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GOVERNMENT OF INDIA MINISTRY OF HUMAN RESOURCE DEVELOPMENT DEPARTMENT OF SCHOOL EDUCATION & LITERACY SHASTRI BHAWAN, NEW DELHI Centrally Sponsored Scheme
Sl. No. I. II. Contents Introduction o Objectives o Target o Target Specific Approach o Women o Scheduled Castes, Scheduled Tribes and Minorities o Adolescents o Geographical area coverage o Rural and other special areas o Strategy for Urban Areas Creating sustainable demand for literacy Teaching –Learning Programmes o Functional Literacy Programme o Programme Objectives o Programme Framework o Flexi Approach o Volunteer-based Mass Campaign Approach o Incentives to Volunteers and Learners o Centre-based Approach o Resident Instructors o Residential Camps o Part-Residential Camps-Part Volunteerbased Approach o Basic Education Programme o Vocational Education (Skill Development) Programme o Continuing Education Programme Operational Framework for teaching learning programme o Lok Shiksha Kendra VI. Total Quality Management o Core Curriculum Framework for Adult Literacy o High Quality Teaching-Learning Material (TLM) o Improving Quality of Literacy Educators o Augmenting the Quality of Teaching and Learning o Assessment and `Certification o New Learning Technologies o Promoting a Literate Environment o Resource Support Page No. 1 4 5 5 5 6 7 7 7 8 8 9 9 9 10 10 11 11 11 12 12 13 13 14 15 16 17 17 17 18 19 20 21 21 22
Efficiency Management o Convergence and Partnerships o Public Public Parternerships o Non-Government Organisations o Public Private Partnerships o International partnerships o Documentation o Research o Monitoring and Evaluation o Fund Release Management o Planning o Guiding Principles o Planning Process o Management Structure Financing & Budget Rashtriya Saaksharta Kosh Milestones Duration of the Scheme Guidelines
22 22 23 23 23 24 24 25 25 26 26 26 27 28 30 30 30 31 31
VIII. IX. X. XI. XII.
I. A suggestive Management Structure (pages 32-35) II. List of Districts with 50% Adult Female Literacy or Less(pages 36-44) III. Financial Norms (page 45)
1. The Prime Minister launched Saakshar Bharat, a centrally sponsored scheme of Department of School Education and Literacy (DSEL), Ministry of Human Resource Development (MHRD), Government of India (GOI), on the International Literacy Day, 8th September, 2009. It aims to further promote and strengthen Adult Education, specially of women, by extending educational options to those adults who having lost the opportunity of access to formal education and crossed the standard age for receiving such education, now feel a need for learning of any type, including, literacy, basic education (equivalency to formal education), vocational education (skill development), physical and emotional development, practical arts, applied science, sports, and recreation. 2. To impart functional literacy to non-literates in the age group of 15-35 years in a time bound manner, the National Literacy Mission (NLM) was launched in 1988 and it continued through Ninth and Tenth Five Year Plans. By the end of the Tenth Five Year Plan (March 2007), NLM had covered 597 districts under Total Literacy Campaign (TLC), 485 districts under Post Literacy Programme (PLP) and 328 districts under Continuing Education Programme (CEP). As a cumulative outcome of these efforts, 127.45 million persons became literate, of which, 60% learners were females, while 23% learners belonged to Scheduled Castes (SCs) and 12% to Scheduled Tribes (STs). 3. Despite significant accomplishments of the Mission, illiteracy continues to be an area of national concern. Though precise number of non- literates at this stage is not available and will be known only after 2011 census, 2001 census had revealed
that there were still 259.52 million illiterate adults (in the age group of 15 +) in the country. While further accretion into the pool of adult illiterate persons is expected to recede significantly on account of enhanced investments in elementary education and a reverse demographic trend, addition to this pool cannot be ruled out altogether on account of relatively high school drop out ratio. Wide gender, social and regional disparities in literacy also continue to persist. Adult education is therefore indispensable as it supplements the efforts to enhance and sustain literacy levels through formal education. 4. It was, therefore, considered necessary to continue the NLM during the XI Plan period. While acknowledging, in principle, the need for continuing and strengthening further the efforts to promote Adult Education, the Planning Commission agreed to the continuance of NLM during the XIth Plan provided it was appraised de novo and modified suitably to meet the contemporary challenges. The programme was accordingly subjected to extensive in-house and external review and evaluation. 5. This in-depth appraisal had revealed certain inadequacies in the design, architecture and mode of implementation of the programme, most conspicuous being, non-viability of a single pan Indian solution, limitations of voluntary approach, limited involvement of the State Governments in the programme, lack of convergence, weak management and supervisory structures, lack of community participation, poor monitoring and inadequate funding. 6. Meanwhile, the Government announced that literacy would be its key programme instrument for emancipation and empowerment of women. Efforts of the Government to give impetus to school education, health, nutrition, skill development and women empowerment in general are impeded by the continuance of female illiteracy. Government expects increase in female literacy
be recast with an enhanced focus on female literacy. 8. Its intrinsic value is in emancipating the Indian woman through the creation of critical consciousness to take charge of her environment where she faces multiple deprivations and disabilities on the basis of class. social activists and other stakeholders. It is also felt that such a repositioning of the mission would have a very positive impact on re-energising the literacy movement that. 9. expressed during the consultations. To recast the mission.to become a force multiplier for all other social development programmes. State Resource Centres. especially female literacy. The broad strategy was also discussed with Education Secretaries of all States on 30. the 3 . NGOs. was that the new mission ought to take note of considerable demand for female literacy generated on account of large scale changes at the grassroot level and the new opportunities that have been created over the past several years. had waned over two decades of its operation. it was considered imperative that the National Literacy Mission (NLM). A series of consultative meetings were held across the country with representatives of the government of States. However. as a programme instrument.6. universities. most notably. In the context of Government‟s overall policy aimed at empowerment of women and in recognition of the fact that literacy. is a prerequisite to socio-economic development. after an initial decade of spirited social mobilization. a protracted process of countrywide consultation with stakeholders was gone through. The Council of National Literacy Mission Authority (NLMA) considered and approved the strategy on 21-08-09 and thereafter it was placed before Central Advisory Board on Education (CABE) on 31-08-09. managers. 7. administrators. The general opinion of the stakeholders. caste and gender. literacy practitioners. this is only the instrumental value of female literacy.09.
Saakshar Bharat will cover all adults in the age group of 15 and beyond though its primary focus will be on women. Post literacy and Continuing Education programmes . Besides. National Literacy Mission. The scheme has not only been relieved of the shortcomings noted in its preceding editions. provision has been made for alternative approaches to adult education. within their territorial jurisdiction. the National Literacy Mission and its entire programmes and activities stand concluded on 30. along with communities.2009. will be valued stakeholders. State Government. residual activities under the Mission were allowed to continue till 30-09-2009. 11. With the launch of Saakshar Bharat. Joint Forest Management Groups etc. the massive new organisational capital being forged again through work collectives such as National Rural Employment Guarantee Act (NREGA) . rather than sequential segments. It is in this background that Saakshar Bharat has been devised as the new variant of National Literacy Mission. Saakshar Bharat will come into operation from 1-10-2009. 4 . but also. the volunteer based mass campaign approach.09. and Panchyati Raj institutions. as against the districts in the earlier versions. as a special dispensation. the shift to the model of Self – Help. post 73rd Constitution Amendment. Last. Basic Literacy. Vigorous monitoring and evaluation systems will be installed.increasing vibrancy of Panchayati Raj Institutions (PRIs).Groups (SHGs) that operate through collectivities for self-employment programmes. but not the least. several new features added to it. so that the ongoing activities could be completed during the extended period. was valid only till the end of the Tenth Five Year Plan. Jan Shiksha Kendras (Adult Education Centres) (AECs). will be set up to coordinate and manage all programmes. Though duration of the scheme. will now form a continuum. 10. budgetary support has been enhanced substantially.
The principal target of the mission is to impart functional literacy to 70 million adults in the age group of 15 years and beyond.5 million adults under basic education programme and equal number under vocational (skill development) programme. women. the Mission will primarily focus on. Scheduled Tribes (STs) Minorities. Impart functional literacy and numeracy to non-literate and non-numerate adults ii. Schedules Castes (SCs). Impart non and neo-literates relevant skill development programmes to improve their earning and living conditions iv.II. there will be a specific target and for each target. Objectives 12. Promote a learning society by providing opportunities to neo literate adults for continuing education Targets 13. but not limited to. namely: i. For each focused group and area. The Mission has four broad objectives. Within these targets. Enable the neo-literate adults to continue their learning beyond basic literacy and acquire equivalency to formal educational system iii. other disadvantaged groups and adolescents in rural areas in low literacy States will be other focused groups. Auxiliary target of the mission is to cover 1. an explicit approach and strategy. CATEGORY WISE TARGETS UNDER LITERACY PROGRAMME (MILLIONS) Category Male Female Total SC 4 10 14 ST 2 6 8 MUSLIMS 2 10 12 OTHERS 2 34 36 TOTAL 10 60 70 Target Specific Approach o Women 5 .
