Mass Program of Functional Literacy

Dr. Radhika Kapur

Abstract
In the present existence, in India, there are number of individuals who are unable to
read and write, there is lack of awareness amongst them, they are residing in the conditions of
poverty and backwardness, they do not have employment opportunities, they are unable to
sustain their living conditions and, in some cases get involved in social problems, such as,
criminal and violent acts. These are hindrances within the course of social life development.
Therefore, to alleviate these problems and in making provision of assistance to them to
enhance their living conditions, it is important to recognize the mass program of functional
literacy. The main areas that have been taken into account in this research paper are,
functional literacy, National Adult Education Program, National Literacy Mission, Saakshar
Bharat Mission, Functional Literacy for Adult Women, Farmer’s Functional Literacy Project,
Rural Functional Literacy Program, analysis of the materials and the media software used in
the functional literacy programs and recommendations.

Keywords: Functional Literacy, Program, Adult Education, Centres, Awareness,

Participation, Materials

Introduction
The phase of literacy, wherein the connections of literacy with productive activity,
work or economic and social development were sought to be established; this phase was also
known as the phase of functional literacy. Adult literacy could not be an end in itself, it
should be regarded as a way of preparing a person for the social, cultural, political, civic and
economic participation. These roles even extent beyond the levels of rudimentary literacy. It
was felt that literacy could create an opportunity for attaining information and generating
awareness that can be immediately made use of to improve the living standards of the
individuals. People are making use of the mass program of functional literacy to enhance
their living and generate productivity. The main benefits of the mass program of functional
literacy is to provide training for work, increased productivity, a larger participation in the
civic life, a better understanding of the environmental conditions and opening of the way to
cultures, beliefs, norms and ethics (Bhatia, 2013).
 UNESCO’s Experimental World Literacy Programme led India to launch Farmer’s
Training and Functional Literacy Project (FTFLP) (1968-78) to lead to an increase in the
skills and abilities of the farmers in regards to the utilization of High Yielding Varieties of
wheat. Apart from the training of the farmers and imparting functional literacy, mainly
relating to the function of the farming, the program also made use of the taking of resources
to farm broadcasting. In 1979, the program of Functional Literacy for youth belonging to the
age group of 15-25 years was amalgamated with the Farmer’s Training and Functional
Literacy Program to constitute the Rural Functional Literacy Program (RFLP). This program
had the primary objective of developing the learning abilities of the farmers, and the skills of
reading, writing, and arithmetic. In addition to these, there is also development of computer
skills, raising their functional capability and generation of awareness amongst them regarding
personal and social predicaments (Bhatia, 2013).

Functional Literacy

Learning is an area that continues throughout the life of the individuals, as the
individual grows, there are number of areas that he needs to learn. Therefore, the significance
of functional literacy came to be recognized. The meaning of functional literacy is understood
from three main perspectives, it is being able to communicate with each other at the critical
thinking level. Another area is being able to develop the quality of life, in this case,
development of vocational skills, life improvement, ethics and morality are to be taken into
consideration. Another perspective is being able to learn other subject areas and recognizing
the significance of life-long learning (Functional Literacy, n.d.).

