[We went through this Paper in the wake of the recent debate centered on Education Policy (2020). This Paper presented at second Asia-Pacific Conference on Continuing Education and Lifelong Learning, 21-23 May, 2002 at the University of Hong Kong.]

Introduction:

Education is an enabling agent for development. Continuing education, particularly, is essential extension of formal/basic education to promote human resource development. Socio-economic growth is, of course, the main thrust of all the development plans in India and most policies are directed at strengthening formal education to ensure that there is adequate knowledge and skills to enable development to occur. However, these plans and policies have largely failed and social and economic inequalities, low productivity, high levels of illiteracy and semi-literacy remain. Further, the formal education system in India has in fact caters only for a handful of successful students and the rest, became particularly the under-privileged and resource-deprived communities became alienated and unproductive. Continuing education has emerged as a way of compensating for the inadequacies of the formal system by giving deprived communities a second chance, and also of ensuring a continued growth and upgrading the human resources throughout the lives of those communications.

These deprived communities in India mainly consist of small farmers and landless labourers, traditional craftsmen and rural artisans, dalits, minorities and women, and under-privileged social groups. These communities are mainly associated with, agriculture, horticulture and farm machinery; livestock-poultry, cattle rearing, fish culture; rural trading-buyers and sellers of products and services; traditional crafts—weaving, pottery, cane work, wood carving, lapidary, jewellery, shoe-making, lace making, brass and silver work; child labour, street and slum children, cattle grazers.

Continuing Education and Lifelong Learning Programmes:

There are many continuing education and lifelong education programmes being implemented to carryout education to the door-steps of different resource-deprived communities, neo-literates, distant learners, etc. The following types of continuing education programmes are presently implemented in India for the above categories:

  1. Education Guarantee Scheme and Alternative and Innovative Education for out of school children, children with disabilities, migrant children, street and slum children to bring access to schooling and quality education.
  2. Post-literacy programme for neo-literates, dropouts of primary school/NFE programmes, dropouts/lett-outs of literacy campaigns.
  3. Continuing education programme for neo-literates who complete the functional literacy/post-literacy in the TLC/PLP, school dropouts, passouts of schools and NFE programmes and other public.
  4. Jana Shikshan Sansthans (JSS) for occupational groups, people belonging to the weaker sections of the society, scheduled castes, Scheduled tribes, women, etc., to meet the educational and vocational training needs so as to improve the quality of life of the beneficiaries.
  5. Open schools for school, drop-outs, working boys and girls to provide relevant, attractive continuing and development education at elementary and secondary education.
  6. Distance Education through open universities/correspondence education courses for out-of-school students, working adults, socially and economically disadvantages learners to cater to the higher educational needs of larger number of clientele who could not take advantage of the formal system.
  7. Population education programme for students, college youth and general public.
  8. Mahila Samakhyas for women to seek equality through education.

The present paper would illustrate the nature, scope and achievements of the above continuing education and lifelong learning programmes in India. The paper also illustrates the resource support structures that are existed for providing technical and professional guidance to the different continuing education and lifelong learning programmes.

Education Guarantee Scheme and alternative and innovative education:

The Non-Formal Education (NFE) programme which was introduced in l979-80 and revised in l988 has been implemented in 25 States/UTs by the respective State Governments and 812 voluntary organisations during the last several years. About 238 thousand primary and 68 thousand upper primary centres were run by the State Governments and 58 thousand primary and 1 thousand upper primary centres are run by Voluntary Agencies (VA) respectively. But several evaluations and assessments by state governments, institutions and most notably the Programme Evaluation Organisation (PEO) of the planning commission (Government of India), have indicated that the implementation of the. Non-Formal Education scheme for Children (6-14 years) has not been satisfactory.

The NFE Centres are expected to function for two hours daily at a time suitable for learners. But in many states the centres have functioned in the evening and night to accommodate children who are working during the day. The NFE scheme did advocate flexibility in various aspects of running of the centre but the manner of its implementation resulted in a uniformity and rigidity almost across the country. Certain states like Andhra Pradesh and Madhya Pradesh could not implement modified approaches which had been worked out by them within the existing NEE scheme. A large number of NFE centres were set up in habitations which had formal schools and therefore the target of small and scattered Scheduled Caste (SC) and Scheduled Tribe (ST) habitations without schools, did not receive a high priority.

