of adequate natural and huilian resources. A major question which arises in this co text, ii whether the staff at the top can expand the administrative machinery to be able

,.. to quadruple the present coverage without seriously watering down the quality of the effort.Another question is whether administrative efficiency can be maintained in reasonably close step with the increasing demand of 1 he people, so that dissatisfaction does not move beyond thec. plosion point..Furthermore. the functions at the block as d village.1-evels, unlike at the secretariatlevel,are not merelyfco-oration but also of direst implementation. The in func ions of the Community DevelopmentAdminis- tration are : the promotion of social' security andgrowth,the mobilization of public opinion, planning and implementation of programmes, supervision, 'staffing.'and budgeting.

- it is through planning that fundamental decisions in respect to location, and exercise of function, direction, supervision, and control are made.Organization involves theorderlystructureof the workers for a harmonious interrelation of functions of the staff.

5.1 Prasad Ilarmadesshwar, ,"Community Development Administration,"in chapter of Chan -e Strate in a Develo)inr 48-rmlet, , Meerut, Meenakshi Prakashan, 117J, p. -1 0 220 I , Staffing impli6 ifecruitingand training persons for running the administrative machinery.Directionmeansmaking appropriate decisions by the superiorsinthe hierarchy and seeing- that the decisions reach through the proper channelto the last worker. Cooperation means harmonizing themen and their functions for successful execution of the decision. - The administrative set-up is a social mechanism to ensure the desired movement and change in the society.This social mechanism is in itself an association of individuals and operates under certain rulesandregulat i nsfulfillingthehuman needs.As social development continues, administration assumes a broader content. The Planning Commission of the Gosernment cif India has rightly stated itincludes withinits scope the building up of personnel, the training of men running the administrative machine, seeking the cooperation and participation of people, informing and educating the public and finally organizing a.sound.system of V planning based, as such, on the participation of the people at each level as on the best technical, economic, and statistical information available.

ti Befo re the achievement of independence. admmisfrtion meant little to the mat majority of Indians.But at present the dailylife of nnIndianis to a large extent influenced and conditioned by the activitiesofylieGovernment andits:i'encies.It becomes important,therefore, -toascertain whether the administration is so adjusted as to besresponsible to the people and responsiveto public opinion. Sincea sinle mistake may often prevent smooth work. the importance of the decision-making a pect of the administration cannot be oser-emphasied. Decisions re made by maw; Nr.ons at carious lock and are naturally influenced by a %awl) or r.,1,,

that findno place in an official chart or manual.It is, therefore, necessaryto know whethertheagencyestablishedforrural developiifient operatesinthe correct way. an4 also to detect the factors which retard or speed-up administration. Since rural developmentactivities have become multidimen- sional, the success or failure of the administrative set-upisdirectly related tothecharacter of public service organization.Itis essential that the working of the rural welfare administrative set-up be undkrstood in its proper perspective, especially in view of the Planning Commission's remarks about the declineinthe standards of administration which has taken place during recent years.This calls for immediate reform and improvement inthe quality of the administrationandinthe services which are rendered to the community. 0

221 Since administration consists broadly of planning, organizing, staffing, directing, coordinating, budgeting, reporting and execution, any administrative defect must be locatedin onei or more of the above aspects of administration.An analysis of the community development administration reveals the following defects :

1. Suitable arrangements for contacting individual families do not exist in the villages. 2.People's representatives, from the village level upward, are not consulted orcontacted. '3. Planning isineffective because of the present system of planning from the top, 2 4. Thelocalagenciesare not capable enough to plan, execute, guide and direct the community development movement. 5. At the district and sub-diSisional levels, the collector and thc sub- divisionalofficer.respectively.are not drawn effectivelyinto development work, perhaps because of their numerous other pre-occupations, 6. t'a:;re ;imply an cctual rather than an emotional and psychologicalacceptance of the . fact that under the reorganized Idmi ration thc heads of the districts have become thcch agents of welfare and development activities. 7. As a result of combining revenuewo> with development, thc latter has suffered. A 8. linage,bilkanddistrictl!ievclopment committccs, panchayats, etc.. have not been properly organizedto administer the community developmentprogramme. 9. Pcrsons guiding and executing theprogrammes, e.g., the members of the development committccs,arc not aware of their precise duties, responsibilities andfunctions. 10. Within thc administration of the community development programmes. there is mostly a one -way channel of communication from the top downward. 11. Quite often, lege' and technical quibbling about administrative procedures is allowed to holdup many things. 12. The problems of supply. .theservice conditions of personnel, programme planding and policy development have not bccn entrusted to the proper agencies concerned, technical heads, executic heads, etc. 13. The difficultiesof field work remain largely unsolved because they arc not generally made known to higher eat horn les.

,14.The village levelworkers have bccn transformed into mere work supervisors. 15. The village level workers arc unabletomanage the numbcr of villagesat presentin their charge, especially because they arc expected to handle 16 items of work. 16. In each block the number of supervisors for the respective spheres of the-programme is inadequate. 17. Supervisors are untrained in extension work. 18. The claim that each block functions as a unit, is not borne out by facts. 222 _Ce)O.Since the duties and functions ofmany supervisorse not clearly defined, work is done ina haphazard way. 20.The insecurity of service conditions makes it difficultor the staff to discharge their duties. 21.The number and type of workers having been standardized for all, blocks, local variations are neglected and hence work, suffers. 22, The team of the block-staffispreschtly under the charge of the block developmentofficer who isnot properly qualified to handle technicalsupply personnel. 23.The number of blocks isbeing increased without ensuring immediate supply of personnel. 24.The coordination ofprogrammes and their execution is deficient at the district,sub-divisional, and block levels. 25. Uncoordinatedtoursandvisitsof 'different officers interrupt the working of theblock. 26. Centralized power, rtif7tapism,official bureaucracy, and absence of individual responsibilitystill exist in the block administration. 27.Excessive paper workprevents the field staff froth giving complete devotion to field work. 28.The duty of turning inreports and returns keep tipe officers at their desks, preventing 41? them from giving enotvgh timeforinspectionor supervision of workers in the villages. 29. There is no evaluatingagency. at all levels to evaluate the working of the present adminiOation.The mistakes and wrongs go on accumul)lting instead of beingrectified...

PLANN1NQ AND RESEARCH I.Surrey work and data collection : There is a general feeling that the community develOPment administration has failed to provide suitable arrangements for survey work.Agriculture extension supervisors and village level workers do the survey work for a year or so., On thebasis of their surveying and data collection, the future planning of the community development programme in an areais chalked out.Itappears that data collection and suivey work have not been taken up very seriously.Even such elementary information as population figures is not available.' The village level workers are not the proper persons for collecting such vital statistics. More often than not data are collected from the revenue department and submitted to the development authority.Very little field work is done.itis almost impossible to know thejesources that are available in the area, for no attempt has been madi to prepare a resource-inventory. The community development administration provided the survey team with a questionnaire to be distributed among the villagers and 1. to be answered by them or by the investigators after ioterviewing the villagers.The felt needs of the villagers and various other clues to diagnose the village situation arc incorporated in the questionnaire. 223 217

required to he filled in atmeetings of thevillagers The questionnaire is rarely dohanne.The village disetssionsButthis is or through group not.answers questionnaire is generallythrown out. Morerely manipulated, contrived, or and responses tothe qliestionnaire are imagined.

The panchayat mukhiyaS and secretariesof the cooperative societies have been entrustedw ith the responsibilities orassessing the village situation and its problems.But they do not seem to be interested in this work.Vcry few of them can evensay how many families live in their area.Village meetings or group discussions arc very rarely organized. The non-official agencies usuallyarc not associatedin the planning process.There is ageneral feeling that everything is dictated by higher authoritiesand.the "opinions of the non-officials do not carry any weight. Agood Rally of the villagers havenot heard about development plans.According to-some, the agriculture extension supervisorsor the gram sevak of the panchtvat,or the villagelevel worker prepare plans.Itistrue in manycases that the mukhiyas of thepanchayats and the secretaries of the cooperative societies sometimeshelp infixing the priorities in the programmes at "the block lewd.A question that arises in this connection is : what major difficultiesare encountered in the process of planning with the help of thevillagers and thIS official agencies.?

The following were some of the officials' replies to this question:

. (a) The villagers exaggerate their needs in the hope of obtaining unlimited government subsidy. (b)Villagers, not being trained in planning, distort the plan. (c)It'e dpnot plan ;the plan comes from higher authorities. (d)Villagers do not take any initiative. The responses of non-officials to the same questionwere as follows : (a) The publicity agency of the government isineffective and people do nal...know that they have to plan. (b)Their own suggestions are superseded by the .prepared plans of the officials. (c) They are never asked to prepare any plan and theirfelt needs are largely ignored. I (d)People are not trained properly to come forward to help the government. , 2.Procedureof prieparing development plans and fixing targets : A schematic programme for five yearsis prepared after obtaining demographic data through the village level.worker.The programme is presented by the block development officer to the block development committee which discusses the plan at its meeting and formally approves it. The approved plan is then sent to thedifferent district development officers through the sub-divisional heads; and they all give their formal approval normally without makingany * alterations. The development plans of the different blocks center around indentical items of work.It would seem thAt there is a standard plan sent by the respective departments to all the blocks. No adjustment seems to be made in the plan of an incliAdual block.Though 224 theoretically the programme is supposed to be adjustedto local conditions, in actual practiceit seldom is. A standardizedpro- gramme does not take into account the variable cultures,economics, geography, the needs of the people, their educational level,etc.In areas where there is a preponderance of tribal people, the situation becomes far more difficult and complicated. However, the prepared plans do not appear to be ofmuch importance in actual working.The programme in operation in different blocks is practically basedon targets and achievements. The responses with regard targetsare as follows : (a) Targets de fixed unrealistically. (b)False figures arc incorporated to show achievement. (c)Planning from above breaks the moraleof the workers and the people. (d)It makes the,workers target-minded, While the educational aspect gets neglected. (e) The question of what and how muchcan be dOne, is badly neglected. - 4 ; (j) The quality of work deteriorates. (g) Working becomes haphazard. (h) What we need most,is not considered ;" but whatwe do not want is forced upon us. (I)The emphasis is not on the work donebut on the money spent.

(j) The realities of the situationare ignored. (k) There is more of show and lessof work.

LEADERSHIP AND ADMINISTRATION 1.Channel .of direction :The community developmentprogramme appears to be directed by two centralauthorities : the Ministry ofCommunity Development of theGovcrnmet of India, and the State Development Commissioner. All othersassociated with the community developmentvrogramme simplyseem to transmit what they hear or know from these two centres of direction withoutassessing the pros and cons of the instrictions reaching them.The District Magistrate and the sub-divisional officerappear to be the chief authority in the district and sub-division respectively,but they have very little time to look after the development programme. Theredoes not appear to exist any channel from below for seeking clarificationabout instructions coming from above. There is onlya one-way channel, from the state-level to the village level in regard todirection, supervision and control of the community developmentprogramme, with,the result that : (a) The experience of the actual workers isnot generally utilized. (b) No one has [ any knowledge whenor why a particular item fails. (c) The actualfield problems are neither known nor 'tackled by higher level authorities. (d) The workers do not develop initiative in themselves. (c) Wrong instructions are never .challenged,,a/44eycon- tinue to be issued. (f) The one uho is 'required to work, isnot consulted about

the way the work should be arranged ;soheloses enthusiasm. 225 ...219,E

2.Yours and field instruction : Most of the directions from the superior officers in the hierarchyare based on Mick tours and their inspection °Nile work of subordinate olgirs.Moreoftbnthan not, the smite item of work is inspectedby different authorities.The frequent tours in blockareas by higher authorities seem to interfere with the smooth working of the blocks., On the other hand, district levelauthorities are not able to tour the blodk area extensively and makeon-the-spot observations.d Most officers appear to have developedthe habit of not visititig the interiorof theprojectarea.Equallydisheartening- direction procedures and touring are reportedabout the block or project levelofficials. The mukhlyas of thepanchayats perhaps do even more defective touring. . 3.Follow-up of direction :the higher authorities do not. seem interested in checking whethertheir directions. are .obeyed.Those directions which emanate from outsidethe blocks in the form of, circulars are placed in the 'directionsand circulars'oftle on which action, seldom seems to be taken.It is only in special cases that checks and crass-checksarc made about a previously issued direction, and that too when authorities at thestate level are interested in a particular direction.It would be worthwhile for directiobto be reviewed regularly at meetings of officials andmembers of the different development committees. There is a growing impressioa that-such meetings, are not given enoughimportance.Members of Parliamentand state legislatures seem to be persistentabsentees at meetingsof the district development committees.Technical heads at the district level have' fared no better.At the block level different technical heads as well as non-officialsare expected to give the desired direction through meetings of the blockdevelopment. committees. Bin this does not appear to be doneproperly, nor is much iralior- lance attached to these meetings. 4.Freedom of judgment and performance:There is an impression that the technical personnelat the block, district or sub-divisional level simply carry out thedepartmental programme without much thinking.AmcMg officials thegeneral opinion is that subordi- nates are simply to early out instructions,and not to argue about or disagree with them even if theyare questionable.

226 SYL 73

,At The

NATIONAL INSTITUTE OF. CO.M.,31UNVIST 1,A3 yuLainvENT Rajendranagar, nyderaluid-600001 = Post i3a;164

THE INSTITUTE

new 0110`. Some ofthe, research prograrames nowbeing and THE NATIONAL, INSTITUTE Or COMMUNITYDM/E» conducted relate to tLind. RefOrms in Theory iOntEtiT is the premier organisation for training,and Practiecfrom 1947 to 41976;Land. Consolidation in "research in socio- economic change itsrural. India.It India;Human, and Social Conseque ces Intens;ive is supported and financed by theGovernmentafindla. Agricultural DevelOPMentPrograntnit ;St dy of Autat o of Operatie y a Village- Training.It imparts instruction to iknetitiOnerS Leadership; Effective Area over a wide range of formal and Specific ar,eas'of applIV cation.The general and specialised coursesnow level Weaker; AnthropologicalStudy of Tension . offered to officials 'as well as to non-officialsarc: (I) Tribal Areas'; Various Aspectsof Papchayati Raj; Agri - General Orientation Course; (2)Area Developinent -cultural. Trade.unianismt Impact, of Developmental and Rural Growth Centres; (3)Land Systems and Tileviiion through Satellites; RegionalPlanning, late. Measures or Reform; (4)Research Methodolo,gy;(5) grated Area Development and Rural Growtlf:Centres, Training Methods; (6)Changing Patterns. of District Administration; (7) TribalWelfare and Culture; (4)' Consultancy.The Institute.offers consultancy Local Government in Rural India for lAS Officers;(9) ervieeSto ;tate,governments as vell,as to nationaland Instruction on Panchayati Raj; (10)Public Relations intonational Organisations.C'Onsullancit assignments and Rural Radio Forums; (11)Audio-Visual Aids; on which. the Faculty is now engaged ire ;,Formula- (12) Communication Media; (13) Agricultural' Finance tion of Area Development Plah for ManiPnr and and Farm Manageme'nt; (14) brou)h.t-prone Areas Pro. Lansdoe (UttarPradesh) ;. Preparation,.of an : Inte- gramme; 415) Command Area Development Projects; grated,, ribalDevelopment Plan for a Diktriet in and (16)Communication for Diffusion of Innova- Orissa; Agro.economic Survey of Nagarjunasagar and tions in Rural Areas. Thejoual duration of thecourse Pochatripad CoMmand ;. Areasl' Social .Change and is fouf weeks. Paachayati Raj in Assam; Study of Politics in an,Indo ian. Village, and Evaluation of ANM and other sehe: In addition, the Institute organises other courses The mes of the Netherlands Foundation for Child Welfare also in related disciplinesas may be needed. in India. syllabi of these courses are revised from time to timein - .

order to update them inconsonance with the discovery Vacuity.The Deaseven Directors of the rank i of hew facets ofeconontt growth and changes in, plan- of' University Professors; 12 Joint and Deputy Directors ping and development needs.Seminars, workshops, of the rank of Readers and time Research Officers of and round-table conferences on topical issues related the rank of Assistant Professors constitute the'Faculty. to development arc alsoperiodically organised. publications.So far, the Institute has published Research.In the research pursuits of the Insti- 62 books, Most of:them contain the results of original tute, emphasis is given, in themain, to analysis' of the research.The disciplines` and subjects to IOW these impact of development'programmes on thesocio.econo. publications relate' are:,AgrieulturalExtension, 14; mic and political conditions in rural areas.The results , of research are utilised in enriching the content and Community Development, ,Wor)tersEngaged'in It and quality of the training programmes. They also provide Rural Leadership, 13;Panchayati Raj, 9:' gegional for guidelines to policy-makers andadministrators Planning, 5; Health and FamilyPlanning, 4; Cornrnu-' improving the ,existingprogranitnes and formulating tnication, 2; Caste and Tribes,2; Rural Industry,' 1;

5.2"Syllabi of the (1975) Training Fret:8mm at the National. institute of Community. Development ,yderabad° and075) Programme of Cottrses and Seminars.(at 'the) National, Institute -;.Conaturtity Deyelopment Research Perspective, 2; BibliograPhiCs,7;, and Others;3. The Institute bringsout two iceitials,Beliavloural. Sciences mtd ,CommunityDevelopnnt 0.41.1-YearlY) and Camunitim Developmentand PanehayottPal PROPOSITION Digest (quartette).These containreports on current researdh articles and-abstracts on various The-liarticipants of the orientationcourses are aspects of, Oral development; 'expected to beexperienced practitionerSwitti, intimate knowledge of theirrespec ive aredof woilc and related-, Campus. The Instituteis .12 km. away from issues.However, it is po sible that city centre. the' 'they may not have The campus is spreadover 41hectares a complete and clear over iew ofthe process of socio- of undulating picturesque landseape with seemingly economic-change, particularly offacets other than those., precariously balanced gencissic rock formations..It with which theyare directly concerned.This can be has a welt- appointed hostel to accommodate 70 partici:. ascribed, in the main,to a lack of opPintunity ofinter- pants and comfortableguest suites. It is well action with practitionersfrom other fields. its own transport served by From this system in addition to thatof the proposition it fellows that for State Road Transport such 'a group of trainees, Corporation. a course based on histories andnarrations of progratri- mes and problems has little Library. to recommend itself.The. The Ipstitute hasone of the best libra- proposition alio indicates twii ries.in the country for literature' further 'desiderata. for on Social Sciences and the structure andcontents of a purposeful orientation allied subjects and subscribesto more than 300 perio. course i firstly, that a course shouldProvide dice's: A comprehensive the parti-: up-to-date classified indexof cipants with a deeper insightinto the interrelations bet- articles from periodicalsis also maintained. As of ween a wide range of issuesrelating to development; 1974, the index consists of24,000 ileins; about 6,000 secondly, that itlis -items are added annually. so structured as to ensure maximum u s Select Bibliographies have interaction amongstparticipants. In the orientation been made on the following subjects: (1)Agriculture courses, of the NICD thesefea- and Food Production in India;(2). Communication tures have now beendeliberately incofporated. each In Media and their Application in DevelopingCountries; there is a fair representationof officials. (3) Community Develop'ment in India;(4) Coopera; and non-officials fromvarious fields, representing diffe- tiveliousing; (5) Democracyand Democratic Decen- rent levels of administrativeor social vocations. the course content, In tralisation; (6) Developmentof-Drought-prone Areas; stress is now tobe laidon highligh- (7) Developmentwith Social Justice;(8) District tingOew dimensionsof prcigrammes and er than on repeating what policies rath- Administration (9) Drought and FaminesCauses and is already known.In addl. .lion to talks on' Policy; (10) GandhismRelevanee; (11)Green Revo- selected, topics, discussionand syndi-. lution; (12) Human Relations; (13) LandReforms;,cite methodsare extensively eniployedto promote (14) Land Systems and Measures of Reform;(15) Local maximum partieipationand involvementof the trainees, brother words, the Government in Rural*India; (16) LocalGovernment, chief objective of theorien- tation courses is ,Municipal' Administration and PanehayatiRaj; (I7) to provide a frameworkin` which each participantcan analyse his own experience Modern Agriculture; (18) Planning and Organisation assess his role and for Development of Irrigation in Command Areas; (19) Poverty and Income Distribution in RuralIndia;COURSE THEME evisr0CONTENTS (20) Regional Planning,-Aulal Growth Centresand Community deveteprnentthe ohvions choiceas integrated Area Development; (21) ResearchMethodo-the core theme aroundwhich the contents logy in Behavioural Sciences; (22) Role of Youth; ursc are developed. of each co- (23) However, in additionto this, it Social Tensions in. India; (24) Socio-economicSurveys; would be desirableto emphasise (25) Status of Women; (26) one or more related Teaching Methods andfeatures ,or tom society so'4s to providea broad pets'. Techniques; (27) Tribal Development and Administra-pcctive ofthe development procesi.Each course,thus- tion; (28) Tribal Welfare and Culture; (29)Weaker Sections; (30) Women and Child Welfare; (31)Rural has 'a well - defined Development and Special Programmes. from which emanate a wide range of related,disci Ones and fields of activity which are more or less C011i,111011 for eachcourse. The contents of eachcourse arc put together. from amongst the' toPies givenin that followinginventory. One orm oie topics front 'each of the nine:divisions- 228 feature in cyciy`botirse,. dependingon their relevance to,itt focus' or theniel. I.Community Development 1.1 Experiments in rural development inIndia. 6.Socio-psychological Dimensions of Development 1.2 Community development programme in India : 6.1 Factors in the development process: Motivation, Concepts, review of' progress. people's participation, self-reliance. 1.3 Community. development programme' in other 6.2 Personnel problems in development. countries. 1.4 .Community development in India :prospects. 6.3 Group dynamics. 6.4 Land Reforms and Agrarian Relations Impact of special programmes on values. and 2. . behaviour patterns. 2.1 Broad patterns of-land tenure systems in India. 6.5 Leadership in developmenhadministration.. 2.2. Land reform legislations and their implement- . ation in India. 7.Social Dimensions of Development

2.1,1, Land reforms in developing countries. 7.1 Social morphology of Indian villages. . 2.4 Land reforms vis-a-vis agricultural productivity 7.2 Impact of development and change inIndian and asocial justice. villages, achievements and imbalances due to 2.5-Social implications of agrarian relations. r urbanisation,communication,special .prog- 3.- The Rural Economy : Structure, Problems' Mid ramMes such as improved...agyicultural tech-. Pracesses nology,,SFDA/MFAL/CSRE, family planning, health and nutrition programmes, extension education, universal suffrage, panchayati raj' and 3.1 Povirty and income distribution. 3.2 political parties, and land reforms. Rural unemployment. 7.3 3.3 Local leadership and problems of development. Rural institutions for agricultural development. 7.4 Rural-urban relations. Credit and input-supply agencies, advisciry and .7.5 Agrarian tensions. service agencies,farmers' associations, youth 7.6 Changes in the demographic characteristics of clubs. the rural population as related to development 3.4 ,4..__Performance of agriculture:Production trends, (with,special emphasis on reduced death rates production possibilities,resource-use patterns. and increasing migration). 3 5 pecial programmes for increasing production, 7.7 Diffusion of innovations in rural areas, impro, income arid employment: IADP, IAAP, Mut-' ved agricultural practices, health, family plan- tiple Cropping and HYVprogrammes, SFDA ning and nutrition programmes, other innova- and MFAL schemes, CSRE,DPAP. tions. 4.Planning for Development 8.Communication 4.1 Planning in India: A h1istoiical perspective. 8.1 Extension educatin :Principles, problems and 4.2 The Fifth Five-year Plan. 4.3 Multi-level planning in India. 8.2 Researches on diffusion and adoption of inno- 4.4,Planning for integrated area development. vations. 4.5 Units for area development planning andgro- . 8.3 Role of communication and extension in com- wth centres. munity development. 4.6 Planning and implementation: Role of adminis- 8.4c Teaching method$ in extension ethication. tration and local bodies. 8.5 Organisation of communication. 4.7 Feasibility studies and project evaluation tech- 9.Rural Welfare: Problems and Programmes niques. 9.1 Health, nutrition; mother and child care. 5.Development Administration 9.2 Family planning. 9.3 Education. 5.Y The philosophy of development administration.

5.2 Role of panchaiati raj bodiesin. development administration, 'relations between officials and METHODS non-officials. 5.3 Inter-level coordination and cooperation. As the purpose of the orientationcourse is to ini- 5.4 Problems of personnel management in pancha- tiate a process of reflection anddiscussion rather than yati raj. to impart knowledge in theconventional sense 'of the 5.5 Development performance: Criteria and dimen- term, equal importance is givento lectures, group and sions, relevance of modern management tech- panel discussions and syndicatesessions. niques vis-a-vis rural development administra- lion. 2129 The number of lectures in a course varies from 20 to 25, and an equal number of group and panel discussions and syndicate sessions are arranged.Apart from these more formal methods, consultancy-tutorial meeting; are also held regularly. A consultancy-tutorial group comprising three to five participants meets daily or every 'alternate day for an informal exchange of notes; a member of the Institute's directing staffacts as tutor resource person.

In addition tothese,servicing and workshop

visits to areas of implementationare also arranged.

Time and interest permitting,individual assign. ments are also given to the participantswhich are discussed in open sessions. PARTICIPANTS

41% Joint and deputysecretaries tostate governments,collectors,chief executiveofficers,district development officers and their equivalents,additional, joint and regional Heads ofdepartments. Members of StateLegislatures,chairmen and vice-chairmen of zilla parishads,senior university lecturers in Social Sciences. Nominees fromforeign countries, particularly developing countries.

230 19751ProgiarintiT-of durusEsfaNg 131-11illli112.1,0

NATIONAL INSTITUTE OF COMMUNITYEl:.'1111ENT RAJENDRANAGAR, HYDERABAD-500001 Post Brix 164

TRAINING COURSES

1.Course On Regional Planning, Growthen- tro and Integrated AreaDevelop.- 13 -1 -1975 to 25-1-1975 ment (Venue: Lucknow) (Saturday) (Seven Days) (Saturday) 2.Eighty-fourth Orientation Course (Focus on Agricultural Develop- ment) 29-1-1975 to,. (One Month) (*Wedsesday) Fifth Course On 3. 1975 Tribal Welfare and Culture 3-3-1975 to 29- (Satury) (One Month) (Monday) 4.Fourth Course for. Officers of CommandArea Deve- _____/ 3-3-1975 to 22-3-1975 lopment Projects (Saturday) (Three Ifteeks) (Monday) 5.Seventh Course On AreaDevelopmait andRural to 1-5-1975 Growth Centres 2-4-1975 (Thursday) (One Month) (Wednesda 6.First Course On Tribal Life and Culture forForest 6-5-1975 P Staff 22-4-1975 to (15 days) (Tuesday) (Tuesday) Sixth Course On 3 -5 -1975 2-6-1975 Research Methodolog (Monday) (One Month) (Saturday) Twenty-first Course On 4-6-1975 to . 3-7-1975 Training Methods (Thursday) (One Month) (Wednesday) 9.Second Course On Land Systems and Measuresof 7-7-1975 6-8-1975 Reform (Wednesday) (One; Month) (Monday) 10.Eighth Course On AreaDevelopmentand Rural Grath Centres 11-8-1975 10-9-1975 231 (Monday) (Wednesday) Orientation Cott se 225- (Focus on Panchay 12-9-1975 to-- 1.1-10-19,75' (Otte Month) (Friday) (Saturday),) 12.First Course On fr Communication for Rral Deve- 0 lopmcnt 13-10-'1975. _Lo 12-11-1975 (One Month) (MondaY) (Wednesday) 13.Second Course On ChangingPatternsof District Administration 1 -12-1975 to 30-12-1975

(One Month)' (Monday) 11 (Tuesday)

3.Panehayati Raj (6th to 8th October,1975). In 1969, theNational Instituteof Community Developmentheld a nk- tional seminaron panchaYati raj 1.TribalDevelokinent to (26th to 28th illarch, 1975) ... focus attention onsome basic problems The techniques of planning develop- of the system:\ Since thinthere have ment programmes for different tribal been' several significant, developments, .> groups which are at various levels of and quite a few basic issuesof theoreti. economic development form an impor- . cal as well as practicalnature have tant theme of the Seminar. The crite- been raised.The Seminar seeks -tore- ria evolved for identifying these gro viewthe developments relatingto pan- and the strategies suitable for their de-. . chayati raj in vtarious,states and Union velopment and the various reseah pro- territories and to evaluatethe urfor-° jects undertaken in the Fifth Five-year mance-orthe related instkutionswith' Plan period for the purpoi of prepar- referencetq, financial,administrative ,6) ing sub-plans and identif3iing location ,aAd socio-political factorsa ffectingtheir of specific 4evelopme,ntal .schemes are functioning.On the basis of acom- included as important contents in the prehsnsiVerevicw, it wouldsuggest Inca- ..... theme of the Seminar for discussion. 'Sures for fofm,triation of futurepolicy.' 4,Mass CoMniunication for, Family, 2.Methodology of -Integrated Area =- Planning in Developing Countries Development Planning ' (17th to 22nd November, 1975) (28th to 30th April, 1975) 1/4 The objective of t 11 'Seminar willbe The objective of the Seminar is to to critically- .evaluatthe communication strategies adapted inthe family bring together practitioners for an ex- planning programmes indeveloping change of notes on the subject. The countries,-'to discuss the differentpro- discussion papers for the SemItiar will -blems related to family:,planning com- be based on experience gathered during munication and to evolve thefuture formulation of area development plans. strategy of practice as wellas of re- The focus of the discussion will be on : search in familyplanning communel-, Suitable methodology for area de- cation with specialreferenceto the pos. velopment planniqg; 'sibility of conducting co-ordinatedre- Data availability and problems of search projects on4regional basis.The data collection; participants of the Seminar'would include top level nationalexperts on fa- Nature of recommendaiionsa e; mily planning communication,as well and as experts from 4c-veltypift-cokories' Extent,. to which plan's haliten an representatives ofinternational implendented. organisations engaged inpractici and research on family planning commuiii: 232 cation. Do you know? Your small donation can make Bombay India's fully literate city. Social Education ir Bombay is the first cib, in India, and we are proud of itt Would it be a matter of great pride tous all to make Bombaythe lust city in India to have a fully 1 f1 literate population!, Yes, it can be done and a SMALL anadtnt fromyou will go n LONG way to halo a BIG cause! GreaterBombay It costs 'Rs. 250/- to run o'he Social Edbcation class. It costs Rs. 15 (excluding certain expenses) to educate one11101-ateadult. Onecancollector donate individuklly Rs. 15 and thus help the Committee to educate at lehr4 one illiterate adult. One can Viso edt.cate one illiterate adult and help in thecause. It is an earnest request of the Committee that all those who happen to read this bootletwill undoubtedly make thhir contribution towards the spread of Lite- racy and Social Education in this city. Their contribu- .. tion mar be either through voluntary servicesor by 1011! regular donations to assist the activities of theCom, mittge. NIRAKSHARATA It is our target to wipe out illiteracy from Bombay NIRMOOLAN in the nearest future.Knowing, you areone who values the importance of education and the welfare ofoar SAPTAH city, mire appealing to you foryour valuable st.p- v Frt. 1974 -75 Please, send yinir contribution to; ..;The Bombay City Social Education Committee, SAMAJ SHIKSHAN MANDL% Samaj Shikshan Mardis, Bombay-2S DD. G. K. GAOKAR, Adarsha Nagar, Social Education Officer and Secretary. WOItLI, BOMBAY-, 245. Telephones:"Office: 452864 Phone 452864 Residence: 525361 - 445915

(") 233

6.1 G.K. GaSkar, "Socia Educationin Greater Bombay, 1974-75,"Worn, Bombay, Bombay City Social Education Committeet, 1975,p. 1-74 passim P. -227-

deuce and for siult (iral autonomy, the great re- What is Adult ligious, political a d tiltd3 unionists movements .1 Social )Education and tho secular idea etc. have all played a con= Adult Education,inIts broad sidentble part in the development of adult edu- sense,is as cation-. The movements, which begantowards old as the humansociety itself. Forobtaining a itistoriO-sperepeetive the end'of eighteenth century andduringthe of adult education,it should beappreciated that while nineteenth century in Europe and in the United men were in- States, sprd'ad in the twetieth centuryto coun- nocent of\tetters, theyhadestablishedtheir cliaracter as learnersand discovered tries which were in the process of becoming the advan- industrialized; when then, countries were libera- . tages and at least some of the basictechniques of transmitting knowledge. ted;.the efforts in thefield ofadult education Education in-the attained theirfull atrension. real sense .precededliteracy andit is know that good to even now it transcends literacy. IntheTwentieth Century", as aresult of Adult education hasdeep roots in the history rapid changes coming overall thewalksof human civilization...It of is obvious thattheneed human life, the following factors contributed to and usefulness ofadult educationin fits vagu.1 the growth of Adult Eddu n:- but ,comprehensivesense have :been in all societies recognised a)Increase of scientificknowledge andits in the'world.. TheIndustrial Revogution, which application; came over Europe in the18th Century, broughtin great rapidity b)Increase in the leisure time of men in the of change middleand working classes; The changed- livingconditions oflabour general consequences and c) ofindustriallzation provi- A greater fusion of risingstandardof ded the impetdsfor thework living among the populaition; of adult education. and programmes We haveexcellentexam- d)Development of technology,which by the ' changes it brings about, makesadult edu- pies of Adult Education in Denmarkthrough r,-1cation a necessity in life; their famous Folk High schoolsinspired by . e)/ 'Development of the greatleader Gruntvig.Along the mass media ofcorn- withthe '' munication. spread of industrial revolution,the open thought andinfluence reached Afii rind Afri- Since 1945, after theUNESCOcame into gxis can countries. The great achiever tence,development of adult education became is in Adult one of Unesco's specific responsibilities. . Education in China and theU.S. .R.might also be attributed to western Influence,althou- ThreeInternational Conferenceson Adult gh Soviet Russia's' own achievements inliteracy, EducationhavebeenorganisedatElsinore in have been phenomenal.In manyrespects, diffe- 1949, at Montreal in 1960 andat Tokyo in 1972. rent countries naturally displayed differentch respectively.These conferences have proved to racter and history in their p,dirlt educationmo- he the landmarks in theevolutionofideas con- vements. cerning aims and application. of adulteducation. The Elsinore. Conference-expiessed It is now universally accepted thatlife-long the idea educationas the keytomodern education. that adult edlication shouldcease to be a marginal Education does not end with schooling but itis enterprise serving the, personal interests ofrelatively few a life-long process. The adulttoday hastheneed people:Adultmitigationwas of an understanding of therapidlychanging said to have the task ofsatisfying the needs and world and the growing complexities of society. aspirations of adults in all their diversity. Adult education, as it isgenerallyunder The Montreal Conference discussed the stood now-a-days, was born of theneeds crew- ;theme of "Adult Educationina changing ' ed by industrialization. At thesame time, othe. ?.torslikestruggles fornational indepen- .,

234 -228- world." Itbecame obvious that 1.11e would range of educational activitita, whoseobjecti- Henceforth imply adaptinguneasingly toa ves and contents they themselves hadhelped rapidly developing phyuical and social context. to define. Some definitions of Adult Education. Is In India, "as early as 1049, a decision' was (1) A. C. Condoroct 'defined public educa- aken to designate 'adult education'as 'social tion in 1702 in the following words: education' becausethe latterterm signified "To prAde all the members ofthe human more -approprieUaly the broadenedconcept of race with the means of meeting their own adult education which included civic educa needs, seeingto their pwn well-being,know- tion, cultural and recreationalactkyities,lite- ing and exercising their rightsandunderstan- racy work, library development,development ding and doingtheirduty; of folk arts etc. Social education, thus, became toaffordeach one, theopportunity ofimproving hisskills, a .comprehensive programme of community up- fitting himself fcr the socialtasks hp-may be lift, through community action. Itwas, there- called upon to perform and developing fore, closely integrated with theprogramme of all his national talents and thereby toestablish prac- community development blocks and extension tical equality among citizens services. Theprogrammes of social education and tomake the political equality:This must beprimary aim included Community Centres, Youth Clubs, ofanational education women's system;andas such,it organisations. Adult Literacy classes, isbut rightthatthe public authorities sho farmers' groups, recreationcentres, literacy,, uld provide it." trainingetc.The' conceptual frame work of (2) C. adult education came to reflect two majorcan- D. Ledge writes:"Weiiterpret. cerns:*(1)The magnitude of illiteracy among adult education to mean' simplktheeducation of adults, i.e.all the educationalexperiences adultpopulation, and (2 itseffects onthe of an adult and all the educationalinfluences nation's social and economic development." whichbearonhim.Ourdefinition,therefore, (AdultEducation and NationalDevelopment - includes formalclasses in anysubject, infor- Direorate of Adult Education, Ministryof mal adult education work in clubs andassocia- Education and SocialEducation, Govern- tions and the direct or indirect effectsof the ment of India-page 2). of relatively fewpeo- mass media; it includesdliberal adult education, ple.Adulteducation was said tohavethe technical education, craft educationetc. in the Lai* of satisfying the needsandaspirations more dovelopel countries andcommunity de- of adults inall their diversity. velopment, literacy and healtheducation etc. The Montreal Conference discussed\the in theless developed areas." theme or"Adult Educationin'a changing (3) 3 he Education Commission of India(1964-66) world." It became obvious that life would hen- states:- teforth imply adapting uneasingly to a rapid- "'De function of adult education (riciede- ly developing physical and social context. niocr*y is toprovide every adult citizen The Tokyo Conference placedadut educe with an opportunity foreducation of the typz, (ion in a,context of- life-long education which he wishes and whichheshouldhave andculturaldevelopment,whichareinsepara- for hispersonal enrichment,professional ad- ble. Adult education aims toeducate free in- vancement andeffective participation in social dividuals in a urging society.Regeneration and political life."... In normalconditions, of education ras suggested with aim of tat- programmes of adult educationpresume univer- ing circumstancesfor adultsinwnicli hey . sal literacy. In Indian context 70%of:Alie peo- could findanswers to their problemsin the ple are unable to 'read and writeand naturally context of. their -lives, by choosing 'among, a J

235 liquidation ofilliteracybecomes/a (flatter of (7) Der: Radha Krishnan, Ex- President of immediate national concern la, IsaleFI "Our problem/Isto makeour The scope of adult education is as wide as ocietysomething of which the lowest mem- life itself.Its requirementsare somewhat ber can feeproud.it is thereconstruction different from those of normal schoOl system." of oursocie .That is the GospelofSocial Education." (4) A. A.Liveright and N.Hay Good writes: (8) Pandit JawaharlalNehru,thelate "Adult educationis aprocess whereby Prime Minister of India. said,"Socialeduca- persons who no longed attend school on a re- tion, in itswider sense,isperhapsmore gular andfull-time basis (unlessfull-time necessarythan any kind ofeduCation. But programmes are especially designed Or adults) this will be so,if the termsarenot undertake sequential andorganisedactivities preted in a narrow way." With the conscious intentionof bringing about Objectives of Adult Education changes in information, knowledge, understan- the,Education CommissionofIndia ding or skills,appreciationand attitudes;or (1964-66)hasput it, "Oneoftheirajor for the purpose of identifying and solving plans inthe 'strategy ofa societywhich is personal or community problems. Definedin determined toachieve economic development, this way, adulteducationwould includelite- social transformation padeffective social racy andfundamental education; vocational security should be to educate itscitizens to . orjob training;education about health, con- participate inits developmental programmes sumer or family problems as well as education willingly, intelligently and about physical and personal development; lite- efficiently.Thin is particularly urgent in a societyinwhich raturd,art,drama andother culturalpro- masses of people have missed sr/triunes; communitydevelopment, schooling and social in which the -education givenhas been irrele- education and community organization,poli- vant to. tics) and civic education, the developmental needs.The farrnbr religious or econo- who tillsthesoil or the worker mic education;and a vast varietyof other who turns the machine must understandthenature educational programmes designedprimarily for of adu the soil and the machineandacquire some acquaintance with the scientific (5)J. Duma4dier writes: proCesses in- volvedinproduction in order toadopt new "Sociologicallyadulteducationmay,lya practices and improve uponthem." defined as Adult actionfor the cultural develop- education hasan importantobjective ment of society or componeni, groups, consci- of training peoplein better skills andcreating in ously directed towards the development of the them an understandingand knowledgeof the economy, of the society and of the humanper- technological progress. which Science sonality, is ma- by means ofa system of continuous king clay by day.Thefollowing aresome of or recurrentlearning which bringsthe cul- the main objectivesof adult education: ture of a member , of society intocontact (1) To evolve with those kinds of culture andcultural leveli a system of socialchanges and '... devegeennent,which will which are most capabld of encouraging such beinharmoity development." with the genius ofthe peopleand, solve froblems of (6) Fatherof th'e Indian mass education in a practical Nationlate waywithinshort time as possible. Mahatma Gandhi said, "Adult (Social).Educa- tion of my concep ionmust 'mat/0: men and (2). To enable theilliteratesto acquire the not women better cit'ns allround. superficial literacywhich implies. include f: the e,ducon of every stage-ot life.'

