AD tir EDUGAT ON THE DEVELOPMENT SCHEMES ■ ■ ■ ■ ■ ■ ■ ifiaiB iB m iiii Adult Education Components Innni The Development Schemes Of Government of India Published by : Director, Directorate of Adult Education Ministry of Education & Culture Govt, of India Block No. 10, Jam nagar H ouse Shahjahan Road New Delhi-110011 Printed at Ajanta Offset & Packagings Limited Delhi 110052 © Directorate of Adult Education Ministry of Education — 1984 5000 copies NIEPA G0864 G Preface When this Compendium was first published six years ago, it was a maiden effort to identify and to put together schemes and programmes at the national level of different Departments/Mi­ nistries, having non-formal component, which could be used by the planners in taking a wide angle view of non-formal adult edu­ cation and for initiating a process of inter-ministerial collabora­ tion. We also felt that by this initiative, it would be possible to di­ spel the common impression that education in the country was the exclusive concern and responsibility of the Ministry/De­ partments of Education. Since then, very luckily, our view-point that extension programmes under various development pro­ grammes do have the tremendous potential for non-formal adult education, has found greater acceptance, and the approach pap- #r to this Seventh Five-Year Plan now clearly states “all idevelopmental programmes, especially those affecting the rural and urban poor will be required to include a component of adult education and literacy aimed at the needs of the beneficiaries of those development programmes”. Therefore, it was but appro­ priate that we update this Compendium, before the launching of the Seventh Five-Year Plan. The present Compendium contains the updated information pertaining to non-formal education component in various schemes of different Departments of Government of India till 30th June, 1984. An individual officer of the Directorate was assigned responsibility for collecting information pertaining to a Ministry or a Department and the same has thereafter been edit­ ed by our Publication Unit. We hope that his Compendium would help determine the iiossilbe linkages that exist or can be built with adult educa­ tion under different schemes of Government of India and thus hasten both horizontal and vertical growth of our programme, which is so very essential to achieve the aim of total literacy for the age group 15-35 by 1990. As a Source Book on linkages, this would help a dialogue between various Ministries and field agencies to identify areas of collaborative action and thereby help in effective discharge of their new responsibihty. As Education is the capital input necessary for human resource ievelopment, an integrated approach by the State, socio-orien- ted persons and organisations in Adult Education would ensure CONTENTS PREFACE 1. MINISTRY OF AGRICULTURE 1-58 (a) Department of Agricultare 1. Exchange of Farmers within and Outside the countiy 2. Study Tours of Farmers/Farm Women belonging to Weaker Sections (Scheduled Castes and Scheduled Tribes) o 3. Scheme of Farmers’ Training and Education 4. Reorganised Agricultural Extension System known as Training and Visits •System (T & V) 5. Scheme fot Training of Farmers, Owners of Tractors and Agricultural Machinery and'Ybung Enterpreri^rs in proper Operation and Nfaintehance of Tractors and other Agricultural Machines and Implements. (b) Department of Agriciiitaral Research and Education ’/# 1. Krishi Vigyan Kendra (Farm Science Centre) 2. The National Demonstration Programme 3. Operational Research Project * 4. Extension Education « 5. Pilot Project for Training Personnel for a Cadre of Self-Employed, Rural Soil Health Care Workers. (c) .Department of Rural Development 1. Integrated Rural Development Pro­ gramme (IRDP) , 2. Training of Rural Youth for Self- Employment (TRYSEM) j 3. National Rural Employment Programme (NREP) 4. Industries, Services and Business Component of IRD (ISB) 5. Special Livestock Production Programme 6. Drought Prone Areas’ Programme 7. Desert Development Programme II. MINISTRY OF COMMERCE 59-62 1. Training Schemes in Handicrafts and Carpets III. DEPARTMENT OF COOPERATIVES 63-68 1. Cooperative Education IV. MINISTRY OF EDUCATION, CULTURE AND SOCIAL WELFARE 69-111 <a) Department of Education V1, Education through Correspondence 2. Adult, Continuing and Extension Education . 3. Experimental Projects for Nonformal Education for Children (b) Department of Culture 1. Libraries 2. Museums and Art Galleries 3. Cultural Programmes (c) . Department of Social Welfare /r 1. Integrated Child Development Services Scheme 2. Scheme for the Welfare of Children in Need of Care and Protection J» 3. Functional Literacy for Adult Women 4. Socio-economic Programme for Needy, Destitute and Physically Handicapped •5. Condensed Courses of Education for Adult Women. V. DEPARTMENT OF SCIENCE AND TECHNOLOGY 112-125 i 1. Schemes for Promotion of Scientific Acti­ vities for Reaqhing Wider Cross Section of Society , 2. Promotion of Scientific Interest in Youth , 3. Technology Development for Artisans, Landless Labour, Scheduled Castes and Scheduled Tribes and other Weaker Sections 4. Sciencfe and Technology for Women. VI, MINISTRY OF HEALTH AND FAMILY WELFARE 126-154 (a) Department of Health 1. National Malaria Eradication Programme 2. National Filaria Control Programme 3. National Leprosy Control Programme 4. National Tuberculosis Programme 5. Sexually Transmitted Disease Control Programme 6. Diarrhoeal Disease Control Programme 7. National Goitre Control Programme 8. National Programme for Control of Blindness 9. Expanded Programme of Immunization (b) Department of Family Welfare 1. Central Aid for Health and Family Welfare to Voluntary Organisations. 