Clearly, in its present form the NFE scheme could not ensure quality primary education for out-of-school children and the objectives and measures outlined in the NFE and Programme of Action (1992) could not adequately met (Government of India, 2001). Thus, the Government of India has discontinued the NFE projects run by States/VAs. NFE centres in habitations where Education Guarantee Scheme (EGS) schools were set up from April, 2001. The EGS and Alternative and innovative Education (AIE) were covered the children in the age group of 6-14 years; however, for children with disabilities, it would cover children up to the age of 18 years. It is expected to continue to have three components as in the earlier NFE scheme: (a) State-run centre; (b) EGS/ Learning centres or alternative schools run by Voluntary Agencies (VAs), and (c) innovative and Experimental project and District Resource Units (DRUs) run by VAs.

The EGS & AIE clearly stated that every district should initially target enrolment of all children of 6-8 years age-group in formal schools only (with some motivational camps or bridge courses, if necessary). For elder children of 9-11 years age-group also, the efforts should be towards mainstreaming (admitting children to formal schools) through appropriate interventions like bridge courses, residential camps, etc. Since EGS & AIE would be implemented as an integral part of the UEE effort which would form a part of the Sarva Shiksha Abhyan (SSA). Under SSA, every district would propose a District Elementary Education Plan (DEEP). Under this plan, a range of interventions for school improvement, incentives for children, recruitment of teachers, quality improvement in regular schools, etc., along with intervention for ensuring education of out-of school children (GOI, 2001).

EGS & AIE supports flexible strategies including schools in un-served habitations, seasonal hostels or condensed courses for migrating children, bridge courses, residential camps, drop-in centres for street and slum children, remedial coaching and short-duration camps for children in formal schools, etc. The EGS & AIE have accorded a priority in setting up of EGS

centres (Primary level) in un-served habitations where no school exists within a radius of 1 km and alteast 15 children of 6-14 age-group non-starters who are available. Based on the demand from the community, the State has ensured the setting up of EGS schools. Alternative education interventions for specific categories of very deprived children eg., Child labour, street children, migrating children, and elder children (in the 9+age-group especially adolescent girls) were supported under EGS & AIE in other than educationally backward states also. Preference was, however, continued to give to the 10 educationally backward states.

Quality education was a cornerstone of EGS & AIE. Several elements of the scheme viz., increased duration of the EGS & AIE centres (alteast 4 hours every day), induction and recurrent training of 30 days for Education volunteers (EVs), two day review and planning meetings every month, regular academic support for EVs would contribute to improve quality. Now, various voluntary organisations have submitted the proposals for starting of EGS and AIE centres and the State Governments are processing the proposals and according permission.

Post-Literacy Programme:

Post Literacy Programme (PLP) was implemented on the conclusion of a Total Literacy Campaign (TLC) under National Literacy Mission (NLM). It was also regarded as the preparatory stage for Continuing Education Programme (CEP) in the district. The duration of PLP, which was initially for two years, has now been restricted to one year. Post Literacy Specifically aims at remediation, retention and consolidation of literacy skills in the first phase through guided learning. In the second phase, learners are provided with a variety of supplementary reading material and library services to help them continue learning through self-directed processes. One of the first tasks in a PL Programme was what is known as ‘mopping up’ operation. Those learners, who dropped out or could not achieve the NLM levels of literacy in the TLC phase, are enabled to achieve them through remediation or mopping up operation.

One of the major objectives of a PLP is to enable the neo-literates to learn the application of literacy skills as a problem solving tool, so that learning becomes relevant to living and working. In the limited time available during TLC, it is not possible to dwell adequately on the functionality and awareness components of the programme. Therefore, in PLP phase, these objectives take centre stage. The NLM has emphasized the integration of skill development programme with PL programme to enable the neo-literates acquire skills for their economic self-reliance. It has been reported that 50.55 million (79.35%) of neo-literates have been enrolled in PL Programme out of a target neo-literates of 63.5 million. The number of neo-literates who are reported to have completed PL Book-1 was 31.15 million (49.08 percent) of the total target neo-literates of 63.5 million (DAE, 2002).

Continuing Education Scheme for Neo-literates:

The new Scheme of Continuing Education for Neo-literates was introduced as a fully funded centrally sponsored scheme in December l995. Continuing Education Programme is taken up after the completion of Total literacy companion and post literacy programme in a district with the objective of providing life-long learning facilities to all the neo-literates and educated people in the community. Out-of-school youth, school dropouts and fragile literate persons are also covered under CE. CE is thus attuned to the felt needs and demands of specific groups of learners taking into account local conditions and resources.