236 ...7...,,, often without warrrant, a capacity to react mobilizes energies; all Individuals can and theprinted page, but the far more capa- should be able to teach themselves andthem- 6: city of ,using he9.rtand intelligencefor selves be teachers; "'someconstruction purpose. (b) It isan instrument for preparing the (3) Togivegrenter concretnessand reality individualforproductive activity and forpar- totheknowledge acquired by the neoli- ticipation in management; terates in some significant craft,trade or (c) It isan instrument whereby the whole occupation on the basis of education. man at work and man at play, man in his civic (4) Produceworkers who willlookupon and family roles, can achieve fulfilment; it allkinds of useful workincluding man- helps to develop his physical; mornand intel- :* nual labour,even scavenging as.bonou- lectual qualities; rable and who will bothbe able and (d) It isan intrrument willing to stand on th el own feet. with whichto combateconomic and cultural alienationand (5) Give thecitizens a keen sense of personal prepare the way for the emergence ofa libera- worth, dignity andefficiency andstreng- ting, genuinenational culture. then themthe desire for self impfovo- I Adult ,education, when placed inacontext d social - service in ment a co-operative f life-longeducation andculturaldevelop- community. pent,. which are inseparable, aimstoeducate .(6), To enable the people to carry the outlook tree individuals in a changing society. and attitude acquired intheir community, World situation in regard to Literacyand Adult environment,into wisr world outside. A. Education Every adult is Entitled, to demand ,an op- The literacy percentage in theworld, par-

4 portunityto be acquainted withthenew ticularly thatin Asia, Africa and Latin Arne-- knowledge, the changes which affect economic rica is alarming.. One third of the world's adult conditions,political behaviour,national than . populatisn isfounEl,tobe illiterate..Though 'pa and the scientific advancement in the massive campaigns against adult illiteracy .world .so that the adult is able to play his or were,launched and encouragingresults.. were her role inthe society of which he or she is achieved. tremendous growth ofpopulation has a member, This lies at the root of the concept caused corresponding increase ill the total num- of adult education. While followinig an, occu- ber of adylt illiterates in the rgorld. The follo- pation in life, the adult should have an oppor- wing statent will show howtotalnumber tunity to acquire skills and ii.nowledgewhich of illiferatadults has increased since 1950 t will enablehim to improve profesioionalcora- 1970 thou the total percentage of illiterate petence.This knowledge should also train him has decrea ed:- to makeadjustments with the rapid changes 6 WorYear ld's LiterateIlliterate Percentag .1 :i going on around a person and also enable him Adult Adults Adultsof Tot to adjust with the environment. Population .(Mil- (Mil-",,ilitera The Tokyo Conference mentionedthe fol- (million) lion) lion) tes. lowing four objectives of adult education: - 1950 1579 879 700 44.3

(a) AdultEducation is an instrument for 1960 , 1869 1134 735 39.3 promotingawareness, an instrument for chan- 1970 2287 . ,1504 34.2 ge and socialization; by daily socialpractice, From the above statementit _appearsth it aims tocreate aneducated societyconsci- effects of the population explosion aregaini ous of the values of a sense of community,it up,perhand .overt literacy efforts. All'''.themat

23t, -231-

areasofilliteracyare of situatedin the Asia,Africa and coentries therewas a waive Latin America; of campaigns percentage ofschool going where againstilliteracy in andcrusade* ' lowest and children'isthe Asia and Europe,Latin also thelevel of Africa.Through America, lowest. The development j.s.the widespread these following tablewill literacy and campaigns, illiteracy show' how were emphasized literacy ofthe percentage iscomparatively for economic masses Asia, Africaand Latin higher in and social development America. change. Buta,number of Adult Literacyin the world campaigns,aftera promising these around1960-70 short lived, start, Major RegionsAdult Literate because thesize of the were Illiterate mite- be tackledwas out of all problem to populationadultsadults means and proportionsto racy resources devotedto it. the .percen-. of adequate Due tolack Ilources, preparation,organisation tage thesecampaigns and re- ted resultsor turned producedonly limi- 1 2 out to be 3 4 same thinghappened to failures.The World. TotC--2287000 caption the general 1504000783000 programines. adult edu- Africa 194000 34,2 the Thishappened North 511000.43000 programmesof adult because America161000 73.7 ducation literacy 158000 2500 were not andadult Latin America 163000 1.5 f 'economic linked withthe Aaia 125000 38600 and cultural programmes 1237000 23.6 development. 658000579000 E119i1P 521000- 46.8 Ocean' 502000187003.6 13000 11800 World Literacy (Arab States)''(68300) 1400'10.3 Figures (18400)(49900) 73.0 Country Percen- Country taae Percentag lt willbe seenfrom the that put of abovestatement Denmark 100 India tip total 783million 29.3 in theworld, illiterateadults Sweden 100 as manyas 579 million aki,stan \\. 18.9 adults arefound in illiterate 99 onesia Asia is Asia alone.Thatis Britain 99 12.8 called thebiggest why Phillipines 71.9 rates inthe world. storehouseof illite- U.S.S.R. ' The '(Russia) 98.5 Afghanistan situation inregard to Canada 10. dia is also teracy inIn- 98.0 Portugal equallydisappoint' Japan 97.8 Africa 42.91 literacypercentage in India The present United States '8. to the is29.35,pccording Egypt (Arab census of 1971.This,,, slims* of .America advanceover the literacy definite Republic) 19. and 1961 percentagesof 1951 7.8 Lybyan(Arab whichwere 16 and24 However, thetotal number respectively. Belgium Republic) 31.1 dia has of illiteratesin In- 9 6.7 Mali increased instead of France 9 6.4 Mauritius 2.1 The total numberof illiterate diminishing. Cuba ages was personsof 7 7.9 Morocco 280 million(28 all CzekosloVakia 9 13.61.1 which advanced crores)in1951 5.0 Nigeria to 330Million Poland 95.3 -South 11)t. 1961 andthe same (33crores) in Africa 31; has advancedto Newzealand 95 Uganda lion (36crorea) in 360 mil- Australia 35. 1971. The 95 Zambia adult literacy,all .over the prOgrammesof 41, ted. world, havefrustra- With the a end of thesecond world accession ofmany countries war and the toindependence, 4

236 4232«.

State Italy 90.7 Costa Rica 84.3 Literacy LiteracyLiteracy perc;mtage among among Spain, " , 82.4 Jamaica 77.0 Iran 22.8 Puerto Rico 80.6 4 Total. males feMales AssA Equador ., 67.5 Argentina .91.4 28.74 37.82 18,68 Ceylon 75.1 Chile 83.6 Meghalaya 28.41 32.92 =23.68 Nagaland 86.7A1 60.7 Columbia 72.9 27.33 34.42 19.21

(Haryana . Thailand 67.7 Peru 40.6 26.69 37.20 14.6$ :OrTisma' Mexico 65.4 Venezuela 43.3 26.12 38.d5 13.75 Turkey 46.0 Cyprus 75.9 Andhra .Pradesh 24.56 33.26 15.65 Jordon 32.4ITa qu e 14.5 Madhya Pradesh22.03 32.58 10.82 Bulgaria 90.2 Israel, 84.2 Uttar Pradesh 21.64 37.74 10.20 I Bihar 19.97 Burma 57.7 Korea 70.6'0 30.65 8479 China 79.2 Kuwait 52.6 Rajasthan 18.79 28.42 8.26 Bolvia 32.1 Malasia 32.3, Jammu & Kashmir 18.30 26.41 9.10.4 Dadra & Nagar Sudan 12.0 Mongolia 95.4 14.86 22.00 Nepal 8.8 Yemen 31.0 Haveli . 7 .77) Sikkim 15.9 Greece 80.4 North Frontier 9.34 14.60 3.54 Syrian Arab Hungary 97.4, Agency epublic 29.5 Romania 88.6 ietnam 74.5 Yugoslavia 76.5

In Greater-Bombay, 64.03%pouglationis Literacy, Figuresin India literate;and,out ,of these nearly 6,50,000 St % State 00 Literacy Literacy Literacy adult men and women are illiterate. Looking percentage among among at the statements pertaining to Literacy percen- Total males females ages in different States one could imagine India 29.35 39.$9 18.47 how great is the task of eradicating illiteracy vreater.11Rnibay 64.03 1.25. 54.00 inour countryin the nearest future. Even in Chandigarh 61.24 54.17 the premier city of India- Bombay - alarge Kerala 60.16 66.5 53.90 number of peopleare yettobe Delhi educated. 56.55 63.87 47.64 This is a great blot on the fairname ofthibs?, Goa-Diu-Daman 44.53 54.45 34.4 city, which takes pride incallingitselfthe Andaman Urbs Prima.In order to make Bombay the Nikobar 43.48 51.54 30.9 first fullegy literate city in India,we must all Pondicherry', 43.36 54.56 32. join h ids and attack the 'problem of illiteracy Luccadiv, Mini:oy on a war-footing.All educated people,stu- and Amindivi 43.44 56.26 30.3 dents,teachers; social workers and all others Tamil Nadu 39.39 51.68, 26.8 must join hands to remove the demon of illi- Maharashtra 39.06 51.28 25.9 teracy fromBombay once for all. Gujarat 35. 70 46:10 24.5! jab 33.39 40.6 25.7 Handicaps suffered by an illiterate Person W :-.: t BenI , 33'05 42.841 22. ,1. M ip 32. 80 46.16 19. An illiterate person cannot sign his or her It so 31.47 41.78 own name but gives his or her thumb impres- 20.7 sion on any written document without I 4 Pradesh31.32 42.30 20. reading h.. li a v 30.87 40.56 30.

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which an individual It. Thus he or she can beeasily cheated by as well ,as the nationPays any one. for illiteracy is high,although onogrows ac" 2. An illiteratehas todepend on customcd with the persistentmalady and te- others' canes insensitive to the harm for reading and writing his or her letterscon- it does. The dr. cumstances of modern lifecondemn the. Mite . taining very important and secret information rate to live an Inferior . 8.* As a voter, he or she cannotexercisethe existence. He has littleprospects, of,a reasonable hi voting right independently and wisely. He come. remains isolated f r omthesophisti 4. As a worker in a factory or in the field, the cated social process such as democraticgovern- illiterate is a loser himself and he cannot help ment and commercialmarketing. The uneduca- in efficientproduction dueto .hisilliteracy ted is not in realitya free. citizen. Illiteracy and ignorance. as a mass phenomenonblocks economic and social 5. Due to lack of foresight and prudence;the progress, affects economicproductivity,popula- illiterate falls into bad ways of lifeand ruins tion control, nationalintegrationandsecurity himself and his family. and improvemerit , in health and sanitation. 6*. An illiteratewoman cannot be a goodmo- tier or a good house wife. t The third InternationalCorference on Adult Education held atTokyo in 1972 also '1. An illiterate person has to face empha- a numbe sised the need ofgiving 'an upper place toAdult. A difficulties in his or her daily life, Literacy e.g. get- programme."There is a dosecon- ting into a bus and tfiln, gettingdown at the nection between the ,correct station, 'writing his or her social and economicrefor- applications, mation of thesociety and thelevel of sending money orders and passing of prondsory racy.' Literacymust be understood notes etc. tobe an element of nation-building. 8.HE. or she may be cheatedby othersin the adults the necessary Literacy gives to everyday dealings. communicationskills for acquiring suchknowledge 9. An illiterate loses all thejoys and plea- and training that would enablethem to increasetheir sures derived from reading books andnewspa- ductivity and to pro- participate more effectivelyin pers to his or her own tasteand 'satisfaction. detision makingat all levels. Adult Education Programmes The Education Commission of Indiarecom- The Education Commission of India has de- mended twoapproaches to combat racy - (a) The mass illite- fined the programme of Adult Education inthe mass approachand (b)the . following words : selective approach.As theEducation Com- "An effective programme cifAdult Educa- mission explains,the essence of the approach lies in (a)mass tion, in the Indian context, shouldenvisage the a determinedmobilizationof following all availableeducated men and country to constitute women in the a) Liquidation of illiteracy; a forcefor combatting illiteracy andan effective organization b) Continuing education; lization of this and uti- force bra: well-planned.Literacy c) Correspondence, courses; Campaign.' Thisapproach is d) Libraries; has been tried unorthodox and in many partsoftheworld, e) ,R?le of particularly inMaharashtra in the . Universities do Adult Education; Gram Shikahan form ofa and Mohirn and inGreater Bom- bay in theform of a-Crash f) Organisation and administration of Programme. , Adult Education." '(b) The selective its inherent approach is tieddown by ;Liquidation of illiteracy s The price limitations and isby its very nature

214 - as a overall eel Um, Theselective, approaais "It aims at training specially suited tgroups which can be man as an active agent for easily Ms eavi onment.Thistratining identified, contro and motivated for intensiY in charae vfxait*mal literacy work. Thspecific agricuitu-al or industrialtrain. needs ofthese ing as the e may be. : 'this groups can be aster ained andpurposefullite- the new a 4forPolaelY why racy 'programmes pre ared roach is also calledWork-oriented to meet them. It is 49:fictionalteraoy- easier to handle theseoups and investment literacy for them on can yi comparatively quick. and gainful results. A Adult Literacy isnow considered by many fur, eradvantage of as a pre-requisite the selective approachis tinhe Literacy without which many forms pro. of capital and technicalinvestment loSe .their &mines can includetraining which willadvance the occupationaland vocational interests. impact.. The World (oMferonceofEducationl literacy approach is Such Ministers, op eradicationof illiteracy, organiz different from thetraditio- ed by Unesco at nal literacy approach,which is only Teheran in. 1965concluded' Concerned that rather+than with the attainmentof rudimentary literacy an end in itzelfliteracy skills of reading, ,shoulil be regurdedas a way °t.flPreParing writing and Arithmetic. itis 1r,1 a functional literacy approach. for a social, civicand economic role thatgots The traditional far beyond the limits of literacy is chiefly,remedial and tosome extent rudimentary literacy it makesup the deficiency of the formai training. consisting .merelyin the. teaching of school- reading and writing. 'The"process of ing. It /reliesupon the mass*approach and learning to attempts to makeas large a read and write should be madean opportunity population,of for acquiring information that, rate adults literatein theshortest.., possible can-be inim4dia- 'time, with the Helpof voluntary: workers, tely used to improve living,standards. Reading ? and writing should not only . .4 lead to eleinentary, dents and teachers ina community. The objective of thetraditional, literacy isprimarily so- knowledge but 'to trainingfor work; increased cial,: cultural and politicalrather than technit ,productivity, a gmaterparticipation incivic cal, emotional anddevelopmental. life,,a better understandirig of the surrnundiing , world' and shoUld, ultitaately, open the way. to , Literacy to be of some use as astrategic. basic human culture. , factor in national integration and economic Such Literacy programmes will have three development,' is somethingmore than the mere skills of reading, writing stages as follows and being alAe to do '1'1- 1) The initial stage consisting of ascquain- some simple arithmeticaloperations. This is ting the adult learners withtreading,writing called functional literacyaccording to the,new concept of literacy.It is literacy that and arithmetic and some generalknowledge works. relating ,to civic and national problems in which Itunctional Literacyincludes an intelledual dimention that hasbeen labelled "The the entir society is involved and to the profes;. tual skills." concep ohm in 'which the learner' is engaged. Conceptual skillsare relatedto ' reasoning' andpower. The farmer 2) The second stage shoulddeepen the or the,wor- knowledge and skills gained in the initial stage Rer needs tothink. ponceptually andto be able to make generalizationsabout his and train the adult in using literacy gained for' .0ne of the experience. solving :personai..problems andenriching per: most significant goalsoffunctional literacy is tointroduce new values ' serial life, " '. to development: conducive 3) 'The third -stage shouldlead the adult The approachto functional literacy does notjust consider theilli to one 'of the programmes of continuing aim isolation, but' trlate in tion. `"' the individualstarting th The dotal illiterateman in a developing a country 'like india,- one is tempted t( situation. Vote for a massive attack on illiteracy on a war M . re. - rpoting. However, one Cannot recoMmend Watt and ignorant paSon is a curse tb The ao 4PpreaCh to fight mass illiteracy in the eountrY. 1ety. iTo democracy can be fully fatccessfut uhr ,considering the results, gained.so far in sporadic less all its citizens, are literate, and socially edu- 'attempts to wipe out illiteracy.In the Winn bated, Through SOcial Education, 'people can learn' SoCial'Education enables 10n,text.,,both the selective approach and themass betterMys of living. approach need to be cosnidereds Though theper- theinVto be clean and hygienic, -healthy and centage of literacy in is slowly increasing, (trong, efficient and economic, A 4tterate and so. :lolly educated man is more successful; in hiss the absolute figures' of total illiterates are alsoon ilut Increase. This is mainly due to the treMen,, stork either in, factOrY or in the field. His 400 srowth of population. According to 'census ags with his frfends, and fellownien are fair and 011961, India had a population of over 439 million decent, Re is more-suCcessful, andjiappy in, his of which about 24% could read and write as amily life than an illiterate and Ignorant man, Continuing Education Programmes. / ,against nearly 16% in 1951 and 12% in 1941 Our- ,ing the last. 10 years, the population has -risen 1;Adult Education, has unending function fn with a leap of 21.6% whereas the rate of literacy he national systena of education.-In conditions of ha4 gone up by only 7.1%. The total number, of sapid change and advancing knowledge, man Alliterates the country was estimiated to be quit continue to learn in order to live a full life.' ..earning is the way of civilized life. Of all the about 280 million in 1951, whichgrew to 332 million in 1961. The present literacy has risen from orces'for change in society, Science has made the 24% in 1961 to 29.35% by the end of the third ireitest impact and education has therefore, to Oive .Year Plan period, whereas population respond morb swiftly to signals from this field. has Education shofild combine, practice andtheory Increased from 439 to 492 million. By 1971, i.e. at work with learning. "Role of education and act). OW end of the Fourth Five Year Plan, thepo. !cities related to civic and extra-professional life DPitAlon bus increased :corn 492 million to pe II and the 'total number of illiteratestoy about 360.6 million.At present 180million, 61 the.' Individual are playing a,.prominenttPart adults in the age group iof 15 and'44 are estimati Many nattebal programmes of adult edutcation. ed to be illiterate. ` *(Tokyo Conference).. Adult Education must b The principal strategy adopted, so far, for the 'designed to serve a great variety of purposes an removal of illiteracy in the country, was excluil .different groups which vary not only accOrclint, sive ,emphasis on the programme of compulsory) to.their educational attainments but according t primary education for all the children till 'their occupational interests, cultural aspirationk, reached the age of 14 years. However, it has no nd sectors .of the community, in particular ink: 'been possibleto implement this programm terates, women, handicapped persons,refugees', effectively. Hence it is urgently necessary. t ,'the unemployed immigrants etc.," with a yield,: ,launch a massive unorthodox rational program to itkprove their living conditions..., Theeducal ine for eradicating a(ult illiteracy in thecowl; tiOnal process should. start from the needs inhet try. "'Along withthis\ massive' programme, rent in peoples' circumstances and their indiv' ,.',Vrell-planned follow-up education for the neoltt :flual aspirations; it should be integrated with th terates Must also be taken' up.Secondly.thi àctivities of daily life .and lead on inevitably, ',adult literacy programme through the selectist 'other forms of educational activity so as to avei approach must also be started. As a matter 01 thsr pOssibility of relapSe into ignorance. Thil, fact,- both the programmes of Mass Approasi 'presupposes a well-knit structure comprising afti and the ,Selective, Approach must go hand ìntroductory stage .(which may' bepreliteraci nand as, recommended by the Education Com find literacy training or atelrnatively abascii mission of India. general 'education); and more adNance stages i, An educated and well informed. citizen is, i the development ofvarious potentialitiesan àsset to his country. On the other hand, an it 'aptitude and also refresher courses as vocation 'tetraining courses.

242 It.4" . grsumneofAdult Education oapPointed to work out a detailed scheme. During 1. Literacy classes. Continuing Education '. "" the period 1937-38, 211Adult Literacyclasses' 1. General 2.. Post-literacy Education were organised in Bombay, On 4th April 1939, a courses iLlarge-scale literacy campaign was started by the "classes. 2. Craft training courses :/:',,Adult Education Committee nominated bythe Follow-up 3. Home-crafts, Home Scienceetc.for ::,Provincial Board of Adult Education and Social (Library Service women. Service League under the Presidentship of late Study classes, 4. Vocational Training Shri B. G. Kher, the then PrimeMinister of Born- courses for workers. '.4Communitygroups) bay. On 1st May 1939. over 596 literacy classes 5. Farmers' and work- t'were started under the auspices of this Committee 4; Continuing . ers'functional Me- Et Later, the Governrhent eppointedanindepen- Education racy programmes ; for higher (and otheroccupo.- Ident Committee called the Bombay City Adult u' ladders of tional groups)- 1-111Education Committeeon 18th July 1939, with a . 6. Correspondence-.1. rwiew to organise literacy movement in Bombay . formal courses. education Way on a permanent basis and Shri B. G.- Kher .; . . 7. Courses for social 1?,(continued to hold his office as the President... courses. and cultural enrich- czttBesides late Shri B. Q. Kher, the Committee 5, Community Centres ment. 8. Need-based(Poly- C had the privilege of having late Shri Mangaldas 6. Use of mass media valent)Adult Edu- :"-cPakwasa, Ex-Governor of Madhya Pradesh, Shri Extra-curricular cationcourses. Gulzarilal Nanda, Ex-Union Home Minister, late . programmes for -9. Specialprogrammes Champaklal G. Modi,Ex-Judge,Small for specialage gro- r;nCauses Court, Shri S. L. Silam, Lt. Governor of health, hygiene ups. ,etc. Non - formal i,-Pondicherry, Smt. Sulochana Modi, gx-Mayor of education. Bombay as its Presidents in the past. At present, Caltural Education.10. Ad-hoc.courses for self-employedpeople. -Barrister M. G. Mane is the Presidentof the Committee. Adult Education Movementhi India This Committee hasbeensteadilygoing Adult Education in one formor anaher has ahead with its programmes of Literacy and Social ,,been in existence in India sincetimes immemo- Education among the illiteratemasses of Born- ...dal, but its recognition as an organised education- .))37. for the last 35 years; and has, till now,suc- ial activity is fairly recent. AdultEducation was ceeded ineducating 6,34,650adult men and accepted as a definite responsibility ofthe Gov- women. ernment during the period from 1947 onwards. ''''Before this, mass ptiteracy During the last 35 years, the Committee had , campaigns were orga- enrolled in its Literacy and nised, particularly since 1939whenprovincial SocialEducation . .autonomy came into being.' The sporadic cam- : classes 1367772 adults, out of whom 634650 adu- lipaigns were initiated by the Universities, volun- lts including women have passed the test. Inaddi.- - tion, 362150 adults, 283025 tary Organizationslike the Social ServiceLeague men and 78225 women and local social workers. Actually thecampaign . attended the post-literacy clasF.es, of whom 171600 passed the Post-Literacy test. Therewere many -pf Adult Liertacy and Adult Social Education tool t organised forms during thefirst five year more numbering in thousands, who received in- plan period, when over 55 lakhs of illiterate viormal education througheducationalcinema adults shows, cultural Airere enrolled in the Adult literacy classes,run programmes,cleanlinesscam- '..by the community development departmentsin paigns, exhibitions and similar other extra-curri- various developMental blocks in thecountry. 4ilar activities organisedby the Committee from 1 time to time. During these 35years, the Corn- Adult Education inBombay -mittee has spent Rs. 103,09416over the move- Snent of Social Education. Adult Education throughthe Government of ...Bombay began in 1937, whena Committee was . .

243 :944. Ashraf Pahelvi,Mr. Rodolf Baron Castro, His Pioneering work of the Committee: Excellency Ato Work Abtewold, recommendeic ''The Committee has done a pioneering, work 'xto award honourable mention totheBombay' in the field of Literacy andSocialEducation y City Social Education Committee. movement in the country, and has been recognis- 1. ActivitieS of the ed by the UNESCOas one of its three associate projects in India. Bombay City Social Education Committee Our Committee operatesits ' programmes, 1 The Committee conducts Social Education' predominently, in an urban environment thit Centres right from the literacy levelto the level pattern of its work has been wellappreciatedl rof continuing education.The Committee :621-y not only in India but also by the experts ln th ducts both currirular and extra-turricularPro.: field of Adult Education in. the countries abroad. 1.1 grammes of AdultSocial Education.The cur- While appreciating Committee's Annual---Report 'rricular programmes are in the formof Literacy; for the year. 1966-67, the Acting Director of the ..classes, Post-literacy classes,ContinuedPost-. Department of Adult Education, UNESCO, Paris, literacy classes, sewing and cutting classes,Matrix, writes, "The Bombay City Social EducationCom- Vikas Kendras, Community Centresanti Poly-, mittee, with its pioneering services, spread over valent Adult EducationCentres, ..., 1 twenty eight years, has shownstrikingly ho' Follow-up education is carriedon through Literacy and Adult Education can be employed' Study Circles, Reading Rooms, LibraryServices, as investment for change and development. The Post-literacy and Continued Post-Literacyclas- award of honourable mention to Bombay City ses. Supplementary extra curricular activitieslike (Social Educations Committeeforitssustained, i. health and cleanliness campaign, filmand film, efforts and decisive contribution to literacy teach -' i, strip shewp, PX)1il?itignsa excursions,cultural ing, on behalf of 5,22,000 adults and for its social ....:,i! . ,i; :, and cultural activity among those whohave re- programmes and talks on topics of general in.: cently learned to read, isan international recog- terest are also planned regularlyfor.nriching nition of the significantresponseandresults the social are cultural lifeof the adult learners. which have attended yourCommittee'sinitia- LITERACY AND POST-LITERACY tiVes.''' CLASSES A number of workers in the fieldof Adult The Coinmittee conducts literacy'classes in Education in the country, pay visits to two stage. The firstor the initial stage is of four Bombay months. theactivitiesoftheCommittee. Adults studying in the initialclasses Unesco experts from different parts ofthe world get a mastery or proficiency inreading ancl.the also.. come to Bombay, every year, and studythe elementary knowledge ofwriting and arithmetic. .w,ork of the Committee. The second Stage ofpost-literacy education is of A golden page has been added to the history 8 months' duration.The adult-learnes completing this stage become .oftheCommitteeduringtheyear1969-70 proficienti th as a result of recognition given by the Unesco reading and writing.The Committee ao or- to the Committee's meritorious services inthe ganises continuation educationclasses for the field, of Adult Education. During thatyear, the nee-literates, who are ambitiousto further their committee got international reputation for its formal education in higherstandards, even upto outstanding merit andsuccess in the fight against the Vernacular. Final Level. Afew adults also illiteracy.The UNESCO has institutedinter- pursue theeducation upto the S.S.C. classv. national prize in the name of Mohamed Reza CL S ORGANISATIONWORK Pahelvi,the of in Shahenshah Iran, 1967. The Government of India had reFommended the name ork in respect of organisationof the Social Education. Centres is' done periodically, of our committee for this prize;The Interna- alter each tional Jury consisting of Ier Highness, Princess #01AF months' session isover.TM* -238-

I 3.Advanced Post-literacy classes:In ad- work consists of propaganda meetings, persona) iition, to the regular Post-literacy Classes, Con- (contacts, census of illiteratesand finding out ducted by 'the Committee,' Advanced Post-lter. 'suitable places for holding the classes. Areas of acy classes,' equivalent to Primary. IV, V, VI and !work are selected well in advance and officers, VII Standards,. are also conducted for the de-, supervisors and teachers are put in charge of f serving students, onvoluntarybasis.Such the same.These officers and area workers or- 'classess are organised by the Committee, only ganize the work in cooperation with thelocal for supervision and examination purposes: The social ,workerg, members of the areas and Chawl adult, pupils, studying in such classes, bear the 'Committees.Members" of theBombayCity expeAditure on text books, pencils,note books, Social Education Committee also, guide in the and tution fees, etc. class organisation work. Though a special peri- . od.of slow. t 10 days is given for the class organi The. Committee conducts nearly 1200. Social cation work, at the end of each 4onths' session, Education classes, every year, and about 30000 actual work in regard, tothe rganisation of men and women receive education through the classesis Tannedmuch Suds'Education same. , earlier. , 4.Social Education Classesconducted by After OP!propaganda 'workcensus,of Other Agencies illiterateadultistakenand enlistmentof (a)Voluntary classes: These are organised illiterate adults in the nroposed literai7 classes I, by voluntary social welfare agencies or indivi- is done accordingly.While -formulatingthe duals,ptooks, slates etc. are supplied free by the classes itis also necessary to find out suitable .CoMmatee and the institutions places to h he classes. The chawl committee orindividuals running these classesare paid an honorarium of ;'qembera, local social workers and the members .Rs. 7.50 per class, per month.

6f the committee help in securing rooms and -.. I. open places for holding the classes. ,- t:', (b)°rant in aid Classes: The Giant-in-aid° classes are organised by theSocial Welfare or, 1.Literacy classes: The literacy classes are ganisations and the Committeegives 50% gran: conducted for the benefit of illiterate adult men on the admissible expenditure, to the agencies. and women between the age of 14 and 50. These organ(g such classes. -passes are ruts for 4 months, with an average of one and quarter hour's teaching every day, (c Employer's Classes:These classes ar and an examination is takes, at the end of 4 concted in t Hs and Factories with th months. The successful students attending these co-operati nd p of the employers.Thes Besides teaching are held at e premises of Mills or Factorie cJsses receive free- education. and the wor ers attend them before 'aids like books, slates etc. are also given free. or afte.. their respective shifts of lark.Expensesfo 2.Post literacy classes:After the adults these classes are borne entirelyby the resPectiv have completed their literacy studies, they are employers. given the bpnefit of post-literacy education,with (d)Tejching methods, Materials an the double object of keeping up interest of the Training of teachers: neoliteratesIn further studies as well as helping The method of teachin elementary Litera'cy, followed byour Committee them in retainitig their newly gained Literacy. falls in the groupgalled "Global" methods. There are,twoStages of Post-literacy Education, W each of 4 months, the second stage being held follow the New Word Method. Thepsychologies - process, involved in the Global methodsist when there isa demand by the adults, them- brea e larger units into smaller units by way selves.. Even after the second stage. The adults, ofnalysis. Methods belonging to thisgrou 'desirous of studying further, are given thescope areften called Analytic methods. 'Learning of studying for additional 4 months also, t read through this method, becomesinterestin and rewarding and progregs of the adult learner of. extra-curricularactivities.DeDe- is greatly hastened.The basic unit of teaching e monstration lessons in teaching different sub- according to the New Word Method is the word. jectis are also arrangedduringthetraining This basic or key-word isintroduced through courses.Besidesthistraining,guidanceto the narration of the story and later on intro- teachers and supervisors is also given through duced through a picture.The follow-up of 'the periodicmeetings, Seminars, worksh4 and first lesson is the analysis of the key word arid' on- the -spot guidance in their respective daises. sub-key words into letters, Ater on introducing Exhibitionsofeducational aids and teaching .new -or built words through the synthetic pro- materials are' occasionallyorganised forthe cess.TheCommitteehas prepared its own benefit of the workers. primers for teaching Literacy.Forteaching .Marathi, the New Word Method is used, while . 5 THE CRASH PROGRAMME 63 forteaching- Hindi, Picture Word, Method is In order to intensify the Literacy Compaign used.InthePost-literacy classeg also,, the in the City, the Committee has taken up a crash Analytic 'or the Global thethod is used. .,The programme for eradication of illiteracyin Committee has also prepared Post Literacy pri- Greater Bombay.This Crash Programme is on mess based on the vocabulary study of the neo- the basis of mass approach through larger parti- literatei. -cipation of the people III the 'Each One Teach The literacy_ teaching has, normally, to be One Campaign on voluntary basis. The Crash.3t done in the classes conducted' in or around the Programme envisagesincreasingnumber) _of residential quarters of the adult learners, since voluntary teachers, mostly students of ISchools they are unwillingtoattendclassesheldat and Colleges to take upe work on the 'Balch ( distant places such as school buildings or public One Teach One' basis. halls.Secondly, the adult learners are not very The Committee IP§ 3 Tritich enthusiastic for 14.rning.They have std be influenced through local leadersor by persua- ambition to coitplete the workof eradicating tion.It is, therefore, necessary to enlistteach- illiteracy in Greater Bombayin a shortest poole ers,, who could do this most challenging job. Bible time.In order to systxaticallyorganise Normally, local enthusiastic workers thisCamvaignthroughoutCity theentire. are enlisted ...city is divided irito26 Zones as teachers. Of course the CommitteeThasalong as follows: list of experienced teachprs,- whohave been ZONES working for over 15 to 20 years. Anyway, it is AREA very necessary to 'train the new- teachers" in .Zone No. 1 F ort. the Zone No. 2 Methods and techniques of Literacyand ult Princes Street,irgaumrt education.The old teachers also needre-o ien-. Taideo and d.railt Road Zone No. 3 Dongri- North and tation in regard to the growingconcepof e U:r".`/- k) 'cation and new methods being developedevery Cotton,- Gieen. day,The Committee hasa regular scheme of Zone No. 4 liana ChoWk, Tardeo training the teachers and supervisors North. in these Zone.No. 5 methods of Adult Education. Everyyear, a full Kalbadevi,Dongri 'training coup for about 12 days is conducted Mazgaon, Jacob .Circle, . gone No: 6 at the Headuarters of the Committee.In -..4.-Kalachowki, Lalbaug, addition to this monthly Refresher's courses Parel Tank Rt. Zone No. 7 re also conducted. These training coursescon- Delisle Road, Worli, sis f lectures on concept and content Prabhadevi, Sewree. of Adult . Zone No:'8 ' Ed ion, Adult Psychology, methodsof teach- Dadar (South), g a ultg, aids of teaching, organisation and Matunga. Sion. Zone NO.(9 administration of Adult °Edutationclasses,or- Dkdar North, Sh `Park,. Mahiin,

I 41 ,216

0 A -240-

r (3) Contacting schools,and colleges foe ap- ZONES HREAS , pealing the students- through meetings 1 Zone No. 10 and personal contacts toextendtheir Bandra, Khar, Santaerti active help in the _Crash (West). e ; Programme Work; Zone No. 11 Bandra, Khar, (4) Arranging training' Santarruz (East). camps for the stu- Zone No. 12 Vile Parle. .dents to acquiant them withthe methods Zone No. 13 Andheri. of teaching illiterate adults; 41. (5) Arranging for the supplyof Zone No. 14 Goregaon. . teaching Zone No. 15 Jogeshwari, Naiad. materials, with the help of theBombay Zone No. 16 ;Candivli, 'Gorai. City Social Education Committee; one No. 17 Chembur. (6) Supervising the work ofstudents, vql- Zone No. 18 Bhandop, Mulund. unteers and helping them 'insolving Zone. No. 19 Kurla, Ghatkopar, difficulties; Vikhroli. (7) Organising Area and ChawlCommittees Zone No. 20 Borivli, to take Up the Crash Programmework independently; (8) Appointingdifferent .Sub-Committees for carrying out different jobsas men- Each Zone has a Zonal Committee consist- tioned below: . . ing , 4 (i) Sub - Committee forsurvey work, (a) Principals of Colleges in, the Zone, (ii) Sub-Committee for propaganda'work (b) Head of Secondary Schools, (iii) Sub-Committee ilor supervisiori (c) Principals of Training. Colleges, work and (d)Heacj Masters of Upper Primary Schools,

(e). Ind strialists, . (f) Pr minent Citizens, (iv) Sub-Committee fororganising the (g) St dents' representatives, classes. (h) Representatives of LocalWelfare and CONTINUING EDUCATIONCOURSES Educational OrmisAtionslike Rotary 1.Sewing and Cutting classes(for women). il Clubs, Chambers of commerce,Lions 36 sewing and cuttingclassesareconducted, Clubs, etc. every year, in differentareas. (I) Local Municipal Councillors, M.L.As and 2.alatru Vikas Kendras:- Aspecial activity M.Ps, for women undertaken bythe Committee, is the (j) Members of the BomhayCitysocial scheme of Matru Vikas Kendras.The object of Education Committee. conducting these Kendrasisto impart know- The Zonal Committee Is expected to do the ledge and skill towomen of lower, middle and following type of work: Working classessso that they can perform their duties in and outside theirhome, more efficient- (1) Undertaking Surveys of ,different areas ly and with better understanding. in the Zones; The women attending these Kendrasare taught some impor- (2), Enlisting Local Voluntary Workers for tant home crafts like till crash prop-at:rim& woris.. SewingandCutting, embroidery, knitting, weaving, paper work, doll-making and stationeryp eparing etc.They are also given-thebenefits' sdcio- cultural act;vities likegames, sports, cinem s, excursions, library service, talks anddiscuss's on important subjects, food-demonstrationsand trips etc., so that they could be trained to As1 be good housewives and vOell-informed citizens.Atpresent,

217 there are 11 Matru Vikas Kendrps in afferent experts for developing theprogrammesand parts of the city. giving equipments and aid required for the same. 5.Short-term courses in Family LifitXdu. 3. Community Centre: Community Centre cation,home-keeping,nutrition,civicsand has been started at the Samaj' Shikshan Mandir, culture ,etc. Adarsh Nagar, Worli, since 1965.The following activities are conducted at this Centre for the . -,-Folrow-up Education Activities ; 'benefit of the working class community in the .WOrli Neighbourhood Unitarea: (1) Reading Rooms For. Children: (2) Circulating Library Services ---350 4.* (3) Area Libraries 1.Supervised Study Classes, (4) Central Library 1 2.Games and Sports, (5) Discussion groups 3.Hobby Centre, (6) Study circles 300 4.Katha Malas,, (7) Community Radio Centres and 5.Balwadis, Listeners Clubs 14 6.Trips and field Mtis;ts, and (8) Production of literature for new- 7. 'Reading Room and a Library, literatesSaksharata Deep a For Youths: monthly magazine and books on 1.Games and Sports, various SocialEducationtopics 2.Cultural Activities, The Committee has published till 3.Reading Room and Library, now over 110 books. 4.Discussion Groups and Debates, and Extra-curricular Programmes 5.Community Gatherings. (1)Film Shows: About 400 .education film-

For Women: ; }shows are arranged in theopenair, with dii 1.Craft cla,4ses, object of educatingthe general public pupils and adult 2.Stationery classes, attending 'Social Educationclasses, on 3.Hindi classes, 'various 'important topics of national andinter- . 4.Literacy classes, 'national importance. 5.Field visits and trips, and (2) -Cultural Programmes:These include 6.Community Gathering. Bhajans, Folk dances,folk dramas,dramatics, Besides, extra - curricular activitieslike physical culturalactivities,Katha-Kirtans and educational filmshows, cultural programmes etc. songs. Every year, theCommittee organises are regulayly organised fiarthebenefit of all Jabout 200 suchprogrammes. coming to the centres. ; (3)Filmstripprogrammes.: Theseare ar- 4.The ShramikVidyapeeth (Polyvalent ranged for teachingsubjects like History, ography, Science Geo- Adult Educational Centre): and Health etc. About460 such programmes are carriedout evernyear. \ The Shramik VidyapeethinBombayis :-, (4) established according to an agreement between Excursions: Excursionsot the Adult pupils and workersare taken out to places the National Council of EducationalResearch interests like of and Training now the Ministry of Education & National Park,Elephanta Caves, Caneri Caves, ViharLake,Pawai Social Welfare, Govt. of India, New Delhi and Aarey Milk Colony Lakeand 'theBombayCitySocial etc. EducationCom- (5)Cleanliness Campaigns: mittee,'for anintegratedprogrammeand These areor- ganised for trainingthe adult 'Pupils continuingsystemofbasic anddevelop- dents of working' and resi- mentaleducationofworkersintheyear class localitiesin maintaining rooms and shawls clean.Nearly 125 such 067. The Unesco helps us by way of sending grammes are organised pro- S every year,

218

A Committee.The Bombay City Social Education (6)Exhibitions:Exhibitionsof .pictorial Comfbittee appoints a Samaj Shikshan Mandir charts, models and other informal materials per- Nidhi Samiti, every three years, to collect funds taining to different aspects of Social Education for the project of the Saajin Shi shan Mandir. are, held to educate the people and makethem This Samiti collects donations byapproaching conscious of the benefits of Social Education. the generous public, trusts and other philanthro- Other program es like Food demonstrations. pic institutions, in the city and alsoorganises talks on various subjects of Social Education and big charity programmes to collect funds. discussion groups are also organised regularly. 4. Literacy on Television: Willr-a-view to ,,use the power of (he mass media for spreading SPECIAL PROJECTS AND ACTIVITIES Literacy and Social Education, theCommittee (1)Niraksharata Nomro lan Saptah: Every undertook an,,experimental project toTelecast year, the Committee organise§ aNiraksharata Literacy and Adult Education Lessons from 10th Nirmoolan Saptah with a two fold object'of (1) September 1974, in collaboratipn with the Insti- 'awakening the general public to the urgent need tute of Communication Arts\Sf. Xaviers Col- of Social Education for the masses an4, lege and the Bombay T. V. Centre.In all 34 lessons were telecast till 31st (2)for collecting funds for the cause of December1974 For this purpose, aspecial The rest 56 lessonswere conductedinclass Social Education. rooms. Committee is appointed.TheCommittee organises programmes topublicisethe Social CO-OPERATION OF THE PUBLIC Education campagign and also to collect donations The Committee appoints variousCommit- through its members, workers in the field, stu- tees and Sub. Committeeslfor getting Co-opera- dents of schools and colleges and members of tion in various activities. local, area andchawlcommittees.Students (1)Local Sub-Committees: play an important part in the fundcollection orderto enlistthe help and co-operationof the Local drive. Social workers for conductingthemovement 2.SeMinarsandConferances:Seminars successfully, the Committeeappoints local Sub- ,and conferences of notable educationists, Com- Committe4intheareas of different Asstt. mittee members, workers in the field and officers Social Education officers.There are20such of the Committee are regularlyarranged to dis- Local Sub-Committees. cuss various problems ofSocial Education. (2)Chawl Committees:Existing chawl committees are encouraged 3.The Samaj Shikshan Mandir: to work more actively for thewelfareof theresident T4eyear 1961 was a landmarkin the history as well as the taking active part in theSocial Education work of the Committee, because inthatyear, carried on in the areas. New chawl Committee started theproject of its" Samaj committees Shikshan Mandir," on 3 thousand squareyards are also formed for helping in thiswork. There land in the Worli Neighbourhood Unit area.Till are 300 Chawl Committeesin different areas. now, the ground and firstfloor of the II wing (3)Area Committes: Area and ground first and second floor o e second committees, in different Wards of the City,are organised to get wing of'the Mandir have been constructed,at a active help and Co-operation total cost of Rs. 6,00,000. The administrative of the local social workers during the annual, SocialEducation offices of ,the Committee, a reading room and a week The piraksharata Nirmoolan Library' Hall, A Community Centre, awork Saptah. Hall (4) Various otherCommitteeslike the centre for adult pupils and a Conference Niraksharata Nirmoolan are housed in thisMandir.Whencompleted, Saptah Samiti, Samaj this Samaj Shikshan Mandir isgoing to ,be a Shikshan Mandir Nidhi Sarniaetc. centre of all the socio-culturalactivities of the

es-

249 The Organisational and Administrative set up of the Bombay Citl SocialEducation Committee The committee is appointed by theState Govermnenti every three years. It 'consistsof official and non-official members. The Adminis- trative Machinery consists Of the Social Educa- tion Officer and Secretary- of the Committee, two Deputy Social Education Officers, 7 Asstt. Social Education Officirs, one Project Officm. for Com- munity Centre find one Field Officer for Matru Vikas Kendras. These are all full-time workers of the Committee. Each Asstt. Social tducation Officer has 5 part-time Supervisors under him" or her, each Supervisor having 10classes under him or her. Genexally, one teacher conducts one Social Educationclass;butbetterqualified Administrative and ,Organisational Structure teachers are given 2 classes al,o. EachAsstt. Social Education Officer has 50 classes under him of or her. The teachers are also part-time workers. A supervisor is paid Rs. 65 per month and Bombay CitySocial Education Committeettee a teacher 1s paid Rs. 25 perknonth. The teachers conducting classes in Mills an Factoriesare The /Main Committee d paid Rs. 30 per month. 1 .4- Executive Committee

I 2 Social Education Officer 1 2 3 4 5

1 Male Project 1 femalePrincipal Office Staff Dv. SocialOfficer forDy. Shramik of B.C.S.E.0 EducationCoMmunity Social Vidyapeethand Officer. Centre. Officer. S. V. Peeth 2 Lecturers'

I 4 Male Nirmoolan Assistant iraks arata Social Saptahamiti Education 13 female Asstt.1 field Office Officers. Social Education for Matru 1 Sa aj Officers Vikas KendrasShikan 4 X 5 =20 fan. it NI. Male 5X3 15 Women 11 Matru Vikas. Supervisor Superivsors Kendras 11 Teachers and1 Shramik Te I 2 Stationery Vidyapeeth Maliers 15X10=150 Teachers Samiti 20 X 10=200Women Teachers I 36 Saving 20 Local and cuting Committees. /Classes. 300 Chawl Committees. 250

ra. 12.Producing Literature for neolfterates; Students' Co-operation: 13.Concludingresearchandevaluation studies, Students Irani anumber of Schools,Col- leges and otherEducationalInstitutions in the People's part in this work: 'city help in thework of the Committee. 1 play a great part Students To show the way to the blind: .during the SocialEducation "Lighted to Enlighten,"shouldbeour Week by way oforganisingprogrammes motto. fund-collection drives. and of some schools 2It should be our endeavourto educate the take up the work ofeducatingthe , illiterate illiterate and ignorant peopletoenable adults. Some givetalks to adultpupils on So- them to takean active part in the demo- cial Educationsubjects. Some students in the cultural take part cratic set up of the',cntry. programmes, arrangedby 3It should be the nati nal Committee. Some the duty ofevery students regularlyvisitthe educated person in country and the 'classes and helphi the day to day city to educate at leas classes. work of these 5 illiterate adults , in a year and also to hethose Who are -working in this field. What the students can do during theirspare 4It is the duty of time: every social welfare and Educational Institute to takeup the work o 1.Each student liquidating illiteracy fromthis city: can teach at leastone Illi- terate adult; Walfare Institutionscan take up the . . , work' in the followingways: 2.By conductingvoluntary Social tion classes; Educa- ; a) Helping the Committee.in organising

3.Visiting theSocialEducationclasses and conducting Social Education class- conducted by the Committeeand encouraging es in different areas; illAtrate adults to attend the classesregularly; b) Conducting voluntaryandgrant-in- 4.Giving talks to adults on subjectslike aid Social Education classes; civics, health, cleanliness,common man'ssci- c) Contributing culturalitemsforthe ence,history,geographyandothersimilar benefit of the adult pupils; subjects; d) Joining in the clenlinessdrives,and 5.Organising cleanliness campaignsor tak- ,other Social-cultural,activitiesorga- ing part in the same organisedby the Committee; nised by the Committee from timeto 6. Organising vacation'camps for educating time; the illiterate Adults; . Each chawl committeecan decide up- 7.Contributing variety tetertainment oncompletely, eradicating items, dramatics etc. duringthe, cultural prog- from the chi-WI withinone year or 01 ranimel--esganised by theCommittee; and 8.Collecting donations for theSocial Edu- f) Collecting donations during the Social cation Campaign. Education Week or otherwise and help- 9. Helping in surveys, propagandaand pub,, ing -the Committee tointensifyits lie., relations; work. 10. Adopting certain localities forintensive klombay is the first City of Indal. Let Adult Literacy and SocialEdcation work; Bom- 11. bay also claim to be thefirstfullyeducated Holdingcamps in certain selected back- City in the country; ward areas for conducting Literacyand Social Education Programme, "Committee's Finances," The Committee imparts Literacy andSocial

251 Education to all theilliterate adults free.The work of Literacyand Social Education,for the Committee spends nearly5 lacs ofrupees every masses in this City; and Tear, The Governmentof it celebrated itssilver Maharashtragives jubilee duringthat year. TheCommittee has 60% of its yearlyexpenditure, while prepared a Crash bay Municipal the Bom- programme for eradicating it Corporation gives about50 to 60 literacy from Greater thousand rupeesas yearly grant. Bombay within thenext For the re- few years. The Committeeis ambitious to maining about Rs.2 lacs, the CoMmittee the following activities start on the generous donations depends at its SamajShikshan of the phil nthropic Mandir, when it iscompleted: Sitizens of this GreatCity. . . 1. A full fledged The Commit tee sincerelywi;hes toaccele- Library' and aReading rate the speed of itswork, but due t6 Room for SocialEducation workers; financial 2 difficulties it hasto limit itsprogrammes. A Training Centrefor Social Education Other problems:. teachers, supervisors and officers; 1.Generally, the illiterate 3.A Co-operative Store; masses do not 4. feel the urgentnecessity of their being A workshop forproductionofSoda. and hence they have educated to be personallyapproach- Education literature andother teaching ed to attend theSocial Education classes. aids; 2. 5. For a generalawakening in thepublic .A Handicraft Centre; 6. A Model Community 1 and motivating theillitrates for theurgent need Centre; of. Social Education, 7.An Assembly Hall; an intensive propagandahas to be carried B. on through meetingprogrammes A Model Matru VikasKendra(Mother's and cinema showsetc. club);'. 9. 3.Adults do not wishto come out of their A Recreation Centre;and buildings and houses 10. A Tailoring and Embroidery for attezitiing theLiteracy Section,

classes. Hence the classes are to beheld at the ACHIEVINNTS 'pled? where theylive. Thereare DURING THE LAST 35 rooms or buildings nospecial YEARS for conductingsuch -classes. These classeshave to be heldin varandhas The committee conducts,every year, nearly shawls, small to 100 Social Education Centres, rooms, footpaths andsome tim s all over Grea- in the hutmentsalso.. ter Bombay, & approximately30,000 men & women irrespective of caste & cre2d, receive 4.The studycourse of the Literacy free education in the centres. has to be completed classe So far 6,34,650 in four monthsand hence adults have benefited underthe committee's every four months,new illiterate adults scheme of social education. be searched and have to accommodated in theclasses The Committee conducts elevenMatru Vikas Ken- conducted at newlocations. drag or 'Mother's clubs' in of the City. various localities 5. The attendanceof the classes suffer to many problematic due situations likethesum- A monthly magazine called,"Saksharata mer, changing shiftsin the Millsand Factories Deep," is published by thecommittee. The and seasonalfestivals likeGanesh Committee has also published 100books for Diwall, Rainzan, Chaturthi, the benefit of Neoliterates. Holi etc. Domesticcircumstan- ces also come in theclasses. To The Committee hasbeen' recognisedbythe these problems, overcome all !UNESCO as one of its three Associate continuouspropagandawork Projects ;13 hag to be carriedon through personal India. While announcing its decisionto award the. contacts, Mohamed Reza Pahelavi Prize, instituted bythe cinema shows,cultural programmes Unesco for outstanding ber of other cultural and a num- merit in the fight against activities. illiteracy. Honourablementionwas awardedto In October 1964, the"bombay, tl-e Bombay City SocialEducation Commit- City- Social tee, in view of the role played by Educ tion Committeecompleted 25 it in eradi- years of its eating mass illiteracy in GreaterBombay area. To meet the long-felt need of havinga permanent accommodation for itsactivities, theConunitt,i4 has constructed abuilding ofits own atyorli, named as "The Samaj ShikshanMandir."