Functional literacy was first discussed internationally by Gray in his survey of reading
and writing. A person is functionally literate, when he has attained the knowledge and skills
in reading and writing, which permits him to get involved in all those activities in which
literacy is usually expected in his culture or group. This definition, as can be seen, is
relativistic, for it sets variable standard of literacy in different societies. So what should be
termed as functional literacy in a democratic society is possibly that skill which leads to the
voluntary participation of the individuals in the social and democratic processes. The concept
of literacy and certainly many UNESCO development programmes have been meaningfully
influenced by the writings on social change and development (Prasad, Yagnik, & Agarwal,
2016).
 Learners observed a causal relationship between literacy and such characteristics, as
understanding and cosmopolitanisms, while Kuppuswamy found literacy essential in
obtaining additional information, through networks, other than electronic, required for
national development. Learners, in fact, look upon literacy as a major motivator in the
process of advancement and modernisation. This is what has come to be known as the
UNESCO view of literacy. It has been assessed by Freire and his followers, who observe the
attainment of literacy as an active process of consciousness, not just as the passive attainment
of content. The literacy process must increase the consciousness of the learners (Prasad,
Yagnik, & Agarwal, 2016).
National Adult Education Program
The Draft Policy Statement on Adult Education and the Outline of the National Adult
Education Programme were equipped in 1977–78. Covering the priority list were, planning
for adult education and universalisation of elementary education. As a follow-up action a
nationwide adult education programme was launched on 2 October 1978. It had the primary
objective of providing adult education to 10 crore adults over a period of five years with a
view of permitting them to play a role in social, economic and cultural transformations, with
the main motive of accomplishing social justice and equity (Prasad, Yagnik, & Agarwal,
2016).
The programme had three main constituents, awareness, functional development, and
literacy. However, the performance of the NAEP in the first year was not up to the mark.
First of all, the pseudo-radical phraseology used in the beginning for augmenting the NAEP,
liberation of the poverty stricken and the deprived communities, improving
conscientiousness, learning cum action group, in the present existence, and leaving in the
field, only the conventional literacy, functionality and awareness. The last whatever it means,
is the only reminder of the radical revolutionary sounds of the pre-preparatory period (Prasad,
Yagnik, & Agarwal, 2016).
National Literacy Mission
National Literacy Mission for elimination of illiteracy was instigated on 5 May 1988.
The focus of NLM was fundamentally the same as that of many previous programmes,
involved in the expansion of literacy, yet it differed from the previous ones, in that it was a
methodical and a societal mission. The scientific and technological advancements that the
country had made in the previous years, made provision of the confidence amongst the
individuals to initiate the determined project, which had the main objective of making 80
million people literate. Prime Minister Rajiv Gandhi stated that the mission had the primary
objective of spreading literacy at every part of the country. Education will lead to progression
and development of not only the individuals, but the community and the entire nation. By
making this literacy programme into a mission, one will bring many agencies into the project.
It has to be a programme of all the ministries, and of the entire nation. This programme must
get co-operation and collaboration from major public sector undertakings, from the many
bodies that are involved with the technologies, used for spreading education. This clearly
spells out the comprehensive policy of the NLM. It aimed at being broad-based and involving
voluntary as well as governmental agencies in imparting literacy to people between the ages
of 15 and 35 (Prasad, Yagnik, & Agarwal, 2016).
The NLM document of the Union Human Resources Development Ministry contains
the main objectives of the mission, to impart functional literacy to 80 million illiterate
persons in the 15 to 35 age group, 30 million by 1990 and additional 50 million by 1995. It
then explains, what functional literacy implies. Attaining self-sufficiency in literacy and
numeracy, generating awareness of the causes of their deficits and moving towards
improvement of their condition through organisation, and contribution in the process of
development, obtaining skills to improve their economic status and general well-being;
imbibing the values of national integration, conservation of the environment, women’s
equality, observance of small family norms, and so forth. According to the document, basic
requisites for the success of the mission were, national commitment, creation of an
environment conducive to learning, motivation of the learners and teachers, mass
mobilisation and people’s involvement, techno-pedagogic inputs and well-organized
management and monitoring (Prasad, Yagnik, & Agarwal, 2016).
Saakshar Bharat Mission
Saakshar Bharat, the new variant of earlier NLM, a centrally sponsored scheme of
Department of School Education and Literacy (DSEL), Ministry of Human Resource
Development (MHRD), Government of India (GoI), was launched on the International
Literacy Day, 8 September 2009, with the following goals, i.e. to increase literacy rate to 80
percent, to reduce gender gaps to 10 percent and decrease regional and social disparities, with
the focus on women, SCs, STs, minorities, and other disadvantaged groups. All those districts
that had the female literacy rate below 50 percent, as per census 2001, including, left wing
extremism affected districts, regardless of literacy levels, are being covered under the
programme. Government expects an increase in female literacy to become a power multiplier
for all other social development programmes. However, this is only the instrumental value of
female literacy. Its inherent value is in liberating the Indian women through the formation of
serious consciousness to take charge of their environment and well-being, where they
experience various deficiencies and problems on the basis of class, caste, and gender (Prasad,
Yagnik, & Agarwal, 2016).
The mission goes beyond three Rs, i.e. reading, writing and arithmetic, it also aims in
generating awareness regarding the social inequalities and a person’s deficit on the means for
his enhancement and general well-being. The central and the state Governments, Panchayati
Raj Institutions, NGOs and civil society needs to work in co-operation with each other to
comprehend a mission to build a “literate India”. Saakshar Bharat has been formulated in
2009, with the objective of achieving 80 percent literacy level by 2012 at the national level,
by putting emphasis on the adult women literacy, pursuing to lead to a reduction in the gap
between male and female literacy to not more than 10 percentage points (Prasad, Yagnik, &
Agarwal, 2016).
The mission has four broader objectives, specifically, imparting functional literacy
and numeracy to non-literates, obtaining equivalency to formal educational system, imparting
pertinent skill development programme and promoting a learning society by providing
opportunities for continuing education. The principal target of the mission is to impart
functional literacy to 70 million non-literate adults within the age group of 15 years and
beyond. The mission will cover 14 million SCs, eight million STs, 12 million minorities and
36 million others. The overall coverage of women will be 60 million. As many as 410
districts belonging to 26 states and UTs of the country, have been acknowledged to be
covered under the Saakshar Bharat (Prasad, Yagnik, & Agarwal, 2016).
Functional Literacy for Adult Women