The scheme was revised in November 1999 which retained the basic structure of CECs and further expanded its scope and content. Under the Scheme the main thrust is given to setting up of Continuing Education Centre (CECs) which will function as a focal point for providing learning opportunities such as library, reading room, learning centre, training centre, information centre, charcha mandal, development centre, cultural centre, sports centre and other individual interest promotion programme centres. One CEC was set up for a population of 2000 to 2500. For a group of about 10-15 CECs, there was a Nodal CEC which monitors and overseas the activities of those cluster of CECs. Besides the provisions of setting up of CECs, the scheme of Continuing Education also provided the opportunities to undertake diverse activities involving alternative and innovative approaches to cater to the needs of the learners. Taking into account local conditions and the resources available, various target specific activities such as Equivalency Programmes (EPs), Quality of life Improvement Programmes (QLlPs), income Generating Programmes (AGPs) and individual interest Promotion Programmes (IIPPs) could be organized for specific groups of beneficiaries.

The programme of Continuing Education was implemented under the aegis of Zilla Saksharata Samitis (ZSS) along with District; Block and Gram Panchayat level committees are responsible to oversee the programme in the entire district. By 2001, about 110 districts in 16 States/UTs were implemented continuing education programme. During the year 2000-01, the CE Programme has sanctioned to another 13 Districts in Gujarat, Karnataka and Uttar Pradesh. About 6301 Nodal CECs and 48,208 CECs were functioning in the above States/UTs as on March, 2001.

Shramik Vidyapeeths (Worker’s Education Centres) or Jana Sikshan Sansthans (Institutes of People’s Education):

Shramik Vidyapeeths–SVPs (Worker’s Education Centres) came into existence all over the country. National Board of Workers’ Education was established and entrusted with the responsibility of workers’ education in India. The first SVP in the country was established in Bombay (Worli) as far back in 1967. Gradually the number increased to 17 upto 1983 and to 58 by the end of VIII Five year plan (1996-1997). The network of SVPs in the country has been benefiting thousands of workers and their family members. They are offering the special courses linking literacy with vocational training.

Due to intensive courage of learners under the Total Literacy Campaigns (TLCs) and the launching of Continuing Education Programme (CEP), the name of Shramik Vidyapeeth has been changed to Jan Shikshan Sansthan-JSS (Institute of People’s Education). The Government of India has changed its policy and issued guidelines for covering alteast 25 percent of the target group of JSSs will be from amongst the neo-literates besides the labourers/workers. It has also been decided that these JSSs will operate not only in the urban areas but also in the rural areas of the district (GOI, 2000). Now, the JSSs are registered societies set up as non-governmental organisations and the affairs of the JSSs are looked after by a Board of Management. The guidelines of the scheme of JSS have been designed in such a manner as to keep it free from the outside interference, but at the same time proper control of the central government has been ensured to enable it to function in a smooth manner with a singular purpose and objective. These are important institutions which organise vocational training and skill upgradation programmes so as to improve the quality of life through vocational training.

With the sanction of 33 more JSSs, the number has increased to 106 by the end of March, 2002. At present, these SVPs offer around 225 different types of vocational training programmes ranging from candle and agarbatti making to computers. Further, the activities of JSSs have been expanded to provide academic and technical support to Zilla Saksharata Samitis (District Literacy Committees) and also to organize equivalency programmes through open learning system.

Open/Distance Education System:

The latest development in non-formal education in India is the growth and development of distance education in secondary and tertiary education. They are: a) Open Basic Education, b) Open University/Correspondence Education.

a. Open Basic Education Programme:

The Open Basic Education Programme (OBEP) is an alternative as well as complementary to the formal schools System. This alternative is not an isolated piece meal one but one that offers an opportunity for a complete range of schooling through the open education path. It enables the learner to see the light at the end of the tunnel and if he/she desires to move towards it. This alternative offers an educational channel that is flexible and learner friendly in all its aspects. The OBEP has been initiated by the National Open School (NOS) and is to be implemented in collaboration with National Literacy Mission (NLM). As a pilot project, this collaborative effort was implemented in 20 districts covering 4 states. The Zilla Saksharata Samiti or the District Literacy Committee is the main implementing agency under the guidance and supervision of State Resource Centres and State Open Schools.

