NFE in India

NFE in IndiaChapter A: Overview of NFE in India

Chapter B: KANFED

Chapter C: Adult Education in Kerala

Republic of India

Total Population :1,210,193,444 (2011 Census) (2nd)

Area : 3,287,590 Kilometer

Per Capital Income:$ 1570 in (World Bank, 2013)

Density : 379.6/km2 (31st)

Literacy Rate : 74.04% (2011 Census)

Mapping of LITERACY rate in INDIA:

Growth of Literacy Rate:

CHAPTER: APERSPECTIVE OF NFE IN INDIA

NFE in India

WHAT IS NFE IN THE CONTEXT OF INDIA? Generally NFE is conceptualised as an organized

educational activity, occurring in the traditional framework of formal education system.

Despite all around improvement in school education, there is a significant number of out of school, never enrolled and dropped out children. Still, a number of habitations do not have access to primary and upper primary schooling facilities.

In view of large number of out of school children and un-served habitations, concerted efforts have been made across the county in the form of non-formal education that has been recently renamed as the Education Guarantee Scheme and Alternative & Innovative Education (EGS & AIE).

INTRODUCTION TO NFE IN INDIA

Non-Formal Education as an alternative to formal Elementary Education was experimented with as early as 1976 at which time nine educationally backward states in the country were persuaded to initiate experimental NFE centers.

In 1988, following the introduction of the National Policy on Education (1986), a full- fledged scheme of Non-Formal Education supported by the Central Government was introduced primarily in ten educationally backward states, as well as all over the country in urban slums, remote areas, desert and hilly regions.

COMMISSIONS AND NATIONAL POLICIES Recommendations for NFE in Kothari

Commission, 1964-66 It recommended NFE on a large scale for out of

school children and adults. The Commission put stress more on literacy, continuing education, correspondence courses etc.

The National Policy on Education, 1968 On the basis of Kothari Commission Report,

National Education Commission was set up for reviewing the structure and evolve a national education policy.

COMMISSIONS AND NATIONAL POLICIES (CONT.) National Education Policy 1979 It suggests that besides removing illiteracy and

creating awareness, adult education programme has to have some developmental content. It should also aim at improving the skills of the target groups so that their productivity can be improved.

National Policy of Education, 1986• It launched for school drop-outs, for children from

habitations without schools, working children and girls of whole day schools.

• Provided a framework for the curriculum based on the needs of the learners and related to the local environment.

DEPARTMENT OF NON-FORMAL EDUCATION IN THE NCERT

In 1988 when the Centrally Sponsored Scheme of the Non Formal Education was formulated by the MHRD, a full-fledged Department of Non- Formal Education was established in the NCERT Prior to 1988.

With the establishment of a Department, Non-Formal Education became recognized as an alternative to elementary education. From 1988-1995 the department was also given the responsibility of overseeing Education to Scheduled Castes and Scheduled Tribes since Non-Formal Education emphasized reaching these communities where large number of children were out-of-school.

In 1995, the department was re-organized and renamed Department of Education in Non-Formal and Alternative Schooling. This reorganization has vindicated the significance of Non-Formal Education as an essential alternative to Formal Elementary Education.

The department is now poised to play a significant role in the achievement of Universal Elementary Education which has been a goal for the country.

NCERT= National Council of Educational Research and Training.MHRD = Ministry of Human Resource Development

NFE PROVIDERS IN INDIANFE Providers

Government

Non Governmental Agencies

Aided

Non Aided

Voluntary

Missionary Management

Providers/Agencies that offer programs for special target/clientele/focus groups by location.

A VAST MAJORITY OF PROVIDERS HAVE OFFERED A VARIETY OF NFE PROGRAMS WHICH ARE GROUPED INTO THE FOLLOWING CATEGORIES: Government: Central/State Government/Joint program of Central and

State Government Cooperative: Agency/registered society where profits are shared by

contributing members Industrial/business/service enterprise Education/training institutes Professional association/trade unions Religious bodies/missions (agencies registered by a religious

organization like Islamic, Hindu, Buddhist, Christian, Jewish etc.) Community based organizations (CBO) National branch of International NGO Local branch of National NGO Local NGO (an NGO with only one office at the Sub-national level) Private bodies/individuals; and International funding and /or technical assistance agency like,

UNESO, UNICEF, UNDP, DFID, USAID, SIDA, DANIDA, GTZ, World Bank, ADB etc.