The Functional Literacy for Adult Women (FLAW) was launched in the year 1975 to
1976. It was the part of the Integrated Child Development Services (ICDS). It mainly focused
upon women, belonging to the age group of 15 to 45. In this case, functional literacy was
related to the package of mother and child development services. Anganwadi services, the
ground level functionary under the ICDS program also made provision of functional support
for the literacy component. The contents included, health and hygiene, food and nutrition,
home management and child care, and civic and vocational education. The program also put
emphasis on the reproductive and the nurturing roles of the women. The other areas that were
taken into account included, supply of medicinal support, supply of nutritional support and so
forth (Bhatia, 2013).
 The literacy component of the programme was dropped at the time when the repeated
program evaluations conducted by the Program Evaluation Organization of the planning
commission pointed out its deprived performance, or in some cases, even non-existence.
Evaluation studies relating to the project noticed less interest in the management of the
functional literacy on the part of the Anganwadi workers. They expressed more interest in the
delivery of hard inputs in terms of the tablets and other nutrients for expecting and lactating
mothers. In the post independent India, approach to the issue of literacy and adult education
remained confined to certain select groups up to 1978, which included farmers, women and
workers (Bhatia, 2013).

Farmer’s Functional Literacy Project

The main objective of the Farmer’s Functional Literacy Project is to increase the
productivity of land by upgrading the knowledge and the skills levels of the farmers on one
hand and by co-ordinating manageable and timely access to the required agricultural inputs
on the other. The knowledge and the skill levels of the farmers were sought to be upgraded in
respect of the high yielding varieties, the inputs included and amongst other items, hybrid and
exotic seeds which ensured high yields. The project was jointly undertaken by the Ministry of
Education and Social Welfare, Ministry of Food and Agriculture and the Ministry of
Information and Broadcasting. The Farm Radio Broadcasting program of the Ministry of
Information and Broadcasting, assisted in forming a two way interaction between the farmers
and the agricultural technocrats. The organizational structure of the project comprised of an
Inter-Ministerial Co-ordination Committee, District Co-ordination Committee, Block level
and Village level Committees (Bhatia, 2013).

The project intended to provide training to five million farm families in the High
Yielding Varieties program districts, impart literacy to one million adults in these districts,
and establish seven additional Radio Stations and 47 farm and home units within the existing
Radio Stations to provide support to the Farmer’s Functional Literacy Program. In each
district, 60 centres made provision of instructional support to about 1800 learners, on an
average, it is 30 learners per centre. The learners also included adult farmers, instructors and
the teachers were drawn from amongst the educated farmers, school teachers living in the
village, school teachers having an agricultural background, students from the agricultural
studies and so forth. These teachers were paid an honorarium of Rs. 30 per month per centre
(Bhatia, 2013).
 Rural Functional Literacy Program

The Rural Functional Literacy Program (RFLP) initiated in 1985 to 1986, explained
the findings as follows: (Bhatia, 2013).

