 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor of the Department of Education at the University of Palahava. And this time I am going to discuss with you all the challenges of adult education, the present situation of adult education and what are the goals of adult education in accordance to NEP 2020. Earlier I have already discussed with you the development of adult education in India and this is the second and last lecture in this series. Okay, so let's start. First of all, we have already discussed about adult education and how the development of adult education and the development of adult education. We have already discussed this and we will come directly to the challenges. What are the challenges? Obviously, adult education is a very challenging concept. Why? Because it has a lot of problems. The problems that create the challenge are related to curriculum. What is a curriculum? Problems relating to curriculum. Of course, curriculum of adult education must have a component of spoken language. First of all, it is about how to be taught, what is to be taught, then the language should be spoken. Only then, that bias, which means that the barrier is not there or they have left studies in the middle or whatever their studies are, then we will have to talk in spoken language. It is necessary for both problem-solving and culture-sharing and forms a necessary condition for establishing a rapport with adult learners. Why is this necessary? Because that problem can be shared with us. When you talk to them in their language, then it is possible that the sharing of culture can be done. It is the responsibility of the sanskriti side. And it makes a necessary condition for you to establish a rapport with adult learners. If they are talking in another language, if you are talking in another language, then they will not talk to you. The curriculum should align with the evolving needs of learners equipping them with practical skills and knowledge that are applicable in the job market. What else should be done? Should be aligned. What should be done? What are the needs of learners? What are the needs for which they have come into adult education, want to study, want to complete their studies? And we have to give them practical skills. We do not give them much theoretical knowledge. We have to equip them. We have to treat them with their professional skills and knowledge. And sorry, what kind of knowledge is applicable in the job market? It means that after studying the course of adult education, they can enter into some form of employability. They can see in the curriculum that they are in the spoken language. There are such components which are fulfilling the needs of the learners. If they are talking about practical skills and knowledge, then such practical skills and knowledge will help them in the job market. Then how is the teaching learning material? This also creates a challenge. The teaching materials supplied in adult education centres are inadequate. They are saying that the teaching learning material provided in the teaching centre is also irrelevant and irrelevant. There is no solution for it. There is no support for it and its quality is generally poor. The new approach towards teaching learning skills needs to be too proud. We have to work with two main points of view. First, to make the content as functional as possible in language should be as localised as possible. First, we have to make the content as functional as possible. We can earn their work by it. The language should be localised and to introduce technopedagogic inputs. Since we are now talking about digital youth, we have to add technical input to it. The development of relevant and attractive software should be used in the educational field to improve the efficiency of teaching learning. To make the teaching learning efficient, we should develop and use some of the relevant and attractive software. The curriculum should be about how to make the content as appropriate. The teaching learning material is also inadequate and irrelevant. The training of functionaries is not as good as the ones in the education centre. There is a scope for improving the quality of training of the functionaries of adult and continuing education programmes. There is a scope for improving the quality of training of the people in the education centre. The functionaries are not in a position to do their job perfectly, effectively and proficiently due to a lack of proper and timely training in adult education. The people in the training centre are not able to do their job properly, effectively, proficiently and professionally. The training of functionaries of adult education is not proper and timely. The learning motivation is the basis for effective learning. We know that motivation plays the most prominent role in learning. But it has been the main problem in the past as well as in the present adult education programmes. For example, you have made a TLM, you have put in technical pedagogy input, you have trained the functionaries as well. But the person who is going to learn, who is an adult, if he is not motivated, then all your efforts will be wasted. Research studies have shown that motivation can be enhanced if there is a conducive environment that promotes literacy in the programmes of direct interest to learners. This is a part of the understanding that we can increase the motivation of learning. If we provide the motivation to those who are conducive, who are a highly talented person, who are able to make them literate and who are interested in direct interest, then they will be motivated. The motivation of the learners can be increased by improving the learning environment, creating confidence among them, learning material adapting new approaches and innovative methods and arranging continuing education facilities. So since when is the UEE going on? And in 2009, the RTE has also come. Everything has come. Even then, the national literacy mission that was started in 1988, you have talked about it, it became operational. The section that has been here since the beginning of October 2009. And it is the modified form or the variant of the national literacy mission. You can say that this is a variant of the national literacy mission. It is a modified form because it was considered as the national literacy mission that you will not be able to do the operation. It is coming out in 2011. It is the last one. It is counting by 2010 and all this is happening. So you gave it the name of the national literacy mission. It was launched in September 2009 by Prime Minister Manmohan Singh for