0 252 Bhant Printers (Bombayj, Worli, Bombay-18. Published by (3. K. Gaokar, Social Ed. Officer & Secretary. .247. ENtabAshed by the Ministryor Education, SI IRANIAN. . Government of India in icollaboration V1DYAPEETH with The13ombayt' BOMBAY City' SocialEducation. Committee withexpert UNESCO-assistanceof A POLYVALENT ADULTEDUCATION CENTRE

INTRODUCTION: 1. Technical and Vocational education; ShramikVidyapeethisan institutionproviding 2.Worker andhis environment opportunity for poly-valent (many sided)education 3. and training to workers in industries, transport. hot Education for familylife and family planning; 4.Arts, culture and restaurants, °Slices, homes rind other orginkations. personal enrichment;

S. ; Job Safety; OBJECTIVES; :potnestic and personalsees ices ; Er. General remedial a)To impart general education to the workersso adult education ; Aac 8.Secretarial services to enrich their lives through knowledge and and business education; 'better understanding of their cnvironnu,:nt. 9.Languagecourses of functional value; b) .To prepare them more aduately for WC:1601131 and technical train 10.. Improving Supervision and (human e) To improve the vocationalskills and technical Relationships; know edgeo theworkersforrakingtheir 11.Workers'- Local,Nationaland International eflicicy a increasing imodtictive ability understanding ; . d) lop 12. To therightperspectivetothem Employer-Employee Relationshipsand Partici- towars work. pation Education and.; 13. Courses.for the aged, pensioners.and retirees, FUNCTIONSI .

METHODS: ITo provide integrated educational and training

courses of various durations to the workers and Methods. employed in offering thesecourses inelu4e, prospective,wor kers Theoryrsessions, -Lectures Discussions,Practical ii.To conduct surveys and studies in the 'field of work Experience,

. education and training of workers. DemonstratiOns -iii.To provide consultation services of other Seinars,and Study Groups, organisations in the ficld,of training and cduca--,_ lion of their workers. Case Study, Skill Practice, COURSESIN VARIOUS FIELDS : Simulation exercises, Institutinhal visits, The Vidyapectli ascertains, systematically.tile educa- Exhibitions, tional /needs of workers. On thebasic. of .specifw bse ofaudio-visual aids and, requirement, course curriculaare designed in consulta- Ike of appropriateliterature. tion w44141expert's to ctfer education andtraining in various fields suchas the following :

. . , 6.2 A Polyvalent . Adult Education Centre, CEstablisheclbythe Ministry of Education with the. Bombay City Social EducationCommittee with Expert Assistance of UNESCO) BodbayShramik Vidyapeth, (1975?) ____ 254 STAFF The Vidyapeeth has a nucleu'i of full tita0 stall* for Vidyapeeth Almwai teaching, aganisation and administration of its pro. 1 grammes. In addition to this there is a lib.ttal provision 'So 614 the Shranilk Vitlyopectithas condtieted for each course, according to its teaching requirement. courses for helpersin, Boiler jiousc,1 ttrners, for obtaining the services of qualified and cornNien; Fitters, Job Inspector's, Oench Fitters. Nlachine: Instructors,Demonstrators, Supervisors and visiting Opera tots, Projector Operators, 0111ed Clerks, Lecturers,on part-time ham. Peons, Supervisors in Industry, in Mills, WcaverS, House WheS.*OiterS, WaShOtThelt ettAlat it can Outstanding characteristics of tile training conduct courses for workers in otlierl. trades and given at Shramik Nidyapeetit,Bombay: also for *prospective workers according to choir, -weedBased orTailormaclo Courses specific needs, if naked rot, Courses are c9nductedon a. definitely' indentitied need of an industry or agroup of workers. So the OUR CULTURAL,PROGRAIsitCie`' courses satisfy the particular' needoran industiy Art AppreCiation Project or a group of workersand hence are found to be functimiallyuseful,

2. Background Education of Workers-nobarrier: Worker-tear ifirs areaccepted at the level they areand they arc givennecessar background education e.g. Mathematics, Physics, Chemistry etc., to enable them to understand teltnicalor vocational content of the course. e r 3. Convenience of Placeand Time : , IV, 4 Ff4:),,. V1:". Courses are conducted at places andtimings convenient to the industries and workers. Thus Worker.paqicipants arc 'seen busyat painting in our courses canbeoiginited at any time in the Art appreciation project. according to the shift convenience oron Petry Redding Prograntme holidayN also. Courses are generally conducted f. inthe premises of theindustry for %%hornthe 4 IA e coursesare organised. When the participants 1 come fromdifferentindustrieS,cotaSc3are , r. organised at a central place suitable tomajority of than

Mother tongue Medium : Shramik Vidyapeeth believes in the principle,

that the language should not .bea harrier in education and hence training is given in the workers' mother tongue.

S.Cultural Education Well7known.llaratiiiPoet ShriiMangesh Padgaonkar Cultural and civic education. is alcia given to the r"!tOing 4y,1 his poems,fir our worker audience. participants of the canes through films exhibitions, talks,dentonstraons, visitsde'.

4255 -2119.0

OUR TECHNtL.& VOCATIONALCOURSES Attentlence Course

',f4,0

... . -

!. ' !".... et, .. . . -.., .--..' ,...... i: to ,..:,,% ....ra....,,,r:. .4.4:x..1:3,1.4:14..',....g ...1.:44tit ....'.1..dk' A .,practical session of our course in RollerAttendence which is much popular, especially, in TextileMills.

Along with Vocational,and technical training, in arts, sciences, jraining c health, job-safety,humait relations, , consumer guidance and many other subjectslsgiven, SOME OF THE COURSESCONDUCTED by this institute..In: short, all possible vocational and:7 .SHRAMIK VIDYAPEETII,BOMBAY. cultural needs of theworkerSare tute. satisfied by a) 16 m. m. ProjectorOperation' trainingcourse. (7,batches completed). b) /FOR FURTHEit Course in Useof Verniers ''Sr.Micrometers, S. P. IN5ORMATIO1 Marathe & Co. Coritoef c)35 mm. Projector OperationTraining Course. d.) Course in Functional THE PRINCJPAL English at Wilson SHRAMIK Bombay. Glaxo laboratories,Worli and Bharat Radiators, 1

256 SUIT..111;up , I. The P,.lyvalent Adult E'iutationeentre (Shramik Vidyapeet9was started in 1967 by the government of India asan innovative experiment in gevolorAn.:-and ff eringcomprehensiveYrogrammes of education to meet the many-sides needs of the

urban worker in an industrialised lity likeBombay. The present:study in the secon.1 evaluation cf the Ventre during its 7 years of functicning. The experience of the 7 yearn.bearS 111-t the validity of the noncept',1f p:ayvalent eeucation and indicates its infinite po:-sibilitieS.

2. The eduCational and professional needs of the urban w,rker have been by and large neslected and this experiment is one (.f the first or:anised attempts-to make eMpliycrs. an4 employees cglacious of the importance:f such lor;grammes in their mutual interent.::Tu th.l.extent that was possible within the short time and limited res:urces, the Centre has been able to creatC this awareness among the employ- a,sencios and the workers groups with wh:m it has come into contact..

3. The 1::ntre ham offered several courses during these 7 years, many of which of an exploratory eharacter, some more skill-ori,...nted than other.;. Althoutzh the full 1..ssibilities of the "polyvalent integratim" of courAes could not be realimebd in all eases, by and larr..e it can be claimed that thecourses.had succeded in meeting the requirementsof both employers and workers. Employers have generally been convinced of the usefulness of suchprogrammes

-01 in improving the workern'afficiencyand the industry's is productivity. Workers haVe benefited both in terms of personal fulfilment and in respect ofsecuring increased Career mobility andprospects; however the benefit was less-prominent from the point ofview of tileir, readiness for/social and civic participation.

-6.3Directorate of Adult Education, "Summing Up" Polyvalent Adult Education n re, Second Evaluation Study, Delhi, Ministry of Education and Social Welfare, 1974, p. 60-63 257 4. All courses. have not.always been well planned and organised. nor have they been equally Successful. Some have met a sharply felt peed and have had be repeated several times, while others have been of only peripheral relevance. Some have shown immediate and 1- , direct result, othort have seam of academic and remote interest. Nonetheless, the successful and the not s0 successful courses tiave both gone to prove the imp7tance )f a clear Identification of felt needs, of Eiligning.pr)grammes to meet these heeds and of adopting suitable methddologies..

. The Centre has been able tc establith rapport and empathy with workers,,employurs, voluntary agennies and resJura6 persons cf various categ;:ries. This has been of sufficient degree to,secUre their cooperation in pr:Niding physical facilities, offerinG the services of resourne personnel, and even in

contributing funds.. Resourcke pergons have been sufficiently drawn into the programme to wish to continue their zuuociaticn with it. The Centre o'" has been to aument limited resources tj support several more ceursL thr'n what its cwn funds would have permitted. ,. lb 6. .The devenpment and growth of the Centre and its programmes Ive however been uneven, and periodic spells of stagnation have stalled progress. . 1 It is only in the 1:u3t two years that'the Centre has picked up some momen.um.agAin. Quantitatively, the 'record of the Centrk over the seven-year period falls short..of`expectation:3 bath in terms of courses offered and in terms of wQrkrs and employers organisations broughtwithin its'hmbit. An optimum coverage is

indisped6ble fcr a neW-experiment to-createa . tangible .impact. A largr coverage is particularly necessary in an envirnment like the city of Bombay, where the needs for* t;uch type of education is corrtantly growing.

. 258 7. Many programplstend to be ad hoc responses to ad hbc needs, .with little tonceptual :directionand no long or short tc:rm goals with referenceto clearly laid out objectives.

.r This adhocismis most notic.abfe in thecourse fOrmulatfn. The gl,.lyvalentpossibilities of the courses have not been fully understoodor explaited.

It is in the. artl7ofcourse planning and formulation that the Centreis yet to make a real dent, and adopt a trulyinnovative and inter? disciplinary approaeri Polyvalency of programme 5 or met.iod lartely remainsa respectable and fregmentarily'implemented term ratherthan a generally realised concept.

8. It is time thatthe Centre grow out of a hesitant., tentativvhase toa bolder, surer and more professional -approachto programmA organisation and operation. rn COURSES UNDER OPPLRATION: Programme for the month of Julys 1975. nvr.L.D/1.L No.Sr. Name of the' Course: Participants.Nature of the Commencement. Date of, Place where onducted. 2.1. AReading CourseA Course (Batchin in5filer BlueII). Print lIndustrieg.EngineeringWorkers from 30-7-19757-2-1975 to SanghsRaslAriyaBombay-400 Parels Mill 012. Mazdoor Boiler-Fitters, . 7-4-1975 . -Attendings(BatchA Course for Helpers 'Helper;Firemen to Wiremen etc. 28-5-197515-8-1975 to Bombay7400Century Mills, 025. Worlil to Wiremen. ,to&of takewiremen. the trade\ persons wishing ca 29-12-3)7 to DaAdarsShardashram-Vidyamandirs Bombay-400 028. 4. Control.A' Course A Quality InSpectors,fQuality Con om ol 3-5-1975 to -Shardashram Vidyamandirs- 1 5. Home sewing.-. ServantsClassIndustries.. III of &Central IV 23-6-197520-7-1975 CentralDadar, LabourBombay-400 028. Lq, 1 A , Labour Institute. 23-9-1975 to -Bombay-400'02Z.Ins-titutes.Sions 6; Course in Embroidery._ . . MillsHoUse.wives Workers. of Spring 23-6--197510-8-1975 to SpringCentres-2/11sJuvenile Mills Guidahce Chalas Binding. Course in' BOok Unemployed youngmen. 3025-6-1975 -7 -1975 to - Bombay-400BehindJuvenilePrabode.baNagarsNaigaon, Guidance 031.Bombay-400 Wadalas 014. T.B.Hospitals Centres Day & Timings.. .116. Sr. Name .of the Coul'se. Monday,6.30 p.F. Wednesday,We1esday, to f3.00 Frip.m.,,Friday, days 8. VisualA Course Aids in Audio- Maintenance 6.30Monday5.k p.m. to Frida,y,.,to 8.00 00 p.m. to. 6.30 p.a. p.m. A 9. Maintenance.A Course in Typewriter der anvenienceTuesday,6,30Two(Mon. p.m.sessions Thurs. Thurs.,oPLedturers.to 8:00 Saturday) Friday.p.m. per week as 11.'10. A Course for A (PlainCourse Looms).for Weavers;Weavers, 2:30Monday, p.m; Wednesday, to.00- 4.00 p.m. p.m.' Friday, to 5.00 p.m. '12. Domesticand(Automatic Allied Electricity Looms)or Appliances,. 9.00Monday, a.m. Wednesday, to 10.30 Friday',a.m. "a 1. NEW mans TO BE A Course o'f Training STARTED ar. for Taximen.- ; NatureParticipants. of the Commencement. Date of Place where 'conducted. Day & Timings. Thaoperation.Audioconnedled person Vidual with Aids 30-7-197528-6-1975 to St.Bombay-400BiasInstitute Xavier's Depot. Behind 016.Tech. Mahim Daily) 6.30T.D. to 8.00pq. TypewriterPersons connected Operation. with 30-8-197529-6-1975 to - GirguaD,Bombay-400InstituteAmd,ekar Typewriting of Cocaers, 004. Sunday-6.00 p.m. to 8.00 p.m. . WeaversLooms. on 1917-10-1975'18-6-1975 -6 -1975. to % Kuria,SwadeshiBombay-400 Mills, 070. Tuesday,10.00, a.m. Thursday, to 12.00 Saturday, p.m. WeaversLooms.School on AntBoys 6.matic . 18-8-197523-6-1975 to Kuria,SwadeshiBombay-400Shramik Mills, Vidyapeeth, 070. 025. Monday3.30Holidays.Daily, p.m.& Wednesday,Except to 5.30 Sunday p.m. and 5.00 p.m. to ' 111E MONTHpersonsi andOF JUNE-interested 1975. 4-7-1975 to Worli, iymbay-400 7.30 p.m. Drivers. I -22-8-1975 7-7-1975 to . Worli,Shramik Bombay4-400 Vidyapeeth, 025. 4.30Tuesday, p.m. Thursday,to 6.00 p.m. Sat., 4-7-D75 6.30 p.m. Current Affair(s. Cultural and Adhoc Programme SHRANIK VIDYAP=H; for the SivamikMonti-Of Vidyapeeth; July; 5UI1EAY. 1975. 3.2. '11-7-1975 9-7-1975 6.30 p.m. Full length film Upkar. Worli;ShramikWorli; Bombay-400 Bombay-400Vidyapeeth; 025. 025. 4. 15-7-1975' 6.306.30 p.m. p.m. MillCurrentDr.A MazdoortalkShii Affairs onLkhite Sangh,Wprkers filmA.N. Bombay movement show. -400' by Rashtriya 012. Wn2li;ShTs.aikWoSh2amik Bombay-400 Vidyapeeth,Vidyapeeth; 025. i, Bombay-400 025. 6.5. 2277-197518-7-1975 6.306.30 p.m. p.m. -A talkCurrentCollege, Prof.on my A.. AffairsvisitBombay. T. Karatto uiha U.S.A. Sidhareha show; By ShrariikWorli;Sh::amik Bombay-400 Vidyapeeth; Vidyapeathl 025. /' 7. 25-7-1975 . 6.30 p.m. Nerurkar,Story telling Principal; by Shri Janata P.S. ShiamikWcrli; Bombay-100Vidya?eeth; 025. 9.8. 30-7-1975 6.30 p..m. L current&chool.' Affairs film show. High Worn;ShramikWorli; Bombay-40Q Bombay-400Vidyapeeth; 025. 025. 10. 30-7-197519-7-1975 6.303.30 p.m. p.m. Rajafilm'.withDr.7wing Chhatrapati camlir Contest fullin Collaboration length Pvt. Ltd. Worli;3hilpayatanShil-m.yatan Koliwada. NrityaNritya Pathak.).Pathaki C1/41Cri%.7 Shramik Vidy Pr th ; Bombay? -257-

formityeven bureaucratization.. polyvalent educationa Further thematerialcostof including all cuirenin such a revolutionary devellopmental comprehensive scheme of life - lone education-recteation-.0eia- deviceor the okl system under tizat ionleading to universal personality-buddingwould be new trappings much more than any developing country could,afford to Incur. Rakcsh Hooja Nor arc all the citizenslikely to be keen for such all-sided edu- THEMinistry ofEducat ensure better participationon cation, most deemin g bread and has plaecd acoma( crable his part in the community. Such butter issuestobe theonly emphasis inthe draft Fifth Plan education must, perforce, be important aspect of life and dis- on the use of Polyvalent Adult integrated and interdisciplinary; dainingthe need for waste on Education Centres tocombat structured around the con- the development of, what they ignorance.Viewed inthis tight venience andinterestsofthe consider, unnecessary(pseudo?) the recently released Final Re- workers as regards the timings, cultural trappings. Most such port of a Seminar of j Polyvalent venues, and typesofformal people seem to place greaterenv., Adult EducationCentres,or- integrated coupes, informal get phasis orNegrees and diplomas ganised jointly by the Ministry togethers, aswell as cultural as passports to betterment of their of Education and UNESCOat programmes to be organized; and prospects rather than on learning Bombay from September 20 to 27, geared towards thelife -t tng and education. 1971 assumes igreat education of the worker. Ths (evenif theaclibcrationvand Polyvalent educational program- As it is, in India we are having factsSct forth in the publication mes are essentially flexible, bei g enough trouble duetodemo- arc slightly dated). The seminarbased on the nceds of individu. I cratic pressures,intryingto had been organized to analyseworkers and the community, an impart limited formal education the working and results of the arc conducted not by the usual Polyvale9,t to the masses who demand it as Adult Education full-timepedagogues, butby aright.To attempt tomake Centre' (Shramik Vidyapeeth),_ "specialists".Thus what is be- universal education more com- Bombay, and to examine possibi- ing attempted is a breakthrough , prehensive and all inclusive, lities of using the Bombay ex- ineducation, the evolution ofa given the- exitting resources, -perience in other Asian countries. devicetoproduce "coMplete would smack of madness.And , men" 'andto transform society. The word poiyva/enris,,)as nooneisgoing to allow a few Such a mode is -to be adopted the seminar working group itself PolyvalentCentresto not only in urban but also in serve a admitted, ambiguousand does privile:Jed few in a country where rural areas and the Gramik Vielya- not convey any idea of its mean- public schools and other better pealts- are based , on this idea of ing to the uninitiated, Polyvalent managed institutionsare con- combining educational and the Adult Educationis designed to sidered unsocialistic.Thus, if we non-educational inputs. serve the multifarious educational cannot offer' for Polyvalency' for needs vocational,academic, all should we attempt it at all ? The ideaisattractive.But technical, yltural, civic, and the I doubt whether adequateem- like of a worker se as to tully Not only do we lack in phasis on nonformal education material resources, but alsoin develop hispersonality and basedon differingindividual the human resourcesto run such Polyvalent Adult UdLsatiSh Centres-7 needs can be institutionalized Report of the Asian Regional Seminar centres with sufficient imagination, without defeating the on Pojyvalciit Adult Lducation Cen- original understanding and dedication. in ent on; tres,'MinistryofEducation and institutionalization Would not the Polyvalent Centres in vitably leading, dueto reasons Social Welfare, Goiernmcnt of India, undergo the same fateas the Delhi, no date, (Publiption number of admitrativeconvenience, universities where students, 993), P. p. pit.. to greaterregularity anduni- teachers and university administ- a

a 6.5Raf(esh Hooja., "PolyvalenteEducation- A Revolutionary Deilelopmental "Device or the Old, System Under New Trappings?Indian Journal of Adult EthIcation, March 1974,p. 20-21 264 -258-

rators are now occupiedin a StateGovernment".As if the competency of workers lending full-time fight overthe share ofvalyapeeth was no molethan totheirincreased productive the cake thatthey can snatch at another vocational training ability and hopefUlly, simultane- any given moment? institute. ously enrichingtheir personal The ,1971 life. Itis pointedout(with The experience of the Shramik selninar had con- pride) that in the firstfive years Vidyapeeth setup in Bombay in cluded that theicis a need for polyvalent adulteducation and ofitsexistence the Bombay 1967 seems tobear out these that "predetermined and prede- Shramik Vidyapeeth had impart- doubts.Itwas intended"to ed sixty courses to over a thou- provide part-time instruction signed courses with stress on a single aspect such as sand corkers.Obviously none aimed atthetotallifeof the literacy, of worker" through the milt/mon vocational training, recreation thethousand participants of a nucleus of small full-timeorcivic educationis nosuffi- could have received comprehensive and continuing education. 'staff andtheinvolvement ofcient". Courses should be plann- but pushedthrough aformat existingworkersorganizations ed on the basis of the actual felt skilloriented course.It is now and employers bodies. In the needs of and the problems re- planned to open ten more Shra first two years of its existence itlating to theparticipant'slife mik Vidyapeeths during the Fifth had trained about seven hundred and work.Vocationalinstruc- Plan,While 1 donotdoubt and fifty participants infourteen tion should be integratedwoith general education. that the number of citizens pass- differentcourses. However it More part- time ing through such Centres would was discovered thatthe Vidya- specialist instructors increase, I fear they Drill become pecth had in reality been forced shouldbe employed, rather as formal as our univePsities and to limit itself to offering sndrffe- than a few fiill-time employees, thata- multifaced polyvalent rentlystructured joboriented and greater efforts be made to motivate approach which would treat each courses to people already in em- workersand sustain their participant differently according ployment who .couldnot,for interestinthecourses. to his specific needs would never reasons of time or money, benefit Other agencies collaborating with the Polyvalent Centres (employers become a reality. from regularfulltime orparto- time courses.A true polyvalent and tradeunions)should be What 1would liketo see approach could not be attempted induced to play a greater role done, even if on a limited scale in Bombay for,as the Seminar and huge outlays on buildings tobegin with,istvliatthe In- and Reportadmits, the informal equipment avoidedwith stituteof Adult Educationof educational programmes (organi- their help. Thus, once the apathy the University of Ghana appa- zation of film shows, exhibitions, of the workers and management rently claims it isexperimenting workers discussions etc.) for tlie has' been overcome, classes may with; the setting up of local insti- development of an appwciation conveniently be held with great tutes to change the life style and among the workers of visual art, success at places of work.Also world view of citizens permanent- music,books, various other stressed was the need for lyattached to them.For, after hobbies and thelikeoutside ofthorough training of the polyva- all, what isthepurpose of work hours. during lunch inter- lent instructors. education? Not merely to provide vals and between shifts suggested ar lookat the schemes students with degrees or prep:ire by the UNESCO expert"call of the Ministry of Education for a person for a career, but also to for different scale of endeavours".the Fifth Plan seems toindicate. make him fully capable of sue- The Vidyapceth has remained a that the note of caution set forth eessfuly facing. all sorts of future mere technicalskillimparting in the Report against the spirit problems in a changing worldto leadto his personality develop- agency with a hope thatasitofpolyvalent educationbeing ment inallspheres (so that lie develops its new courses it may forsaken foradoptionofa 'examine thepossibility of des e- hollow Polyvalent Centre struc- may becomef. "complete maii") loping unit courses which overture seems destined to be ignored. as well astohelptransform society efficiently. aperiod of time can nable a More Shramik and Gramik Surely such a worker to qualify for ccrtifkates process has to be personal. even Vidyanceths are planned to pro- intimate, manysided. total and and diplomas instituted by the vide courses to improve the job continuous

2 6r 259

the biggest countries of the wantingtoenter employm:nt, world", Greater Calcutta, ifits change their jobs or improve their municipal boundaiies;ire morejob performance.These scni,..e.; au realistically drawn,isas big as are needed at all levelsfrom the New York or Tokyo. Apart from lowest job souitht by a migrant 4ann their sin the urban areas com-slum dwellertothe additi,,nal mand attention by viryie oftheircompetence sought bythose.in ,D.P. Nayar being the scat of economic and thesirtlior-mostpositions.The political power as alsoofconcen- needfor such servicesisheigh- trated poverty and squalor, with tened by the 1;rge.number of jobs their valconic possibilities. Twoavailable in the urban areas and special features of urbanisation the needto bring' together the

4. inIndiaalso need mention. *prospective employers and em- Firstly, the increase in theurban ployees, desireforlateraland population is more due to vertical mobilityofthe labour thenaturalincreaseofurban force, therapidity of changes in The 1971Census has once populationitself, underlining the technology and the need for fre- populationckplosion quent adjustment to it etc. againhighlightedthe growing and the need ferfamily \buting, than phenomenon of urbanisationas due to migration. Secondly, the As regards educationinregard aninescapable feature of a deve- migration' to health and related matters, the loping economy. During the de- whereithas taken place. hasbeenlargely problem relates to the proper me cade 1961 -71, whilsttheoverall from the of very .inadequate commun:ty populatio&grew by 24.99 per cent smaller towns,whichin servicesprovided:: quickad the urbanpopulation increased consequence have decayed, than informed response to the hazards by 3N per cent. The increase for directly from thevilktges.The to the healthofthe community towns' with a population of I Iakh revival of these small towns and the establishment inthe form of outbreaks of epi- and above was 49per cent. of new urban demics, sellingof uncovered Dtiring the four decades 1931.71, centresto ease the pressureof increasing urbanisation isan foods etc; knowledge ofd,he nutri- theurbanpopulationin such important element ti n value of differentiv-tides so townshasincreased six-fold, ofthe strategy thata balance diet table could be namely, front 9.5 millions in 1931 of the Fifth Plana, to which adult constructed within averytight to 57 millions in1971 and with education has to giveitsown essential support. family budget; knowledgeof a corresponding increaseinthe family planning ;awareness of number of towns from 35 to 142.' problems emerging from valueofregular habits and exercise ; andknowledgeofthe India'spredominantlyrural urbanization supreme importance of and use character conceals a rapidly The problems raised by urbani- of openspaces,whichare the. accelerating urban growthof sation are legion. \Those whose lungs of the cities. a have dimensionsas ledurban solution can be assiked through India alone to be ranked "among adult education efforts are The problems relating to civic The authorisEducationAdviser, broadly live: economic; of health, trainingareveryarduous and Planning Commission, Government of nutrition and'family planning ; of yetvery essential. If closely India.This paper was presented in citizenship training; of recreation: packed human being cannot live the Regional Seminar on Adult Edu- and those pertaining to cdtic:iiiim as community and are not aware cation and National Deselopment held in Dclhi,tslarch 1974. and culture. The economic of and donot workfortheir problem pertains to the provision common interests, they can only 1 Fifth Five Year Plan 1974-79. of guidance services and training explode.As Bulsara' says, "the 2 Bose, Ashish, Studiesinlbdia's Urbanisation1901.71, Institute of and placingfacilitiesforthose immigrants to the city eothe with Economic Gtossilt, New Delhi,1973, 3 Drafi Fifth Plan, Government of 4 Bulsara, J.F., Problem; of 12.ipid Tata tsteGrawHill Publishing Com- India, Planning Commission, Part Il UrbanisationinIndia,Portilar Pra- pany Ltd, Delhi, p. 18. p. 258. kashan, Bombdy, 1964. p. I25.

6.6D. P. Nayar, "Urbanisation and Adult Education,"Indian Journal of' Adult Education, (1975?)p. 13-17 200 -260-

their class, caste, Ian?, ..iagc and re- ing to improvetheirprospects, The net result of this movement brion-wis aggregation or segre- utilise their leisure profitably andhowever, was not significant.It gation", and "there no effort at satisfyanddiversifytheir in- was realised that literacy by itself the city end toenli::.:en" them terests.These needs varywith did not provide adequate motiva- the ways of adju tment to the different groups and have to he tion for adults: and soafter In- urban way of life and integration satisfied in different ways, depen- dependence the concept of adult oil assimilation in the civic com- ding upontheircircumstances. education was widened to include munity". And itisthis absence In any considerationof educa- citizenship training, health educa- of conimunity life and communitytionalneeds, ina country like tion, recreation and occupational sense in the cities with theirsize, Indialiteracy has to occupy a trainingk To indicate this enlarg- theirspeed, theirheterogeneity, prominent place;and in order ed concepttheprogramme was their vast inequalities, their temp- to click the programme has tobe calledSodittl Education.Lately tations and exploitation that breed one of functionalliteracy.Edu- the idea has been gaining ground violenceandcrime;tomake cational programmes require a that adult education should the cities notonly, the scats of large sized programme of produc- include allactivitiesof govern- economic and political power but tion 9f books on various subjects mental and non-governmental also the irtential spots of volca- and Suiting the various levels of agencies, outside the regular nic eruption. Adult education can competence of their clientele. educational system, which seek lend a helping hand in maintain- to better equip the adult to meet ing peace and promoting growth programmes in indiaa his own varied needs by his own to enlightened poljtical, economicreview efforts; and these agencies should and socialpolicies.The citzicn improve theeducational content hastobe trained inhis duties Adult education in IndiaOf their programmes to increase is a householder,as a member began much before Independence their effectiveness through better in 1947. of his ward and cooperative,as The work was largely response from the intended benc- confinedto adult a mcmbcr of the city and as a literacy andficiaries'producers that the increas- memberof the countryin provision of libraries as afollow- ed cdcational content will encour- ever- widening circles of responsi-.up.The cultural agencies added age. Thisconcepthasbeen bility. a recreationaldimensionto this embodied in the Fifth Plan. programme, though the two Asregardsrecreation,the streams proceeded side by side as voluntary organisations majority of the theatres, cinemas, distinct entities. Gurudew Tagore clubs, games and sportsetc.are and Gandhijienlarged the con- We may followthisbroad beyond the nit ans of the averagecept of adult education by bring- review by a more dgailed account citizen. And yetthe pressure of inginvocationaltraining as ofour significant' experiences, his life badly, needs such outlets welland developmentally orien- We may beginwith our exper- and relief.Adult educatrin has ted adult education achieved some ience of voluntary organisations. tofillthisvoidthrough joint brilliant successes'. But the work Prior to Independence theywere govermental and community of theseleaderswfs confined practically the only agency in this action by providing community onlytoruralareas.Moreover, field and the dedication of their centres, open spaces and youth their impacton thegeneral workers achieved appreciable centres,libraries, etc. Such currentof adult education was results againft heavy odds.After activities should make life,espec- hardly. felt.The great dayfor Independence and with the advent iallyin thesmalltown, moreadult literacy,with which adult of planning itbecame a definite attractive andthereby supp rt educationwas synonymousat governmental policy to encourage theft, growth strategyof rcviv II the time, came with thc assump-voluntaryorganisations. This, and establishment of small tow s. tion of power inthe provinces however,ledtoa mushroom bytheCongress. Mass cam-growth of such organisations few The need foreducational paigns were launched encompass- of which had theirroots among f.s. 'Inksoutside the regular ing towns and the country side. the masses andwere motivated ohicational systemisalsoan Nayar, D.P., Building for Nam by genuine public concern. Licit( necessity for people want-Navjivan Karyalya, Ahmedabad l4. Government grantsveryoften

267 became a means of extendinggenuine trade unionleadership should base their programmes ot), political patronage.Itis,there- could emerge from among them-clear identification ofthe,needs fore, necessaryto screen volun- SC1VeS, FOC thepurpose,the of the workers and should also tary organisations and separateMinistry of Laboursetup acater to the needs of other than grainfromthechaff. Such Central Boardof Workers' industrial workers. organisations as arc deserving of Educationip1956, which has supportshould beassistedin been organising trainine of edu- Other experiments in this every way.These organisations cation officers, trade union directionwerethe opening of arc especiallyfitted forpilot officials and worker teachers, and Centresvariously known as project, research and investigation holding classes for therank and Social EducationCentres, Com- work; literature production; and file of workers. The methods used munity Centres, Labour Welfare work in extremely difficult areas, arelargelyaudiovisual.The Centres in urban orindustrial where a high degree of dedication Boardhas trainedover 1.7 complexes.These- centres%verc is called fora They can also be million workers from over 5,000 expected to provide a wide spec- effective as aids to governmental enterprises.These courses have trum of activitiesof educational, agencies for purposes of establish- generated a general consciousnesscultural and recreational nature ing liaison with thepeople andin the working class and added to formen;women and even mobilisinglocal, support.They their understanding of thetrade children. Adulteducation) in- arc not likely to have the organi- union movement. Thereaction cluding literacy, libraries, re ding sation to implement n: mass pro-of theemployers andunion rooms and craft classeswas to gramme themselves. Each organi- leaders has been mixed as wasbe the basic component of the sation should beentrusted with to be expected.While some have programme.In actual prac specific work, keeping in view its appreciated theprogramme and however,their main empl special competence, andassisted cooperated with the government, veryoftenremainedonly on fully to doitwell.The special others have vehemently opposed cultural and recreational activities. needof such organisation is to it tradeunionleaderswho Vocational training was pro- building their dedicated workers see initapotentialthreatto vided at a number of industrial into technically competent people. theirleadership, andtheem- institutes in the evenings. It was, They also need assistance in pro- ployers, who feel that theworker however, found that workers at ject formulation and evaluation becomes extra conscious of histhe end of the day did not have as well as administrative matters, rights, the energy to go and learn at a Governmentcould enlistthe distant place and mostof the cooperationoftechnicaland The Ministry of Education, side by sidC, carried on an ex-employers had either no resources -academic bodies likethe schools or were unwillingto invest them. of social work and its own train- periment .of broad-based social education of the workers with the in organising trainingfor ing andl.escarchinstitutionfor workers. building up the works of volun-object of stimulating a desire for taryorganisations.The State knowledge in the working polyvalent contre couldalsohelp inpublicising class,providi5g facilities for Outstanding work done by these general education of the workers Out of these various approa- .agencies. with She object of stimulating a ches has emerged ployvalcnt ap- desire for knowledge in the work- proach and the polyvalent centre, industrial workers ing class,providing facilities forwhich seem to hold considerable generaleducation,arousing a promise. A polyvalent centie, was Another area where we have sense of social and civic responsi- sct up in 1967.The object 'was built,up some experience is thebility and providing wholesome to provide courses on the, basis of education of industrial workers. recreation. Two institutions were felt needs for various groups of With increasing industrialist sc p for the pepose that at the urban population. The need wasfeltforedt mg in- Indorcin1960 andthatat courses would, however, beso duitrial workers abouheir roles Nagpurin1968 which were given thatthey meetthetotal and responsibilitiesinsociety, ,evaluatedin1970.Themain needsofthe adult in an industry.and their ion so thatlesson was that theseinstitutes integratedfashion.Being need

268

ft based theycouldainl at self. programmes bothtplautatively' CtVing -support.They on buildings; equipment were toenlist and quantitatively,There. has "etc. by drawingon the resources the cooperation not only ofthe been generalappreciation of thcsc workers but also of their of the community, employ-courses as shown bythe great crs.T courses were tobe demand for repeating thecourses organise(at places (5) 'Flexibility has Itobe the and time or. developing hew ones;The convenie to the key-note of the prograninicas it participants. enthusiasm. generated has ledthehas to, be closely The Ccre was to have a core of related to.the Government to decide to "havea needs of eachindividual group. une staff but the large num-net work of such centres establi- ber of its teachers were to be shed in various cities 'andindus out-of-school odUctio' part-time, largely drawn from the trial towns in the country*during establishments whoseworkers the Fifth Five Year Plan. Another important were to benefit from the line of pro- deveropment has beenthe programmes. The expenditure on The Mowing lessons ofthe vision of educationalfacilities buildings and equipment for the Polyvalent Centre at Bombaymay Outside tlie,regular. Centre was to be highlighted : ,sebool systeM be kept to the but linkedio4t.At the base are, minimum. 'Thecourses were (1) Theiprogranimes mtist'14,'adult school' which*nab le.Well4 organisedat differentplaces, based on felt needs identified motivated 11Chiltsto take *their such as for factory premises, . cohesive group through ,n;tiddle.and Am school buildings, community a pro-, per survey. The specific secondarY:'school'editaatio'n in a centres,welfarecentres, need'. trade must be linked and integrated"dutch shorter tim04lianchildren unionbuildings and 'take. other In the experfinentat bOhi, places which were made available with other needs of, the,group, /The which may be half felgittt.nonC-%h was :foun'd that adulti'could on rent freebasis. - pro- ,c02Ver theless real. in'two yearswhatthe child- gramme whs evaluatedafter a General ednattion will need to be-integrated-with rent took fiveyears to complete. year.In spite of the difficulties This very idea which a new approach of vocational edueation lit such ,Was usedbythe this way that it 'Central Social WelfareBoard in type was bound to enconnter in does not .disturb thefocuson their 'Scheme ofCondensed -Cow- the beginning, the evaluation, vocational cdp- re-,cation but :tither sesofEducationforAdult port said that the experiment had enriches and enlarges it. Women. The main met objectives of with moderatesuccessin the schemesare to open employ- achieving its aims.The report (2) In the case of vocational mcnt opportunitiesto a large also suggested, ways by which the education, it would benecessary number of deservingand needy Centre could increase its effective- and, advantageous to involvethe women and, secondly,to create a ness.These were to involve the employers fully so asto take',band of competenttrained work- cmployers more effectivelylay advantage of their appreciation ersrequiredto man various taking up courses attheirinitia- of the needs of the workersas development projects inthe shor- tive, by drawing up the content employees and also to draw upoh test- possible time. Under this in consultation with them,etc., their resources for runningthe scheme, women inthe age-group draw up programmes aftera very course. 18.30, who .have hadsonic school- careful assessment ofthe felt ing, arepreparedformiddle needs of theparticipants ; and (3) Competently drawncour- school and matriculationexami- ensure that while the integrated ses and enlightened- methods ofnations withina period of two character of the approtich to the teaching are requiredtoretain years.y ince the inception of the needs of the individual and the the irate sst of the adultlearner. schem in 1958, andup to March group might be maintained, the 1972, 14 courses were organised mixture of the felt need andthe (4) As programmes ofadult and out 24,000 women benefit- other needs to be met shouldbe education have to bevery large- ed fromthese courses. sized, the per capita The /. judicious so that the focuson the cost must be onien who completethese our - kept down byemploying only felt needs was .not disturbed. scs find employment associal The.,part-time teachers to help a small workers, teachers,nurses, mid- Centre has triedto improve itscore of full-time workers and by wife, family planning workersetc. ern

269 0 CorreSpondeneecourses have'Vigorous efforts,arc needed' for -. which came into exislence,in 'May been organisedat the secondary development of libraries services. and university stages I972has initsfirstphase laken, to enableAn important step in thisdirec- up the programme olsirengt14- those whoare not able to join . tion has been . the enactment of full -time institutions ing districtlibraries,including to continue Public Library Legislation in four their education. those4tthe Nehru Youth Centro.. For example, at States, namely Tamil Nadu,The total number or libraries Delhi enrolment inthe corres- AndhraPradesh,' Maharashtra being assisted is 500. pondencecourses preparing sin- ' and Mysore. Other Suites, which dents for the. schoolleaving call-at present, have comprehensive in-service training, of ficate increased from 881 in 196$-grant-in-aid rules for establishingworkers 69 to 5630 in1970-71, andsigni-such libraries at different levels, fteantly enough, the pass percent-are also contemplating to enact Another important areaof . age was as high as 68 per cent inPublic Library Legislation, largely adult education is the in- service the latter year, which is above theon the lines of the model Bill for training of workers of alltypes All India average. Nearly a dozen Public Library Acts drawnup byand levels. Most public sectorenter- universities arc )t t presentorg.ihi- the Working Groupon Librariesprises and big enterprises in the sing corrcsponence courses forappointed by the Planning Com-private sector have training pro- university students. Theplan mission., grammes for their own workers, is now to establishan 'open' uni- supervisors and senior executive,. -Varsity in extension ofthis idea. A unique event in the deve-Under the ApprenticeshipAct lopment of publichbrarics in thethey have also to train a certain Apart from organisingcorres-country is' the development of thenumber of others---including raw pondence coursesa number ofDelhi Public Library startedas a matriculates, students from the universities haveset upadult/pilot experiment to reacha metro- IndustrialTraining Institutes continuing education departments politan city populatioireffectively, andgraduate and diploma with assistance fromthe Univcr-which now caters to the needs ofholder engineers. The ap- sityGraititsCommission. The the reading public in the Unionprenticeshipscheme,however, types of programmes for whichTerritory of Delhi with its branchis not working very satisfactorily assistance isgivenareprofes- libraries and 'also the mobile libr- as. industry takes verylimited s sional courses, courses in leader-ary vans.During 1973-74 about interest in Apse'outsiders'. : ship and employment skill, 36,000-adults participated in vari- vernment departments.are also generalpurpose courses, pro- ous activities such aslectures increasingly taking to cadre buik, grammes for the urban commu-discussions, dramas, film shows ding. A number of institutions nity, culturalactivities, trainingand television viewingprogram-the National Institute of Com- of personnel, research inadult mes organised by the Library.munity Development, Hyderabad, . education etc. Under thejlational TheLibrary isrenderingits the institute of Public Adminis- 'Service scheme, universitieshave services at more than 91 points intration, Delhi, National Staff Col- initiated a number of projectsfor the Union Territory of Delhi. lege under the Nitnistry of Edu-. promoting adult educationactivi- cation and Social Welfareetc.'. ties by theirstaff and students 'A recent development in thehave been set up for the purpose. and have adoptedareas intheirfield of library servicesisthe An important development was neighbourhood for thepurpose ofsettingup.. of theRajaRani the establishment of the .National spreadingliteracyandadultMohan Roy. Library Foundation.ProductiVity Council in 1958 for education among the non-studentThe main objective of the Found-spreading productivity conscious- ;youth in particular. ationisto strengthenand pro-ness at tfll levels of the national mote the establishment of a coun- life, providing productivity service try-widenet -work oflibraries .libraries services in the country by way of training, through which it will be'possibleconsultancy and research activi- to carrytoalltheseetns ties on a continuous basis etc.It As a necessary support to the oftheypeople,new informa-has six regional directoratesat -programmes of Adult Educationtion, new ideas,and newimportant centres and 47 local A:toth in the rural and Urban areas, knowledge. TheFoundation productivity councils. :t -264.

kpi\1FORNALEDUCATION OF TI-ItURBANCOMMUNITY EXPERIMENTALPROJECT ( 1.974 -75)

DEPARTMENT OF ADULT FDUCATION (EXTN.) UNIVERSITY OF RAJASTIIAN, JAIPUR-4.

