INTRODUCTION
The idea of a Learning Society was
first forward by the United Nations Educational Scientific and Cultural
Organization (UNESCO) in its famous report, titled “Learning to be “. According
to these report, a learning society is one in which all agencies of a society
are educational providers; not just those primary responsibility is education.
Similarly all citizens should be engaged in learning, taking full advantage of
the opportunities provided by the learning society. True to these words, Kerala
has always been a learning society. The educational and social reforms of
Maharajas, the relentless efforts of Christian missionaries, the educational
pursuits of Nair Service Society, the contribution of Sree Narayan Movement and
a galaxy of social reforms laid a strong educational base in Kerala.
India has very rich and long history of
education: education which has been passed on from one generation to the next
of thousands of years in various fields of knowledge. People passed on skills
along with the rigor of knowledge and human values. It was an integrated kind
of an education.
The concept of continuing education, post
literacy or lifelong learning has been embedded in almost all traditional
philosophies. Continuing education is seen as going far beyond what is already
practiced, particularly in the developed countries such as upgrading with
refresher training, retraining and conversion or promotion courses for adults.
It should open up opportunities for learning for all, for many different
purposes.
Education should enable people to develop
awareness of themselves and their environment and encourage them to play their
social roles and work in the community. It should help keep pace with the
development of new knowledge of today particularly in the domain of information
and communication technology. It should help acquire new skills to face global
competitiveness. Therefore, continuing education, post literacy or lifelong learning
will soon become a reality for all people. Lifelong learning means learning
throughout life. It is not confined to childhood or youth but takes place in
mature adulthood as well as in older age. This is a major change from
traditional approaches to education and learning.
ADULT EDUCATION
Adult education is a powerful
auxiliary and an essential incentive to primary education. The concept of adult
education has brought a new hope for adults who could not get opportunity of
receiving education during their school years. Through various programmes and
techniques of social education, the illiterate farmers in the fields, laborers
in the factories and others can be acquainted with the latest developments
taking place in their on fields and thus they can be made happier and useful
citizens who would understand their rights and duties given to them in the
constitution of free India.
Adult education is very much needed to
change the various facets of the life of our adults. It is essential so that
the masses may be trained in various habits to enable them to lead a happier
life. Literacy will provide them opportunities of reading and writing and will
liberate them from the chains of ignorance. Adult education will bring them in
close contact with their community and country’s cultural heritage.
Adult, continuing education and post
literacy is one of the prestigious programmes of University Grants Commission.
In American and European Universities, this programme enjoys much importance
while in Indian Universities; it is struggling to survive within the University
system.
In India the unique style of
interpretation of Adult education is Adult Literacy (3Rs). We are focusing on
Total Literacy, Residual Literacy, post literacy, continuing education etc. The
scope of Adult education is unlimited. In India at the beginning, the priority
was given to adult literacy and it is the time for ‘Mission for Continuing
education’. Adult education is a vibrant, fueled by expanding demand and
interest with broad range of possibilities in both public and private sector.
In Academic Adult Education, being
‘adult’ does not refer to age, but rather the mode of study and the objective
of the students. Adult education within
universities is an open non-formal system of education which is aiming at
complementing and supplementing the requirement of students and community and
contributing to the principles of Lifelong learning.
POST LITERACY
Post
literacy or post literacy education is a concept used in Adult education
programs aimed at recently illiterate or ‘neo-literate’ adults and communities.
Unlike continuing education or further education, which covers secondary or
vocational topics for adult learners, post literacy programs provide skills
which might otherwise be provided in primary education settings. Post literacy
education are programmes which aim to
maintain and enhance basic literacy, numeracy and problem solving skills,
giving individuals sufficient general basic work skills enabling them to
function effectively in their societies. Post literacy programmes are designed
for adults who want to strengthen their literacy skills. They may be
immigrants, slum-dwellers or elderly rural poor.
Jana Shikshan Nilayam (JSN) or
People’s Centre of Learning was conceived and introduced in 1988 as an
innovative institutionalized framework for post literacy with a view to
arresting the unfortunate and recurring phenomenon of relapse of neo-literates
into literacy on the one hand and for promotion of a learning society on the
other. A set of comprehensive guidelines on location of JSN, selection,
training and placement of Prerak, procurement of materials and the modality of
conducting the plethora of activities in the JSN were also issued to State
Government and other agencies interested in setting up the JSNs. National Literacy Mission is also a
technology mission in as it seeks to harness the finding of scientific and
technological research to improved the pace and quality of the programme and to create a better teaching- learning
environment.
