INTRODUCTION
How does an electric bulb light up? Why does it take such a
short time cook “dal” in a pressure cooker? What is the area of your room? The
answers to these and to other similar questions of everyday life cannot be
given if the person is ignorant and not educated even in such simple things
which one comes across every day. It is learning of information skills, and
ideas that make a person knowledgeable and thus a useful member of the society.
Education is change in behavior and improvement in abilities, when ignorance is
changed into knowledge and awareness. The unskilled becomes skilled and his
values, appreciations and outlook on life also change in a more positive way.
Education meaning change in behavior and attitudes need not necessarily be
through formal schooling; it can also be imparted in a non-formal setting. When
education is imparted in a free atmosphere, without the rigidity of rules and regulations
associated with school or college education it is termed as non formal
education (NFE). Non Formal education imparts depth and meaning to that work of
the recipient which he is already doing, or wants to do and thereby can make
him more efficient and quite likely much more productive also. The non-formal
approach to education can be described as the absence of a formal and captive
way of teaching and evaluating. Non-formal education emphasizes learning. In
the non-formal education; it is not necessary to put work into education
because, most of the persons coming for non-formal education would already be
working. Therefore; non-formal education is built around the work of the people
who take up non-formal education. It enables the learner to increase his
productivity in terms of output and also to improve the quality of the work in
which he/she is already engaged. The large proportion of India’s population is
poor; living in rural as well as urban areas. They live in pathetic conditions.
Education in any form needs to be provided to them to improve their quality of
life and to help them to participate productively in the national development.
The formal education system; because of its rigid chronologically graded
structure; excludes the poor from its advantages. The non-formal education,
which is flexible and relevant to the lives of illiterates and the poor, needs
to be encouraged. Formally educated persons can also continue their education
for either self-development or higher professional advancement in a non-formal
way.
Though, the basic concept of non-formal education is simple,
educationalists responsible for its operation has developed academic objectives
for this form of education also. The academicians have introduced such
objectives not only to explain the concept of non-formal education, but also as
a reminder of the dissimilarities in formal and non-formal education. Some of
the academic objectives of the NFE are described below;
·
To educate the dropouts
from formal education
·
To raise the extent of
functional literacy
·
To prepare individual for
self-employment
·
To retain adults for the
changing requirements of jobs and family life.
·
To complement formal
education in a country of largely uneducated people
CENTERS FOR NON-FORMAL
EDUCATION
In several Indian Universities, centers of adults and
continuing educator have been established. These centers provide many forms of
non-formal education; with varied contents. Besides, the university centers of
non-formal education, the Industries, voluntary organizations, state governments,
religious bodies, families and individuals also carry on a variety of NFE.
Considering the extent of demands in the non-formal contents, the status of NFE
is valid; desirable and is improving.
Even before 1995, when NFE was launched in a big way,
several efforts were made by the government and other agencies to remove
illiteracy. Some voluntary agencies, particularly some Christian missionary
groups, made pioneering efforts to make children and adults illiterate, but
they were not particularly successful because of the enormity of the problem
and the severe economic and social constraints. Eradication of illiteracy was
attempted through free and compulsory formal education.
Mass Literacy Movement, social education and other schemes
were introduced, but all showed poor results. In the 1970’s NFE was widely
suggested and illiteracy was the attacked through the non-formal approach. A
major scheme was launched in 1975 to develop a large scale programme of NFE for
under privileged children, youths and adults.
These programmes were meant to be related to the needs and the
aspirations of the learners and were to be based on local environmental
conditions. This was an attempt to reach the deprived and the disadvantaged
outside the formal system of education. The government of India became
interested in the advancement of literacy education after independence and some
steps were taken to introduce adult education. But, the progress had been slow
and tardy. With growing awareness that economic and social development are
linked to literacy and education, the drive for literacy has received a fresh
impact.
