Acknowledgement - Tamil NaduAcknowledgement Content List of Tables Glossary Chapter- I 1.0...

Acknowledgement

I am highly grateful and indebted to Mrs. Santha Sheela Nair, I.A.S.,

(Retd.,), Vice-Chairman, State Planning Commission, Government of Tamil Nadu

for her approval of this Project to Alagappa University, Karaikudi and also for her

advice and suggestions in completing the research project.

I express my special gratitude to Thiru. Anil Meshram, I.A.S., Member-

Secretary, State Planning Commision, Government of Tamil Nadu for his

suggestions in completing the research project.

I am immensely thankful to Prof. S. Subbaih, Vice-Chancellor, Alagappa

University, Karaikudi, Tamil Nadu for his permission to execute the research project

in the Department of Lifelong Learning, Alagappa University, Karaikudi and for his

kindness and concern to the successful completion of the research project.

I am very much thankful to Prof. V. Balachandran, Registrar, Alagappa

University, Karaikudi, Tamil Nadu for his encouragement in completing the research

project.

I record my gratitude to Thiru. K. Kumaresan, Head, Education and

Employment Division, State Planning Commission, Government of Tamil Nadu for

his support and encouragement to complete the research project.

I am very much thankful to Dr. P. Gurumalesh Prabu, Former Special

Officer and Dr. M. Senthil, Special Officer, Planning and Development, Alagappa

University, Karaikudi for their continues support to complete the research project.

I record my thanks to the State Literacy Mission Authority, Government of

Tamil Nadu and Directorate of Non-Formal Education for their timely help in the

investigation.

I would like to express my special gratitude and thanks to District Adult

Education Officers of Viluppuram and Thiruvannamalai districts and other district

functionaries of Dharmapuri, Erode, Thiruvannamalai and Viluppuram.

My thanks and appreciations also go to my colleague Dr N. Johnson,

Assistant Professor, Department of Lifelong Learning and project staff in developing

the project and people who have willingly helped me out with their abilities.

I record my sincere thanks to Dr. S. Moorthy, Assistant Programme Officer,

(SSA) and Viluppuram for his assistance for the prepration of the report during this

investigation.

I am very much thankful to the learners of AECs, Preraks, Block Programme

Coordinators, District Programme Coordinators, Community Leaders and the Public

who are the respondents of the present investigation in Dharmapuri, Erode,

Thiruvannamalai and Viluppuram districts.

I would like to record my heartfelt thanks to second and first year students of

Master of Journalism and Mass Communication students of the Department of

Lifelong Learning, Alagappa University for their painstaking effort as field

investigators to collect the data in the respective districts and involving in the data

analysis.

I My special thanks to Mr. K. Gopinath, Fulltime PhD., scholar in Education

and Project Assistant, Mr. M. Neethiperumal, Teaching Assistant,

Mrs. P. Sakthipriya, Computer Analysist, Mrs. T. Subha, Secretarial Assistant,

Mr. M. Vijayaraj, M.Phil., Scholar in Media and Communication and Mr. N.

Vinoth Kumar, Office Assistant for their meticulous work to complete the research

work.

I would like to express my gratitude and appreciation to all those who gave me

the possibility to complete this report.

Content

Acknowledgement

Content

List of Tables

Glossary

Chapter- I

1.0 Introduction

1.1 Adult Education

1.2 Adult Literacy

1.3 Adult Education Programmes in India

1.4 National Literacy Mission

1.5 Genesis of Saakshar Bharat

1.6 Saakshar Bharat Programme

1.6.1 Objectives

1.6.2 Targets

1.6.3 Geographical Area Coverage

1.6.4 Teaching–Learning Programmes

1.6.5 Programme Framework

1.6.6 Basic Education Programme

1.6.7 Vocational Education (Skill Development)

Programme

1.6.8 Continuing Education Programme

1.6.9 Assessment and Certification

1.6.10 Eligibility criteria for coverage under Saakshar

Bharat

1.7 Saakshar Bharat Programme in Tamilnadu

1.8 Origin of the Research Problem

1.9 Significance of the Research Study

001-031

Chapter-II

Review of Related Literature

2.0 Introduction

2.1 Related Research Studies

2.1.1 Related Research Studies on Adult Education

Programmes Conducted in Abroad

032-060

2.1.2 Related Research Studies on Adult Education

Programmes Conducted in India

2.2 Research Studies Related to Saakshar Bharath

2.3 Studies Conducted by the Alagappa University, Karaikudi,

India

2.3.1 Alagappa University

2.3.2 Department of Lifelong Learning

2.4 Reflections of Research Studies Reviewed

Chapter-

III

Research Design and Method of Investigation

3.0 Introduction

3.1 Title of the Study

3.2 Objectives of the Study

3.3 Research Method Adapted in the Present Study

3.4 State Level meeting with official of SLMA/ District Level

Officials

3.5 Orientation Programme for District and Block Coordinators

about the Research Study

3.6 Description of Tools Used in the Study

3.6.1 Workshop for Tool Construction

3.6.2 Field Tryouts

3.6.3 Observation Schedule for AECs (OS-AECs)

3.6.4 Literacy and Numeracy Test Battery for the Learners

(L&N TB-L)

3.6.5 Opinionaire Interview Schedule for Community

Leaders/Public about Saakshar

3.6.6 Functional Status Interview Schedule for Preraks

(FSIS-P)

3.6.7 Functional Status Questionnaire for Co-ordinators at

the District and Block level (FSQ-DC&BC)

3.7 Reliability of the Tools Used in the Study

3.8 Validity of the Tools Used in the Study

3.9 Locale and Sample of the Study

3.10 Data Collection

061-072

3.11 Statistical Techniques Used in the Study

Chapter-

IV

Results and Discussions

4.0 Introduction

4.1 Functional Status of Adult Education Centres

4.1.1 Timings of the AECs

4.1.2 Identification of Potential Learners (Target Learner)

by AECs in Grama Panchayath Level

4.1.3 Furniture and Teaching-Learning Materials in AECs

4.1.4 Electricity and Nature of Building- AECs

4.1.5 Coverage of Learners in AECs

4.1.6 Status of Learners Attending in AECs Classes

4.1.7 Status of Registers Maintained in AECs

4.1.8 Progress of Teaching/ Learning Activities in AECs

4.1.9 Status of Visitors in AECs

4.2 Literacy Assessment of Learners

4.2.1 Profile of Learners in AECs of Saakshar Bharath

Programme

4.2.2 Motivators for Learners to Join in AECs

4.2.3 Reasons for Joining in AECs by Learners

4.2.4 Status of Learners before joining in Saakshar Bharath

4.2.5 Reasons for Discontinuation from AECs

4.2.6 Opinion of Learners about their Learning in AECs

4.2.7 Opinion of Learners about Awareness Training

Programme

4.2.8 Opinion of Learners about Skill Development

Training Programme

4.2.9 Opinion of Learners about Special Training

Programme

4.2.10 Opinion of Learners about Easiest Learning in

Trainings

4.2.11 Opinion of Learners about the Benefits of Learning

in AECs of Saakshar Bharath

4.2.12 Opinion of the Learners about the Preraks and

073-220

Instructional Methods

4.2.13 Opinion of the Learners about their Learning

Period

4.2.14 Opinion of the Learners about Saaksahr Bharath

Programme

4.2.15 Opinion of the Learners about their Encouragers

for Continues Learning

4.2.16 Opinion of the Learners about their Hinders for

Continues Learning

4.2.17 Opinion of the Learners about Continues

Participation in SBP

4.2.18 Opinion of the Learners about their Expectations in

SBP

4.2.19 Opinion of the Learners about the Activities of

SBP

4.2.20 Suggestions of the Learners for SBP

4.2.21 Performance of Learners in Literacy and Numeracy

4.2.22 Success Rate of Learners in Literacy and

Numeracy

4.2.23 Significant Difference on Achievement of Learners

in Literacy and Numeracy with respect to certain Personal

Variables

4.2.24 Significant Correlation on Achievement of

Learners in Literacy and Numeracy

4.3 Opinion of the Community Leaders/Public About AECs of

Saakshar Bharath Programme

4.3.1 Representation of Community Leaders/Public

4.3.2 Opinion of the Community Leaders/Public about the

Performance of AECs Activities

4.3.3 Activities/Programmes Witnessed by Community

Leaders/Public in AECs

4.3.4 Suggestions of Community Leaders/Public Leaders

for AECs

4.4 Performances of Preraks in the Saakshar Bharath

Programme

4.4.1 Socio- Economic Back Ground of Preraks in AECs of

Saakshar Bharath

4.4.2 Duration of the Training Programmes Organized by

District/ Block Level Functionaries

4.4.3 Opinion of the Preraks about the Training

Programmes

4.4.4 Potential Learners- Illiterates / Non-Literates

Identified at Grama Panchayat Level

4.4.5 Formation and Functions of Grama Panchayat

Committee

4.4.6 Environmental Building Activities at Grama

Panchayat Levels

4.4.7 Teaching/ Learning and Other Materials Supplied at

AECs

4.4.8 Learners Enrollment and Completion in Literacy

Assessment by National Institute of Open Schooling, New

Delhi in Dharmapuri District



Delhi in Erode District



Delhi in Thiruvannamalai District



Delhi in Viluppuram District

4.4.12 Learners Success and Certification in Literacy












4.4.16 Opinion of the Preraks of about the Co-

Operation/Support of Learners/Beneficiaries in AECs

4.4.17 Opinion of the Preraks of about the Achievement of

Learners at the Grama Panchayat Level in AECs

4.4.18 Opinion of the Preraks of about the Learners

Currently attending the AECs at the Grama Panchayat Level

4.5 Performances of District and Block Coordinators

4.5.1 Socio-Economic Background of District and Block

Coordinators in SBP

4.5.2 Formations and Functions of Committees at District

Level in SBP4.5.3 Infrastructure Facilities at District level

in SBP


Identified at District Level














Assessment by National Institute of Open Schooling in

SBP

4.5.10 Learners Currently Attending the AECs in SBP

4.5.11 Opinion of the District and Block Coordinators

about the Trainning Programmes

4.5.12 General Training Programme Organized/ Conducted

in SBP of TN

4.5.13 Awareness Training Programme Organized/

Conducted in SBP of TN

4.5.14 Skill Development Training Programme Organized/


4.5.15 Teaching/ Learning and Other Materials Supplied

and Distributed in SBP of Tamil Nadu

4.5.16 Budget Allocation and Expenditure in SBP of Tamil

Nadu


about Learners in AECs of SBP in Tamil Nadu

4.5.18 Special Training Programme Organized/ Conducted

in SBP of Tamil Nadu

4.5.19 Target and Achievement of Opening Savings Banks

Accounts in SBP of Tamil Nadu

4.5.20 Target and Achievement of Insurance Schemes in

SBP of TN

4.5.21 Status of Monitoring at District Level in SBP of

Tamil Nadu

Chapter-V Summary and Suggestions

5.0 Introduction

5.1 Overall Findings

5.1.1 AECs

5.1.2 Learners and AECs

5.1.3 Opinion of the Learners about the Preraks and


221-270

5.1.4 Performance of Learners in Reading

5.1.5 Performance of Learners in Writing

5.1.6 Performance of Learners in Numeracy

5.1.7 Performance of Learners in Overall Literacy and

Numeracy

5.1.8 Overall Achievements of Learners in Literacy and

Numeracy of Saakshar Bharath Programme in Tamil Nadu

5.1.9 Success Rate of Learners in Reading

5.1.10 Success Rate of Learners in Writing

5.1.11 Success Rate of Learners in Numeracy

5.1.12 Success Rate of Learners in Literacy and

Numeracy

5.1.13 Significant Difference on Achievement of Learners

in Literacy and Numeracy with respect to certain Personal

Variables

5.1.14 Opinion of the Community Leaders/Public

5.1.15 Socio- Economic Back Ground of Preraks in AECs

of Saakshar Bharath

5.1.16 Training Programmes Organised and attended by the

Preraks at District/ Block level

5.1.17 Opinion of the Preraks about the Trainning

Programmes



5.1.19 Formation and Functions of Grama Panchayat

Committee

5.1.20 Environmental Building Activities at Grama

Panchayat Levels

5.1.21 Teaching/ Learning and other Materials Supplied at

AECs (Grama Panchayat Level Data)

5.1.22 Learners Enrolment and Certification in Literacy


Delhi in Dharmapuri District (Grama Panchayat Level

Data)

5.1.23 Learners Enrollment and Certification in Literacy


Delhi in Erode District (Grama Panchayat Level Data)

5.1.24 Learners Enrollment and Certification in Literacy


Delhi in Thiruvannamalai District (Grama Panchayat Level

Data)

5.1.25 Learners Enrolment and Certification in Literacy


Delhi in Viluppuram District (Grama Panchayat Level

Data)

5.1.26 Opinion of the Preraks of about the Co-


5.1.27 Achievement of Learners at the Grama Panchayat

Level in AECs

5.1.28 Learners currently attending the AECs at the Grama

Panchayat Level

5.1.29 Socio-Economic Background of District and Block

Coordinators in SBP

5.1.30 Formations and Functions of Committees at District

Level in SBP

5.1.31 Infrastructure Facilities at District level in SBP



5.1.33 Learners Enrolment and Completion in Literacy


Delhi in Dharmapuri District (District Level Data)



Delhi in Erode District (District Level Data)



Delhi in Thiruvannamalai District (District Level Data)



Delhi in Viluppuram District (District Level Data)


Assessment by National Institute of Open Schooling in

SBP (District Level Data)

5.1.38Learners Currently Attending the AECs in SBP

(District Level Data)


about the Trainning Programmes

5.1.40 General Training Programme Organized/ Conducted

in SBP of TN

5.1.41 Awareness Training Programme Organized/


5.1.42 Skill Development Training Programme Organized/


5.1.43Teaching/ Learning and Other Materials Supplied

and Distributed in SBP of Tamil Nadu

5.1.44 Budget Allocation and Expenditure in SBP of Tamil

Nadu


about Learners in AECs of SBP in Tamil Nadu

5.1.46 Special Training Programme Organized/ Conducted

in SBP of Tamil Nadu

5.1.47 Target and Achievement of Opening Savings Banks


5.1.48 Target and Achievement of Insurance Schemes in

SBP of TN

5.1.49 Status of Monitoring at District Level in SBP of

Tamil Nadu

5.2 General Conclusions

5.3 Recommendations

5.4 Conclusion

Bibliography 271-274

Appendices

Appendix-I to V

List of Tables

Table

No

Name of the Table Page

4.1 Percentages of Functioning Timings of the AECs 74

4.2 Percentages of Potential Learners (Target Learner) Indentified by

AECs in Grama Panchayath Level

74-75

4.3 Percentages of Availability of Furniture and Teaching-Learning

Materials in AECs

75

4.4 Percentages of Availability of Electricity and Nature of Building-

AECs

76

4.5 Percentages of Coverage of Learners in the NIOS examination in

AECs

77

4.6 Percentages of Attendance of Learners in AECs Classes 79

4.7 Percentages of Attendance of Learners in AECs Classes 80

4.8 Percentages of Progress of Teaching/ Learning Activities in AECs 81

4.9 Percentages of Status of Visitors in AECs 82

4.10 Percentages of Profile of Learners in AECs of Saakshar Bharath

Programme

83-85

4.11 Percentages of Motivators for Learners to Join in AECs 86

4.12 Percentages of Reasons for Joining in AECs by Learners 88

4.13 Percentages of Status of Learners before joining in Saakshar Bharath 89

4.14 Percentages of Reasons for Discontinuation from AECs 90

4.15 Percentages of Opinion of Learners about their Learning in AECs 91

4.16 Percentages of Opinion of Learners about Awareness Training

Programme

93

4.17 Percentages of Opinion of Learners about Skill Development

Training Programme

95

4.18 Percentages of Opinion of Learners about Special Training

Programme

97

4.19 Percentages of Opinion of Learners about Easiest in Learning and

Trainings

98

4.20 Percentages of Opinion of Learners about the Benefits of Saakshar

Bharath

100-

101

4.21 Percentages of Opinion of the Learners about the Preraks and


103-

104

4.22 Percentages of Opinion of the Learners about their Learning Period 105

4.23 Percentages of Opinion of the Learners about Saaksahr Bharath

Programme

106

4.24 Percentages of Opinion of Learners about their Encouragers for

Continues Learning

107

4.25 Percentages of Opinion of the Learners about their Hinders for

Continues Learning

108

4.26 Percentages of Opinion of the Learners about Continues


109

4.27 Percentages of Opinion of the Learners about their Expectations in

SBP

110

4.28 Percentages of Opinion of the Learners about the Activities of SBP 111

4.29 Percentages of Suggestions of the Learners for SBP 112

4.30 Mean. SD and Rang of Learners in Literacy and Numeracy-District

wise

114

4.31 Percentages of Success Rate of Learners in Literacy and Numeracy 118

4.32 Mean and SD of Learners Achievement Scores in Literacy and

Numeracy in respect of certain Personal Variables and the calculated

‘t/F’ Values

119-

124

4.33 Correlation on Achievement of Learners in Literacy and Numeracy

and calculated 'r' values

125

4.34 Representation of Community Leaders/Public 126-

127

4.35 Percentages of Opinion of the Community Leaders/Public about the


128

4.36 Percentages of Activities/Programmes Witnessed by Community

Leaders/Public in AECs

129

4.37 Suggestions of Community Leaders/Public for AECs 131

4.38 Percentages of Socio- Economic Back Ground of Preraks in AECs of

Saakshar Bharath

132-

133

4.39 Number and Percentages of Training Programmes Organised and

attended by the Preraks at District/ Block level

134

4.40 Number and Percentages of Duration of the Training Programmes

Organized by District /Block Level Functionaries

138

4.41 Percentages of Opinion of the Preraks about the Trainning

Programmes

139

4.42 Percentages of Potential Learners- Illiterates / Non-Literates


141

4.43 Percentages of Formation and Functions of Grama Panchayat

Committee

143

4.44 Percentages of Environmental Building Activities at Grama 144

Panchayat Levels

4.45 Percentages of Teaching/ Learning and Other Materials Supplied at

AECs

146

4.46 Percentages of Learners Enrollment and Completion in Literacy

Assessment by National Institute of Open Schooling, New Delhi in

Dharmapuri District

148



Erode District

151

4.48 Percentages of Learners Enrollment and Completion t in Literacy


Thiruvannamali District

154



Viluppuram District

157

4.50 Percentages of Learners Success and Certification in Literacy


Dharmapuri District

160



Erode District

163



Thiruvannamalai District

166



Viluppuram District

169

4.54 Percentages of Opinion of the Preraks of about the Co-


171

4.55 Percentages of Opinion of the Preraks of about the Achievement of

Learners at the Grama Panchayat Level in AECs

173

4.56 Percentages of Opinion of the Preraks of about the Learners

Currently attending the AECs at the Grama Panchayat Level

175

4.57 Percentages of Socio-Economic Background of District and Block

Coordinators in SBP

177-

179

4.58 Number of Formations and Functions of Committees at District

Level

180

4.59 Percentages of Infrastructure Facilities at District level in SBP 181

4.60 Percentages of Potential Learners- Illiterates / Non-Literates


182



184

Dharmapuri District



Erode District

187




189-

190



Viluppuram District

192


Assessment by National Institute of Open Schooling in SBP

195

4.66 Percentages of Learners Currently Attending the AECs in SBP 197

4.67 Percentages of Opinion of the District and Block Coordinators about

the Trainning Programmes

199

4.68 Percentages of General Training Programme Organized/ Conducted

in SBP of TN

200

4.69 Percentages of Awareness Training Programme Organized/


203

4.70 Percentages of Skill Development Training Programme Organized/


206

4.71 Percentages of Teaching/ Learning and Other Materials Supplied in

SBP of Tamil Nadu

208

4.72 Budget Allocation and Expenditure in SBP of Tamil Nadu 210

4.73 Percentages of Opinion of the District and Block Coordiantor about

Learners in AECs of SBP in Tamil Nadu

211

4.74 Percentages of Special Training Programme Organized/ Conducted in

SBP of Tamil Nadu

213

4.75 Percentages of Target and Achievement of Opening Savings Banks


216

4.76 Percentages of Target and Achievement of Insurance Schemes in

SBP of TN

218

4.77 Percentages of Status of Monitoring at District Level in SBP of Tamil

Nadu

219

Glossary

1. AECs Adult Education Centres

2. AEFLA Adult Education and Family Literacy Act

3. CEP Continuing Education Programme

4. DLSS District Lok Shiksha Samaiti

5. DNFAE Directorate of Non-Formal and Adult Education

6. DSEL Department of School Education and Literacy

7. EBB Educationaly Backward Block

8. ESL English as Second Language

9. ESREA European Association of Adult Education Research

10. FLAW Functional Literacy for Adult Women 11. FSQ-DC&BC Functional Status Questionnaires for Coordinators

at the District and Block level

12. FSQ-P Functional Status Interview Schedule for Preraks

13. G.O.P General Orientation Programme

14. GOI Government of India

15. Govt. Government

16. GP Grama Panchayat

17. GPC Grama Panchayat Committee 18. IAEA Indian Adult Education Association

19. IAEA Indian Adult Education Association

20. ICDS Integrated Child Development Scheme

21. ICSSR Indian Council for Social Science Research

22. ICT Information and Communication Technology

23. IEC Information Education and Communication

24. ILO International Labour organization 25. IPCL Improved Pace and Content of Learning

26. JSS Jan Shikshan Sansthans

27. K--R 20 Kuder Richardson Method

28. L&N TB-L Literacy and Numeracy Test Battery for the Learners

29. LP Literacy Programme

30. MGNREGA Mahatma Gandhi National Rural Employment Guarantee Act

31. MHRD Ministry of Human Resource Development

32. MJMC Master of Journalism and Mass Communication 33. N.P.O Number of Programme Organized

34. N.P.P Number of Persons Participated

35. NAEP National Adult Education Programme

36. NFE Non formal Education

37. NGO Non Governmental Organisation

38. NIOS National Institute of Open Schooling

39. NLM National Literacy Mission 40. NLMA National Literacy Mission Authority

41. NSS National Sample Survey

42. OBE Open Basic Education

43. OIS-CL &CP Opinion Interview Schedule for Community Leaders/Peoples about Saakshar Bharath

44. OS-AECs Observation Schedule for AECs

45. PLC Post Literacy Campaign

46. PLP Post Literacy Programme

47. R.T.T Refresher Training Programme

48. RFLP Rural Functional Literacy Project

49. S.D.T.P Special Development Training Programme

50. S.F.T.P Special Focused Training Programme 51. SAEP State Adult Education Programme

52. SBP Saakshar Bharath Programme

53. SCs Scheduled Castes

54. SHG Self Help Group

55. SLMA State Literacy Mission Authority

56. SOS State Open Schools 57. SPSS Statistical Package for the Social Sciences

58. SRCs State Resource Centres

59. SSA Sarva Siksha Abhiyan

60. STs Scheduled Tribes

61. TLC Total Literacy Campaign

62. UGC University Grant Commission

63. UK United Kingdom 64. UNDP United Nations Development Programme

65. UNESCO United Nations of Education and Social Cultural Organisation

66. USA United States of America

67. UTs Union Territories

68. ZLSS Zilla Lok Shiksha Samiti

1

CHAPTER I

INTRODUCTION

1.0 Introduction

Education is a lifelong process. It does not end with schooling. John Dewey

has rightly said that life is development and that development and growth is life. Our

country is a sovereign democratic republic and a secular and welfare state striving for

establishing an egalitarian society. This is possible, when the life of an individual

develops to its fullest extent and when he is able to perform his duties and

responsibilities in accordance with his interests, abilities and efficiency. During the

last 70 years, we have slowly but steadily marched on the road of planned progress.