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. Special priority will be given to women belonging to SC. Targets have been fixed taking into account not only the share of their total population. religion. but also their share of the non-literate population and commensurate resources should be invested for raising their literacy level. social and cultural barriers that women face will be taken into consideration while designing teaching learning programmes. Gender perspective will permeate all components of the programme. o Scheduled Castes. the entire programme will be given gender treatment. 15. ST. 16. SLMAs and other sub-State level implementing agencies must draw special strategies taking into account their socio-cultural background and sensitivities and 6 . STs (8%) and Minorities (20%) together constitute more than 40% of India‟s population. teaching-learning materials and monitoring and evaluation. constitute another large block of illiterate population. Women will be engaged in large numbers as volunteers and instructors to encourage women learners to participate in the programme. including the approach. In terms of illiterate population. Scheduled Tribes and Minorities 17. management structures.14. Innovative.5% and STs 12%. SCs constitute 20. disability. Minority and other disadvantaged groups in rural areas. Minorities. strategies. planning. The SCs (15%). The gender. Gender will not be seen in isolation but in conjunction with other social categories like caste. including interventions related to thematic or issue-based literacy will be up scaled. etc. Women being the prime focus and predominant participants. tried and tested programmes related to women‟s literacy. especially Muslims. ethnicity.
o Adolescents 18. To address the real life needs of these adolescents. 33 districts affected with left wing extremism will also be covered under the Mission irrespective of the existing literacy rate. supported by certification. Intra state disparities are equally stunning. The dominant aspect of the design interventions of the prevalent educational programmes for non/semi-literate adolescents is fertility. o Geographical Area Coverage 19.share these strategies with NLMA. The Mission will have a flexi approach to provide room for such innovations. and for 7 . Larger roles for their respective communities need to be conceived in planning and implementation structures and processes. Another goal of the Mission is to minimize inter and intra regional/state disparities. innovative design interventions will be conceived that would lead to acquisition of marketable qualifications. Nearly 18 crore non-literate adults live in these districts. planned parenthood. Monitoring mechanism will have an inbuilt feature to maintain a constant watch and highlight the progress made by the learners belonging to these groups while simultaneously taking timely corrective measures to prevent relapse to illiteracy. Camp based instruction has been found more suitable for the needs of the adolescents. etc. in its first phase. Besides. These programmes will be a combination of basic education and practical training in a skill or vocation. Inter state disparities range between 33% and 88%. According to 2001 Census. To minimize regional disparities. Since illiteracy is far more widespread in rural areas as compared to urban India. sexual behaviour. o Rural and other Special Areas 20. that is during the 11th Plan period (31-03-2012) will remain confined to districts with adult female literacy rate of 50% or less as per 2001 Census. 84% of India‟s non-literates live in rural India. the programme.
both educated and the non-literate. social groups and any other institution identified by NLMA through Public Private Partnership (PPP) or any other mode.the reason that urban areas are better endowed with educational infrastructure leading to better access to opportunities. NLMA will launch a major social motivation and mobilization campaign that would propagate the benefits of literacy and handicaps of being non-literate. State Resource Centres. especially the women. The programme may be handled through Jan Shikshan Sansthans. While in some pockets there is an explicit demand for literacy in several parts it is tacit and therefore there is a need to make it explicit. using new actors. the Mission would concentrate on and deploy public resources in rural areas. CBOs and NGOs etc. Success of the Mission will depend on creating a social environment conducive to literacy by addressing the whole society. Strategy for Urban Areas 21. Minorities and other disadvantaged groups. Mission objectives may be achieved innovatively. In the urban areas. the focus will be on women and adolescents belonging to SC. Creating Sustainable Demand for Literacy 22. ST. A key aspect of the demand creation will be making visible to the learners the value. An all out effort may be made to saturate rural areas first before expanding to non-rural areas. o . importance and relevance that literacy will have in their day to day lives. To this end. including women in SHGs. The message would be conveyed so forcefully that the issue of literacy will become part of the social 8 . Linkages with Ministry of Housing and Urban Poverty Alleviation under Jawaharlal Nehru National Urban Renewal Mission (JNNURM) could also be developed for synergy and augmentation of resources. PRIs. NGOs. III. In these areas.
panchayat and block levels with all stakeholders such as community and political leaders. an assortment of teaching learning programmes. Along with this. To respond to the demand for literacy and address the diverse needs of the non and neo-literate adults. events and meetings will be organized at village. may oversee and coordinate the campaign nationally. Information Education and Communication (IEC) materials. will be simultaneously harnessed to create positive perceptions about literacy and to simultaneously motivated and spur to action both potential literacy volunteers and learners. electronic and folk media. designed with the help of State Resource Centres and other agencies. Multiple strategies will be adopted in context to local conditions. As part of the EB campaign. will be used extensively to create a conducive environment for literacy learning. and the educated to voluntarily contribute to the programme. 23. PRI functionaries. mahila mandals. as decided by NLMA. especially women to take part in learning. the environment building activities will be directed towards removing mindsets or ill perceived notions about literacy on the one hand and to enlist the involvement and support of all sections of the civil society in literacy promotion efforts on the other. All forms of media including print. natural and spontaneous demand for literacy which does not exist uniformly in all parts of the country. The central objective of environment building for literacy will be to generate a positive. Funds from the management head besides sponsorships may be used for this purpose IV. Teaching–Learning Programmes 24. the educational institutions and the intelligentsia. A Steering Committee and supporting committee. Basic Education Programme. including Functional Literacy Programme.discourse and will motivate the non-literates. to seek their support and involvement in the programme. Vocational 9 .
Arithmetic (Numeracy) and becoming aware of the causes of one‟s deprivation and moving towards amelioration of their condition through organization and participation in the process of development. Creating an aware and responsible citizenry (Imbibing values of national integration.). The programme entails identification of non-literates through a survey.Education and Continuing Education Programme will be offered as an integrated continuum. Literacy Programme (LP) will aim to achieve the first objective of the scheme. Writing. o Programme Framework 26. communal harmony. etc. in context of the programme. A certificate will be issued to every successful learner based on a professional evaluation of learning outcome. and reproductive behaviour etc. apply skills of writing in day to day activities like writing applications and letters and filling up of application forms. that is. Functional Literacy Programme o Programme Objectives 25. This will open up opportunities for further education through Open Learning Systems.. Acquiring skills to improve the economic status and general well being. Classes will be convened at such time 10 . Functional literacy. conservation of the environment. and compute simple problems involving multiplication and division. „Impart functional literacy to non-literate adults‟. depending on motivation of the learner and local conditions. implies achieving self reliance in Reading. Successful completion of the 300 hours of instructional learning would enable the learner to read and comprehend unknown text (news paper headings. women‟s equality. area wise mapping of their learning needs and imparting them instructor based teaching of about 300 hours spread over 3 months or beyond. road signs etc).
o Incentives to the Volunteers and Learners 29. Though Mass Campaign Approach will continue to be the dominant strategy. the scheme discounts a homogenous approach uniformly throughout the country. on an average. trainer and teacher and is responsible for imparting literacy. during out of schooling hours and holidays. keeping track of the progress made by each learner-volunteer group. at different 11 . making arrangements for their training. ensuring that the momentum of learning is not lost. their batching and matching. Voluntary Literacy Educators are not paid any remuneration.and venue as would be suitable to the learners. To ensure that basic literacy is provided through a variety of context specific and group specific approaches. Under this approach. while simultaneously ensuring that learning takes place at the pace suitable to the learner. Since high motivational level of Voluntary Literacy Educators is critical. will be responsible for identification of the potential learners as well as volunteers. A volunteer acts as a mobiliser. SLMAs will be under obligation to arrange for the use of Sarva Siksha Abhiyan (SSA)school buildings. o Flexi Approach 27. to 8-10 learners. volunteer teaching takes place on a mass scale. Implementing agencies may adopt any approach/model or a mix of approaches/models. including the illustrative formats outlined below: o Volunteer-based Mass Campaign Approach 28. they need to be motivated through different means including public recognition. distribution of literacy kits to learners and volunteers. to be used for conducting literacy classes and related activities. The implementing agency at the operational level. innovation would be encouraged and flexibility in sanctioning projects within a broad range of approved costs will be exercised.
