Policy Update
Khushboo Dandona
Introduction
India is going to be the third-largest economy. By 2036, the population of India is expected to reach 152.2 crore. However, half of the population remains excluded from this development due to limited access to education and low literacy rates. Education is an integral part of human development. The National Education Policy 2020 mentions that over 50 million children in India lack foundational skills. And this is not the sole issue; another major issue is that adults are unable to read and write.
According to “Global Education Monitoring Report 2017-18: Accountability in Education: Meeting our Commitments,” published by UNESCO, highlights the adult literacy rate of different countries compiled during 2010-16. The percentage of adult illiterates in India is around 35% of the world’s total adult illiterates. Based on the 2011 census, 25.76 crore people in India aged 15 and above are illiterate. At the time of independence in 1947, about 86% of India’s population was illiterate. After independence, various initiatives and schemes have been launched by the government to eradicate illiteracy, particularly among adults. Adult Education extends to every individual who has lost the opportunity to receive a formal education and has transcended the age of formal education. The main focus of adult education is to provide basic literacy, which has been the focus of work on the bottom tier.
Intending to eradicate illiteracy, a centrally sponsored scheme of adult education is “Padhan Likhna Abhiyan,” was implemented during 2020-21. It emphasizes imparting functional literacy to 57 lakh adult illiterates in the age group of 15 and above. The scheme was extended up to 31 July 2021. With the active participation of the serving and retired teachers, cadets of NCC, and volunteers of NSS, and using a flexible approach and innovative methodologies, the mission gears up to promote basic literacy with a special focus on women, Scheduled Castes (SCs), and Schedule tribes (STs) and other disadvantaged groups. The State/UT will distribute the allotted target to the districts selected by them. The scheme also aims for total literacy by 2030, aligning with the New Education Policy (NEP) 2020. The scheme will also enable imparting knowledge through digital e-material, mobile app, etc. The scheme will cover both rural and urban areas of all the districts, which have illiterates.
Source: Jagran Josh
Programme Framework
The program identifies illiterate people through a survey, area-wise mapping of their learning needs, and imparts to them instructor-based teaching of about 120 hours, spread over 4 months or beyond, depending on the motivation of the learner and local conditions. After successful completion of 120 hours of instructional learning, they would be able to read and comprehend tests like road signs, newspapers, etc, write applications and letters, and fill up application forms etc., and compute simple problems involving addition, subtraction, multiplication, and division. A certification of completion will be issued to every successful learner based on a Basic Literacy Assessment Test against the learning Outcomes. This will open up new opportunities for further education through Open learning Systems. Classes will be held at such time and venue that are suitable for learners. It is the duty of the State Literacy Mission Authority (SLMA) to arrange buildings, the Panchayat building, community hall, etc. During out-of-school hours and holidays, it was used for conducting literacy classes and related activities.
Priemer
NCERT is the key developed primer for adult learners, containing lessons on literacy and numeracy. However, there will be flexibility in the selection of the primer. The States and UTs are free to use the basic literacy primer developed by NCERT, or they may develop their primers, either through the SCERT or any other agency that is recognised by the State/UT. The only requirement while developing the primer is that it must conform to the standard learning outcomes, which are recommended by NCERT and accepted by all states and UTs. The E-version of all the primers will be made available online. The Primer will also be made available for sale to the public through the outlets of the National Book Trust (NBT). The implementation and reporting of the programme will be broadly on the lines of Samagra Shiksha, with a provision of annual Project Approval Board meetings where the State/UT Secretaries of Education will present their Annual Plans, based on the district plan.
Environment Building Activities
The main objective of environment building for literacy is to maintain a positive, natural, and spontaneous demand for literacy. The activities will be conducted to enlist the involvement and support of all sections of the civil society in literacy promotion efforts. Multiple strategies were adopted in the context of local conditions. The use of print, electronic, and folk media will be harnessed to create an atmosphere to motivate people. The atmosphere is created through the following means:-
a) Information Education and Communication (IEC) Activities- It was designed with the help of NCL (National Council for Literacy) and SCL
(State Council for Literacy). Events and meetings will be organized at the village, panchayat, and block/town levels with all stakeholders to seek their support and involvement in the programme. NGOs/ Civil society organizations may be utilized for this purpose. NLMAs/SLMAs may also facilitate the use of different ICT-based platforms like Swayam, Swayamprabha (Doordarshan channel facilities), etc. Demonstrative lesson videos for teaching adults will be uploaded on YouTube in all regional languages. Use of social networking tools like Facebook & Twitter will be explored. E- Material will be developed with e-book and Video Lectures by NCL & SCL. Additional e-material and mobile phone apps will also be available free of cost for both voluntary teachers and learners.
b) Mass Mobilisation Campaign- the tested tools of nukkad natak, kala jathas, rabhat faries are used to create awareness and to mobilize the educated persons to offer their services as volunteer teachers. The senior teacher and principal of the secondary and senior secondary school encourage the senior school students and college students to participate as voluntary teachers in this drive.
c) Basic Literacy Assessment- The literacy classes will be conducted for three periods in a year, i.e., May-August, September-December, and January-April. The Triannual Basic Literacy assessment tests will be conducted in the months of September, January, and May by the National Institute of Open Schooling (NIOS,) keeping in view the convenience and suitability of learners.
d) Multiplier Effect- In addition to state and district targets, volunteers like retired officials, homemakers, and others can teach adult illiterates beyond the planned goals. Free e-learning materials, including guidelines for Volunteer Teachers (VTs) and learners, will be available online. Printed materials can be purchased through NCERT and NBT.