As a result there are some revolutionary changes in the society.

The smooth working of the democratic Government and other institutions

suffer to a great extent because of India’s backwardness in education.

Most of the people are not conscious of their rights and duties because of lack

of proper education and awareness. It is with the educated and enlightened people

alone that the country can progress in all directions. In our country, adult illiteracy

possesses a serious problem and hence, the need of adult education.

This is due to lack of education, learning and proper consciousness. When

they are educated, they can take an active part in the development of their country in

various fields and ensure the progress of the country. The illiterate adults should

realize that they should be responsible citizens in a democracy. An illiterate person

cannot perform his duties properly.

The major source of evil in our country is illiteracy. It lies at the root of

everything that hinders the progress of our country. Illiteracy keeps people in

darkness. It is not merely necessary to carry the torch of education to all the corners of

the land, but also to people of all the ages. The main cause of the sufferings of the

people is not at all their lot, but ignorance and illiteracy lead them to suffer so much.

Indian Constitution lays down universal compulsory education as a directive

principle of the state. But little has been done so far. The children of today no doubt

have some chances of getting education – at least the torch of it. But the grown up

adults never had the opportunity of feeling the light of knowledge and blindfoldedly

they move about their orbit of life.

2

Hence, the adult of today should have the need of an understanding of the

rapid changing of the contemporary world and the grooving complexities of the

modem society. Now attempts are being made to establish an agilitarian society which

will ensure a good system of education to all citizens and in which the evils of

poverty, unemployment, illiteracy, ignorance and ill-health can be abolished. Recent

interest in this system of education have been developed in order to create a learning

society and to provide facilities for life-long learning to all. Now it is time to think

about Adult Education.

Adult education has taken place in many ways, which have a vital

significance.

1.1 Adult Education

Today, in the world, adult education is essential for adults. It is the

complement to elementary or professional education. It offers further education to

those who have already received high level training. It is a means of individual

development.

Education refers to all kinds of learning that take place, whether, formal or

non-formal and also informal (which may include incidental also). Live Right and

Hay Good (1969) proposed that Adult Education is the process whereby persons who

no longer (or did not) attend school on a regular and full time basis undertake

sequential and organized activities with conscious intention of bringing about changes

in information, knowledge, understanding or skills, application and attitudes; or for

the purpose of identifying and solving personal and community problems.

Adult education is the prime importance in eradicating illiteracy. It has

different nomenclatures in different countries. It is called fundamental education,

workers education, mass education of the people and social education. Adult

education is wide in scope. The term ‘adult education” has different system of names

in different countries such as Literacy education, Further education, Basic education,

Social education, Mass education and Community education etc.

All these terms used in a wider context, meant for preparing the adult for an

economic, civic and social role. The mere attainment of literacy by an adult should

not be a goal in itself. Adult literacy work cannot be seen in isolation and must lead

on to continuing adult education.

M.K. Gandhi has presented a comprehensive view of adult education. To him

adult education meant “education for life, through life and throughout life”.

3

In the words of Kothari Commission -1966, “The Function of adult education

in a democracy is to provide every adult citizen an opportunity for education of the

type he wishes and which he should have for his personal enrichment, professional

advancement and effective participation in social and political life.”

The International Directory of Adult Education (1952) published by UNESCO

states that “Adult Education has been associated with the teaching of literacy and such

remedial measures” by the night school 8 for adults who have missed the opportunity

for schooling.

Again, UNESCO (1976) defines Adult Education as the term that denotes the

entire body of organized educational process, whatever the content, level and method

whether formal or otherwise whether they prolong or replace initial education in

schools, colleges and universities as well as apprenticeship where by persons regarded

as adults by the society which they belong, develop their abilities, enrich their

knowledge, improve their technical or professional qualifications and bring out

changes in their attitude or behaviour in two fold perspective of full personal

development and participation in balanced and independent social, economic and

cultural development .

In essence, Adult Education is so closely related to social, political and

cultural conditions of each country that no uniform or precise definition can be

arrived at. The concept of Adult Education in developed countries varies from that

developing countries, adult education is coercive only as literacy programmes.

� Importance of adult education: The literacy ratio of any country is extremely

important. A country with educated adult population is bound to achieve social,

economic, technological and moral progress. The importance of adult education

is highlighted below in points.

� Education enables a person to earn for his living. An educated person is able to

overcome his individual poverty. An educated individual is capable of looking

after himself and his family.

� Education leads to an increase in the overall standard of living. They follow

good hygienic habits as well.

� Educated people are capable of bringing mass changes in the society. They fight

against evil social practices such as dowry, early marriages, caste system, etc.

4

� They contribute towards the overall progress of the nation. A country achieves

great success where a large number of adults consist of educated people such as

doctors, lawyers, chartered accountants, engineers, etc.

� Educated parents are able to guide their children in their studies.

� Educated adults can also adopt teaching as their profession. In this way, they

can further contribute towards building an educated nation.

� Educated people are capable of reading and writing. They will never sign any

document without fully understanding the meaning of its content. In this way,

their rights are secured.

Adult education is imparted under two aspects:

� Adult Literacy: It is the education for the adults who never had any

schooling before.

� Continuing Education: It is the education for the adults who had some

schooling or education ever before.

Adult education consists of three main types:

• To provide literacy to illiterate adults,

• To develop an educational mind in the absence of literary education,

• To acquaint people with the rights and duties pertaining to

"Citizenship” for establishing democracy in the country the expansion

of adult education is of the paramount importance.

Whatever the terms used for the education of adults, we find mainly two

important terms essentially meant for adult education programmes.

These are the adult literacy and the functional literacy. The connotation of

adult literacy differs from country to county. It is supposed to be the education of

three R’s i.e. Reading, Writing and Arithmetic, enabling the individual to discharge

household responsibilities.

But functional literacy implies that a person is able to function as a literate in

his social and professional life. It deals with the type of knowledge that results in

achieving success in various activities. It also raises the standard of living of the adult

and enables him to participate effectively in civic life.

1.2 Adult Literacy

Literacy should be functional in character. It should be regarded as a way of

preparing man for social, civic and economic role that goes for beyond the limits of

5

rudimentary literacy training, consisting merely in the teaching of reading and

writing.

The process of learning to read and write should not only provide an

opportunity for acquiring knowledge that can be helpful for improving the standard of

living but also to provide training for work, increasing productivity, a greater

participation in civic life and open the way to basic human culture.

Literacy and Further Education in Global and Indian Context:

In our country adult education has been envisaged with its emphasis not only

on literacy but on better and complete living.

If we analyze from global context it is revealed that in the present world the

nations which are economically backward have a low percentage of literacy.

Realizing the importance of mass education most of the progressive countries of the

world have concentrated their efforts to wipe out illiteracy. Because a society is

determined to achieve economic development, social transformation and effective

developmental programmes willingly, intelligently, effectively and efficiently.

Literacy is a fundamental human right and the foundation for lifelong learning.

It is fully essential to social and human development in its ability to transform lives.

For individuals, families and societies alike, it is an instrument of empowerment to

improve one’s health, one’s income, and one’s relationship with the world

(UNESCO).

Literacy reflects the socio-economic and cultural set-up of a nation, ethnic

group or community. Literacy is essential not only for the eradication of poverty, but

also for mental isolation for cultivating peaceful and friendly international relations

and for permitting the free play of demographic processes as well.

Donald Block (1997), author of "Defining Literacy Up", says "today, literacy

is far more than the ability to sound out a few words of one syllable". Block also

states, "it focuses not on recognizing basic words but on comprehension of the world

around us". Knowing the core knowledge of basic literacy is just the beginning of

today's survival in society, what is needed more is also the ability to communicate

with others and also the ability to comprehend and solve problems and learn from

these problems. With society and technology rapidly evolving, people must have the

basic level of literacy to begin their lives in society.

"Literacy is the foundation on which the solving of all social problems can be

built", states Block. Being literate means the ability and chance to improve one's self,

6

which society needs to become more classess and improve the overall living standard

of everyone.

This generation must keep up and excel in every type of literacy so that future

generations can learn from us and excel from us and they have the ability to survive in

today's and tomorrow's complex and ever evolving society.

Literacy and education are termed as the same thing but the literacy has got

indirect relationship with education. Literacy is about acquiring the skills and

learning, while education is about applying these skills and learning for benefit of

other people, society or country. Literacy mainly revolves around acquiring the ability

to read and write whereas education is about overall development of a person making

it a complete human who are not only able to read or write but also has the ability to

think in broader terms and to analysis of the things rationally. Education is about

knowing your skills, abilities and the learning, and then using them in the right

direction at the right time. Education changes a person as a whole. Educated people

understand their responsibility towards the society and country. It is more of using the

ethical practices to bring a real change in the society.

Literacy level and educational attainment are vital developmental indicators in

a developing nation like India as they are the key variables of measuring of

development as they indicate quality of life, awareness level and also the level of skill

of people in the society. Better literacy and educational level definitely have a positive

impact on the health parameters. Education parameters have an equal weightage in the

Human Development Index as well.

The concept of literacy, which varies from country to country, generally refers

to the minimum level of literacy skills. This minimum level varies from ability to

communicate orally to make a check of a variety of difficult arithmetical

computations.

There are two general reasons to start an adult literacy program: to meet

community need, and to support a larger initiative. Adult literacy encompasses more

than just reading and writing, and it's important to understand what the real literacy

needs for a community. Many numbers of programmes have been carried out in India

after independence and they are:

1.3 Adult Education Programmes in India

Adult education in India is the process to provide education to the adult and

aged people who, somehow, had failed to receive the elementary education during

7

their childhood. The effort of providing adult education in India has been in existence

for the past several years, as it is one of the most important things in building an

educated nation. Unless the adults realize the importance of education they would

never understand the need to educate their progeny. Education is one of the stepping

stones for building a strong nation. Hence adult education is promoted on a large scale

programme in the Indian sub continent.

Literacy Rates in Post Independent India

Year Rural Urban Combined

Female Male Total Female Male Total Female Male Total

1951 4.87 19.02 12.1 22.33 45.6 34.59 8.86 27.15 18.32

1961 10.1 34.3 22.5 40.5 66 54.4 15.35 40.4 28.31

1971 15.5 48.6 27.9 48.8 69.8 60.2 21.97 45.96 34.45

1981 21.7 49.6 36 56.3 76.7 67.2 29.76 56.38 43.57

1991 30.17 56.96 36 64.05 81.09 67.2 39.29 64.13 52.21

2001 46.7 71.4 59.4 73.2 86.7 80.3 53.67 75.26 64.83

2011 58.75 78.57 67.8 79.92 89.67 84.1 65.46 82.14 74.04

% 26% 10% 14% 9% 3% 5% 22% 9% 14%

Increase in 2011 over 2001

Source: Census of India, Office of Registrar General, India.

Notes: 1. Literacy rates for 1951 1961 and 1971 relate to population aged 5 years and above whereas literacy rates

for 1981, 1991, 2001 and 2011 relate to the population aged 7 years and above.

2. The 1981 literacy rates exclude Assam where the 1981 Census could not be conducted.

For 1951, the population male, female and persons refers to effective literacy rates and the breakup of Rural,

Urban and

Male- female components are crude literacy rates.

3. The 1991 literacy rates exclude Jammu & Kashmir where the 1991 Census could not be conducted due to

disturbed

Conditions.

4. The 2001 and 2011 literacy rates exclude Mao Maram, Paomata and Purul Sub-divisions of Senapat district of

Manipur.

Post-independence India inherited a system of education which was

characterised by a large scale inter and intra-regional imbalances. The system

educated a select few, leaving a wide gap between the educated and the illiterate. The

country's literacy rate in 1947 was only 14 per cent and female literacy was abysmally

low at 8 per cent. Only one child out of three had an opportunity for enrolment in

8

primary schools. Educational inequality was aggravated by economic inequality,

gender disparity and rigid social stratifications.

Eradication of illiteracy has been one of the major national concerns of the

Government of India since Independence. The need for a literate population and

universal education for all children in the age group 6- 14 was recognised as a crucial

input for nation building and was given due consideration in the Constitution as well

as in the successive Five-Year Plans. A number of significant programmes have been

taken up since Independence to eradicate illiteracy among adults. Some of the

important programmes have included:

Social Education: The main elements were literacy, extension, general

education, leadership training and social consciousness. The programme was

implemented in the First Five-Year Plan (1951-56).

Gram Shikshan Mohim: Movement for literacy in the rural areas was started

in 1959 in Satara district of Maharashtra, and was later extended to other parts of the

state. The programme aimed at imparting basic literacy skills within a period of about

four months and by 1963, it spread to all the districts of the state. The programme,

however, suffered from a lack of systematic follow-up and consequently, relapse to

illiteracy was massive.

Farmers' Functional Literacy Project: Started in 1967-68 as an Inter-

ministerial project for farmers' training and functional literacy, the project aimed at

popularisation of highyielding varieties of seeds through the process of adult

education. The programme was confined to 144 districts of the country where nearly

8,640 classes were organised for about 2.6 lakh adults.

Non-formal Education: In the beginning of the Fifth Plan, a programme of

non-formal education for 15- 25 age-groups was launched. Although the scope,

content and objective of the non-formal project was clearly spelt out, its

understanding in the field was very limited and the programmes actually organised

indistinguishable from the conventional literacy programmes.

Polyvalent Adult Education Centres: Workers' Social Education Institutes

and Polyvalent Adult Education Centres were reviewed by a group in 1977, which

recommended adoption of Polyvalent Adult Education Centres in the adult education

programme for workers in urban areas. In pursuance of this decision, Shramik

Vidyapeeths were set up in the states.

9

Education Commission (1964-66): The appointment of the Education

Commission (1964-66) was a significant event in the history of education in India.

Among several measures, it recommended that high priority be accorded to end

illiteracy. It urged that adult education be promoted both through "selective" as well

as "mass-approach" and stressed on the active involvement of teachers and students

and the wider use of the media for the literacy programme."

The Education Commission also stated that in the world of science and

technology, the main objective should be to related to life, needs and aspirations of

the people so as to make it an instrument of socio-economic and political change.

Functional Literacy for Adult Women (FLAW): The scheme of Functional

Literacy for Adult Women (FLAW) was started in 1975-76 in the experimental ICDS

project areas. It was gradually expanded alongwith the expansion of ICDS upto the

year 1981-82.

Till then, 300 ICDS projects were approved. Sanctions were also given for

FLAW scheme in these project areas. However, the Planning Commission decided to

stop the expansion of FLAW scheme in ICDS project areas mainly due to a constraint

of resources. The aim of the FLAW scheme was to enable illiterate adult women to

acquire functional skills along with literacy, to promote better awareness of health,

hygiene, child-care practices and to bring about attitudinal changes. The target age

group was 15-45, with greater attention to those in the 15-35 age groups.

National Adult Education Programme (NAEP): The first nation-wide

attempt at eradication of illiteracy was made through the National Adult Education

Programme launched on October 2, 1978. It was a massive programme which aimed

at educating 100 million non- literate adults in the age group of 15-35 years within a

time frame of five years.

The objectives of the National Adult Education Programme were not merely

to impart literacy in the conventional sense, but also to provide learners with

functional awareness which were conceived as three integral components of the skills

of reading, writing and arithmetic. Functionality implied the ability to utilise and

apply the skills acquired with a view to promote efficiency of the neo-literates. The

social awareness component aimed at knowing, understanding and taking action on

issues which affect the individual community and society.

Rural Functional Literacy Project (RFLP): This was a mainly a centrally

sponsored scheme started in 1978 for rural areas. The erstwhile 144 Farmers'

10

Functional Literacy Projects and 60 Non-formal Education Projects were merged into

it. Further, projects were added and the numbers of projects throughout the country in

1987 were 513, each having upto a maximum number of 300 adult education centres

and each centre having 25-30 learners.

Worker's Education: This programme is initiated through the Central Board

of Workers' Education and its institutes. However, the steps under this scheme could

not be linked to the literacy schemes/projects being funded under the departments of

Education of the states or by the Govt. of India.

Non Formal Education for Youth: In the starting of the fifth plan an

educational system for the age group of 15-25 was launched. It was a significant even

in the history of Indian Education.

State Adult Education Programme (SAEP): The states also similarly took

up Centre based projects under the state plan funds on the lines of RFLPs.

Adult Education through Voluntary Agencies: To ensure greater

participation of voluntary agencies, the Central Scheme of Assistance to Voluntary

Agencies was revived in April 1982. Under this scheme, registered societies were

sanctioned Centre-based projects for functional literacy and post-literacy, where they

were allowed to run projects in a compact area.

The government launched the programme of Social Education, under the

Community Development Programme in 1952, as part of the first Five-Year Plan. In

the recent times, the government has launched the programme called National

Literacy Mission (NLM) for spreading adult education in India.

1.4 National Literacy Mission

Literacy is the backbone of a progressive and the heartbeat of a developing

nation. A literate nation is free from any kind of slavery and open to varied arenas of

progress. But, to remove the scourge of illiteracy from a vast country like India is a

tough mission. To convert this through mission into an achievable one, the

Government of India initiated the National Literacy Mission (NLM). The mission

aims at imparting functional literacy to millions of Indians, especially those in the

age-bracket of 15-35 years.

The National Literacy Mission Authority has been working to achieve its goal

since its establishment. NLMA (National Literacy Mission Authority) works under

the Ministry of Human Resource and Development.

11

The Govt. of India has launched several schemes to achieve the goals of NLM.

The initial target for NLM was to focus on the people belonging to the age group of

15 to 35 years. There were 80 million people falling under this age group. It was a big

challenge to address such a huge lot of people about literacy and its benefits. In a way,

it was quite different from all technology based or economic missions. It was

conceived as a social mission by all and that helped NLM to achieve success. The

other significant factor was the political will of leaders at different levels at that time.

The politicians and bureaucrats understood the importance of this mission and it has

gained a whole hearted success in several states viz. Kerala, Tamilnadu, Rajasthan

and Manipur etc. The idea was to convince people about their active participation,

mobilization of social forces. Soon it has become a national consensus, thanks to the

advertisements, sensitization of local leaders and people's participation. Given below

are some of the pioneers of success for National Literacy Mission:

• Literacy campaigns have been launched in almost 600 districts of

India.

• The sanctioned products are supposed to cover 150 millions of neo-

literates. 125 million people have already been made literated under

this mission.

• Female participation (60%) is better than the male participation (40%).

• No. of volunteers have been increased significantly to promote the

programme and help the community.

One of the biggest characteristics of literacy mission was to stimulate the

entire community for putting the faith that learning and literacy should become the

integral part of their lives. The method of operation has been to build and develop on

environment which is helpful to learn by the communities through their traditions and

culture. For spreading the awareness, different types of methods have been used:

• Cultural processions

• Street plays

• Local theatre

• Puppet shows

• Folk songs etc.

12

The National Literacy Mission works at two levels:

1. General Council

2. Executive Council

The General Council is headed by the Ministry of Human Affairs and

the Executive Council by the Secretary (Elementary Education and Literacy). The

Directorate of Adult Education provides necessary technical and resource support to

the National Literacy Mission Authority (NLMA). NLMA is the Apex Agency at the

National level. The Joint Secretary of Adult Education is by default the Director

General of the NLMA. This wing was set up in 1988 with the directives of the Union

Cabinet and the HRD ministry, which was then the Education Department.

The following are the three major campaigns under the National Literacy

Mission:

Total Literacy Campaigns (TLC)

This model is the dominant strategy for the eradication of adult illiteracy in

India. TLC campaigns are area-specific, time-bound, volunteer-based, cost-effective

and outcome-oriented. The campaigns are implemented through district-level literacy

committees which are registered under the Societies Registration Act as independent

and autonomous bodies to provide a unified umbrella under which a number of

individuals and organisations work together.

Post Literacy Programme (PLP)

Post-literacy programmes attempt to give interested learners an opportunity to

harness and develop their learning potentials after completion of a course in basic

literacy. Post literacy programmes are open to neo-literates in the age group of 9-35

who have completed the basic literacy course under the total literacy campaigns,

dropouts from primary schools and pass outs from Non Formal Education (NFE)

Programmes.

In the mobilization phase of this process the emphasis was on mass appeal.

People were convinced that this literacy would be helpful to minimize their level of

deprivation in a way. The key strategy of NLMA was to involve people at grass root

level. Their participation as collectives became crucial to the literacy mission. NLMA

also got success to target the right segment of people. Relationship and capacity

building helped a lot to identify the right participants. People got encouragement from

the advertisements broadcasted through the television. During the time of

broadcasting those ads were kept when maximum numbers of people were supposed

13

to watch television. By all these attempts, people were made to believe that education

plays a significant role in their life.

Ground Level Work- The very start of a literacy campaign initiates with the

consensus and consultation of people who are going to participate actively in this

event. For this purpose NLMA tried to involve students, women and men, illiterate

labourers, leaders at local and state level, cultural groups and NGOs.

Building the Environment - This is a vital part of the campaign, where

mobilization of people takes place through a several strategies involving media,

politics, communication etc. It becomes conducive to build the optimum level of

enthusiasm among people and a synergic atmosphere suitable for the activities of

learning and teachings.

Inculcating a need for literacy is the main motive of this stage. Environment

building captures the following:

Mobilizing the public through affecting their thought process and making

them believe that a change is required; specially dealing with the illiterate people in

order to make them understand the importance education in their life and in the life of

their children too.