one Resident Instructor will be required to teach at least 30 learners in a period of one year.Payment of honorarium to Literacy Educators may also be considered by the State Governments. Gram Panchayat or NLMA through any funding source . The Resident Instructor will be provided an honorarium fixed by the NLMA . The residential camps may be organized. and individual/groups of learners will attend classes for a couple of hours or more depending on the free time available to them. of their contribution besides other incentives and rewards. In the eventuality of qualified Volunteers not being a resident within a particular village. and their commitment to Constitutional values of democracy and secularism. In this approach the centre will function for about 7-8 hours every day. specially for adolescents and young adults in the age group of 15-25 years. The instructors will be especially chosen for their sensitivity to issues of gender and caste equality. Basic educational qualification and selection procedure for a Resident Instructor will be laid down by NLMA. SLMA/District/Gram Panchayat could also explore the possibility of giving motivational incentives to learners in an innovative manner. On an average. including donations or public private partnership. instructors may be engaged from outside the village or community to live with the community and provide instructional teaching to the learners and assist them in completing basic literacy course. 12 .levels. 32. who might have already completed primary education (Standard IV/V) but later relapsed to illiteracy for want of follow up. o Residential Camps 33. but not from budgetary support of Government of India 30. Centre-based Approach Resident Instructor o 31.
o Part-residential Camp – Part-volunteer-based Approach 34. namely. V. SRCs. interspersed with guided learning in volunteer mode. IV. Resident camps may be organised through NGOs. VII and VIII and beyond in the formal school system or through the Open Learning System. These camps would enable learners to acquire literacy skills of pre-determined levels. VI. It would provide for basic literacy in camps conducted for a suitable period. provided they have experience and expertise in this field. JSSs etc. This programme is designed to achieve the second objective of the scheme. Basic Education Programme 35. Arrangements will be made to enable young adults to continue their learning till they are able to achieve equivalence levels with Grade III. or members of gram panchayats. There are many such groups in the country today and many of them also function as a forum for credit and savings. This approach may be suitable for group-specific learners. which would be organized at a suitable location in the block with support of a team of Resource Persons. „Enable the neo-literates to continue their learning beyond basic literacy and acquire equivalency to formal educational system‟. and are now too old to rejoin school and those altogether excluded from systematic education. While 13 .those who dropped out of the school system. such as non literate members of self-help groups. Identified young adults and adolescents will be motivated to participate in residential camps. The Open Basic Education (OBE) programme initiated by the National Institute of Open Schooling (NIOS) and other Open Schools will be taken as the starting point. providing opportunity for discussion and debate on issues relevant to their living and working conditions. or persons who may have joined together in a common cause. keeping in view the convenience of the beneficiaries. women‟s groups. simultaneously.
as the very name suggests. „Equip non and neoliterates with vocational skills to improve their living and earning conditions‟. Parallel efforts will be made by the SLMA and District Implementation Agencies for developing synergies with other agencies in the public as well as private sector for enhanced opportunities of skill development training at the gram panchayat level. will not have a fixed time frame as in the case of the other three 14 . as well as literacy linked vocational training. JSSs will utilise their programme budget to impart vocational skill training. Continuing Education Programme 38. The programme recognizes increased demand for learning generated by Basic and Post Literacy Programmes and the potential need of adult learners to further enhance their skills on their own terms and at their convenience. JSS. For furtherance of the third objective of the scheme. 37. that is. Continuing Education Programme (CEP) is aimed at achieving the fourth objective of the Scheme that is. in coordination with the District Implementing Agency. „Establishing a learning society by providing opportunities to neo literates and other targeted beneficiaries for lifelong learning‟.formulating equivalency programmes. Vocational Education (Skill Development) Programme 36. Besides specific activities for which a specific budgetary provision is available under the Mission. CEP. Jan Shikshan Sansthans (JSS). set up under the Scheme for Assistance to Voluntary Agencies for Adult Education and Skill Development of DSEL. will be institutionally networked with the Adult Education Centres so that they could impart skill development training. suitable skill development training will be imparted to those having rudimentary levels of education or no education. the life experience and local knowledge systems of the adult learners will be taken into consideration. will enlist neo-literates for appropriate skill development training.
To implement the programme. 1.70 lakh Lok Shiksha Kendras (Adult Education Centers) will be established in Panchayat grams of the districts covered under the programme. A Lok Shiksha Kendra will act as a centre for registration of learners for all teaching learning activities in their jurisdiction. batching and matching of the learners with suitable Volunteers as well as their training.programmes. Water conservation / drinking water / sanitation. The Programme will provide facility of a library and reading room. Nodal centre for mass mobilization 15 . but will be organized on a continuous basis. Sex education. providing literacy kits to learners and volunteers. Consumer awareness / Consumer rights. Legal literacy. 39. 41. Gram Panchyats may as well be given this offer. Existing CECs and the nodal CECs in the districts not covered under the programme will have to be closed down. 40. unless the Government of States wish to run them at their own cost through Public Private Partnership or otherwise. It will subsume the already sanctioned Continuing Education Centers (CECs) in a particular district. RTI or any other topic of interest and relevance to the lives of the learners will also be offered under this programme. which would be gradually provided with other contemporary ICT devices. keeping track of the progress made by each learner-volunteer group. Specific approval of NLMA will be required to continue an existing CEC under this programme. Food and nutrition. Nerve center for literacy campaign including identification of the learners and volunteers. Population development education issues – AIDS/STD. The approach is to create a sustainable learning environment so that learners are encouraged to continue with their literary aspirations and take advantage of the programme facilities to satiate their learning appetite. Short-term thematic courses like Health awareness / care.
Horticulture. OBC welfare. Fisheries. Sericulture. Gradually funds may be made available for construction of such centers. These centers will be roughly equivalent of a school in the formal sector and will be managed by a voluntary 16 . Center for promoting sports and adventure and recreational and cultural activities. aganwadi centers etc. Venue for group discussion. STs. Panchyats and concerned line departments may be obligated to allow the centers to function from the Panchyat Ghars. Vocational Education and continuing education within their territorial jurisdiction. Center for thematic courses on behalf of other departments such as Agriculture. schools. Literacy. Operational Framework for Teaching Learning Programme 42. Handicrafts. Vocational and skill development and extension facility for other departments. Animal Husbandry and Veterinary. Urban Development. Library and reading room. Together with volunteer teachers they will constitute the resource group in a village. A composite information window and Data center for Adult education besides any other activity related to the mission.activities. Science & Technology etc. or based on local demand. Preraks will also be assigned teaching responsibilities. the voluntary teacher based literacy programme will be run through temporary literacy learning centers in a village. Basic Education. While basic education and continuing education programmes will be largely Kendra based. SCs. Since the Kendras will not have buildings of their own. Two Preraks may be engaged on payment of honorarium to discharge administrative and academic tasks. The Lok Shiksha Kendra will be the operational arm of the mission at the grass root level and responsible for delivering the entire range of activities under the Mission including. V. Women and Child Development. Health. Handloom. Rural Development. 43. Education. Technology center. Panchayatiraj.
VI. One AEC will be set up in a Gram Panchayat having the population of 5000. Well equipped multiple functional Lok Shikha Kendras (Adult Education Centres[AEC]) will be set up at Gram Panchayat level to provide institutional.. will be provided to these learning centres. as per provision in the programme. The adult education centre will be manned by two paid Coordinators (Preraks) to be engaged on contractual basis. One literacy centre will cover 8-10 non-literates. An additional AEC may be set up if the population of Gram Panchayat is more than 5000. Based on the number of non – literate adults within each of the villages and hamlets that constitute the gram panchayat. The minimum physical learning environment facilities. Preraks should preferably be from marginalized groups (SCs/STs/ Minorities) and at least one of them should be a woman. etc. Total Quality Management Core Curriculum Framework for Adult Literacy 45. At the same time. teaching learning material. there is a need for standardization of quality benchmarks.Literacy Educator/Resident Instructor on almost same analogy as a single teacher school in the formal sector. Lok Shikha Kendras (Adult Education Centres) 44. The Framework will spell out the content and their comprehensiveness in delineating core academic areas and 17 . More of such centers must be operated within habitats of disadvantaged groups. managerial and resource support to literacy and life long education at grass root level. required number of literacy centres will be set up. A Prerak should be at least a matriculate. NLMA will develop Core Curricular Framework in respect of basic literacy and continuing education programme. AECs will function from buildings provided by Gram Panchayat. A relevant curriculum is conducive to better learning outcomes. Different objectives for literacy programmes place diverse demands on curriculum of literacy programmes.