EXPERIMENTAL. PROJECT ON NON-FORMAL EDUCATION OF THE URBAN COMMUNITY ('74-75).

The tide of the Project ;tillbe: NON-FORMAL EDUCON OFJHE URBAN COMMUNITY

P Introduction : In spite'of the predominantly rural character of India, the size of its urban community isnot small or negligibla.As per 1971 census it increased by 38% as against the overall increase of 24..99%.Urban India apportions 1/5th of the total popirlalion rounding it to an apprOximate of 1.1million people.According to Ashish Bose 'Nan India ale will soon bo ranked "among the biggest countries of the world." "Apart from the size, the urban areas command attention by virtue of their being the seat of economic andoliticar power has also of concentrated poverty andsquarwiththeir 7* volcanic possibility."The urban under-privileged cannot be ignored. , Some of these 'communities in urban areas are undergoing traumatic experiences due to thp forces of social economic and political change.They require new under - tanding, knowledge, attitudes and skillto adjust' to and bsorb the best of these changes.

Education has a crucial role her. A University em- bodying tho noblest of traditions in thoht and culture owes Mich to these groups., To,fulfill the asp rations of the people best krfowlage and talents have to be extended to them. ttrerviOse,'inka limited function of teaching formalcourses to youth only, the university faces the danger of becoming one of thefactors creating inequalities and tensionsin society, rather than resolving thOrti.

"Non -Formal. Ednention of the Urban Ccuumanity, Experimental Project 1974-75," Jaipur, University of Rajasthan Department of Adult Educa- tion, 1975, 4 p. -265- Our universities arestill slow moving in action and `thought and have almost been deaf and blind to these aspects of societythe worst of proliferations of urbah life. A confrontation of community problems/ withuniversity elitism is a social need.The department since its inceptiOn has been serving to that end, organising poursos for different categories, educational levels and groups of men and women, big it has generally maintained univAsity level werk. Now for the first time it is shaking off itstimidity and superstitions regarding the level of university involvement anis embarking on a now project 'Non-formal education of an urban community" to serve the underprivileged of the community.

The broad purpose of this project is to experiment, a now model of university contribution to community life for its general improvement.With this ci,m and keeping in view the limiied resources of the department, we have adopted a part of the urban community, Anandpuri situated on Moti Dundari Road, Jaipur as an experimental project.

Aims and Objectives : Stated more specifically the aims of the project are : 1. To impart knowledge. _understanding attitudes and skills to improve the life style of the "community. 2.To help them to adjust to changes taking place in the community. 3. To experiment a new model of educational program so as to gain understanei gs for (i) widerapplica- tions (ii) training for 10clehip es.

4.Experiment now teaching methods particularly the A discussion. method. 5. To get university elite interested in the problems of the under privileged.

Description of thecommunity-Anandpuri Anandpuri is a developing community in the processof transformation from kutcha mud houses slui't area to pucca housed low income group colony, situated on MotiDungri Road, Jaipur.Most of the pucca'hooves have two to three rooms with two families residing, . The residentshave different occupationsmasonry-karrigar, cionstructionlabour, motor scooter repairers, buffalo and-cow owners and afew manufacturing units. Nearly 40% of the population is illiterate.Women, mostly illiterate are aware and corcious of their needs.The educational level of men ranges from illiteracy to universityeduca- tion.Majority of them are rnalis-by caste, 50% belong tothe income group Rs. 100-300 and 26% tothe group to Rs. 300- 600.The community has a Yuvak Mandel, a middleschool, a primary school anddiatshala.The rrreirt problems as revealed by' our survey, which isstillin progress are : environmental ineapitation, improper distribution of foodration, broken roads, disorganised marketing system.

2'7 2 . . In order to got a cSmploto picture of the educational, vocational and community needs so as to identify specific 266 learning objectives, a comprehensive survey of th pilouses is being conducted.However, infoimal contacts a d investi- gator's reports have revealed information, relevant to piogram planning.On the basis of-this, same learning objectives have been identified.

Learning objectives : Health and environmental sanitation Child care, nutrition and diet CilizenshillandPublic responsibilities Development of community facilities Public distribution, coogeration and rationing Family planning and family life, t=Animal Husbandry

the above will be modified and expanded on thebasis of the survey.

Choice, Planning and Promotion :

An educated and enthusiastic couple living in thecommunity approached the department witha request for developing an educational program f9r improving theircommunity 4 life., To assess the extent and depth of theneed and interest, several meetings were held and visits arranged,The department was impressed by the enthusiasm and interestof the community.Fortunately this proposal dame at a time when we were also thinking seriously in terms of developingan experimental program in an underprivilegedarea.Hence we decided to adopt this community foran intensive one year program\

Subsequently a program planningalhd promotion Co ittee was constituted, of hada{leaders intimately involve local problems to sapportthe project.

Program content andco-sponsor ship :

Making the survey asour basis for educational needs,a small academic committee consist*of concerned faculty members will be constitutedto draw out detailed syllabi for the program.The faculty members concernedwill be drawn from Medicine, Political Science,Sociology, Home Science, 'and Public AdminiQralion.The department will also utilise resources outside te university for teaching purposes like the -; Veterinary hospital and Municipal administration.

The Family Planning Department,Direptorate of Medical 'k anci Health Services, Government ofRajasthan is coklaborating with this project and makingavailable their resources for the health and family planning componentsof the program.

Publicity:

For publicity and motivation the resourcesof thelocal program 'planning committee will be us4f.Besides this will include screening of films anddrmentation and other audie visual media.. 1 4 r 273 U Duration and phases:

The program will run forone year beginni 1stSept.) ember, '74, classes being heldevery Thuisda and)) Saturday afternoon.

Metho Moe this is a goal andactivity-oriented'prograrriap-i'pro- priato teaching methodology andtechnology will be used. The main thiluil will boon group-work baseQ on discussions" 't> under the guidance of experts.To enrich the programs audio- visual aid, demonstration and fieldtrips will be made.

Finance : Thisivogramme is being conducted with greeteconomy eicploiting availableresources outside the university.The total project is likely to be managedin,a small sum of Rs. 3000/-. Evaluation : To have a valid and reliable evaluationof the program there will be three surveys : . (a) A base-line survey toassess the level of knowledge of the participants. .. (b) . Operational survey to assess the growingimpact of the program. ., (c) A final evaluation towards the end of,the program vis a vis objectives.

Report : Report , willbe prepared after the completion of the' project.

Local Planning Committee : Staff Responsibilities: 1.Mrs. C.K. Dandiya Supervisor andcoordinat,or for mons' program and survey Shri Raghuvepr Singh 2.Mr. Raghuveer Singh Supervisor and coordinator for 3.Mrs. Asha Dixit '1" women's program and data Mrs. Mohan Singh processing Mrs. Asha Dixit Mr. Mohan Singh Convonor Survey &Research Sadhana Singhal 6. Two local representatives: Miss Mamie Jaitly Mr. Hari Singh Project Guide Mrs. C.K. Dandiya Ram Ch rider

.. 0

(

. 274 .ti

. W -EDUCATIal

STORY OF" WORKEtSi', CKG.tOlili D

.BACK OUND

4. trade union situation, need for harmonibus cR industriaLretations. aid industrialisation, necessityto enthuse labourtoadjust gels cssfully tq.4,he changing conditionsand make them resPond to the call of higher production4weresome of the compelling factors .which 0 in 1957 necessitated the Governmentof India to secure expert advice the formulation on of a programme ofworkers'education. Accordingly _the Government of Indiain co-operation 1.111i 'I -1;x,,1 I appointed an international teamof expertscotivsting.ut fourfuogii and four Indian experts.

The team submitted the report. in March 1g57.The recommendations of the team Were endorsed with slight modificationsby . the15th session (of the Indian labour conference in"July, 1957.I'fie.se visualised the setting up of a seiLau iomous board for administering the work- . erg' education progra MT, Accordingly the centralboard forworkers4 education was regiNtcd as a society under, the' ,societies-registration act, XXI ol 1860. on ,1.6th September 1958. f,

AIMS The aims and objectivEs of the workeis' education scheme4r are:

(i)- To develop strolii.ger and more effective, trade unions. through ... better trained official and more enlightened members. . se . ' . . . tlb(ii) To develop' le'aderhiP.frOrn'the rank and file and promote. the growth of the democralic process and tradition in trade union ..5 e -oiganisation and (administration.' .

(iii) To equip organised 11labouto takK.i.tpl ke in ademocratic , serciety and to fulfilfeetly its 'sbcialnd ec,omic-,, funs - bans and responsibilities.. 4(

(iv) To Prombte among workers a ,greater unlieista'hding ofthe il problems df their economic environment' and ,their 'prtilegei 0and obligations as union members and' officials drid as'citizens.

The importance of ealising these aims an d objectivas ina develop - ingeconao"my cannot be over-emphasised. A,worker,who-Rnderstands his rights as well as duties, can be an to the industry as well as to his

4 , fb r k ;nation.The attitude. developed through this education will -hc_fp, to. in7, ,crease productivity,_ reduce 'absenteeism. build .up.'sYrong &rid. healthy

trade unions and widen the field of harmonious.' industrial relations. A . self-reliant and well-informed labour. force, eapatle of thinking fur, itself and consciousof its economic and social envie& iit;, will efnergb. ,. y. ,A "Story of Workers.1Education,"l et g, ential Board Workers Education, (1975?) p.3-8 I . 4, .V / -' , ..; : 2 7 5_. ,..._ ,. In any democracy the effectiveness of .individualpar icipationis conditioned by the strength ofthe organisation throughw ich he has to function. The organisationcatering for workers ina de ocraey is their trade union.If industrial. workersare to play their role prom ly in the affairs. of t country, they should have strong. wellor informed t anised and well- de unions run on constructiveand respon ible lines inthe intbitst, of the workers and of thecountry at lafge.-% it follows thatany nd scherrle of workers' edueriti6nto be quick and fruitful itself primarily with trade must.concern union methods and philosophy. hlshould airs at developing in ttie workera-rational understanding ofthe circumstances in which he Is blaced and tillpressures and policies to which he is subjected, how those pressuresand policies, develop, howhe himself by collective action through his unioncan ease the pressure and contribute to the shaping of the policies and how he should conduct11)rnself, through his union forthe maximum good of theworking class and the community as a W, hole: It should also train in thetechniquesof union organisation and managementsandmake him largely self-reliant In that field. (1)

THE BOARD

To achieve these aims and objet-tives thecentral ,... the provision of necessary in- aterials and aids. inspects board for workqrs' educationwasreg;steiedasa . and supervises all programmes conductedunderits society under the societies registration act XXI .of--4 sponsorship.It also stimulates trade unions and edu- 1860;On 16th September, 1952.The central board for cation institutions to undertakewo -crs'qteation workers' cilucat;on, as laid down in, rule 3 ofthe programmes of the approved pattern a d standard by rules-andregulations ofthesociety,consistsof makin'g financial grants. chart man. tepi.esenta.tivcs of cents at andState vernmonts, organisationof employers andlabour, The board of 'governors consists ofsuch number universities. etcprovided that the total numberof of members not less than 0 andnot exceeding 10,as member's does not ,exceed 20.-It, at present, consist -may be prescribed by the society from timeto time. of 16 members.It meets once-in a year and consider The4 Members are elected annuallyby,The society pro- the draft annual eport.and yearty accounts ofth vided that the number of membersrepresentingga- bOar'd for the precedinyear and thebudget for th verndient, employers and labour is' equal.The board coming year. The societhas so Ear 1191d 9 meetings. of governors at present consistsof10 members.It , - meets Vtimes in ayear., It hasso far held 31 riieetings. The society is charged with. the resionsibility of adMinisteringo workers'educationscheme. It sets atandara for teachers and prograftmes,arranges fOr *.- r..

ARD

276.

On -27%

honorarium of its.30/- for thiswork. The FPR()GRAMMES71 managements "usually providefacilitiesfor accommodation, furniture, etc.Some, of the managements also giiie 45 minutes' time-off to the %corkers for'attending' theunitlevel The workers' education programme is divided into classes.Where therequiredfacilitiesare three stages. alailable, full-time unit levelclassesof3 weeks', duration are also conducted...The work- (a) The first, stage consists of training ofeduca- er trainees are paid incentive award of Rs. 5/- tion officers who are top leveltrainalg'sfffi- in kind for good attendant.° and interestin cers employed in the sei vice ofth board. trainingThey can utilise this award for edu- Nominees of trade unions are alsodmitted rational tour and get railway concession for the to the education officers' ;raining courseto plirpust'.The worker-teachers areactively enable them to undertake workers' education assisted in their work by the officers ofthe programmes undertheauspicesofthei board. The best worker teachers in the,year unions. The educati2n officers, on completion get the award of Rs. 300/- and a certificate of of their training,fail posted to regional cen- merit.

t res. .,, In addition to the programmes stated above, the (b) In the second stage,selectedworkers are board- conducts special short-term training program- trained by the education officers asworker- mes as detailed below: , teachers at the regional centres, in full-time training courses of 3 months' duration in bat- (1) For rQnbers of works committees and joint ches of about 25-30.This training is acon- manag ment councils. tinuous processateach- regionalcentre (2) For trade union officials. which is expected to trainbetween 75-100 (3) For welfare organisers of statlabour .wel- worker-teachers in a year.Selection of work- fare boards. . er-teacher trainees is made by alocalcom- 0) Special training courses. forwhite collared mittee attached to each regional centre.The xeorkers. trainees are sponsored by trade unions where- (5) For adult education instructors of thecoal ever they exist.They are released by empla- mines labour welfare fund. yens with full wages for the duration of the training.For out station trainees, courses ale (6) For middle management personnel., -organised nearer to their places at_thesub- 1(7) For the senior and junior masters atcentral regional centres or -They are providedwith training institutes and foremaninstructors stibsistance allowarice or residential facilities of industrial training institutes. at the regional .cen,ftelieIriarilspends Prodrammes in collaborationwith thena- upto Rs. 30/- per lraiiieiw'-for 'anallIndia tional and local ,productivity councils. study tour which is an essential part of train- One-dayschools.three-day. seminarsanti ing.Theriiployers also cnntibute towards study circles for %corkers on selected topics!. tour expses of their respeptive employees. (10) Workshops and short-term refresher courses for education officers and .rocker- teachers. (11) Workers' education crimps asfollow-up pro- ,(c)" In "the third stage the - worker-teacherson gramme of trained %corkers. 0 completion of training at the rcgi (12) Joint seminars at the all-India andregional- ,,;firesrecce!tottheir respectivefactories levels for reprgsentatives of trade unions and laces, of eiloyment and conduct program- employers' organisations. mos for the rank and Me of workers inthe direc- (P)Administratfve traiuingforregional. unit level cses, fitrgelyoutsideworking tors of the board. hours.Worker-teachers area paid a monthly (14) Special programmes tosuit theneedsof labour educators from abroad, The board also sends its officers, for trainingin foreign countries, under the Colombo plan,Indo-US technical co-operation programme and fellow- ships: 277 $ .

Bum IN3TRUCTICIIAL TELEVISION /SITE)

INDIAN TELEVISION MEDIU:4 ORMIRAGE ? Television for Adult Edueati9n: A few answers andmany marg.) questions.

A discussion ofa project presented by

Gerry, DIRozario- Institute of Communicationarts St. XT/riAr's College, Bombay

in the workshop on Educational Technology

. at the ' International Conference World Educationjellowship Birla Kreeda Kcn1ra,Bembay.

29 December 19;- 4 JanuarY.1975

IntrodUction : ,

I. . (4 This paper describes a L-icro-project which wasdesigned to test the.N. feasibility of using television to promote adult education amongthe

, lower-ipcome. :groups in Bomb.. city. No matter how inndcquato the

project might hare been, it was a success in at laqst onesasei it purpose. warmsthe first atte'pt in In'ia to use television for this, well -While breaking new groum is in itself laudableprdrress,'y*tbat is ...., _ 4. no reason to rest conten on the conttry, bowls() newopportunities o ------have been perceived and pliwblem areas identiecd, there i/ s all,,the

more urgency to redouble our effortsand consoli4te the/gains. 0 e '' ti 4

The Set-Up :' . le Ck 'Allow me to fill you in on the pbjectives andset-Cp of the pro* j.

and after that we -shall tackle some ofOA'le basic quesiiogs that have

arisen but of it.

Gerry,D'Rozario, "Indiad Tplevision: Medium or Mirage," A project disCussion prespntedat the International Conference of the/World Education Fellowship., 29 -Dee : - 4 Jan.' 1975, p. 1-11 78 -2i2r

Tho Bombay City Social EducationCommittee has boon conducting classes for function0. literacy are adulteducation for the last thirtyfivo

yours in Bomeay.City. 'This in itself isa commendable achievement,

and few other states can boast ofhaving done so much for what isone of Indla!s basic problems: illitoracy. Duping thoso thirtyfiveyears, the Committeejlas ermbledmore than 600,000 adults to attain literacy

and its work has merited honorablemontion by UNESCO for the Mohamed

Roza Pahlavi Prize for literacy workin 1969, and recognitionas one of UNESCO's throe associateprojects in India. It is a quasi municipal

body which has its own administrators,officers, supervisors and teachers who aver the years haveevolved an elaborate curriculum, syllabus and teaching method.

Every weekday the tonchergathers around him fifteen to twenty hotel

boys, factory lhorkers, housewives,unskilled lnhorcrs. Their ages

vary from fifteen Ao fertyfive. Classes, for tho women are comluctcd

in the early aftornucn, for themcn in A late evening. Thu croups

meet right in their hutzents.and q4.!wls:low - income tenements which

are a spocial feature ofover-crow c: Bomboy. One reason is that a

classroom is a luxury which is out ofreach; another, that tho women, for instance, have to r;ontinue withteir cocking or baby sitting

whitele the class in in progress.Each literacy session lasts four months, after which the candidateswho pass the examination arc given a certificate- and admitted to a four-month post-literacy session I which is to ensure that they do notlapse into illiteracy.

The literacy we aro talking about here gods beyondmere mechanical literacy and is integrated with social education. It strives to make a1/4Orsonliterate by acqilainting hip with the written shapes of the twcirds he is most familiar with in his dailyoccupation and real-life situation.' It attempts to bringsomo degree of social awareness to

the adult so' that he might.become actively participant in hissocioty. All oducatiOt strives towaill this goal, basedon tho hypothesis that

a true democracy is not possible unless it is builton an educated electorate. 279 The Television Component

Into this set-up of the BombayCity Social Zlucation Committoowe decided to introdueo a television component. If television is the magic medium that the exports claim,then why not use some of its

magic to help educate the massos?Our situation, with insufficient

classrooms an_ teachers, should bo theidoal occasion to put television's multiplior offect to work. Asa first small step, our Institute of Communication Arts triedout a pilot project:.

portable video equipcicnt was carriedinto tho chevls and twenty-

minute progremscreated for the purpose by thoBombay City Socirk

Education Committeo and the InstituteofT,ommunication Arts wore

screened for the adult learnerson closed circuit television. It was a prof bio learninc experience for all ofus: administrators, producers, teachors, stu!ents, bocauso wo had to devise efficient

ways and- mcans to communicato specificmossagcs to a specific

audience tlxough a nedimi with whichneither they ncr we wer.9 conversant. w But we did learn, anA the government-ownod.tolovisioncentre station thought that enough spade work had been doneso that they could now

unclertnle.,,-; to preAvreand trmomita four-month series for adult

SaNUlts.r..imcr,oc . .,

S A plannin: sumbrIrwasonvLno:1in June 1974an7 orcanination..11 chartwin; .drnwn up t streamline the operations cf the ,,three major collaboratinG institutions: Bombay TelevisionCentre, the Bombay City Social Education ComniAtee, andthe Institute of Communication Arts. Tho curriculum 3.6 revised, the primerre-written, tho teachers were given orientation coursesas regards the nature of television, and torching notes were provided tohelp them with the follow-up of each lesson.

On 10 September 1974, two clay'safter International Litoracy Day4 :which had been used as an occasion to drumup enthusiasm in all the sectors of the public - the television series entitled AisooAkshare . Melveen-wcnt on the air for the first time. 2 S 0 1 a

ThO TolovisionFormat

Tho format for tho serieswas as follows: tolovision teaching supplemented tho regular classroomteaching on two out of the six

evenings. At 6.15 p.m tho toachor would gather the utulents, roviso briofly tho previous losson an''proparo thou for the day's program. At 6.30 the tole-lesson would commonco. A tolovision

prosontcr would talk directly to thoaudicnco and introduco tho dayts

lesson and it's main teaching points which would thon bo illustratod

throughfldramatic form. The story would bo built arouna key words

whph would bo flashed cnto- thesereon from timo to timo so that the

lonrnors could familiariso themselves with boththe sound and shape of the words. Both the story and the key words wore soloctod witha

*dew to teachnot only literacy but also to inculcate social values.

Thus stories dealing with health, hygiene, nutritionwere built

around koy words like broad, water, milk,koroseno oil, house, modicine.

4 When the twenty-minute tolo-losson7as over, tho classroom teachor d-'would take over again to r.nforcethe teaching points and to drill

0 the stu..lents in reading and writing. After about twenty minutes of

such exercises, tho' class would disperse.

. The F,valuaticn .?

- Now. much '!id the adults benefit from television ? How many of them bocame Mbre litorato and moro socially conscious ? Did they find tho

content relevant to their livers ?-Whatwere the toachors' reactions

to television in the classroom ? Thoso are some of thequestionsthat

the evaluation is trying to answer.During every tolevision

forty field workers wouldgo to twenty of the forty classroom sites

to rocord their obsorvntiens in one schedule and their intorviow with

a couplo of students in another schedule.

c 281 -275-

Tic hope that when thic bocilyof data is collatcawe will havo some anmers to the innumcrablo questions red thatwo will havo a clearer idoa of thu contribution that tolovision ismnking tO the cnuso of

%Ault oftention. Vic plan to havo a preliminary reportroady by the

and of January 1975 whenwo pro convening a meeting of oxpcfrts in

adult odueation and mass modia to uvnluatothe achiovomonts of the past year and to plan tho next stage.

Refloctions

It usually huppons thata project sounds much grander on paper than

it is in reality. I would bo disappointod ifyou wont uaay with tho impression that the entire projectwas a resounding success and that little remains to bo improvodupon. I propose to outline for you

very briofly some of the fundamental issues whichwe are faced with and which wo should have the cou'rageto tacklo if indood we aro genuinely interested in using themodia for adult oducation.

Thd acWont of the electronicmodia in the Third World countries has

been hailed with considerableenthusiasm. Experts claimed that :tith such powerful turns of disseminatinginformation, a host 44 devolop

mental problems could be solved: modernisation, food production,

family planping.....No that these.countries have had the media for SD

many years, it is time to tako another hardlook. Are the media

ddlivoring tho goods thoway the exerts promised?If not, where is

the catch?In the media? In their uso?Or in the local situation? N1That can we do to clear the bottleneck?

The ,Concept cf Mass Eluct.tion

I hate to have to be theone to rock the apple cart, but allow mo to

pose some fYery fundbmental questions.as regarfts the very concept of mess education.

If the concept of a mass culture isquestionable, then is the concept of a mass education anymore plausible?Or Is it as utopian as the dream of eliminatindloiriberr and corruptioil? Can an education and 282 culture which is meant for themasses have anythir4 in cocoon with what is meant for the elite? '4' education is disseMinated quanti;.. tativoly, ean it retain its quality?

Do the arises with / need to .be°duetted? Mat should tie the.nature of this education? Me doaidoswhat edueatonaladd cuitura-V4u04 should be imposed on them?The masses admit that,te:be illiterate is

0 to fall easy prey at the postof ankta:rationehop with the money-lender and the landlord..Then Oothapaall thoy flood isa

APOICUPLANEt=101.41.=447.0,4140 4di1a.4016 MAVAlialas";141,101{14, 4.114.1..0.4 9. 411000.0

meehanicr.1 lituracy that will enable them to T..(14.1 and write? they inclinul to,.go any further? Do therreaIly:want,to he polilically' involved in the affairs of the eoMMunity?Can the masses bo anything but lothareid?

Concerning curriculum: do the masses need 14stor,7, geography', bid1e6y? Or should we Lsk: what is the minimum quantum or knatoAnta that a 00+ , man needs to ho a good citizen, farmer) factory worker, family. man? '

Cruz a methooelogy be formulated and stendardisad for imparting sudh traits; a sort. cf package deol which will populariseand' ell education to themasses the lagy'we do with any other product? Should wt: think alone these lines, or is it irreverent to talk of education in these terms? Is eucational technology not pointing in this direction? The audio crtnetto an1 the instamatic camera are instanbes or the simplification and consequent multiplication of complex skills 80' that what previously had been a specialised operation can now performed by any layman. "

The Use of` the W.edia

Television is amew:Medium both for our students and, teachers. iNfeat of them are watching it for the.first time in their,livea.';Is:it''' being too presumptuous.to-e#6:them0 to use edUtational feel 7

1 -277-

IrisUaly, they 'are accustomed to the movies and so would bo ablo to

1-, follow the languago of telovision. But they havo always considorocl tho movioa as purply an ontortainMent modium.Will that same 'attitudo carry aver towards tolovieion? If so, will tho touching 41,

potential of the medium bo nogatod ?

The mass audienco will not watch sorious faro on tho film or television:

screon. Con wo acquiro ihcil art of blending entortainment with oduca- . 'tion so that both thoir needs will be fulfilled simultaneously? Will

wo discover the artists who can eombino educational messages with popular art fcrms so that the program will,.havoa mass appetil ?

Let us also take a look at tho problem. from_l the teacher's viewpoint. Via 11 he not fool tlireateried.by the ropsence of this electronic box i1his classroom. It can both entertainTO.educate/his audience much "''4? morb dramatically than he can. 7411 it not replace him some day ?

These are the questions that worry hiz andwemust do everything we

can, to allay his fears. Educational television cannot hope to 2 succeed unless. it takes the teachorinte its confidence.Tho Japanese

. had the Most, sophisticated color oducational television for the last` twenty yearn, and now- thoy admit it has been agoatwaste because in,sotoad.of bej.ruling(with the .teachei:, they began with the student and \,

withtho progrrm. they intendtotry all overaga.i.n; starting this

time with the teacher. We must explttin tohim the nature and.- function aA

0f-television so that he *ill enjoy using'it to supplement his teaching, to his own' benefit end that of his students.

Nb0-. Toetus move on to view the problem frov the communicator'sview\ 4 point.

For aproiram ,to` be ekfectiveso the coranunication priAcipi ea, it must bethoughtbut andproduced-inthe languag and soci

cultural idioni of the target udi,enee ' Ig it pose blefor'the

oOmm ,aters rho donetbelo rg. to th same8061.111 cdueationtl

economic 0-111.as as the 'audience 'to abide by this principle ? .yet 4 , 28.4 a -278.' it Java problem that pervades all the conventionalmedia: there jr:L p clearly defined gap between the professional, urbanised, western-

educated communicator. and his illiterate ruralaudience. What Can wo do to bridge this gap ?

4 Perhaps another assumption must also be called into question atthis point: that it is always a mediaman tallang to his audience; one-wa;),

communication. But does thq audience not have somethin6 tosay phich

the communicator should be listening to ?'In thelessens of life,

are we pot all learners ? If `that is sop, then there are numeibus

implications. The communicator should devotealotAre tide to listening; the audience should get manymore opportunities to speak u and be heard; the rote method of instruction in the classroom

ti must be revised; the authoritarian teacher-learner structuremust give way teg.a waxper and'more personal relationship. p We hahle--looked at the.problem from the point of view ofthe learner, the teacher and the professional communicator. A wprd remains to be said about the economics of the sot-up.

A far-flung network is required to organise and executethe various

activities-pat are needed fora successful program of mass education.

Adequate rinances are needed for salaries, .Lluildings,.maintenance,

tranaport,-program material.Where is money to come from ?

Tihat priority does it receive in national .an state budgets ? Talking of finances in relation tatedevision.production: is such a thing as a shoestring-budget television a workable proposition ?

True, every Artist must work within the constraints of his medium.

But a lino must be drawn somewhere, and not to give the producer

sufficient timaand facilities is to goagainst the grata of television

production.With inadequate funds, what are' the chandes of securing

ala

capable soriptwritera, artistes, producers? If we cannot affOrd

. , the highmaintepance acidrecurring expenses,dims not the capital investment go Waste ?. If the systemrequiresmorefundieg, is there

any way of pAnping it ? Or is it that. theproblems is not money 'but, ereL-orddring of hhministrativepriOTIiies? 285. Finally, how do we get tho -goods to theconsumer ne"If it is only the upper-class that can afford the television sot while the programming is directed tower's the lower -class,then we are faced with yet another problerri;both groups are 'frustrated.What are some altorna kayos ?Low-priced television sets, either througha more rational taxation policy, or goverraLlent-supplied televisionsets for commuiity viewing.Unless Vie govornment steps in and does something about it, it is a_ futile game.The poor man will never cot tosee the television"' prottrams which Ore megnt for him;the rich r.rani0oes not need-whatever help television has to offer. ft..".4-

It is .difficult tc/toll how many sets thereare in Bombay City, but one estimate puts it at 75,000.It can safely be assumed that99 % .of them arc with the me re arfluent clss.Can it be said then that Bombay TeleviLion is fulfilling its idooloZy of contributingto the deVelopmcnt of tihc.lower income- group ?7ihnt-are the chances that p television will Saturate tho masses ?Or, given the cost-benefit, ratio, should v:e reaonsider television, and askourselves whethor we have not gone toe fast from radio) which is a mass medium but whose potential remains as yet! unoxploitcd, to television, a medium which we' can scarcely afford and -,...hich,,stands little phancb of ever reaching out to titre ,:.asses ?

Winds of Chart;

When glancing through the' agenda of this Conference,I, was disappointed to note that so little attention had been giv'en to adult non,-formal education.But I was deeply thrilled when at the very outset of tho meeting the two issues of literacy and social justice were given such. prominence.' The. inaugural message, of' the mayor explicitly mentioned the problem of illiteracy,/ its implications for our society and the 411 urgency with which we should combat it.Dr. ftobin.tichanison said in the very first lecture that the aims,' content and method of education should bedirected(towanlsdevolopj.rak's. "competence for changing the PAA,174s world towards greater justice;this involves skill in changing -280-

(peoplols) own particular bit of the world;"4.stmh that their and others are loss dominant and loss dependdnt; -and,also tho capacity to givb

. support to people in ethor place4, including (oven!) politicians and

governments, who aro wbrking for 12 ame ends."

Thum is a crowing venensus that in'to,dvylo world, education corn no'

longer bo thu isulatu.1 activity of a privileged'croup which cendoceends

fir to Um:ft() share. itsrpOwur and giftits kligiwledgo to tho illiterate majority. To be more procisa, embarasSingly procizo,you and I,Ponituto this elitist group;as the literate minoritP, do wo roallY want the masts educatod.?Do we not stand to lose in.the.

bargain ? Men cencopts, likoliberation .and social justice filter down to `the trade unims aftd student unions,are we- not threatonod.

as_ employers 'end administrators ? Jiro mtor institutions, struc- ,, tures relaAonships, throatenelltv'mass education. ? If so, is there any way of casing thistens in q.

Thoso aro hTrd questions, but I thinkwo cannot evadethen gat.. this . W stage-of the game.

P ./ !

Conclusion

I. This paper was sub-titlad: few answers-but many-mare quet.ions."

By nowyou sholTd bo convincod that this warning was .entirely jus fig:.

I assure I hate no intentiOn of-sabotaging this workshop; by it:-.

. . so many andsuch variod iquestiorrif at it. Yet these are basic q.ssues .

. (

. whiCh any government or my organisation involved in qucation and mass commuflicaticn must come to grips withsooneror later. . .

. The theme of this International Conference ofthe; tducetiOn , " Falcmship is "Innovations-in tdhcation for a Fullerlifp:4 This 1.p

) a ' an exact description of the project I have mitlined.concerning the 1 1180

- ')

of television fdr adulFma-formal education of tho,loiftr-incOme groups. 0, -The innovation consists in using television:. It is intended to bring 1 A fuller lifet othe people of BOmba;y City.'

51, -2;1-

_ we su coal ? Six out of ovary ten people are illiterate in this

city. 'Thatois aig npmber, espccially when you recall-11* there are 'Ysix million :ooNlo horo. If the quality of life of so many million

peopto dbpon-ls on,u thon vie must succ6ed.

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8.2"Satellite Instructional Televiiion Experiment," Publicity brochure developed by the Indian Government, 1975 289 -283- August 1. 1975 is a momentous day in thehiSiory lotmass communication IIIndia. Itis on this day that India starts using ono of the most sophisticated and versatile satellites the Application Tech- nology Satellite -6 (ATS-6) to reach 2,400 remote -villages in '20 _distrcts spread over 'six states.The total area covered is over three hundredthousandsquare kilometers -- equivalent tothesizeof Finland in Europe and population, 45 million, almost that of Mexico. Based on a Memorandum signed by India and the National Aero- nautical an.d Soace Administration (NASA), the AT,$76 has been mado available to India for a period of one year starting August 1, 1975. The project has been christened as Satellite Instructional Television Experiment (SITE). WHY THIS EXPERIMENT? I India wants to gain experience in the 'development, testing and management of the setellito based instructional television system parti-

Cularliin the rural areas. 4

The idea is to elicit thecooperation of people living-in for development. rural areas TV should be a mediumto cater to both in-school and out-of-school educationin which primary education given priority. should be TV should also disseminateinformation aboutspecific aspects of Science and Technology.Agriculture. Health, Family ning, etc:, with the assistance Plan- from various user agenciesboth at the Centre and inthe States. In preparing programmesfor SITE these iobjectives have been keptin mind.

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290 .284. SUPPORTFOR. DEVELOPMENT EFFORTS' ' In the Indian context the main justification for using television is the support that it can provide to our developmental effortsspecially in respect of backward and under-privilegedareas. The problem is how to reach these remote and fug/Ling/areas with the inherent limitations of terrestrial TV transmission 1Use of satellites is a poSsible answer. And so when NASA planned to launchan experimental satellite ATS-6, a most versatile and highly 'sephisticated device;the Govt. of India joined hands and a Memo(andum of Understaadingwas signed by which it was agreed to conduct an experiment in theuse of ATS-6 for direct broadcast to rural community receiversand limited rediffu- Sion through VHF transmitters of Indian developedinstructional TV programmes. The experiment was appropriately christenedSatellite Instructional Television Experiment (S ITE).

A COMMUNICATIONEXPERIMENT fl SITE has been planned as a communication experiment.lt is to Kelp in collectingvital information in designing and executinga nationwide TV System.2,400 direct-reception TV sets have beeninstalled in as many villages.Generally 400 sets have the village clusier of been set up ineach of. the state covered.The criteria in selecting villages has been the these backwardness of thearea, availability of infrastructure, probability of continuity ofTV reception after mon agro-socio-economic conditions. SITE and com- The insistenceon common

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conditions between two clusters is onlto make full use of one-video two-audio facility made available in thesatellite transmission.Ifthis experiment succeeds then an attempt my. be made in a multi-lingual country like India to go in for one-videmulti-audio channels. In this system, the picture on the screen will bthe same yet different langu -, ages would be simultaneously used toomMunicate with the audience-

291 4'

. 285 MAINTENAN&E OF COMMUNITYRECEIVERS To ensure effectivefunctioning of TV cluster has a Maintenance sets in remoteareas. each Centre fully staffed look after theupkeep /and with technicians. Itwill maintenance of 400receivers within the clUster and threesubcentres in.vantage areas.Adequate mobility spares have beenprovided. and

SPADE WORK FOR PREPARATIONOF PROGRAMMES rj. Primary data was collected districtwise.on languages spokenin the area, food. dress, recreation,religion,social organisation, education, status of women, agriculturalpractices, health, hygiene and such other habits andcustoms which are part of the way of life of rural-folk. Audience profiles wereprepared which proved of immense benefitto the programme producers ofAll India Radio. PRIORITY TO PRIMARYEDUCTION In programming) primaryeducation has been given the first priority. The primary school i CI a village in India is often a dull, drab rgrzmnotr..w,.:=A1---rt -^ rt.