Involving them through community participation.

Identifying and sensitizing the educated ones to do their job better. These

people can be used as volunteers for further stages of implementation.

Training - Training the volunteers with the help of appropriate resources is

very crucial for the successful implementation of the programme. Providing the

training in small groups of 25 to 30 people has been paved the way to go to next

stages for NLMA.

Organisational Structure - The campaigns are implemented through district-

level literacy committees which are registered under the Societies Registration Act as

independent and autonomous bodies to provide a unified umbrella under which a

number of individuals and organisations work together. Leadership is provided by the

District Collector/Chief Secretary and the Zila parishad (district council). All sections

of society are given due representation in planning and implementation of the

programme. The structure rests on three pillars - participatory people's committees,

full-time functionaries and area coordinators, and a support system provided by

government officials. It forms an interactive and a communicative process of

14

management and implementation. The campaign is delivered through volunteers

without any expectation of reward or incentive.

Surveys - Census and NSS played an important role for identifying the

illiterates at district level. Surveys helped to make contacts and facilitated some sort

of initial interactions. These surveys provided the dimensions of people's perception

about literacy and education.

Development of Teaching-Learning Materials - The objective is to make

the materials relevant, while keeping the larger national canvas and its concerns in

view. The materials are based on an innovative pedagogy called Improved Pace and

Content of Learning (IPCL) that incorporates motivation-oriented teaching-learning

material books especially suited for neo-literates and adults have been prepared. A 3-

grade primer is used with each grade corresponding to a different level of literacy.

The primer contains exercises, tests and space for practice to achieve the objective of

imparting literacy in 200 hours.

Monitoring and Evaluation - Monitoring and supervision of total literacy

campaigns is done through a periodic system of reporting, and visits of the officials of

the National Literacy Mission, State Directorates of Adult/Mass Education and the

State Resource Centres. The management information system in a campaign is based

on the twin principles of participation and correction. It has to be accountable,

credible and instead of being enrolment-oriented, it has to be outcome-oriented.

Though the total literacy campaign is meant to impart functional literacy, it

also disseminates a 'basket' of other socially relevant messages, such as enrolment and

retention of children in schools; immunisation; propagation of small family norms;

promotion of maternity and childcare; women's equality; and empowerment, peace

and communal harmony.

The achievement of total literacy campaigns has been slower in the Hindi

speaking states of Bihar, Haryana, Punjab, Jharkhand and Uttar Pradesh. The

conditions are different and demand innovative approaches.

However, despite the slow take-off, the essence and the spirit of the campaign

remain the same.

Continuing Education Programme (CEP)

After the impingement of literacy and adult education programmes another

challenge that came before the National Literacy Mission was to create a Continuing

Education System and maintain a channelled continuous and life-long learning

15

process. Thus, the scheme of Continuing Education was taken up. The Continuing

Education Scheme is multi-faceted and is postulated on the principles of treating basic

literacy, post literacy and later continuing education. Above all the scheme aims at

addressing the socio-economic situations of the community to provide infrastructure

for larger development initiatives.

Support to Non Governmental Organisations

NLM also provides assistance to NGOs in the field of adult education. The

objective of the Scheme is to secure extensive involvement of NGOs in National

Literacy Mission. NLM provided monetary grants to NGOs for undertaking projects

of basic literacy, post-literacy continuing education and other projects, including

evaluation of literacy/adult education programmes and for establishing resource

centers. This scheme widens the scope of NLM as NGOs operating in remote areas

can undertake literacy projects and educate rural people.

Currently, adult education is provided through the Saakshar Bharat

Programme (SBP) which sponsored by the Central Government. The agenda is

executed in work approach. However, despite the slow take-off, the essence and the

spirit of the campaign remain the same.

The Literacy rate from 1991 to 2011 during those adult education programmes

are given below:

State- wise Literacy Rates in Last 3 Decades

State/

Union

Territory

1991 2001 2011

Female Male Total Female Male Total Female Male Total

A&N

Islands

65.5 79.0 73.0 75.2 86.3 81.3 82.4 90.3 86.6

Andhra

pradesh

32.7 55.1 44.1 50.4 70.3 60.5 59.1 74.9 67.0

Arunachal

pradesh

29.7 51.5 41.6 43.5 63.8 54.3 57.7 72.6 65.4

Assam 43.0 61.9 52.9 54.6 71.3 63.3 66.3 77.8 72.2

Bihar 22.0 51.4 37.5 33.1 59.7 47.0 51.5 71.2 61.8

Chandigarh 72.3 82.0 77.8 76.5 86.1 81.9 81.2 90.0 86.0

16

Chhatisgarh 27.5 58.1 42.9 51.9 77.4 64.7 60.2 80.3 70.3

D & N

Haveli

27.0 53.6 40.7 43.0 73.3 60.0 64.3 85.2 76.2

Daman&

Diu

59.4 82.7 71.2 70.4 88.4 81.1 79.5 91.5 87.1

Delhi 67.0 82.0 75.3 74.7 87.3 81.7 80.8 90.9 86.2

Goa 67.1 83.6 75.5 75.4 88.4 82.0 84.7 92.6 88.7

Gujarat 48.6 73.1 61.3 58.6 80.5 70.0 69.7 85.8 78.0

Haryana 40.5 69.1 55.9 45.7 78.5 67.9 65.9 84.1 75.6

Himachal

pradesh

52.1 75.4 63.9 67.4 85.4 76.5 75.9 89.5 82.8

Jammu &

Kashmir

NA NA NA 43.0 66.6 55.5 56.4 76.8 67.2

Jharkhand - - - 38.9 67.3 53.6 55.4 76.8 66.4

Karnataka 44.3 67.3 56.0 56.9 76.1 66.6 68.1 82.5 75.4

Kerala 86.1 93.6 89.8 87.9 94.2 90.9 92.1 96.1 94.0

Lakshadweep 72.9 90.2 81.8 80.5 92.5 86.7 87.9 95.6 91.8

Madhya

Pradesh

29.4 58.5 44.7 50.3 76.1 63.7 59.2 78.7 69.3

Maharashtra 52.3 76.6 64.9 67.0 86.0 76.9 75.9 88.4 82.3

Manipur 47.6 71.6 59.9 60.5 80.3 70.5 72.4 86.1 79.2

Meghalaya 44.9 53.1 49.1 59.6 65.4 62.6 72.9 76.0 74.4

Mizoram 78.6 85.6 86.8 90.7 88.8 89.3 93.3 91.3

Nagaland 54.8 67.6 61.7 61.5 71.2 66.6 76.1 82.8 79.6

Odisha 34.7 63.1 49.1 50.5 75.4 63.1 64.0 81.6 72.9

Puducherry 65.6 83.7 74.7 73.9 88.6 81.2 80.7 91.3 85.8

Punjab 50.4 65.7 58.5 63.4 75.2 69.7 70.7 80.4 75.8

Rajasthan 20.4 55.0 38.6 43.9 75.7 60.4 52.1 79.2 66.

Sikkim 46.7 65.7 56.9 60.4 76.0 68.8 75.6 86.6 81.4

Tamil nadu 51.3 73.8 62.7 64.4 82.4 73.5 73.4 86.8 80.1

Tripura 49.7 70.6 60.4 64.9 81.0 73.2 82.7 91.5 87.2

Uttar

Pradesh

24.4 54.8 40.7 42.2 68.8 56.3 57.2 77.3 67.7

17

Uttrakhand 41.6 72.8 57.8 59.6 83.3 71.6 70.0 87.4 78.8

West

Bengal

46.6 67.8 57.7 59.6 77.0 68.6 70.5 81.7 76.3

India 39.3 64.1 52.2 53.7 75.3 64.8 65.5 82.1 74.0

Notes: 1. Literacy rates Pertain to the population aged 7 years and above.

2. Literacy rates for 1991 exclude Jammu & Kashmir and for 2001 and 2011 exclude Mal Maram,

Paomata and Purul sub-divisions of senapet district of manipur.

1.5 Genesis of Saakshar Bharat

Despite significant accomplishments of the National Literacy Mission,

illiteracy continues to be an area of national concern. 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 dropout 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.

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 XI th 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. 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.

1.6 Saakshar Bharat Programme (SBP)

Saakshar Bharat has been formulated in 2009 with the objective of achieving

80% literacy level by 2012 at national level, by focusing on adult women literacy

18

seeking – to reduce the gap between male and female literacy to not more than 10

percentage points. The mission has four broader objectives, namely imparting

functional literacy and numeracy to non-literates; acquiring equivalency to formal

educational system; imparting relevant skill development programme; and promote a

leaning society by providing opportunities for continuing education. The principal

target of the mission is to impart functional literacy to 70 million non-literate adults in

the age group of 15 years and beyond. The mission will cover 14 million SCs, 8

million STs, 12 million minorities & 36 million others. The overall coverage of

women will be 60 million. 410 districts belonging to 27 States/UTs of the country

have been identified to be covered under Saakshar Bharat.

This is a Centrally Sponsored Scheme, under the aegis of Department Of

School Education & Literacy, Ministry Of Human Resource Development,

Government of India.

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 have 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. Saakshar Bharat will come into operation from 1-10-2009.

Though duration of the scheme, National Literacy Mission, was valid only till the end

of the Tenth Five Year Plan, residual activities under the Mission were allowed to

continue till 30-09-2009, as a special dispensation, so that the ongoing activities could

be completed during the extended period. With the launch of Saakshar Bharat, the

National Literacy Mission and its entire programmes and activities stand concluded

on 30.09.2009. 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

19

literate, of which, 60% learners were females, while 23% learners belonged to

Scheduled Castes (SCs) and 12% to Scheduled Tribes (STs).

It is in this background that Saakshar Bharat has been devised as the new

variant of National Literacy Mission. Saakshar Bharat will cover all adults in the age

group of 15 and beyond though its primary focus will be on women. The scheme has

not only been relieved of the shortcomings noted in its preceding editions, but also,

several new features added to it. Basic Literacy, Post literacy and Continuing

Education programmes, will now form a continuum, rather than sequential segments.

Besides, the volunteer based mass campaign approach, provision has been made for

alternative approaches to adult education. Jan Shiksha Kendras (Adult Education

Centres) (AECs), will be set up to coordinate and manage all programmes, within

their territorial jurisdiction. State Government, as against the districts in the earlier

versions, and Panchyati Raj institutions, along with communities, will be valued

stakeholders. Vigorous monitoring and evaluation systems will be installed. Last, but

not the least, budgetary support has been enhanced substantially.

1.6.1 Objectives of SBP

� Impart functional literacy and numeracy to non-literate and non-numerate

adults

� Enable the neo-literate adults to continue their learning beyond basic literacy

and acquire equivalency to formal educational system

� Impart non and neo-literates relevant skill development programmes to

improve their earning and living conditions

� Promote a learning society by providing opportunities to neo literate adults for

continuing education

1.6.2 Targets

The principal target of the mission is to impart functional literacy to 70

million adults in the age group of 15 years and beyond. Auxiliary target of the mission

is to cover 1.5 million adults under basic education programme and equal number

under vocational (skill development) programme. Within these targets, the Mission

will primarily focus on, but not limited to, women. Schedules Castes (SCs),

Scheduled Tribes (STs), Minorities, other disadvantaged groups and adolescents in

rural areas in low literacy States will be other focused groups. For each focused group

and area, there will be a specific target and for each target, an explicit approach and

strategy.

20

Women being the prime focus and predominant participants, the entire

programme will be given gender treatment. The gender, social and cultural barriers

that women face will be taken into consideration while designing teaching learning

programmes. Gender will not be seen in isolation but in conjunction with other social

categories like caste, ethnicity, religion, disability, etc. Gender perspective will

permeate all components of the programme, including the approach, strategies,

planning, management structures, teaching-learning materials and monitoring and

evaluation. Special priority will be given to women belonging to SC, ST, Minority

and other disadvantaged groups in rural areas.

The SCs (15%), STs (8%) and Minorities (20%) together constitute more than

40% of India’s population. In terms of illiterate population, SCs constitute 20.5% and

STs 12%. Minorities, especially Muslims, constitute another large block of illiterate

population. Targets have been fixed taking into account not only the share of their

total population, but also their share of the non-literate population and commensurate

resources should be invested for raising their literacy level. SLMAs and other sub-

State level implementing agencies must draw special strategies taking into account

their socio-cultural background and sensitivities and to share these strategies with

NLMA. Larger roles for their respective communities need to be conceived in

planning and implementation structures and processes. 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.

The dominant aspect of the design interventions of the prevalent educational

programmes for non/semi-literate adolescents is fertility, sexual behaviour, Planned

Parenthood, etc. To address the real life needs of these adolescents, innovative design

interventions will be conceived that would lead to acquisition of marketable

qualifications, supported by certification. These programmes will be a combination of

basic education and practical training in a skill or vocation. Camp based instruction

has been found more suitable for the needs of the adolescents. The Mission will have

a flexi approach to provide room for such innovations.

1.6.3 Geographical Area Coverage

Another goal of the Mission is to minimize inter and intra regional/state

disparities. Interstate disparities range between 33% and 88%. Intra state disparities

are equally stunning. To minimize regional disparities, the programme, in its first

21

phase, 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. Nearly 18

crore non-literate adults live in these districts. Besides, 33 districts affected with left

wing extremism will also be covered under the Mission, irrespective of the existing

literacy rate.

Rural and other Special Areas: According to 2001 Census, 84% of India's

non-literates live in rural India. Since illiteracy is far more widespread in rural areas

as compared to urban India, and for the reason that urban areas are better endowed

with educational infrastructure leading to better access to opportunities, the Mission

would concentrate on and deploy public resources in rural areas. An all out effort may

be made to saturate rural areas first before expanding to non-rural areas. In these

areas, the focus will be on women and adolescents belonging to SC, ST, Minorities

and other disadvantaged groups.

1.6.4 Teaching–Learning Programmes

To respond to the demand for literacy and address the diverse needs of the

non and neo-literate adults, an assortment of teaching learning programmes, including

Functional Literacy Programme, Basic Education Programme, Vocational Education

and Continuing Education Programme will be offered as an integrated continuum.

Functional Literacy Programme: Literacy Programme (LP) will aim to achieve

the first objective of the scheme, that is, "Impart functional literacy to non-literate

adults". Functional literacy, in context of the programme, implies achieving self

reliance in Reading, Writing, 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; Acquiring skills

to improve the economic status and general well being; Creating and responsible

citizen (Imbibing values of national integration, communal harmony, conservation of

the environment, women's equality, and reproductive behaviour etc.).

1.6.5 Programme Framework

The programme entails identification of non-literates through a survey, area

wise mapping of their learning needs and imparting them instructor based teaching of

about 300 hours spread over 3 months or beyond, depending on motivation of the

learner and local conditions. Successful completion of the 300 hours of instructional

learning would enable the learner to read and comprehend unknown text (news paper

headings, road signs etc); apply skills of writing in day to day activities like writing

22

applications and letters and filling up of application forms, etc., and compute simple

problems involving multiplication and division. A certificate will be issued to every

successful learner based on a professional evaluation of learning outcome. This will

open up opportunities for further education through Open Learning Systems. Classes

will be convened at such time and venue as would be suitable to the learners. SLMAs

will be under obligation to arrange for the use of Sarva Siksha Abhiyan (SSA) school

buildings, during out of schooling hours and holidays, to be used for conducting

literacy classes and related activities.

1.6.6 Basic Education Programme

This programme is designed to achieve the second objective of the scheme,

namely, “Enable the neo-literates to continue their learning beyond basic literacy and

acquire equivalency to formal educational system”. Arrangements will be made to

enable young adults to continue their learning till they are able to achieve equivalence

levels with Grade III, IV, V, VI, VII and VIII and beyond in the formal school system

or through the Open Learning System. 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. While formulating equivalency programmes, the

life experience and local knowledge systems of the adult learners will be taken into

consideration.

1.6.7 Vocational Education (Skill Development) Programme

For furtherance of the third objective of the scheme, that is, "Equip non and

neoliterates with vocational skills to improve their living and earning conditions",

suitable skill development training will be imparted to those having rudimentary

levels of education or no education. 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, as well as literacy linked

vocational training. JSS, in coordination with the District Implementing Agency, will

enlist neo-literates for appropriate skill development training. Besides specific

activities for which a specific budgetary provision is available under the Mission,

JSSs will utilise their programme budget to impart vocational skill training.

1.6.8 Continuing Education Programme

Continuing Education Programme (CEP) is aimed at achieving the fourth

objective of the Scheme that is, "Establishing a learning society by providing

23

opportunities to neo literates and other targeted beneficiaries for lifelong learning".

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 further on their own terms and at their convenience. CEP, as the very name

suggests, will not have a fixed time frame as in the case of the other three

programmes, but will be organized on a continuous basis.

1.6.9 Assessment and Certification

Assessment of actual competence of the population in literacy skills is

important for getting feedback of the success and outcomes of the programme. A

systematic assessment procedure will, therefore, 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. The basic principles underlying the

procedure for evaluation will be non-incursive, promoting courage and self

confidence in response and action and self-actualization. Tests devised at the state

level would be administered once in six months in march and August i,e., every year

for which SLMAs will devise rules based on guidelines issued by NLMA. Local

school teachers may be engaged as evaluators under a system devised by the state

administration. On successful completion and assessment, the learner will have to be

issued a certificate jointly signed by National Literacy Mission and National Institute

of Open Schooling.

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. Assessment of skill development activities will

be conducted as per guidelines to be issued separately by NLMA.

1.6.10 Eligibility criteria for Coverage under Saakshar Bharat

A district, including a new district carved out of an erstwhile district that had

adult female literacy rate of 50 per cent or below, as per 2001 census, is eligible for

coverage under the Saakshar Bharat programme. In addition, all left wing extremism-

affected districts, irrespective of their literacy rate, are also eligible for coverage under

the programme. There were 365 districts in the country that had adult female literacy

rate of 50 per cent or below. Home Ministry has declared 35 districts as left wing

extremism affected districts. However, 30 left wing extremism affected districts also

had adult female literacy of 50 per cent or below. Therefore, 370 is the net number of

24

districts that qualify for coverage under the programme. Since 2001, several eligible

districts have been bifurcated or trifurcated. This has raised the total number of

eligible districts to 410 out of which 35 are left wing extremism affected districts as

on 2011. Programme provides for coverage of only rural areas in the eligible districts.

1.7 Saakshar Bharat Programme in Tamilnadu

The Saakshar Bharat scheme, started by the State Literacy Mission in 2009 in

Tamil Nadu to improve the literacy rate of the districts where female literacy is less

than 50 %, has managed to impart basic education to as much as four-fifths of the

identified population, say officials in charge of the programme.

Figures from the Directorate of Non-Formal and Adult Education reveal that

within five years, the scheme has succeeded in educating almost 18.50 lakh adults

from over 22 lakh adults identified in the 2001 Census.

In Tamil Nadu, nine districts - Dharmapuri, Salem, Erode, Perambalur,

Viluppuram, Ariyalur, Thiruvannamalai, Tirupur and Krishnagiri - were identified

under the Saakshar Bharat scheme. Basic literacy and vocational training are being

given since then, after which the Learners take up basic literacy assessment tests.

Those who emerge successful are certified by the National Institute of Open

Schooling. As of August this year, 18, 45,777 persons from these districts have been

certified literate.

This was implemented initially in seven Districts of Tamilnadu in Dharmapuri,

Viluppuram, Thiruvannamalai, Ariyalur, Perambalur, Salem & Erode in two phases.

Then the scheme has been expanded to another two districts namely Krishnagiri and

Tiruppur. The details of the Districts, Blocks and Grama Panchayats are as follows.

Phase-I Name of the

District

No .of Blocks No. of GPs

/AEC’s

1 Dharmapuri 08 251

2 Erode 14 230

3 Perambalur 04 121

4 Salem 20 385

5 Viluppuram 22 1104

6 Ariyalur 06 201

7 Thiruvannamalai 18 860

Total 92 3152

25

Phase-II Name of the

District

No .of Blocks No. of GPs /AEC’s

1 Krishnagiri 6 113

2 Tirupur 10 337

Every Grama Panchayat has been provided with one Adult Education Centre

(AECs). Every AEC is managed by two preraks. Mostly, AEC’s are functioning in

Primary/ Upper Primary school buildings in every Grama Panchayat.

Strategy and Process of Implementation

� Formation of Committees right from the District, Block and Grama

Panchayat level

� Appointment of Functionaries – District /Block co-ordinators at the

District/ Block level and preraks at the Grama Panchayat level

� Training of Functionaries

� Identification of Potential Learners through door to door survey

� Environmental Building/Motivational/Publicity Programmes

� Procurement /Supply of Teaching Learning Materials.

� Launching of Adult Education Centres-Teaching Learning phase

� Monitoring of the programme

� Assessment and certification

Assessment and certification of Individual Beneficiary through specially

designed system in collaboration with National Institute of Open Schooling was done.

Periodical Assessment of Learners once in six months (August and March) was

conducted in every year. Assessing the Literacy Status of Beneficiary with prescribed

tool including Reading, writing and Arithmetic, Joint certification by National

Literacy Mission and National Institute of Open Schooling was distributed to the

successful Learners. The entire School Education Department has been involved in

implementation of this programme right from the State, District/ Block and Grama

Panchayat level.

1.8 Origin of the Research Problem

Saakshar Bharath is the world’s largest literacy programmes with futuristic

vision and contemporary character, design and architecture. Its distinctive and

26

innovative features include: focus on women; learner centric with appropriate

pedagogical approach; curriculum design process participate and upholds diverse

lifelong learning needs of learners with a right perspective; teaching in mother tongue;

offers alternative approaches to literacy; decreased and devolved management

increased role of the Panchayat Raj representatives along with local communities:

good governance; effective use of ICT; robust monitoring; scientific learner’s

assessment; convergence and adequate budgetary support.

The allocation of funds for Saakshar Bharath is based on adult female illiterate

population in the districts covered under the programme in various states. The share

of funding between Central and State Government is the ratio of 75:25. In the last four

years (September 2009 to September 2013) the progress so far is,

• Programmes rolled out in the rural areas of 372 low female literacy districts in

25 states by setting up of 1, 48,072 in the Adult Education Centres in equal

number of villages.

• These centres are manned by 2.30 lakhs preraks and out of these half of them

are women.

• 20 lakshs persons have been trained as voluntary teachers.

• More than 300 lakhs primers in a numbers of Indian languages and dialects

have been produced and distributed.