Under this programme, an attempt is being made to provide opportunities of continuing education to those successful neo-literates under TLC and NFE dropouts from formal primary schools and non-formal Centres; and general public who are interested in pursuing learning beyond basic literacy in a non-formal mode. Special focus is given to girls and women, socially disadvantaged groups, street children, working children and handicapped learners. The Open Basic Education Programme would function along with other continuing education schemes and would serve as one more opportunity for neo literates to join the ranks of educated Indians.

b. Open University/ Correspondence:

Education System The distance education started with establishment of correspondence institutes in conventional universities. It was introduced on a pilot project at the Delhi University in 1962 in order to cater to the higher educational needs of larger number of clientele who could not take advantage of the formal system, could not afford regular education due to social, family and employment constraints (GOI, 1962). The success of Delhi University’s experiment in correspondence education led the government to introduce correspondence education in other universities. Now there are 62 Directorates/institutes of Correspondence/ Distance Education established in dual mode Universities (DEC, 1999). Subsequently more advanced distance education institution such as the Open University came into existence.

When the establishment of a National Open University was slow, the State Government of Andhra Pradesh has founded the Andhra Pradesh Open University (APOU) in 1982 and is presently known as the Dr. B. R. Ambedkar Open University (BRAOU) at Hyderabad. Soon after, the National Open University, namely Indira Gandhi National Open University (IGNOU) came into existence by an Act of Parliament in 1985. Subsequently, the State Governments of Rajasthan, Bihar, Maharashtra, Madhya Pradesh, Gujarat, Karnataka and west Bengal set up their own open universities. Thus, India is the only country which has the large number of Open Universities (Manjulika, S & V. Venugopal Reddy 2000). There are 10 Open Universities in India with about 96 Regional and more than 3000 learner support study centres operating in different States/UTs (DEC, 2001). Now, about 1.8 million Students and 38,000 Academic councilors are on rolls in all the Distance Education Institutions. Since inception, 193 thousand students have successfully completed their programmes in about 1920 courses. Approximately more than a million students have been enrolled all these open Universities annually. In 1994-95 the share of distance education institutions was 13.14 percent in the total higher education enrolment (6.11 million students) whereas by 2000 it has gone upto nearly 20 percent.

Population Education Programme:

The new thinking endorsed by the International Conference on Population and Development (ICPD) held in 1994 in that population growth can be stabilised and development efforts enhanced by the advancement of women by providing with education and access to economic and political power.

The importance of population education has been acknowledged in the ICPD programme of Action (1994) and various governments have felt there is an urgent need to control population growth by adopting various strategies. One such strategy is educating the college youth (future couples) on various issues of population growth. The Government of India has accepted the support of UNFPA and started implementing the Population Education Programme through the Directorate of Adult Education (MHRD), National Council for Education, Research and Training (NCERT), and University Grants Commission (UGC). Now various State Resource Centres, State Councils for Education, Research and Training (SCERTs) in different States and Universities have established Population Education Resource Centres (PERCs) to educate students/college youth and general public on population related issues. These issues must begin in primary schools and continue through all levels of formal and non-formal education. Where such programmes already exist, curriculum being reviewed, updated and broadened with a view to ensuring adequate coverage of important concerns such as gender sensitivity, reproductive choices and responsibilities and Sexually Transmitted Diseases (STD) including HIV/AIDS.

Mahila Samkhyas (Women’s Equality through Education):

Government of India launched a scheme called Mahila Samakhya as part of its continuing effort to empower women through education. The scheme seeks to bring about a change in women’s perception about themselves and that of society in regard to women’s ‘traditional roles’. It endeavours to create an environment for women to seek knowledge and information in order to make informed choices and create circumstances in which women can learn at their own pace and rhythm. The centrality of education in the struggle to achieve equality is an important focus of Mahila Samakhya.

The nodal point around which the programme devolves is the village level ‘Mahila Sangha’ or women’s collective, which constitutes an easily accessible forum for Women to discuss problems relating to their daily routine such as child care, health, fuel, fodder, drinking water, education; problems related to their status, role within the society and in the family; and problems related to their self-image as women. These village women’s groups set out their agenda for education and collective action. They try to seek solutions to their problems by initiating action and pressuring the block and district structures to respond.