and priority sectors. SLMAs could develop the curriculum with adequate reflection of locally relevant issues and aspects. all the materials for basic education. 47. 49. linguistic skills and motivational levels. small family norm etc. It will also lay down guidelines for syllabi including processes and methods that will help to retain the interest of the learners and prevent dropout and spell out the levels and norms of learning outcome for learner assessment. teaching-learning methods and processes for achieving the literacy norms and other objectives. Based on the Framework. secularism. equivalency 18 . communal harmony. scientific temper. High-Quality Teaching-Learning Material (TLM) 48.locally relevant issues. To ensure uniformly high standards. The curricular framework will strike a balance between the larger social objectives of the Mission and relevance to local contexts and to wider opportunities. gender. skill development. languages. life experience. equivalency and continuing education will be quality-assured by an Expert Committee set up by the NLMA/SLMA. It will cover the main elements of literacy. democracy. The Committee will comprise of experts in the field of adult education. the Committee will also include experts from formal education and Open Learning Systems. 46. The Committee will lay down the standards and guidelines for developing teaching-learning material in different languages. It will also address the demands of the learners and take into account the diversity of their socio-cultural background. the form and quality of presentation of the contents in the learning materials appropriate to the level of adults. guidelines regarding the learning assessment system. including self-assessment by learners. With respect to equivalency. women‟s equality. The core curriculum will reflect the national values like national integration.
and distribution of the primers and other post literacy and continuing education teaching learning material. Teaching adults is an art that requires a specialized set of skills. health and hygiene. A cascading approach to training will be adopted so that the trainers of today are trained to be potential trainers of tomorrow. Such materials that conform to the prescribed standards will be assigned a logo as a seal of approval. SHGs. but relies mainly on Volunteers with little or no previous teaching experience. State Text Book Societies. the Open School Norms. animal husbandry. social and cultural realities of the learners and special issue-based and thematic aspects. production. environment. the literacy educators will be especially sensitized on gender. 19 . social. These materials will lead to attainment of levels of learning specified by NLMA. NGOs and private sector may be involved in the development. such as gender parity. RTI. therefore. Teaching learning material will be produced in the language of learners‟ choice. etc. NLMA will arrange to maintain a bank of professionally produced prototype teaching-learning materials. Quality instructors are. in the context of livelihood. agriculture. 50. Since the programme does not engage professional teachers. and cultural issues. a pre-requisite for the success of the programme. As the key focus of the programme is on women and other disadvantaged groups. Only such materials that are approved by the Committee will be used in the Programme. they will be given intensive high quality training in andragogy in local language both at the time of induction as well as during the course of the literacy programme. Government agencies like National Book Trust. NREGS.and lifelong learning. Improving Quality of Literacy Educators 51. Special attention will be given to training in numeracy. PRIs. and in respect of equivalency.
flexi and learner friendly timings and time tables will be used that take into account work situation. exposure visit. Inputs will be provided to them on working with women. 53. Capacities of the Central Directorate of Adult Education and SRCs will be further developed to purposefully engage them in ensuring quality training in the State including preparation of curriculum. supplementary reading materials.52. A network of institutes such as District Institute of Education and Training (DIET). play-way method. charts. To improve attendance. well lighted and ventilated fairly commodious centre which is neat and clean and which takes into account the gender and cultural sensitivities of the learners and is easily accessible to them. Augmenting the Quality of Teaching and Learning 54. may be adopted. activity-based learning. etc. Superior teaching and learning methodologies like peer learning. 55. puppetry. flash cards. flip charts. Besides. audio-visual programmes. 20 . multiple level teaching. JSSs and other professional bodies will be developed as key resource institutions in a district for training of trainers. An appropriate learning environment further adds to the quality of teaching and learning. mobilizing them and linking women‟s social realities with the literacy and other programmes of the Mission. that have worked on issues of women‟s literacy and empowerment will also be involved in conducting and rganizing trainings. The thrust of the programme is to ensure sustainable level of literacy and hence the teaching-learning process will have to be more participatory and learner centered. This is possible by providing a suitable. age and gender sensitivities. group discussions. both government as well as non government. training manuals. training strategies. and other components related to training. and cultural activities need to be employed. the use of teaching aids like posters. District Resource Units. training of trainers. NGOs and women‟s organisations.
New Learning Technologies 59. Assessment & Certification 57. Assessment of actual competence of the population in literacy skills is important for getting feedback of the success and outcomes of the programme. the learner will have to be issued a certificate jointly signed by the Head teacher of the local primary school and the Head of the Panchyat unless specified otherwise. be put in place and administered periodically through the school education system for which SLMA will have to devise a suitable mechanism in consultation with NLMA. Tests devised at the state level would be administered in first week of September 2010 and subsequently in each quarter for which SLMAs will devise rules based on guidelines issued by NLMA. promoting courage and self confidence in response and action and self-actualisation. The basic principles underlying the procedure for evaluation will be non-incursive. Locally produced interactive radio instruction and community radio can promote exchange between 21 . Local school teachers may be engaged as evaluators under a system devised by the state administration. More important than all. the new strategy will be to hear the voice of learners and engage them fully in the learning process. Assessment of other components of basic education (equivalency programme) will be conducted as per the provisions of National Institute of Open Schooling (NIOS) and State Open Schools (SOS) and certificates will also be provided to the successful candidates by NIOS/SOS. writing and numeracy within a specified time frame. Information and Communication Technology is fast emerging as an effective tool to improve the access as well as quality of adult education. Assessment of skill development activities will be conducted as per guidelines to be issued separately by NLMA. A systematic assessment procedure will. On successful completion and assessment. therefore. 58.56. Already successful experiments have been made to teach using radio and television. instead of singular emphasis on mastering reading.
folk tales. for neo-literates. 61. novels. Writing. Printed and visual materials in households. etc. fiction. workplaces and the community encourage individuals to become literate and to integrate their literacy skills in the everyday lives. therefore. informative reading material besides short stories. as even basic signage like milestones. bus routes. neighbourhoods. ICTs can be creatively used to close the digital divide – where computer proficiency is not just seen as a marketable skill but one that enables access to information and helps sustain literacy skills. A significantly large number of adult learners live in impoverished literacy environments. A large number of facilitators will be encouraged to train themselves through short-term courses in writing skills through Open Schools and Universities so that they could become resource 22 . The growing learning needs of ever increasing number of neo-literates cannot be met unless a wide range of materials relating to their needs and interests are provided. Such materials will be made available to all the adult education centers. A wide range of newspapers (including a newspaper to be designed exclusively for the use of neo-literates by the SRCs or any other body in respective spoken languages of the area). will have to be extensively used to achieve the National Literacy Goals. Much deeper penetration of radio and television has further enhanced their potential as a channel for promoting literacy. as a medium of instruction. can be all the more effective for developing professional skills of literacy educators.. Book reading campaigns (jan vachan andolans) will be further promoted as these have been found to promote readability skill among neo-literates. ICT and other technologies. may be missing.learners and programme providers. Promoting a Literate Environment 60. ICT. poetry. plays. broadsheets and interesting. humour and biographies would be commissioned. lacking a bare minimum of written script in their homes or immediate surroundings. is a special skill.
agriculture. rural development. block and Gram Panchayat level. the media – print as well as broadcast. and public libraries will be aligned with the requirements of literacy promotion. health. NLMA and SLMAs will work towards actively promoting convergence of the Mission‟s programs and activities with other development strategies specially in education. state and others. Panchayati Raj and social welfare sectors. Policies related to book publishing. Library networks. child and women development. The Mission would take the unified energies of the Departments of School Education and Literacy and higher education down to the village level. state. central. Resource Support Groups with due representation of educationists. In order to provide academic resource support to literacy and adult education programmes. poverty alleviation. State Resource Centres (SRCs) have been established throughout the country. Teachers would be encouraged to motivate non-literate parents of their students to enrol as learners 23 . VII. Efficiency Management Convergence and Partnerships o Public Public Partnerships 63. representative of local training institutions etc.. Collaboration with agencies like NBT will be pursued to promote literature for neo-literates.persons to produce adequate amount of literature for the neo-literate. Not only their number will be increased but also their capacities enhanced so that they could extend adequate academic and technical resource support to adult and continuing education programme specially in the realm of development of teaching learning material and training of literacy practitioners and managers. Besides SRCs. social activists. will be approached to provide a neo-literate corner in the libraries especially in rural areas. will be constituted at national. Resource Support 62. district. experienced and committed volunteers/functionaries.
institutions in private sector that have the urge. the contribution of private and corporate sector in adult education has been miniscule. inclination and commitment to adult education programmes. Adult education in India has always been predominantly a government responsibility with some degree of involvement of NGOs. Selection of such agencies will be the responsibility of the SLMA or the sub-state implementation agency as decided by the SLMA. Selection of the NGO will be the responsibility of the SLMA or the sub-state implementation agency as decided by the SLMA. Alliance between GOs and NGOs would be further strengthened. They could also act as teachers of the literacy classes. Voluntary Sector will be encouraged to take up activities under any programme of the Mission as well as innovative programmes aimed at achieving its objectives for which they may be provided grant-in-aid at the approved cost norms. o Non-Government Organisations 64. 24 . Private and corporate sector can play a momentous role in promoting objectives of the Mission. NLMA may select any NGO to assist it in any aspect of the Mission. may be encouraged to undertake any activity for which they could be provided grant-in-aid at the approved cost norms. In contrast to very prominent collaboration in the case of formal school system. However.and motivate educated youth in the village to volunteer as teachers for the campaign. As in the case of NGOs. NGOs and other groups that have demonstrated long-term commitment to issues of adult education and which have an established and unsullied track record of performance in this area will be drawn in as resource groups at all levels. Physical infrastructure created under Sarva shiksha Abhiyan may be used for the literacy programme during non-school hours. o Public Private Partnerships 65.