• Nearly 20 lakh adults have been skilled through vocational skills development

programmes.

• Over 200 lakhs have been certified as literates and of these 70% are women.

• During the period 2009-2012, the funding of the programme was to the tune of

Rs.14, 850 million.

It is now more than five years since the launching of SB programme, the

programme started functioning in different states including Tamilnadu. This

programme has been implemented in seven districts namely Dharmapuri,

Viluppuram, Perambalur, Salem, Erode, Thirunelveli, Ariyalur and then extended to

two Districts namely Triuppur and Krishnagiri. This programme has been

implemented where the literacy rate is below 50% in female literacy according to

2001 census.

27

The entire School Education Department has been involved in the

implementation of this programme right from the State Level to District and Block

Level.

1.9 Significance of the Research Study

The literacy is the basic requirement of economic development has been

recognized throughout the world and hence literacy has reached around 99% in the

countries of Japan, South Korea, USA, UK, Germany, France, etc. But in India the

literacy is still hovering around 74% on an average reaching above 90% in Kerala and

below 75% in Bihar, Arunachal Pradesh, Jharkhand, etc. All efforts and success in

literacy have become obliterated by huge rise in population.

Women population constitutes a larger portion of total illiterate population. In

India, the female literacy rate is around 65 percent as against the male literacy rate of

around 82 percent. Hence, women education is very important to eradicate illiteracy.

Illiteracy is the maximum amongst Scheduled Caste, Scheduled Tribe and other

backward classes who are not only poor, but unaware, unconcerned and unwilling to

improve and change their lot. Illiteracy deprives people not only of economic

development but also of all benefits of education, reading, writing, etc. remaining

within the darkness of ignorance, poverty and impoverishes (Bijoy Basak, 2013).

In today's perspective, literacy does not mean about the writing and reading

capabilities only. It has gained a broader meaning. It claims to guide people towards

awareness and the change which is needed in order to achieve a better way of living.

The National Literacy Mission was set up by Govt. of India on May 5, 1988

with the aim to eradicate illiteracy from the country. The targeted group for the same

was the people belonging to the age group of 15 to 35 years. The literacy rate of India

has been recorded 64.84% (2001 census) against 52.21% in 1991. It has been

increased by more than 12% in a decade. Also, the literacy rate is supposed to be

around 70-72% by the end of 2010 (As estimated by National Sample Survey). But

the goal is yet to be achieved completely (i.e. to obtain 100% literacy). Right to

education is one of the fundamental rights for the people. Education for all is the

mission of UNESCO that has to be achieved by 2015. Currently, India falls below the

threshold level of literacy rate i.e.75%.

Also, the Govt. gained the faith of women as the mission was showcased as

the provider of empowerment to women. As far as the adult health education plan is

concerned, the great strength of this programme has been the participation of women.

28

Still, women form the majority for being involved with this programme. They are

60% of the total participants.

This Sakshar Bharth programme has given a great opportunity to adult females

who were illiterate. They had been denied the access of formal schooling. Now most

of them have overcome from this deprivation. It helped them to improve their status

within the family. Generally, women have a little to say in decision making, but

education is conducive for them in a way to gain somewhat respect within and outside

the family. In most of the villages, it has also been observed that women are

becoming the main promoter of education for their children. The adult education

programme has provided them a golden chance to read, write and enhance their skills,

knowledge and awareness. Literacy campaigns successfully promoted equality and

equity without leading into any kind of bias based on gender, caste, religion or class.

These campaigns have pursued to endow them with better understanding so that they

can make effective decisions about themselves. Adding to this, this would also help

them to serve their community and society in a more meaningful way.

The functioning of the programme, Saakshar Bharat in

Haryana, Jammu & Kashmir, Madhya Pradesh, Punjab, Odisha and Uttar Pradesh

has been found to be below, states Ministry of Human Resource Development

(MHRD), Year End Review for the Department of School Education and Literacy.

The Planning Commission has recommended the mandate of

existing programme structures, including the National Literacy Mission

Authority at the apex level, the State Literacy Mission Authorities at the

State level and the Lok Shiksha Samitis at the District, Block and the Gram

Panchayat levels, as well as the resource support bodies, would be remodelled,

strengthened and aligned to lifelong learning and literacy.

In addition, the active involvement of public authorities at

all administrative levels, civil society, the private sector, community and

adult learners’ organisations in the development, implementation and

evaluation of adult learning and education programmes would be obtained.

Indo-Global Social Service Society and Welthungerhilfe, New Delhi (2011)

conducted a study on Women Adult Literacy: Where are we- Rapid Assessment in

Jharkhand, Madhya Pradesh, Odisha and Rajastahan. The study had brought out a set

of interesting findings as against the reported huge success of adult literacy initiatives.

Most importantly, the impact of literacy programmes on women’s learning abilities

29

and resultant social change was not visible. On the other hand, mostly the learners had

learnt only how to sign while there has been a greater emphasis on the participation of

women in the literacy classes, gender sensitivity has not been found in the preparation

of the community to allow women to safely participate in the evening classes and

during the time the women attend classes, motivate the men to attend to household

tasks, etc. It was found that the literacy activities had not been a continuous process

and NLM programmes in the field had witnessed serious gaps and discontinuity

between different phases of the programme and poor targeting of the neo-literates

from TLC to post-literacy and then to continuing education. It was reported that

classes were regularly run only for a period of one month to two months.

As the statistics of Tamil Nadu show, Tirupur and Krishnagiri, from where

learners attempted the NIOS test for the first time in August this year, have each

registered 78.5 per cent and 75 per cent pass, respectively.

Going at this rate, the State would be able to achieve the target before the

stipulated time in 2017, “a per the number of illiterates identified in 2009, going by

the figures in 2001 Census, Tamil Nadu is making good progress and 83.6 per cent of

them have been certified literate by the NIOS”.

Despite very low enrollment in open schools, Tamil Nadu won the Saakshar

Bharat Award - 2015 for ‘Best Performing State’ in adult education and skill

development from the Ministry of Human Resource Development.

Dharmapuri, the most educationally backward district, has been ranked the

Best Performing District in the country along with two other districts in West Bengal

and Uttar Pradesh.

Similarly, Palamalai Panchayat in Salem shared the gram panchayat-level

award with four other panchayats in different states.

The Centre has lauded Tamil Nadu for attaining the distinction of becoming

the only state in the country to have achieved its target in the 'Saakshar Bharat'

scheme — it has educated more than 17.25 lakh adults. Union Minister of State for

human resource development sent a letter of appreciation on the state's success in the

scheme to Chief Minister. It said that the chief minister had encouraged more

participation of women by introducing the classes in soap-making as well as in

artificial jewellery and cradles and in tailoring.

30

The 2001 census had identified more than 17.46 lakh men and women as

being illiterate in Tamil Nadu's districts of Viluppuram, Tiruvannamalai, Ariyalur,

Perambalur, Salem, Dharmapuri and Erode.

It is now more than five years since launching of the Saakshar Bharat

Programme. The programme has new features like different approaches for

Teaching/Learning including income generating activities for the first time in Adult

Education Programmes. Similarly Centralised Core Banking system, involvement of

PRIs, Convergence of Public-Private Partnerships and Assessment and Certification

etc are the new strategies followed in the implementation of the programme.

In order to make the Saakshar Bharat Programme a success, there is a need to

study the performance of Adult Education Centres (AECs) as well as preraks and

problems encountered in the process. Further it is also necessary to enquire the

preraks about the impact of the training to discharge their duties effectively. Of

course, the performances of AECs also depend on the infrastructure facilities,

academic and other resources available in the course.

The quality of the centres would also depend on the community support and

other line departments of the government. Hence there is a need to elicit the opinion

of the target beneficiaries, functionaries and community to identify the strengths and

weaknesses for rectification and effective implementation of the programme.

In addition to the above, the success of the programme also depends on the

leadership provided at the State Level in terms of timely directives, monitoring of the

scheme, equipping the functionaries through effective and relevant training

programmes assessing strengths and weaknesses of the programme for replication and

rectifying also. The State Level Administration should act as a liaison between the

Central Government and to the Districts so as to transit the information for timely

release of grants.

Government expects increase in female literacy to become a force multiplier

for all other social development programmes. Emancipating the Indian woman

through the creation of critical consciousness to take charge of her environment where

the faces multiple deprivations and disabilities on the basis of class, caste and gender.

(Saakshar Bharat, 2009).

In order to make the Saakshar Bharath programme a success, there is a need to

identify the performance of Adult Education Centres (AECs) as well as preraks and

problems encountered in the process. Further, it is also necessary to enquire the

31

preraks about the impact of training to discharge their duties effectively. The

performance of AECs also depends on the infrastructure facilities, academic and other

resources available in the centre.

The quality of the centers would also depend on the community support and other line

departments of the government.

Hence there is a need to elicit the opinion of the target beneficiaries,

functionaries and community to identify the strengths and weakness for rectification

and effective implementation of the programmes.

Hence there is an immense need to find out the status and progress of Saakshar

Bharat in Tamilnadu and also to know how this Saakshar Bharat has been made an

impact in the implemented districts.

Realising this, the State Planning Commission, Government of Tamil Nadu

has made an honest attempt through Alagappa University, Karaikudi, Tamil Nadu to

assess the "A Study on Impact of Adult Education (Saakshar Bharat) Programme in

Tamil Nadu".

The next chapter deals with review of related literature.

32

CHAPTER-II

REVIEW OF RELATED LITERATURE

2.0 Introduction

Review of related literature is a very important phase of research purpose. The

present review aims to cover such literature which may help to have a comprehensive

view of adult education programme. As per the requirements of the present study,

some of the worthwhile studies on adult education have been reviewed.

Research in the field of Adult Education was conducted for the first time in

India in 1945 by Gadgil. He worked on the "Problem of Lapse into Illiteracy". Gadgil

proved that there was a positive relationship between the sharp fall in the lapse into

illiteracy and the progressive increase of the standard in which the student learns in

the schools, After the launching of National Adult Education Programme (NAEP) in

1978, there has been a significant expansion of research both in terms of the number

of institutions involved and the aspects studied. The NLM suggested that evaluation

and impact studies should be undertaken through social science institutes, universities

and voluntary organizations.

The role of universities in research was highlighted by the UGC Review

Committee (1987). Since 1988, the Government of India has been following the

policy of encouraging voluntary agencies to undertake experimentation, innovation

and action research in the field of Adult Education. The policy support to Adult

Education research spelt out during 1980s, did pave the way for the acceleration of

the pace of research during 1990s. The scope of Adult Education research was

expanded in 1991, when the NLM identified about 22 autonomous research

institutions in the country for undertaking evaluation studies on the implementation of

Adult Education programmes and literacy campaigns and also set up National

Institute of Adult Education (NIAE) for providing academic and technical resource

support to literacy programme and undertaking high quality research.

A number of NGOs especially, Indian Adult Education Association (IAEA),

Literacy House, Council for Social Development has been very active in Adult

Education research. Although there is no central organization for the co-ordination of

Adult Education researches conducted by the different organizations in India, the

DAE, University Grants Commission (UGC) and Indian Council for Social Science

Research (ICSSR) serve as the three apex bodies for identifying the priority areas of

33

research and funding the projects. While the DAE has been playing a limited role, a

number of agencies, viz. Planning Commission, Department of Social Welfare and

Women, National Council of Educational Research and Training, and an array of

international organizations, viz. UNESCO, UNDP, ILO and Commonwealth bodies

have also been providing funds for Adult Education research in India.

Universities

After the launching of NAEP, there was a positive shift in UGC policy

towards Adult Education. Apart from recognizing extension as the third dimension of

university education, the UGC provided hundred per cent funding support to

universities for taking up Adult Education programme. The bulk of grant was meant

for field programme. If, on the one hand, this led to the expansion of university Adult

Education in India enabling as many as 103 universities set up Adult Education

Departments by 1997, on the other hand, it gave a limited boost to Adult Education

research in Indian universities. While most of the University Departments of Adult

Education were pre-occupied with a variety of field programmes, a few universities

took up research studies in the broad areas of curriculum, programme implementation

and evaluation and produced doctorates. Compared to the 34 doctoral dissertations on

Adult Education produced during 1960-79, their number increased to 114 during

1980-1998. Besides some of the University Departments of Adult Education, Social

Work and Education was also associated with the evaluation studies sponsored by the

NLM. While fifty per cent of doctoral dissertations were on the different aspects of

NAEP and TLCs in the states of Andhra Pradesh, Tamilnadu, Kerala, Gujarat, Goa

and Rajasthan, nearly thirty per cent were on the personality traits and motivation of

learners and their participation and achievement. The remaining twenty per cent of

studies were on tribals, women, monitoring and comparative Adult Education.

State Resource Centres

Today there are 32 SRCs in India which are actively involved in providing

academic and technical resource support to Adult Education programme mainly

through preparation of teaching learning materials, imparting training, undertaking

population education activities and conducting evaluation and research studies.

According to a survey it was observed that twelve SRCs of Andhra Pradesh, Bihar,

Delhi, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Maharashtra,

Orissa, Punjab, Rajasthan and Uttar Pradesh have produced 191 studies during the last

two decades (1978-98). These studies covered several topics, viz., population

34

education and impact of TLCs, training, materials, needs and interest of neo-literates,

role of media, motivation, Jana Shikshan Nilayams (JSS) etc. Since the majority of

studies were initiated either due to a felt need or as action research projects, their

findings were of immense practical value to SRCs. The main thrust of researches

conducted by SRCs has been on field based issues. More than 60% of studies have

been printed by SRCs and distributed among research organisations and universities.

Research studies, which focus their attention on different aspects of

functioning of Adult Education Programme, may throw light on the ways and means

of organising Adult Education Centres effectively. The impact studies were conducted

in abroad and India which are given below:

2.1 Related Research Studies

The relavant research studies are given hereunder:

2.1.1 Related Research Studies on Adult Education Programmes Conducted in

Abroad

The Literacy Crusade (1980) which Nicaragua carried was well known

throughout the world. In Adult Education classes, people read and discuss the

country’s problems, their part history of exploitation, the revolution and its work

projects.

The evaluation of literacy campaign has made by the Burma Literacy Central

Committee in Burma (1981). The important findings of the study were: Methodology

used for Burmese language speaking population was not suitable to the non-Burmese

speaking group. These indigenous groups were able to read and write and they were

weak in comprehension. Relapse into illiteracy was due to lack of supplementary

ready materials. In the same year, the Govt. of Bangladesh also evaluated the literacy

programme. They found that female neo-literates were doing better than men folk in

learning skills-reading and writing and numeracy. The evaluation also showed that the

performance of urban neo-literates was better than that of rural ones.

The Government of Bangladesh (1981) also evaluated the literacy programme.

They found that female neoliterates were doing better than men-folk in learning skills

- reading, writing and numeracy. The evaluation also showed that the performance of

urban neo-literates was better than that of rural ones.

Bhola (1981) summarised the lessons of the countries like Cuba, China,

Tanzania, Brazil, Vietnam and Russia as follows: In Cuba, the study revealed that

successful campaigns result from hard work, technique and organisation. These do not

35

come together without political will of the leadership in power. The closing of schools

and sending of the children to teach adult learners on farms and in the mountains was

an excellent action which not only supplied the man power needed, but also resulted

in a campaign for the teachers - they experienced the rural culture, they learned

socialism and they became the backbone of the socialist revolution.

The lessons from the Chinese literacy campaign are inspirational. The need for

ideological commitment matched by political will of the power elite is again brought

out by this study. Literacy is assured of success when conducted in a larger context of

Adult Education, political socialisation, abolition of class structure and economic

development. Tanzania's mass campaign points out the important role of the great

leader in such a large scale transformational action. While the Government had

established an extensive structure for Adult Education, it still made use of party

cadres' literacy committees and volunteers to make the campaign a people's campaign.

In Brazil, literacy campaign conceptualised in the context of an overall life

long programme; however the core objective of teaching, reading and writing should

not be diluted or dissipated. As adults become literate, they should have opportunities

for the horizontal and vertical integrations within the educational, economic, social

and political systems. It is not necessary for a literacy campaign organisation to do

everything on its own and under its own roof; collaborations can be built with

academic and public organisations and institutions, yet keeping direction and control

of overall purposes and objectives.

The power of commitment bora of an ideology is quite obvious in the success

of Vietnam literacy campaign. Also the campaign got its legitimization and support

from the highest levels of power. The use of mass line in a mass literacy campaign is

not merely a matter of mobilizing people's resources. In fact, bureaucrats cannot

conduct mass campaigns. What is needed are well trained, well disciplined cadres full

of commitment and ready for sacrifices. Literacy can be a mass movement basically

on the mobilisation of teachers and learners by managing incentives suitably both to

promote and sustain the initiative. At the post-literacy stages, the programme needed

for the development of curricular context, methodology to be put to use, and

instructional materials and class levels have to be carefully differentiated.

In Russia, the political will of the power elite actualised by the instructional

power of the State worked wonders - re-socialize each and every member of the

society, transform the fabric of a society and invent a new future. Then there are no

36

substitutes for the future processes of organisation and mobilisation. On the one hand

the Government must undertake both the administrative and technical organisation of

its decision making and the implementation system. On the other hand people must be

mobilized, the learners must be motivated to learn; who can teach and contribute in

other ways must be enabled to do so. Lastly, the campaign must be linked with the

larger educational, economical, political, developmental and internal policies.

Saengsai (1988) peeped into the vocational aspirations of students of Adult

Education schools in Bangkok, Thailand, in relation to their age, sex, socio-economic

status and motivation. A normative survey research design was applied on a sample of

100 students (50 men and 50 women) of these Adult Education schools. A

questionnaire was prepared by the research seeking information concerning the

personal background and socio-economic status of the students, their vocational

interests and motivation. Responses were judged on a three-point rating scale (like

very much, fairly like, and dislike). The weighted scores were then put in rank order.

Othieno (1990) studied the development of Adult Education in Kenya since its

independence. Historical research method was used. Data was collected from the

annual reports, journals, periodicals etc. Findings revealed that education is not a new

concept in Kenya. Education was mainly non-formal. It were conducted through rites,

ceremonies, fetes, dances, folk tales, fanning etc. Adult Education programmes

provide basic education, remedial education for school drop-outs, preserving culture,

community development, acting as a bridge for the old and new generation, and

helping women coping with their new changing roles. They encourage community

participation in promoting national development.

The Department of Adult Education, University of Ibadan has been invited by

the UNESCO Institute for Education to participate in a world trend analysis on

educational research in adult education (1999). Five regional operations are expected

to take place in the developing countries (Africa, Arab States, Asia, Europe and Latin

America). The objective of this exercise is to strengthen the impact of educational

research on the development of adult education, and to assess the present and possible

contribution of universities and other research centers to such development. The

project thus wears a comparative look; and the exercise will lead to one region

learning from another, and thereby promoting the cause of adult education, non-

formal education and development. The project is international in scope and thereby

calls for partnership among prominent international agencies, associations and

37

organizations involved in running, studying, teaching and researching into adult and

non-formal education programmes. Those involved in the partnership include the

UNESCO Headquarters, through it's Higher Education and Research Division and the

UNESCO Institute for Education, the European Association of Adult Education

Research (ESREA), the Dutch Research and Cooperation Center (CESO), the Adult

Education Department of the University of Ibadan, Nigeria, the Indian National

Institute of Adult Education, the REDALF network of OREALC with the Brazilian

National Institute of Educational Research, the Canadian ICEA (in collaboration with

other Canadian associations) and the Canadian Commission for UNESCO. The

Department of Adult Education, University of Ibadan is to involve scholars in African

countries in this comparative study. To this end, the Department held a planning

meeting on the project, and decided on a number of strategies (processes and

methods). The first strategy is to examine how adult and non-formal educations are

conceptualized across cultures on the Continent of Africa, especially among English-

speaking, French-speaking, Portuguese-speaking and Arabic-speaking countries. The

second strategy is to classify and delineate the scope of adult education and non-

formal education by purpose and function. The third strategy is to involve key public

and private agencies and research centers engaged in adult and non-formal education

practices and studies in different African regions. The fourth strategy is to identify

and contact professional colleagues in North, South, East and West Africa who are

genuinely interested in the project and can participate meaningfully in supplying

information on their regions and their countries. The fifth strategy is to evolve a

division of labor approach to the handling of the project. The suggestion for Ibadan is

to get the department staff into group formation. Each group can be charged with

studying one area (e.g. adult literacy, extra-mural studies, correspondence education,

and remedial education) of adult and non-formal education. The sixth strategy is to

arrange a regional workshop on regional trends, using data gathered through Ibadan,

and submissions made by professional colleagues, representing different parts of

Africa.

The U.S. Department of Education sponsored the Adult Education Program

Survey (AEPS-2008) to provide comprehensive information about federally funded

adult education programs and the skills of the participants enrolled in the programs.

These programs are aimed at improving skills in the adult population with respect to

literacy, English proficiency and secondary education. More than 1,200 adult

38

education programs participated in the Program Survey, representing more than 3,100

adult education programs in the United States funded under the Adult Education and

Family Literacy Act (AEFLA). The programs accounted for a budget of more than

$1.6 billion and varied in important dimensions, including program size, types of

providers, funding sources, and instructional and support services. This section

describes selected aspects of adult education program structure and operation during

the 2001-02 program years.

Adult education programs provide instruction in basic education, literacy and

English language skills under a range of conditions and arrangements in LEAs,

community colleges, community-based organizations, and correctional institutions.

Along with adult basic education and adult secondary education programs, ESL

programs serve immigrants or adults with limited English skills. Programs also serve

populations with special needs (e.g., those with learning, sensory or mental

disabilities) or adults in need of temporary assistance (i.e., displaced and migrant

families, homemakers, homeless adults, and adults who are incarcerated). Adult

learners performed mostly in Levels 1 and 2 on the proficiency scales, indicating that

large numbers of these individuals do not have the literacy skills needed to participate

fully in society and the workforce. While such limited performance is to be expected

given the nature of the adult education population, data demonstrated that many of

these learners performed at the very bottom of the proficiency scales has important

implications for the kinds of educational interventions needed to improve their skills.

Adult learners differed in many important aspects, ranging from demographic

characteristics to their reasons for attending adult education programs. This variability

also has implications for how programs are structured and clearly highlights the

challenges that these programs face in addressing the diverse needs of adult learners.