female literacy and international literacy day. September 8, 2009 in New Delhi. On September 8, which is International Literacy Day, female literacy. It was also seen that there is a lot of gap in male and female literacy. So mainly to make female literate, Prime Minister Manmohan Singh launched the September 2009 program. The centrally sponsored scheme is implemented by the Department of School Education and Literacy. Who implemented it? It was implemented by the Department of School Education and Literacy. It was implemented by the Department of School Education and Literacy. It was implemented by the Department of School Education and Literacy. The nodal agency of the scheme at the national level is the National Literacy Mission Authority. And what was its nodal agency? The whole part of it is the National Literacy Mission Authority. It was formulated. Why was it made? It was made because it was a luxury. It was developed to focus on adult women literacy and the national literacy day. And the scheme was originally planned to be operational up to 3 March 2012, and it was later extended up to 31 March 2018. And it was decided that the 12th year of Panchwarshi Yojana went from 2012 to 2017, This scheme continued until the 5th or 12th year of the year 2017, but it was extended till the 31st of March 2018. This means that Sakshar Bharat was also finished in 2018. Sakshar Bharat's objective was to impart functional literacy and numeracy to non-literate and non-numerate adults. He said that the adult who is not an expert in science, who is not good at math, will provide functional literacy and numeracy. And to enable new literate adults to continue their learning beyond basic literacy and acquire equal valency to the formal educational system. And to impart non- and new literate skill development programs to improve their earning and living conditions and to enable new literate adults to continue their learning beyond basic literacy and acquire equal valency to the formal educational system. And to impart non- and new literate skill development programs to improve their earning and living conditions and to enable new literate skill development programs to improve their earning and living conditions and to promote a learning society by providing opportunities to new literate adults for continuing education. If you know the concept of adult education, then you will know that now it is the concept of LLL, which means life-long learning, which means continuing education. The education that keeps on going on, it was believed that the objective of Bharat's objective was to promote a new literate adult by providing him with the opportunity to continue his education. And adult education centers and local teachers are set up to implement the program at the grass root level. In order to run the program at the grass root level, there will be an adult education center in which people are given the name of the teacher. In each Gram Panchayat, with a minimum of 5,000, at least one AEC has been established. In every Gram Panchayat, in which there are at least 5,000 students, there is at least one adult education center and in the urban areas, there is the work of general education centers, NGOs, state resource centers and other institutions which the NLM authority identified. Functional literacy program, basic education program, vocational education and continuing education program are the programs offered by the government to meet the objectives of Saksha Bharat and Saksha Bharat's objective was to promote and implement four programs. Functional literacy program, basic education program, vocational education and continuing education program. And the goals of adult education are in the NEP 2020, It is known in the media. It says that you should learn vocational skill. It is not working to be literate but only to be digitally literate, whether it is a personal development or universal access. It means that life-long learning can get adult education. Functional literacy, let's say reading, writing, arithmetic, and life-long learning, it is not a national education program, it was issued by 2020. Inclusive education, education in India requires a comprehensive approach that addresses challenges related related to literacy rates, accessibility, affordability, quality and social barriers. So, what are the challenges in Delta education? We have to increase literacy rates, we have to reach all of them, we have to keep them affordable. We have to keep them affordable. We have to pay them for it. Their good quality is good and the social barriers that are still in place, the social issues that we are facing, we will sit with them and eat with them. So, we have to cross these barriers. It is essential to invest in infrastructure, create inclusive policies, ensure financial support and leverage technology to enhance the reach and effectiveness of a Delta education program. So, it is important that we invest in infrastructure, make inclusive policies, ensure financial support and increase the inculcation of technology so that we can increase the reach of the adult education program and increase its impact on the community. So, this is the concept of your adult education. What are the barriers and challenges? What program is going on? Your NLM was changed in 1988, that too in 2009. From Saqshar Bharat Ihyan to Saqshar Bharat Ihyan. This was believed to be the end of Barbi Panchayur Shri Ujnarthik. By the time we reached 80% female literacy or overall literacy, but it was not able to reach the phone, it was finished by the time it reached 305-2018. It was extended, it was finished. Then it was happening that since the draft was to come, NEP 2020 in 2019, something like that would happen. So, it has only told the goals, there is no such scheme in real India for adult education. You can also say that because the concept of adult education has been exchanged from lifelong learning. That is why you do not see any such heading or hoarding in the progress of education. The first thing was that no building building was made for it. It was thought that there is a firework, there are such things that children are studying there in the day. So, in the evening, adult education centres and programmes can be organised there. So, since the concept of adult education has been changed from lifelong learning, that is why we have to focus on the goals and keep in mind that the new literate that is not literate, we have to promote it for lifelong learning. That is it. Okay, so thank you and don't forget to like and subscribe to my channel, Explore Education. I have done from my side.