UNICEF.However. Local newsletters can also be developed amongst women‟s groups as a means of documenting and sharing information across block or a cluster of gram panchayats. Necessary resources will be allocated for scientific documentation of important information. could be used by national documentation center as it would facilitate networking with national and international organizations and would also be user friendly for easy retrieval and use. NLMA will strive to establish an international network and work closely with UNESCO. Documentation 67. NLMA is authorized to develop Public Private Partnerships and other models of partnership to generate funds and also to obtain donations. This will include a national database on 25 . 68. this effort will be effective in sustaining their enthusiasm for learning. The software and procedures developed by UNESCO. Fiscal incentives like income tax exemptions may be considered to encourage larger role of private sector in adult education. Access to relevant information through an effective and strong documentation and information network further strengthens adult education programmes as it improves access to relevant and timely information on adult learning. o International Partnerships 66. To gain from international experiences. there would be total openness and transparency in the process. and other international bodies engaged in adult education and arrive at bilateral and multilateral arrangements for mutually beneficial partnerships. Documentation is also a means of sharing the achievements of learners back to the field. Particularly with women. Alike in selection of NGOs as also institutions in the private sector. NLMA may select any agency to assist it in any aspect of the Mission. The documentation capacity of SRCs would be upgraded. that follows a uniform classification.
in reputed universities. indexing. Applied research is as important to Total Quality Management as any other intervention. A web based Management Information System (MIS) will be put in place for real time monitoring. 71. which would be critical for optimising the outreach and impact of the programmes. NLMA. universities and social science research institutes of repute and standing will be addressed to encourage the researchers to work in the field of different aspects of adult education for the award of doctoral and post-doctoral degree. providing reference service. Research studies on relevant themes will be assigned to competent agencies. o Research 69. Feedback as to what is happening on the ground will be received through appropriate channels and correctives will be sent back to the ground level through the same channels.adult education. financial as well as human. directories of material/training tools and programmes. Further. Names and progress of each learner will be placed in the public domain. are to be deployed in the programme. Enormous resources. It is but obvious and imperative that high quality evaluations are 26 . on topics selected by it. Monitoring and Evaluation 70. and translation service. Objective performance parameters will be prescribed for each agency involved in implementation of the scheme. compilation of researches. and databases. abstracting. NLMA will also consider sponsorship of research. SLMA and District bodies will review the progress at their respective levels. Monitoring will not be uni-directional but a two way communication process. bibliographies. The Mission will accord high priority to promote research in basic and post literacy and continuing education as also gender issues and documentation and dissemination of research findings. sharing of effective literacy/adult education practices.
a programme of the people. Total openness and transparency will be the watch words in the entire evaluation process. NLMA may continue with the existing system of release for grant till operationalisation of the web based fund release and control mechanism. However. participative management. NLMA will work out a mechanism for just in time release of funds to all implementing agencies using the core banking facilities available with scheduled banks. The evaluation process will be a tool of correction through participation. NLMA will make available superior tools of project planning on line. For efficient planning. specially at the grassroots level should have a due say and role in the planning and implementation of the programme. Accountability. In compliance with 73rd Constitutional Amendment. 74. Planning o Guiding Principles 73. clear delineation of roles and accountability will be essential features of planning process and management. expertise and experience will be commissioned to carry out evaluations. summative and impact evaluation will be laid down. It will be incumbent upon SLMAs to ensure that planning processes adopted by it conform to the fundamentals of the strategy. NLMA perceives a pivotal role for Panchayati Raj institutions in implementation of the programme at the district and sub-district level. more importantly. Literacy data will also be supplemented through field research. including cost benefit analysis and future planning.carried out to facilitate detailed analysis. All stakeholders. transparency. decentralization and bottom up approach. Reputed agencies with an impeccable track record. The programme has been envisaged as a people‟s programme in the true sense. for the people and by the people. The role of NLMA and SLMA will be that of 27 . the discretion of actual role definition will vest with SLMA. Fund Release Management 72. Elaborate procedures for concurrent.
Adequate representation of women in these structures. NLMA may engage consultants and outsource services as per requirement of the Mission. data collection. NLMA will have the final say on the strategy. SLMA will aggregate all district plans add 28 . specially in decision-making roles. Blocks will aggregate all the gram panchayts in the block and add their own activity budget to it. mainframe and guidelines of the programme and will be authorized to carry out requisite modifications/ improvements as may be required during the course of implementation of the programme as long as they are within the broad framework approved by the Government of India. procurement and distribution of teaching learning materials. evaluation of learning outcome of the learners. o Planning Process 76. All management and supervisory structures will have to be instituted accordingly. A GP level plan will have to be formulated taking into account all programmes and activities of the Mission. Adequate resource support will be provided to planning and implementing agencies through special purpose vehicles like State Resource Centers and other bodies with requisite capacities. The expenditure on these will be borne from funds earmarked for management/National Resource Group. Panchayats or the agency designated by the SLMA will be responsible for Micro-planning in respect of preparation of action plan at GP level. The District Implementing Agency will ensemble all the block plans and add their own activity budget and submit it to SLMA. Activities and responsibilities have been delineated up to the Panchyat Gram level. Micro Planning will include survey. budgetary requirements. mass mobilization. etc. training schedules of different levels of functionaries. 75.catalytic agencies. will also have to be ensured. facilitators and resource providers.
ITC or any other activity as may be decided by the Executive Committee of NLMA for a period not exceeding three years. The state plan will thus be an ensemble of all district plans plus SLMA‟s own activity budget. procurement. Institutional framework. facilitate techno-pedagogical support. 29 . etc. a National Resource Group (NRG) will be set to render technical and managerial support to the Mission through NLMA. mass campaigns.their own state activity and budget to it NLMA. The National Literacy Mission Authority will appraise each State Plan and issue administrative and financial sanction based on which funds (Central Government share) will be released to SLMA. NLMA may engage short term/medium term consultants and support services in the field of general management. block and gram Panchyat. evaluation. publicity. To assist NLMA in the discharge of its mandate. 77. will be set up involving the state government. However. No permanent employee will be posted to NLMA or NRG. Adequate representation of women in these structures. especially in decision-making roles will have to be ensured. pedagogy. The National Literacy Mission Authority (NLMA). maintenance of national database on illiteracy and adult education. monitoring and evaluation. 79. will be the Nodal Agency at the national level. an autonomous wing of the Ministry of Human Resource Development. mobilization of resources. right from the national up to the state. district administration and Panchyati Raj institutions. Management Structure 78. district. 80. It would be responsible for the overall planning and management of the scheme. mass mobilization. including release of funds to States/Voluntary Agencies. research. The programme will be implemented in Mission mode.
It would be incumbent upon the respective State Governments to provide a full time Secretariat to the SLMA besides contractual employees as may be agreed to by the NLMA.81. monitoring and review of the progress of the scheme in the State. university/college or a public sector undertaking. At the State level. Based on the Mission Strategy and Guidelines. 82. implementation and monitoring of the programmes. 84. SLMA would facilitate preparation of the District AE Plans through intensive discussion and guidance. within the overall framework of national guidelines. along with the State government share. 83. to the district implementing agency. to reflect the variety in programme types and innovation in implementation methods in relation to local specific situations. A special committee and 30 . would be responsible for preparation. The State Plan will be an ensemble of district Plans. The SLMA will also be responsible for disbursal of funds. the State Literacy Mission Authority (SLMA). The NLMA and SLMA would encourage and provide services of experienced and committed persons from all sections of society. It would also be responsible for capacity building. These persons may be released by their establishments to work for the literacy and continuing education programme on secondment basis. district administration. collection of Utilisation Certificates (UCs) from the districts and submission of a consolidated UC to NLMA. field appraisals and pedagogic support and act as State Resource Group for the programme in the state 85. including persons who are employees of Central/State government. The period of their work should be treated as duty in their parent departments and they would continue to draw their salary and allowances for this period from their parent establishments. At the district level district administration or Zilla Parishads (ZP) may be made responsible for the implementation of the programme.
out of which the Central share will be Rs. secretarial assistance and tasks to be undertaken is given in Annexure 1. Gram Panchyats. monitoring and evaluation. Upper levels of cost norms have been prescribed for all components of the Mission including management. To augment non-budgetary resources through public donations and grant in aid. 6502. etc. 4993. As the Mission progresses. the expenditure pattern will follow the overall inter-se distribution. respectively.70 crores.02 crore. will be the implementing Agency at the operational level. The Mission will have the following major milestones: 31 . Rashtriya Saksharta Kosh. X. Milestones 89. The share of funding between Central and State Government is in the ratio of 75:25 and in the case of North-Eastern States including Sikkim in the ratio of 90:10.District Resource Group will have to be constituted to function under the aegis of ZP. Proceeds of the fund may be used to give performance based rewards to literacy achievers including the literacy educators. 87. VIII. Financing and budget 86. A suggestive management structure for implementation of the programme at different levels indicating composition of the Committees. Activity wise financial norms are at Annexure-III IX. NLMA may set up a Fund under the name. NLMA will determine the modalities of its operation. The allocation of funds to the States will be based on adult female illiterate population in the districts covered under the programme in various States. A total financial outlay for “Saakshar Bharat” during the last 3 years of XI Plan period is Rs. all villages within a GP. Rashtriya Saksharta Kosh 88. along with communities. that is.