Belam Frame Work for Action (2009) recommended that adult learning and

education should cover a broad range of general issues, vocational matters, family

literacy and family education, citizenship and many areas besides with priorities

depending on the specific needs of individual countries. Lifelong learning from cradle

to grave is a philosophy.- a conceptual framework and an organizing principle of all

forms of education, based on inclusive, emancipator, humanistic and needs and the

leads to functional and sustainable knowledge, skills and competence. Literacy

actions should focus on women and highly disadvantaged populations including

indigenous people and prisoners with an overall focus on rural populations.

39

2.1.2 Related Research Studies on Adult Education Programmes Conducted in

India

Kothari Review Committee (1980) viewed that the National Adult Education

Programme was largely remained confined to literacy. Learning materials have been

essential for a whole group often separately for men and women but without giving

due attention to the diverse interests and needs of learners.

Mariappan and Ramakrishnan (1980) studied the learner’s attitude

towards literacy in the adult education centres of Tamil Nadu and Pondicherry. They

found that more than ninety percent of the learners were interested to learn. They also

conducted evaluation study on NAEP in the Union Territory of Pondicherry in 1981.

They suggested that various methods like panel discussions, demonstrations, field

trips are needed to be adequately strengthened to increase the effectiveness.

Singh (1982) carried out a study of the adult education programme in the State

of Uttar Pradesh. He found that the mass media can play a better role and motivate the

adults to join the centre. The programme must be implemented as a mass movement

for a greater involvement of illiterate population. Proper involvement must be created

to make the adults feel that the programme is meant for their own benefit.

Kantha and Dutt (1984) assessed the effectiveness of the Adult Education

and Non-formal Education schemes, in Haryana State. Most of the adult learners

could read, write and do simple calculations. The learners become aware of modern

agriculture techniques. The low attendance level of male and unsuitability of locations

and places for female adult learners were the major problems of Adult Education

Programmes.

Lakshmidhar Misra (1989) reviewed the progress of the implementation of

the National Literacy Mission in Tamilnadu in relation to the Mass Programme of

Functional Literacy. He found that despite sincere efforts at the level of the state

government, the response of the vice-chancellors and the programme coordinators to

the initiative taken by the Education Secretary and the Director, Adult Education is

not encouraging; although as many as 11,81,602 literacy kits have been produced and

supplied to the volunteers during 1986-87, 1987-88 and 1988-89, no feedback is

available as to how the literacy kits have been utilised and what is the overall impact

of the programme and there is not an indication of detailed action plans for the

involvement of Exservicemen, Prison Management and staff, primary school teachers,

40

housewives, mahila mandals, banks, co-operatives and institutions like Rotary Club,

Lions Club etc. have been drawn up and if so when and how they will be

operationalised.

Patil (1989) analyzed the reading needs and interests of the adult neo- literates

in the state of Orissa. The main objective of the study was to analyze the reading

interest of the adult neo-literates and to classify the different categories of adult neo-

literates. One of the main findings of the study was the reading preferences of the

adult neo-literates were highly influenced by the local environment.

Tantray (1990) evaluated the adult education programme in Jammu and

Kashmir State. The location of the adult education centres did not match the needs

and aspirations of the learners. The quality of the training in terms of content, method

and duration had deteriorated with the passage of time. The teaching learning

materials were made available in time, and the method of teaching was nothing new.

The monitoring system was very poor and unscientific.

Thakre (1991) studied the impact of adult education programme launched by

Nagpur University. The majority of the adult education centres were located in

villages which ranked low on the scale of exposure to rest of the country. The

instructors joined with an ambition to participate in the development of their own area

and every one out of four of them was women.

Mohan, Shantha & Usha (1992) conducted a study on evaluating the

processes involved in the Total Literacy Campaign with special reference to teaching

learning process, its strengths and weaknesses, difficulties of achieving learning

attainment of the learners and the campaign’s functionality. They found that the

organizational set up of the literacy campaign was conducive for the smooth

implementation of the programme. The multiplier effect strategy had been adopted to

train personnel at the various levels. This was highly diluted at each level due to the

effect of percolation. This also led to higher rates of drop-outs among trained

volunteers. Though there was an effective monitoring and supervision of various

processes by the various functionaries, there was a need for frequent and phase

planning to make the programme effective.

Sachidananda (1992) evaluated the literacy campaign of Muzaffurpur

District. He found that the school teachers and students had played a crucial role in

environment building survey, monitoring and coordination of the programme. He

41

revealed that the progress of the programme was adversely affected due to the lack of

support from the Government.

Saldanha (1992) studied the impact of the literacy campaign in Wardha

District and also analysed the relationship between the literacy outcomes and the

social characteristics of the instructors/ learners including the impact of regional,

environmental, infrastructural and organizational features. Men adults performed

marginally better than their women counterparts in the literacy programme. The

campaign created a pro-literacy atmosphere that was favorable for formal primary

education.

Saldanha (1992) studied on the Total Literacy Campaign in Sindhudurg

District, Maharashtra in his other study. He studied regional variations in the

organizational characteristics of the programme, the environmental and infrastructural

characteristics in the selected villages and Talukas in the District. Major findings are:

learner personal variables such as sex, age and community significantly influenced the

literacy rate negatively. Female instructors have a negative impact on their teaching

performance than males. The village literacy committee played a major role in the

implementation of the literacy campaign.

Soundarapadian (2000) found some of the important problems in the

implementation of TLC in Kamarajar District of Tamil Nadu. The problems are: non-

availability of spaces for conducting AECs and places of AECs were not suitable

during the rainy seasons. The rate of drop-outs in the backward regions was raised

due to the migration of labourers. The study recommended that the school building

with lighting facilities may be used for the campaign in the evening for AECs.

Learners may be motivated through employment/skill oriented programme in TLCs.

Wadhwa (2000) conducted a study on the principles and purposes of adult

education. Teaching of adults has gone beyond the teaching of alphabets and ample

emphasis is being given to the development of social skills and professional skills

among adults.

Chanam (2007) conducted a study on the literacy rate of the valley area of

Manipur and also on the Total Literacy Campaign Programme taken up by various

agencies like Government University, Non-Government Organization etc. He

compared the outcomes of the Total Literacy Campaign Programme implemented by

various agencies. The study found that the enrolled learners in the Total Literacy

Campaign Programme were larger in number by women than men. The Non-

42

Government Organization failed to take up any programme of Total Literacy

Campaign due to lack of financial support and lack of volunteers.

Fahimuddin (2007) evaluated the TLC launched in Pratapgarh district of

Uttar Pradesh and PLC programme implemented in Pakur district of Jharkhand. The

study found that the difference has been noticed in terms of success rate between male

and female learners in basic literacy. Though not much wide, but ZSS need to focus

on the women learners in general and for improving their writing skill.

Singh (2007) conducted a study on the growth of adult education, role of adult

education for the rural development in British India, literacy among industrial

workers, evaluation of literacy campaign and adult education in five year plans. The

study mentioned that the citizen’s education including adult education will be a

necessary part of the entire education system and will be specially promoted.

Khan (2008) conducted a study on adult education in Manipur. The main

finding of the study revealed that the proper growth and development of Muslim

education in Thoubal Districts can possible only through the proper co-operation and

co-ordination of all the agencies working in the field of education.

Mishra (2008) attempted a study on the problem and prospects of the adult

education programme in Orissa. The objectives of the study were to trace the

development of adult education programme in India and Orissa and also to study the

functioning procedures, problems and prospects of the adult education programme in

Orissa. The study made a very comprehensive and pragmatic approach to different

identified problems in the field and suggested necessary measures for solving the

same.

Attri (2012) studied the concept and growth of literacy and adult education in

India. It also compared the organization and training methods and the programmes

and practices of adult education in India with neighboring countries. The study also

includes the formation and support of the governmental organization in the field of

adult education.

Choudary (2012) conducted a study on adult learning. He found that the

achievement of women learners was better than men groups. The attitude of the neo-

literates has also significantly influenced the performance of the literacy skills. It is

necessary to launch motivational campaigns, providing proper learning materials and

organise income generating programmes.

43

Xavier Sebastian carried out a study on the extent of correlation of attitude

and achievement of neo-literates in cent per cent literacy campaign of Kottayam

Town. There is a positive correlation between attitude and achievement of literacy

level and it is found to be 0.6782. The correlation of the universe is also calculated

and it is found to be in between 0.6418 and 0.7146. The extent of relationship

between attitude and achievement of neo-literates can be found out by the equation

Y= 0.3434 X= 26.7727 (where y stands for achievement score and x stands for

attitude score). From the regression graphs, it can be easily seen that higher the

attitude of the learners, the higher will be their achievement. The percentage of high

achievers of literacy is 18 while that of the average achievers and low achievers is 67

and 15 respectively. The respondents were economically poor and 80% of them

belonged to backward classes; 69% of the respondents had an annual income of below

Rs.4800/-only; and the other respondents came under the category of annual income

of below Rs.7200/-. This showed that there was a significant correlation between

poverty and illiteracy.

The experience in TLC in the Pasumpon Muthuramalingam, Pudukottai,

Kamarajar, Tirunelveli Kattabomman and Kanyakumari districts as well as in the

Centre-based programme in Chengai M.G.R. district and the Mass Literacy Campaign

adopted by Annamalai University were evaluated by Madras Institute of Development

Studies and Alagappa University in accordance with the wishes of the Ministry of

Human Resource Development, Government of India. The evaluation had the

following findings.

Chengai M.G.R district had 69.9% male literacy in 1981 and 78% in 1991.

Literacy rates of females were 40.7% and 55.7% respectively. The index of equality

between males and females has moved from 74.2% to 83.1%. The literacy rate of all

persons increased from 56.1% to 67.1% between 1981 and 1991. Population has

grown at 27.8% and literacy rate at 57.5%. Literacy now has increased by 10.8%.

In Pudukottai district, male literacy has risen from 64% to 72.82% and female

literacy from 28.3% to 44.2%. The index of equality has moved from 61.3% to

75.7%. The literacy has increased from 46% to 58.5%.

In Pasumpon Muthuramalingam district, the literacy rate was 64.1 in 1991.

Male literacy was 78.4%, female literacy was 50.2% and index of equality in 1991

was 78.4%.

44

In Kanyakumari district, the male literacy rose from 79.3% to 88.1% and

female literacy from 68.2% to 80.3%. The gender equality rose from 92.4% to 95.4%.

In Kamarajar district the literacy rate was 64% in 1991

In Tirunelveli Kattabomman district male literacy has increased from 50.4% to

77.7% and female literacy from 47.8% to 54.6%. The index of equality has risen from

78.6% to 82.8%. The literacy has grown from 61 % to 65%.

The study noticed that in Kanyakumari, Kamarajar and Tirunelveli districts

91.6%, 88.1% and 87.2% of literacy reached after the TLC in the respective districts.

2.2 Research Studies Related to Saakshar Bharath

Assessment of Saakshar Bharath Programme in Karnataka and Andra Pradesh

was done by the State Resource Centre, Kerala (2012) and the important findings of

the study are as follows: Training has been given to different levels of Saakshar

Bharath Programme Functionaries in both the States. However, the training has been

found insufficient with respect to quantity and quality. Erosion of quality has

happened at subsequent levels from District to Grama Panchayat Levels.

Distribution of Teaching / Learning materials has been completed almost in time

primers and supporting learning materials such as note books, pencils etc were

distributed. Monitoring of Saakshar Bharath Programme at different levels has to be

improved and more systematic. Participation of local self government institutions

have not been at expected level.

Based on the findings and observations of the assessment, the following

recommendations are put forth:

1. In order to cover the remaining major portion of the target, the literacy

programme under the Saakshar Bharat Programme may be extended to five more

years.

2. As of the present state of affairs of SB programme, irrespective of state or

district, the major stakeholders viz, PRIs, NGOs and the local communities have not

been taken into full confidence and their full support earned. Effort on a large scale,

from the part of SB functionaries and concerned authorities, are needed to garner full

support from all the aforesaid stakeholders.

3. Training given to different strata of SB functioanries is insufficient in

contents and quality. Teaching/Learning methods of andragogy-adult non-formal

education have to be given, especially to preraks and voluntary teachers.

4. Training in soft skills may be given to all levels of functionaries.

45

5. The training has to be institutional and residential, giving emphasis to

practical sessions.

6. A systematic and regular monitoring and feedback system has to be

established and kept operational, covering all levels of SB operational machinery.

7. The monitoring body should invariably include sufficient representation

from PRIs, major NGOs and local communities.

8. Concurrent internal evaluation of activities at state level to grama panchayat

and to learner’s level has to be ensured according to a strict schedule.

9. Facilities for ICT enabled documentation and management are to be

provided up to AEC level. Block/ Mandal Samithies and AECs, as far as possible,

may be computerized, and their functioanaries given computer training.

10. The impoverished and ill healthy learners may be provided with nutritional

refreshment and health care provisions. PRI and NGO support may be sought in this

regard, as also support of state government departments.

11. Measures for ensuring proper lighting of AECs and learning centres may

be taken on an emergency basis. Where-ever electric connection is not possible, solar

lighting system may be installed.

12. Awareness and sensitization programmes on SB programmes and

prospects have to be organized with the involvement of people’s representatives for

local community leaders, head of house holds of learners, community social workers,

NGO voluntary activists etc.

13. Measures / strategy have to be adopted for maximum coverage,

propaganda and advocacy of SB programmes and related activities by mass media,

especially of local visual media.

14. Convergence of efforts and resource input from various governmental,

local governmental and other stakeholders such as, NGOs, CBOs and FBOs etc may

be made more effective and result oriented. Specific roles and targets may be assigned

to each.

15. Efficiency of SB web portal may be augmented in order to avoid

operational failures at subsequent levels.

16. Preparing learners for NIOS test is quite objective. However, the SB goal

is far extensive and inclusive, going beyond the relative literacy achievements to self

reliance and emancipation of the beneficiaries. Neo-litertes are to be prepared for this

through equivalency education, skill training and life enrichment education.

46

17. In order to address the remaining larger portion of non-literate target, more

stake holders are to be brought in to the SB programme fold and entrusted with the

direct responsibility of running literacy classes. Women collectives such as, SHGs,

NREGP groups, Mahila Mandals etc may be brought in to a large extent.

18. Honorarium to Preraks may be paid regularly at every month and an

additional payment of TA and DA to them may be considered.

19. Voluntary teachers are to be paid a monthly honorarium to a minimum of

Rs.1000. Their demand was for paying weightage to them for government

appointment worth considering.

20. Preraks and VTs may be given training in a few short duration vocational

skills and life skills. They can in turn impart training in such skills to learners.

21. Lok Shiksha Kendras (AECs) may be elevated to local community centres,

providing more space, infrastructures and facilties. Along with literacy learning, other

activities viz.cultural, literary, sports and recreation activiites may be promoted at

AECs. These can also act as community counseling and as knowledge centres.

The study on effect of the Saakshar Bharat Mission- 2012 in the district

Chamba of Himachal Pradesh found that the rationale behind the programme is to

create a literate society through a variety of teaching learning programme for non-

literate and neo-literate adults in the age group of 15 years and above with the prime

focus on women. The programme is mainly focused on women as the magnitude of

illiteracy among women is very high.

The energy and passion with which the Saakshar Bharat programme (2012)

has been implemented in Andhra Pradesh can be gauged from the initiatives that have

been taken up in different districts to enhance its reach and impact. The District

Collector of Vizianagaram initiated a special intensive literacy drive to cover 4,00,000

learners, primarily MGNREGA beneficiaries, by involving civil society organisations.

The ZLSS has conducted the NIOS assessment test in March 2012 for all learners in

Vizianagaram. For this activity, Vizianagaram district was recgonised in the Limca

Book of Records. Similarly, the District Collector of Mahaboobnagar initiated a

special literacy drive in low literacy mandals such as Gattu, Leeja, Maldakaland and

Dharur to cover 1.50 lakh nonliterates. Such high levels of passion on the part of the

state and district administrations to ameliorate illiteracy have made a significant

impact on the literacy canvas of the state. Improvement in literacy rate: The initiative

has significantly impacted the overall literacy rate in the state of Andhra Pradesh as it

47

has improved from 60.47% in 2001 to 67.02% in 2011 with a 6.55 percentage

increase. Reduction in gender gap in literacy: An analysis of gender disaggregated

data on literacy in the state shows that the male literacy rate increased from 70.32% in

2001.

At the National Level, process evaluation of Saakshar Bharath Programme

was conducted by Tamil Nadu by Tata Institute of Social Science during the year

2012. The study covered 3300 learners 330 Grama Panchayat in 66 Blocks under 21

Districts in 16 States in India. The major recommendations are: Increased use of

environment building strategies and face to face publicity. Training of trainees for

State Resource Centres in andragogy training skills. Systematic training and

orientation programmes for PRIs. Linking a State Level vocational training institution

with District Lok Shiksha Samaiti, Streamline of printing, Procurement and

Distribution of primers and the tendering process for the writing materials etc.,

Rita Attri and Prabha conducted a study on the Impact of Saakshar Bharat

Programme for Women. In the recent past due to various programmatic interventions

in the area of adult literacy there is an increased emphasis on monitoring and

evaluation of such programme in India and elsewhere. In the present research work an

effort is made to understand how far had the ‘Saakshar Bharat Mission’ of

Government of India lead towards women’s literacy in the State of Meghalaya, India

and how effective and functional are the literacy programmes offered by the adult

learning centers. The evaluative project report while pitch some new insights into the

working of adult education programme will also be useful for professionals working

in the field of adult literacy programmes.

The SRC Kerala and RISE Foundation Mysore has conducted a study on ICT

based MIS in Saakshar Bharat programme in selected district of Karnataka and

Andhra Pradesh.

The major highlights of the study are given below:

• The research study has observed that basic ICT infrastructure at the block/

mandal level and AEC level has to be strengthened.

• Both core and enabling infrastructure have to be improved. All the

functionaries involved in SBP from top to bottom be given training intensely in

operating computers and internet facility in a language required for the governance.

• At all levels there are a need to establish help desks to guide, mentor and

coach the functionaries to upload and manage the data.

48

• Coordination between the different levels of operation such as state, district,

block/Mandal and AECs should be strengthened. There is a need to start a cluster

approach at the AECs level to help/ seek guidance from each other while uploading

the data. FAMS uploading from all AE centres have to be monitored at all levels.

• Minimum three months amount need to be released to the implementing

agencies namely AECs/blocks/districts. Whatever they are spent to be reimbursed

every month.

• A learner progress and VTs participation should be possible for Block/

Mandal office. Dates of pre-launching activities, actual process viz; learner progress

and volunteer teacher performance to be tracked systematically by developing an

exclusive web page.

• There should be a plan to develop post program reports application. This is

important to block and district level.

• The web applications to be designed in such a way functionaries get inspired

to fill them. At all levels Lok Shikshan Samithi members have to be involved to

manage the program. There is a need for policy directions for implementing agencies

at the state, district, block and AEC level. This clarity in policy direction will help the

functionaries to achieve professionalism in approach and design strategies for

convergence under public private partnership programs to create basic ICT

infrastructure at the grass root level.

Indian Institute of Science, Bangalore conducted the impact study of

implementation of Saakshar Bharath Programme in Tamil Nadu during the year 2012-

2013, the report appreciated the implementation of the programme especially

acheivement made in the targets vs coverage of learners in the programme. At the

same time, the following problems/ drawbacks were identified: Training is weak and

transmission loss from the District Level to Block Level. Difficult to sustain the

motivation and commitment of volunteers and learners. Skill development

programmes organized are not sufficient. Convergences with line/ Development

Departments at the field level are not at the expected level. Inadequate teaching/

learning materials at the centre level and those who have become literates are much

interested to continuing their learning beyond literacy. Hence, provisions should be

made for conducting equivalency programme and continuing education through

libraries.

49

A study on Impact of Saakshar Bharat Programme in Manipur (2014)

concluded that the overall impression gathering from this study is that the

performance of the SBP in Manipur is progressing though it may not be a great

success at present under the guidance and supervision of State Department, District

Lok Shiksha Samiti and voluntary organizations and more progress is shown every

year in the SBP than TLC or PLP period.

Community participation is of great importance in the successful

implementation of the Saakshar Bharat programme and the value of the programme

can be achieved only when adult learners, their family, and society are interested in

the adult education programme. For the proper development of adult education there

is need for good efficient and systematic planning. Co-operation and coordination of

all the agencies should be ensured actually working in the field of adult education

especially SBP.

The state government should earnestly manage to impart purposefully and

successfully the needed education among the different section of the people and it is

quite clear that “mass involvement is the key for the successful implementation of the

various literacy programme”. The SBP which aims to create a literate environment

that bolters and sustains a literate society and provide ample opportunities for

continuous improvement in the level of adult literacy. It will be a national response to

development of quality human resource to meet the demands of a fast changing

Bharat as well as challenges of globalization. It is probably for the first time that

Governmental perspective on literacy is being made to rely on phrases like the adult’s

Right to literacy, Right perspective on literacy, Creating a literate environment,

Sustain a literate society and Development of quality human resources. The success of

family welfare and other developmental programmes depends largely on the quality

of women. So, women education is a must for a Saakshar Bharat”.

Multinational-learning company, Pearson (2014) researched and stated that

India's adult education programme Saakshar Bharat Mission (SBM) has been cited as

the perfect example for large-scale skills inculcation among adults to motivate

learners by the Learning Curve 2014 report published by multinational-learning

company, Pearson. India's SBM will aid 70 million people to get literate by 2017.

Launched in 2009, the largest adult-education programme in the world is a centrally

sponsored scheme of the Department of School Education and Literacy, under the

Ministry of Human Resource Development. The Learning Curve 2014 report explores

50

factors behind performance shifts in global education league tables, and the

importance of 21st century skills. The new Pearson-published Global Index of

Cognitive Skills and Attainment, compiled by the Economist Intelligence Unit, finds

that South Korea, Japan, Singapore and Hong Kong hold top spots in overall

education ranking, while emerging economies such as Brazil, Mexico and Indonesia

end up at the bottom of the Index.

Nikme Momin, Challang Marak and Kanika Das identified hindrances in

effective implementation of Sakshaar Bharat Programme in Meghalaya. The Saakshar

Bharat Programme, being one of the Adult Education programmes of India was

launched in Meghalaya State in the district of West Garo Hills in August, 2010 at

Tura, the district Headquarter. To accelerate the processes of implementation, the

SRC, NEHU, Shillong has been providing academic and technical resource support to

the State Literacy Mission Authority, (SLMA), District, Block and Village level

Committees. It has been observed that in West Garo Hills District of Meghalaya, the

overall performance of activities of Saakshar Bharat Programme has not been

satisfactory as compared to some other.