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.d11. 132=.62MrrjX:441 +1;177.1.1 and unattractive place.It is.more.often than ndi-a one-teacher shovi. It is estimated that out of 100 childrenentering Class I only 40 reach Class V.In addition, childrenare required to assist the mother at home. Taking the3e factors intoconsideration 'SITE decided to con- centrateitsattentionon Primary and Pre-primary groups inthe ache group of 5-12. The programmesare not syllabus or' but they do try to provide 'core' instructionin an interestinand entertaining manner.The idea is to bringsome breath of freshair and laughter into the class room, thusinspiring children to go to school regularly. PROGRAMMES' FORSCHOOLS The programmes for primary and pre-primary schoolswill be telecast in the morning for 220 working days of theyear.Eachof the four languages i.e.Findi, Kannada, Oriya and Teluguwill have 22

minutes. It is alsq planned to conductspecial telecasts for teachers. A 12-day multi; mediapackage programme designedto help the primary ,,school teachers in thecluster areas by equipping them bettor for teaching science isto be put out. The 12 lessons have beendeve- loped by experts.Thus in-servicetraining for the primary teacher is part and parcel of the TV-programme. - 292 2 136 Anothor Interesting aspect of themorning programmes in SITE for primary schools is theway attempts are mado to introduce science to village kids.Them are no labs and not ovon simple kits, are avail-. able. Even thb teachersarelargelyhigh school dropouts. This seemingly difficult situation is reallya blessing in disguise.. Science is prosentcd as a way of observing andunderstanding the common place things and happonings.Immodiate environment is the lab 'par excellence'. SIMPLE MESSAGES TO FARMERS

SITE TV will not be used as an agricultural schoolon the air. Sciontists and agricultural experts have identifiedten to fifteen mos- , sages in agriculture, crop-wise, which they are keen to communicate to the farmor.Each programme, as jar as possible, will have justone mossago. o recommendations will be made for which local inputs are not avatlabia.The pace will be slow and language simple.

s, FAMILY PLANNING PROGRAMMES

'Programmeson Family Planning will not be exclusive but will deal with the entire gamut of experience of the family as a healthy socialunit. Family Welfare through planned parenthood willbe emphasised by bringing inthe social, econorrtic, health, educational, occupational and cultural aspects of the problems.In order to deliver a wollknit integrated approach the problems. aspirations and needs of the .entire family are being protected.The motivational and instructional concepts are being woven into the myths and cultural traditions of the areas concerned.'The Family Serial' found successful in radio is also being tried out to convey a variety of messages through entertainment and real-life situations. In nut tion a lso, the accent will be on what is readily available in the village kitchen or backyard. It p. s Irrlir'" 77...... --. n .=1' I' .- i1 / 1', ,i I -1 ,11/

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...e" t,.., p.bt . fromplat &alter) eeih a emblem hold 5.11rito1 ra ellImicItt In a typfeai (hlteso r.orrr the ()toy., play Apabyayee dance pose. BROJSDCAST TIME-SABLE August 1975October 1975 April 1976July 1976 1820-1900 hrs. Andhra 0 Karnataka 1900-1930 hrs. Common (News Et Droacett for primary schools : low:nation) 1000.1022 Ins. Karnataka (Kannada) 1930-2010 Ins. Orissa Et Madhya Pradeth 1022.1044 hrs. Andhra Pradesh (Telugu) 2010-2050 hrs. Bihar & Rajasthan. 1044-1108 hrs. Orissa (Oays) November 1975 April 1976 1106.1128 hrs. Madhya Pradesh- Rajasthan Hindi 1800.1840 hrs. Bihar & Rajasthan Bihar 1840.1910 hrs. Common (News & Intsgraticm% 19104950 hrs. Orissa Et Madhya Pradesh' 19504030 hr.. Anritirg Fr Katnfelre, 29'3 -287-

A total of 1320 hours of programmesis required for the SITE year. Out of the total of 915 hours forthe evening telecasts, 60 hours will be a common programme in Hindi consistingof a news bulletin and some items on national integration.

11.

Agencies like the Films bivision,NCERT, Centre for Educational Technology, Ministries of Health, FaritilyPlanning, Education and Agriculture have produced good materialrelevant to our purposes and 0 about 150 to 200 hours of such materialwere available for use either as excerpts or even in whole. Stills, slides, graphicsetc. are also available with many Governmentagencies and many worthwhilepro- grammes are being mounted based on thismaterial.ISRO is producing science based programmes for primaryschools, twice a week. RESEARCH AND EVALUATION

1 A Research and EvaluationCell has been set up and leading social scientists have beeninvolved in the formulation of the Social Evaluation Plan.

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The SITE project is an experiment, though a mammothone.It will b@ futile to imagine that our villagers will reachsome hypothetical "developed" state as a result of one year exposure to TV. I twill be heartening if SITE could help to create the climate for development in these backward andunder-privileged areas.

daVo Designed & produced by Dte. of Advtg & Visual Publicity for All India Radio, Min. of I. & B., Govt. of India, New Delhi and printed at Its A. J. Printers. New Delhi, No. 2/31/75.PPIII -.July 75.

294 wiii.e.....0 K.r SITE -ri N 1, / . e il. 1 t: I 111- 1.'111 T e tir 1 ... 1tfrit.°6-7bc..ni 4,, (.... %!. iliiPiaivii...c.j. CQUI A14..1..1.1,IT .7"' , ADII PURI . .1 iaitl,.,1 .1 inthehoitid he 5 ILV lult'd..1;:aill.1shiallno% "ilie Times of Nihau :Neils Semite 11.1.111l11Wee (tthee1. ISItO 1.11.1 &soythese sears. 111:s Ass as 4 1Itethe sill Ice 1.11 it eV1111 ofthethouttlitthattime s.ies tinted. the JA 11'1; It complaint and tilestoImpairthe etchildiett. Aso: sale troll:lie disease. 'pill. 1 ni01 theS.it, Iliteon th,slot,In La..ofa maid doSimi! seslciLlai. Wlisn a film on sniall set piss' 55,1: OW A II 011 I V,thert:11.: I.In oitt I I etc, ',Pia) I leLt has to hr takento the rl thes illa,..a. head anent I 1. k shish was ot k shop Fuse been essing In ;mauve, lintheir sa,ein It said %huh fa nfaicon AugltI,has Innuts(%Wages thewis 110 puss theonlyItilk asill leebzilc ready started showirg sign% .oh%sem I ht. us1.1t11.111S hatelatickkiisarn. sunling in a entice:inJamul. ing all. flutesto faotthe :aid sshiLhusua1t) . \s has ...Noir1,l leashits e slh's red. ''thePio:1.1mm: the huge %Jousts whhh like, (listla rimed a Cleat hit with ehddren. W hen Ittakes lout to lire ilass witnessed the brat ti.tss tcles.ast. Orstepoitetvisited featki['alit ol %seekeven forthe engineerto nowheretoheseen%hen a ie., sill.iec to ssalsh a school propansine, thi. %Wage ssiththe alleetedset partyss as taken sound sour \ ''it theclassrilmwaspa: Ledto capa !ileanY hilethe %Mayers atedepiised pages' in thc Jaipur ":luster" In Raw ens. I he schoolteacheisalt at 01 their %hal c ofthe Its,?.00da sthan. temlimehadmini or ed considoahls Shcnpurisseemingly apn,speluu.,`mmulc esperimcntal piogiammc. since the installation of TV.In fact. village with a couple of 'puss a' houses o capitall,the ISRO has onlymnrc and mote chilalten%ere seet: and apopulation of about2.5( vi. Itonemaintenanceengineerforcselyma admissionhecauseofIt. l'ac boasts of a prim sr) s,h iul and apuss lilt ...is %shish means IRO t...hoolhadregistered30percent. olli :c.1 he1 V set is keptin the( on!derinethe numberofNeal,Intel co ententinattendance schopl andits headmaster isits cumdins ns and thcdistanuc between one flosses cr.notallthes 'hazels, are todian race and another,thisis %Mull)happy aboutthe "ts pc"offilms When nest smcn re icIrd theschool.inadequate. shown "on the hoc ".1 hey cosi:Ion .onlyabout25students andh ill a that many programmes are either mis- dozen adults were watching the !SRO (Ilk tals, hosseser, do not see pro-Ili:needfurmolestall.They saytimed OF are to:ailsit telesant to them. gramme. 1 herewas a %mete nut the -e.ticlust -teethingtrouhles."They citethe example of a him en woman anion:. the audience kis oil ( e asetis attuned to apartkailarLoss ;ng, Since the soy.ine tot anotaer maths. ttlta,ze, it %ill,theyassert, stork isalready:set,themethods shown had abieeer amlis rice. 01 aboutI :1 on TV can only he used next%Lime!. !milsssellfor in lung time. sillagers scatchn the1 V. mine Ih for the rahi.By that .ti:o:. they say, thicefoulths %etcLhiliften. pmeti ISRO said the lose prob-they alebkelytoforgetthings. lems was heingsolvedbyreplacing 'too were there, but in small nuniKer WRONG NOTION Thebiggest c toss it ofahotu 7itstthehis It.in ultage5t.tbilisaby a was seen at B11 % But even this num tips Nutt'one. Withlittle Tuna Ilsmisconcessedisthenotion its herisnotinipiessiseC.'11s41tlanti1ilimitingthe Lustudiam, anlearn ofhe twin_ a him on padds cuitiva opulation of Ttailro,Nloreos cr. on in- panto and thefluidicrofbreak-ion to Rajathanf time's. Paddy is ins,it%Las found thates en anion, can thus be minimised. iossn in a5 el s.mill area Th: crop these :ti z.)people. perCent:tele I he mi, o. sse &pal unent sal the as: counts for only 2 7 per iend of ihs' the outsiders. euseinmint has dcs eloped a new t,itni.licl foodgrain productionin FA LTY SI :I S antenna to cuuntet the rand Prohtem in most of the pro- At all the three places the villactsI h.s antsrmailso a ehiskimiesh Besides, is pc, can he tiled into the wall.I outimmne% themeisno audience par. attributed the thin attend .nse to fault, iicm.ition.Often' a lace on the screen 1 V sets. I he enremiMned the sets automis base hero Raw...than on an exp.: rimentalbasis. tweaks into a''incmonologue. raids; remained nutofLenintission most of the audience the time. In I heithgr.11111111:tintheOink; atehold alt the interest of tact. many la. iciltunthe h.1111: I h: mogianimes, iliduh some,. hat sell'first(las ofinstall ition.'"Ts en wallle. :nod hsthesillagets. I h.:initial impast idthe icl...11 ii.;:essItil. hare pic.suinabli been pro- asThis reporter %AS1,31, Fling :1 I \ cs ident ducedssithnutansconsultationwith progiammc at Mk a,the....leenuCtil The happicI amune th lot aleInt ni. is who airbeingirnpa:ledsillagets In all _the siVales 5 ilied hs hlank.1 hesethad ultintatelytohe lh:latest knos liussinIarimng. this tenni tcr.p...opie said nohoilv had replaced. cs cr sonic tn. consult them regardmg The uneei taintsICC31111V I,,c work "1111 now we %sere using the ag.e ni:thodsintainting. W hat istheproliraniiii:. Ohs a few coni ing en(thesetlhasputntlni inst'd trip hossn onI V isabolutely new tonziesh idmade anoccasional genuinelynue:coedsilli,:eis. I hes '.1 II. I Lonlidemtin moil ofiv, shoot Ow film:. somehow donotlikeThe ideaid rushmeto isII usethesemethodsto%morose I1 EI)11%0: INFORMATION the TV "chaup il-boomour who their fields onlyto had the wt los keel production ",saidGop.d The official claimthatluture Pro unit.asmallfaunInSheoput ina room and the Luiii.lian%sad ai:, eta rime% ssould be, head on feedback Iitial Isenthus.as'ac ssas Sat Nara in for the mei% oil, eti alesdoes ratstand nialmena neestall ofIi enlists. information of the Indian Space Rescaish Organt- Ile ossn.s 20 bighas 01scrutiny. Villagersand cutodians ion (ISRO I. land ',hut had a poor crop lastyearArc not assa re of any channel In re because ofpests. The The maimtroublewiththe sets Fitstcontrolpost their reaction to the plogramme des izt sshwa. n on TV thcother day ftsthat the fuse Mows oil Ileum:NW planner c, %%etc not knossn to me. Huss I %soh The sets pros riledssith a ISRO orliciali. honescr. claim that ate built1V had ionic to nurs 'Rage last scar! inautomatic so!tagcskihill -r. 'I he .a separatecellhashe .ncreatedto I could has e stabiliser saved my crop." studs' the feedh wk. Aked %hat kind works' on aparticular 60 I hesildigerssick unanimous in page -if programmes the %Maces %odd lke range,but as thesoil leehoc.their opinion that [arming programmes tuation is to e:, the r,flicialin charge said hs inthesilfaecs quite wide. 11Ould he more frequent. 1 bey acmeil-oarrmenr had notsofares :dilated the fuse hlows illf film tame In lnte.thatsince their economy depends onreport cants.Ile -thoughtit-%Las too Itcan he replaced onlyhis a quahcultivation, they need more knowledge tiedengineer The earlsto do this. .40 and not 'untamedaboutit. \ lost.villagersfeelthat he V\' 'custodian on thespot %Mi has hem Prograninics on h)gienc hase also givenonlyfunctiontraininginope- can. bring about a , scachan inthe r e rich( popular im iginalson. 'I heloin: end ssorkine:onditin sd the rating the set.. totalaudieri.c entliasiasticallvtalk I ligh-veln,-.1 s%Inds pose another pro...a nm% areproducedssitliiin about a him on genial eleanliness. operational halatd. Antennae ate often rum itonand foresight, 111: y gas '11 e neser knewitkas hatmlut tothat In suitain theirinterest. the pin- swept assay and ilarmieed and, again. teeth ssith mild and coal. 1 hanks itis only themainienansestallthat grammes Lhou'd has ca harm and to TV weallnow thethe'necni balanced h1:ndine 'of imam:11Na and canfell%them. ie thehrue.h nr andcleanourenteit l'emient. Ntnrea iid;chee.parti- tar moan sof .thesetscustodi,insteeth 'as have been given minted authorisation loll by Ale woman inthecipationandbettermaintenanceof box". said Durga Devi, ahoutessifcsets can help the ens ernment achieve cards.InBaseof a bieakiliissntheyof11 imhala. halt just tO indicate the detect print- itsaimofrcvolutionisinztufallife "artypatentsnescr knew that weinsnore parts of the country.

8.3Pradeep Puri, "Site. Charm Wearing Off Gradually,The Times of India, Monday, Aug. 18, 1975, p. 3 295 ADULT DUCA1 L0,1 .a1G;I:IIZATICT4S

t G RM SEEK SH gi m OREN

(VILL AGE ELU C ATI ON C A4P AL GN )

AHARASHT RA STATE civic A )

DI RECTORATEOF EDUCATION

AH AllASHTRA ST A >'1 F.9 P'OON A 4.11002. " Mass Campaign : A beginnin

1. Before 1959 strayadult litericy classes

Were started fitfullyhere and tl:ere in rural areas

and after v.orking forsome time in isolation, these

a classes couldcome to an end. It was in 1959 that

"ts, the idea of takingthe lit racy movementto the

masses and making them adoptit as their ownwas

. first experimented inSatara District. The

importance ofliteracy was impressedon teachers

and villagers by holdinga large number of meetings.

This infused enthusiasmboth among the peopleand the workers. The annual average figure of ced 3 )000 neoliterates before 12)59 loapeC1to 11,000 in 1959.

Irk 1959-60, as the movementgathered momentum wad

the villages. began to outbidone another,. that

figure .was nearly- doubled. Tal the year 1960-61.

9.3. "Gram Shik shah Mohim, (Village Education Campaign) in Maharashtra State (1961-19611 ) " 11 p. 296 the persons becoming literate reached the staggering figure of 1109'.(%Q° in Satara. Di Strict. It was the villagers who arpfoached the teachecr an .not the vice verse. The campaign was adc*ted for tie who

eK State since 17th April 1961 and it has now completed thirteen years of its work by this time.

20 OBJECTIVES : Some of the important aspects of the,.Mohim- arJ indicated below :

(a) Eradication of illiteracy of the adu within tho age group 14-50 starting literacy cla:eses.

(b) Retaining literacy awl enriching the

knowle::ge of new. literates.through the

Circulating Library S-cheme:. .

Bringing about all sided develppmentof the village through 'social educationcentres.

In this compaign, men and women in the abegroup- /4-50 are covered. The campaign lasts for about 4 months during' which period the 'al.m is to make the whole village literate.

Pasin(l4 OF LITE)ACY IN 1961°: Lit era cy percentage of Maharashtra according to 1961 census was 29.9 of this 42.1 was for males and 16,6 foy females. .retal illiterate population of Maax'ashtra was 2707 millions.'However; the 'total literate population in the age group 14,50 would be roughly

13 millions.

29'7 -291- 4. ORGANISATIONAL SET=UP Ths organisational Omm. .01. km ma al. set-up for cond...-,ating and implemerLting the Gram Shikshan Mohim is as under?Once it is idebided to implementthe crogramme, Gfam S4likshEin Executive. Committee comprising 10 to. 15 -leadersinci'uing Village Patil, Talathi Sarpanch, Chairmpof the Village-anl the lady member of village panchayat, representative of "Co-operative Society, Head

MW.:tePSof the Primary schools is constituted.

The Sarp:inch5.3 the President of the Committee and the Head Master oftherrimary Scipol is its Secretary.The main functions of the Committee are as under 7,- 1) Prepare lists of illiteratewiults bet wen 14 an3 50 years of agein the village. ii) draw up the liscs Of literateand educated~men and women inthe village who can run 'the classes.

iii) make seating arrangements for classes iv) assi n te'achers/u6rkers for 3Lfferent

classes.- v) fix the timings of classes; vi)) supervise and guide the classes by visits, etc; and vii) provide equipment such as blacY.: boards, lamps, lanterns, charts etc 298 4 Then preparations" are made to create the.- it necessary background and alsoo an atmosphere to prepare the village for taking active part in the

scheme. The President of the gram Shikshan Executive

Committee the Chairman of the Education Ommittee

-,and th(; Education Of.tic:er of the 'concerned Zilla

Parisha'.1 irsue an appeal, 'copies of which are

printed and distributed among the var.). 4s Officers,

for nirculation in the villages selecte for the

implementation of scheme. The main responsibility

of the iplementstion of the scure is of the

Block Development- Officers. tall p8ters are

/also flied up and they serve very useful, purpose.

in preparing the healthy -atmospherein: the village

selected fo'r" the implementation of the scheme:

Meetings for the propog9nda of the schema are held a in the villages selected for implemehtetion and

ceiling such meetings is the responsibility of the

meallko president of the village panchayat,

"'The different places in the village where

such classes are proposed to be held are decided and

a list of the personsconducting these classes is also decided uponIn general,. the strength of each

Class is not more than 20-. But for the sake of

convenience the classes for females may have the

strength, of 5 to 6 also - and such classes are 0 generally conducted by the schoOlgoing chiLdren in

a particular -house or by SOW workersinv-the village

and these are knc;x1 as lime Classes. 299 -2)3-

5.STANDARD OF LITEMC'T 145'111,)DCIJOGY.

i) Main emphasis in. the syllabus ison \\. rea...ling, but simultaneously writing -of simple sentences is also aimed at.Elementary arithmetic is also tattg.-htmAdult illiterates .atteriling these.

4" Cla..13e S aro exrectI5to w. it e .numbers 'and to know a:',iit-fr;n3 subtractions, etc;They are

also expecterl to know13. thepractical use of arithm tic in dailxs life for keepingan account

of their earnings and expenditure.This has been r included in the curriculum for these' classedonly 'with a.yiew that simple-f'monetarytransactions can very be 1.].ndert?,od by the villagers.

ii) In ,addition: I to this-in tion regarding §anitation, farming; administration of -the village, child development, etiZ. is given'in "these' classes. Similarly Fruportance of cleanliness is: :impressed upon them.There are instructions given regar,ding the use ofbath rooms, latrins, urinals, etc. ° Care is taken't;incciciAe healthy habits among. tim villag(6A.ASS the 'life of the. villagers -is' mainly dependentpon farming-l they are given information regard gtmodern methods of sowing various types of manures as 14ell as the preventive1 measures that may be taken to avoid thg!possibledamage by particular r.

- crop di.eases.All thosa p.ics. are included in the syllabus) Main emphasiin the curriculam pres?.riVed. '300 for these classes is on leading simplebooks .and simple

arithmetic and furnish.ng themwith ,information in

regard to.practioal. arithmetic connectedwith

then' daily life,

6 Ltr.araturetard... tanRe:Jdinglaterials . F;11 this initial orilpaign,the literature

used% mainly r:onrista Of chrts, stripsand booklets.

The topics covered charts, strips and

booklets. are these Duiting tthe- 4 last 13 years,. about'266-suchcharts booklets, books, pamphlets,etc, have been printed and suwzlied to all ta.DiStrictsfreed, -'

.7. Testing of the Adults:-

. Is soon as village, coveredundea'this V , scheme, achiavessuccess in remoVingIlliteracy 4 of the adults betueenthe age-group 14-501 th.00-9

Itchievemjitof 100 percent litera.6 is decidedby I a° oonductitngcertain simple tests Results of the tests are given ina pl-eitoribed proforma, AU the

adults attending the classesare examined°in reading,

writing, .arithmetic and general knoldedge. The total 'number of marks -3,'orthe whole examination ls MD,

40 marks for reading1,20mar for v%I.ting/20.mirks

for arithmetic, and 20 marks fdr generalknowledge.

The name of every adult Yho is examinedis entered

in this particular proforma. After taking, the

examination si.-..ch,tab'llar prepared and/tile ,results are .cleclared, 301 ;495 8 Ovam GauravSaMaToMbha 4- r- or., At the end of the achievement of 1D0 percent literacy in the village,

.a celebratidh called the Gramaurav Samarambha.is carranged. This celebration is not to be organised Anless, in rodAhion to Achieving hundred percent literaVf rhJ IdillaZC has achieve complete cleanliness of its streets-as woWas bailCings andnecessary

arrangements for good sanitation,drinking water,

con truction of approach roads have been made by the villagers. In this colebraeion, t"he whole village takes part and the nooliterate*8take up

a vow to maintain their literacy. The new literate men and womon, belongingto sc duled

Oasts and other casts.nrtx together and ad address the audianco

°\ 9. Progress of Gram Shikshan Mohires.- (

During thu decade beginning from 1,961 more than 9 million illiterate adults were made literate and as many as 38y669 villages and wadis hbve, achieved hundred percent literacy. It was decided by the Government to make strenuous efforts to Pipe out .illiteracy during the Gandhi Centenary year.. Accordingly Kolhapur District was the first in celebratpg Gourav CenoMony!1 during 1969 -70.

Poona, Sang*. an3 Ahmednagar have also celebrated

, "Zilla Gourav-CoFemon50 during the same :rear. In addition to those four districts six more districts: viz SalgaotlDhulia5: R.tnagiril Parbhani, smanabad' Ana nnldhrni hive nxictilly Achieved thetarget. 302 . -29.a. ro

A Statement showing the year wise progress

8? thenSCace is appended as table I.

10. costingpattern,of thi Mohim

Theovertment suppliesfree of cost

charts, and literaturerequired for the cldssei under'..

the Gram Shikshan Mohim. The Village ?anchayat and the benevolentpersons in the village accept the

responsibility of supplying keroseneoil, laMps and

writing materials to theseclasses. As soon as, the

village attains hundredper cee literaqy, a token

grant to the. village panchayat,at the rate of .50

paise per adult made literate issanctioned by the

Government.- All educated men andwomen of the

village and students ofupper classes of primary schools and the teachers of primary schools help-

in conducting classes withoutany remuneration. One

of the important aspect of theGram Shikshan Mohim whickbas attracted considerable attention, is its low cost.

The Government incur expenditure mainly on the production of such items as ch.Qrts, literature and

reading materials for which thoentire exrionditure is bone by the State Governmentwhich comes to at the rate of 50 paise per ad1t. They also assist the village.panchayat to the extentof 50 paise per adult made literate for such itemsas kerosene oil, lanterns and -.Thing materials. The ave ago expenditure per adult incurred would seem roughly to' be 303 -2ff: The details of yearly expenditure by. the State

Government on Gram ShikshanMohim is given in Table No, I (epl.,;

11,Follow -.IR : After the in 1 f ur month' s campaign is over and thetram Gaurav Samararabha is celebrated, the trogram ofretaining literacy and enrinhing the kiTowledge nooliterates is taken Up. This follow v.p work is done throughthe circulating library scheme and Social EducationCentresSets, of booklats, each set containing 10 bookl are circulated among the neoliterates by the teachers of the primary schools through the children enrolled in schools.A monthly "Lokrikshann ihich provides reading material on rural Subjects for nco.- literates is also published for the purpose,

12,Evaluation : Th3 Directorate of Education, Maharashtzo had in 1961 carried out 3 survey of the work dono under the Gram Shikshan Nohim in order to find out the achievements in regard to the eradica .-tion of 113.iteiany as well as the achievements in the field of all sided development of the villages. The findings of the survey regarding retention of literacy reading, writing and arithmetic and changes in outlook etc. are in a nut shell as under : V. ile 4341 per c3nt of the female noo literaces had retained, their literacy completely, the percenLnzef males.14 as 42.00 among females fd

304 1 2605pert contscould b4 considert.id to livetotally

relapsed into illituray; . the percentage in respect 4 ofmainwas 14.,5.

1302o.st terasy_43&ri_s_ Alongwith the work at eradication of illiteracypost literacy work in the. form of Va.kas Shales nrfirst Year and Sedond Year. were introduced.Since 196the Central Government scheme of Farmers' Functions LiteraCyhas been implemented as 'Ic1san ShikshaYojana' with ceraln .modifications.Entire .e4leildi.re\onthis scheme it borne by the Central Government.The scheme has been

introduced progressivelyin 12 Dis riots as shown below:

1969-70 Kolhapurl ola and parbhanil 1970-71.410A Poonel Jalga n and Buldhana -1971-72.0.0 Sholapurl Kol ba, Thane, Aurangabad anChanurapur. 1973-740..0 21mravati0

140 Social Service, by Stu.dents Maharatr a State Social Education Oornfe.ttee had appointed a b-committee to formulate and recommerrd the scheme of Spci 1 Service by students.Tto Sub-Committee's report on So ial ..service Scheme for students' has been accepted the Committee and accordingly work of eradicatio ':Of illiteracy end retention of literacy has been A 'included in *the revised syllabus of Stds. under the suble.:ts n'irbrk experienr.4. This sc:hema

4 305 I has been introduced in the State from June, 19724

150 Since ND51 Tony distinguished persons

and experts have observedthe working of Gram

Shikshan Mohim and appreoitedits organisation,

methodology and achievements. A few extracts of

.,such observations are enclosed.

tit f

306 Table - I 11=4...111.Achievements in Literacy. "" "" "" "" "" 0 "" "".1"" ""o°' ASr. 0 Year "m No.of Adult s made -' Literate villages "C ...?°. Allotment . . -,11G, -"Ater te ( Age-group 14-50)Men - 1-bra3n im...0 ' Total -* c . 11.17.ft0o 41Z6.)2:78- and. toms, 60 3'73 .'"' "' Sanctioned,e." '' Q« O '"?. 4"" r" 1 2:...... 0:611".e3:'mfb...0..'10003.2, 3.64-6539631961961-62 -64 -63 .... 04400 275510-682763)2:422,65,3c3 274(1,)4222,5952721)075 245 C-3 *41957483 49 -Q472362722,387 - 27016152!'1 812 - --, -.- Nil127507C004s C70'2+)000CO iC.O0 GO 47.6c50 1965-66196'7-681966-67 4,31,0913758,71427407056 45,03,3722,55,679 /0 r.3 317 9,34,463776270314795, 135 4,14927809178S-2 111.a10).005000 OC) 5000 9,11, 1971-'721968-6919701969-70 -71 : 11,427124 9566787737201.679 70,166 15,07,36311750,0003,47,365 65,377 267.49748721716,8776,687(441,35,543 \\3.2716,9107927 110 ?2 90.4 25, 00 770070004)501000 ,00,000 7 OOP 12 1972-173 397491 70 ;1365 35,483 747.980 5,4378 VIM 7 6C; Q_QQ ISM 13. *mi.*. . Total1973-74 : 46737;974- 527567581 59,149 . 17297.514 ...... -..-.-,-...... -.....-...... ''`."'"' ....""...1. .. ''. ." a , il. ,...... 987949555 437747 ,. .... 31079631000 THE POONA EVASA DO SOCIETY POOPHA CITY. [ Established in 1909 )

ANNUAL REPORT,1973-7' It is great pleisure forme to submit this short reporton the working of the Poonaeve Sada n Society for theyear 1973-74. The Societywas foued in theyear 1909 by the late Shrimati Ramabaisahe Rnade ( wife. of the late JusticeM. G. Ranade ), the late Shr G. '.alias I3abasaheb Devadharand other social workers of tho.aays with the main object of educating women in regular io titmans, started to impart instruction of religious, literary, sci ntic, medical and industrial character.and teaching them the p inciples of First-Aide Hygiene,Sanitation and Domestic Econo T1 y. In audition, the founders hada view to train, womeslas social workersin different fieldsto help the society 4.1art TheSociety has, so fax, renderedits continuous service orove.0,,63years to the Nationpin ameliorating tion of Indian the condi- omen, laying particular emphasis ci;,achieving the welfare of widows anddeserted women,so as to malee them self7rehant anto enable them to leada life of ieSpectahle citizens. Startin4 wieh a first batch of 5 women, theSociety grew with the years.It has not remained-merely an educational institution, but has developed into a big organisation,rendering all possible help andsocial, service of calamities and to the 'general public in times running various activitiesof public utility. To attain its presentposition, the Society had number of difficulties. to'c'tertotnea A very large number of girls and womenhave, so far, taken advantage of thisInstitution. In addition to be to thks,,,it has proved a source of inspiration to severalindividuals and women's- organisations who gavestarted similar work of the country. in different Parts I am "iad toreport that there has been in the working of the continuous progress. Society and that itis contemplatingto expand its activities stillfurther, for which the public is needed"." griater help from Board of Life-Members I am glad to mention that all the Life-Membershave tarried out their responsibilitieswith utmost devotion the Society. Full to the cause of co-operation in the dischargeof my duties was also received from them. The Board held inall 6 meetings duringthe year. Heads of the Departments It is gratifying tonote that the Heads ofour various Departments have kept no stone unturned tomaintain efficiency and discipline in it respectiveDepartments. 9.2(P a City-Establishedin 1909) Annual PoonSeva Sedan Report, ,1973-74,of the Society, (1974)20 p.

-m 308 (-3. "302'" Act lirities kAt the Head Quarterl) The scope' of the work of this Society is.not restrictedto purely edUcational activitiq, but is much, widerto 'over social. industrial, cultural activities and the like,a detailed account of which cannot be given here forwant of space.I mention below only some of the important activitits. . Educational Activities .4;r4(1) Shrimati.Ramabal Ranade Adult Women'sPrimary School This school is maintained mainly for adultwomen above the age of 14.Both married and unmarried womenaswell as deserted wives and widows take advantage of thisschool.It is a School imparting educatiOn in all subjectsupto standaru IV within a period of two years. At the endof the course, the students join the Part Time Secondary School forAdult Women. No 'fees are charged in this Primary'S,chooland as a result of this the Society had 'to beara deficit of Its. 4.892-43 in the year 197344. r, Executive Committee The Executive Committee in-all_ held 5 meetings, As usual the Committee discussed and passed the budget of the various Departments of the Society with some suggestfons. Staff The following' able shows the number of members of the staff in 'the different Departments of the Society.

No. of members on the staff

thVartments ...Teaching Non Teaching

Peons and Trained IUntrained Clerks Servants

Ramabai Ra n a de Adult Women's Pry. School ... Work Room Classes 0 Part Time High School 6 1 Hai Wadia Junior College of Edu...z 12 1

8 1 Practising School 1.1 High School 32 4* 6 Hostels . 3 6

Home for:the Homeless ... 1 Canteen 3 9

Total ... 64 1, r6 32

to Includes one Librarian. -4 fn addition to' the above, there were 5 members on Itie Society's staff, Including a clerk and a peon and about 70 poor and needy womed were doing work in.-the Canteen throughout the t. year. ., ______309. -303-

The Society has been very particular inSeeing that mostly trained women were appointed on the teaching side. Of the 6.) teachers, there were only 9,men teachers of whom 2 were part-) timers..

( 2 ) Work Room Classes In these classes admission is given to those adult women who have passed Standard VII. The Institution follows " Tailo- ring Cour;e" in Women's,ancl Children's Garments' prescribed by the Departmenr of Technical EducationThis is one year's course and after its completion the students appearfor the Certi- ficate Examination of the Board of Technical Examinations. These classes are recognised by the Technical Department of 1 ___,,,Se Government of Maharashtra. Personal attention is given to ev'ery individual student who is also given full scope for practical work. The result ofthe Certificate Examination was 87 per cent. The students took active part in all the social functions and cultural activities the Society and they had a trip to Shahad. 4 (3.) Partime Secondary School for Women this schoo.1 was started in June 1971. The school is-specially 51; meant for Adult;Women who start theireducation at a later' stage in their life. It.is afour years' course. V and VI One year VII and VIII Second year -2, IX and X Third year . XI :F9trith Year Admission is given to a woman who has passed her IV Std. examination. The age limit is from 1,6 ,tfa 35 years. This school is tecogniscd by the government and' allthe, rules which are applicable to the hit; -h" school areapplicable to it. In March 1974 the first batch of the Fart Tune Secondary School for Adult Women appeated for the S. S. C. Examination. After passing S. S. C. Examination, theyvill'he'T,afple to take of some professional e.ducatioriand can pursue some suitable career as'a primary teat ier, a secondary teacher, a sewingmistress, nurse, etc. and thus theybecome self reliant in future life.

. ( 4 ) Bai Motlibai Wadia Junior College'of Education for Women This College was founded with the object of providing trained women teachers to Primary Schools in rural areas.The new ID Ed. Course has been introduced from June 1968. This course. covers a period cg two years and the admission is restricted to those who have passed the S. S. C. Examination with English' Mathematics and Science. The final Examination is conducted by the Education Deparment and the successful candidates are tt, awarded Certificates by povernment. There were four divisions with 172 trainees towards the end of the year under report. Each class had two divisions. The result of the Second year D. Ed. ' examination was very satisfactory as it was 95.7 per cent. 310 --%111r.

The trainees participated in various Inter Collegiate'competitions such as demonstration lessons, story telling and poem recitation. Some of the trainees won prizes. As per instructions from the Education Department corres pondence course was organised by the Junior College of Education for such teachers who had passed their S. T. C. or C P.Ed or T. D. or P. T. C. and who needed to getthlwqualification of 'D. Ed.'. 50 ladies were enrolled for this special course.Special coaching wasgiven to them on Sundays and on other holidays. 47 ladies successhilly completed the course.The percentage of the rssult was 62. \ The workshon for preparation of audio-vistQl aids was undertaken bythiscollege.Prin.Bokilof Audio-Visual education guided the workshop. ( 5 ) Practising -School

. This i's a full-fledged Primary School attached to onr Junior 3' College of Education. The school teaches full Primary ,Course from standard Ito std. 1V. The number of classes was 8 and the total number of children towards the end of the year was 339. This included 6 boys and 18 Harijan girls, The school was used by the trainees of our Junior College of Education for giving lessons along with other Primary Schools of the Poona Municipal School Board, Visits to a number of interesting places near about Poona were, as usual arranged. For this purpose smallchildren were taken to the nearest places. . The children in this school get good facilities for intellectual experiments which, are.tried here every year. ( 6 ) High School The course leads to the S. S. C. Examination of the Poona Divisional Board for Secondary Education.

Xhewnumber of classes were 21 and the number of girls taking- education in the School was r170. .The shift system had also to. be continued owing to the shortage of accomodation and heavy rush for admission to the school. This year 123 students ''ere sent up for the S. S. C. Examina tion, and 91 were successful,The percentage St the result was 73.4. In addition to the S.S. C. Examination, students were 'encouraged and..were trained for Drawing Examinations conduct ed by Government and Hindi, English, Mathematics and Sanskrit Examinations, conducted by other bodies, It is worth mentioning that our teachers were keen in preparing the students for these examinations. The yesults of-these examinations were commend..., able. Trips were arranged to Mort? ton, Jejuri, Theur, SaswacV. Pali, Mahad, Lonavala. The girls who participated in these trips: enjoyed them well. The girls secured First Number in " Interschool /atya- Vachan " competition organized by Sunday-Sakal. The name of drama was Deep-dan, The Inspectress of Girls' Schools, Poona Region, Poona. paid a visit to the School and highly appreciated theday4oclay worklandthe project undertaken by the School. It* ( 7 ) Hostels Hostels were started by the Society in its Carlystage.. ', In them, a large number of widows, growillup unmarried girls, married women abandoned by their husbands andmany more poor andteedy women could get shelter. They got eddc,ation in the Society's schools and thereby they could standon their own legs, support their families and getsome status in the society. These koseels are all along beingrun withOtit'any distinction of caste, creed or religion. Women fromany part of the country are given admission. In the year under report, therewere t.wos such hostels. run by the Society : (1) One for the students of the Junior College of Education and (2) the other for the students attending other Departments and outsiders. (1) HCStel attached to the- Junior College of Education This Hostel is specially run for the benefit of pupil-teachers under training in the Sneietits Tunior College of Education.It -islocated ina newly constructed building and provides Yell sorts of amenities to the students.. There were, in all, 75 inmates in this hostel, which was, as usual, managed by the trainees themselves as an eiperiment In community life. (2) Hostel for others : There was,as usual, heavy rush for admission here, but we had to restrict the numberto 170 only for want of accommodation. The inmates were :accommodated in. ofthe newlyby constructed building. The hostelwas taken advantage (a) 95 girls and women attending various institutions of the Society. . (b) 66 girls attending colleges, educationalinstitutions outside the Society s,premises; workingwomen; and-women coming to Poona for a short halt. .(c) orphan children committed by thecourtto our charge. Out of 66 girls attending the various institutions ofthe Society, 3Zairls and women were fully supported by theSOCiety and 34 belonged to the Backward Classes including theScheduled Classes. This unfe5sfecognised as a Backward Class Hostelby. the Social Welfare Department. The hostel has a common kitchen and all the-inmatestake part in its internal work. 44Vr,distinctio'n.is made in thefood arrangement. The hostel 's in the charge of one ofour Junior Life:-Members and all possib e amenities, suchas sick-room arrangements reading room, i door-outdoor g9mes,etc. have 'been provided for the inmates. though they come from differentcommunities and different parts of the counsry, they allappear to be cheerful, in the healthy atmosphere of,tbe hostel. As usual important festivals were celebratedand' trips were algo arranged to near about places of interest. Other Activities The Society is known all over thecountry for -its social work. It always runs to the rescue of sufferersand serves them, when they need such help in coinor in kind.I am proudto point out that the same spirit is being continued. a

312 ( 8 ) Home for the Homeless The number of inmates'in this Home was 9 and all of them lived along with others. They, were given the same facilities as the other inmates. The Society gets maintenance grant from the Director. of Social Welfare (-Correctional Administration )on

41. account of those. children only, who are committed to the care of the by the Juvenile Court. The Society has, however, to support the other orphans from its own source. ( 9.) Mahila Vijay,Press This Press continued to do the printing work of the Society as All as to execute some orders from outside. Because of this Press, we could get our printing work done very promptly. (10) Seva Sadan Stores Articleslike Halwa and Ornaments made of Halwa, Papad c_4 Pickles, Sheva, Chivada, Sweetmeats, Masala and other articles.: are carefully:prepared and supplied to the public, as per orders.

The main object in this is toprepare fresh and clean articles free from any adulteration and supply them at veryreasonable rates. Fresh chapati is also splied to dui customers wlea need it. and it has been noticed thathere is an increasing demand for' it. The. Store gave most satisfactory service to our customers in these hard days. It may be specially mentioned here that the Store has not only satisfied the customers in the supply of fresh and clean things, but also has, given work to those. 'women who wanted to earn anring their free hours and help their families.- (11) Canteen this Department also provides work for poor and needy women. The speciality of the canteen is to serve fresh and clean articles at reasonable rates. addition to the main canteen at the HeathQuarters, two branches were conducted at (1) The N. M. V. High School, Budhvar Peth, Poona 2, (21The Engineering r- College Hostel, Shivajinagar, Poona 5. There was a great rush of customers in them which factclearly sltowed that they became very popular. Stalls of Mango-syrup were also conducted at (1) Sambhaji Park (2) Kamala Nehru Park and ( 3) Peshave Park in summer as usual and the're was a good demand from the kublic'for the same. Outside orderi for small luncheon parties were accepted by the Canteen and it is a pleasure to mention that our Workers

-to gave good service in such cases also.

( 12 ) Seva Sadan Vritta Periddittah report's of the various activities Of the different Departments. of the Society were printed in the Society's Press and published f3r the information of our students, members of the Council and others. Medical Ex aMination ,Arrangements wel.e made for the regulat Medical ,Exami: nation of students and the defects noticed were brought to_the notice of their parents and guardian_ 313/ Functions The../arious de partrikents'of the Society, as usual, celebrated the following functions of National importance' during thy year , under repOrt :--- * ,, ita (ml) independence Day : This i rtant day was celebrated on the lbth August 1973 by all the tments of the Society. ( 2 ) Mahatma Gandhi Jayanti and 641104iversary.albe Society. : This function was celebta'teidion dee mIld Cctober T973.when ' Vithalrao Satav, B. A.1, LL. B.,PresidentjfiZilla 'Perished, Po Poona, was the ChietQuest. , 1 . ' ( 3 ) Baasabeb Devadhar Day : The Tiirty- EighthDeatilla. Anniversary of the late Shri G. 'K. alias Babasaheb De %dhar was celebrated ' onthe 17th Noverielaer 1973,byreciting -Yb -71r Mantra-Jagar. . r 1 ,( 4) Republic Day : A. programme of Flag. h'cistationwas arranged early, in-the morning on.the 26th Janigary 1974 by all the. Departments of tli;b Sock or. , t 5) Tilgu'lSamar:Alta ::' The functiork:wasThrrangedon the

4 llth.February 1974.Mrs. Shohnaiiaral Rariade presidedover the function. r 6) Annual Prize DiStribution: This functionwas arranged' "... on '1":.'th February. 1074 for gy-ing away prizes of the Scieiety. , Shri S. B. K ulkarni, M. A.. I. A. S , Commissioner, PoOna, presided

-,,,, 4 over the function and prizes wer.e distributed at the hands of, . ., Mrs. Shantabai. f:ulkarni. `... '. . ( 7 ) Late Sou. la irabai Deonbar Margadarsbart Kendra was inaugtit rated on 1July I973;under ate Presidentship of 'ou. Pratibhabai. Minister, Social Welfare Maharashtra Rajya. gpatil, -... )4 .7". Visitors .' v A large number of distinguished Orsuns, Social Workers. ' Educationists and we-wishers of the Socitty, paid visitsto

the various D.opartments of the Society and expressedtheir satisfaction about its work.

.46 Finances The Bllanze Sheet as on :31st March 1974 and etherstate- ments of accoukt's for the year 1973-74 duly audited.. byou r Auditor, Shri M.,K. Patankar, Chartered Accountant,_are 4pended to this R-port. It will.ba not ic.e4 from tyez,,e- statements I that, as usual, the Society did not have heavy*6ficit.It is a fact that, the Society had to incur expenditureon the 'education and Ckb.`,.maintenance of a large-number of poorand needy women and cethere was also increase in the pay and,.dearness allowanctto Ntt the staff.This deficit could however, be Met' toa certain extent by the Di wall. Fund collections,proceeds from .the Canteen. donations and contributionsso generously received" from the ,Philanthropic public andour sympathiser The donations were _received ftr, diffeTerit 1purpose.s and their listsare given in Appendix I to III. ' Beregiement The Society suffered an irrepairable loss in.the sad demise 'of our f2rmer Cashier SlatTrnati Indirabai Wang rendered sincere set-vice. to, the .Society in various 9pacittes such as 6'n assistant teacher, cashier. etc. May Gpri give eternal peace to her soul.'

fl 314- I' =301.