00 lakh 14 lakh Total 700 lakh Activity 1.00 lakh 5 lakh 5 lakh 2011-12 350 lakh 8. Duration of the Scheme 90. Vocational and Continuing Education Programme will run uninterruptedly from the date of sanction till 31-03-2012 XII. Literacy programme will have timeframe of 18 months.000 85. Equivalency.00 lakh 4 lakh 2010-11 250 lakh 6. Learners under Basic Education Programme-(Equivalency) 3. frequency and quantum of releases. unless decided otherwise by the Government of India. Guidelines 91. 2009 14th December. Lifelong Learning (Number of AECs) 25. In case of any dispute on the interpretation of these guidelines.000 XI.o o o o o Mission launch: Launching of the programme in states: Mobilisation (Phase I): 2009 Starting of the Classes: 8th September.000 60. publicity and awareness. monitoring and evaluation etc. Learners under Vocational Education (Skill Development) Programme 4. The scheme will be in operation till 31. NLMA has been empowered to formulate detailed guidelines of the programme including fund release management.3. mode of implementation. the decision of the NLMA will be final.2012. The scheme will be administered through guidelines laid down by NLMA from time to time.000 1. **** 32 .70. mass mobilisation. 2009 SeptemberDecember January 2010 First Round of National Test/Evaluation: September 2010 2009-10 100 lakh 1. receiving and utilization of public donations.00 lakh 15. Learners under Literacy Programme –Basic & Post Literacy 2. and modify them from time to time. management structure.
1 Vice-Chairman :.3 Member Secretary of the Education Committee – 1 (Mahila Mandal/SHG Member .Annexure 1 Suggestive Management Structure At Gram Panchayat Level: Panchyat Lok Shiksha Samiti Composition Chairperson:. 33 . Employee/Doctor) .President of the Panchayat .(Selected among the members) Members (50% women) Women elected representatives of the Panchayat .1 Representatives of the community (with proportionate representation from SCs/STs/ Minorities) .1 Secretariat .1 Member Secretary: Senior Prerak . Govt.2 Head Master/Teacher from the local school chosen by the Panchayat . storing and supply of teaching-learning material and making Micro planning at gram panchayat level and supervision of literacy Logistical support for National level Test/Learners Assessment Payment of honorarium to literacy educators Evaluation Claim to be made for award of Panchayat Mahila Shakshrata Puraskar Setting up Lok Shiksha Kendra for continuing education with funds from panchayat o them available to enlisted teachers o o o o o o classes award after achieving 100% female literacy Panchayat and award money.1 User Group – 2 Social Activists – 1 Literates/Opinion Makers (Sr.Two full time contractual employees (Senior Prerak and Prerak) Tasks: Management of Lok Shiksha Kendra and its activities including o Identification of non-literate women and voluntary teachers in the gram Sourcing.
NGO. etc Member Secretary .All Women elected Representatives of the Block Panchayat College/School teachers Representatives of the community. Tasks o Planning of district level campaign for literacy o Communication of strategy to all Gram Panchayat heads o Undertaking mass mobilization and environment building activities.District Panchayat President Members – District Collector: Coordinator Selected Block and Gram Panchayat Presidents (of which at least 50% women) District Heads of selected departments NGO representatives Educationist and Social Workers Directors of JSS Member Secretary – CEO.BDO Secretariat – Up to two full time contractual employees Tasks – o o o o Preparation of Block Panchayat-level Literacy Plan Supervision of literacy classes Coordination between Gram Panchayats and District level agency Monitoring of the programme at block level District Level: Zilla Lok Shiksha Samiti Composition Chairperson . State Government will provide a minimum supporting staff to manage the affairs of the Samiti. Samiti may engage maximum up to 5 contractual employees. 34 .Block Level: Block Lok Shiksha Samiti Composition Chairperson .A full time officer of the Samiti will hold no other additional charge. Zilla Panchayat Secretariat .President of the Block Panchayat Members . Besides.
evaluators. teachers. Eminent social/literacy activists. etc. 1st 2010) o Payment of honorarium and award of Panchayat Mahila Saksharata Puraskar o Setting up Lok Shiksha Kendra for continuing education through convergence of funds o Placing all relevant information in the public domain on the programme State Level . The period of their work should be treated as duty in their parent departments and they would continue to draw their salary and allowances for this period from their parent establishments Tasks 35 .o Organisation of Mahila Saksharata orientation at sub-district levels and through district-wise gram sabha meetings o Creating the work chart and role definitions for participating agencies such as learners. panchayats o Preparing the annual district calendar (Sept.Secretary Education (in-charge of Adult Education) Secretariat . These persons may be released by their establishments to work for the literacy and continuing education programme. 7) o Organising supply of teaching-learning material to panchayats o Supervising teaching-learning o Organising complementary action through SHGs and NREGA groups o Planning and implementing common testing/evaluation on 1st week of September each year (to begin on Sept.Chief Minister/Education Minister Members Eminent educationists. Representatives from NGOs. Member Secretary . 8 to Sept. Media specialists.State Literacy Mission Authority Composition of Governing Body Chairman .State Governments to provide a full time Secretariat to the SLMA besides up to 6 contractual employees The SLMA would encourage and ensure that services of experienced and committed persons from all sections of society. Elected representatives.
Youth Affairs and Sports. Rural Development. NGOs. Social Justice and Empowerment. o Overseeing District Plans for Literacy o Effecting convergence of programmes for incentives. Minority Affairs and representatives of different line departments.National Literacy Mission Authority (NLMA) Composition of Governing Body Chairperson. Tasks o Ensure campaign roll-out on 8 September 2009 o Oversee State level Campaigns o Mass Media support to campaign o Oversee evaluations o Funding support to states o Directions for Convergence o Awards and Incentives for outstanding work 36 . Member Secretary – Joint Secretary (Adult Education) Secretariat: Joint Secretary.Minister of Human Resource Development Vice Chairperson – Minister of State (HRD) Members . Adult Education is the ex-officio Director General of the NLMA.Ministers of Information & Broadcasting. Panchayati Raj. awards and the adult education centre (Lok Shiksha Kendra) o Ensuring evaluation and placing all information in the public domain on the programme National Level . There are two Additional Director-General and two Directors along with the usual supporting staff. Women & Child Development. Health & Family Welfare.o Developing a State Plan for Literacy o Organising a motivational campaign across the state o The SLMA will be responsible for disbursal of funds received from the NLMA and the State to the implementing agency and management of accounts.
03 28.Dhubri District .58 30.Guntur District .Prakasam District .Rangareddi Total State .27 40.01 45.Annexure-II List of districts having rate of 50% adult female literacy or below along with number of Block Panchayats.14 15 10 168 73 No No 37 .81 29.2001 No.ANDHRA PRADESH District .No 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Name of the States/UTs/District 2 State .Nalgonda District .Lohit District .77 34.76 10 6 16 14 14 4 7 8 9 3 18 11 120 118 80 115 190 148 62 101 132 96 21 211 144 1418 No No No No No No No No No No No No No 1 2 35.West Siang District .38 31.64 Panchayats 4 64 46 52 36 34 57 53 63 38 59 50 55 46 50 39 57 66 46 33 944 Panchatats 5 1346 1109 866 718 929 1194 898 1001 1101 1178 1014 1036 770 808 944 1016 1402 961 705 18996 Yes No Yes No No No No Yes No Yes Yes Yes Yes No Yes Yes No No Yes 10 1 2 3 4 5 6 7 8 9 10 11 12 21.08 33.73 32.Tawang District .Vizianagaram District .State wise list of 365 Distrcts Number of Block Panchayats and Gram Panchayats in Districts* having Adult Female Literacy Rate below 50% .Warangal District .21 30.26 49.Adilabad District .67 34. of village Panchayats and existence of JSSs in the district STATEMENT .Khammam District .ASSAM District .09 49. Blcok of No.02 24.Lower Subansiri District .Mahbubnagar District .Kurnool District .Kokrajhar Female Adult Literacy Rate 3 24.74 43. Village of JSS S.94 48.29 28.ARUNACHAL PRADESH District .Srikakulam District .Medak District .East Kameng District .54 33.11 33.79 42.Upper Siang District .Upper Subansiri District .Dibang Valley District .36 36.02 24.22 34.Cuddapah District .45 39.Anantapur District .West Kameng District .01 36.Changlang District .Chittoor District .36 48.Nizamabad District .57 47.36 38.Karimnagar District .Tirap District .67 40.Nellore District .Visakhapatnam District . No.East Siang Total State .83 35.