2. Family Welfare Programme in the Organised Sector MI. MINISTRY OF HOME AFFAIRS 155-165 1. Aid to Voluntary Organisations 2. Grih Kalyan Kendras 3. Integrated Tribal Development Projects Vni. MINISTRY OF INFORMATION AND BROADCASTING 166-225 (a) All India Radio 1. Programmes of Farm and Home Units 2. Farm School on-the-Air 3. Programmes for Industrial Workers 4. University on-the-Air 5. Programmes for Women , 6. Non-formal Education for Youth 7. Yuva Vani (Voice of Youth) (b) Doordarshan 1. Programmes on Agriculture for Rural Audience and Farmers 2. Programmes on Civic Education 3. Programmes on Science and Scientific Attitudes ^ 4. Art and Artistic Appreciation 5. Programmes on Health Education 6. Programmes for Women (c) Scheme of the Directorate of Advertising and Visual Publicity (d) Schemes of Publications Division (e) Schemes of Song and Drama Division (f) Schemes of the Directorate of Field Publicity \ (g) Films Division maximum mileage to our effort and quicker growth of nation. It is quite possible that there may be some deficiencies in tl effort. We eagerly look forward to the feed back on this exerc from the users. We would gratefully acknowledge suggestioA for improvements in its contents, coverage and effectiveness. ' New Delhi S.IC Tutej^ September, 1984 Directof IX. MINISTRY OF LABOUR 226-235 , 1. Central Board for Workers’ Education —Workers’ Education 2. Department of Labour — National Labour Institute.- APPENDIX 236 I MINISTRY OF AGRICULTURE DEPARTMENT OF AGRICULTURE 1. Exchange of farmers within and outside the country 2. Study tours of farmers/farai women belonging to weaker sections (Scheduled Castes & Scheduled Tribes) 3. Scheme of farmers’ training and Education 4. Reorganised Agricultural Extension System known as training and visits system (T & V) 5. Scheme for training of farmers, owners of tractors and agricultural machinery and young entrepreneurs in proper operation and maintenance of tractors and other agricultural machines and implements. EXCHANGE OF FARMERS WITHIN AND OUTSIDE THE COUNTRY GENERAL INFORMATION (a) B a c k g r o u n d The scheme of exchange of farmers within and outside the country,, was taken up in the Fourth Five Year Plan and it is in operation since then as a central sector scheme. Itv^nvisages the visits of farmers from less agriculturally developed areas to progressive areas so that the visit­ ing farmers could see and observe for themselves the progress made in the field of agricultural production and leam to adopt the new techni­ ques and practices. Such visits proved very useful for quick transfer of agricultural technology among the farming community, as the farmers, farm women and farm youth exposed through the visits to the innova­ tive practices and skills developed a positive outlook and adopted them unhasitatingly. Also, they learned the ways as how to adopt them properly, v / (b) C o m p o n e n t s o f t h e s c h e m e The scheme of exchange of farmers has three components: i) Exchange of visits of farmers for study of specific crop produc­ tion in collaboration with the State Departments of Agricul­ ture, Farmers’ Training Centres and Agricultural Universities. The visits of farmers are arranged by the Farmers’ Training Centres in collaboration with the State Departments of Agri­ culture, the selected Agricultural Research Station/Agricultu­ ral University to provide short-term training in the specific crop practices and techniques. The farmers share their expe­ riences with the specialists of the institution concerned. Mostly, the small farmers are selected for such study visits inc­ luding those belonging to weaker sections and tribal areas. Since the farmers are aUo interested to have skills in dairy, poultry, fisheries and other allied animal husbandry pro­ grammes, the facilities of providing training in these areas as well are extended to them during these visits. ii) International Exchange visits of farmers and farm youth. At present the international exchange programme for farm youth is in operation with the USA in collaboration with the National 4-H Council and the Union of Soviet Socialist Republic on bilateral basis. The matter for exchange with other countries has also been taken up. The young farmers who participate in such exchange visits are expected to deve­ lop their farms in such a way that they serve as demonstration farms. They also play the role of voluntary leaders to help other young farmers to acquire progressive skills in agriculture and allied fields.