 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Kanna Girls Triggy College, University of Allahabad. And today I'm going to discuss a topic development of adult education in India as many BA and BA courses have a topic about adult education. Okay. And the lecture will be in bilingual mode and it must be useful for various competitive teaching as well as your regular BA and BA in MA and MA courses, Okay. First of all, we need to know how the progress of Proud education in India has been? How has it been in progress? From where it has started to how far it has reached today? We will see some of what happens in British time and then we will see some of the stuff in the individual's time. So if we are talking about an Italian occupation of India, where the education was changing in British times, what was the name of the adult education? So you will understand that the main thrust of adult education in India during the 19th century we were around basic schools. That is, in the year of basic schools, in the 19th century, there was a book called Prada Shiksha. And the adult education institutions in British India were also called night schools. If we look at what was going on in British India in the name of Prada Shiksha, then night schools were being sold. Why night schools were being sold? Because you are an adult, you have a bunch of formal education, you have crossed the age, you have some work to do, so you have to stay in those houses during the day, that is why you had the opportunity to run night school, you have to do your work, and then you have to know that it is important that you can be literate, you can be wise, you can be literate, and your daily life problems are not there because of your studies. There were few and modeled after British adult schools. They were very few and were based on the modelling of British adult schools. They were mainly run by whom? They were set up by Christian missionaries. They were either run by Nationalist leaders or from your social institutions. The official policy was to encourage them where one practical and permit as much flexibility as possible in school hours. And this was thought because at the end of the day, we should not be rigid, we should permit them to be flexible as much as possible in school hours. And what were the four curriculums in this? The one that I was talking about, or the basic rudiments that you have to come up with to read, to write and to answer your questions. On the questions, I will give you one more question. Within a minimum of 100 days, at least you have to study for 100 days. The average instruction per day was of 2-3 hours duration. The duration of every day was of 2-3 hours duration. You have to give an average instruction. You have to give an average. You had to have a Hunter commission. It was written in 1882 in the Indian Education Commission. And you observed that every province had a setting like this. The school was in the Boundary of Madras. And the kids were enrolled there. Okay. So, if we talk about Folodial India, because Nationalist leaders were also running this. They were running intellectuals. People talked a lot like Ishwarchan Vidya Sahar, Raja Rahman Rai, Roy and many others were talking. He said that of all the 9th century intellectuals, Swami Vivekananda's ideas and their deletion are immoral. You can note that Swami Vivekananda's ideas and their deletion are immoral. Observing the chief cause of India's views has been the monopolizing of all the education by a handful of men. He observed that India's losses and losses are only a few people who have monopolized the education. So he stressed the need for spreading education among the masses. He said that he should teach the people, not only for few people, but for the people. He believed that our nation is advanced in the proportion of education and intelligence spread among the masses. And the only service to be done for the lower classes is to give them education to develop their lost individuality. They believed that a rastro can be developed in the same proportion and in the same way as education and intelligence spread between the masses. And we can only service the lower classes in such a way that they can teach them so that they can pass the lost individuality that they have given to them. According to him, the greater part of education to the poor should be given orally and in vertical languages. He is saying that you should teach them orally and in their language, in regional languages, in vernacular languages. To quote Swami Vivekananda, if you quote Swami Vivekananda, in his words, he said that education is not the amount of information that is put into brain and runs right there. Undigested all your life. He is saying that education does not mean that you have to think about something that is in your mind, it is not digestible. He said that life-building, man-making, character-making, assimilation of ideas should be done. Man-making should be done. Man-making should be done. Man-making should be done. If you have assimilated fine ideas and made them your life and character, you have more information than a man who has got by heart of whole library. He is saying that if you have assimilated some fine ideas in your mind and you have made a character based on that, then you have more information than a man who has got by heart of whole library. He is saying that you should have an assimilation of ideas or a fine character. Swami Vivekananda is saying that. Now let's see how adult education has evolved in concept India. We generally do not take adult education very seriously. We think that something like this is going on. We have more information than this. But if you want to know, there are 5-6 levels of adult education. The concept of basic literacy has come from 1882-1947. In 1880, you got an intervention from there and took it to independence. Then your concept of independence changed and became a social education. This was until 1864. Then from 1865-1772, functional literacy concept