Types of NFE Programs

Literacy programs

Schooling for out-of-school children

Life skill training

Rural development

Income generation training

Non-formal higher education

Religious education; and

Leisure education

THE NFE PROGRAMS WITHIN THE EDUCATION SECTOR CAN BE BROADLY GROUPED INTO THE FOLLOWING FOUR CATEGORIES: Early Childhood Care and Education (ECCE)

Literacy (adult illiterates)

Out-of-School children (including EGS) and youth

Continuing education.

TARGET/FOCUS GROUPSBy and large, the ongoing NFE programs are targeted to the following focus/target groups:

Illiterates

Neo-literates

Out-of-school children/youths

Women and girls

Rural poor

Urban poor; and

Ethnic/linguistic minority groups.

GOVERNANCE The major implementing bodies of the NFE

come under the Ministry of Human Resource Development (MHRD). The MoLE (Ministry of Labour and Employment) is accountable for some modular vocational training courses. Moreover, according to various officials, there are some 17 Ministries and Departments, which claim to provide NFE vocational training through various schemes and programmes.

FINANCEFINANCIAL PROJECTIONS RS. IN 10 MILLIONS] Scheme 2002-

20032003-2004

2004-2005

2005-2006

2006-2007

Total

Literacy Campaigns and Operation Restoration

60.00 50.00 50.00 40.00 22.00 222.00

Continuing Education for Neo-literates

333.00 373.50 294.50 314.50 214.50 1530.00

Jan Shikshan Sansthan 35.00 40.00 40.00 40.00 45.00 200.00

National Literacy Mission Authority

2.00 2.00 2.00 2.00 2.00 10.00

Population Education in AE 2.5

-- -- -- -- --

Directorate of Adult Edn. 19.5

22 20.00 20.00 20.00 20.00 102.00

National Institute of Adult Education

1.00 0.00 0.00 0.00 0.00 1.00

Support to Non-Governmental Organisations

21.00 24.00 25.00 26.00 27.00 123.00

Total 474.00 509.00 431.00 442.00 330.00 2188.00

NFE PROGRAMMES The Total Literacy Campaign(TLC)

run by the National Literacy Mission (NLM), was started in 1988-89, initially as an experiment. It was area specific, time bound, volunteer based, outcome

oriented and had a mass programme character The targeted age group was illiterates in the age of 15 to 35. After the campaign was over, the neo-literates moved on to

Post-literacy Programmes (PLP) and Continuing Education (CE). The minimum duration of the TLC was 6 months with PLP and CE was 3 months

Sarva Siksha Abhiyan (SSA), started in 2001. The important features of SSA are Education Guarantee

Scheme (EGS) and Alternative and Innovative Education (AIE) that seeks to base itself on strong community involvement and micro planning exercises

NFE PROGRAMMES (CONTD.) Jan Shikshan Sansthan (JSS),

National Institute of Open Schooling (NIOS) Established in 1989 as National Open School (NOS) by MHRD,

Government of India, the National Institute of Open Schooling (NIOS) was renamed in July 2002 and is the largest Open Schooling System in the World Providing Alternative Schooling System. The NIOS offers open vocational education, package courses, six months and one year vocational courses, life enrichment courses, stand-alone vocational subjects, as well as vocational subjects in combination with academic subjects

Modular Employable Skills (MES) Considering their educational, social and economical

background, it was concluded that the poor and less educated persons can not afford long term training programmes due to higher entry qualifications and opportunity cost.

NFE PROGRAMMES (CONTD.) The government of India runs various NFE schemes for

adults in the realm of income generation. There are about 17 governmental departments and ministries offering training in various areas. Some of the schemes are:

DWCRA: Introduced in 1982-83, as a sub-scheme of the Integrated Rural Development programme

TRYSEM: Established in 1979, the Training of Rural Youth for Self-Employment

Prime Minister's Rozgar Yojana: Launched in October 1993

Nirantar, a resource centre for gender and education, was set up in 1993.

NON-FORMAL EDUCATION IDF SHORT FILM

CHAPTER: B KANFED:KERALA ASSOCIATION FOR NON-FORMAL EDUCATION AND DEVELOPMENT

ACT In June 1977, KANFED (Kerala Association for

Non-Formal Education and Development) was registered under the Travancore-Cochin Charitable Societies Act No 12 of 1955 as an offshoot of Kerala Grandhasala Sanghom and Kerala State Library Council, comprising the members of the Literacy Expert Committee of the Sanghom.