In eight of the states covered under the study, the state boards for formulating plans
and securing co-ordination amongst various agencies were either constituted late or have
been reconstituted. In eleven states, meetings of the state boards were either not held on a
regular basis or the members were inadequate in number. In Madhya Pradesh, Punjab and
Rajasthan District, adult education committees were not constituted, in another three states,
namely Haryana, Jammu and Kashmir and Uttar Pradesh, their constitution was either
delayed or it was reconstituted.

In nearly two-thirds of the selected states, the staff was inadequate at various levels.
There has been lack of transportation facilities and infrastructure; the lack of these facilities
did not facilitate the acquisition of education. Candidates were reluctant to find employment
opportunities in the fields or work in remote areas. The functionaries at the various levels,
namely the instructors, supervisors or at the project levels, did not possess interest and
enthusiasm in the performance of their job duties.

Around 90 percent of the staff members, namely the project officers, instructors and
the supervisors had undergone training in the adult education program. All the project
officers and most of the assistant project officers and supervisors were graduates. On the
other hand, majority of the instructors were either matriculates or below matric. There were
delays and irregularities in the payment of honorarium in the number of states. Over one-third
of the instructors stated that they had not been paid honorarium at the prescribed rates.

In four states, there was hardly any involvement of the state level officers in obtaining
supervision and guidance in the implementation of the program. States that account for 44
percent and 70 percent of the districts that have been covered under the research study did not
find the field visits of the functionaries effective. In the large number of selected states, there
was lack of co-ordination and co-operation from the development departments, like
Agriculture, Health and Family Welfare, Small Scale Industries, Rural Development and
Panchayats with the on-going or a continuing activities in the field of adult education at any
level.
 Apart from the cases of incomplete and irregular submission of returns, there was
delay in submission of progress reports and returns at various levels in most of the states and
the progress reporting system appeared to be lacking in authenticity, reliability and
credibility. Three states, namely Himachal Pradesh, Meghalaya, and Punjab did not have a
resource centre of their own. Delayed, inadequate and irregular supply of resource materials
were reported in many states. It was in addition noted that the capacity of the state resource
centres was not made use of in an efficient manner to the optimum by the states.

In a large number of cases, adult education classes were being organized and took
place in the houses of the instructors. About one-fourth of the centres were located in the
private buildings and about 16 percent were in the public school buildings. The provision of
infrastructure, facilities, civic amenities and the sitting arrangements at the centres were
found to be inadequate by over fifty percent of the learners. Forty seven percent of the
selected learners were in the age group of 15 to 25 years. Learners that accounted for about
62 percent, belonged to backward classes, 25.3 percent belonged to Scheduled Castes, 11.4
percent to Scheduled Tribes and 25.3 percent to other backward classes.

The duration and the timings of the classes at the centres were found to be convenient
by the majority of the learners. The timings were suitable to them and they found it easy to
adjust to the schedule. The duration of the program was also well-organized and they found it
easy to adjust to it. The main reason that led to a decrease in the rate of attendance was
reported by 95 percent of the instructors. The other reasons were lack of interest,
unavailability of economic benefits, financial problems and parents objecting to attending
classes.

More than two-fifths of the learners admitted that they were not regular in attending
classes, the reason being, they were supposed to devote their time towards domestic work and
fulfilment of other requirements. Their primary aim was to take care of the needs and
requirements of the family members. About one-third of the centres reported that there were
not any drop-outs. About 84 percent of the learners dropped out after attending classes for
about 30 to 90 days. The primary reason that led to their drop-out was, they got pre-occupied
with other works and problems.

Occupational pressure and responsibilities of the households were regarded as the

major factors that led to the dropping out of the learners in the midst of the session. The other
reasons that led to their discontinuation was, lack of interest, migration to other regions for
employment, marriage, illnesses, health problems, lack of incentives, conditions of poverty,
and discouragement by the family members. The learners that were contacted for the purpose
of re-joining, were 97 percent, who were contacted by the instructors themselves, and the
remaining were contacted by the supervisors, village leaders, relatives and friends.

Transportation facilities and moving from one place to another was a problem for
these individuals. There was a bigger jurisdiction and there were number of reasons that
hindered the smooth functioning of the program. The village level committees had been
constituted in only 50 percent of the selected centres. By and large, the village level
committees rendered participation to a lesser extent in making provision of solutions to the
problems at the centres.