BRANCHES Shokipur Sow. Kumudinibai. Doshi, isthe. President of theLocal Committee, Dr. K. S Mardikar, M A..rh. D ,NI.Ed.5 the Chairman of the School Committee and Shri V. U. Tadwalkar, 13.A.,13. T., D. P.Ed., one of th$ Life- Members of the Society, is the Secretary of the Sholapur Branch. The Sholapur Branch is serving a real need of onz of the biggest Industrial Centresinthis State inrespect of girls' education and social a/d cultural activities fot local women. It has maintained the following six educational Institutions (1) Surjabai Ramlal Girls' High School. r (2) Primary School. . (3) Sewing Blass for Adults. (4) Late Sou. Gajarabai G. Doshianya Vasatigriha. (5) Kindergarten Class. (6) Sou. Ramabai Vastu Bhandar. 1. The total number' of students towardsthe end of the year was 1959. The students took active part in the variousinter gchoalcompetitioos and maintained high traditions. ... This year the Branch is celebrating the Golden Jubileesince 2nd. October 1973, Sou. Yamutai -Kirloskar was the chiefguests on 2nd October 1073. The foundation stone of Sou. Kumudini,baiGovindajiDoshi Sanskritik Kala llandirwas laid down at the hands of the ') Chief Guest. The constrvetion of thesaid Kala Mandir has been completed in the rrionthrof June 1971. CulturalProgrammes were staged on 2Sth, 29th aAld 30th J'anuary 1974 The Dolls' Exhibitionon the tifeOPMalaatinaji was arranged during the month of November '1973.Mrs. Sushilaben Patel', helped us a lot for exhibition. . ... The work of allti was as satisfactory. It is gratifying to note that all the bilembers 'onthe staff of the various deparments gave full co-operationin fulfilling thg objects of the Soceity."~* .. . Shri Charansing,Azad, AdditionalD. S. -P.,0,Sholapur,wale the Chief Guest of the Annual Prize Distrjb n Ceremony of Seva Sadan High School, Sholapur,Mrs. Azadistribued the prices. . . 11 the. tnern>ers of the EgeeutiveCommittee graced the cca ion by their presence.

41.ag,pur1 Dr. S. Gayaprzsad, NI,13, 13, S,is the President of,the Nagpur , Branch. There isa Governing Body'. which consist's of influential -io local members and the followingto members of the Society. ( 1 ) Sou. Indurnati Bhadbhade and it . ( 2 ) Kumari Karr Bahulekar,

315

" -309-

Shri A. R. Gel:hale, Retired Life-Member the Society - worked as the Secrfytitry of theBranch. The Branch conducts' the follwing Departmegts (1) Basic TrainingCollege. (2) Pre-Primary Teachers' Training College. (3) Hostel ( High School. (5) Primary School. (6) Pre-Primary School. The accounis of te Branch have not been incipleAhere as t is financially indep endent. t. -

Now Building Plan at Poona he Society undertook a great proied of conoroction work ,---si-c21.966.The hostel building of the Society wasan old, one and could kof accomodate all the needywomen and girls, who seek ailmisAn for want of space and so the Society decidedto pull down the old building and to construct four wingsfor the hostel buildings. Out of the four wings three storied wing of the hostel on the south side was completed in 197a-74. The remaining and the last stage is proposedto be cornplet- ed,shortly..' It needs special mention that the Societywas able to carry out the scheme successfully because of the loan facility received from the Bank of Maharashtra, and the financial 111p 'received from the ptiblicThe whole plan of the construction willcost about Rs. 25 lakhs. After the completion of the whole planthe Society will have the most mcirrkeriNerl of buildings suitable--for 4 its various,activities. It is my duty to express my gratitude for Dr. V.R. Dhamdhere, Chairman of die Building Committee and ifs members. The Society will always remember their valuable help in the implementation of the plan of the construction of the new buildings. THANKS - The -Societyis thankful to the Trustees of thefollowing Trusts for their donations : ( 1 ) The late Shri G. M. Natu Trust, Poona. ( 2 ) The late Justice M. G'. Ranade Charity Trust, Nona. ( 3 ) The late Sm Gangabai Javalekar Trust, Satara. I express my gratitu e to all the sympathisers who haveso generously donated to tile Society. Past studetts, all the members on the Society's staff including servants, all the pupils of the various departments of the Society and their guardians deserve sincere thanks for their help in collecting Diwali Fund and othtr donations. I also extendmy sincere th'anks to the Head& of all the departments for help and co-operation rendered by them in all possible ways for the smooth working. Thanks are also due to Dr. V. R.. Dhamdhere,M. S., Simi. S. G, Yadav, B. se., U. E. ( Civil 1, A. M. I. g., Shri V. S. Ma ni B A. (Contab), t. A. S. ( Recd.) and Shri G. L. Khandekar, Hon. Areect for their valuable help in the implementation of the. plan of construction ,of new building.Shri R. B. Phadake, M. A. Advocate, and Shri S. G. Phudke,B A. ( Hons. ), t.r . Ni., Advocate,J. Or legal advice and Dr. J. M. Gale,M.D. B. S., for Medical Advice 316 I sincerely thank Dr. B. V. Mu ley,tt. it,em.1, and klis Kumudinibai Do,hl,ofour Sholapur Branchand Dr. S.Gayapraincl. M. B. D. s., President ofour Napur Branch and the including the Office Bearers Members, of the respective Branchesfor, their active help and interestin the management ofthe Branches. It is the 'first and foremost duty of the Societyto express its most sincere thanks to ShrimantSou. Laxntidevi Nail; Nirnbalkar, Ranisaheb of Phaltan, thePresident. Dr. Dhamdhereand San. Yarnutai Kirloskar, ViceProsidens of the Society, fortheir keen interest in the various activitiesof the Society. is also thankful The Society to the Members of the Council,.thy EXecutive COMEDittU6, the Legal and. Endowment Sub-Committee,the, Educational Sub-Committee,the Schools- Committee and the Building Sub-Committee,for their heartyco-operation. Poona City. itt February 1975. Indumati Bhadbbade, General Secretary.

ti r

.11

ill

317

// KEFRALA GRANTHASALA SANGHArvi P. IT. `Pan loiter General Secretary A Brief Outline °f its Work Trivandrum 14 - 11 - 14. The Kerala Granthasala Sangham was establishedin 1945 with47rurallibrariesaffiliatedto It. This organisation has now grown into a very big cultural, social and educational movement in the State with a network of about 4100 associated libraries.Of these more than 2000librarieshave thek. own buildings, the cost of which might come to more than Its. 3 ciores.The libraries have about I0 lakhs of members and possess about 80 lakhs of books. .The book distribution exceeds 2 croresperyear. Nearly 3000librarieshave children's sections, women's seetions,artsand sports wings,debating societies. radio clubs, young farmers forums or some such ,cultural activity along w;th the normal function of storing and distributing books.Therearc thousands of dedicated social workers, working as volunteersbehind the Sangham on whose strength the success of the Sanlham depends.During 1970 the, Sangham celebrated its Silver j/bilee.The management of this Registered Organisationisvestedin a 41 Member Executive electedbyits constituents.One of theobjectives of the Sangham is providing education to adults. In 1970, the Sangham turneciy attention to the field of eradiclition of illiteracy,"thoughattempts at educatingadults were being made even before.One of the primary aims of the Sangham fromits very inception hadbeen spreading literacy among the rural folk and it had bdcn engaged in s,tich literacy .activities for the past 28 years even .thoughin a modestscale. As per 1970 census 39 84 ";, of the total population of 2.12 crorcs in the State wasfoundilliterate.Even aftersubtracting the younger age-group, the adult illiterates come to -about 40 lakhs. The Sangham cerclucted surveys and located key points where illiterac4sccnt percent or ab.6irt 80 to 90 %.

The Sangham submitted a proposal to start 7000 literacy centres in Keralawith thc libraries as the' key centres.The Government of India sanctioned aPilot, project in1971 to start 20 literacy classes. The PilotProject was taken up in right earnest, as will be shown by the data given below:-

1.No. of centres completed:60 No. enrolled: 2400 including 560 women No. made literate: 1925 including 475 women 2.New centres sanctioned 20 (Started in June 1974) Number enrolled 800 The firstprojectwasfor 6 months providing150 hours of instructionThe second project was extendedto 1yvit- providing 300 hours.This is the accepted pattern now. .Besides. the Pilot Project centres,there are over 200literacy centres run by library workers who 'responded to the call (lithe Sangham and arc working without any financialaid.They also use the primers and other books prepared by the Granthasala Sangham. 9.3 Kerala Granthasala Sangham, A Brief Outline of -Its Work," Trivandrum... lel. n 318 The emphasis has all along beenin FunctionalLiteracy. We arc not teachinglearnersthe alphabets straightaway but through imparting scientific knowledge about their chosen vocation, mainly agriculture, fishing and horn' management.Their interest is first aroused and then the alphabet is gradually introduced. We have included social studieshealth. education, poultry, dairying. bee keeping. home economics, co-operation ete.in our curriculum besides literacy and numeracy.We have prepared 4 primersthe 3 rd one exclusively for women and ihe fourth one specially meant for labourers with a vocabulary of 1500 words. Further, 7 subject books have also been prepared The members of the Expert Committee forthe implementation of the project have prepared these hooks. We conducted three workshops for, the productionof books for Neo-Literates rn Malayalanitind finalised75 scripts. So far 17 of these have been printed and 20more are in theyress.

k 41 'Ia.. Jo...... For folloiV-up work ensuring that themo-literates do,i relapseintoilliteracy. we were publishingafortn "Sal&arakeralam" from 1972 vhich was sent free of cost tothe nco-literates.In September 1q73 this was converted into a wealy. Alltherieo-(iteratesare receivingcopies ofthisby post regularly.They arc making good use of the same. . . During September-October 1973 we celebrated a Literacy month during which 1000 literacy meetings were organised and a month- long eilihibition was put on in the State capital.Essay and Elo- cution competitions were conducted and a State levelliteracy convention was successfully organised.This convention. resulted in the formation of the Kerala State Literacy Council which has since been registered. .. The evaluation work in the literacy centres has been entrusted to a team of experts consisting of officers of the Department . of Education, Kerala University and the NCERT field Advisor in Kerala. Extensive reports on the success of these programmes have appeared in the 'Indian Journal of Adult Education", "Prasar", °Literacy News",'EducationalIndia"."Kerala Journal of Education" 'Yojana" etc. We are alsohaving a mobile libraryservice usingbell bicycle in selected areas on an experimental basis. Our motto is `Selfless Dedicated Work'. Our literacy work is not mere teaching, of reading anti writing.We arc trying to instill in our learners loyalty towards democracy and an awareness of the rights and duties of citizens.Riots and quarrels are fadi9g out in the areas where we could concentrateThe literacy programme among women has been found more fruitful than among men, though these too haveproved effective and cry useful. We havc submitted to theLinion Government a detailec five year scheme for making 10 lakhs of ourpeople literate before 1980.Our libraries cater to the reading interests of the nco- literates, besides providing opportunities for lifelong education. Really our libraries are Community Centres which will in a decade or so emerge as Rural UniVefsityCentres, providing non-formal and non-institutional instruction to our people, and thuspaving the way for a real cultural revolution in our country. PUBLICATIONS OF THE KERALA GRANTHASALA SANGHAM G ro,n thiLlokam A literary monthly magazine of the first order intended to introducelibrarians and generalreadersto Malayalam and worldliterature. Published without break during thelast 25 years: Prisc. Single copy Re. 1. 00 Annual subscription Rs. 12 ..00 Saksharakeralam A weekly Published to give proper guidance to neo-literates; deals with topics they ought to know. Single copy . 10 Annual subscription 5 . 00 Navasakshara 4G ranthavali A scrics that, when completed, viii contain one thousand books ,for the neo-literates.Each book, written in simple lang- uag6 and brought forth elegantly, deals with a specific branch of knowledge.This series embracing all topics and disciplines is intended to serve as a rural encyclopaedia for the ceo.literates and the common readers.Fifteen books have been released 'already. 1. Pachakasadas (on the art of cooking) 2.Saksharathadanangal (songs for the rico-literates) 3.Saksharathaycpatti Gandhiji (Gandhiji on literacy) 4.Ncythukaran (We Weaver) 5.Cochi Nagaram (The city of Cochin) 6.thiruvananthapuram !Trivandrum) 7.Orman) Munnottu (on the development of villages) 8.Polisukaran (The Police Col.stable) 9.Yesuchristu (Jesus Christ) 10.Navasakshararkii Ayiram Pusthakangal (one thousand books for the neo-literates) 11. Muhammad Nabi (Mohamad Nabi) 12. Post Office (how the post office functions) 13.Leninum Saksharathayum (Lenin and the problem of I iteracy) 14.'Subliasinte Katha (The story of Subhash Chandra Bose), 15.Gramathile Vayanasala (The rural library) r "...- d.) KARVE INSTITUTEorSOCIAL SERVICE

Registered under the Societies Registration Act ( XXI of 1860 ) and the Bombay Public TrustsAct( XXIX of 1950). Approved by the Commissioner of Income-tax, Poona, for the purpose of Section 80-G of the Income Tax Act, 1961.

TWELFTH ANNUAL REPORT

( for the Year 1974-75)

0 r

Karvenagar, Poona 411 029 ; 4'' .

11. 11"."n ...., ...,A. N. . N.,. 0.. ON,.."... 0","*"....,...... /....V."" .., f Karve Institute of Social Service ) 9bjects: ------t ? ( a )to train workers to tackle various social .problems; (b)to study and conduct research in social problems; ( c) to co-ordinate and promote social work; ( ( d) to offer advice and assistance to institutions.and < persons working in the field; and e i(e) generally to do all such things as are incidental or conducive totheattainment of theabove objects or any of them. ;

9.4Eleventh,Annual Report, 1974-75, ofthe Karve Institute for Social Service,. Karvenagar, Poona, p. 1-11passim P- 321 "015 Membership: (a) Benefactors: Persons donating tk the Institute .a -- sum of Rs. 25,000 or moreshall bi\Penefactors of the Institute. ( b) Patrons Persons donating a sum of Rs.10,000 or more shall be Patrons of-the Institute." ( c) Donors : Persoril donating a sum of Rs. 1,000 or more shall be Donors of the Ins itute. (if) Members : Persons donating a s im ofRs. 250 or more shall be Members of thenstitute. Public charitablebodies,trusts,cotnereialorin- dustrial concerns etc. can become members or (a) and (b) - categories only, for a period of twenty years. The amount specified in categories ( a )and( b ) above may be paid in a lump-sum or in not more thanfive equal annual instalments.The name of a person shall be registered in the appropriate category only afterthespecified amount is received in full. The category of membership can be raised bypaying he difference in the specified amounts. Donationswillbe thankfully accepted from persons who do not wish to join the Institute under any of the above categories.Small contributions are_ also welcome.

isollimmoj cm:41.0:4rend)a 4.sY Inirinsas0 r ent kplu.q.c2 Ix I ?, Dr. Smt. Premlila V. Thackersey , . , '4' ./ .1.VicePresicients Shri. S. k. Patil Shri. S. P. Godrej Slut. M. D. Chaudhary Shri. N. M. Piffle )1''0111r; 70-17 Trustees

Shri. S. L. Kirloskar . Shri C.V. Joag A Shri. V. S. Vaidya . Managing Committee Chairman Vice Chairman *Shri V. A. Naik, Shri. S. A. Ghatgc ,

'. Members Smt. Kusuinbai Motichand Shri. C. N. Bhalerao Smpamutai Kirloskar Shri. S. T. Parmar Sm . Vinodini Kirloskar Shri G. N. Harsh° .Dr. lid. G. Kakade Dr. Sarojini babar Prof. Sita Shahani Smt. Leela Deshmukh Shri. M. S. Naik Shri. S. V. Vaidya Director Secretary 4Smt. Tara Shastree Shri. B. D. Karve (*Members of Executive Committee)

Staff Director: Smt. Tara Shastree,M. A., B. T., M. s. W. (Ohio) Lecturers :Shri. S. S. Naik, M. A..M. S.w. (Baroda) Shri, S. W.Gokhale, M. A., S. W. (.Delhi) Smt. Sunanda Koushik, M. A., nip. s. s.A. (Tats ) Smt. Sumitra Bhave, M.A., Dip. S. S. A.(Tats ) Honorary Visiting Lecturers for Spcical Subjects.

'Resigned on 19th July 1975 for taking job in Australia. -316.

Atilt Kirve Institute o! -of Social Service ..::-,I.,: A Il i .Twelfth AnnualReport ,, ?fer., "01. ...,, s' ( For the Year 1974-75 )` This eleventh year of theactual functioningof the InstiOte has been eventful and progressive.Ithas Introductionestablished itself 1 very well and wecan look forward with satisfactionto its rapid during the next few, progress . years. ,,During the last eleven years more than 325 studentshave .been trained at theInstitute and they in various fields are giving good atcount as salaried or voluntarysocial workers, Out of these the Governmentof Maharashtra had officers who deputed 91 -.) . were serving in the Social and the Government or Welfare Department 'India had sent fortraining ,:afficersfrom Fiji under !tree the Technical andEconomic Co- l. operation Programme.Thus the Institute its purposeful existence. has.amply j ified The formal inauguration . ,o L . . of the courses tookplace on 29th r . . July 1974. The Master of Social 'WorkCourse .. Training newly framed bythe University of Programme `initiated Poona was ) J by the Instituteand as the formal . , recognition for conducting 'so' mewhat delayed, the coursewas opening of the Institutewas put off '"till 12th August1974.The number of ''different studentsforthe ..1 courses was as follows: , 4972-73 1973-74 Master of Social Work-IYear 1974-75 . ' 40 Diploma in Social Work 33 37 37 Certificate in Social Service 8 . 4 5 ,.11. The Diploma Course isstill having some 4.iCertificate Course is students but the attracting very fewas there are hardly trany openings for them. We are however persistingin the hhop* that in timeto come, there will he for the trained employment potential personnel at lower levelalso..

As mentioned in the last report, Smt, Tara Shashtree was

confirmed as the Director from lst July 1974. C' Stet°. There have been no changes in the staff except the addition of a temporary lecturer,Smt. Mohinder Singh and two temporary field work su ervisors, Kum. Vijaya Bhide ( who resigned in January 19 5 ), and Smt. Neela Gharpure.Besides the normal teachi g work, our staff members, who are all well qualified and ex erienced social work- educators, have taken activeinterestinthe development of manysocial workagencies by working as 4pmembers of their managing committees and byoffering technical guidance wherever necessary.They also serve .on various advisory committees on social welfare problems as ' alSo conduct research projects on their own or co-operate ---'tvith other agencies. They have been participating in conferences and seminars and have given lectures and talks and contributed articles on topics of social welfare.. 323 317%. Recognition as a post-graduateconstituent °institution for the Diploma in SocialWork till the end of by the University University June 1976 has been given for permanent re- Recognitionof Poona, An application cognition is sent.The two year Post-graduate course leading to thedegree of Master of SocialWork was instituted by the University in1974 and Ihe Institute was recognised for running this coursefrom August 1974, Conse- quently'the second year classof M. S. W. was startedin ,August1975. The following studies and surveyswere in progressor completed during the year : Study of Un- Research (i) The Report on ' TheCase. "'Projects and married- Mothers',was completedby Smt. Shastree: 'On thataccount,Rs: 24364 were Workshops 'Indian Council of Social received from the o Science Research, 'New Delhi.

Study of Women Prisoners and their families in 1111"r I the State of Maharashtra has been completed by 'th"/ Smt. Shastrec, assisted by Smt. Sin'. Rs. 17,037 have been receivedfrom The Central Bureau of Correctional Services, New Delhi on that account. ( iii)Socio-Economic Study of the Workers' Families of the Raja Bahadur Motila Poona Millshas been compfeted byShri. S. S. Naik and Rs. 2,500 havt, been received, on that account. (iv) Study of Socio-economic and living conditions of 200 employees of TELCO, Poona, was completed by Smt. SunandaKoushik, for which Rs. 4,500 were received. ( v )Study of Socio-economic Sur offamilies of TELCO workers residing in Pimpri, Chinchwatl, Bhotari areas is in progress.The reportis to be submitted by Smt. Shastree for whichRs. 12,250 de have been received. vi ) A study of the specific educational and learning difficulties of children with special reference to their family background is nearing completion by Smt. Koushik for. which Rs. 600 have beenreceived

from the University of Poona. . A one diarkshop onThe role of Social WOrk and Social Wor er in the Chang ug Indian Society ', was organised at the Institute on 9th June 1974.An her three-day workshop on Field CounsellinProject for workers ofthe Convent of Maria 'Asuntaas alsonduct d at the Institute 'by the staff'. The Community, Centre, at Chikhalwadi ( Khadki-Punc ) slum area, continues to carry on its useful work Other in many fields under the able management Activities of one of our past students assisted by another ' student. I

324

.} I The Child Welfare Centre started at the IrNtitute with the financial assistance from the Inner Wheel Club of Poona two years ago is extending its activity to family welfare with the following activities : Balwadi, Play Centre, Tallying Class, Children's Library and Health Centre. Equipment for the Balwadi was received from the then Mayor of Poona, Shri. Bhai Vaidytt. Shri. S. W. Gokhale helped as an Honorary Secretary of .-;. the Co-ordinating Council of Social Service Agencies which Strengthened its activities by monthly meetings ofits Executive Committee at different member institutions.A one day conference of social workers in Poona was organise ith

.the co-Operation of the Mayor of Poona, at which the scheme ofCotaraunity Chest' was discussed.

The Foundation Day was celebrated on 19th Januar 1975. I i; Mohan Dharia: the then State Minister Foundationtonjecks.& Housing presided On the occasion.. Day He said that social revolution was much more difficult to achieve than economic revolution. Social justice can be bfought about only by social scientjsts. The So called social workers livingin star hotels cannot appreciate the privations of the poor living in slums where there arc no roads, water,light or sanitary arrangements. Shri Dharia praised thb Instituteforitswork for the advancement of learning for the improvement of society. .Shri. G. N. Harse was felicitated on this occasion and the . amount of the collection made by the students of the institute on his retirement was presented to him.He donated this amount for instituting a studentship in the name of the late

Miss M. K. Davis,)to be awarded annually to a student of the M. S. W. Class.As suggested by him an appealhas been issued to friends and admirers of Miss Davis to augment the amount so that soup substantial help -could be given to a really needy student.The Institute is thankful to Shri. Harshe for his generosity. A portrait in oil of Maharshi Karve painted by ShriV. V. Oak of Bombay. was presented by him to the Institute on this occasion. Although an advocate by profession, heis a well-known artist and has donated a number of portraits of illustrious persons tomany institutions.The Institute is grateful to him for the gift. A programme was chalked out and efforts were made for the Celebration of the Decennial Year 1973-74 -Decennial as mentioned in the previous report.Owing Year to various difficulties and the disturbed political and tconomic,situation in the countrythe .0 proposed plans could not be carried out. Consequently the concluding function of the Celebration had alsoto be abandoned.However, the papers readatthework- shop mentioned above and the discussion on themoffered a basis for a portion of the volume on' Social work -- .Yesterday, To-day and Tomorrow 4. The book in Marathi is now ready for going to the press and will be published -during the course of the following year.* a'33-9"" 4.,, Since last year the trusteeshave been taking verykeen 'interest inthe workinmf theInstitute.A held at least twice Trustees meeting of the Trustees is a year.The budget andfinancial position is placed before them. They areinvited to attend the'meetings not of the Managing Committeeand although they have attended so far the minutes ofthe meetings have beensent of the to them so that they canclosely watch the working Institute.

The elevinth Ordinary Meeting of the General Body was held on 5th 'October 1974.The President, General Vice-President, Office Bearers and Members of Meeting the Managing Committee were mostly re- elected except for the following changes. Shri. N. M. Pittie was elected as a Vice-President inidace of Lady 'Hirabai C. Jahangir who cleClined to be re-plectecifor health reasons.Shri. G. N. Harshe, who resigned as the Secretary was elected as a member of the ManagingCommittee in place of Smt. Indirabai Idgunji who resigned in hisyour. Similarly Shri. N. G. Shahane who had left Poona, ve place , to Shri. S. T. Parmar. The grantsand donationsreceived during the year were : . Grants. . Maharashtra State annual grant ' Rs.49,995 I for Chikhalwadi Centre Rs. 2,000' for Child Welfare Centre Rs. 1,OOp Government of India annual grant Rs.20, The following amounts were received for scholarships Government of India forB. C. students ks. 2,600 Pune Zilla Parishad for 27 students ( 13,820 ) E. B. C. for 13 students Rs. 11,100 Freedom Fighter Children 2 students Rs. 1,880 Primary Teacher's children 2 students Rs. 840 The f011owing substantial donations have been received during the year : Donations Sumatibai Vasant ICirtane,iShri. Satishchandra Ganesh Apte and gShri. Sharadchandra Gancsh Aptc (for the late Mrs. Anasbyabai Ganesh Apte studentship ) Rs. 15,000 'Durga Prasad Foundation, Bombay Rs.5,000 GodrejFoundation,Bombay Rs. ,5,000 R Bahadur BIssessUrlal Motilal Halwasia Trust, Calcutta-Rs.2,500 Sir tthaldas Thackersey Charitable Trust, Bombay Rs.,2,500 VottasLtd.Bombay Rs.2,500 ;Shri. B.Gokhale,.Delhi. ( for B. K. Gokhalc prize ) Rs.1,100 iSmt. Ka iatabai Wandrekar, Poona RI.1,001 Abhyankar a amankar Charitable Trust, Bombay Rs:1,000 Maharashtra ndhi S arak Nidhi, Poona Rs.1,000 Enrolled as Pa on I Enrolled as Donor.

326. \ A conditionaldonation of Dr. Kum. Rs. 10,000is receiyed from SulandabaiParanjpe on theamount is paid n condition thatinterust toter d,mg her life time.. The Instituteis greatly indeb ed toall the above to those whos names appearat tW, end; Many distinguishedpersons f om all have visited over India andabroad Visitors the n.stituteduring the a few prominnt names year. Only here can be Mentioned Shri. M: S. Palnitkar, Seertary to Government Shri. B. N.Makhija, Director Josbirao, Chief of Social of Maharashtra; Inspector of Welfare, M. S.;Shri. S. V Tata Institute ofSocial Servi ertified Schools; Dr. S. D. of Bank of Shri and Smt.V. M. libido,Punekar, P. Subrahmanyam.Maharashtra; Si.Bhai Vaidya, Chairman Collecto blayor of Poona;Shri. Joginder Sen ofMandi: of Poona; Dr.M. C. Modi; Smt. C N. ri. R. aRajwade, Bombay;Rajasalieb Smt. D. G.Vaishnay, Co ioner of Shri. and Pradhan,_ mminissioner ofIncome-Tax:Poona;Shri and Sugata Dasgupta,Direct r Gandhian Income-Tax, Poona. Shri. R. H. Institute of Studies, Dr. Poona. Belwadi, puty Director of Varanasi; Social Welfare( Training ), The financial.osition is far can se no improvementfrom satisfactory.There Financial till theprogramme of b idingconstruction is Position a wind fall from completed, unlessthere. not so bad some quarter. Thepicture printed in the as seen from the followingpagess. Balance Sheet Our gratitudeto numerous persiCasVho Institute in have helpedthe Thanks one way or theother. The will by too tongto be printed list tute cannot here.The Insti- active co-operation grow and developwithout the oP all.The Institute and it belongs is for thepublic -to the public.Our only hope vigorous and is thatmore devoted workerswill come its stature andutility. forward to raise Karvenagar, 411029 B. 11 September,1975 .Karst cretary

32'1 Budget for the 1973- 1,.94-...7 974775 1975--77- Its

... Actuals Estimates duals trEatimate;., Donations tZ .2., . 1,010 , 2,000 3,160 ."000 Grant 5' 74,575 70,000 70,395 7 000 Fees : i Registration 325 180 3T6 250 Admission 0150 580 470 650 A Tution 10,515 20,160 1780 35,200 1 Examination *210 210 .350 Library 1,160 1,120 ' 2,100 Term 760 730 1,300 Other 861 500 100 Interest 4,180 5.000 7,479 7,00 Miscellaneous. fr 673 500 516 500 Scholarships :f$ and prizes (-- 12,404 1- 16,982 §- Chikhalwadi Centre 2,200 2,000 2,10t Bal Kalyan Kendra 1,100 1,000

.1,08,093 1,03,050 1,23,496 1,27,850

Deficit 31,172 65,900 66,490 1,09,385

( )M, S. W.-'7 80 students ( Reg1strationto University), Diploma 40 and Certificate- IQ trainees. A ( ) 4amination\ feepnlygrom Certificatestudents. ..s ( §) The schloareips redi'ved from Governmentarc paid to students every, year hence no budget provision. 4.6

year 1974-75 , . ' ",j i EXPENDITURE . 1973-74 19747 75 1974-75 1975 -7.6 Actuals Estimates Actuals Estimates Salaries 82,661 4, 1,01,149 1,05,416 1,32,354' Scholatships,Prizes 12,822 51,065 17,412 . Examination 51,065 . 250 25Q Rent MY' 4;416 4,416 4;416\ 4,416 Printing 3,150 3,000 3,320 3,000 Stationery 1,448 4,000 '4,018 5,000 Postage 1,211 1,500 Telephone 1,849 2,000 \3,130 3,000' 2,944e 3,000, Advertisement 1,405 1 500 1,424 1,500 Miscellaneous 2,779 2,000 3,000 Travelling & Convetyartee 580 .11,000 Audit 1,342 1,000 250 250 250 250 Library 10,346 10,000 11,066 15;00U Furniture .- . 1,622 15,000 11,981 Office Equipment 15,000 2,224 4,000 4 Interest '4,106 6,500 Chilihalwadi Centre 9,269 *32, 3,800 4,500 3,994 11, Electricity .& Water 2,057 4,800 Child Welfare Centre 2'30() 1,839 2,500 21 1,355 300 Mess 720 Building maintenance 1,000 2,000 12.89 Furniture repairs \ 35 5,090 Recreation & Sports 300 180 '373 500. 1,39,265 :68,950 1,89,99,5 2,37,235 - Increase onaccount of Building Loan! Government scholarship not included,only Institution's exepcnditurs shown.

4 TbcNumberts 1972-73 1973-74 1974-75

H 'S g Z10, to to 41-, to Diploma Co Urse.3i.(1) 28+(1) 36+(.1)33 33 +(1) 27 Certificate Course 8 8 3 3 S Repeater given in brackets. Sf or- Troll 44.4/'***4 't 7; l'7? tsiq ti '4Studenb 'who successfully completed the trainingat the Institute it,;1,%r.,11 1101g7445 P t t :(4. Diploma la Social Work Anan P. P. Shri. Kulkatni P. D.Slut Patil M. T. /MISS Bhagat rushila Shri..Kulkarni S. D.Slid. Patil it S. p *Miss Bh, shaMiss Madan Gita Shri. Pawar A. h. r Shri.Bhav j S. Shri. Lokhando T. H.Shri. Pawar N. M. Shri. Bhujbal-S. D. Miss Nerkar Chitrakala Miss 'Putt% Chhaya Shri. Dorado K. D. Shri. Nichal S. K. Miss Satidhu Shri. Deons B. D. Shri. Pagaro N. S.' Sukhwindcrkaur Shrt Dhage G. B. Smt. Patel Bina Shri. Sonawanc.I.N. Shri. Ghogre N. J. Shri. Patil J. J. Smt. Tayadc Kamal to I it' 0 4. Miss `Stood first Tilekar Shalrni t 11, *; . CertificateInSocialService . 'Miss Dcshmukh UjwalaSmt. Kad Kamal Smi.PuranC4e Smt. Joshi Sunita Miss Phadke Rekha Mingala - Special Students -.4. .Shri. Joseph Dcvui Shri K. Raphael Awardsfor Merit 'Governor's Medal Misi Usha Bhalcrao Kashioath Vishnu Damle Prize Smt. Kamal Tayadc .:RacIfiabai 13alkrishna Aptc Prize Miss Rckha Phadkc 4 Raniesh Premchand Charitable 5 Trust Smt. Stinita Joshi I Ii* lit '. ' Assistance A .- 1,.: ,, Satyabhamabai Pandit Scholarship ,,not awarded ,-,.-, .-----j,P. B.-Sathe Scholarship . , , not awarded N. G. Charitable Trust Frcc ResidenceShri. G. B. Dhagc e Smt. Kama] Tayadc Shri. Raybolc P. 3. ..4 .,.i . 4 Shri. Pawar A. R. 1 Shri.KatakcN. S. , Maydeo Scholarship not awarded

329

II 10 »:gilt49 CrtrilorlM ( 1974.-75). Names of :7;ttiA those whohave contributed less thanRs. 1,001 arc given 'below.Donation; of Rs. 1,000 and above are mentionedon page 16. Rs. .1 Rs. Ittttcr Wheel Club, Poona 7P Slut K. C. Shah, Poona 250 Shri. G. N. Harshc, Poona Atur Foundation Trust,Parma2,10 ( for M. K. Davis Prize ) 760 Slut B. Kanorla, Calcutta 250 Site Shahan', Poona 550 Shri. D. S. Phatak, Bombay 235 4Smt. Pushpa Bakre, Poona 501 Dr. lunanda Paranjpc,Poona 200 "Slut V. R. Josh', Bomoay 301 Chimanlal Nagindas Bhankharia , Dr. Beck & Co., Poona 300.. Trust, Bombay 200 Shri. P. Mt Karmarkar, Poona 251 SW. R. N. Bhalento, Poona 150 *Prof. R. 11.Athavale, Bombay251 Smt. Sindhu Phadkc, Delhi 150 "Slut M. S. Kanitkar,Poona 251 Smt. Sushila Pal, poOna . 150 Shri. M. S. Nadkarni, Bombay 251 Smt. A. P. Driver, Poona 150 Dr. S. K. Murarkiart, Bombay 250 Shri. D. J. Jogatckar, Bombay 150 Esso Eastern Inc., Poona" 250 Smt. Sushila Gadhavc, Poona Dr. ( Smt. ) M. Damle, 101 Poona 250 Sent. Lcelatai Cadre, Poona 100 Shri. S. K. Karandikar, Poona 250 Shri. M. G. Vinzc, Poona 100 Shri. G. D. Dune,P000a 250 Shri. Gordhandas Govindram Smt. Nalinl G..Gokhatc, Bombay 250 Trust, Bombay 100 Smt. Vidyut Lokhando, Bombay 250 Smt. Sindhu Karnik, Poona 100 Shri. J. K. Math,Bombay 250 Mrs. Mandakini Borgaonkar, 'Shri. D. N. Naik, Madgao 250 Baltimore (U. S. A.) ' 'Shri. P. J. Ghandy, 73 Kotagiri 250 ' Dr. D. D. Karve, Poona Smt. Sushilabal Mehcndalc, 250 Bombay 51 Shri. V. M. Thane,Poona 250 Shri. M. B. Niyogi, Nagpur 50 Shri. S. D: Gokhale,Bombay 250 _Prof. S. S. Kale, Poona 50 .Shri. L. G. Dhaygutic,Bombay 250 Shri. S. D. Mancrikar, Bombay 33 Shri. A. S. Bhathcna,Poona 250 Stui, Avinash Bedekar, Poona 25 $mt. VandanaShewade, Bombay 250 Dr. V. T. Athavale, Poona 25 Smt. Sharda Diwan.Bombay 250 Shri.T.Gay, Poona 10 ' Shri. N. M. Bhavasar,Bombay 250 Shri, Vikram Desai. Poona 10 I Enrolled as Donor Enrolled as Member

Courses at the Instltu)6fo and Women Master of Social VarkUniversity of Poond) ( Two year post-grduate course ) . First year,: Field work and Six paporS:( I ) Evolution of Social Work, .(if) Indian Social OrganizatiOnand Social Problems, ( III) Psychology of Social Workers, (IV ) Appro- ach to Social WorkProblems : a) To Work with dual; (b ).To Work with indivi- Group.( c ) Social WelfareAdmi- nistration, ( V ) Social InvestigationMethods, ( VI ) Field of interest:( a ) Child Welfare or(b) LabourWelfare and Labour Legislation or (c)InstitutionalManagement and 'Administratignor( d ) Youth Welfare. r . Second Year :Field Work, Group and Four Papers ResearchProject ( VII ) Urban WelfareorRural Welfare, ( VIII ),Techniques ofSocial Work :( a ) Social Case Work, ( b )Conuhunily Organization, ( IX ) Medical andPsychiatric' Information for Social Worker,( X ) 'Field of Interest ( a ) Women's Welfare or (b)Personnel, Management and Industrial Relations or (c)Welfare of BackwardClassesor ( d ) CorrectioAal 'Welfareor (e)Social Work with the Physically and Mentally Illor ( f) Social Educationor (g)Community Development,Extension and Co-operation.

3 3 0 ..324r

Diploma inSocialWork ( University of Poona ) ( One yearPost-graduate course ) - Field Work and Six Papers : () History and Fields of Social Work,(ii) Indian Social Organization and Social Problems,( ) Human Growth snd Personality Develop- ment ( Normal and Abnormal ),( iv ) Methods of Social Work,( v ) Welfare of Backward Classes and Correctional Work,( vi ) Family and Child Welfare ( including the work in industrial setting) or Labour W4Ifare.

fomoW Licertifleato itaSocI*1 ervieo 'toP.. ( One year Post S.,. S.C.:Course ) Field Work and Four Papers: (I) Introduction to Social Welfare ( related only towomen and children ) () Problems of women and children needinginstitutionalisation ( including laws about women and children ), () Institutional Manage- _meat and Care,( iv ) Introduction toSociology and Psychology ( v ) Introductionto Social *Work Alethods. , .

The Instruction includes classroom lectures,seminars and field work.Regular assignmentsare evaluated by the members of the staff.For fieldwork,studentsgo, to various agencies through whichcorrelation 'of theory,, and practice is effected.The entire approach ofour courses is practical and we arc keen thatafter the completion of ,their training, students should be equippedto handle various jobs in the field of social work.

Propectus obtainable by sendingRs. 3 from Secretary, !Carve Instituteof Social Service, Kacvenagar, Poona 411029. ti Telephones : Office :Secretary: 54763 Director : 58641 Recidence : Secretary 56807

Our Past studentsaro working in fields such as :

'(A) Chief Officers or District ProbationOfficers (B).PrObatiyil Officers . (C) Case Workers

( D )SuperintendentsofCertifiedSchools ( E)Extension Educators or Organints in Family Planning Department ( F )Medic31 Social Workers (G) Extension Officers for Co-operation inCommunity Develop: mentBlocks. ( H)Community Organizers I (1)Social Workers in Labour Welfare Field, tar .(i)Social Workers in Rcd Cross Society.Parent-T=0m Association and Child Guidance Clinic (K)investigators in Indian Council of SocialWelfare ..(14Counsellor., Family Counselling Bureau ( M ) Superintendentof Women'stInstitution (N) Matrbns. 331 46, ovo / 4. . 'InGovernm9l)tPepartments, Semi-Cove invent or NonGovernment SCTVICti. and Full-time or Part-time voluntarywork. 1,... ,. . If there It any such position to be filled pleasewrite to the Director. Kano Institute of Social Service, Karvenagar,Poona 411 029.

The Main Building that is being constructedwill necessitate heavy borrowing from Banks.It is requestedthat sums of money may be deposited at the Institute at 10per cent interest.

: .The Karve Institute of SocialService conducts three courses in socialservice at' three levels. 4.* The first is a twoyear post-graduatecourse leading to the Degreeof Master of SocialWork of the University ofPoona. The second isa one year post-graduatecourse leading to the Diplomain Social Work ofthe University of Poona. Third is a post-S. S.C. course ofone year for the certificate inSocial Service givenby the Institute. Admission to thesecourses is open to both men and women, whowant to work in the field of social seve. 'Generic prittiplesof social work,including techniques of socialcase work, social group work, community organisationand other ancillarysocial welfare processes like social welfareadministra- tion as well as child Welfare, correctionallaws for women and childrenare taught. will be trained Students in field work andgivenop- portunities to do practicalwork. For detailssee pages 31, 32.

1.44: ( 3200-9-75') R.I. Printed by S, N. Andhrutkar Maharashtra SahakariMudranalaya, 915/1 Shivajinagar,Poona 411 004. Published by B. D. Karve, Karvenagar,Poona 411 029.

332 LIFESKETCH.

Born in 1695. Dr. Mohan SinhaMehta has devoted nearly sixty years of his life to'the serviceofthe nation, Or. Mohan Sinha Mehta as an educationist,administrator, diplomat and ,social worker. He leceivedhiseducation at Ajmer,Agra. Eightieth AnniversaryCelebrations Allahabid. and London. After Workinyasacturer for a couple of years, he switched over toscouting as Iliad- quarters Commissioner in the. Sava SamitiBoy Scouts a Association, which was startedas a national educational movement by the late Pt. Madan Mohan Malaviya.

Soonafter, he was calledto hishome State Mewar and worked as District Officer, RevenueComm'. ssioner and Finance and Education. Minister.He Was Diwan of Banswara Stato for a few yearsand also a member of the Constituent Assembly of India..

On the formation of Rajasthan, Dr.Mehta retired from the state administration and served inthe diplomatic field as Indian Ambassador in the Netherlands and Switzerland and our High Commissioner In Pakistan. He served on the Indian Atti delegation to the United Appeal Nations Assembly in 1960. In1961, he wasappointedVice-Chancellorof Rajasthan University. During his twoterms of six years as ViceChancellor, he raised this young Universityto the Status of a leading centre of higher learning.

Since 1967,' hehas been working asfounder Adhishthataof Sava Mandir, an institution devotedto the removal of illiteracy, adult education, ruraldevelop- ment and other important aspects of communityservice. He has also been the founder-Presidentof Vidya Bhawan, an educational complex comprising halfa7dozen distinctive institutions rendering pioneerservice Vor the cause of education.

He has also been the President of the IndianAdult EducationAssociation fora number ofyears until November last.

He was awarded Padma Vibhushan in recognitionof his outstanding service In diverse fieldsof education and social service.

9.5 "Dr. Mohan .1 SinhaMelEightieth Anniversary 2 p. Celebrations,"1975, p. 3 APPEAL

Dr. Mohan Sinha Mehta will be 80 in May 1975.We are all aware of his meritorious services in differentfields. Whether in education oradthinistration, youth welfareor scouting, diplomacy or social service, he has given his bestto society over the years. His has beena life ofselfless service, dedication and devotion.

It occurred to us that this occasion should becelebrated in a manner befitting his stature.Itis proposed to bringout a Commemoration Volume on the theme 'Recent Trends inEduca- tion and Social Welfare'. Contributions have been invitedfrom g some leading educationists and thinkers. A publisherof repute 'Will publish thevolume. It is also proposed to present Dr. Mehtaa purse of at least Rs. 80,000/- for such activitiesofeducational Ond social value as he may determine. Funds to the tune of fks. flakh. have to be raised for this purpose through donations andadver- tisements for the Souvenir to be published on the occasion.A Celebration Committee consisting of the undermentionedpersons has been formed to raise funds and makearrangements for a function to honour Dr. Mehta. T e functionto felicitate Dr. :telMehta is likely to be arranged so time in July thisyear in Delhi or Udaipur.