At least two women from each village work as activators with the women’s collective, and help to catalyses discussion and action. The process is helped along by a ‘Sahayogini’ or facilitator who is a local women trained by the programme to facilitate and coordinate the activities of about 10 ‘Sanghas’. Their primary functions are tuned to the needs of these collective by way of providing information, support and guidance when required, and to act as a link between village level activities and the district implementation unit of the programme. The district unit shoulders the overall responsibilities for the programme at the district level and comprises women with experience in the field of women’s development. It also provides resource support for specific inputs like education, child care, health etc.

At the state level an autonomous registered society has been set up. As on empowered body, it takes all decisions on the management and financial aspect of the programme. A State Project Director oversees the programme at the state level. The state office provides a facilitative atmosphere for the conduct of the programme, the necessary resource support for the functional areas of the project and arranges for the inter-district linkages of the programme so as to create a wider network for the women’s movement. At the national level, the programme was coordinated by the Project Director. Guidance from a national resource group of eminent women constituted at this level is provided to the programme.

As on 2001, the programme was implemented in 14 districts, spread over four states of Uttar Pradesh, Karnataka, Gujarat and Andhra Pradesh. Mahila Samakhya has played noteworthy roles in the Total Literacy Campaigns in the districts of Gujarat and Karnataka and is engaged in providing alternative avenues of education like Non-formal Education in Uttar Pradesh. The programme has developed innovative and relevant learning and teaching materials at local levels.

Resource Support Structures for Continuing Education and Life-Long Learning:

The success of Continuing Education and Life-Long learning depends much on the type of technical and resource support it receives. Different resource structures have been established at various levels to provide technical and resource support to the implementing agencies. These agencies are expected to devise plans, organise training programmes, oversee implementation and evaluate the performance of programmes. They include Directorate of Adult Education, National institute of Adult Education, State Resource Centres, District Resource Units (DRUs), University Departments of Adult, Continuing Education and Extension and Field outreach, Distance Education Council, Staff Training and Research Institute of Distance Education (STRIDE), National Open School, Population Education Resource Centres (PERCs).

Directorate of Adult Education (DAE):

Directorate of Adult Education is a wing in the Department of Elementary Education and Literacy in the Ministry of Human Resource Development, Govt. of India and is a national resource support agency for adult and continuing education programmes implemented in the country. It provides technical and professional support to the programme in the form of materials, media and methods; organises training, orientation; monitors the progress and evaluates the programmes.

DAE has been advising the Ministry as well as the state governments in all the technical matters besides overseeing the work of various state resource centres and other agencies involved in resource development at the national and state levels. The Directorate has also established mutually supportive working arrangements with a large number of national and international institutions and organisations. Thus, DAE has established cooperative arrangements with a number of university departments and institutions of social science research for resource support. It has also been encouraging to develop the implementing agencies to develop their own capacity in the areas of training, material production, monitoring and evaluation, publication of dissemination and research. It has also been publishing books/materials such as training manuals and handbooks, seminar reports, research report, proto-type materials, publicity materials from time to time. It has made remarkable efforts for developing the resource bases throughout the country in the area of population education and its integration with adult and counting education.

National Institute of Adult Education (NIAE):

National Institute of Adult Education (NIAE) has been established in 1991 as a separate autonomous organisation under MHRD. The functions of NIAE as the National Level Resource Centre for Adult Education as described by NIAE (1991) are:

  • To organise training progtammes for literary/continuing education functionaries;
  • To develop methods and techniques of curriculum preparation and preparation and production of teaching/learning materials;
  • To develop methods and techniques for preparation of post-literacy and continuing education materials;
  • To develop framework for provision of support by media-electronic and folk/traditional media in academic and technical resource support as well as for improvement of teaching/Learning processes;
  • To develop techniques and procedures for establishing levels of learning outcomes of various adult education programmes and for measurement of learning achievement;
  • To explore and harness ways for application of findings of scientific and technological research for improvement in teaching/learning processes in adult education and in improvement of its management;
  • To undertake research in adult education;
  • To serve as a national repository of literature on adult education;
  • To establish and maintain a library and documentation centre;
  • To secure involvement/participation of various institutions, agencies and individuals having interest and expertise-in adult education;
  • To advise and assist the Central and State Governments in implementation of various adult education programmes;
  • To serve as an agency of International Cooperation and Exchange in areas of academic and technical resource support; and
  • To serve as a clearing house for dissemination of information on adult education.

Both DAE and NIAE are, now, being continued without any functional demarcation having been made between these two organisations (Lakshmi Reddy 2002).