The motivation factors that are required to be put into practice by the instructors who
contacted the potential learners on an individual basis or in group meetings as well. The
functionality aspect of the program for motivation of the learners, however was not taken
much into consideration. This has been reported by 77 percent of the learners and 45 percent
of the instructors. Majority of the instructors and the learners had reported that the local
leadership and the development departments did not contribute any significant part in
motivating the learners. Though, this is a disadvantage, when there are not any means
provided to motivate the learners. It is vital to stimulate the individuals towards the
performance of tasks and duties in order to produce the desired results.

Only about one-third of the selected learners of the past course and about 16 percent
of those in the present course were capable of reading in an appropriate manner and sustain
their living conditions in an adequate manner. The writing skills were implemented in an
appropriate manner by 21 percent of the past learners and eight percent of the present
learners. The percentage of the present learners, who were taught to solve numerical
problems were low as compared to the past learners.

Over 90 percent of the learners reported the coverage of various areas under social
awareness, and an enhancement of knowledge. In the same way, over three-fourths of the
learners formed this viewpoint that they had a better understanding of the daily life problems
and would be able to provide solutions to them. Half of the learners were of the opinion that
they have improved their knowledge regarding various development programs. Both in the
past as well as in the present, the learning that took place at the adult education centres was
responsible for a feeling of higher social status for over 60 percent of the learners.
 More than half of the past learners that accounted for 53.3 percent, reported that any
system of follow-up was not satisfied with the existing arrangements. As many as 94 percent
of the learners, who were not satisfied were of the viewpoint that improvement in the post-
literacy and the follow-up programs could be effected by the opening centres for the neo-
literates, organization of the refresher courses and so forth. The learners also wanted that
improvements should take place in the supply of books, setting up of the libraries and making
use of advanced teaching and learning methods.

Lack of proper classroom for the adult learners that are rendering a contribution in the
program with the measure of uncertainty about its permanent location. The program, like its
earlier counterparts, continued to be the under-resources and was perceived in a deprived
manner. The program that experiences many kinds of deficiencies, would not prove to be
beneficial to the individuals. It will not be manageable for them to acquire information in
case the learning environmental conditions are not fine. In order to promote effective
learning, it is vital to create the working environmental conditions in an appropriate manner,
so that there is a decline in the drop-out rate and individuals take pleasure in learning.

Analysis of the Materials and the Media Software used in the Functional
Literacy Programs

The materials and the media software used in the functional literacy programs have
been stated as follows: (Innovative Approaches to Functional Literacy for Poverty
Alleviation, 2001).

Health and Hygiene – Health and hygiene are stated as the imperative aspects, which
individuals should be aware of. In this case, mainly information is provided to the individuals
about the facts, practices and the rules of maintaining good health, common diseases,
illnesses and other health problems. Other areas that are important to be taken into account
are, girls should get married at the right age, immunization of children against the diseases
and immunization of expecting mothers. Important preventive measures are, home
environmental conditions should be clean, individuals should use clean drinking water and
keep the surroundings pollution free.

Food and Nutrition – Healthy and a nutritious diet is essential for the growth and
development of children. Adult individuals should also take care of their dietary intake.
Therefore, it is vital to possess information about healthy and nutritious diet. Individuals, who
belong to deprived and marginalized communities, need to ensure that their dietary intake
makes provision of energy that is required to carry out daily activities. Individuals belonging
to marginalized communities are mostly engaged in manual work, hence, consumption of a
healthy diet is vital for them. When preparing food, proper measures should be implemented
to make sure, utensils are clean, vegetables and fruits are washed, and water and other
materials should be clean.

Farming – Agriculture and farming are stated as the main occupations of the
individuals residing in rural areas. When implementing these practices, it is vital to take into
account, proper techniques and methods are made use of. For the agricultural labourers and
the farmers, it is vital to make sure, they use variety of seeds, proper irrigation methods,
fertilizers, insecticides, and pesticides for the effective growth and development of the crops.
The use of better methods and techniques lead to enhancement in productivity and generate
profitability for the farmers. In rural areas, rearing of livestock is also considered as an
important aspect for the progression of the agricultural and farming practices. The individuals
need to possess the required information regarding number of areas in this sector. There have
been usage of modern pumps to save labour for irrigation methods. Due to utilization of
modern and innovative techniques and methods, there has been improvement in the
cultivation of crops.