We appeal to the industrialist's,businessmen, philanthropists and other citizens Interested in the cause of educationand social welfare to contribute liberallyto the proposed fund. Donations may kindly be sent to the Organising Secretary, VidyaBhawan Society, Udaipur.

Hirday Nath Kunzrti Chairman

Mohan Lal Sukhadia Hari Deo Joshi Vife-Chairmati Vice-Chairman P.T.O.

334

wM ,,MEMBERS

Nurul Hasan Rani Niwas Mirdha (Mrs.) Premlila Thackersey D. S. Kothari Madan Mohan Ruia K. L. Shaman M. V. Mathur Gokul Bhai Bhatt P. L Bhatnagar J. R. Kidd Malcolm Adiseshiah M. S. Swaminathare Siddhraj Dhaddha J. C. Mathur Hans Raj Gupta Laxmi MEd Singhvi J. K. Friesen R. C. Mehrotra J. P. Naik G. C. Panda Bhagirath Kanodia Satish Chandra Yogendra Singh P. S. Bapna Bhagwat Singh Mehta Days Krishna Udai Pareek Chandan Singh Bharkatiya F. P. Antia T. K. Unnithan A. B. Shah P. S.Sundaram James Draper P. P. Singhal Dr. Shurveer Singh K. L. Bordia Lakhpat Raj Shah Secretary & Treasurer Joint Secretary

101 335 -329- THE STORY OF VIDYA BHAWAN

Inspiratiou

Inspiration for starting a new type of educationalcentre cattle from my association with the Boy Scout Movement.Lord Baden-Powell 'had given to the worldawonderful idea.Like all great truths,it was simple and natural, and yet it worked miracles.Case after case of young men came under my observation in which the atmosphere of Scouting and the.personal influence of the'Scout Master broughtabout a complete change in their character, not only in regardto personal and morel values, but also inreipect of social outlook and sense ofrespon- sibility.This V:1; a revealing, indeeda moving experience for me. A new ambition began to move and grow withinme. When the Associa- tion of a Scout Master with his Boy Scouts forafew hours in a week could bring about sucha profound floral change, how much more valuable and comprehensive would be theresult,I began to imagine, if boys and girlscouldhave an opportunity of spending most of their time in an atmosphere of 'freedom, creativeactivity and dynamic joy Jolted to the psychology of theyoung.In his earlier writings Baden- Powell laid emphasis on games. woodcraft and camping,love of nature and group activity ( .Patrol System',to use the language of Scouting r. In his later books written in the twenties, (suchas 'Aids to Scoutmaster- .hip' and `Rorerin to Success'), he developed some profound ideas of educational value. He himself may have been unconsciousof the great change in his outlook, but thiswas my conviction, and it struck root in my mind.

Vague Idea Again, with apologies for too personal a reference,I recollect a minor incident which has some relevanze here. Whiletraelling in Europe in l9244,7, on one occasionIhad to wait for more than an hourfora connecting trainSitting inthe waiting room, I entered in my dicry the plan of a progressive ' school, which would generally follow Baden-Powell's methods for developingchildren's character, self- reliance, knowledge, initiative, physical fitness and socialoutlook. A seed was thus flung, somewhat casually,on an apparently arid soil and for a long time it lay buriedthere without any sign of germina WI).I had no illusions about the trou,bles andcomplexitiesinvolved in realising this great ideal. First of all,it was essential to prepare a few young men who would be read)to throw themselves wholeheartedly

-1? into this risky ventureIn my own mind, without revealing this wild plan to anybody else,I was quietly using the Scout Movement itself to supply such menmainly from my Scout Troop which later developed into the first Udaipur Rover Crew. Idea takes shape

9.6 Mohan Singh Mehta,"Vidya Bhawan Society; Udaipur,Rajasthan, The Story of ItsBirth and Growth, 30 p. (197?) P.

. 336 u.330, Another incident befare the birth of Vidya Bhawan is ofsome interest although apparently; at fhat.time itwas not related to it.In May 1930, 1 took my Rovers fortheir annual hike to Kashmir. The Rover Crew was divided into four patrols, not only forcamp organisation but also for purposes of intellectual discussion4nd civic education. One of the four was the Education Patrol. Ono ainy day at Cul. marg in the last week of May, the Rovers. met for an educationaldis- cussion. On that occasion 1 developed the idea of a new type of school its special methods and features. Theconcept was still in' an embryonic stagein the realm of thought and academic discussion. Decision precipitated A few months later another event took place, again apparentlyof a very personal nature, which brought thingsto a head. As already. stated,in my own mind Iwas nurturing the idea that some of our Rovers should be getting ready to shoulder responsibility ofthis new and difficult venture and -to work for it ina spirit of dedication. Kahl Lai Shrimali was one' among them. He had joinedour Scout Troop in 1923. In 1930 he was studying forthe M. A. Degree at the Banaras Hindu University. In the beginning of thatyear, the Civil. Disobedience Movement under Gandhiji'sleadershiphad submerged the entire country. One morning came a long letter in which Shriinaliasked for permission to join the NonCooperationMovement. He said it was impossible forhalmto apply his mind and energies coldly to studies when all-round the fervdur forthe freedom movement swayedthe mind of youth.Ile could. not work with anypeace of mind.I sent a telegram asking him to cometo Udaipur for personal discussion. Two or three days later he arrived.We were joined by a third friend, Kt: Bordia, who was associated all along with us in our aspirationsfor social work. I put itto Shrimali whether 4/174441.d. satisfy himto devote his life to work for socialreconstruction, sometVng of asgreat value and importance for national freedomand regeneration as ( though perhaps less spectacular than) the politicalstruggle for self-government. At this moment, I adcied. I had been IliaCill rig In my own mind tile scheme of the new school discussed at Gulmarg, which needed him and some other young, mrtt of character and enthusiasm. The project would be hazardous andcallforth much hardship and sacrifice.Fortunately, Shrimali was convinced that for national progress our plan had truly great value. It calmed his feeling.

..The Problem of Selecting the Site . . A'scheme was soon drawn up over the signatures of a few educationists and other prominent persons of Rajputana, Central India, Gwalior and the .United vinces. At a public meeting convened in

the early part of December 1 30, a Governing Body was set up, a few Basic rules were passed and preliminary decisions were taken to start .F the scheme. At the same time, earnest efforts were set in motion for securing land. This gave us no end of trouble, and indeed harassment. from many quarters. At last-a plot of about 4 acres oflanib, ligger part of which was rocky, uncultivable and wildly overgroiti withcactus' bushes, was granted to us by the State. Although this little plotof land was at that time useless and desolate,itlayin wild,healthy and picturesque surroundings about a quarter of a mile from the. Fatehsagar lake, and close to a metalled road; On the morning of the 16th January 1931 in the presence of a small gathering,, the foundation stone of the building of the original Vidya Bhawan School :was,, laid by,the late Sir Sukh DeoPiasad, the then Prime Minister of Mewar State...... 337. Birth of Vidya Bhawan To begin with, the little schoolwas to have Only four form?; of , the Middle Section, V, VI. VII and VIII.It was further, a deliberate decision to keep the numbers downin each class in order(ettr_ensure individual attention. Only 58 childrenwere admitted withn teachers. Shrimali, our first life-worker,was selected as Headmaster. More than half the stall* belonged to the old Scouttroop of Udaipur. In a burrowed building As the School building wasnot yet ready the new school had to be started in a borrowed building olasidethe city,(whichwas wholly unsuitable for the purpose). Witha brief and simple ceremonya couple of devotional songs anda short talk to the staff and studehts in the presence of a few parentsat 7 O'clockon the morning of,,, Tuesday, the 21st July;1931, Vidya Bhawan was ushered into the world ! That functionis vividlyimprinted in our memory today after the lapse of forty years.It is impossible to dEscribe the emlionswhich welledupwithin us something like thefeeling oi' a greattriumpho. the thrill oreaching a highHimalayan peak. After the firstschool assembly. Shrimali and I retired to the Headmaster'sroom. We were alone there. We embraced eachother in silence. completely choked by emotion,oureyes wet with tears(Sf joy.Itwas anunforgettable experience. i Basic Social Ideal During my school and collegedays most young people were (lapply moved bythe idealism which stirred the whole country following the partition of Bengal. We were obsessed with impatience to secIndia free and great, the Indian peopleawakened, self-reliant and progressive.

But for me there wasmoreof emotion and less of thinking behindall those day dreams. As I grew older, the picture of this revolutionary change began to form itself. The concept of a liberal democracy, rather

than the cult of ...*,the °tomb' appealed to my imaginatiog. The ideal and purpose.of the Servants of India .Society foundedbythat great Icader, Gok ale. held a great attraction for me. Quite by chanceI came in touch with the Boy Scout Organisation. This had the effect of giving shape to vague thoughts and aspirations for thauture of the society in a sense, the dark street in which Iwasgroping for my way was suddenly lit up. The new idea was social reconstruction through eduCational reform. A revolution in education ratherlimn a political revolution appealed to mea sounder and more effedive,:way of bringing.. about social, change. But-education can playa.revolutionary role only revolutiimary ..o. if the educator has a clear and strong idealism, zeal and a broad grasp of social problent. Aims defined With .this faith in our social idea; we ;to difwn the following objectives for Vidya lihawan ; (a) to' provide facilitiesfor the full and harmoitious;development of each individual child according to its ownaptitudes: ( b)to cultivate in the children a broad and open. minded outlook on life: (c) to enable the cOdren to adjust themselves to their . environment; (d) to prepare useful citizenswith akeen sense of duty: ndres- ponsibility towards, society; and (e) to utilise scientific methods of child training ' j3 3 8 6324 Threefold obligations At this stage it would prehaps be appropriateto unburden myself on another subject. The scheme imposedon us threefold duties; that Is towards parents, the societyincluding' the State, andour wotkers. (i) To the parents we undertookto provide for their children a really good school, better than the conventionalschool in which the-child was lost in the mass, and the teacher was, moreor less, a ruthless drier of hisflOck,. or like ''' prison warder. Vidya Bhawan was to try and draw,. but each child witha view to developing its faculties and personality keeping in view its individual needs,difficulties and home environment (ii) The Society (and the State)were to understand that Vidya Bhawan was not concerned with political controversies, Sectional conflictsor anti-Government agitation.Its positive purpose watlkto provide for children an atmosphere of freedom for growth,and to promote in them a sense of civic responsibility. Nodoubt, this might in due course undermine our outof-date socialstructure and the strongholds of reactionary force's. But the staff and students of VidyaBhawan would not, it was clear, line up' behind external organisations forany sections or political ends. And finally,(iii) the social workers who had agreed to devote themselves to the work of Vidya Bhawan would findfull scope for their zest and energy in working for the broad social ideal described above. We had,therefore, aperfectly clear conscience in the matter. There hasbeen no moral compromise or inconsistency or breach bf faith.none whatsoever, in the discharge of this threefold obligation, whatevermay be the loose talk of our critics. EducatiOn: A waj of life Before describing the distinctivefeatures of Vidya Bhawan through which an attempt was madetorealise 'this comprehensive objective, it is proper to note that all alongemphasis has been laid in the institution, on education as a.way of life': The purpose of Vidya Bhawan was largely reflected in the daily life of the institution. in themutual ,relations of different sections of the VidyaBhawan community and the oiganistation asa whole. Social for the removal of which a herdic effortwas being organised in the country. were generally notto he countenanced withinourlittle community. To take a couple of stray examples. the wives of many teachers whowere Used to alife of secrbsion ( purdah) in thepast, spontaneo.aKcame out and took their place in the community.The son of the school sweeper (Bliangi ) would join the boys in theirgames during the time he was off duty without any fuss or excitement. Similarly,respect for the child's per sonality was just accepted as an article of faith, andthe relation of the' Headmaster with the teachers and of the teachers with the children was-based on an elder-brotherly leadershipand did not spring from

crude authoritalian power. Thus, self-disciplinemore than' chscipune imposed from above provided the "sanctions" in support of "law and order" inthe community. This way of life 1-ecamea part of the un- written code of Vidya Bhawan. To sum-up, Vidya Bhawanwas not, for its members and,orkers, merely a place for learning And teaching, but also in a large measure the replica in miniature of the worldas it should be, the land of our dreams and desire. Thisaspect of thelife of Vidya Bhawan; however intangible jvmay scent to outsiders, has had some significance not only in itself, but also in creatingcertain . values and traditions. 339 Distinctive features Mention may now be made of the more concrete features whiCh gave to Vidya Bhawan a distinctive--character..'Soine of them may. not. appear at first sight to be very important. and others had, in the light of experience, to be modified.But' they have all made their own con-. tribution and,are therefdre importan't on this act:Aunt...

Co-education, Non:Seetarian, interno*tional Outlook In keeping with thmational basis'nd progressive character of the project.it was det,ided to introduce to-education in Vidya Bhawan. In the Elementary Schools and at the University stage, cocducritionis generally found in most placet -in kidia, but at the Secongary p. co- education was Mitt.al and even frowned upon in Indian Society:. In the feudal s.urrorieding I Rajasthan. it was indeed a bold and rather radical measure. Then again in the heart of a very oldfashioned. and caste-riddensociety,Vidya BhaWari was difinitely indifferent to caste and worked on a completely non - denominational basis. We felt that the caste system had outgrown itsperiod of vitality and survived only to block the progress of society, and kept it chained to reactionary customs and traditions.- Vidya Bhawan also steered clear of sectarian ties and religious aigerences. We aimed at the renaissance of our society and at rebuilding thefifeof our country on a national basis, -cutting across.sectional,and denominational groupsand loyalties.Indeed, even this national outlook was not to be narrow, car of a militant nature. We did not wish to hold up as a model before our boys and girls the . European ideal of nineteenth century nationalism. In our desire to build up an atmosphere of internationalism in Vidya Bhawan, we looked out for suitable persons frorri' other countries to tome and work in Vidya Bhawan, provided they conformed to our general outlook and felt enthusiastie'about our social and educational objectives. Whote day School Although Vidya Bhawan was only partially a Boarding School, it was a firm decision to make Vidya Bhawan a "whole-day school": that is, childrao, stayed in the school from morning till dusk. The mid-day meal, was provided atthe school for those who did not get it from home. This gave to Vidya Bhawan the advantages of a residential school. Group System Another special feature was the "Group System ". ,The children were allotted to one Group or 'another, each under a senior master assisted by two, three or more junior teachers. ft 47 The Group is the family in which each child lives his person Ilife; and his general development is promoted. Groups are alsoth Units for orgaOsing different activities. such as parents' meetings, social functions, camps. hikes and tournaments. The Group Systemas in the course of years developed into a powerful means for building up extra currIcularlife, for individual attention; and for promoting the child's all round development. The Group Masters seek parental co-operation in order to get acquainted with the family of children, and their diffi- cultic, at home. This duty of the teachers threWupon them a heavy burden, apart from beingvery trying and in some cases extremely depressing. Some parentsare responsiveand appreciative, but the majority have been indifferent andun- cooperative. 340 -334" Staff Council and PsychriggicalLaboratory The Staff Council collectively discussedthe individual child. This is a continuousprocess in which both the class teachers and Group Masters exchange ideas and help each other.The Staff Council also functions, in.aninformalway, as the advisory and deliberative body 'for safeguarding and promoting the basic ideas of VidyaBhawan. Now, after forty years,its discussions constitute an educational record of great value. Soon after the foundation of Vidya Bhawan, abegin- rung was made witha psychological laboratory for and physical, capacities gauging the mental of childre.. -Ind the level'of their Intelligence. In a few cases, serious emotional t..rric.ultiesor neurotic troubles have received attention, Morning Aisembly It has beea,the practice for tbe School to begin itswork every day with the School Assembly. There isan excellent devotional atmosphere ot quietness in this community gatheringorganised on 'a -ittom- pletely non- denominational basis. At the end ot the week, the 111664w_ assembly becomes a specially big community affitirand is attended by all the members of the staff, sometimes accompaniedby their families, other non-academic members of the community.h`hdeven outsiders. For the members of the community, thisweekly event has had a profound cultural significance andmany an 'Old Boy' of Vidya Bhawan likes to come back to join this weeklyassembly.It has become an important institution. Chhatra Mandril and School Panchayat The sense of civic responsibility and interestin higher values of life find scope for develOpment. inthe functions whictare organised from time to time,to which parents and other ests from outside are invited as a general rule. The -children have deloped a large measure of self-reliance and some experience inself- overnments ough the Chhatra Mandal (The Students' Parliamen and t *NI_ an - chayat(representative Executive Body). They havehot I be orne sturdy features olthe life of Vidya Bhawan. Project Method It was the aim andpurpose of Vidya Bhawan to try new methods and- conduct educational, experiments. A briefreference may now be made to some of the expiriments carriedout with varyinghtneasures of success. -A significant experiment isthe Anniversary Project in which, for 'a fortnight work in literature, social 'studies, art and craftsis.integrated round a ihene of cultural importance.The Project culminates itta pageant enacted at the Anniversary Function.The lives of Buddha, Christ and Ashoka and other thenrs suchas In n Culture, Our Rajasthan,' Hindu Muslim Unity and the strugglfor Human Values have formed the subject of the Project. Dalton Plan Dalton Plan has also been tried. But itcannot be said t much success was achieved in this particular experiment.It had ultimately to be given up. Labour'Service Scheme. . re Under the Labour Service .Scheme each pupilis required to put in\a minimum amount of physical labourof 'some. sore -or. other. This manual work is often a part ofsome constiuctiv.c estivity or social set-- vice which brings the childrennear in thought to the life and position- of peasants and labourers.

OpenAir SIkssion . sik Another experiment of which Vidya Bhawan has goodcause to beN, proud _is. its Open Air Session', Its educationaltechnique and achievement are -discussed in a separate book I written, byan old worker of Vidya llhawan. Broad Basis-Aesthetic, Irfobbies, Health and Physique,Camps and Bikes Vidya Bhawan has adopted a broad basis for itseducational work. This is in keeping with -its mainpurpose. Aesthetic education is given- a prominent place in this scheme:girdle, painting, dancingare included in the activities of Vidya Bhawan. Craft work isnot negleeted.t It comes in either aspart of the curriculum or as -hobby. Health and' physical development receive special attention, amid -systematic.lecords of physical growth and heaith have been maintained. learngames and atheletie activities form a permanent part of schoollife. Camps and hikes have been another important feature of VidyaBhawan which has not only built up pbysical fitness and self.nreliance,but has inculca- ted in the children a love bf nature- anda spirit of adventure. 4

00 I. K N. Srivastava : Vidya Bhawan Open air Session. Now De1hi.+11inistry of Education, 09vernxiiont of India.

Sproutittr-and Growth 6,. SO far. we have tailed about theseed, how it lay bled uuder the ssurface oftthe earth for so,c time. the fieldin toArEttilwas laid, and how it sprouted. It is'n-my le briefly to view the' growlof the; plant --., and.. alt+mugh co yousig.the Wa-its-Oa igs and young. bOnclieStearne ..-; -- 5) ut and spread theinseives. , ' Why it began only with Middle Seelion

Y. For good reasons it was decided (a ) to begin i e., NNithfour classes only, and (b) with the middlesection of school education The higher stage's Would have been expensiOrout resources. Islorebvar, we did not wish to take in older boys and girls whost'tharacter,habits and outlookhadalreadybeenlargelyformed in the conventioriaT schools.For the education of the children of rite lowergroups, that ,'is the elementary and the pre-sChoolage,the standard of w hicb..js. unfortunately very lo%in our coUntrY'zifie didnot have adequale:. sources. either inpresonnel or equipment: From -thelittlenucleus."° with which we started, our planwas gradually to expand bothiajcpwards and downwards,But we were forced to -break away,mud against our will and judgement, from,these plans. WhenSociety feels theneed for'. some service, sup I becomes irresistible. The truth of this'was realised 14..-by,us time anda "ain.In face, it runs through.the whole lifestory of Vidya Bhawan . -a.

312

it .1 Kesstire for Expansion Within a few weeks of itsstart as soon ms the novel and special character of itsservice came to be known in the town of Udnipur, tall .r I pressure was brought tohearon Vidra Bhawan to make some provision for smaller children alsoItAva indeed an unusual request, for which we were not prepared and yet it could-not be turned down.After some reluctance,it was agreed to admit a few children in, whatwe called by an omnibus name, 'the Preparatory Class'. Thenumber_was restricted to r2 and they were tdclavea separate programme not of formal studies bht consisting ofgames, music, observation' of plants and birds ancl""alittle training in the three R's bymeans of suitlitble apparatus. lligh School At the other end we were faced Ifittha different dilemma. .For reasons already stated, we were not prepared to ,have the High School section in the beginningBut .within a few months it became clear that the children of \Idyll Blum an would be misfits and find themselvesin a strange, esentinw holesome atmosphere when the left Vidya Ilha- wan to join another High School, and Much of-our work would be undbne if the) changed schoelatthat stage. After careful consideration we felt obliged to start High School classeSatthe' beginning of the nest session (July ', 1932). Withina year, Vi4yal3hawan expanded upwards (it becanre a High School) and 'downwards (itsyoungest child was leis than six years old).It was cleat that the Society needed an

educational institution of a new type Verysoon Vidya Bhawan became -a known in many p.uts of North India and beganto attract children from

/ distant places. They came frOrn-at faras CalcUtta' and Cuttack. . Lack of Resources 4 While a coniprehensise schethe of allround education was the purpose and aim, the organisers of Vidya Bhawan constantly wished to keep the pace of expansjou slow for stev praCtical reasons. For the realisation of.its objective it 'needed a superior type of teacherwhich was not - easily availableand also. a proportionately larger number of teachers thah in an ordinary school. And then Vidya Bhawanexisted as it were, in, a constant state of famine. Collection of funds seasa nerve-racking experience. There has always beenan acute shortage of accommodation. A building meant to be a hostel cum- Store -House was.: used as the Junior School. For fifteenyears Vidya Bhawan ltud no playing fields of its own.

Basle School In late thirties Gandluji gave' tothe world his new 'educational concept which eventually came to be 'called Nai_Talirn. It attracted I considerable thought and auention,:frOm educational' leader: in the country. Vidya Bhawan could 'MA very well stay Out of this 'great current ofirs.tional educe/tn., It was decided to establish a Basic School under the auspices of Vidya Bhawan. Fortunately, we were ina posi-

0 -3377- tion to makeA ornepositive contribution to the buildingup of this new system which was stillinits e rly stages. Less than two miles from the parent institution,an excellet cite was selected in the midst of a cluster of villages. The foundatin of Vidya Bhawan Basic School was laid on the 27th October, 1940 by Sir T. Vijayaraghavacharya,the then Prime Minister of Mcwar State,at a well attended function and it was inaugurated on the 23rd April, 1941 byDr Lakit Hussain,. By 1946 this institution had grown into a full-fledged Seniorhas School comprising an eight-yearcourse, ,Aitli 72 pupils. For the firstfile yerrs spinning was the basic craft andby 1945 agri titre was introduced. Ten years later weasingand carpentry were added t helist of lubsi- diar t:I.ift. -Niyojit Seva"Scheme has been an important feature of our ttasic school by which the childrenassume theresponsibilityof running the ...bool dispensary, the seedstore,the library and boys' shop some saluable resultshave been acliiesed inthe correlation of studies wi,qt the craft; andthe aciisities of the school. The -work of the Basle schoolwas rather diffICOil And calk('for originality on the educationAvitl andheasyarduous labour in overcoming the hard conservatism of ur villagepeople. Now the Basic School hasan -Cn- rolnient of about 200 pupils. Nursery School According to our original plan, the sectionof the smallest children was separated from the Junior School.It had its own staff and necessary equipment in order to provide a suitable atmospherefor the children of preschool age. We call it-theNursery School, and are very pgoud of it. The foundation stone of thenew Nursery School building was laidin October, 1954 and it was rtady foruse by the end of 1955. In its design. structure and'amenities, itisavery fine construction wholly appropriate for thepurpose.It meets an imporiant educational need Education Society As the stream of Vidya Bhawanrose in volume and velocity, another practical proposition forced itselfon us. Its growth and expansion was fast outrunning our original plan andpattern.It was no longer a sintile, school, but was becoming -... a cluster of institutions; instead of i one tree, nourished, pruned and prepared forthe children of urban r society, it was beeonlitig, inspite of ourselves and our meagreresources an educationargarden rich with a variety of shrubberyand foliage, even \ trees and wild hushes! It becamenecessary to form the Vidya Bhawan Society with a legalcorporate status,qind inv4 titwith due authority for undertaking and managingthese new responsibilities. This body was formed in August, 1941, andwas registered under the Public So- cieties Act. This step not only justifieditself, but soon iCbecame clear that it \vas not taken a daytoo early.

-.P Teachers' College

The distinctive value, of thework of Vidya Bhawanwas being widely appreciated. In order thatits benefit should reach IN. a wider area In the country, it was felt that the establishmentof a Teachers' College under the auspices of VidyaBhawan Society wouldmeet an agent educational need. After all,for producing anew type of citizen for the nee& of a Changing society, it was essential to find andprepare the teacher with a new outlook. Again it became difficultto resistthisbig challenge. The authorities of Vidya Bhawan took another boldstep forward by estahlishing ;heTeachers' College. The late. Seth GovInd- 314 ram Slii ria gate us a gencrOusdonationnat of Rs. 90,0001-forI e ing of The College .which was named after him. The fotindatln-stone of the Vidya flhawanGosindram Seksaria Teacters.cCollegett s laid by Sir Maria Isniail, the thenPrime Minister of Jaip4r 'n the October, 1942. It isan elegant building,-sinfple and beautiful Like all other activities of Vidya. Bliawan thisalso began as small effort with eighteen pupil watts Prparing for ,theCertificate of Teaching.It has rapidly developed,and is now big Training Institution preparing itsalumni for Post- Graduatecourses. 'the B. Ed. Class was started in 1948 and the number ofteachers under training has gone up to 236. M. Ed. (Master of 'Education)course and a Research Section for Ph. D. Degree came,tobe added later. The whole of the B. Ed. and Ld. syllabuses havLbeenreoriented in keeping with the latest developments in the theory and Prric9ceof Education. The latest addition is a course in EarlyChild Education, which AO supply teachers helps qualified in NurserySchool methods. The College of Vidya Teachers' Bhawan seems to havea big futuretot only for the training of teachersin progressive methods, Intl also forpromoting educational reforms,research and reorganisation: vv. A special featureof the Teachers' College was its eachers-in: L Service' scheme.Itprovided guidance for at least to the alumni Of theCollege two years after theywent out. It consisted of their work in their supervision of schools by themembers of the CollegeStaff. and organisation of studycircles, periodic seminars Library Service and conferences. A was also devised for them.This scheme was initiated at the request of oldMewar Government end with the and unfortunatelyvanieto an merger of that State inthe new and greater Rajasthan. It has, State of however,.. survived ina modified formas a Depart- mcnt of ExtensionServices. sponsored by the Union Ministry ofEduca- tion as part ofan Alfindia Scheme.

Handicrafts Institute( Kala Sansthan) The services ofVida Bhawanwas sought in another deparernem cognate on the "request of the thenMewar, Ciosernment. While provisionfor the the trainingof teachersgenetallylacks urgently calls for reform, vitality and in another connected spher'ealmost complete darkness reignscis, r the sceneI refer to the facilities teachers. Vidya for training craft Bhawan had not onlyspecial facilities, but the onflook for this proper purpose. and thereforcl theGovernment requested Vidyi Bhawanto start a course or training in crafts for theteachers of the StateSchools. The result was the establishment of VidyaBhawan HantNrafts Institutein January. 1944. At first thecourse cosered a period of but very soon' it four months anda half, )1-.14ft.Surld that thisperiod was utterly it was extended inaslet)tiate- aiid to a' full session often months. The Handicrafts tate has steadily developed Insti- v during the last twelve years. TheInstitute provides training inthe following crafts: (1) Spinning. (2)Wea..j12. (3) Carpentry. (4)Wood turning(5) Card-board Mache, (7) Leather wakand work. (6) Papier (8) Tailoa ring. Everytrainee has to cialize in one of these spe- crafts-and selects anotheras a subsidiary subjet- Besides handicrafts,the pupils receive tiainirg in drawing anddesign- ing and a simplecourse in general education. The HandicraftsInsti- tute also serves the CraftSection of the Teachers' training in hobbies College. and pros ides to the children of theVidya BhawarrSchool.This is now named .Institutionof Arts and Crafts r(tiir,tinn 315, IL S.E.O.T C. In 1956. a centre for training Social Education Organisers for Community Development and National Extension Services Blockwas started under the auspices of the Ministry of Community Develop- , ment. in the firstbatch. of 34 trained' there were rePresintatives of more than five states. Vidya Bhawan with its special background of social idealism offered a suitable place for organising sucha training scheme If it succeeded, that is, if the'trainees went out inspired by the ideas which lie behind the growth of Vidya Bhawan, this movement would carry its revolutionary fervour into the homes and farms ofour rural population. But unfortunately Goverment decidedto close the centre in the year 1967. Rural Institute In 1956, therewas anotherveryimportantadditionto thelist of the Constituent institutions of Vidya Bhawan Society.In fact. the youngest of the children of Vidya ahawan bids fairto grow up as the heftiesvand most powerful in social significance.Itwill be rememberedthat the Central Government appointed a Committee under the Chairmanship of the 'then Deputy Minister ofEducation Dr. K. L. on the development of Higher Education in rural areas. On the report of the Shrimali Committee, the Goyernment of India decided as an experimental measure to entrust ten 'Selectedins- tittltions in the country the task of establishing lt uralInstitutes. Vidya Mayon Society was one of these ten. So. the ninth anniversary of our lndjpendcnce Day. 15th August. 1956. saw the birth of Vidya Bhawan Rural Institute.The foundation-stone. of the projected building of the Institute was laid by the Gosernor of Rajasthan, Slut Sardar Gur-

muklt Nihal Singh, on the 19th ofJanuary, 1957. The function an this occasion had a. liely rural settingand will be long remembered byus. The aim of the institute is to prosidecourses in higher education, both general and technical, but speciallyrelated to the needs of the rural community. A three-ear diplomacourse in rural services and a three- )ear certificate course intrural cisil engineeringsere stated. The Rural Institute meets the deeply felt needof the orl,ers of Vidya l3hawan to roitalise thelifeinthe rural areas and to infusea new and dynamic spirit among our villagefolk. Without this our social democracy would remain somewhat anaemic.The realiation of this highpurpose will depend ery largelyon the success of the Rural Institute. Later on, a one. ear Certificate Coursefor Sanitary Inspectors was started in thecar 19(10 which had to he closed in July 1968as there was no scope for further employment of the trainedpersonnel. The Rural Institute isnow affiliated to the University of Udaipur and is running the followingcourses. Cc, 1. Three Year Degree Course inArts leading to 13. A. Degree. 2. Three Year DegreeCourse in Science with Biology and Mathematics leading to B. Sc. degree, The students have to offer a paper on Community Develop- ment and Extension. 3. Two Year Post-Graduatelitourse leadingto M. A. ( Rural Sociology). 1 he Department of Rural and Civil Engineering of the Institute, which runs a Three Ycar DiplomaCourse, isaffiliated to the Board of Technical Education, Rajasthan, Jodhpur.,, The Rural Institute has an Extension Department whichis doing useful work in the neighbouring villages. The Department hasencoura ged people to adopt new methods of Agriculture and touse improved seeasipnd fertilisers. 3 16 "340'" The Research Department of the Institute has takenup a number of projects some of which havebeen completed and some are in prowess. Publication Department The Publication Department of Vidya Bhawan should also be mentioned in this account. This activity hasnot made any great head. way. We still do not possess a Printing Press ofour own, although its need has been badlyfeltallthe time. A monthly magazine, 'Jan Stmt.. mostly for the benefit of parents and teachers,is brought out in Hindi. Attempts have been made to maintaina good standard and the quality of its articles hasbeen appreciated. Some of our workers headed by Dr. Shrimali haveproduced books and pamphlets on educational subjects.It is ohsiously necessary. .thatthis Department develops further and, by the value of its works, rendersgreater help in the future than it has done in thepast in revolutionising educational concepts and reformingcducational techniques. Multi-Purpose Higher Secondary School The originaltittle school with which Vida Bhawan began it; life more than thirty-five years ago has itselfgrown beyond recognition. It has now become a Multi-purpose Higher SecondarySchool with provision for fine. arts, scientific studies, technicalcourses and huma- nities. Adequate buildings, well equipped Laboratories and Workshops have been provided. The Gymnasium and the Museum, whichare perhaps the first of their kind in Rajasthan, provide ample -opportunities to children for their physical and mental development. The School has about 700 children on -itsrolls. The number of girls is compara- lively small. The teaching staff now consist ofmore than three times the number of teachers with which Vidya Bhawan began its work.

Farm and Dairy Vidya Bhawan maintains a smallagricultural farm and of its own,Although the dairy purpose is mainly utIlitar.i_arr,thatis, to pro- videTruit, vegetaNesand milk to the community andthe school kitchen,this deparrmenthas the incidental llhawan a aspect of givingto Vidya completeness, in itscommunity life We importance in attach to ita social another sense alsoIt would be our sugarcane fields, a proud day forus when orange orchards andyoung pedigree bulls the attention ofa larger number attract than hitherto, ofthe people of villages in theneighbourhood in the order to finda model for improving their cattle andcultivation All India Scopeand Character It is remarkable that VidyaBhawan has already character in the assumed a national scope of its services.It is drawing its teachers from pupils and pupil many parts of thecountry. Non-Teaching Nlembersof she Community I must saya word about another ing of cooks, sectitu4 of thecommunity consist- domesticservants, peons. chauffeurs, mechanics messfrgers gardenlabourers, and the like. Ourrelations with them along been inspiredby the basic have all ideology of VidyaBhawan. and in turn, have hada profoupd influence in their development,drawing their. loyalty andraising the quality of their_ services.This has been an experience of realjoy and satisfaction. They too are happyand in general enjoy ttearassociation with Vidya' Bhawan.Occasionally tliey **3414a arrange dramatic performances,hikes, camp fires allon their own initiative, Some of them have been in Vidya Bhawan forthirty years or longer. Our teachers organiseda ?'jtt School for them and their families. This school hashad a chequeredcareer with many ups and downs, consisting ofa healthy vigorous life, dyingstate, efforts at arti ficial respiration, complete collapse and rejuvenation.the latest news is that there is a desire to revive it. Thissection of the communitycon- sists now of 135 souls and the number will beat least twice as many if their families and dependents are taken intoaccount. The leaders of Vidya Ilhawan arc not 'indifferentto their so:ial needs, general development and living condition's. When our shipcomes home itis interested to provideproper quarters for diem. Life Workers' Pledge Mention must also be made ofthe scheme of 'Life Workers', although quite naturally it has now lost its basic importance. Butview- ed in historicalperspective it cannot and should not beforgotten nor the early value ofits service underestimated.When Vidya Bhawan was brought into existence, Ireceived anassurance. from some young men that they would stick to their work with undiminishedzeal and devotion even ifthey did not receive any salaries for some time.The understanding was thatwe would somehow just feed and they, in their and clothe them, turn, would bear the hardshipof going without if necessary foirtwo pay, or threeyears. It wouldput the society on its I was convinced trial. thatif Vidya Bhawanreally proved its it would not die. It usefulness, was on'this moral faith anduncertain hope that our ship was launched on'arough and uncharted the scheme sea. A few years later was formally put beforethe Executive Committee given proper recognition. and Then itwas incorpbrated in the tion of the Vidya Constitu- Bhawan Society. Fortunately,though surprisingly enough, our crises neser, rseached that pitch whensalaries could not be disbursed to the teachersformore than two or three months. the sense of devotion However and the reckless spiritof self-abnegation thepledge of our Life behind Workers has a 'place of hono.sfsur in of Vidya Bhawan. the history Of the members whojoined the scheme could livelipto their notall original intention, butmany did. The minimum period of a Life-Worker's pledge was put at twelve he was to draw years during which such salaryor allowance as was fixed by for him and the Society never above a certainamount. Dr. K. L. Shrimali first Life-Worker. was the A few others like himhave completed their and are still workingin Vidya Bhawan, period

Unique Developnient Even this somewhat sketchy accountof the growth of wan brings outone fact in bold relief Vidya Bha original school, namely that aroundthelittle the starting pointof Vidya Bhawan, associated activities a number of other gradually aroseand developed unique educational which,made ita community,a cohesive, comprehensive separate and self-reliant group of but constituentinstitutions. Many. tutions havegrown from a.modest other insti- start to enormoussize( and but Vidya Bhawanhas, as has been stature, seen above, developedvarious departments of differenttypes, all mainly and parts of the educational, andyet as units whole. It has,been a world in growing, unitary itself spreadingand in its socialridealand purpose, but and administration, federalin activity in which the idealsof the original 348 main invisible foundationre- but alive andstrong. One knows time thonqlinne b.nrc cn`rto and feels them allthe M 142-

Distinguished Visitors

To turn to another aspect of thisstory, Vidya Bhawan bus had the advantage of receiving many distinguished persons. Mostly theywere invited to preside over'theAnniversary Functions orover Teachers' Conferences convened in thatconnection. They came from different walks of life and even from distant cbuntries. Thesegreat names form an inspiring list indeed. Some a themarc no longer with uslikethe late Rev. C. F. Andrews,Sir\Maurice Gwycr, Shri A. V. Thakkar, Acharya Narendra Dcv. PrincipalA. B. Dative, Sir T. Vijayaraghva- charya and Shri B. G.Kher. Besides the late Prime Minister Pandit Jawahar Lal Nehru, we have hadwith us Shri C. Rajagopalachari, Dr. Radhakrishnan; Pandit Hirday NathKunzrtr, Shri Jayaprakash Narain, Prof. Jadu Nath Sarkar. Sir John Sargent, Sir Mirza Ismail,Shrimati Rameshwari Nehru, Mr. A.E. Foot, Dr. Zakir Hussein. Sadhu T. L. Vaswani, and Prof. Pierre Bovet.Above-tit, Dr. Rajendra Prasad,., the firstPresident of our Republic.honoured us by Presiding over the Silver Jubilee Function of VidyaBhawan on.the 10th of October. 1956. It was a signal privilege andindeed an inspiration forour workers and pupils that the Head ofour State and a man of Rajen Babu's character and noble record ofsacrifice for the Nation should.have been in our midst on that occasion.

Our Esteemed I rees 1 I &Tic of these leained leaders haveteen associated with the growth of Vidsa Bhawan in another,way. We 'lase reared up in our campus trees with losingcare. A few of them were planted by these distinguish. ed sisitors such as Rajaji,Sir Maurice Gwyer. Dr. 1Lakir Hussain, Mr. F. G. Pearce and others. Two banyantrees were, Plallnn4ed, one to com- memorate the death of Kasturba and the other on theI2,th day after the death of Mahatma Gandhi. Incourse of time these two trees will join and continue their growth with VidyaBliawan for scores of years- perhaps centuries-giving tothis educational home their cool shade, protection and inspiration. 'Turn the,Aearch light inwards' The opinions which respected leaders and distinguishedscholars have expressed about Vidya Bhawan have givenus much comfort and encouragement, particularly when there was adversity and discourage- ment all round. But quite apart from what others have said, it isnecessary that we should form from inside our own assessment andap- , praisal of the results of Vidya Bhawan. In order that the balance does

not tilt too much on one side,some strict self examinatienis necessary. Let us 'turn the search-light inwards."

Broadly speaking Vidya Bhawanwas foundd with a three-fold objective : (a) To infusea new spirit into the social work of the country by sending out young people with zeal,idealism and strong character. We never deceived ourselves with the hopethat everyone of our alumni would pass this test, but hadhoped that a small percentage would. (b) The young people whocome under the influence of Vidya Bhawan would, on eniering life, givea better account of tbernselves in civic life, and (c) the educational standards of VidyaBhawan all round would be distinctly higher by a good marginthan those of other schools in the country. Let us examine thesethree propositions. 319 4 343- In itchieving the first objectivewe have NMI miserably. Among those who havegone out of Vidya Bhawan, a lamentably Sm`all number applied themselves to socialservice.Regarding the second item, we have had only a partial success. Somd very encouraging result'scan be placed alongside definitely unfavourable cases. But it istrue that in a large number of case ;, life in VidyaBhawan left a strong and healthy impression on the outlookand individuality of our boys and girls.finally with regard to educationalstandard, we compared very favourably with common schools in the country, but certainlynot so well with some public schools and leadingprogressive institutions. Home Fnvlronment

It may be safely stated thatthe enthusiasm and devotion ofour workers and the fine atmospher11"of Vidya Bhawan had an effect in moulding the children's charact. At the same time one should also note the factors which adverselyaffected their bringing up. The home environment and the influenceof heredity, witftObd to our cost, were c.i.., ....,, a constant hindrance in the effortsof the,-teache;Itwasnoteasy to defeat these adversaries. Somewise ma 2,has' said thatittakes three generations to edUcatea human being! Moreover, the service of Vidya Bhawan was definitely intended to reach mainly the lower middlelass. Children fro r ese homes did not always bring with themthe c !tura! and ctual advantages generally enjoyedby the more ftunate se lions of the society. This worked as a real disadvantage ine effort attain superior academic resultsanadvantageeasily ailable to he richly end?wed private schools.

Right Type of Teacher The second most important element intimatelyrelated toour work was the quality of the teacher. Vidya Bhawan obviously needs a superior type of worker. By and large the teachers whom we were able to secure had not had the advantage of going to a progressive school of the type of Vidya Bhawan. They had themselves been the victims of the disease which they had set out to cure ! Thenagain a teacher used to a rigid authoritarian system did not easily fitinto an organisation which was differently conceived. This was an everlasting problem. Then, we did not have the wherewithal to attract competentor promising teachers. In the beginning the scales of salarieswere extremely low, and much later came near the scales of the ordinarystate school (without the advantages of pensions, promotions, etc.) Methods of Freedom, Initiative and Responsibility Finally there was another factor,although intangible yet very powerful, which often made heavy weather for us. Itssource was internal. It is indeed difficult to describe it precisely. The special nature and methods of our work created difficulties in one respectnamely,,the problem of self discipline, human relatibn and behaviour. Thevery mode of our choice became our chastisement in a way. Vidya Bhawan at4horities treated their workers in a more human and person! manner and not on the usual basis of strictregulations and discipline.It was an article of faith for Vidya Bhawan to leave to the workers maximum freedom and initiative, and expect them to carry on their duties with co-operation individual responsibility and corporate loyalty. Theres- ponse to these methods fromsome was wonderful. and yet from others, in equal measure, poor. Deplorable cases of irresponsibility and shirking of duty constantly cameupand caused us much grief and ...... 350 -3414-

harrassment. Even such a thing as the opportunity of free discussion in committees, the Staff Council and theGoverning Body was often abused. In spite of this experiencewe did, not wish to give up the methods which had been chosen after carefulconsideration and with an awareness of the dangers. It was an article of faith fortts. Educationists talk of a problem Child; we in Vidya Bhawanhave suffered from the Problem Teacher on the internal side. and from ProblemParents in our external relations.