09 29.1 5 District .Kaimur (Bhabua) District .Saran District .61 26.Aurangabad District .24 33.Jamui District .Darrang 41.19 20.02 37.03 30.64 25.75 30.92 7 11 9 13 5 27 14 18 16 17 10 21 10 11 14 7 18 20 14 7 6 20 19 16 16 24 18 11 7 11 20 16 14 11 19 9 23 529 11 14 4 19 5 126 181 218 170 53 419 251 315 237 273 153 399 153 185 234 129 330 380 187 80 54 330 293 290 387 332 260 151 93 142 248 242 228 203 246 101 331 8404 409 669 371 1090 357 Yes No No No No Yes No No No No No No No No No No Yes Yes No No No Yes No Yes Yes Yes No No No Yes Yes No No Yes No Yes Yes 13 No Yes No Yes Yes 1 2 3 4 5 15.33 33.Begusarai District .Pashchim Champaran District .Siwan District .66 17.Muzaffarpur District .2 5 105 Total State .Karbi Anglong 41.61 7 District .63 34.Kawardha District .Gopalganj District .18 31.93 19.Sitamarhi District .14 21.Patna Total State .04 24.85 33.51 19.Bhojpur District .Madhubani District .Sonitpur 45.7 11 District .Nalanda District .Araria District .Korba 79 1435 129 159 65 85 62 81 87 65 2488 Yes No No No 1 No No No No No No 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 14.56 24.67 27.Khagaria District .19 43.64 19.07 14 *Arranged in ascending order of adult female literacy by States/UTs District .Surguja District .Sheohar District .45 35 35.39 33.Madhepura District .18 38.56 21.Bhagalpur District .61 30.Purnia District .64 22.Jehanabad District .37 7 District .Dantewada District .Dhemaji 48.Barpeta 05 41.86 23.23 29.Nawada District .19 29.Kishanganj District .89 20.Lakhisarai District .98 7 District .Hailakandi 46.Purba Champaran District .Vaishali District .Gaya District .Tinsukia 46.Sheikhpura District .Saharsa District .49 21.Goalpara 46.34 5 District .26 46.65 29.BIHAR District .36 26.3 4 5 6 7 8 9 10 11 12 District .83 18.Bongaigaon 45.43 8 District .Samastipur District .84 31.CHHATTISGARH District .Rohtas District .26 38 .44 20.01 29.Bastar District .Darbhanga District .Banka District .Supaul District .Munger District .Katihar District .Marigaon 45.Buxar District .58 11 District .
03 35.Sirsa District .33 27.The Dangs District .9 9 10 5 8 5 15 9 114 582 864 250 417 492 1204 710 7415 No Yes Yes No No No Yes 6 1 2 3 4 5 6 7 8 9 10 11 12 13 23.Bhiwani District .HIMACHAL PRADESH District .26 42.55 23.3 11 8 8 12 6 4 6 9 7 8 1 9 8 97 363 284 232 365 251 157 191 95 204 296 10 93 245 2786 Yes No No No No No No No No No No No No 1 39 .Banas Kantha District .Raigarh Total State .Karnal Total State .05 25.09 49.76 30.93 26.92 45.34 40.Bhavnagar District .Punch District .HARYANA District .Hisar District .96 7 12 11 1 4 7 10 10 13 11 11 14 10 121 459 784 663 70 219 462 613 808 706 773 593 848 695 7693 No Yes No No No Yes No Yes Yes No No No No 4 1 2 3 4 5 6 7 8 9 10 36.02 23.71 40.56 35.6 7 8 9 10 11 12 District .Faridabad District .28 37.Anantnag District .69 38.Kachchh District .17 7 7 283 283 No 0 1 2 3 4 5 6 7 8 9 10 11 12 13 21.Fatehabad District .54 49.24 48.Chamba Total State .11 49.06 46.Koriya District .22 49.Surendranagar District .Udhampur District .Rajauri District .JAMMU & KASHMIR District – Kupwara District .07 49.Gurgaon District .Narmada District .Janjgir .17 39.Doda District .44 44.Jind District .Amreli District .Dohad District .5 37.Raipur District .27 43.11 41.Panch Mahals District .Jashpur District .Kargil District .93 6 7 6 9 7 10 4 5 2 6 62 263 300 241 312 333 468 239 339 112 380 2987 No No No No Yes No Yes No Yes No 3 1 37.Mahendragarh District .Junagadh District .36 43.GUJARAT District .36 36.46 40.27 42.Jamnagar Total State .22 41.Badgam District .51 44.71 48.Patan District .Leh (Ladakh) District .87 46.Baramula District .Kathua Total 39.65 38.31 42.Kaithal District .Champa District .Pulwama District .Srinagar District .59 41.Mahasamund District .21 21.19 31.Sabar Kantha District .Bilaspur District .
97 34.78 30.Koppal District – Chamarajanagar District .Rajgarh District .04 48.87 34.Sheopur District .Palamu District .Shivpuri District .Guna District – Dewas District .92 40.Pakaur District .Kodarma District .Bokaro District .Lohardaga District .8 26.Shahdol District .Gumla District .Mysore District .17 33.84 25.MADHYA PRADESH District .Chitradurga District .Gulbarga District .Chhatarpur District .Rewa 16.Godda District .74 36.Dhanbad Total State .75 6 14 12 9 8 10 13 5 10 8 15 5 11 11 8 14 8 167 128 196 357 166 200 159 289 109 206 201 216 66 257 159 248 298 383 3638 No No No No No No No No No No No No Yes No Yes Yes Yes 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 27.Giridih District .Mandya District .65 31.Dindori District .Gadag District .Kolar District .05 28.95 30.89 3 12 8 7 6 8 7 6 8 13 7 3 5 5 6 7 9 226 663 717 417 627 558 363 459 615 760 489 233 392 424 497 461 827 Yes Yes Yes No Yes Yes Yes Yes No Yes Yes Yes No Yes Yes Yes Yes 40 .39 43.Bidar District .25 28.17 44.86 36.23 32.95 16.07 30.Umaria District .Garhwa District .Raichur District .KARNATAKA District .08 24.75 33.16 48.45 43.67 42.Hazaribag District .15 32.73 37.Tikamgarh District .Deoghar District .71 21.JHARKHAND District .65 26.72 45.Haveri Total State .01 28.Jhabua District .Tumkur District .Bangalore Rural District .99 19.88 22.Dhar District .Morena District .99 36.Sidhi District .11 21.09 24.08 32.Ranchi District .62 33.Dumka District .27 25.01 43.1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 State .09 37.38 34.Belgaum District .Chatra District .Damoh District .Barwani District .91 45.21 33.Bellary District .85 48.54 33.75 28.17 21.Sahibganj District .08 46.Pashchimi Singhbhum District .96 5 10 4 4 5 6 7 5 7 11 5 10 6 8 7 10 7 117 164 337 134 120 199 163 189 175 232 307 106 485 185 228 235 321 206 3786 Yes Yes No No No Yes No No Yes Yes No No No No Yes Yes No 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 20.Bijapur District – Bagalko District .
A.12 6 8 12 5 9 11 16 8 10 85 501 785 467 565 704 1019 1313 622 786 6762 Yes No No No No Yes No No Yes 3 1 2 3 4 State .A No N.Seoni District .51 48.69 39.Satna District . (1090 for 4 Districts) N.A No N.01 42.West Garo Hills District .5 47.Chandel District .94 37.07 37.Gwalior Total State .Chhindwara District .12 46.MANIPUR District .28 39.23 49.47 47.98 40.Latur Total 36. (1179 for all 7 Districts) N.Harda District .Bid District .Nuapada 15.Panna District .Tamenglong Total State .Nandurbar District .71 0 0 0 0 0 N.Datia District .62 43.Parbhani District .Osmanabad District .A (1110 for all 8 districts) 1 2 41.93 41.Sehore District .Balaghat District .A No N.84 44.Nabarangapur District .Thoubal District .A No ((42)) No N.65 9 5 7 6 5 8 3 7 8 0 6 11 11 5 10 3 3 10 6 4 247 492 499 580 409 395 703 239 423 642 0 447 753 808 441 558 211 281 689 419 299 18016 Yes Yes No Yes No Yes No No No No Yes Yes No No Yes No Yes No Yes Yes 23 1 2 3 4 5 6 7 8 9 36.Senapati District .Hingoli District .A No N.71 47.68 41.88 0 0 0 1 2 31.18 40.ORISSA District .Ratlam District .MAHARASHTRA District .18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 District .Tuensang Total 44.Betul District .52 36.39 39.Mandla District .36 49.A No N.61 19.South Garo Hills Total State .Katni District .MEGHALAYA District .63 48.15 47.95 46.East Nimar District .A No N.A.96 0 0 0 1 2 3 State .West Nimar District .Sagar District .Gadchiroli District .23 49.42 15.NAGALAND District .Vidisha District .92 37.43 45.Mandsaur District .23 10 7 5 169 108 109 No No Yes 41 .39 44.23 49.Neemuch District .17 47.Jalna District .Nanded District .57 47.Mon District .Bhind District .Malkangiri District .25 42.37 44.