Post literacy is defined as programmes which aims are 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 PROCESSES
This idea generally refers to processes and activities
especially developed for neo-literates, which are designed to help them become
fully functionally literate and to be autonomous learners. The essential aims
are to prevent regression to semi-literacy or worse and to develop those
higher-level literacy skills which are essential for autonomy in learning. Such
skills include context vocabulary building, increased general know ledge and
its application, and the development of skills in integrating concepts into
cognitive systems (schema). It is especially important to develop higher skills
of critical reading and to foster skills in independent problem-solving.
Post-literacy programmes are designed for adults who want to
strengthen their literacy skills. They may be immigrants, slum dwellers or
elderly rural poor. In ail activities the objective is to sustain interest in
learning and prevent regression. Literacy regression is common in any society
and it is described as follows:
LITERACY REGRESSION
This term refers to the situation where learners, having reached a certain level or grade equivalent
within a literacy programme,
fall to proceed beyond that grade, lose skills and knowledge and revert to a
lower grade of skill and functional knowledge; individuals who are
semi-literate may revert to almost or complete illiteracy. Individuals who are
almost at the neo-literate stage may revert to semi-literacy and so on. Among
school pupils, it is well documerited that children who drop-out of formal
education before reaching school grade V are likely to regress to almost
complete or total illiteracy. Among adults, the boundary is less well-defined but
premature withdrawal from adult literacy programmes inevitably leads to
regression. The main problem among such people is motivation, which underlines
the importance of including functional knowledge of direct and immediate
relevance to the learners. Motivational aspects and the problem of regression
have considerable implications for continuing education.
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 semiliterate rates. The aim of post literacy programmes is to consolidate
the basic literacy skills of speaking, reading, writing, numeracy and problem
solving while at same time overtly or covertly transforming the learners into
an educated whole person, who is a productive socio-economic asset to the
community- bale to participate actively and productively in a nations processes
of Development.
In education many terms are used and many, such as the term post-1iteracy, have
acquired a range of meanings. Some of these terms refer to concepts, some to «systems» some to «processes» and some to programmes. By
concept is meant a general ideas or
notion; and by process is meant a method of operation or a state of carrying on
a procedure. By programme Is meant a structured series of learning events
designed to develop concepts to foster the development of process skills and to
achieve specified outcomes. Programmes may be available through the formal, non-formal or informal
education channels.
a) Related Educational Concepts and their Expression in Programmes
Relevant concepts to be considered in relation to the term post-literacy include the
following:
i) LITERACY
This is generally to mean the ability to read, write and
apply numeracy skills. Vagueness in the definition relates to some disagreement
about what level or skill should be acquired before an individual can be said
to be literate. Modern definitions tend to focus on competency and a literate
person is perceived to be one who has sufficient reading, writing and numeracy
skills to be able to continue to learn alone without the continuing guidance of
a teacher.
Post-literacy programmes ensure that participants who have
at one time reached such a level of competence, but have not adequately accepted
the challenge to continue to learn, or even worse, may be in danger of
regressing to partial literacy, in fact consolidate their literacy skills and
advance to higher levels of competence.
ii) FUNCTIONAL LITERACY
There is a general consensus about the meaning of this term.
Programmes concerned only with reading, writing and calculating for their own
sake have little meaning. Functional literacy includes the development of these
traditional literacy abilities, but it ensures that such development occurs in
areas reflecting the socioeconomic and cultural needs of the learners. The
emphasis is on directly usable knowledge. Reading, writing and numeracy skills
develop with these goals sharply in focus.
Basic literacy programmes should build both technical
literacy skills and functional knowledge. What people learn to read, write and
calculate becomes equally
as important as
technical literacy skill, and the development of one aspect adds to the
development of the other. All continuing education seen through this definition
is functional.
iii) LEVEL ON GRADES OF
LITERACY
The traditional way to define “level” of literacy was in terms of functional measures and grade
equivalents, using the formal educational system as a standard. There is little
international agreement, however, about what should constitute the levels or
stages of achievement in developing literacy skills and functional knowledge
from illiteracy to the achievement of basic literacy. This is partly
understandable because of the contrasted problems posed by different languages
and cultures.