State Resource Centres:

State Resource Centre is a State level resource institute which is providing technical support to the adult and continuing education programmes. The Ministry of Human Resource Development as well as the DAE has closely monitored the development and functioning of SRCs. Several measures have been undertaken by the MHRD in consultation with the concerned State Government to Strengthen SRCs. The functions of SRCs are related to the specific needs of a particular state. These are, however, some common functions which are expected to be performed by all SRCs (GOI, 1979)

  1. Designing the need based curriculum and production of teaching-learning materials.
  2. Organisation of training programme for Adult/Continuing Education functionaries and publishing training materials and aids helpful in the training programmes.
  3. Identification and mobilisation of human and material resources at different levels.
  4. Preparation of materials for post-literacy and continuing education including review of available material and publication.
  5. Evaluation, research and innovation including formative evaluation of the activities of the SRC itself as well as other institutions and agencies cooperating in development of curriculum, materials and training, action research and publication of case studies on innovations.
  6. Publication of books/materials, translation of the publications of DAE and other SRCs, knowledge building books on adult and non-formal education, bulletins and periodicals in regional languages.

About 24 State Resource Centres are functioning in 20 States and are providing academic and technical resource support to literacy programme for the last several years (DAE, 2001). The SRCs have organised a number of programmes and activities to boost the literacy programme in their respective states. The activities include (a) development/revision of Basic literacy and Post-literacy materials to suit the individual requirements of different regions; (b) Development of supplementary material on various utility aspects for the benefit of neo-literates, and (c) development of training manuals/modules and organisation of a number of training programmes for KRPs/RPs and organisers of literacy programme (DAE, 2001). Some of the SRCs have also conducted various studies to ascertain the shortcomings/problems in implementation of the literacy programmes as well as to monitor and evaluate the same. Many SRCs also collaborated with other departments to conduct various continuing education activities as per the revised scheme. They also conducted a number of workshops for designing different kinds of continuing education materials for other purposes.

District Resource Units (DRUs):

District Resource Units (DRUs) have started functioning during the Sixth Five Year plan (1980-85) with simultaneous expansion of SRCs at State level. At the district level, the professional support in terms of training and research has been provided by DRUs as the wing of District Institute of Education and Training (DIET). The District Resource Units have been discharging the following functions (GOI, 1988, P. 44).

  1. Provide technical assistance to District Board of Education
  2. Train adult education and non-formal education functionaries at the District level.
  3. Orient the functionaries of development departments and other concerned agencies.
  4. Arterial preparation for basic and post-literacy programme.
  5. Mobilise media support, and
  6. Evaluation

National Open School (NOS):

National Open School (NOS) was set up in 1989 in New Delhi to provide educational requirements of neo-literates and to develop a learning society. It functions as a National Resource Agency for preparation and development of materials, training and for guidance purposes of OBE programme.

NOS has developed curriculum and learning material. The National Curriculum which covers various topics is being used by various states in designing their own materials in regional languages, which are based on the principle of ‘local specificity’. it is also providing professional support to the implementators and instructors/guidance counselors; certifying the successful completion of the graded courses. It has also developed a proto type competency tests which are being used by the State open schools.

Distance Education Council (DEC):

lndira Gandhi National Open University (IGNOU) is functioning as an apex body for distance education in the country. In order to discharge its role, a Distance Education Council (DEC) was set-up in 1992 as a statutory body under the IGNOU Act. The main objectives of the DEC are:

  1. Promotion of the Open University and distance education systems
  2. Co-Ordination of activities in distance and open education system
  3. Maintenance of standards in distance and open education provision in the country.

The DEC has framed guidelines for providing support to state open universities. It has also convened meetings concerning issues of common concern to the Indian Open Universities which include student mobility and transfer of credits, a common pattern and structure of courses and programmes, student assessment procedures, sharing of course, development of a computerised data base, establishment of a network of sate open universities, and improvement of the quality of programmes offered by open universities and distance education institutions.