came. Then from 1878-2038, developmental literacy concept came. Now since 2009, it has become a lifelong learning concept. And you will get to know that this concept has evolved. After taking the college, we thought of doing social education. Because there is a wide range of conferences on adult education. So we come out of that concept. We have many signatories. So we say that we have to accept that concept. So the concept of adult education has evolved in this way. From basic literacy to lifelong learning. This is what is written in it. So we will see what was going on in basic literacy. Then how did social education change? What is functional literacy? What is developmental literacy? And what is the life-long learning that is going on today? So first of all we are talking about basic literacy and social education. So basic literacy, as the name suggests, basically we become literate. Literate means 3 hours. 3 hours are reading, writing and arithmetic. So we can read and write. We can't do anything wrong. If we come this far, then this concept of adult education came from 1872-2047. That basically we become literate. Apart from imparting schools in 3 hours, that is reading, writing and arithmetic. The curriculum also included stories of historical importance, lessons given, information on health, hygiene and first aid. So basic literacy was also seen, that in 3 hours we become skilled. Apart from that, sorry, I know some stories, we know what heroes we are. We know the general knowledge of health, hygiene and first aid. All these things went in the basic literacy era. After that, the concept of social education. This was conceived in 1948 and in 1952 it was linked to the community development program. Meaning if you are a teacher, if you are a teacher, then you should be connected to the social, social development programs. At the time of independence, India had a literacy rate of 12.2% only. Meaning when India was free, the country had only 12% literacy rate. So they said, if we want to increase literacy rate, then we need to pay attention to adult education. In earlier programs, which were implemented in pre-independence era, concept of adult education was too narrow. They said that basically it was only about literacy. So post-independence, we need to widen it. We need to broad this concept. We need to include many other things. So health, hygiene, recreation, upgradation of vocational skills, that you have some caution, improvement in social, cultural and economic life and citizenship education were included in the concept and termed as social education. That is basically it was about health hygiene. You have added vocational education, upgradation, social, cultural and economic life improvement. And basically it was about social education. So from 1948 to 1964, it was about social education. Then functional literacy came. This is going on since 1975-1970. Functional literacy was defined as literacy integrated with the occupation of the learner and directly related to development. The functional literacy was translated into action in 1960. It was based on work oriented literacy. Functional work oriented. They are saying that the occupation of the learner should be associated with literacy. And directly should be associated with the occupation of the learner. So, who is behind this? Who is behind this? In the UNS, in 10 March, in 1904 it was said that the role of adult education in the development of society, polity and economy was talked about by the society, politics and economic status and development of adult education should be a role. It focused on functional perspective of adult education. Functional means that it was an active role. It didn't have money to just sit and learn. The second world conference in adult education in Canada in 1960 is also emphasizing linkage in adult education and productivity work in development. That is, the broad education is associated with education, with work, with development. Then the world conference was held by the education ministers in Tehran in 1905. It also focused on functional literacy. There was a great impact on the concept of adult education in India. So, what was being said in India was that we should move on from social education to functional literacy. So, functional literacy means that literacy is connected with the occupation of the learner and it has a direct connection with the development of literacy. This is going on from 1978 to 2008. So, we will have to see what is going on in the society and what is going on in the society. So, they are saying that that era was the philosophy of Paul of Freire. The era of concentrationlessness. They are saying that banking education is useless. It makes the learner passive. It doesn't generate a sense of thought. So, it has an effect on adult education. With this philosophy, the horizons of functionality widened. So, it was said that the horizons of functionality and the concept of development of literacy. So, literacy should not be confined as just a process of learning, the skills of reading, writing, and everything. They said that literacy is not that we should learn something, read something, answer questions. They said that it should go beyond that and contribute to the liberation and full development of human being. We should get the path of freedom from our education. The importance of awareness about social reality was focused. We talked about the awareness of social reality. Developmental literacy can be defined as literacy for all around development of human beings and nations. That is developmental literacy. It helps the person to learn reading and writing to gain general knowledge. It helps to improve and increase productivity. It increases participation in civic life. It increases participation in civic life. It increases participation in civic life. It increases participation in civic life. It increases participation in education. This is our progress. We increase contribution as well as progress in civic life. The person gets a better