Drinking Water and Sanitation – Water that is made use of for all purposes, should be
clean to ensure a healthy living. It is regarded as a basic necessity and is used for multiple
purposes, like, drinking, preparing meals, cleaning, sweeping, bathing, and washing. As it has
been stated, health of an individual is important, hence, in order to maintain good health, it is
vital to ensure clean water is made use of. There are number of diseases and health problems
that are caused due to contaminated water. Therefore, amongst the rural communities and
individuals belonging to deprived and marginalized communities, there should be
implementation of preventive measures for curbing water pollution.

Co-operatives and Credits – Co-operatives and credits are regarded as the means of
making provision of financial assistance to disadvantaged, deprived and socio-economically
backward sections of the society. Micro-finance is one of the areas of providing financial
assistance to women, belonging to marginalized sections of the society. Another form is
provision of loan facilities from the bank to start a business. There are individuals who find it
difficult to obtain employment opportunities, hence, they commence their own business of
various things, such as, food items, handicrafts, or set up tea stalls or small restaurants.
 Home and Family Welfare – Home and welfare of the family members is regarded as
the primary objective of the individuals, belonging to all categories and backgrounds. Every
person desires to have his own home, where he can adequately sustain his living conditions.
Well-being of the family members is regarded as the first priority, where there are number of
areas that need to be taken into consideration. These are, management of the household,
source of income, health, education, employment opportunities, having cordial terms and
relationships with each other, effective communication, resolving conflicting situations in a
peaceful manner and abiding by values, norms, principles and standards.

Living in the Community – An individual or a family cannot live isolated from the
community. It is important to maintain proper terms and conditions with the community
members. In the case of occurrence of any problems, individuals first of all can only
approach community members. In the case of social events of life, such as, birth, death or
marriage, community members get involve with each other. There are societies, when women
are not given equal status. Therefore, it is vital to ensure that men and women should be
given equal rights and opportunities within the community.

Environment – Preservation of the environment is considered an important area, all

individuals should possess knowledge and information regarding this aspect. The areas that
need to be taken into account for the preservation of the environment are, planting more trees,
keeping the water bodies pollution free, curbing air pollution, and so forth. Trees are
considered important for the maintenance of the environment, they are the providers of
resources like, fruits, vegetables, medicines, wood and so forth. In rural areas and tribal
communities, environment is regarded as the imperative source of sustaining their living
conditions. These individuals are primarily dependent upon the natural environment, for
meeting their requirements of food, water, shelter, medicines, health care etc.

Status of Women and Gender – As it has been stated, women were not considered
equal to men in some communities and were deprived of various rights and opportunities.
They were discouraged from acquiring education and were trained regarding the performance
of household chores. On the other hand, men were regarded as assets and it was believed,
they would enhance the reputation of their family. Therefore, it is important for the
individuals to develop this viewpoint that men and women should be given equal status and
women and girls should be given equal rights and opportunities.
 Science and Technology – In the present existence, science and technology has made
a significant contribution in enhancing the lives of the individuals. In rural areas, the usage of
scientific, modern and innovative techniques have largely contributed in improving the
agricultural and the farming practices. Individuals are able to develop effective
communication skills with each other. In the health care sector, there has been much
improvement taking place due to usage of technology and scientific methods. Another
important area that has benefitted through the use of technology is education. Students at all
the levels of education are benefitting through the usage of scientific, modern and innovative
techniques.

Literacy and Education - The significance of literacy and education has been
recognised by the individuals, belonging to all categories and backgrounds. There have been
establishment of schools and adult education centres, even in rural areas to enhance the
literacy skills of the older adults. It is imperative for every individual to at least develop the
basic literacy skills of reading, writing and arithmetic, in order to obtain self-reliance.
Emphasis has been put upon the significance of functional literacy for self-sufficiency,
female literacy, which is a tool for women empowerment and community development,
education of children and continuing education.