iv) SEMI-LITERACY
This can be defined as a stage in literacy development,
which may meet the technical requirements of the final grade of a literacy
training programme but beyond which progress is inhibited. The failure to
proceed further may be motivational, an absence of willingness to continue to
learn without the guidance of a teacher; it may be because of some inherent
ability problem or because of some gap or block in achievement. Semi-literacy
is a major problem in many societies, including those of developed countries
such as Australia, U.K. and U.S.A. Semi-literates are usually functionally
illiterate. That is while .being basically literate in a technical sense, they
cannot apply their literacy skills in everyday life.
v) NEO-LITERACY
This term is well-known and fairly non- controversial. A neo
literate is an individual who has completed a basic literacy training programs
and has demonstrated the ability and willingness to continue to learn on
his/her own using the skills and knowledge attained without the direct guidance
of a literacy teacher. It is important to stress that technical achievement is
not sufficient for an individual to be classed as a neo- literate. He or she
needs to have the ability and willingness to continue as an independent
learner. Post- literacy programmes are not only for semi-literates, but also
for neo-literates who do not proceed beyond formal primary schooling or its
equivalent.
vi)ADEQUATE FUNCTIONAL
LITERACY
By 'adequate' we could
perhaps consider levels of competence and functional knowledge that facilitate
an individual's personal development and his or her development as a member of society, and which help to maximize his or her contribution to
the positive development of society, in other words, adequate functional
literacy represents a staking off point from which an individual can grow and increasingly contributes to an improved quality of life.
A key aim of programmes of post-literacy is to ensure that
participants become adequately functional literates. Adequate functional
literacy is a pre-requisite for autonomous learning and the development of a
learning society.
vii) AUTONOMOUS LEARNING
The idea of autonomous learning is a much more sophisticated
concept than the Idea of simply being and willing to learn on your own, which is the concept used to define a
neo-literate. The concept implies not just an autonomous learner but an
autonomous person. At an autonomous stage of personal development, education is
seen as leading to creativity, self-fulfillment and deeper
values; it is seen as an on-going process. It is characterized by a learning
style that probes for increasing complexity, complex patterns, toleration for
ambiguity and development of broad views of the world and reflects a respect for
objectivity.
This concept clearly implies that if a learning society to
be effective, the opportunities provided by it must be accepted and utilized by
its citizens. Only autonomous learners can take maximum advantage of such
opportunities, so that evaluation of a learning society depends on the
development of autonomous learning. This is a major challenge for continuing
education, and especially for programmes of post-literacy with their aim of
achieving not only learning autonomy, but the development of an autonomous
person.
Three well-known terms of particular relevance to
post-literacy are as follows:
i) LIFE-LONG LEARNING
In 1976, the General Conference of UNESCO adopted the
following definition of life-long learning. The term life-long education and learning
denotes an overall scheme aimed at restructuring the existing educational
system and at developing the entire educational potential outside the education
system; in such a scheme men and women are the agents of their own education.
This definition contains three basic ideas:
a) The entire formal educational sub-system should be restructured
to develop life-long learners;
b)The non-formal and informal education sub-sectors should be developed
and utilized to the fullest extent;
c) The importance of autonomous learning is stressed.
According to this view, life-long learning is a process that
involves purposive, directed learning not merely incidental learning. Post-literacy programmes are enabling forces to give participants
the motivation, knowledge, skills and values required for them to undertake
self-motivated lifelong learning.
ii) ADULT EDUCATION
Adult education programmes should be seen as a sub-set of
lifelong learning. Adult education has been defined as engaging in courses and other educational
activities organized by three teachers or sponsoring agency, and taken by
persons beyond compulsory school age. Excluded is full-time attendance in a programme leading toward a high school
diploma or an academic degree.
Examples include courses such as diet control, football,
ballroom dancing and car maintenance. Adult
education as a process, however, also refers to methodologies of teaching
appropriate for adults- the idea of a dragogy as distinct from pedagogy.