18 40.Jaisalmer District . Imphal West and Thoubal State .Baran District .58 27.Ajmer District – Ganganagar District .Ganjam District .6 23.76 38.Alwar District – Karauli District .Bhilwara District .96 33.Rajsamand District – Chittaurgarh District .29 43.Barmer District . Imphal East.1 27.Hanumangarh District .42 23.12 31.Jodhpur District – Bharatpur District .Kandhamal District .48 5 4 10 9 8 2 38 244 265 1143 586 313 184 2735 No No No No No No 0 *For four District Panchayats of Bishnupur.14 27.9 32.Dungarpur District .Sambalpur District .Tonk District .97 26.Sangrur District – Bathinda District .Koraput District .Gajapati District .Bikaner District .4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 District – Rayagada District .Kalahandi District .11 37.Sundargarh District .52 32.49 43.Baudh District .17 36.68 29.21 34.Kendujhar District .53 24.RAJASTHAN District .3 21.1 31.Balangir District .29 29.6 45.Jhalawar District .57 48.84 11 14 7 13 12 3 26 14 6 13 22 3 12 17 9 8 212 171 226 129 273 153 63 382 285 96 286 475 60 248 262 148 209 3852 No Yes No No No No No Yes No Yes No Yes No No Yes Yes 7 1 2 3 4 5 6 36.02 48.4 40.62 44.31 7 8 5 6 3 5 11 10 7 14 4 5 11 5 7 4 6 9 9 14 5 8 5 11 3 8 7 6 264 325 237 231 128 197 380 320 206 391 181 151 461 224 218 167 252 353 372 478 224 380 228 498 251 276 320 250 No No No No No No No No No No No No No No No Yes Yes Yes No No No No Yes No No Yes No No 42 .72 31.Mayurbhanj District .Firozpur District .Sonapur District .Anugul Total State .14 28.Faridkot Total 19.53 48.Churu 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 19.Sawai Madhopur District .Debagarh District .22 28.27 31.58 43.PUNJAB District – Mansa District .Udaipur District .Pali District .03 27.Jalor District .33 36.33 22.98 45.Dausa District .Bargarh District .79 48.Sirohi District – Nagaur District .Banswara District .Dhaulpur District .17 31.63 30.Bundi District .79 36.Muktsar District .64 46.75 31.81 32.98 20.29 41 42.
4 48.Sitapur District .Shahjahanpur District .Banda District – Mahoba District .Jhunjhunun Total Sikkim District .Moradabad District .32 23.Dhalai Total State .87 25.Kushinagar District .56 16.77 25.95 27.Sultanpur District .Basti District – Hardoi District .TAMIL NADU District .72 22.Dharmapuri District .08 31.03 30.West District .17 31.Lalitpur District .65 0 0 0 53 23 76 No No 0 1 2 3 4 5 6 7 41.76 5 9 14 18 14 12 8 16 14 6 6 6 9 7 19 15 8 13 8 4 15 14 19 15 6 15 7 12 21 17 23 15 13 334 668 910 1069 1009 777 440 1054 953 580 340 484 647 599 1329 1002 501 960 437 247 995 1047 1101 922 490 1011 314 758 965 1105 1262 898 788 Yes Yes Yes No Yes No Yes Yes Yes No Yes Yes No Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes No Yes 43 .68 19.Kheri District .Gonda District .95 28.02 28.37 8 13 8 232 334 488 288 9073 Yes Yes No 7 1 2 43.78 47.Sikar District .66 8 6 22 4 18 20 20 98 251 201 1104 121 860 385 343 3265 No No No No No No No 0 1 45.02 49.32 32.Rae Bareli District .Fatehpur 45.Shrawasti District – Balrampur District .39 30.Etah District .2 30.21 28.Rampur District .Barabanki District .Kaushambi District .91 27.Hamirpur District .Tiruvannamalai District .Maharajganj District .Jyotiba Phule Nagar District .63 42.42 26.92 26.Ariyalur District .Jaipur District .4 27.North Total State .29 30 31 District .Sant Ravidas Nagar District .69 5 5 130 130 No 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 13.Pratapgarh District .Sant Kabir Nagar District .Pilibhit District .85 17.Erode Total Tripura District .Budaun District .22 49.Sonbhadra District .35 46.58 48.Siddharthnagar District .Mirzapur District .87 20.Bareilly District .83 44.03 26.22 26.54 31.48 27.34 21.52 18 19.UTTAR PRADESH District .81 49.Bahraich District .52 21.Salem District .Viluppuram District .4 27.Perambalur District .03 27.
Gautam Buddha Nagar District .8 42.WEST BENGAL District .69 39.71 33.Tehri Garhwal District .Murshidabad District .34 38.54 34.Etawah Total State .Birbhum District .2 43.Mathura District .Kanpur Dehat District .Dakshin Dinajpur District .Bageshwar Total State .Azamgarh District .5 45.Kannauj District .94 43.Ghazipur District .Baghpat District .Bijnor District .Jaunpur District .63 45.88 43.61 35.93 34.Aligarh District .Jalpaiguri District .Dadra & Nagar Haveli 33.11 47.57 33.Unnao District .93 34.17 38.Varanasi District .Hathras District .Champawat District .Firozabad District .39 36.11 0 10 Yes 44 .Koch Bihar Total State .Faizabad District .37 35.57 6 9 4 6 7 3 35 454 979 290 307 309 397 2736 No Yes No No No Yes 2 1 2 3 4 5 6 7 8 9 29.UTTARANCHAL District .35 41.06 33.Maldah District .66 44.08 45.Mau District .Mainpuri District .DADRA & NAGAR HAVELI 26 District .41 41.Chitrakoot District .92 37.13 46.Deoria District .Muzaffarnagar District .Jalaun District .Udham Singh Nagar District .24 35.42 41.Allahabad District .Gorakhpur District .12 41.Jhansi District .35 40.09 41.22 20 9 15 26 22 13 19 8 12 144 170 98 146 254 190 148 167 65 128 1366 Yes No No No Yes Yes Yes No Yes 5 1 33.48 44.Bankura District .71 45.34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 District .Meerut District .17 33.Chandauli District .64 47.Hardwar District .Saharanpur District .84 46.Ambedkar Nagar District .Bulandshahr District .16 39.14 33.36 48.Ballia District .Agra District .21 35.89 16 11 16 22 16 21 16 10 19 9 17 9 12 11 9 20 14 6 9 7 5 15 8 15 8 9 9 8 10 4 12 8 784 954 796 1019 1617 1046 1514 857 479 1233 620 833 805 853 967 609 1460 687 269 564 512 330 636 449 922 451 524 503 703 612 260 460 420 49960 Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes No No Yes Yes Yes No Yes Yes Yes Yes No Yes No Yes No Yes Yes Yes No Yes 51 1 2 3 4 5 6 36.13 34.69 42.78 40.05 38.Uttar Dinajpur District .59 46.Farrukhabad District .Uttarkashi District .57 29.Puruliya District .
45 . Meghalaya and Nagaland for which separate information for the concerned districts is not available.Total 10 1 Total 365 4263 157875** 148 ** Excluding Manipur.
000 per resident group/30 learners per year. Residential Camps Rs 125 /day/learner/45 days Tuition Fee volunteers to basic literacy 3 4 Basic Education (Equivalency programmes ) Common Elements (a) Survey and Mobilisation. &Evaluation Rs 5968 per learner (NIOS norms) Community Rs.50 Crore (Lump sum) 46 .000 for old centers Recurring: 75. 25.500/. 78.000/.000/ for new Centre centers and Rs.2.000 per annum/ centre Basic Literacy Through volunteer mode Rs 230 per learner Through resident instructor Rs 40.per AEC (Gram Panchayat) Rs .1.Annexure III Activity wise financial norms Sl No Activity Component 1 Upper ceiling 2 (a) (b) (c) (d) Establishment of Adult Education N/Recurring: Rs 60. (b) Training Management.per literacy functionary Monitoring 4% of the Programme cost 5 6 National Resource Support Rs.
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