Morality and Ethics – An individual can enhance his literacy skills, develop
knowledge, generate awareness and acquire education, if he develops the skills and abilities
and is motivated towards learning. Traits of diligence and resourcefulness can help him to
obtain an employment opportunity to sustain his living conditions. Besides, education and
employment, it is important for the individuals to develop morality and ethics within
themselves and follow the path of righteousness and truth. One should always be honest in
his conduct and should be decent and accurate, especially while dealing and communicating
with the other individuals, at home, community, educational institutions, organizations,
public places and so forth.

Recommendations

The recommendations of the Functional Literacy Program have been stated as

follows: (Study of Rural Functional Literacy Programme (1985-86), n.d.).

State Advisory Boards and Steering Committee should be established, particularly in

the areas, where these had not already been constituted, and their meetings should be held at
regular intervals. Essential operative steps should also be taken at various levels for providing
adequate staff for implementing the programme efficaciously.
Maximum care should be taken in the recruitment of appropriate personnel possessing
proper qualifications, skills, abilities, motivation, aptitude and spirit of social service for
putting into practice, the functional literacy programme within the rural areas. The instructors
should be from amongst the local population, educated and respected in the village and
having some source of income other than the meagre honorarium.
Resource support mechanism including provision of training to the grassroots
functionaries should be reinforced. In service training should also be structured from time to
time. The concept, methodology and strategy of field visits should be improved and
redesigned with a view to ensuring regular and operative supervision of the adult education
centres. The use of innovative and modern techniques should be made use of to motivate the
individuals towards learning.
To have an operative connection and involvement of development departments, rural
functional literacy and other adult education programmes should be meaningfully dovetailed
with such continuing programmes as the IRDP, DWCRA, TRYSEM, ICDS, family welfare,
and so forth. The reporting system should put more emphasis on the qualitative aspects and
should be analytical and participating in nature, so that corrective measures should be taken
at different levels to develop the situation and to obtain an accurate feedback regarding the
functioning of the programme. Village level committees should be instituted with important
and enthusiastic members, who would take interest in providing solutions to the problems of
the centres by organizing regular meetings.
Functionality aspects of learning should be taken up earnestly and proper steps should
be taken to observe that the local leadership and the personnel from the development
departments taking enthusiastic interest in motivating the learners to attend the classes
frequently at the centres. Panchayats should be made responsible for providing suitable
accommodation, electricity or alternative lighting arrangements. Operative measures are
required to be taken to evade insufficient and untimely or delayed supply of teaching and
learning materials and equipment to the centres.
RFLP curriculum should cover the functionality aspect with a view to improving their
employment and income in their traditional professions, vocations or by making an addition
to the income through new crafts, and other sources. Explicit efforts need to be made to
improve the standard of teaching and learning at the adult education centres and to motivate
the target group of learners to attend classes regularly and attentively. Measures need to be
put into practice to reduce the drop-out rate. Post literacy and the follow-up programme
should be taken up seriously, if the adult literacy programme is to have an influence of
literacy on the rural masses, particularly, the target group in the productive age group of 15-
35 years.
Conclusion
Learning is stated as a concept that continues throughout the life of the individuals. It
is regarded as continuing from cradle to grave. Learning of an individual begins with play
activities and as he grows, he begins to learn about other important aspects of life. Functional
literacy is concerned with the development of the individual as the complete human being,
where he possesses adequate knowledge and information regarding all areas, which are
essential to lead an efficient life. The main areas that are taken into consideration are,
vocational skills, ethics and morality, personality, emotional intelligence, multiple
intelligence, responsibility, sharing and caring, democratic concepts, communicative skills
and creativity.
Development of literacy skills and acquisition of education is considered imperative
for individuals belonging to all backgrounds and categories. For instance, it is vital for every
individual to take care of his health care requirements, consume healthy and a nutritious diet,
recognize the significance of education and adequately sustain his living conditions. The
individuals, who belong to wealthy families are able to obtain expensive medicines and
treatments. On the other hand, individuals, who belong to marginalized communities and low
income groups, visit health care centres, where treatment is provided free of cost, whereas,
tribal communities obtain medicinal herbs and plants from the forests. Finally, it can be stated
that functional literacy programs generate awareness amongst the individuals regarding all
the important areas that are essential to understand to lead an efficient life.
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Prasad, A., Yagnik, J., & Agarwal, B.C. (2016). Liberal Studies. Liberal Studies Journal,

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