It Social and Political Setting This narrative will be incomplete w!tout a descriptiOn of its social setting.' Then alone can be under,)od theterrible struggle which

Vidya Bhawan went throughfor its survival. From itsvery infancy it earned the distrust and displeasureof the orthodox and the reactionary elements in Society. Vidya Bhawanwas accused of attacking the caste system, undermining social traditionand class authority. The Repre- sentative of the Blitish Governmentat Udaipur and_high officials of the State Government considered Vidya Bhawanas disloyal tothe Ruler ofthe State. They thoughtit 'dangerousey radical and anti- BAjish. The EducationDepartment was then 'presidedover by un- imaginative and anti-deluvian officialswho dismissed itas avisionary and extravagant adventure, lackingindiscipline -and decorum.It was indeed a long drawn-out period of suffering, even veiledpersecution. At one time Governmentofficers did not feel itsafe to visit Vidya Bhawan. And a grant-in-aid frontthe public funds was in those days out of question. This state of affairs lastedfor nearly ten years, when the Prime Minister of the time,Sir T. Vijayaraghavacharya,courage- ously lifted this heavy load of suspicionand oppression by advising the Ruler to appreciate the special value ofthis educational effort.In this matter His late Highness the Maharana Sahibacted in a characteris- tically constitutionalmanner Earlier he had accepted the opqnion of his Ministers. Similarly he readily changedhis mind in accordace with. the neve,Prime Minister's favourablejudgment. At the start His late 4..4 Highness was generoui enoughto make a donation to Vidya Bhawan o front his privy purse. A new era sets in Then a new era dawned on VidyBhawan. While its financial difficulties and the problemof finding suitable workers in adequate number continuedto cause anxiety.t to official hostility was on the decline. Since the attainment ofind pendence, we have not only enjoyed public support andapprobatio,but also understanding and confidence on the part of the Centrala d State Governments. Suffering and Suppression ProduceHi h Spiritand Enthusiasm When we recall the first phase ofthelife of Vidya Bha'van,it seems a wonder how it survived at all.In a region where society was still largely feudal, and social orthodoxyand political autocracy prevailed. it was indeed astonishing thatthistinylittleschool managed to keep its head above water. Evensome parents, while sending their children to Vidya Bhawan,were abtively allied with its enemies. They hoped to see it starve to death. Allthis developed inVidya Bhawan powers of resistance against drought, famine and socialpressure.Its destiny appeared to he weddedto poverty and suffering. Those were indeed hard and bitter days, and yet the spirit olour workers rose to the occasion. Their enthusiasm /matched the measure of distress. The 351 ext nt of hardship caused by suppression seemed to build up therequi-; site powers of endurance; selflessness and de'otion. This was visibly -observed by everybody. And it "found confirmation not only in the

spirit. of our staff but also, by the outlook of a large number of our. 'Old Boys.' The Staff 'The young men on whose courage and keenness this venture was initiated soon proved to be too few for its needs. The rest,the majo rity, had to be recruitedin the open market. Despite this, it is a 'glo- rious record to the credit of that small nucleus that on the whole they set the standard and the tone. The main purpose was not allowed to go under. The distinctive atmosphere of Vidya Bhawan was kept' clear and vital.Thus our workers built up Vidya Bha van and, initsturn, Vidya Rhawan has produced new workers ,and strengthened old ones, This is the basic explanation 91 Vidya Bhawan's vitality today.It k indeed remarkable how in a blinding storm, some of our workers kept the torah alight. And further, by their example. they inspiredthe new entrants into the family. Old Boys I shall never forget a remark made more than twenty years ago by a Professor of St:John's College, Agra. that in a big class of fifty students one could at once spotia, boy from Vit4 tBhawan. Thisu solicited testimony gate me treiilendous satisfaction.In other ways and on different occasions we found further confirmation of it.Substantial 4-- number of boys and girls who spent five or six years inVidya Dhow an carried the stamp of the institution. Quite franklythis couldnot be said about everyone of them. But, by and largethe, "Old Boys," this expression includes girls also,did imbibe .much benefit from thelife

tradition and educational methods of Vidya Bhawan.' It included up- rightness. individual integrity and a sense of social obligation which was often easily noticed. Their loyaltyto the Alma Mater was, in a large number of cases. deep and strong. This did not prevent them from criticising, the parent institution when they considereditneces- sary in its interest. On the whole, they are a fine open-hearted lot. and feel drawn towards each other, because of the memories of, their com- radesh at school Some of them are, I am happy to say, trusted, and,, devoted embe of the Vidya Bhawan teaching staff. The "Old Bays" made a wonderful gesture on the o:casion of the Silver Jubilee by didecing to prevent to Vidya Bhawan a Guest House. Thebuilding cost fifteen to twenty thousand rupees:Itisa magnificent monument of their loyalty and alsoa positive achievement of Vidya Bhawan. The Old Boys' Association hasa constitution of its own andis a living organisation, actively interested inthe progress and fortunes of Vidya Bhawan. The Constitution of VidyaBhawan Society provides, forre- presentation of the Old Boyson its Executive Committee. Financial Aspect 0 We now turn to an element which hasconstantly enveloped Vidya Bhawan right from the start namely,financialdifficulty. We have lived in a state of continuouspoverty, and seem to have tfirivedon it! It is a bare truth that at no time in theselong lean years has the de- % mon of financial hardship loosened its cruel grip.The income of Vidya Bhawan has always been short ofexpenditure. Raising of fees involved 352 "346" the risk of shutting out the children ofttowel income groups. Vidya Bhawan has had the unique misfortuneof being alwaysin debt. In the matter of buildings, equipment,library needs and laboratoryappa- ratus, it always lagged behind the needThe living conditions of the AM.,'and amenities for students remainat austerity level.People often ask such questioris: "How much reserve fund have you ?Vidya Bha- wan must have some endowment)" Negativeanswers to such enquiries surprisebur friends. Isay to myself : We have a permanentreserve fund of poverty and debt,and our .endowment consists of the rich spirit of our workers. Gratitude to Donors For many years Vidya Bhawan hadno grant-in.:aid or official subsidy. Efforts had to be keptup to cover the deficit through donations and subscriptions, whichwas a very depressingexperience. However: it is only right and fairto record our sense of whole-hearted gratitude to our friends and donors who respondedto our appealsTo them goes the great credit of givinga lease of life to Vidya Bhawan from.year to Particular mention must be madeof the philanthropic businessmen of Bombay, Calcutta and =severalother places.Imust cite the noble example of a munificentdonor ( he insists on remaininganonv mous). When our fortuneswere very low indeed, and Vidya Bhawan's. very existence seemed to be in peril, heofferedto meet our deficit by paying five- thousnd rupees per month for a period of threeyears. He really pulled Vidya. Bhawanout of the jaws of death. To thisgene- rous friend (as alsoto others from wrbom we received financialhelp) we cannot be too grateful. Abnormal Children As the reputation of Vidya Bhawan spread in thecountry, we became the victim of another difficulty of a different type. Nobody had anticpated it. although inthe retrospect we can understand how natural it was.. Many parents brought their difficult childrento Vidya Hhawan. afner having used allmanner of harsh methods to "improve" them.. They did not care to understand that Vidya Bhawanwas meant for normal. children andwas not a hospital for defective children. How- ever, good luck favoured us. To the great credit ofour staff, in a large number of cases, (though not all), theachievement was phenomenal. We received touching andunsti ted tributes of appreciation. Some boys of this category radically changedand their .lives were rescued from-disaster. Had itnot been for Vidya Bhawan, they might have ended up in a prison or distinguishedthemselves for some anti-social activity or heroic misadventure. 'Why at L'daipur Somesympatheticfriends who appreciated the work of Vidya Bhawan and wisheditto thrive often expressed a surprise thatwe should have madethe mistake of establishingit at Udaipur. Placed in the back-waters of Rajasthan, which itself had just emergedfrom its medieval phase, Udaipur had neithei' theresources-nor the enlightenment to stomach a radicalinstitutionlike VidyaBhawan.This is reasonable criticism and yet it shows a lack of imagination. Bothprac- tical and ideolegical, considerationscalled for this decision.It was quite clear thatfor a long time the work would call for close and \ continuous personaldirection.This would be only available at the place where the founders and first workers lived. Secondly,we felt that this spearhead in social adventure should be introduced inour 353 . .-347 - own ultra-conservative society.ItsNcrybackwardness was the stimulus and justification for locatingitthere, because itwas needed more urgently in our area than in other parts of the couutrySo we took this step with an awareness that Udaipur was- too poor and 'too backward to sdpport a new effortlike this.If VidyaBhawan had been established in a large town likeDelhi, Bombay or Kanpur. most of our troubles.particular). lack of funds and shortage of good teachers would not have been so serious.But for reasons explained above. it would not have been so satisfying. The big.* social purpose would havebeen largelylost and we might have ended up by establishing a good school in the narrow sense. Statistical View It may now be interesting to summarise the comparative development of Vidya Bhawan in a statistical form also. One can get an idea of its. growth from a glance at the following figures

VIDYA BHA \VAN COMPARATIVE STATEMENT OF PROGRESS-1931-1967

Position at the end of the Session S. Svbjeet Remarks No. 031-321941 - 421056-37 1966-67 (AfterAfter(After year)10 yrs.)21 Sri.) I. Number of pupils : (a) Boys 67 176 675 1099 Including Pu- 4 (b) Girls... 18 120 199 Pil Teachers. 2. Number of teachers 22 85 130 3. Number of trained

teachers 1 2 40 50 4. Salaries of teachers : Rs. Rs. Rs. Rs.

(a) Lowest Salary 15 25 . 90 90 (b) Highest Salary.... 125 100 S00 1450 5. Number of non-teaching 82 73 Including members of Staff clerks, accountants, storskeepers & other em-

ployees, , R s, Rs. 6. Value of 13uildings 61,2()0 1,06.499 12,29,322 44,57,159 7. Budget : (a) Income 37,348 58,3654,07,600 21,37,849 (b) Expenditure.. 42,148 84,4534,81,018 23,11,878 (e) ... 4,800 26.088 73,3381,74.029 ' 8. Debts .. 40,000 45,0006,00,000 13.32,050 9. Government ,Grant : (I) Rajasthan Govt. 10,000 1,60,319 3,4S,292 (2) Govt. of India 1,15,259 2,60,665

Reminiscences In reading this monograph the readerhas travelled on a long and dreary road viewing a quickly changing landscape.I now propose for him a break inthis wearisome experience a brief rest before the end of this journey, to see some cameo pictures of the life of Vidya 354 -348

Bhawan byrelating a few incidents whichI can recollect off hand. they are fairly representatiVe ofour experience, and also illustrative of this story (a) When we had dicided.to launch the scheme of Vid)a Bhawan, t many practical problems, such as securing land, presented baffling difficulties. letvas a constant lightagainst ,heavy odds. For example, we made one effort after another to obtain land, but forsome reason or other, we did not succeed in our efforts. On'many occasions when the anxiety was unbearable,I remember,I used to bolt the doorsof my rocurrrom inside,go down on my knees like a trembling, child with hot cheeks and pray with feverish earnestness for God's favour forour plans. It was a nerve-racking experience and the strain of meeting obstacles anefailure often became almost unendurable. (It'is the first time that I am exposing thisaspect of my behaviour to pubic view, Even now the memory of this experience shakes me !) (b) When in spring of 1931 some newspapers carried the' news of the 'foundation of Vidya Bhawan,one dayI received a letter from a South Indian living in Simla.lie. felt pleased with our scheme. He was, he said, eagerly looking, for a school of thattype to which he desired to send his little son. He asked for a 'copy of the prospectus. We posteld----N___ one innedia. His letter had given us great joy. Promptly came' his \reply, bringinNornewhatangry reaction. H said that we had provided for a monthly tuition fee of Rs. 3(- for the pupils of Vid)a Bhawan. He was convinced that the type of school describedinthe prospectus could not possibly be run on-that low fee. He had, "thciefore, decided not to send his child. (Precisely'at the same time at Udaipur and inRajasthan, we were being attacked for charging fees from scholars, ar.act of hardship and injustice to the common man !Government sclitools charged no fe°es at all). (c) A few months after Vidya Ithawan had started functioning, an sunsophistiroted parent came to me and said something whichI shall never forget. He 'aid he had no intellectual capacity to judge the educational quality of Vidya BhaWan. However, he did wish to tellus that in one respect his children had changed since they joined. Vidya Bhawan. Formerly; they had to be 'literally pushed out of th homes to go to school, but al'te'r being admitted to Vidya Bhawan, th erse process had set in. they would rather skip their meal th for 'o a day of Vidya Bhawan. This report touched me deeply.

(d) When we applied for affiliationto the Board of High School and Intermediate Education,two Inspectors came tovisit. Vidya Bha- wan and submit their report. On the day theBoard's Inspectors came I also went to`meet them at the-School.In the course of our conversation about the specialfeatures .and difficulties of our work.I placed before them the form of children's r. progress report which we bad de,viSed after considerable thought and discussion.Thiq report used tobe sent to the parents at the end of each term. I thouatthat this special effort would please- the educationists. Iwas shocked at their reaction. With- out even looking at it, the senior Inspector quicklyand ca'Sually put it aside and asked to see the ledger bookof the school account. Shrimali 355 4 and I felt likiT wasWc)Pi. nthers, indignant and bewildered, We could have smashed our heads against stone walls, but we -Suppressed our feelings, It was indeed a revealing though painful experience. (e) Vidya Bhawan had gone on for about a year and a lialf.. One night we had a strom of extraordibary velocity.'Early' next morning I rushed to Vidya Bhawan and what I found was horrifying ! We stood aghast at the scene of the damage under the shadoP of Shakespearean thought :"When misfortunes come,, they come not as single'Spies, but in battalionsThe temporary sheds, roofed by corrugated, iro sheets.,., were blown off and some sheets were tying more than 100 y rds aw-ae and the bamboo chip wallshad 'completely disappeared.I had brought from Europe a large number of pictures, the reprints of masterpieces in the different art galleries and museums of Paris, Dresden. Amsterdam, London. Vienna. Berlin. They had allbeen blown off. Not a single picture, not a trace of even their frame or glass, was visible anywhere. The state of our feelings and nerves can be easily imagined.,

(f) One year I invited the late Rev. C. F. Andrews to presideover` the Anniversary function. It was our practice to bringpur distinguished visitori in touch with our workers. Two days after the Anniversary,I brought. C. F. Andrews to Vidya BhaVanto have an informal chat with the staff.I know that he was a deeply religious person. In order that he should not take away any false ideas about our attitude towardS religion and religious education,I decided to exPldin to him our views and practice. We invited learned men Of differentreligions to speak to our boys-so that-they developed respectfor and understanding of great faiths and creeds, but we did not provide direct teaching of any dogma. We emphasised the. moral, VultUral, and spiritual aspects of life, but did not touch denominational or sectarianside.Iwas afraid that this inforit,Itionswould disappoint our guest. Hie expressedhisre- action by [slating to us an interesting anecdote. fle said that Pandit. Jawaharlalehru dnce told him (C. F. Andrews) that he was not a rcligiourperson. C. F. Andrews then repeated to us what he saidto' Pandit Nehru in reply. He .did not accept Pandit Nehru's statement as correct and maintained that sincehe (Nehru) had in,him the righteous earnestness, -for good cause, in C. F. Andrews'view he (Jawaharlal- ji) was a deeplircligious man. With this imaginative remart_he at once put our\ninds at ease. (g) Mr. A. E. Foot, the Headmaster of the leading, Public School f India( The Doon School )came' and spent.a few days with us in Vidya Bhawan. One evening we were having supper with the staff and our conversation turned on our dific.ulties, such as lack of 'funds,equip- rrent, playing, fields etc. We coulil not raise the scale of fees for other "i wise the children of the lower middle class people would be shut out to, . Foot, after listening to all this in a somewhat stony silence, turned 'hie and spoke in a tone of righteous indignation, '.11ehta, you are here doing just the type of work that loc to do." There was so much feeling behind his words. It ihipressed me .deeply. We understood the force of his cryptic remark. The DoonSchool attracted the cream of society, the children of the rich and the fortunate. We, on the other hand, reached a ,differeirt seciion of society.

356 -350- . 'fl; Go hag Body -of Vidya Bhawan was a tepresentative body drawn from,different scoions of society, official- andnon-official One of the "heathers was the Head of the localScottish Presbyterian Mis- sion. On a day when the Executive Committeewas convened and just as the members were :mixing. a letter was delivered 'to me from our Rev. friend. What did I find on opening the letter !It'xyashis resignation. He had expressed his inabilityto continue his membership of the Governing Body. We wer'e astonished and didnot understand the reason of his action. I wrote and asked him why lie tad withdrawn his to-operation which we had always valued. Would he liketotalkthings over ? To this he agreed, and we met two or three days later.

. Thes,lission-aryfriend ca'' e straight to the point and said that .among his fellow Europeans ithe town, His life had become miserable. 1 hey could knot understat; ow he allowed himself to be associated with.an Institution whi1 was known to be seditious, disloyaltothe -Indian Ruler and thBritish GovernMent. He could not continueto he a party to.4ch an organisation. He then teferredto a speech of Pandit Motile, 'chru and.4.V.'-attother statement of bitson, Pandit Jawaharl Nehru, in which itas openly said that Indian Princes wer an ah hronism in modern society and had no business to continue Heroce)dedto ask, me whether we subscribe to those ideas. The dis-- c scion, brutally frank, was carried on in a cordial and friendly spirit. .1 told him that. Vidya Bhawan as such had no political creed in the

narrow sense. It was not our aim or butiness to support or oppose any ... 'particular party or group or political ideology. Our concern was to send 11---stut young men and women intosociety with good character, a broad - outlook , and, a well developed civic sec\se.After leaving Vidya Bhawan it was for them to *choose whether they could become Civil Servants. 'Army Officers, Busincstmcn,dr politicians: We would be ,happy and a satisfied if they worked, whatever may be their vocation' or activity with integrity and devotion to duty. Beyond that 1could give no other assurance about the future attitude or political outlook of our Children. And then, Iadded with a certainamount of emphasis-, "Could you. guaranme that tie boys of the state Schools and Collegesrun by dill Government would not, laterinlife,share the opinion about Indian

, Princes to which you nave referred: This isa very brief gist of our vhich went talk on for nearly fifty minutes. Letme record with deep appreciation that it ended by my -friend sincerly askingmy permission withdraw his resignation. to 4 I was greatly touched byhis moral and openagartedaess. courage' I kvw.quite well to whatrisks he was exposing himself. We partedas closer friends than even before. These are all true incidents. and arc interestingand 'representative samples whittethroyv,Sice tight on the-story of VidyaBhawan. The storyof the birthand the earl/years of Vidya the ingredients of Bhawan has all a pioneer effort-plenty ofobstacles, a of hard-ship and fair share a tough struggle. Therewas also the joy of 1.41. united comradeship increative endeavour anda thrill of achievement. Whatever may be the measure of itssuccess, for many of us Vidya Bhawan has beena great teacher, truly a temple of wisdom. in fhe hard Though way, we have received exiillent ecraationand our fives have had a rich experience, indeed it hbeena daiamiC, evolution of our mental horizon. Even if Vidya- Bhdayan suddenlycollapsesto.- morrow, its contributton witf c v able. 35 7 -351-

The future wears the mantle of mysterious uncertainlyVhatever be our aims, their realisation will largely dependupon the spirit of our workers. Their devotion and earnest laboursalone 'can inspire hope for the -future We have before us a grand btudifficult purposeBut great social ideals are not realised ina single generation. This; however, should not worry us. so long as the effort goes on. The desiredresult may even consist in keeping up the matchtowards the goal and not necessarily in actually reaching itI The struggle of light against darkness, of the forces of good against evilmust go incessantly. For this arduous journey, let us hope. our "Old Boys" and Workers willbe given the necessary moralfervour and firmness of faith,and arc not overcome with spiritual fatigue. ;('this little lamp isken!' alight' they need not worry about the results. Their watchword willbe the inspiring motto of Vidya Bhawan (takenfrom the Bhagwal Giro):

"To action alone thou hasta right, and never at all to its fruits."

9 358, SEVA MANDIR

1. ORIGIN: Seva Mandir has its roots 111 the social visionof Dr. Mohan

Sinha Mehta, inspired by the idealdof Servants of India , Society and similar social reconstructionefforts in England and the U.S.A. I

Dr. Mehta's dream took the firstconcrete shape towards realisation in 1952 when he put aside Rs. 50,000/-,his life's savings, into a public trust. Earlier a small plot of land had been acquirqdby him in Udaipur for the project. In 1965 a small building was putt")on this site. Dr: Mehta as the first.Life Workerand the Chief Member (Adhishthata) of Seva Mandirtook up residenc64in this building in 1966. From then an active startwas made in Seva Mandir's many sided efforts.'

2. PURPOSE AND APPROACH: The main purposes of Seva Mandirare: 2.1 To provide opportunity and atmosphere forunderstanding human Values and dispassionate study of the trends,needs and problems of the _ countryy and to place So faras possible, the results of such study before society.

2.2 To undertake practical measures forpromoting the social, 4Conomic, educational and intellectual developmentof the rural and the urban community.

2.3 Seva Mandir seeks t( be a dynamic,positive and action oriented movement under the lead rship ofa algall group of devoted, disciplined and! dedicated worke s with the attitudeof meeting challenges by seeking and applying solutions to,socialproblems rather thari I engaging in mere critique

3. ORGANISATION

3.1The ChierMember (The Adhishthata) is theexecutive and administrative

head of Seva Mandir. .

3.2 There is an Executive Council consisting of the Trusteeliandequal. number of elected members. This Councilays down the general *policy

guides the activities of:Seva Mandi .

3.3 Secretaries: They have coordinating responsibilities forthepro- grammes and activities of Seva Mandir. There are Secretaries for general administration organisation,programmes, continuing_ education and development. `-v

3.4 'Directors: Each activity of Seva Mandir is organisedunder the leadership of a Director. Their work is Coordinated througha regular fortnightly meeting under the Chairmanship ofthe Adhishthata.

3.5 N. Seva Mandir is a Registered Body with.a writtenConstitution.

3 5-9

S. -353 4'

MEMMETSHIP: There are six categories of memberships:Life .Workers, Active Members, HonoraryMembers, Life Members, Ordinary Members and Institutional Members. At present bulk of the membership is locatedin Udaipur. Seva Mandir has a small branch in Jaipur and thereare a few life members in other partskof the world.

5. ACTIVITIES: The aims of Seva Mandir arebeing persued through the following activities:

5.1 Adult Education: At present in volume and outlayof resources this is the main area of SevaMandir's concern. It includes:

5.1.1 A Functiocial*Literacy Programme in the Panchayat Samiti (Block')of Badgaon. (Population 63,000 in 150villages in an area of-250 squaremiles.) v. 5.1.2 An Experimental FunctionalLiteracy Project; aided by the Ministry of Education, Government of'India has.been started in adjoining . Kherward Panchayat Samiti to findout mivational factors for ace itg literacy skills and test effectveness of different tterns of supervision throughconductin 100 functional literacy centres.

.5.1:3 A Rural Mobile Library (financedby the Union Ministry of Education) has beep started in adjoiningvillages as a follow -pupprogramme of the literacy drive. Apart from making books available at thedoor .1 -,-steps of the reader it will alsostrive to find out reading interest of the masses andeffective patterns of book distribution. f u .5.1.4,-A Centre forContinuing Education has beeresetup in assistance with 1' the University of Udaipur to offer a variety of courses andseminars of general an$ vocational naturefor people of different sections of society.

5.2 Discussion Group (SwadhyayaMandel)- Discusses issues and problems of social, economic, political andphilosophical concern at national and international levels- often introduced by eminent scholars and public . figures.

5.3Youth Group (Yuva7Dal) Organises social work programmes forits members on the basis of their interestsand capabilities and community zo needs.

v.5.4 Womens Ass6ciation(Mahila Sabha)- Holds meetings and organises cultural activities f* women to promotetheir educational and vocational capabilities. 1

5.5Students Forum.(Vidyarthi Sangam)- Provides a forum for university and college level students todiscuss problems peculiar to their' situation and evolve.constructiveprogrammes for their resolution.

360

et, -354r

5.6 Publications (Prakaahan)- This section has made a beginning with publishing functionally-oriented material forneo-literates. A few pamphlets of general social value have beenpublished. A periodical reflecting the values and concerns of SevaMandir is being planned.

5.7 Comprehensive Village Development (SamagraGram Vikas) - Under this rogramme selected villages are taken up for sustainedand concentrateds 1500//Fgorkof all round development by the villagersthemselves assisted by a full time worker of Seva Mandir who will live inthe villages.

5.8 Amateur Dramatic Society (AbhinayGoshthi)- Is concerned with developing interest in drama and musicas media and means of social awakening.

5.9 Elderly Persons' Association (VayovriddhaJan Samiti) - Organises cultural and social activities for elder]r people retired from active working life.

5.10 Other Activities- Inaddition to the aboveactivities sponsdr.vd by itself, Seva Mandir also collaborates withAmnesty International and Shanti Sena. This year, Seva Mandir has undertaken relief workin the draught and famine affected areas of UdaipurDistrict. The work includes digging of new wells and deepening of theexisting ones. As many as 80 wells have been covered in theprogramme.

6. LOOKING AHEAD: Seva Mandir's work is less than sixyears old yet it has already made a noticeable impact on the lives of people in the villages and in Udaipur where Seva Mandir's programmes are carried out. In the near future new activities such as Mobile Library Services and a variety of courses at-the Continuing Education Centre will be launched. The Central Library is now nearing completion and will be shortly put intouse. Thus the activities and the organisationgrows but Seva Mandir is constantly vigilant that itsresources be put directly at the service of the people in the community with an organisational structure which is both efficient and accessible.

7. SEVA MANDIR MANAGEMENT

7.1Board of Trustees

7.1.1Dr. Mohan Sinha Mehta; Adhisthata, Seva Mandir

7.1.2 Dr. K. L. Shrimali; Vice-Chancellor, Banaras HinduUpiersity, Banaras

7.1.3 Shri Chandra Sinha Mehta; 17, King Edward Court, 55,Chowranghee Calcutta - 16,

7.1.4Shri Chandan Singh Bharakatiya; 20/3, Yashvant NivasRoad, Indore

361

e" I -455-

7.1.5Shri K. L. Bordia; Chairman, Board of Secondary Education,Ajmar

7.1.6 Shri F. L. Vardia; 62, Cunningham Road,Banglore-1

7.2ExeCtlyeCouncil .

7.2.1 D . han Sinha.Mehta

7.2.2 Dr. K. L. S imali

7.2.3 ShrChandra Sinha Mehta

7.2.4 Shri Ch; dan Singh Bharakatiya

7.2.5 . L. Bordia

Shri F. L. Vardia

7.2.7 Shri Siddha Raj Dhaddha

7.2.8 Dr. L. M. Singhvi

7.2.9Shri L. R. Shah

1.2.10 Shri Devilal Samar

7.2.11 Prof. P. N. Mathur

7.2.12 Shri K. N. Shrivastava

7.3 Enquiries may be addressed to: The Programme Secretary, Sava Mandir, Udlipur (Rajasthan) 313001 Telephone: 351

csa

4w 362 Health Seri lees The Andhra Mahila Sabha hasestablished two Hospitals, one in Hyderabad and another in Madras with a Bed strength of 75 in each to provide for medical care and treatment of women and children, be lonying especiallyto middle and lower income groups.Desides regular Medical Staff, experts in the fields of Medicine and Surgery are giving theirservi- ces ashonorary consultants.The Nursing Homes are adequately equipped with Operation Theatres, X-Ray clinics andI'athologicalLaboratories.The 1:21410r1I LI OF Nursing l.lome in Madras conductskwo Family Plan- ikrucia-xx:m MAR-xi ning Clinics and is also implementing a scheme for l smax-x Pregnancy Counselling.The Nursing Home in ¶iy- derabad runs a Family Planning Clinic and has esta- Education Services blished a separate Sterilization Ward. The Sabha has establishedBalwadics especially for the children of working women, one each in Hy- The Nursing llama in Hyderabad dcrabad,'Sangareddy, andMadras.Sperially trained provides Train- teachers and Mahs provide ing to 130 girls as AuxiliaryNurse Midwives and to education and recreation 80 as General Nurses. to children below theage of six. Similar Training as Auxiliary Primary Schools Nursc Midwives isprovided for 60 each are also attached to theBalwadies in Maim- in allthe three boobnagar and Sangareddi and 130 v, places for the educationof children upto class five. in Madras. Rehabilitution'Services A High School for Girlshas beenestablished and is being maintainedby the Andhra Maltila Sabha A special feature of theprogramme of Andhra in Hyderabad. A similar High Schoolfor boys and Mahila Sabha is the OrthopaedicCentre established Girlsis run under the auspicesof Andhra Mahila in Madras for the treatment,education and rehabili- Sabha in Sangareddi. InMadras, a Mahila Vidyalaya tation of the Physically handicappedchildren.The for coaching Girls andAdult women for the Matricu- Centre 'provides treatment andexercisesinits De- lation examinations of theBanaras Hindu University is partments- of Physiotherapy, OccupationalTherapy, cond ucted. hydro Therapy, etc., Aspecial School is attached for the education of theOrthopaedically handicapped. The Andhra MahilaSabha's educational act ivities extend also to Collegiate children while undergoing itcatment.A Vocational Education for woman.T.vo Rehabilitation Unit is also Colleges havebeen. established in IlyderabadThe established for the training Arts and Science Collcgo,andthe College of Education. and rehabilitation of thephysically handicappedand mentally retarded children. The Andhra Mahila Sabhain Hyderabad is also implementing the CentralSocial WelfareBoard's Employment Services Scheme for Condensed Course of Education for Adult Training and Prodtiction.Units for Handicrafts Women who arc not ina position totake advantage like Dyeinp. and Textile of the High Schools. Printing, Toys and Artistic Leather Workailealsoset up in Hyderabad, wherea Itwillbeseenfromthe above that Andhra number of women trainedin the Handicrafts Institute Mahila Sabha provides facilitiesfor the'complete' are employed. The Packaging andBinding Unit trains erkcation - from the Kindergartenstage for the child women and employs them in Book-bindingetc.TI-e to college stagefor the youth."lhe education of the Mahila Press undertakesPrinting of Registers and Qrthopaedically Handicappedand the Islcntally retard. Stationery for Andhra MahilaSabha Institutions and Books and other publicationsfor theLitcracy Pro- cd is not forgotten. The Andhra Mahila Sabhais jects.The Press also undertakesjob works from the conducting a school for them in Madras, recognised public.The Pressalsois engaged in as a special School by the Government of Tamilnadu. printing of Andhra Mahila Sabha'smonthly magazines in English and Telugu The education d training of the Adult Farmers, Vijaya Durga. who are illiterateis Isoan important plank in the programme of the Andhra Mahila Sabha.The Sabha is implementing Functional LiteracyProgrammes for the farmersinselected blocks,in eight districts of Andhra Pradesh.These projects are integratedwith child-care and Family Welfareprogrammes. 363 - 357.:'

Hostels For the benefit of the students, trainees had staff of its institutions and also for working women, the Andhra Mahila Sabha has established five hostels- one in Hyderabad for 400, two in Madras for 150 and SO respectively and one eachin Mahaboobnagar and Sangareddi with a provision for 60 each-Thb two Colleges of the Andhra Mahila Sabha in Hyderabad also runsa hostel for the benefit of their students. Tourist Hostel Andhra Mahila Sabha 'perhaps the only Volun- tary Social Welfare Organisation in theCountry which has established a hostel for accommodation and board for the Tourists Foreign and Indian. The Tourist Hostel in Madras reckoned as a Star Hotel by the Department of Tourism, Government of India, has provided all modernamenities, besides 6. Conference Hall and an open-air auditorium.It caters vegetarian and non-vegetarian food. Gandhi Bhavans

The Andhra Mahila Sabha has' constructeda Gandhi Satabdi HhavaninitsCollege campusin-,. Hyderabad to propagate th(idealsof Gandhiji and to promote constructive work.The Sabha hasalso- beeninstrumentalinthe construction of Gandhi Bhavansin10 districtsin Andhra Pradesh su far.

Committees have been constituted for organising constructive Buildings Thlre Andhra Mahila Sabha has constructed buil- dinp at a total cost of Rs, One crore approximately for all its activities.. .imHyderabad., Maltaboobnagar .and Sangareddqn Andhra Pradesh aninMadu's in Tamilnadu StatC.,'

364 THE INDIAN MYSORE MOVEMENT IN NONFORMAL UNIVERSITY EXTENSION ADULT EDUCATION, 1933-53 introduction from a forthcoming article

I. ENTRODUCTIM

In1.'13..! a band of dedicated and devoted teachers.at the University

o'Mysore in India started a non'- credit, nonformal Adult Education 1 extension movement, later referred to as the "Mysore Experiment." It

was a movement developing and utilizing a university extension service

to take the ideas and perceptions of the Indian tradition and the

modern world from behind university walls and bring these to both the

nonliterate and literate people in the villnr,es.

The idea Or a university extension service for adults in the

ccfnmunity,erlier had been developed and used in other nations, in-

eluding Arent Britain and the United States, but hadnot been

developed or used in India in such a unique way prior to the Mysore

r,:ovement. HO4CV0V the Iridinn University extension services for Gm.

:Idult:; did not eti.er,,e until inter and lucked the foundation and the

broader !Aid role definition of the universityas a N, covalnity :'ervice n::ency. This limited definition of the university's .01114 role 11:,:.be n noted by two authorities on Indian Adult Education, Dr.

Amrik 1;inr,h, :;ve(Anry or the Indian University Association for Adult

Education mil Dr. ohan S. Mehta, past president of the Indian Adult

Education Iti;;;ociation, and'ormer vice chancellor of the University of

Bnja!;than. ,D

A.1 Dr. i.ngh has pointed oat, -

Be;;inning towards the end of the last century,a number of social and other presssures helped to enlarge the role of the Enrolienn university... While it is true of universities of other colintries, it is not true of our universities Voonled over a century ago as schools for the training of those who were preparing to enter-into administration at the lo.:er level they have gradually extende Ttheir scope of wool: and also raised their -sights. Today best that can be said 'about our universities ds that they are suppliers.

. or trained manpower both at the lower and higher levels. 0.0 Mnmnm 365 -359-

Dr. Mehta has noted, 4

The Indian university hasbeen, since its .birth about 110 years ago, an exotic.plant:inour country.' It ha-s not yet fully acclimatized itself inthe land of its activity... Even in the West adult educationhas oc- vasiunally been treated asa step-child of the university. lint in India the position is muchworse. It is not even recognized by many responsible peopleasa- legitimate tnnction of the unipversity. This factor is like a big boulder in the-way. Ofour advancement. . .

Recognizing the very limitednature of extension services provided

by the )Indian Universities to adults in their communities,the Kothsri

Commission (1966) called foran expansion of the services provfded 5 by the universities.

llie UniversitieS inour country-must take upon themselves a much larger shareinthe responsibility of ethicating the adults... the function of the University is to help the social,economic, educational and cultural growth of the community whichit serves... Universities should organize socialservice camps and adopt villages for in tensive programmes fordevelopment and erradication of illiteracy, as wellas, for maintainanwof schools and other similar socialservices... There no end to the was which a University can adopt makin their extension services effective.

Unfortunately, repeated callsfor extension services foradults in the community have not brought adequateresponses from 'Indian Uni.-

varsities. Dr. Singh has'noted theexistOnce of this situation in "in other countries of the India.6 world there is considerablecross fertilization between the universities and thegovernment and other sectors of society representedby public life, industry, busines's,law,

journalism, publishing,broadcasting, etc. In our country however, . here is very little of this

Dr. Singh also suggests that a deep universitycommitment to serve the public through extension services is of greater long-range public

386 m160

significance than the mere establishment by a universityof a department

of extension services.

The thing to reflect upon is not the inability of our universities to have yet another department (of extension work) but the inability to change their direction of work. Extension work is not'an additional programme of work undet-Cken in response to certain pressures and in certain situations. It is, to put it simply, adding another dimension to the mission of the University... These barriers have been broken down in most other countries of the world... Indeed it would not be too much to say that we are imprisoned in that mould which took over from nineteenth century England. That we should still be imprisoned in what that country herself has outgrown is ironical in the extreme.

Referring to the historical attempt to develop and continue extension services, of which the Mysore Movement was a significant part, Dr. Singh has noted,

Efforts have been made, in.recent years to popularize . extension work but have 4ot met with much success. Brodly speaking, these fall into two well defined phases. 'Ilisre were universities like Mysore and Viswa Bharati which,right from the day of their cstabli hment, tive itTartante-of-Aoing soinething for the community. They did some very useful work in cradica- 'ting illiteracy from the countryside, publishing some reading material largely for the use of the rural masses and inspired quite a few other activities in furtherance of this objective. Baroda and Poona, which ware srl up a little later, followed more or less the ame kind of programme. These efforts, however, did and in the course of time began to ow down to a halt. By the end of the last decade, the general social and political tone of dedicated work h.egan.eo look more and more it no more strongly.

The UniversitT,of My8;ore presently has a Prasnrann, or extension oro service department, as do other universities in India.But, as Dr:

Singh has noted, these institutions have not expanded nor maintained

their original coliniitments to provide coilununity service to the adult

population.

367 The case study of the Mysore Movement reported in thispaper

should provide some insightand perspective on-the dedication,

stages of development, process and personages, and decline ofthe extension idea at a major univsityIt in South India.'This case study also will. Provide additional int:formation-on the process and

reasons for decline of thesense of dedication at Mysore, and

suggest a pvSsible framework to understand other adulteducation movements in India.

The Mysore Movement in AdultEducation as part of South India's local history and the particular heritage oC approximately thirty-

million Kannada speal,.ing people. Currently, the State of Mysore, with its capitol city Ban7,alore and the city of Mysore, isa con-

stituent state in the Bepublicof .India. It is physicatirbounded-brr--

Bombay, Andhara, Madras and Kerala. The cultural and politicalheritage of the people of this area dates back to thelKadamba Dynasty,mentioned by Ptolemy, which ruled until the 12th century. It also includes the

British establislmtent ofa protected state ( dual mandate ) in 1799, and the British restoration of a descendent of the Hindu Rajto the throne. The Hindvodynasty provideda significant line of enlightened rulers, and included Krishnarnj9 Wadiyar IV, under those ruleThe Uni- versity oi:.Mysore founded. Many,p407eople in Mysore clearlyidentified themselves with the i{annada linguistic and cultural heritage OfMysore and some, including those connected with the Mysore /%ivementworked to

368 A 362

The Mysore Movement flourished between 1932 and 1943and brought

the,world of ideas and learning to thousands ofpeople in the rural

and urban arcas.of Mysoi-e. There was a sense of hope and an intense

dedication to service which inspired this "experiment" andan

optimistic vision of the future.:These were linked to:a unique

confluence of social and historical factors, thetype of dedicated

and cauble people involved in Indian Adult Education,the Kannada

1 nationalist movement in Mysore State, and a cosmopolitan democratic

humanist ideology which transcened the existent traditional elitist

and aristocratic notion of the university. a ti Nys.ore_ Movement has significance whigh transcends-the local context, belongs to the Indian people; and shows thecharacter

and issues of Indian Adult Education. It reflects the'-idealism,

dedication to service and, great capabilities of-the Indi-anpeople

in coping 1,4,.11 and surmounting staggering problems. It also represents

a significant milestone of high quality nonformal university extension

education. The long-range failures of this moue4ent might beiCon-

sidered along with the,failures of other university extension

services for adults,to suggest possible procedural aid structural

guidelines for greater success. Except for the fact of its limited

success and eVentual° decline it cond. serve as a model for theup-

lifting of adults and improving the human condition, pot just on the 111 Indian scene but on the broader global stage. As'a statement in time andspace, 4 it, should be held as a 'beacon and prevented from being obliterated

bj the passai;e ni time. Given the unique situationor the .1930'; and 1940's, the confluence of variables produceda brilliant. f'las'h ofd

'human accomplislunent and achieVtent, a guide Cor furthertic ivity,

and a significant markeron the long trail of human experience. 1 360

41. Tnis cu.le'study is nn attempt to reconstr .or the more

,significant aspects of that human experience and place developments

in a context personal, socidl and insi ional forces.

II. CCGTEXT 0.0 4Y3ORE MOAWNT

A. Nervieq or Vactors

There were anumber pr fundamental long:range caii6'4 the

Mysore Movement,, as well `as immediate or crystallizing factors.N,

Fundamental causel, included some of the populist ideas expressed

in th founlim; or the University or Mysore. Although-not

plemeaLed, they formed, a limited ideoiogieal. cOnte.,:t for providing

'iccetability Cor this major movement.Devotion to the Kannada

lancance nil culture movement was anoeffer fundamental cause and

represented nn nwireness of the bond or linguistic andcultural

heritage nmong the Kannada people, This reeling was,heightened by

o the wivocncy or: B. M. Srikantia, professor or English Literature

at the Itniversity or Mysore, respected symbol or the Kannada

Renaissance Co,.. many or the fariders or this movement, andsub- 0 sequently alliwhonorary professor or Kannadn language.

Also-included among the cause Was_lbe populist; pressure to

justify public support for the University clueing thehard times

4, .rtc of the 1930 dekession.This was accanplished by envgirg,in4'44

. -

expanded public service, rather thancontinuing in the-traditional

exclusive role'of a universityas an elite "center. of axcellence."

iThere were major int leAtial and socialmovements,bo(, in

the United States and in India, that also helpedto crystallize

the MTiOreMovement...For example, J9hn-Deesey5. the American

Progressive Movement, and the idea'S of MohaniasGandhi pertaining

370 to be need rm. a graLt roots Renaissance in India were the con-

textual Frames Cor Harhunantha Rao'a thoughts and actions. The

key leader in 0,0 MV sore Experiwnt, lianuatantha lao qal described

as the enf,ine, ,,and d.i.iving force "'or this alovemeht and its

signiCicantcosmopo itan

The My:, t 'ord welded,anto an orgndization by

HammInt:ha Rao, then ProfessOr of Philosophy at the University of,

Mysore..and'his associate S. V. Krishna :3,1anarmggr, then Proressor

oP,Political Science. Leadership and dedication wereor vital 11 signiCicance in the use rind develoment of the.Mysnre Movement.

Af3o (IC vital nigniricnnce wan the institutional support syste.n,

the Unive3ity ranchers' Associat% , ounicd and directed by

Inattlian..hn ;ac). Th13 enable!'ptflizationOr the Ide6/ogie3,

ideas, charismatic energi)?.s and pressures of that time in

V constiAuctivesm.s.

V Duringthe,per0) iodql of the Mysore Movement,stress on the,

ernacularv. and literacy had begun in other areas of India 0 7. well,However; no other legion took up this i d of woikA1th

such persistency, and consistency as-did the Mysore region. In \ . ..- . the field of educatiOn of the adult, literacy camvaignA, social

. . . , mot:Ziathe villages and the Mysore type oflec tureextenston on 4 _

! - dvanced suhlects, the Mysore area wn:-. highly reoductivb-nd

:rth'clo-sijniCicAnt contributions

n 0

ita 1 v.,