2.3 Studies Conducted by the Alagappa University, Karaikudi, India

2.3.1 Alagappa University

Alagappa University Reaccredited with 'A' Grade by National Assessment

and Accreditation Council (NAAC) is located at Karaikudi in Tamil Nadu is

accessible from Madurai and Tiruchirappalli Airports within two hours. The 440 acre

green and lush campus houses all the academic activities.

The University has emerged from the galaxy of institutions initially founded

by the great philanthropist and educationist Dr. RM. Alagappa Chettiar. He

established Alagappa Training College in 1950, Alagappa Polytechnic College in

1952 and Alagappa Chettiar College of Engineering College and Technology in 1953.

He was instrumental in persuading the Central Government to establish the

Central Electrochemical Research Institute (CECRI), one of the premier Research

Organisations under CSIR, at Karaikudi on January 14, 1953. He donated 300 acres of

land and Rupees 1.5 million to CECRI. He bequeathed even his palatial dwelling

house for the cause of education. Aptly, he was described as 'Socialistic Capitalist' by

Pandit Jawaharlal Nehru. Alagappa Chettiar established Alagappa College of Physical

Education in 1956. The distinction of Padma Bhushan was conferred by the President

of India on January 26, 1957.

51

Padma Bhusan Dr.RM. Alagappa Chettiar, in spite of his short span of life for

48 years, had the vision and foresight to establish a galaxy of educational institutions

in Arts, Science, Engineering, Polytechnic, Education and Physical Education

disciplines. He demonstrated his versatility as an intrepid academician with a vision to

change the mere scrub jungle of Karaikudi to an educational Mecca. He was a great

Philanthropist, eminent educationist and a multi-faced versatile personality.

Dr. Alagappa Chettiar had redefined philanthropy and contributed more to the

betterment of education. His generous donations led to the establishment of a string of

educational institutions, which formed the basis for the establishment of the Alagappa

University in 1985.

Alagappa University was brought into existence by a Special Act of the

Government of Tamil Nadu in May 1985 with the objective of fostering research,

development and dissemination of knowledge in various branches of learning.

Alagappa University is recognized by the University Grants Commission (UGC) of

India. The University has 29 Departments, 6 Centres and 2 Constituent Colleges on its

campus.

The University offers education through Regular, Week-end, Distance and

Collaborative modes. The Distance Education Directorate offers variety of

programmes to the student community spread across the country and in selected

foreign countries. Through all modes of education, the University caters to the needs

of the student community of around 1,00,000.

As a member of the Association of Indian Universities (AIU), as well as the

member of the Association of Common Wealth Universities (ACU), it has rewarding

relations with other academic institutions, research laboratories and industrial

establishments that promise a spectacular feature.

The University is having International Collaborations with Universities /

Institutions of Higher Learning in countries like China, Malaysia, West Indies, U.S.A.

and South Korea. New innovative programmes suitable are designed and offered at

the University (for the foreign students). Many exchange programmes attract the

attention of the teachers and students from abroad.

The University's motto is "Excellence in Action" and the University keeps

before it the vision of excellence in all spheres of its action.

The University has a vast campus of 428 acres in Karaikudi and 12 acres in

the Satellite campus at the coastal town Thondi. At present, the University has 4

52

Faculties, 11 Schools, 34 Departments, 5 Specialized Centres, 3 Constituent Colleges,

6 Evening Colleges, and 33 Affiliated Colleges. About 1.24 lakh students are on roll

in both Regular and Distance streams. Quality higher education is imparted in all

three major activities of University education: academic programs, research projects

and extension activities.

Nearly one lakh sq.m of building space is being utilized for Academic,

Research, Administrative and Extension purposes. It includes Main Administrative

building, Examination building, Central Library, Convocation Auditorium, L.CT.L.

Auditorium, Training College Auditorium, PG Block, New Science (G+7) Campus

building, Management block, Physical education block, Ramanujam Centre Higher

Maths, DDE block, Education block etc.

The University has 215 teaching faculty and 226 administrative staff. The

University offers 236 programs in all through its wings. The number of programs

offered are; University Departments-84, Affiliated Colleges-68, Distance Education-

60, Collaborative Programs-44. The University Departments are offering 84 programs

including 28 Ph.D., 18 M.Phil, 26 PG, 3 UG, 5 Diploma and 4 Certificates.

The faculty members have progressive culture with interest in project,

consultancy, collaboration, extension and out-reach. With financial support from

DST, DBT, UGC, CSIR, ICMR, DRDO, MHRD, UNESCO, etc., various research

projects have been carried out. The total funding of the projects completed is Rs.22

crores. Now 76 projects are ongoing with a budget total of Rs.15 crores.

The University has produced 1314 PhDs, published over 3200 research papers

in reputed journals and earned 18 patents. The index of University is 43 (Scopus

data). Based on the research output and 3rd position in the International Collaborative

Research publication, DST has granted PURSE support to the University with a

funding of Rs. 6 Crores. Well established IQAC is functioning in the University to

monitor the activities.

About 223 scholars are pursuing full-time Ph.D. research in Science

Departments with fellowships. Apart from 73 lecture halls, 12 seminar halls and 21

smart class rooms, laboratories in Science departments are used by research scholars

and students. Library, Sports facility and Sophisticated instrumental facilities like

XRD, Confocal microscopy, Real-time PCR, SEM are utilized by the in-house

scholars as well as other researchers from affiliated colleges.

53

The University is Re-accredited by NAAC with “A” Grade at a score of 3.21

points out of 4. The potential of the University is very high and could be strengthened

through its diversified activities. The University is committed to higher education

relevant to individual, societal and national uplift.

As the nation observes a decade of innovation, 2010-20, to progress well with

the swiftly changing world of Challenges and Opportunities, the University has keen

interest to tread a path of purposeful research (technologically leading,

environmentally enduring and socially superior).

2.3.2 Department of Lifelong Learning

The Department of Lifelong Learning has its genesis in the centre for Adult

and continuing Education and Extension, Alagappa University in the year 1988 which

carried out extension activities. In 2009-10, the centre was named as Department of

Adult and Continuing Education and later as per the directions of the UGC it has

become a fullfledged academic department renamed as Department of Lifelong

Learning from the academic year 2011-2012 onwards.

The Lifelong Education is cherished the goal of Education process which pre-

supposes Universal Literacy, provision of opportunities for Youths Community and

professionals to continue their education according to their choice and the pace suited

to them. Undertaking teaching, training and research in tune with functions of the

University and also act as Nodal Agency in the University system for all Lifelong

Learning programmes and provide academic based activities in collaboration with

other University Departments and Colleges. The department offers the MJMC-

Journalism and Mass Communication, Post Graduate Programme from the year

2014-15 and M.Phil- Media and Communication from the year 2016-17.

The department of lifelong learning has Conducted Seven Concurrent and

Summative Evaluation of Literacy Campaigns and carried out 145 Training

Programmes for field functionaries, 32 Continuing Education Courses, 21 Population

Education Programmes and 16 JSN Village Programmes and Other 32 Special

Programmes. The department has organised 25 Conferences / Seminars, 24 Invited

Lectures and 246 Extension Works in and around Villages near Alagappa University

for Rural People, Rural Youths, Urban Slum People, Neo-Literates, Women, and

SC/ST People etc.

The research programmes carried out by the department of lifelong learning

are:

54

I. Major Research Programmes

� Evaluation of Total Literacy Campaign, PMT District, Summative Evaluation

(1994), National Literacy Mission, MHRD, Government of India and State

Literacy Mission, Tamil Nadu (Mohan, S., Krishnaraj, R., & Arunachalam,

N.).

� Evaluation of Total Literacy Campaign, Tirunelveli Kottabomman District

Formative Evaluation (1994), National Literacy Mission, MHRD, Government

of India and State Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam,

N.)

� Evaluation of Post-Literacy Campaign in Madurai District (1996), National

Literacy Mission, MHRD, Government of India and State Literacy Mission,

Tamil Nadu (Mohan, S., & Arunachalam, N.).

� Evaluation of Universalisation of Primary Education in Illayankudi Block of

Sivagangai District (1996), National Literacy Mission, MHRD, Government

of India and State Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam,

N.).

� Concurrent Evaluation of Total Literacy Campaign in Viluppuram District


Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam, N.).

� Concurrent Evaluation of Total Literacy Campaign in Thiruvallur District


Literacy Mission, Tamil Nadu (Mohan, S., & Arunachalam, N.).

� Effectiveness of Training in Post Literacy Campaign in Tamil Nadu (1998),

SRC for Non-Formal Education, MHRD, Government of India (Arunachalam,

N.).

� Content Analysis of Post Literacy Books (1998), SRC for Non-Formal

Education, MHRD, Government of India (Arunachalam, N.).

� Implementative Operational Mechanism on Planning and Management of

Literacy Campaign in India (1999), UNSECO and SRC for Non-Formal

Education, MHRD, Government of India (Mohan, S., & Arunachalam, N.).

� TEPSE and HEPSAN Project, the UGC, New Delhi, 2009-2013.

(Arunachalam, N.).

55

� Strategic Management – Strategic Therapy to Evade Test and Performance

Anxieties of Teacher Trainees, AURF. (Arunachalam, N.).

� Preferences of Career Oriented Programs under Graduate Students, the UGC,

New Delhi. (Arunachalam, N.).

II. Minor Research Projects

� A Base Line Survey Report of Ariyakkudi Village in Sakkottai Block of

Sivagangai District, Centre for Adult Continuing Education and Extension,

Alagappa University (1995), Under UGC Plan Scheme, New Delhi. (Mohan,

S., & Arunachalam, N.).

� A Base Line Survey Report of Periakottai Village in Sakkottai Block of

Sivagangai District Centre for Adult Continuing Education and Extension,

Alagappa University (1995) ), Under UGC Plan Scheme, New Delhi. (Mohan,

S., & Arunachalam, N.).

� A Need Based Survey on Kitchen Gardening, Centre for Adult, Continuing

Education and Extension, Alagappa University (1996) ), Under UGC Plan

Scheme, New Delhi. (Mohan, S., & Arunachalam, N.).

� Fostering Educational Environment for SC/ST Parents (1996), for Adult

Continuing Education and Extension, Alagappa University), Under UGC Plan


� Primary Education Teachers’ Attitude Towards Teaching Learning Activities

Centre for Adult Continuing Education and Extension, Alagappa University

(1996), ), Under UGC Plan Scheme, New Delhi. (Mohan, S., & Arunachalam,

N.).

� Developing Problem Solving Ability among Rural High School Students

Centre for Adult, Continuing Education and Extension, Alagappa University

(1996), ), Under UGC Plan Scheme, New Delhi. (Mohan, S., & Arunachalam,

N.).

� Problems of Agricultural Neo-Literates, Centre for Adult Continuing

Education and Extension, Alagappa University (2000), ), Under UGC Plan


� Identification of Learning Disabilities among Neo-Literates, Centre for Adult

Continuing Education and Extension, Alagappa University (2006), ), Under

UGC Plan Scheme, New Delhi. (Arunachalam, N.).

56

� Life Styles of Self Help Group Women, Centre for Adult Continuing

Education and Extension, Alagappa University (2006), ), Under UGC Plan

Scheme, New Delhi. (Arunachalam, N.).

� Participation of Government & NGOs in Continuing Education Programme,

Centre for Adult Continuing Education and Extension, Alagappa University

(2006), ), Under UGC Plan Scheme, New Delhi. (Arunachalam, N.).

� Problems of Senior Citizens, Centre for Adult Continuing Education and

Extension, Alagappa University (2006), ), Under UGC Plan Scheme, New

Delhi. (Arunachalam, N.).

� AIDS Awareness among Rural Youths in Tamil Nadu, (2007) Centre for

Adult Continuing Education and Extension, Alagappa University, Under UGC

Plan Scheme, New Delhi. (Arunachalam, N.).

The research tools/test batteries developed by the department of lifelong

learning are:

TLC -Viluppuram (1997)

1. Literacy test battery for concurrent evaluation in TLC Viluppuram district

– [LTB - CE for VPM]

2. Personal data sheet for learners (PDS-L)

3. Scoring sheet for LTB – CE (SS-LTB-CE)

4. TLC learners awareness questionnaire [TLC – I.AQ]

5. Operational strategies of Adult Education Centre (check-list OS-AECs).

6. Teaching performance test battery for volunteer instructors [TPTB-VIs]

7. Training assessment test battery (TATB) for KRPs, RPs, MTs of VIs.

8. Role performance and problems of full timers questionnaire (RP2FT-Q)

9. Village co-ordinators performance questionnaire (VC - PQ)

10. Check – list for Non-Enrolled Learners(CL-NEL)

TLC -Thiruvallur (1998)

1. Literacy test battery for concurrent evaluation in TLC -[LTB – CE for TVLR]

of Thiruvallur.

2. Personal data sheet for learners[PDS-L]

3. Scoring sheet for LTB – concurrent evaluation [SS-LTB-CE]

4. TLC- learners awareness questionnaire [TLC- LAQ]

5. Operational strategies of Adult Education Centres[OS-AECs]

6. Teaching performance test battery for volunteer instructors [TPTB – VIs]

57

7. Village content persons performance questionnaire [VCPs-PQ]

8. Training assessment test battery (TATB) for KRPs, RPs, MTs and VIs.

9. Role performance and problems of full timers - questionnaire [RP2-FT-Q]

10. Check – list for Non-enrolled learners (CL - NEL)

The highlights of the research findings related to adult education programme

carried out by the department of lifelong learning, Alagappa University are given

hereunder:

Mohan, Krishnaraj & Arunachalam (1993) evaluated the total literacy

campaign in PMT district – Sivagangai. This study aims at finding out the learning

attainment of neo-literates about the reading, writing and numerical abilities. It also

obtains the feedback with regard of the implementation of TLC in Sivagangai

(District). This study has been conducted descriptive survey in nature. The Literacy

Test Battery – Final (LTB – F) & Personnel Data Sheet (PDS) was developed as tool

for the study and it was validated. The cluster sampling technique has employed and

520 respondents were drawn from selected Adult Education Centres in each

Panchayat Union by using stratified random sampling technique. The total literacy

campaign of Sivagangai district has achieved a significance success in promoting

literacy. 82.69% of learners have achieved literacy in the TLC campaign of

Sivagangai district as per the NLM norms. The study found that men learners (92.5%)

achieved higher literacy than female learners (87%). This study suggested that the

time limit for testing the learners has not been fixed by the NLM, New Delhi which

will be taken and included in the study. The progresses of SC Learners are found low

which will be given prior attention in the successive post literacy campaign.

Krishnaraj & Arunachalam (1993) evaluated the total literacy campaign in

Thirunelveli Kattapomman District. This study intends to find out extend of success

achieved by TLC in Tirunelveli District in eradicating literacy. This study is aiming to

undertake faormative evaluation of TLC in Tirunelveli District and get feedback with

regards to the implementation of TLC for strengthening the next phase post literacy

campaign. This study has found out the learning level of adult learners in reading,

writing, numerical abilities. Literacy Test Battery (LTB) and personnel data sheet was

developed with proper validation and used as tools in the study. Out of 19 Panchayats

and 8 municipalities, 500 adult respondents were selected as sample for the study. It is

found that TLC of Tirunelveli district has achieved 94.28% of literacy as per the

norms NLM, New Delhi norms. The adult learners of municipality were performed

58

well than the panchayat union respondents. Men adult learners (97.95%) excel in

literacy rather than women (92.99%). The age groups of 15 to 35 (94.76%) learners

were doing well in literacy followed by below 15 years of age group (92.73%) and

above 36 years of age group (86.67%). The BC community adult learners achieved

literacy of 96.85%, followed by SC (88.31%). The category of school dropout

learners achieved higher than that the new entrants of TLC. It is noted that the team

spirit, open climate and personal commitment are the additional reason for the

successful implementation of TLC in Tiirunelveli District.

Mohan & Arunachalam (1995) executed a research study on evaluation of

post literacy campaign in Madurai District. The study is aiming to assess the function

of study circles of libraries. In addition to that the practise of small savings and

starting of micro industries has been also observed. The study has been carried out

under descriptive methodology with using of six research tools. The study explored

that 46.77% of neo-literates have achieved literacy attainment as per the NLM norms

out of which reading is 69.97%, writing is 62.69% and numeracy is 65.5%. 94.2% of

neo-literates are having awareness on environmental hygiene, followed by women

empowerment (91.90%), legal (87.86%) and population education (82.96%).

Mohan & Arunachalam (1997) conducted a study on concurrent evaluation

of TLC in Viluppuram district. They examined the operational strategies and

implementation process of the TLC in Viluppuram. They also identified the

awareness and learning level of the enrolled learners and teaching performance of the

instructors, role of the village co-ordinators and find out the problems of the full time

functionaries. The study has adopted descriptive survey method in nature and used ten

research tools for data collection. The cluster sampling technique was employed to

draw the sample for learners learning assessment. The study revealed that only

40.11% of learners were enrolled from the targeted populations. The TLC of

Viluppuram has achieved 40.77% of literacy attainment during the concurrent

evaluation and the rest 59.23% will be given further attention to attain literacy

achievement.

Arunachalam (1998) found the effectiveness of training programmes in PLC

in Tamilnadu. He has assessed the training content, component and instructional

mode of PLC in Dindugal, Dharmapuri, Vellore and Kanniyakumari PLC districts.

The study revealed that the content and component of the training programmes are

effective and the instructional modes were ineffective in PLC programmes.

59

Arunachalam (1998) made content analysis of post literacy books in

Tamilnadu and taken sample as Sivagangai, Pudukottai, Tirunelveli, Kanniyakumari,

Dindugal, Dharmapuri, Thiruvallur, Thiruvannamalai, Viluppuram and Vellore PLC

districts in Tamilnadu. He stated that majority of the post literacy books were

prepared need based and fulfilled the learners' expectations. He also found that some

of the books prepared by the BGVGS, New Delhi and Tamil Nadu Science Forum

have more revolutionary in nature.

Mohan & Arunachalam (1998) conducted a concurrent evaluation of TLC in

Thiruvalluvar district. They identified strength and weakness of the TLC programme

and suggested corrective remedial measures for further progress. They find out the

learning and awareness level of the enrolled learners in the TLC. They also examined

the operational strategies of the TLC and assessed the teaching performance of the

instructors. The study adopted descriptive survey method and used verification of

records, observations, interviews and discussion technique through participatory

approach. The study has developed and validated ten research tools for the data

collection. The data were collected from 1752 learners, 133 AECs, 129 voluntary

instructors, 22 village co-ordinators and 42 non-enrolled learners. The training of the

TLC in Thiruvallur district has not effectively implemented after the introduction of

primer one. The study found that 73.62% of learners fulfilled the NLM norms after

the competition of primer 1.

Arunachalam (2000 & 2003) focused a research study on planning and

management of literacy campaign in Tamil Nadu. He has formulated the

implementative operational mechanism model on planning and management of

literacy campaign based on the Sivagangai, Tirunelvelli, Madurai, Viluppuram,

Thiruvallur, Dindugul, Vellore, Kanniyakumari and Thiruvannamalai district literacy

campaigns. .

2.4 Reflections of Research Studies Reviewed

These studies were conducted in the country by the several reputed Institutions

of Social Science and Educational Research like Madras Institute of Development

Studies, Madras, Indian Institute of Management Ahmadabad, Tata Institute of Social

Sciences, Mumbai, Sardar Patel Institute of Economic and Social Research,

Ahmadabad and A.N Sinha Institute of Social Studies, Patna etc. The Universities,

Alagappa University, Karaikudi, Annamalai University, Annamalai Nagar,

Bharathiyar University, Coimbatore, Bharadidasan University, Tiruchirappalli,

60

University of Madras, Chennai, S. V. University, Tirupathi, etc., have also conducted

the researches in adult education and particularly for the evaluation of literacy

campaigns. All the findings are reflected that the Women participation and motivation

was high. Coverage of scheduled caste and scheduled tribes was higher than the

targets. The programme was successful in their states in which the adult education

staffs were recruitment under a special procedure. Most of the states found that

learners participation was irregular and there were considerable dropouts and relapse

into illiteracy. The learning environment in the Adult Education Centres were not

found to be up to the mark and the absence of regular institutional arrangements for

Post Literacy and Continuing Education had adversely affected the success of the

programme.

All the studies were carried out as survey, case studies, and post impact and

observation methods in nature. Required tools for learner’s assessment, questionnaires

for finding the efficiency of field functionaries, interview schedules, check-lists,

observation schedules, opinion/attitude/awareness scales were developed and

validated for data collection.

In the recent years, the studies related to Saakshar Bharath also carried out in

India with positive and negative findings.

This investigation found that based on the reviewed researches that majority of

the researches has been carried out customary in nature and very few are doctoral

researches. Therefore this review concluded that the researches in adult education

related to literacy campaigns is a highly developed sub-discipline of education and it

is found moderate in number. These kinds of researches have given a prominent

foundation to the future researches which is warranted more.

The succeeding chapter is research design and method of research

investigation.

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CHAPTER –III

RESEARCH DESIGN AND METHOD OF INVESTIGATION

3.0 Introduction

Identification of the research problem and finalizing the same is an important

part in any research investigation. It will be helpful to the researchers to find out the

right direction of the research process and confined with what has been researched.

The present chapter Research Design and Method of Investigation deals with

the methodology followed in the investigation. Best and Khan (1995) quoted that

methodology describes in detail the activities of research measuring instruments to be

used, individual participation in the research, sample and data analysis and different

methods are used in research studies.

This chapter is confined to the title of the problem, objectives, method of

research, development and construction of research tools, locale and sample of the

study, data collection, scoring procedure and statistical techniques used in the study.

3.1 Title of the Study

"A STUDY ON IMPACT OF ADULT EDUCATION (SAAKSHAR

BHARAT) PROGRAMME IN TAMILNADU"

3.2 Objectives of the Study

The following objectives have been formulated for the present study;

1. To study the functioning of Adult Education Centres (AECs) in Saakshar

Bharath Programme.

2. To identify the infrastructure and other facilities available in Adult Education

Centres (AECs) of Saakshar Bharath Programme.

3. To assess the performance of the learners who have participated in the Basic

Literacy programme under AECs (as per the Norms of NLM, New Delhi) in

Saakshar Bharath Programme).

4. To assess the skill development programmes organized at AECs in Saakshar

Bharath Programme.

5. To find out the problems of AECs Saakshar Bharath Programme for providing

possible suggestions to rectification.

6. To study the impact of the Adult Education Centres (AECs) in generating

learning environment for the benefit of literacy and continuing education in

Saakshar Bharath Programme.