DEC has been carrying out its major responsibilities assigned to it by releasing development grants to State Open Universities. It has developed a database on institutions, programmes and courses, available literature and personnel. It also prepared a common pool for sharing among State Open Universities. It also facilitated the use of IGNOU course material by the State Open Universities through adopting/adaptation and/or translation. In addition DEC has developed norms and standards for the following programmes for offer through distance mode-Management Programme (MBA), Computer Education (MCA), Teacher Education (B.Ed) and these norms have been circulated to State Open Universities and other open agencies for implementation (IGNOU, 1995-96). It has also developed quality assurance mechanisms for distance education institutions in collaboration with the National Assessment and Accreditation Council. It has instituted and awarded research projects in distance education for faculty of State Open Universities (IGNOU, 1996-97 and 1997-98). Thus, IGNOU through the DEC is fostering co-operation and collaboration among all Indian Open Universities.

Staff Training and Research Institute of Distance Education (STRIDE):

The Commonwealth of Learning (COL), Vancouver, Canada, The Asian Development Bank (ADB) and the Ministry of Human Resource Development (MHRD), Government of India has supported IGNOU in setting-up a training institute for Distance Education. The Division of Distance Education which was created in 1986 by the IGNOU was upgraded into the Staff Training and Research Institute of Distance Education (STRIDE) in 1993. This is an autonomous institute working under the control of the Board of Management of IGNOU. STRIDE has developed two academic programmes viz., PG Diploma in Distance Education and Masters of Arts in Distance Education of 30 credits each. STRIDE has been carrying out the following activities (STRIDE, 2001)

  • Offers two academic programmes through distance mode to develop human resources for Distance Education;
  • Conducts National and International training programmes and workshops for academic and non-academic staff working in distance and open education institutions;
  • Develops training packages and other resource materials for various categories of functionaries working in the distance education system;
  • Conducts and supports research in distance and open education for improving the quality of distance education and for the systems development;
  • Provides consultancy services for capacity building and systems development in government, non-government and private institutions/organisations involved at national & international level in offering education and training through distance mode;
  • Publishes a journal of open and distances learning since 1992.

Population Education Resource Centres (PERCs):

The Government of India has established Population Education Resource Centres (PERCs) across the country through MHRD, NCERT and UGC with following objectives:

  1. To help University/College students develop and insight into the interrelationships between population growth and the process of social and economic development at the individual, familial, societal, national and international levels.
  2. To make the students and teachers aware of the population situation in the country and the targets and efforts of the Government in solving this problem.
  3. To institutionalise population education in the formal curricular and co-curricular system of the Universities/Colleges/Schools and continuing education programmes.
  4. To impart the core message of population education giving greater emphasis on (1) family size and family warfare (ii) desirable age at marriage (iii) responsible parenthood (iv) population change and resource development and (v) population related beliefs and values.
  5. To develop desirable attitudes and behaviour in teachers and students as well as in the community at large towards population issues so that they may take rational decisions about their family size and the quality of life that they would like to have.
  6. To establish an in-built programme of action research having a direct bearing on population issues and to determine from time to time the impact of population education on the attitudes and behaviour of University/College/School students as well as on the general development process.

The UGC has established PERCs in l7 universities with the support of UNFPA. The main functions of these PERCS include: a) Teacher Development, b) Curriculum Development, c) Development of teaching/learning materials, d) Organisation of extension programmes, e) Research and publications, f) Collaboration with other related Development Depts. And Agencies, g) Clearance services on Population Education, h) Monitoring and evaluation of Population Education programmes in the service area.

Conclusion:

The Government of India is trying to bring the educational opportunities for all the resource- deprived communities through various formal and non-formal education programmes and various resource support agencies. However, the literacy and continuing education programmes have not been successful due to lack of motivation among the target groups, high level of dropouts, discrimination against girls, inadequate quality of teaching, poor methods adopted by several schools and inability of some sections of students to pursue studies. Thus, by paying greater attention to the above issues, we hope that India would achieve education for all by 2021.

References:

DAE (2001), State Resource Centre for Adult Education. Annual Report (1999-2000), MHRD, Govt. of India, New Delhi.

Directorate of Adult Education (2001), Facts at a Glance. MHRD, Dept. of Elementary Education and Literacy, New Delhi.

Directorate of Adult Education (2002), National Overview (Manuscript), Dept. of Elementary Education and Literacy, MHRD, Govt. of India, New Delhi.

Distance Education Council (2001), Open Universities in India, Indira Gandhi National Open University (IGNOU), New Delhi.

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Article Courtesy: Adult Education Development

Dr. M.C. Reddeppa Reddy, Director, Dept. of Adult & Continuing Education & Formerly Principal, S. V. U. College of Education and Extension Studies, Sri Venkateswara University, Tirupati, Andhra Pradesh.