KANFED HAD BEFORE IT CERTAIN SPECIFIC OBJECTIVES: to eradicate illiteracy from the state

to provide opportunities for continuing education for all people in need

to strengthen the non-formal mode of education

to link development activities with non-formal education

Liberation of the masses, especially the downtrodden scheduled castes and tribes, and women, was its motivation. Courses were launched at district, block and panchayat level, and literacy centres established. In many places, “KANFED Bhavans” were set up, and welfare programmes were launched. State and Central Government approved KANFED and provided grants.

KANFED WITH THE COLLABORATION OF OTHER ORGANIZATIONS: The German Adult Education Association

(DVV) offered financial support to KANFED for about ten years for the -----

1. organization of literacy and continuing education centers, training of personnel,

2. preparation and publication of neo-literate materials including books and periodicals, and

3. awards made to committed social workers at KANFED’s annual celebration.

The DVV’s collaboration with KANFED was adjudged the best of its 19 projects during that period.

Unicef also supported KANFED’s non-formal education centres for drop-outs in the age range 15 to 45 years. Under this programme, 25 centres were organised in six northern districts of Kerala for three years.

The Ford Foundation offered support for the BJVJ Programme and the Neethi Vedi Programme in the state. “Souhrida Gramas” (Villages of Friendship) were established, in which many disputes were settled without going to court..

ACHIEVEMENTIn the emergence of Kerala as the first totallyliterate state in India, the role played by KANFEDwas unique. Its first attempt at total coverage was in

Vediappanchal Harijan Colony of Ezhome Village in Kannur District. This was in 1981-82.

The total literacy campaign in the Kottayam Municipal Area was the next attempt. KANFED worked with the National Service Scheme

of Mahatma Gandhi University and Kottayam Municipality.

The result of this campain was 2208 literate adults over a period of ten months.

Ernakulam District asthe first totally literate district in India KANFED and Kerala Sastra Sahitya Parishad

(KSSP) took a initiative for literacy in Ernakulam District. Huge efforts were made to involve more than 2000 educated young people as volunteers, and two state-level bodies.

After hard and dedicated work, was declared to be by the then Prime Minister, V.P. Singh.

This campaign was awarded the UNESCO Prize.

Literacy within 90 days Project KANFED developed an experimental project,

“Literacy within 90 days”, which was found to be successful.

Separate primers were prepared, and personnel were trained by KANFED.

It was recommended that attempts should be made to maintain and improve the literacy level.

KANFED organized training camps from which a good number of trained workers emerged as promising community workers at different levels.

KANFED was the first one to recognize social workers and honoring them at its annual meetings.

Since 1978, KANFED has published 20-25 primers, nearly 20 guidebooks, handbooks and workbooks, around 50 reference books for workers, nearly 210 books for neoliterates, a number of pamphlets. Its weekly for

neoliterates, “KANFED News”, its fortnightly for functionaries “Anoupacharika Vidyabhyasam” and its monthly wall paper “Nattuvelicham” have provided constant support to local government field staff and organisers alike.

CHAPTER C:ADULT EDUCATION IN

KERALA

ACCORDING TO DEPARTMENT OF SCHOOL EDUCATION AND LITERACY ----- Adult Education aims at

extending educational options to those adults, who have lost the opportunity and have crossed the age of formal education, but now feel a need for learning of any type, including, basic education (literacy), skill development (Vocational Education) and equivalency. 

ADULT EDUCATION IN POLICY National Education Policy- 1986

The policy envisages that the basic learning needs of every person, child, youth and adult should be met through a variety of delivery systems, there is no trade-off between quantity and quality, achievement of minimum levels of learning are as important as to the community and by partnership between the government, civil society and stakeholders can basic education needs be met satisfactorily. The policy paved the way for enhanced support to the state governments for school improvement, in service teacher training and non-formal education.

DIFFERENT PHASE OF ADULT EDUCATION IN THE HISTORY OF INDIA The Gram Shikshan Mohim

This movement was started in the state of Maharashtra in 1959. It was a step towards mass mobilisation in the field of adult education and was launched on an experimental basis in 25 districts of the state.

Farmers' Functional Literacy Projects This project was initiated as part of the Green Revolution with the

objective of making farmers functionally literate in high yielding cultivation areas. 

Education Commission (1964-66) It urged that adult education should be promoted both

through "selective" as well as "mass approach“. National Adult Education Programme (NAEP)

A massive programme of Adult Education called the National Adult Education Programme (NAEP) for removal of illiteracy in the 15-35 age group was formulated by the Government of India and launched on 2nd October, 1978. The target for this programme was to educate 100 million adults within a time frame of five years.