understanding of the surrounding boy who helped to improve the quality of life. If we know the gypsies of young people, we will live a better life. During this transition period, the National Adult Education Program was conceived. In 1978's N.A.E.P prowad the National Adult Education Program. time was when NAEP was conceived in India. Now what is NAEP? On 2nd October 1978, GOI announced NAEP. Government of India launched a national educational program on 18th October. This was the first educational program implemented by a government throughout the country. In the whole country, this type of government was run. This was the first project of progress education. Objectives of this program were literacy, awareness and functionality. That is, you have to become a witness, you have to be aware and have functionality. That is, you have to take it into your work. Along with government, Department of Adult Education, other institutions such as universities and colleges, voluntary organizations in which your NGOs will come, Nehru, New York Angels were also involved in implementation of NAEP. You will not be able to use this because adult education is such a broad concept that only government cannot run it. You will have to get a lot of help from NGOs, different institutions, organizations. You have to get a lot of help from all entry agencies in adult education. Now you are aware that NPE has come in 1986. NPE has come. It is said that importance of literacy was again reinforced in national policy on education in 1986. It is also talking about the broader education. It mentions that adult education would become a means for reducing economic social and gender disparity. It is saying that the broader education is about gender, social and language and the way it is reduced to adult education. Then the following up of 1996 program of action in the name of POA in 1902 is saying that emphasis in adult education program should be on skill development. It is saying that you should pay attention to the costs of education. In creation of awareness among the learners of the national goals of development programs and generation from operation. I mean, how much development is going on in the adult education program. Then the concept of life long learning. Realizing the new challenges. Now life long learning is from 2008. What time is this? When it is talking about globalization, talking about privatization, talking about westernization. So, the function of literacy and the importance of understanding the government of India is now launching Saakshar Harad Mission in 2009. It was launched in 2009. Its aim is to significantly reduce the number of non literate adults in India. Its aim was to reduce the number of Indian children who are non-literate. And one thing we can say is that the concept of life long learning means that you have to study life long. What are the broad objectives of Saakshar Harad program? Impart functional literacy and numeracy to non literate and non literate students. Then the new literate adults to continue their learning beyond basic literacy and acquire equivalency to formal education system. They are saying that the new students who have just come to Saakshar Harad enable us so much that they can take the learning beyond basic literacy. They can take it to the next level. And the formal education system that runs in front of it will be available. Then impart non and neo literate relevant skill development programs to improve their learning and living conditions. They are saying that the people who have just come to Saakshar Harad who are non literate, we have to teach them relevant skill development programs so that they can improve their art and education and promote a learning society. And then we will talk about a society that is mostly based on work. By providing opportunities to new literate adults for continuing education. What is the concept that present condition adult education is? Life long learning continuing education. You have to keep on learning. Then it will come to you. From where we have reached? From literacy to post literacy and continuing education. If we remove all this, then this will come. Since there are so many policies so here we have completed the development of adult education and covered it. Then on a new topic we will talk to you about NLM which is a national literacy mission in Niswar Thasi. Then we will talk about the role of voluntary agencies in adult education. Then we will be able to cover adult education even then many things will remain because I cannot write everything in 15-20 minutes. It cannot be said. So from literacy to post literacy in continuing education the government has set an ambitious aim of achieving a sustainable literacy level of 75% by 2007. The government has set that in 2020 we will be able to take 75% of the state government and covering all the disciplines in continuing education to NLM. So for this NLM which came in 1888 said that there are three major programs in adult education. What are TLC, PELP and CEP? TLC is Total Literacy Campaign which will be imparting basic literacy skills. PELP means Post Literacy Program for application of literacy skills in continuing education program. And CEP for linking continuing education program CEP. This will be for linking literacy and improvement in quality of life i.e. life quality can be increased. So the government has set this but you know that in 2007 we could not achieve it. But still a lot of work is done on adult education and when we do not know about adult education then this is a very important topic but this is not the case. This is a very important topic for community participation from NGOs. So in the next video in the next topic we will talk about NLM. So for now you understood the concept of adult education basic literacy social education functional literacy developmental literacy today's concept of life long learning is going on. So thank you. And don't forget to like and subscribe my channel Explore Education. Done from my side.