62

7. To elicit the opinion and suggestions for effective functioning of AECs in

Saakshar Bharath Programme from the community at various levels.

8. To assess the performance of the Preraks in the Saakshar Bharath Programme.

9. To assess the performance of the District and Block Coordinators in the


10. To make the recommendations and suggestions for effective implementation

of the Saakshar Bharath Programme.

3.3 Research Method Adapted in the Present Study

James and Sally (1984) viewed that surveys are used to learn about people

attitudes, beliefs, values, facts, behaviours, opinions, desires, views, achievements and

other types of information. Usually in survey method, interview schedule,

questionnaire, scale, test inventory and observation schedule are used. Kothari (1985)

stated that descriptive research includes surveys and a fact finding enquiries of

different kinds. The major purpose of descriptive research is description of the state of

affairs as it exists at present. The methods of research utilised in descriptive research

are surveys methods. Survey is a method used to collect systematic way of

information from a sample of individual (Abranson & Abranson, 1999). Usually in

survey method interview schedule questionnaire, scale, test inventory and observation

schedule are used. Keeping this in mind, the investigators considered and followed the

descriptive survey method for the present investigation in order to accomplish the

formulated the objectives.

3.4 State Level Meeting with Official of SLMA/ District Level Officials

First, preliminary meeting with officials of SLMA and District level officials

was conducted on 25.09.2015. During this meeting the investigator explained the

proposal on "A Study on Impact of Adult Education (Saakshar Bharat) Programme in

Tamilnadu". The investigator explained the objectives, methodology, method of

sample selection and data collection etc. During this meeting, it was decided to

provide orientation to District/ Black Coordinators about the research study by the

investigators.

3.5 Orientation Programme for District and Block Coordinators about the

Research Study

The investigators conducted a prior one day orientation programme for the

district and block coordinators about the research investigation in their receptive

districts in the following dates:

63

1. Viluppuram 16.10.2015

2. Tiruvannamalai 20.10.2015

3. Dharmapuri 12.11.2015

4. Erode 13.11.2015

The investigators well explained the objectives, purpose, methods, application

of research tools, data collection procedure at various levels to the district and block

coordinators. The lists of AECs in each Blocks of the District were collected for

framing sample from the district and block coordinators during the days itself. But the

selected sample village/grama panchayat will be informed during the data collection

to the respective districts. The doubts and other queries raised by the district and

block coordinators were clarified by the investigators. The Primers, teaching learning

materials, repoets and other relevant materials were collected from the respective

districts for the preparation of tools for data collection.

3.6 Description of Tools Used in the Study

A successful research’s essential ingredient is a tool. Relevant data to find a

solution is collected with a suitable tool. So selection of tool is an important process

that has to be carried out. Both in Indian and foreign context, there are various tools

available to collect the necessary data for a research study. A researcher can select

suitable tool for his/ her study. In case if there is no tool available it is advisable to

prepare necessary tools which are appropriate for the study. There are so many

researches conducted in formal and non-formal education. Major tools used in

research studies are rating scale, interview, questionnaire, critical incident blanks,

observation, attitude scale etc. (Arunachalam, 2004).

The following tools are developed for the collecting relevant data for the

present investigation.

1. Observation Schedule for AECs (OS-AECs)

2. Literacy and Numeracy Test Battery for the Learners (L&N TB-L).

3. Opinionaire Interview Schedule for Community Leaders/Public about

Saakshar Bharath (OIS-CL &CP).

4. Functional Status Interview Schedule for Preraks (FSIS-P).

5. Functional Status Questionnaire for Co-ordinators at the District and Block

level (FSQ-DC&BC).

64

3.6.1 Workshop for Tool Construction

For the preparation of the above five tools, the investigators have organised a

two day work shop on 17th & 18th December, 2015 at Department of Lifelong

Learning, Alagappa University, Karaikudi, Tamil Nadu. The faculty members of

lifelong learning, education and social work, the Coordinators of Salem, Ariyalur and

Thiruvannamalai Sakkshar Bharath Districts, research scholars and students of Mass

Communication have participated in the workshop and contributed for the preparation

of the draft tools. The draft tools have been prepared in both Tamil and English.

3.6.2 Field Tryouts

The prepared draft tools have been taken in to field try outs by the project

assistants for assuring subjectivity, conformity and relevance of the items in the tools.

The field tryouts were done in Thiruvannamalai and Viluppuram districts during the

last week of December 2015. Based on the field tryout and discussions with field

experts, the final tools for the present investigation have beendesigned.

The descriptions of the final tools used in the present investigation are given

below:

3.6.3 Observation Schedule for AECs (OS-AECs)

Observation Schedule for AECs (OS-AECs) has two parts. In part I, the

general descriptions of the AECs such as Name of the panchayat, block, district and

date and time of visit has been noted in the schedule by the field investigator. In part

II, thirteen items are given in format such as open ended and yes/no for recoding the

available data. The final format of the Observation Schedule for AECs (OS-AECs)

has appended as Appendix- IA.

3.6.4 Literacy and Numeracy Test Battery for the Learners (L&N TB-L)

Literacy and Numeracy Test Battery for the Learners (L&N TB-L) consists

two parts. Part-I consists of personal variables of the learners such as gender, age,

primary occupation, annual income, religion, community, name of the Grama

Panchayat and Block followed by information related to learners enrolment and early

literacy status, quality of teaching, supplied resource materials, attended training,

awareness, skill development and orientation programmes, benefits though AECs,

barriers for learning, obtained skills and opportunity of employability, motivating

factors and status of continuous participation have been given as multiple-choice,

yes/no and open ended items.

65

The part-II is made for literacy assessment of learners in the form of

achievement test as per the NLM, New Delhi norms consisting of three sub-categories

such as.

1. Reading 040 Marks

2. Writing 030 Marks

3. Numeracy 030 Marks

Total 100 Marks

The description of the above reading, writing and numeracy is discussed

hereunder:

S.No Headings Description Scoring Key Sub-Total

Total

1.

Reading

Louder Reading NEWS Headings Reading Answering orally after reading the given paragraph

5 items @ 1 mark 5 items @ 3 marks 5 items @ 4 marks

05 15 20

40 Marks

2.

Writing

Writing Personal Information Name Father/ Husband Name Age Full Address Write any Five fruits name Letter to District Collector

2 Marks 2 Marks 2 Marks 4 Marks 5 items @ 1 Mark 15 Marks

02 02 02 04 05 15

30 Marks

3.

Numeracy Filling the missing numbers in the serious One single digit, two double digit and two quantity additions One single and three digits subtractions One single digit and one word problem multiplication One number and word problem division Writing Clock timings

4 @ 1/2 mark 5 @ 2 marks 4 @ 2 marks 2 @ 2 marks 2 @ 2 marks 2 @ 2 marks

02 10 08 04 04 04

30 marks

Grand Total-Marks 100

66

Literacy and Numeracy Test Battery for the Learners (L&N TB-L) is

appended as Appendix-IB.

3.6.5 Opinionare Interview Schedule for Community Leaders/Public about

Saakshar Bharath (OIS-CL &CP)

The Opinionare Interview Schedule for community leaders / public about

Saakshar Bharath (OIS-CL&OP) consists of two parts such as personal and

programme information.

In part I under personal information, the personal variables of community

leaders / public such as name of the Grama Panchayat /village, gender, age,

community, position held and educational status are given.

In part II under programme information, four item statements have been given

with yes/ no, multiple choice, five point scale and open end item.

The opionionare interview schedule for community leader/public about

Saakshar Bharath is appended as appendix – IC.

3.6.6 Functional Status Interview Schedule for Preraks (FSIS-P)

The Functional Status Interview Schedule for Preraks (FSIS - P) has been

framed under eight sub-headings such as socio economic background, training

programmes, survey, formation and functions of committees, environmental building

activities, functions of AECs achievements at Grama Panchayat level problems and

suggestions.

Eight personal variables are given under socio economic background sub-

headings. Rest of all seven sub- headings are given as open ended, yes/no, multiple

choice, three and five point scale items.

The Functional Status Interview Schedule for Preraks is appended at

appendix- ID.

3.6.7 Functional Status Questionnaire for Co-ordinators at the District and Block

level (FSQ-DC&BC)

The Functional Status Questionnaire for Coordinators at District and Block

level (FSQ-DC&BC) is consisting of seventeen micro headings. Under first sub

heading, eight personal variables such as name of the District/Block, designation, age,

gender, religion, community, marital status and educational qualifications are given.

The remaining sub headings are infrastructure facilities, environmental building,

survey, enrolment in ten phases, training programmes, opinion about training, supply

67

of teaching / learning materials, budget and expenditure, bank transactions, co-

operation and support by authorities, achievements, monitoring and supervision and

problems & suggestions are given with yes/ no, scaling, multiple choices and open-

ended in nature.

The Functional Status Questionnaire for District and Block level (PSQ – DC

& BC) is appended at Appendix- IE.

3.7 Reliability of the Tools Used in the Study

A test is reliable to the extent that it measured accurately and consistently

from one time to another (Best, 1977). If an instrument is unreliable, the information

attained is ambiguous, inconsistent and useless (James and Sally, 1984). So it is

necessary to establish the reliability and validity of the tools to be used in any study.

Henry, E. Garrett and Woodworth (1966) described four methods of

establishing the reliability of a test. They are: a) Test-retest method, b) Alternative or

Parallel forms, c) Split-half method, d) Rational equivalence method and e) Kuder’s

Richardson Method (K-R-20). In this study, the Spilt –Half Method and Kuder

Richardson Method (K-R-20) is used to establish the reliability

All the tools used in the present investigation have been established with

reliability and those are given below:

Tool Split Half

Method

K--R 20

Method

Observation Schedule for AECs (OS-AECs) 0.765 0.654

Literacy and Numeracy Test Battery for the Learners

(L&N TB-L)

0.843 0.801

Opinion Interview Schedule for Community

Leaders/Peoples about Saakshar Bharath (OIS-CL

&CP)

0.778 0.832

Functional Status Interview Schedule for Preraks (FSQ-

P)

0.861 0.843

Functional Status Questionnaires for Coordinators at

the District and Block level (FSQ-DC&BC)

0.799 0.738

The obtained 'r' values of all the tools used in the present investigation are

positive and high.

68

Therefore the present study has assured that all the developed tools

Observation Schedule for AECs (OS-AECs), Literacy and Numeracy Test Battery for

the Learners (L&N TB-L), Opinion Interview Schedule for Community

Leaders/Peoples about Saakshar Bharath (OIS-CL &CP), Functional Status Interview

Schedule for Preraks (FSQ-P) and Functional Status Questionnaires for Co-ordinators

at the District and Block level (FSQ-DC&BC) are higly reliable and do possess

reliability.

3.8 Validity of the Tools Used in the Study

Validity of the research tool or procedure that measured what it purports to

measure. John W. Best (1989) quoted that validity is the quality of a data gathering

instrument or procedure that enables it to measure what it is supposed to measure. The

index of reliability is sometimes taken as a measure of validity (Garret and

Wordsworth, 1981). For ascertaining the validity, the investigator used content

validity, face validity and intrinsic validity.

The statements in the Observation Schedule for AECs (OS-AECs), Literacy

and Numeracy Test Battery for the Learners (L&N TB-L), Opinion Interview

Schedule for Community Leaders/Peoples about Saakshar Bharath (OIS-CL &CP),

Functional Status Interview Schedule for Preraks (FSQ-P) and Functional Status

Questionnaires for Co-ordinators at the District and Block level (FSQ-DC&BC) were

listed based on the review of related literature and consultation with related field

experts from education, lifelong learning, and social science. Their suggestions have

been taken into account to enhance the content and quality of items.

Therefore, it can be said that the Observation Schedule for AECs (OS-AECs),

Literacy and Numeracy Test Battery for the Learners (L&N TB-L), Opinion Interview

Schedule for Community Leaders/Peoples about Saakshar Bharath (OIS-CL &CP),

Functional Status Interview Schedule for Preraks (FSQ-P) and Functional Status

Questionnaires for Co-ordinators at the District and Block level (FSQ-DC&BC)

developed by the investigators do possess the content validity.

3.9 Locale and Sample of the Study

The locale for the present investigation is Tamil Nadu

Tamil Nadu is one of the 29 states of India. Its capital and largest city is

Chennai (formerly known as Madras). Tamil Nadu lies in the southernmost part of the

Indian Peninsula and bordered by the union territory of Puducherry and the South

Indian states of Kerala, Karnataka, and Andhra Pradesh. It is bounded by the Eastern

69

Ghats on the north, by the Nilgiri, the Anamalai Hills, and Kerala on the west, by the

Bay of Bengal in the east, by the Gulf of Mannar and the Palk Strait on the southeast,

and by the Indian Ocean on the south. It also shares a maritime border with the nation

of Sri Lanka.

For the purpose of the study on impact of adult education (Saakshar bharat)

programme in Tamil Nadu, the investigators adopted following sampling procedures:

In Tamil Nadu, nine districts - Dharmapuri, Salem, Erode, Perambalur,

Viluppuram, Ariyalur, Thiruvannamalai, Tirupur and Krishnagiri - were identified

under the Saakshar Bharat scheme. The Saakshar Bharat Programme implemented

in seven Districts namely Viluppuram, Perambalur, Ariyalur, Dharmapuri, Salem,

Erode and Thiruvannamalai in first phase. Then the scheme is expanded to Tiruppur

and Krishnagiri Districts during Twelfth plan period.

From the above nine districts, Dharmapuri, Erode, Viluppuram and

Thiruvannamalai districts have been selected as sample districts of the present

investigation by using simple random technique.

From the selected Dharmapuri, Erode, Viluppuram and Thiruvannamalai

districts, the following are formulated as the sample of the study:

1. Learners

2. Preraks

3. District and Block Coordinators

4. Community Leaders/Public

5. Adult Education Centres

The above respondents and centres are chosen from the following ways:

Stage-1 Two blocks from each of Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts were selected

by using simple random technique

Stage-2 From the selected blocks, 4 - 6 Grama Panchayats were selected

on random basis

Stage-3

From the selected Grama Panchayats, a total of 20 Beneficiaries / Learners from each GPs were selected (Literacy test (L&N TB-L) was conducted followed by the Interview and Focus group Discussion was held with selected beneficiaries). In each Grama Panchayats’s interviews (OIS-CL &CP) were made with 2-3 persons like Headmasters/Teachers, Ward Members/Presidents and SHG women for seeking opinion about AECs of Saakshar Bharath. The respective AECs were also made an observation (OIS-CL &CP) in the selected Grama Panchayats.

By using Stratified Random sampling technique By using Purposive Sampling technique By using Purposive Sampling technique

70

In addition to the above, Data were obtained from a total of 131 literacy key

functionaries of Saakshar Bharath including Preraks (63), Block and District Co-

ordinators (68) with a structured Questionnaires FSQ-DC&BC and FSQ-P .

The following table elicits an overview of the sampling of the study.

S.No

District

Block

Panchayat

1.

Dharmapuri

1.Pennagaram

1. O.G.Halli

2. Mathihalli

3. Bharathipuram

4. Acharahalli

5. Pallipatti

2.Nallampalli

6. Palavadi

7. Bedhahalli

8. Thalavaihalli

9. Bomma samuthram

10. Indur

2.

Erode

3.Ammapettai

11. Padavalkalvai

12. Anantha palayam

13. Kalpavi

14. Kurichi

4.Gopi

15. Chandrapuram

16. Alukuli

17. Kalingiyam

18. Kadukanpalayam

19. Siruvalur

20. Perunthalaiyur

3. Thiruvannamalai 5.Thiruvannamalai 21. Chinnakalapadi

22. Aallikondanpatti

23. Kalayam kalayam

24. Palayanur

25. Velayam pakkam

6.Thandrampattu

26. Viranam

27. Perayanpattu

28. Vanapuram

29. Varakoor

4. Viluppuram

7.Vannoor

30. Nezhal

31. Appirampatti

32. Narayana puram

33. Poombakkam

8.Mailam

34. Kodur

35. Muppuli

36. Kodima

37. Permanur

38. Rettanai

S.No Name of the

District

Blocks Coordinator

s

GPS Preraks Community

Leaders

Learners

1. Dharmapuri 2 13 10 19 25 190

2. Erode 2 15 10 16 21 200

3. Thiruvanna malai

2 21 9 15 22 180

4. Villupuarm 2 19 9 13 16 178

Total 8 68 38 63 84 748

71

Therefore the present investigation has formulated 4 Districts (Dharmapuri,

Erode, Thiruvannamalai and Viluppuram) 8 Blocks, 38 Grama Panchayats, 68 District

and Block Coordinators, 63 Preraks, 748 Learners and 84 Community Leaders/Public

as sample.

The area of the study whichthe sample has been taken given in Annexure-II.

3.10 Data Collection

Before the data collection in the selected four districts, the discussions were

carried out in two phases for the present investigation at state and district levels those

are:

Phase –I

Discussion with stake holders: Officials of SLMA / DNFAE and District /

Block Coordinators have made for the formulation of data collection frame works.

Phase-II

Orientation to the field investigators for the administration of tools:

The data were collected by the second and first year students of MJMC

students (2015-16) of Department of Lifelong Learning, Alagappa University,

Karaikudi who acted as field investigators of the present investigation. The field

investigators have been given proper one day orientation for collecting data on

29.01.2016 at Alagappa University and then they proceeded to field study.

Totally 28 members (Appendix- III) were divided in to two teams and acted as

field investigator for collecting the data. The principal investigator has headed the

teams and travelled along with the team during the data collection.

The field investigators visited to Sample Districts, Blocks, GPS, and AECs

used the tools to obtain the data.

The schedules of the data collection in the selected four districts are:

S.No Date District Team-I Team-II

1 30.01.2016 Dharmapuri Pennagaram Nallampalli

O.G.Halli Mathihalli Bharathipuram Acharahalli Pallipatti

Palavadi Bedhahalli Thalavaihalli Bommasamuthram Indur

2 31.01.2016 Erode Ammapettai Gopi

Padavalkalvai Anantha palayam Kalpavi Kurichi

Chandrapuram Alukuli Kalingiyam Kadukanpalayam

72

Siruvalur Perunthalaiyur

3 06.02.2016 Tiruvannamalai Thiruvannamalai Thandrampattu

Chinnakalapadi Aallikondanpatti Kalayam kalayam Palayanur Velayam pakkam

Viranam Perayanpattu Vanapuram Varakoor

4 07.02.2016 Viluppuram Vannoor Mailam

Nezhal Appirampatti Narayana puram Poombakkam

Kodur Muppuli Kodima Permanur Rettanai

In addition to the primary data, the secondary data/ information were collected

from the following sources:

1. Scheme of Saakshar Bharat-Guidelines

2. State / District / Block Level reports.

3. Records / Registers/ Documents maintained at the GP level.

4. Training and other IEC materials including Teaching / Learning Materials.

5. Internet based information related to the programme.

The sample photos taken during orientation and data collection are appended

as Appendix-IV.

3.11 Statistical Techniques Used in the Study

The data thus obtained were analyzed by using appropriate statistical

techniques.

In descriptive analysis, the number and percentage have been

calculated with pie diagrams.

t-test, F test and step by step multiple regression test have been applied

in differential analysis.

The SPSS-22.0 has been applied to compute all calculations for this

investigation

The next chapter deals with results and discussions based on the findings.

73

CHAPTER –IV

RESULTS AND DISCUSSIONS

4.0 Introduction

Data analysis is one of the most important parts in any research investigation.

The application of statistical techniques for drawn out or made decisions or

conclusion is known as the data analysis. The collected data must be carefully

processed, systematically classified and tabulated, scientifically analyzed and

rationally concluded.

In most of the educational research the data analysis involves three major steps

such as data preparation which is cleaning and organizing the data collected by the

tools for analysis: descriptive statistics which is describing the collected data and:

inferential statistics with the drawn inferences (William, 2006).

This chapter deals with the analysis of the data collected for the present

investigation and named as results and discussions. Results and discussions are

presented in two parts based on the nature of the chosen research problem. Those are:

Part-1

1. Functional Status of Adult Education Centres.

2. Literacy Assessment of Learners.

3. Opinion of the Community Leaders/Public.

Part-1I

1. Performances of Preraks

2. Performances of District and Block Coordinators

Part-I

4.1 Functional Status of Adult Education Centres

One of the major objectives of the present investigation is to study the

functioning of Adult Education Centres and to identify the infrastructure and other

facilities available in Adult Education Centres (AECs) of Saakshar Bharath

Programme. Observation Schedule for AECs (OS-AECs) is developed and used to

assess the functioning of AECs in this study.

The functional status of the AECs of Saakshar Bharth Programme is assessed

and discussed in different headings are as follows.

4.1.1 Timings of the AECs

Totally 38 AECs in four districts are observed in the present investigation. The

following table-4.1 shows the functioning timings of the AECs.

74

Table 4.1 Percentages of Functioning Timings of the AECs

Variable Sub-Variable

Percentage Diagram

AEC

Morning

44.7 (17)

Evening

26.3 (10)

Afternoon

28.9 (11)

Total 38

It is evident that nearly half of the AECs of Saakshar Bharath programme is

functioning in the Morning (44.70%) timings.

Nearly one third of the AECs of Saakshar Bharath programme is running in

the afternoon (28.90%).

Around one fourth of the AECs of Saakshar Bharath programme is conducted

in the evening (26.30%) hours.

4.1.2 Identification of Potential Learners (Target Learner) by AECs in Grama

Panchayath Level

The AECs are identified the Potential Learners (Target Learner) in each

Grama Panchayath Level through a comprehensive survey in Saakshar Bharath

district. The status of the identified Potential Learners (Target Learner) are given in

the following table-4.2

Table 4.2 Percentages of Potential Learners (Target Learner) Indentified by

AECs in Grama Panchayath Level Name of the Districts

Name of the Block

Male (%)

Female (%)

SC (%)

ST (%)

Minority (%)

Others (%)

Total

Dharmapuri Pennagaram 16.10 83.90 03.72 01.14 03.86 91.26 0698

Nallamballi 10.86 89.14 03.64 01.30 0.72 94.33 4537

Total 13.48 86.52 03.68 01.22 2.29 92.79 5235

Erode Ammapettai 14.00 86.00 38.44 0 0.57 60.97 1225

Gobi 13.33 86.67 0.87 20.64 1.36 77.06 1836

Total 13.66 86.34 19.65 10.32 0.96 69.01 3041

75

Thiruvannamalai Thiruvannamalai 19.85 80.14 16.10 02.08 11.39 70.41 5948

Thandrampattu 11.23 88.77 9.89 02.01 07.89 80.21 1261

Total 15.54 84.46 12,99 02.04 09.64 75.31 7209

Viluppuram Vanoor 13.44 86.55 6.29 04.65 05.67 83.80 2486

Mayilam 11.64 88.36 25.82 03.21 22.17 47.80 1323

Total 12.54 87.46 16.05 03.93 13.92 65.80 3809

Overall total 13.80 86.20 13.09 04.38 06.70 75.83 19294

From the above table- 4.2, 86.20 % of female potential learners are identified

and 13.80% is male learners in SBP of Tamil Nadu. It is noted that among the

identified potential learners, 75.83% is other communities followed by SC (13.09%),

minorities (6.70%) and ST (4.38%) in AECs at Grama Panchayat level of SBP.