Implementation and Reporting
The programme will be implemented through the administrative setup of the Education Department in the State. The Directorate of Adult Education/Mass Education/Non-formal & Alternative Education may be made the Project Directorate for the programme. In case there is no such directorate, the State may utilise the existing setup of formal education or Samagra Shiksha.
Monitoring and evaluation
Evaluation is carried out through various methods, such as:
- A web-based Management Information System (MIS) will be put for real-time monitoring. NLSA, SLMA, and District bodies will review the progress at their respective levels. It is a two-way process. Feedback is received through MIS, and correctives will be sent back to ground-level agencies.
- Mobile applications, like the use of geo-tagging and monthly inspection reports. The Department of School Education & Literacy will design an ICT-based real-time monitoring management system for the proposed scheme. The District administration will be made responsible for uploading the mandatory data on the portal specifically designed for the project.
- Quality Monitoring System for the implementation of the programme at different levels will be part of the monitoring system. National Quality Monitoring System at the National level, State Quality Monitoring System at the State level, and District Quality Monitoring System at the District level will be placed with provision of field inspection by empanelled experts/officials on a thrice-yearly basis.
Some unexplored questions
One part of the scheme emphasizes digitalisation, like e-materials or using YouTube or Facebook. However, the reality is far from this. According to National Family Health Survey 5 demonstrate urban women (69%) are more likely than rural women (47%) to own a mobile phone that they use. Rural women and women with no schooling are less likely than most other women to have a mobile phone that they use and to be able to read text messages if they have a mobile phone.
Source: National Family Health Survey 2019-21
Even if the government were to distribute mobile phones to rural communities, it would not fully resolve the issue, as a lack of electricity and internet access would continue to hinder the effective use of digital learning tools. In India, around 70% of the population has poor or no connectivity to access digital services. The key focus of rural networks is on factors such as high coverage (up to 10 km radius), high data rates (100 Mbps or more), high energy efficiency, high spectral efficiency, supporting all use-cases using a single network, and smooth roaming. The rural areas have irregular or unreliable power supply issues. The rural telecommunication system highlights the need for renewable energy sources and a highly power-efficient system. The power supply, which is inconsistent in many rural parts, needs to be addressed.
The scheme was launched in 2020-21 during the COVID-19 outbreak. Due to pandemic-related disruptions, it lacked substantial outcomes and had limited on-ground implementation. However, when the situation became under control, the state’s basic education department began preparations for the scheme with renewed zeal.
Conclusion
The scheme is like the Padhna Likhna abhiyan, bringing a revolutionary change in the literacy rates in India. However, outdated resources and an inadequate response to emerging challenges, such as the COVID-19 crisis, hinder its effectiveness in addressing the core issues. The methodology behind Padhna Likhna Abhiyan could be better than a traditional classroom setup; it still needs to be more accessible and involve expertise to manage, control, supervise, and facilitate volunteering. To make the campaign succeed, the central government must ensure inclusive access to all. Universal literacy and formal education are essential for India’s progress. To achieve this, the role of NGO, corporations, and bilateral/multilateral organizations is vital.
References
- Department of School Education & Literacy, Ministry of Human Resource Development, Government of India. (2020, May). Guidelines on Padhna Likhna Abhiyan (Scheme of Adult Education). Department of School Education & Literacy. https://dsel.education.gov.in/sites/default/files/2020-05/PLA-Guidelines.pdf
- Gandhi, S. (2021, July 16). Right to education: How far can ‘Padhna Likhna Abhiyan’ go to improve literacy rates in India? https://www.financialexpress.com/jobs-career/education-right-to-education-how-far-can-padhna-likhna-abhiyan-go-to-improve-literacy-rates-in-india-2291907/
- International Institute for Population Sciences, & Ministry of Health and Family Welfare. (2022, March). NATIONAL FAMILY HEALTH SURVEY (NFHS-5) 2019-21. The DHS Program – Quality information to plan, monitor and improve population, health, and nutrition programs. https://dhsprogram.com/pubs/pdf/FR375/FR375.pdf
- Kumar, S. K., Ihita, G. V., Chaudhari, S., & Arumugam, P. (2022). A survey on rural internet connectivity in India. 2022 14th International Conference on COMmunication Systems & NETworkS (COMSNETS), 911-916. https://doi.org/10.1109/comsnets53615.2022.9668358
- Ministry of Education. (2021, August 9). Steps taken by the government to ensure no loss of education during Covid. Press Information Bureau. https://www.pib.gov.in/PressReleseDetailm.aspx?PRID=1744059
- Ministry of Statistics & Programme Implementation. (2024, August 12). Release of publication “Women and Men in India 2023”. Press Information Bureau. https://www.pib.gov.in/PressReleaseIframePage.aspx?PRID=2044607
- Nearly 5 crore illiterates in Uttar Pradesh to be taught to read and write under Padhna likhna abhiyan. (2021, June 25). The Times of India. https://timesofindia.indiatimes.com/city/allahabad/nearly-5-crore-illiterates-in-up-to-be-taught-to-read-write-under-padhna-likhna-abhiyan/articleshow/83826314.cms
About the Contributor
Khushboo Dandona, a research intern at IMPRI India and a postgraduate student of Gender Studies at the Dr BR Ambedkar University, Delhi.
Acknowledgement
The author extends sincere gratitude to the team IMPRI India for their invaluable guidance and support.
Disclaimer: All views expressed in the article belong solely to the author and not necessarily to the organisation.
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