Rural Functional Literacy Project (RFLP) This was a major centrally sponsored scheme started in 1978 for rural

areas.  State Adult Education Programme (SAEP)

The states also similarly took up centre based projects under the state plan funds on the lines of RFLPs.

Adult Education through Voluntary Agencies To ensure greater participation of voluntary agencies, the Central

Scheme of Assistance to Voluntary Agencies was revived in April 1982. National Policy on Education

The National Policy on Education (1986) as amended in 1992 and The Plan of Action (POA) thereunder lays stress on following a dual track approach, emphasizing both on primary and non-formal education and adult education programmes.

National Literacy Mission (NLM) The National Literacy Mission was set up by the Government of India in

recognition of the need for priority attention to literacy for speeding up the development process and was launched by the Prime Minister of India on 5th May, 1988. 

ORGANIZATIONS THAT RUN ADULT EDUCATION Grandhasala Sanghom KANFED Kerala Sastra Sahitya Parishad (KSSP) Mitraniketan Laubach Literacy Trust Quilon Social Service Society (QSSS) Shramik Vidya Peeths (SVPs) Literacy Forum Kerala State Chapter of IAEA Centre for Continuing Education Kerala. Jan Shikshan Sansthan (JSS)

UNIVERSITIES University of Kerala

A Centre for Adult Education and Extension (CAEE) was established at the University of Kerala in 1980 with University Grants Commission (UGC) financial support. The Centre was later renamed the Centre for Adult Continuing Education and Extension (CACEE). Population education programmes form a major allied activity, and a Population Education Resource Centre (PERC) has been attached to CACEE. Legal literacy and environmental education are also part of its activities.

University of Calicut It opened a Faculty of Adult Education.In 1983, a Coordinator and Project

Officer were appointed in accordance with UGC guidelines, and the University began to provide leadership for its affiliated colleges in organising adult education and population education programmes. It has arranged adult education classes in nearby villages and is currently organising training courses for income-generating self-employment. The University also has provision for doctoral research within the Faculty of Education.

Mahatma Gandhi University It was an active partner in the Total Literacy Campaign of Kottayam Municipal

Area, through its involvement in the National Service Scheme (NSS).A Centre for Adult Education and Extension has since been established, headed by Dr Thomas Abraham, the then NSS Coordinator. There were programmes in some of the affiliated colleges when they were part of the University of Kerala.

The National Service Scheme  at all the universities in the state was involved in

the Mass Programme for Functional Literacy (MPFL), which used the “each one teach one” method. NSS volunteers were expected to help between one and five illiterates to become literate. However, although kits were supplied free by the State Resource Centre, the programme largely failed for want of monitoring. NSS volunteers have nonetheless played a major part in the adult education programme in Kerala, not just in “each one teach one”, but also in centre-based and small-group classes.

ACCORDING TO UGC ADULT OR CONTINUING EDUCATION IN UNIVERSITIES

The University Grants Commission (UGC) has played a key role in shaping the character of University Adult Education in India since the launching of the National Adult Education Programme in 1978. During the last two decades, the UGC has not only formulated a number of guidelines on adult continuing education programmes, but has also provided one hundred per cent funding support to universities to implement the programmes. 

Four major categories of this program: awareness and development of general interest in

contemporary affairs imparting functional literacy and numeracy, post-literacy and

supplementary education through non-formal programmes imparting and improving professional skills through special

training developing curricular linkages between field work and action

Target Group: The target groups belonging to the less privileged and

underprivileged sections of the society may include women, in particular women of rural and slum areas.

Objectives :The programmes of Continuing Education should include objectives

such as, to- enable the universities to establish the necessary linkages with the

community enrich higher education by integrating continuing and adult

education programmes and extension work in the system provide opportunities for disseminating knowledge in all walks of life cater to the self needs of all sections of society but specially to the

needs of the less privileged and underprivileged sections provide an opportunity to the faculty and the students for field

experiences through faculty and student participation in extension research in selected areas in relation to major problems of development in cooperation with government

Operational Strategy1. Programme for Scheduled Castes / Scheduled Tribes and

Backward Classes2. Continuing Education for Women3. Workers Education4. Continuing Education for Professionals5. Continuing Education for Business Executives6. Continuing Education for School Dropouts and Unemployed

Youth7. Programme for Slum Dwellers and Migrant Workers8. Social Development Education for all Citizens

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