OBJECTIVES OF POST LITERACY
The major objectives of the post
literacy programme are:
®
Organize activities for the sustenance of basic literacy and
awareness among the neo-literates;
®
Ensure retention of literacy skills and up gradation of skills,
especially of women;
®
Create an atmosphere for the application of the skills acquired by
them;
®
Supply reading materials for neo-literates;
®
Continue literacy classes for drop-outs and those who were not
covered by the total literacy campaign;
®
Promote the developmental activities;
®
Take up non-formal education scheme for the dropouts from schools. FUNCTIONS OF POST-LITERACY
Some major functions of
post-literacy programmes include the following:
a) TO
CONSOLIDATE BASIC LITERACY SKILLS
A literate who has just completed
a basic literacy course is not guaranteed retention of that skill. As for any
other skill it could become diffuse and fade out in time unless it is
systematically strengthened. A well-designed post-literacy programme may be
able to save the situation. With material designed to suit the interests of the
target group, post-literacy skill should be able to reinforce and consolidate
basic literacy skills both cognitively and affectively.
b) TO MAKE LIFE-LONG LEARNING POSSIBLE
Post-literacy is a bridge
towards autonomous learning. To reach the stage of autonomous learning means to
be within the grasp of being a life-long learner.
Post-literacy programmes
develop reading habits while at the same time enhance writing and numeracy
skill. Without post-literacy programmes, or their equivalent, a learning
society cannot materialize since the neo and semi-literates will not be
motivated to go beyond basic literacy skills. Post-literacy programmes provide
a second opportunity for the disadvantaged to become life-long learners.
A keen student within a
post-literacy programme has wide options from which to choose further
education. Such a student can either enroll in an equivalency programme and so
have the chance to enter the formal system again, or he or she can go to other
types of continuing education such as vocationally-oriented income-generating
programmes or others. In this sense, post-literacy programmes are liberating
forces which provide the opportunity for participants to continue to learn
throughout life.
c) TO
ENHANCE UNDERSTANDING OF SOCIETY AND COMMUNITY
Effective
communication fosters understanding and promotes ties in the community. Humankind is gregarious by nature. Being
gregarious we must have the skill to communicate to others and to listen
effectively. Effective communication, including listening, requires certain
skills. These skills can be acquired through training. Communication training
programmes can be designed and made available to every interested individual. Communication skills, therefore, should be a
central part of any post-literacy programme. They should be carefully developed
to enhance understanding of society and of the community.
d) TO
DIFFUSE TECHNOLOGY AND INCREASE VOCATIONAL SKILL
Appropriate technology transforms
the development of any country. Post-literacy programmes can be an effective
instrument to transfer required technologies to disadvantaged groups and to
change a listless «observer» into a productive energetic member of the labor force.
The most successful post-literacy programmes are associated with the work
force. The advanced skills of reading,
writing and numerically required for autonomous learning are developed loped in
association with the functional knowledge needed by participants to be
maximally efficient as employees. The significance of such an approach for the
overall upgrading of technology and for improvement in individual and
commercial efficiency is self-evident. This type of approach makes a major
contribution to the economic well-being of individuals and of the nation as a
whole.
e) TO
MOTIVATES INSPIRE AND INSTILL HOPE TOWARDS IMPROVING THE QUALITY OF LIFE
Drop-outs, disadvantaged groups
and low-income earners have a feeling of hopelessness. For them the future is bleak.
Their children are unlikely to have a meaningful place in society. Survival is
by chance. Motivation to improve and the will to excel in life is marginal if
not zero. Feelings of helplessness and
the sense of alienation can be overcome. Making such people realize that each
and everyone has the same unharnessed potential and that everybody is capable
of attaining the best in life, will motivate them to excel in whatever field
they decide to undertake. This is possible because a post-literacy programme is
an educational activity. Being educational it is an effective tool to affect
changes in attitudes and behavior towards life. Post-literacy cultivates,
develops, strengthens and stimulates the power of the target group.
MAJOR
AGENCIES IN KERALA
The major agencies engaged in the
field are
KERALA
SASTRA SAHITYA PARISHAD:
The Kerala Sastra Sahitya
Parishad (KSSP) is a scientific, cultural organization, promoted to popularize
science among ordinary people. It was established in 1957. It organizes
classes, lectures, science clubs, science corners, science fair, and adult
literacy classes and so on. KSSP led the total literacy campaign of Ernakulum
district and Akshara Keralam Project of the state.
Panchayat Resource Mapping
Campaign of KSSP has mobilized very large number of citizens. The field level
resource mobilization led to Kerala Total Literacy Campaign and later to the
People’s Planning Campaign. It has published more than 100 books to cater to
the needs of different sections of the community. This includes children’s
literature, social science, popular science, life history and references. In
addition the KSSP has published research reports on current issues of Kerala.
Today KSSP provides resource support to other states for their literacy campaigns,
continuing education programmes, resource mapping, and popularization of
science, local survey, and micro planning and so on.
MITRANIKETAN:
Mitraniketan is a
non-governmental organization dedicated to non-formal education programme. It
is a rural community centre open to all individuals and families irrespective
of race, colour, creed or nationality and provides motivation to better their
lives and to serve the common men. Mitraniketan has also started adult literacy
centers in villages. Programmes of non-formal
education are organized for propagating functional literacy, family planning
and childcare and health education. Training programmes have been organized
targeting farmers, women children and out of school children. Mitraniketan has
started a rural technology centre where, rural technology is intended to be
promoted.