Post-literacy programmes can benefit from a close association with adult
education programmes as defined, but certainly all effective post-literacy
involves adult methodologies as a process.
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. Every country plans
to become a learning society. 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. No person is an island. 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
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.
Reading and numeracy materials appropriately designed and properly worded maybe
able to diffuse the required technology even into the remotest part of the
country, instruction and developmental materials can also be modified to suit
the peculiarities of any community and this can be done at relatively low
administrative cost.
The most successful post-literacy programmes are associated
with the work force. In many Member States, post-literacy activities are presented
on-job
in factories on farms, in retail stores, commercial institutions and so on. The
advanced skills of reading, writing and numerically required for
autonomous learning are developed 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-cuts, 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. For
this «unproductive» and negative group, interesting and creative post-literacy
materials can act as a 'stimulant. Creatively designed materials can Instill a fighting pioneering spirit. 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.
f) TO FOSTER HAPPY FAMILY
LIFE THROUGHEDUCATION
The ultimate goal of development’s to improve the quality of
life of every citizen in the country. To attain this goal requires co-operative
effort by government and citizen. Every individual should be active in the
development process. The fruit of development will only be harnessed by active
participants. Bystanders will be swept aside by the tide of change.
Beside economic opportunity, development also provides other
social benefits that will improve family life. Post-literacy programmes on
consumerism, environment, health and ways of leisure can contribute towards
happy living. Participating in post-literacy programmes sharpens the mind and
makes participants alert for all openings and opportunities. Citizens become
responsive and sensitive to the changing environment.
To be alert, adaptable and able to think positively makes
possible the attainment of a fuller life in a demanding society. With higher
income and a healthy mind and body the post-literacy leaner is able to improve
the quality of life. The world becomes a happy place and there is a bright
start towards greater happiness for the family as well as for the individual.
Our
country has set before itself the goal of ^"Education for all1
by 2010: a good that aims at, of providing equity, access and quality education
to reach the hitherto unreached population. Hence, continuing personal
development throughout life in both formal and informal terms has become an
essential requirement for all.
India
has a very rich and long history of education: education which has been passed
on from one generation to the next for thousands of years in various fields of
knowledge. In most fields this transfer of knowledge has been through a
tradition of oral learning with very little of it written down. 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 or lifelong learning has been embedded in
almost all traditional philosophies. Before the impact of the commercial and
industrial civilization, most countries had a traditional society with a
dominant role of the village community and a subsistence agrarian
economy. Education in that society had to provide occupational skills, behavior
codes, initiation into the value system and an understanding of the ultimate
objective of life.
CONTINUING EDUCATION SCHEME
The structure of the continuing
education programme, launched in 1995 as a fully funded centrally-sponsored
scheme, will be retained and further strengthened and expanded in scope and
content. A continuing education centre will be set up for a population of
2,000-2,500 so that it caters to the need of at least 500-1000 neoliterates. A
nodal continuing education will be set up for a cluster of 10-15 continuing
education centers.
CONCLUSION
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 prorgammes.
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 programmes 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. But, in all developmental
programmes, the most important problem faced by the planners and implements is
the lack of effective and positive response of the weaker sections of the
population not only to general development programmes but even to those which
are exclusively intended for them. A failure to elicit a response from people
is mainly due to lack of motivation and lack of awareness resulting from
illiteracy and poverty.
This
Assignment provides only very broad guidelines for the training of continuing education personnel
for post-literacy activities. In practice detailed strategies and training
programmes would need to be designed and developed. Post-literacy programmes
are only one form of continuing education and much of the training should focus
on the general principles and practice of continuing education.
Finally it is also
important to stress that as systematic approaches to continuing education are
relatively new in the region; their successful implementation will depend on
the emergence of a new cadre of well qualified competent educational personnel.
Effective training is the key to this developmentREAD ALSO :INFORMAL EDUCATION ROLE OF DIFFERENT AGENCIES
IMPORTANCE OF ELECTRIC APPROACH IN EDUCATION
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