India Education & Career

D, Purandeswari, MOS – HRD called for the sensitization of the Adult learners in the Adult Education and strengthening the mechanism towards functionality of Adult Education. Smt. D.Purandeswari, Hon’ble Minister of State for HRD was addressing an International Conference on Adult Education (CONFINTEA – VI) being held in Belem from 1-4, December, 2009 attended by the representatives from more than 100 countries pertaining to Adult Education and Non Formal Education.

Speaking during the panel discussion on “Inclusion and Participation in Adult Education”, she had explained the initiatives taken by India in bringing out an inclusive policy frame work for the learners in Adult Education where literacy does not stop at learning of alphabets but includes skill development, life-long learning and integration with similar educating programmes of various Ministries in the Government.

Responding to other speakers, Mrs. Purandeswari stressed the need for measures to be taken up to address the main barriers to participate in Adult Education and specific elements need to be incorporated into the existing policy and programmes to increase overall participation and address the specific learning need of excluded group.

Explaining to the question on “How is the demand for learning and education of disadvantaged groups stimulated in India? One of the groups specifically targeted in India are women: what are your concrete approached and results? Are there other groups specifically targeted?” She replied that the main focus group of the programme would be women and adolescents from the socio-economically disadvantaged sections like the SCs, STs, Minorities and other disadvantaged sections in the rural areas of low female districts. The approach will be to build on women’s existing knowledge and levels of their literacy and numeracy in order to ensure that in the long run the existing levels are substantially upgraded and they are able to use the skills acquired in their own contexts. Innovative, tried and tested programmes related to women’s literacy, including interventions related to thematic or issue-based literacy will be up scaled. Women will be engaged in large numbers as volunteers and instructors to encourage women learners to participate in the programme. Women’s participation would be the pervasive feature of the entire gamut of Saakshar Bharat Programme.

Explaining to the question on “What measures proposed by the learners could be helpful to improve the stimulation of demand in India?”Women being the prime focus and predominant participants, the entire programme will be given gender treatment. The gender, social and cultural barriers that women face will be taken into consideration while designing teaching learning programmes. Gender will not be seen in isolation but in conjunction with other social categories like caste, ethnicity, religion, disability, etc. Gender perspective will permeate all components of the programme, including the approach, strategies, planning, management structures, teaching-learning materials and monitoring and evaluation.

The Teaching-Learning Materials of all Saakshar Bharat Programmes will cover the main elements of literacy and skill development in context to livelihood, social and cultural realities of the learners and special issue-based and thematic aspects, such as gender parity, NREGS, RTI, PRIs, SHGs, health and hygiene, environment, agriculture, animal husbandry, etc. Materials that integrate into people’s interests and hobbies will also be produced so that learners show eagerness to engage in learning.

It is the extent of community involvement, its resilience and long-term sustainability that will ensure Saakshar Bharat Programme’s effectiveness in forging it as an instrument of women empowerment and equality of the socially disadvantaged groups and also their skill upgradation to improve their socio-economic condition. The sensitization of GP of the importance of community involvement would be linked to the GP’s own resilience in using Saakshar Bharat Programme to realize its adult education and larger social objectives.

D. Purandeswari, Minister of State for HRD has represented India by leading the delegation to Belem to attend the Sixth International Conference on Adult Education (CONFINTEA VI), “Living and Learning for a Viable Future – The Power of Adult Learning” hosted by the Government of Brazil in Belém from 1 to 4 December 2009. This International Conference will provide an important platform for policy dialogue and advocacy on adult learning and non-formal education at global level.

UNESCO has organised the CONFINTEA series of international meetings, which take place every 12 – 13 years, to take stock of the new developments and challenges in the field of adult learning as well as to make recommendations to Member States, civil society organizations, and partners regarding its contribution to global commitments as well as to the empowerment, self-esteem and better quality of life of individuals, communities and nations, since the late 1940s (Denmark in 1949, Canada 1960, Japan 1972 and France 1985, Germany 1997). The German conference, CONFINTEA V, marked a turning point in the global recognition of and commitment to adult learning and non-formal education.

The UNESCO Institute for Lifelong Learning (UIL), has been coordinating the preparatory process leading to CONFINTEA VI, in close cooperation with UNESCO Headquarters, UNESCO Regional Bureaux and the Ministry of Education in the CONFINTEA VI Host Country, Brazil. UIL is supported by the CONFINTEA VI Consultative Group, an advisory group of experts in adult and non-formal education, which is guiding the conceptual preparation of the conference.

CONFINTEA VI will also be an important occasion to assess the progress made in the implementation of the six Education for All (EFA) goals, the United Nations Literacy Decade (UNLD) and the Literacy Initiative for Empowerment (LIFE). Member States should use this opportunity to review their adult learning activities and align them yet more closely with the EFA goals, the Millennium Development Goals (MDGs) and the objectives of the Decade of Education for Sustainable Development (DESD).