QUILON
SOCIAL SERVICE SOCIETY:
Quilon Social Service Society
(QSSS) is functioning as a
registered voluntary organization for social action in Quilon Diocese from 1960
onwards. The society’s aim was to start one comprehensive non-formal education
centre attached to each of its local units and also to have all the three
stages of adult education viz. literacy, post-literacy and continuing
education. QSSS launched a new scheme for converting adult education centers as
centers for helping the very poor families of the localities, to involve
themselves in development oriented self-help programmes.
LITERACY
FORUM:
Its major objectives are
·
to give professional advice and provide leadership in matters
concerning adult/non-formal/continuing education, literacy work and extension
in the state;
·
to carry out evaluation and reach on adult/non-formal education;
·
to provide a common forum for all interested in adult education
and literacy program
CONTINUING
EDUCATION
The idea of a ‘Learning Society’
was first put forward by the United Nations Educational Scientific and Cultural
Organization (UNESCO) in its famous report (1972), titled ‘Learning to be’.
According to this report, a learning society is one in which all agencies of a
society are educational providers; not just those whose primary responsibility
is education. Similarly, all citizens should be engaged in learning, taking
full advantage of the opportunities provided by the learning society. True to these words, Kerala has always been
a learning society. The educational and social reforms of Maharajas, the
relentless efforts of Christian missionaries, the educational pursuits of Nair
Service Society, the contribution of Sree Narayan Movement and a galaxy of
social reforms laid a strong educational base in Kerala. The socio-political
movements, freedom struggle and trade union movements have played a very
significant role in creating a suitable environment for people’s participation.
Excellent network of rural libraries, better transport and communication
facilities, people’s perception towards education, social mobility, political
commitments are some major factors which provided a conducive climate for the
people to learn.
OBJECTIVES
OF CONTINUING EDUCATION
The main objectives of Continuing
Education programme are;
·
To create a Learning Society through Life Long Education.
·
To equip the adults with practical knowledge & problem solving
skills to reform the society.
·
To bring about fundamental, social, economic and cultural changes
in society.
PROGRAMMES OF CONTINUING EDUCATION CENTRE
1) Equivalency Programmes Designed as an
alternative education programme equivalent to existing formal, general or
vocational education
2. Income -generating programmes: Where the participants acquire or upgrade
their vocational skills and take up income –generating activities.
3) Quality of life improvement programmes:
This aims to equip learners and the community with essential knowledge, attitude,
values and skills to raise their standard of living.
4) Individual interest promotion programmes: to provide opportunities for learners to
participate and learn about their individually chosen social, cultural,
spiritual, health, physical and artistic interests.
POST LITERACY AS PART OF
CONTINUING EDUCATION
Post-literacy is a part of the
continuing education process. Post-literacy programmes are designed to
strengthen the literacy skills so that the learner can follow meaningfully
other opportunities offered by other continuing education programmes. The
diagram below clearly shows the role of post-literacy in the education process.
The central column of the diagram
(Figure 2.1) shows how educational programmes can be planned and sequenced by
an individual throughout life. The programme can be formal, or non-formal in
nature. Any educational activity after childhood is considered as continuing
education. The target group may be semi-literates, neo-literates or autonomous
learners.
ATLP for continuing education
offers six programmes. Post-literacy therefore is one of the integrated continuing
education programmes. Other types include Income-Generating Programmes, Quality
of Life Improvement prorgammes, Equivalency Programmes, Individual Interest
programmes (see ATLP-CE volume I). All six programmes are functional. All
involve functional knowledge. The functional knowledge is used as a delivery
technique with the
Objective of making learning is
relevant to living and working. However there is a major difference between
post -literacy and other programmes. The basic difference is that in the case
of post-literacy programmes, the advocator must stress rehabilitation
activities. This is because it is possible for neo-literates and semi-literates
to regress to even complete illiteracy. This is less possible in other
programmes, especially among equivalency learners.
CONCLUSION
Kerala is the first state in the
country to declare total literacy, which is mainly to effective launching and
implementation of various programmers. Kerala was recognized with the
successful completion literacy campaign. It was also a pioneer in post literacy
prorgammes as it started continuing education programme on its own initiative.
Post literacy is a process of
continuing education. Its programme and activities are designed to prevent
neo-literates and semi-literates from regressing into complete literacy. Post
literacy programme provide the point of take off in a continuing education
system. Without it, continuing education has little meaning to neo-literates or
semi-literates.
Post literacy or continuing education is an
inevitable component of the strategy of human resource development and of the
goal of creating a learning society. The aim of continuing education and post
literacy programme is to consolidate the basic literacy skills of reading,
numeracy and problem solving, while simultaneously transforming the learner
into an educated member of the community able to participate actively and
productively in the nation’s development.
In post literacy and continuing
education stages, greater emphasis is placed on skill development and
acquisition of new learning. For those who have acquired basic literacy skills,
we need to link these skills more intricately with their lives. This can only
become a reality when they learn not only to practice these skills in their
day-to-day life, but also clearly understand that these skills will be of vital
importance to them in order to improve the quality and the standard of their
lives.
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