4.1.3 Furniture and Teaching-Learning Materials in AECs

The AECs of SBP have been equipped with certain furnitures and Teaching-

Learning materials like chair, tables, information board, primer, tailoring machine,

pictures/ maps and others materials. The availability of furniture and teaching -

learning materials in AECs of SBP are given in the following table- 4.3.

Table-4.3 Percentages of Availability of Furniture and Teaching-Learning

Materials in AECs

Name of the Districts

Name of the Block

Chairs (%)

Tables (%)

Information Board (%)

Primers (%)

Tailoring Machine

(%)

Pictures /Maps (%)

Other Materials (%)

Dharmapuri Pennagaram 642 (59.9)

16 (42.1)

6 (1.7)

552 (19.4)

11 (10.3)

27 (5.9)

29 (10.0)

Nallamaballi 53 (4.9)

6 (15.8)

125 (36.4)

693 (24.4)

14 (13.1)

49 (10.7)

63 (22.0)

Total 695

(64.8)

22

(57.9)

131

(38.2)

1245

(43.8)

25

(23.4)

76

(16.6)

92

(32.1)

Erode Ammapettai 88 (8.2)

2 (5.3)

5 (1.5)

230 (8.1)

9 (8.4)

39 (8.5)

6 (2.1)

Gobi 62 (5.8)

3 (7.6)

6 (1.7)

0 (0.0)

12 (11.2)

77 (16.8)

2 (0.7)

Total 150

(14.0)

5

(13.2)

11

(3.2)

230

(8.1)

21

(19.6)

116

(25.3)

8

(2.8) Thiruvannamalai Thiruvannamalai 55

(5.1) 2 (5.3)

8 (2.3)

257 (9.0)

14 (13.1)

43 (9.4)

12 (4.2)

Thandrampattu 64 (6.0)

3 (7.9)

4 (1.2)

648 (22.8)

13 (12.1)

67 (14.6)

6 (2.1)

Total

119

(11.1)

5

(13.2)

12

(3.5)

905

(31.8)

27

(25.2)

110

(24.0)

18

(6.3)

Viluppuram Vanoor 45 (4.2)

3 (7.9)

185 (53.9)

3 (0.1)

21 (19.6)

89 (19.4)

103 (35.9)

Mayilam 63 (5.9)

3 (7.9)

4 (1.2)

461 (16.2)

13 (12.1)

67 (14.6)

66 (23.0)

Total 108

(10.1)

6

(15.8)

189

(55.1)

464

(16.3)

34

(31.8)

156

(34.1)

169

(58.9)

Overall total 1072 38 343 2844 107 458 287

76

The chairs and tables are found to be more in AECs of Dharmapuri (64.80% &

57.90%) followed by Erode (14.00% & 13.20%), Thiruvannamalai (11.10% &

13.20%) and Viluppuram (10.10% & 15.80%) districts.

The information board of AECs are seen more in Viluppuram (55.10%)

followed by Dharmapuri (38.20%), Thiruvannamalai (3.50%) and Erode (3.20%)

districts. The Primers are more available in AECs of Dharmapuri (43.80%) followed

by Thiruvannamalai (31.80%), Viluppuram (16.30%) and Erode (8.10%) districts.

Tailoring machines are found to be more in AECs of Viluppuram (31.80%)

followed by Thiruvannamalai (25.20%), Dharmapuri (23.40%) and Erode (19.60%)

districts. The pictures and maps are more in number in AECs of Viluppuram

(34.10%) followed by Erode (25.30%), Thiruvannamalai (24.00%) and Dharmapuri

(16.60%) districts. The other materials are found to be more in AECs of Viluppuram

(58.90%) followed by Dharmapuri (32.10%), Thiruvannamalai (6.30%) and Erode

(2.80%) districts.

4.1.4 Electricity and Nature of Buildings- AECs

The present investigation has identified the availability of electricity and the

nature of building in AECs of Saakshar Bharath Programme. Those are given in the

following table- 4.4.

Table- 4.4 Percentages of Availability of Electricity and Nature of Building-

AECs

Name of the Districts Name of the Block

Electricity (%) Concrete/ Asbestos (%)

Dharmapuri Pennagaram 80 100

Nallamaballi 60 80

Total 70 90

Erode Ammapettai 100 100

Gobi 83.33 83.33

Total 91.67 91.67

Thiruvannamalai Thiruvannamalai 80 80

Thandrampattu 75 100

Total 77.50 9 0

Viluppuram Vanoor 75 100

Mayilam 60 100

Total 67.50 100

Over All 76.67 92.92

77

Almost 90% of the AECs is in Erode (91.67%) is having electricity followed

by Thiruvannamalai (77.50%), Dharmapuri (70%) and Viluppuram (67.50%) districts.

The study has found that nearly every three out of four (77.67%) AECs are

having electricity facility in Saakshar Bharath Programme of Tamil Nadu. It is

observed that all the AECs in Viluppuram (100%) are running in a pakka building

followed by Erode (91.67%), Dharmapuri (90%) and Thiruvannamalai (90%)

districts. The study has found that every 9 out of 10 AECs of Saakshar Bharath

Programme is conducting in a good building in Tamil Nadu.

It is concluded that the building of AECs in Saakshar Bharath Programme of

Tamil Nadu is quite good and one-fourth of the AECs are provided with electricity

facility.

4.1.5 Coverage of Learners in AECs

The coverage of learners in AECs of Saakshar Bharath Programme has been

identified in this investigation and it is given in the following table- 4.5.

Table-4.5 Percentages of Coverage of Learners in the NIOS examination in

AECs

Details Districts Male

(%)

Female

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

Learners

Appeared

Dharmapuri 11.21 88.79 12.67 7.67 21.26 58.40 5660

Erode 12.65 87.35 15.29 2.16 12.76 69.79 5306

Thiruvannamalai 09.23 90.77 30.43 0.23 10.52 41.18 2990

Viluppuram 10.45 89.55 16.21 21.28 32.75 29.76 3790

Learners

Passed/

Received The

Certificates

Dharmapuri 10.88 89.12 10.58 06.78 14,57 68.07 5408

Erode 12.50 87.50 12.67 08.56 04.78 73.99 4368


Viluppuram 24.60 75.39 13.89 18.90 08.65 58.56 3771

Learners to

be Covered

Dharmapuri 17.69 82.31 23.45 08.34 07.98 60.23 503

Erode 28.78 71.21 16.23 07.45 15.89 60.43 2258


Viluppuram 33.77 66.22 21.56 06.89 15.98 55.57 2700

From the above table-4.5, it is noted that 90.77%, 89.55%, 88.79% and

87.35% of women and 9.23%, 10.45%, 11.1% and 12.65% of men are appeared in

78

the NIOS, New Delhi examination in Thiruvannamalai, Viluppuram, Dharmapuri

and Erode districts respectively in Saakshar Bharath Programme of Tamil Nadu.

It is found that 30.43%, 16.27%, 15.29% and 12.67% of SC learners, 0.23%,

21.28%, 7.60% and 21.26% and 12.76% of minority group learners and 41.81%,

29.76%, 69.79% and 58.40% of other community learners are appeared in the NIOS,

New Delhi examination in Thiruvannamalai, Viluppuram, Erode and Dharmapuri

districts respectively.

It is noted that 91.26%, 89.12%, 87.50% and 75.39% of women and 8.74%,

10.88%, 12.50%, and 24.60% of men are passed in the NIOS, New Delhi

examination in Thiruvannamalai, Dharmapuri, Erode and Viluppuram districts

respectively in Saakshar Bharath Programme of Tamil Nadu.

It is found that 14.56%, 13.89%, 12.67% and 6.78% of SC learners, 1.90%,

18.90%, 8.56% and 6.78% of ST learners, 11.74%, 8.65%, 4.78% and 14.57 of

minority group learners and 71.80%, 58.65%, 73.99%, 68.07% of other community

learners are passed in the NIOS examination in Thiruvannamalai, Viluppuram,

Erode and Dharmapuri districts.

It is noted that 42.62%, 33.77%, 28.78% and 17.69% of women and 57.38%,

66.22%, 77.21% and 82.31% of men are to be covered in the NIOS, New Delhi

examination in Thiruvannamalai, Viluppuram, Erode and Dharmapuri districts


It is found that 26.78%, 23.45%, 21.56% and 16.23% of SC learners 16.67%,

6.89%, 7.45% and 8.34% of ST learners. 9.56%, 15.98% and 7.98% of Minority

learners and 46.99%, 55.57%, 60.43% and 60.23% of other community learners are

to be covered in the NIOS, New Delhi examination in Thiruvannamalai,

Viluppuram, Erode and Dharmapuri districts respectively.

4.1.6 Status of Learners Attending in AECs Classes

The present investigation has assessed the percentage of attendance of learners

in AECs classes of Saakshar Bharath Programme in Tamil Nadu which is given in

the following table 4.6.

79

Table-4.6 Percentages of Attendance of Learners in AECs Classes


Name of the Block

Male (%)

Female (%)

SC (%)

ST (%)

Minority (%)

Other (%)

Total (%)

Dharmapuri Pennagaram 9.25 90.75 1.80 02.50 22.67 73.03 108

Nallamballi 06.25 93.75 12.56 04.67 14.78 67.99 112

Total 07.75 92.25 07.18 03.58 18.72 70.51 220

Erode Ammapettai 07.69 92.30 20.56 15.34 18.36 45.74 52

Gobi 02.50 97.50 19.28 10.76 07.56 62.40 81

Total 05.09 94.90 19.92 13.05 12.96 54.07 133

Thiruvannamalai Thiruvannamalai 25.00 75.00 30.56 17.45 09.65 42.34 84

Thandram pattu

03.21 96.87 26.98 16.18 07.90 48.94 66

Total 14.10 85.90 28.77 16.81 08.77 45.64 150

Viluppuram Vanoor 13.51 86.49 20.67 06.98 16.28 56.07 111

Mayilam 28.04 71.95 38.78 05.45 09.34 46.43 82

Total 20.77 79.23 29.72 06.25 12.81 51.25 193

Overall total 11.92 88.08 21.39 09.92 13.31 55.36 696

From the above table-4.6, it is found that 92.25%, 94.90%, 85.90% and

79.23% of women and 7.75%, 5.09%, 14.10% and 20.77% of men learners are

currently attending the classes in AECs of Saakshar Bharath Programme in

Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts respectively.

7.18%, 19.92%, 28.77% and 29.72% of SC learners, 3.58% , 13.05%, 16.81%

and 6.25% of ST learners, 18.72%, 12.96%, 8.77% and 12.81% of minority learners,

17.51%, 54.07%, 45.64% and 51.25% of other community learners are attending the

classes in AECs of Dharmapuri, Erode, Thiruvannamalai, and Viluppuram districts

respectively in Tamil Nadu.

This study concluded that 88.08% of women and 11.92% of men are averagely

attending the classes in AECs Saakshar Bharath Programme of Tamil Nadu.

80

4.1.7 Status of Registers Maintained in AECs

There are some registers and records maintained in AECs of Saakshar Bharath

Programme. The present study has identified the current status and availability of

the registers maintained in AECs and those are given in the following table- 4.7.

Table-4.7 Percentages of Attendance of Learners in AECs Classes


Name of the Block

Attendance Register

Stock Register

Visitor Book

Activity Register

PMJY Register

Other

Dharmapuri Pennagram 100 100 100 60 80 40

Nallampalli 100 100 100 100 100 100

Total 100 100 100 80 90 70

Erode Ammapettai 100 100 100 100 100 100

Gobi 66.66 66.66 66.66 33.33 33.33 33.33

Total 83.33 83.33 83.33 66.66 66.66 66.66 Thiruvannamalai

Thiruvannamalai 100 100 100 80 60 80

Thandram pattu

100 100 100 100 80 70

Total 100 100 100 90 70 75

Viluppuram Vanoor 100 100 100 60 40 60

Mayilam 100 100 100 100 80 80

Total 100 100 100 80 60 70

Overall total 95.83 95.83 95.83 79.16 71.66 70.41

From the above table-4.7, it is appreciable that the AECs of Dharmapuri

(100%), Thiruvannamalai (100%) and Viluppuram (100%) districts have maintained

attendance, stock and visitors register in all AECs.

The Erode district has maintained only 83.33% of attendance, stock and

visitors registers in AECs. 80%, 66.6%, 90% and 80% of activity register, 90%,

66.66%, 70% and 60% of PMJY register and 70%, 66.66%, 75% and 70% of other

registers are maintained in AECs of Dharmapuri, Erode, Thiruvannamalai and

Viluppuram districts respectively.

The study has identified that an average of 95.83% of attendance, stock and

visitors registers are available and properly maintained in AECs of Saakshar Bharath

Programme of Tamil Nadu followed by activity register (79.16%), PMJY register

(71.66%) and other registers (71.41%).

4.1.8 Progress of Teaching/ Learning Activities in AECs

The progress of teaching/ learning activities have been measured based on the

number of lessons completed in the primers at AECs. The status of the progress of

teaching / learning activities of AECs is given below in the table 4.8.

81

Table-4.8 Percentages of Progress of Teaching/ Learning Activities in AECs

Name of the Districts Name of the Block No. of lessons completed in the Primer

Dharmapuri Pennagarm 80

Nallampalli 72

Total 76

Erode Ammapettai 74

Gobi 88

Total 81

Thiruvannamalai Thiruvannamalai 64

Thandrampattu 87

Total 75.55

Viluppuram Vanoor 64

Mayilam 88

Total 76

Overall 77.13

From the above table-4.8, it is noted that 81% syllabus has been completed in

AECs of Erode district followed by Viluppuram (76%), Dharmapuri (76%) and

Thiruvannamalai (75.55%) districts respectively in Saakshar Bharath Programme of

Tamil Nadu. The study concluded that on an average of 77% of syllabus has been

covered in AECs of Saakshar Bharath Programme in Tamil Nadu.

4.1.9 Status of Visitors in AECs

The visitors’ record in AECs of SBP is an evident for supervising and

monitoring system. The present study has assessed the average number of visitors of

AECs of Saakshar Bharath Programme and those are given in the following table-

4.9.

82

Table-4.9 Percentages of Status of Visitors in AECs

Name of the Districts Name of the Block No. of visitors of AEC per year

Dharmapuri Pennagaram 44

Nallampalli 36

Total 40

Erode Ammapettai 46

Gobi 24

Total 35

Thiruvannamalai Thiruvannamalai 34

Thandrampattu 30

Total 32

Viluppuram Vanoor 49

Mayilam 29

Total 39

Overall 36.50

From the above table-4.9, it is found that an average of 40% from the

functionary and other related official are visited in AECs of Dharmapuri District

every year followed by Viluppuram (39%), Erode (35%) and Thiruvannamalai

(32%) districts respectively in Saakshar Bharath Programme of Tamil Nadu.

The study concluded that on an average of 37% officials and other related

persons of the system has been visited to AECs of Saakshar Bharath Programme in

every year.

It is concluded that an average of 3 persons per year visited to AECs of

Saakshar Bharath Programme in Tamil Nadu.

The assessment regarding AECs of Saakshar Bharath Programme in Tamil

Nadu has been made and discussed in detail with the obtained findings of the present

investigation.

The learning performance of Adult learners in AECs of Saakshar Bharath

Programme in Tamil Nadu is as follows.

83

4.2 Literacy Assessment of Learners

One of the major objectives of the present investigation is to assess the

performance of the learners who have participated in the basic literacy programme

under AECs (as per the NLM, New Delhi) in Saakshar Bharath Programme.

Literacy and Numeracy Test Battery for the Learners (L&N TB-L) is

developed and used to assess the performance of the learners in this study.

The performance of the learners who have participated in the basic literacy

programme under AECs of Saakshar Bharth Programme is assessed and discussed in

different headings are as follows.

4.2.1 Profile of Learners in AECs of Saakshar Bharath Programme

The profile of the learners in AECs of Saakshar Bharath Programme based on

this research investigation has given such as gender, age, occupation, annual income

and religion in the following table- 4.10.

Table-4.10 Percentages of Profile of Learners in AECs of Saakshar Bharath

Programme

Variable

Sub variable

Percentage Diagram

Gender

Male

05.10

Female 94.90

84

Variable

Sub variable

Percentage

Diagram

Age

15 to 20 years

0.80

21 to 25 years

06.70

26 to 30 years

20.70

31 to 35 years

20.20

Above 35 years

51.60

Variable

Sub variable

Percentage

Diagram

Occupation

Coolie

64.70

Personal occupation

3.60

Farmer

30.60

Business

0.50

Home maker

0.50

85

Variable

Sub variable

Percentage

Diagram

Annual Income (Rs)

Below 25,000

12.20

25,001 -30,000

42.90

30,001 to 35,000

21.10

Above 35,000

23.80

Variable Sub variable

Percentage Diagram

Religion

Hindu 96.90

Muslim 0.80

Christian 02.30

From the above table-4.10, it is found that almost 95% of learners in AECs of

Saakshar Bharath Programme are women (94.90%) and rest of them are men (5.10%).

It is found that majority of the learners in AECs of Saakshar Bharath

Programme is belonging to the age group of above 35 years (51.60%) followed by 26-

30 years (20.70%), 31-35 years (20.20%) and 15-20 years (0.80%).

It is noted that 64.70% of the learners in AECs of Saakshar Bharath

Programme is working as cooliee (daily labours) and 30.60% is working as

86

agricultural daily labours. Around 3.60% of learners are engaged with their personal

and other occupations. In addition to that 0.50% of learners are doing business and

0.50% of the learners are found to be home makers.

It is noted that almost half of the learner population in AECs of Saakshar

Bharath Progamme have earning Rs. 25,001 to 30,000 per year which is their annual

income. 21.10% of learners have earning Rs 30,001 to 35000, 23.80% of learners

have earning above Rs. 35000 and 12.20% of the learners have earning below Rs

25,000 per year.

It is found that 96.90% of learners in AECs of Saakshar Bharath Programme

are Hindus followed by Christians (2.30%) and Muslims (0.80%).

4.2.2 Motivators for Learners to Join in AECs

There are some motivators, motivated the learners to make them joining into

the AECs of Saakshar Bharath Programme which are given in the following table-

4.11.

Table-4.11 Percentages of Motivators for Learners to Join in AECs

Districts Block Self Preraks Phamplet Friends Neighbors Teachers Cultural Functions

Others

Dharmapuri

Pennagaram 24.30 10.60 47.80 25.00 27.60 12.30 0.0 0.0 Nallampalli 20.00 12.30 04.30 16.20 10.50 15.30 0.0 100

Average 22.15 11.45 26.05 20.60 19.05 13.80 0.0 50

Erode Ammapettai 15.00 10.80 10.00 04.20 14.90 12.40 0.0 0.0

Gopi 25.00 15.30 43.50 27.10 18.60 15.10 100.00 0.0

Average 20.00 13.05 26.75 15.65 16.75 13.75 50.00 0.0 Thiruvanamalai Tiruvannamalai 06.70 24.40 18.30 21.10 11.50 17.50 0.0 0.0

Tandrampattu 11.00 13.20 0.0 35.40 26.30 22.90 0.0 0.0

Average 08.85 18.80 9.15 28.25 18.90 20.20 0.0 0.0

Villupuram Mayilam 15.70 18.30 14.00 0.0 18.30 15.70 0.0 0.0

Vaanur 20.30 19.10 0.0 0.0 10.30 18.80 0.0 0.0

Average 09.00 18.70 07.0 0.0 14.30 17.25 0.0 0.0

Overall average 15.00 15.50 17.24 16.13 17.25 16.25 12.50 12.50

From the above table-4.11, it is noted that the 22.15% of learners in

Dharmapuri district have voluntarily came forward to join in AECs of Saakshar

Bharath Programme followed by Erode (20.00%), Viluppuram (09.00%) and

Thiruvannamalai (08.85%) districts.

It is found that the Preraks are the one of the main motivators for the

enrolment of learners in AECs of Saakshar Bharath Programme in Thiruvannamalai

district (18.80%) followed by Viluppuram (18.70%), Erode (13.05%) and Dharmapuri

(11.45%) districts.

87

The Pamphlets and other printing materials have made more motivation

among the learners to join in AECs of Saakshar Bharath Programme in Erode district

(26.75%) followed by Dharmapuri (26.05%), Thiruvannamalai (09.15%) and

Viluppuram (07.00%) districts.

The friends are the motivators not only in the life but also for learning. The

study found that they made the learners to join in the AECs of Saakshar Bharath

Programme in Thiruvannmalai (28.25%) followed by Dharmapuri (20.60%) and

Erode (15.65%) districts.

19.05%, 16.75%, 18.90% and 14.30% of neighbours and 13.80%, 13.75%,

20.20% and 17.25% of school teachers, 0.0%, 50.00%, 0.0% and 0.0% of cultural

programmes and 50.00%, 0.0%, 0.0% and 0.0% of others also acted as motivators of

learners to join in AECs of Dharmapuri, Erode, Thiruvannamalai and Viluppuram


The study concluded and identified that the motivators of the learners (12.00%

to 18.00%) made them to joining in AECs are: through self, preraks, pamphlets and

printing materials, neighbours, school teachers, cultural function and others in the


4.2.3 Reasons for Joining in AECs by Learners

The reasons for joining in the AECs of Saakshar Bharath Programme have

been identified in the present investigation. The learners expressed several reasons

which are given in the following table- 4.12.

88

Table-4.12 Percentages of Reasons for Joining in AECs by Learners

Districts Block Reading

&

Writing

GK Helping

Children

Studies

Know

about

Government

Schemes

and

Availability

Learning for

Professional

Advancement

Getting

Status

in the

Society

Appreciation

of Literature

Agriculture

Purposes

Know

about

the

Social

Issues

Other Reasons

Dharma

puri

Pennagaram 12.60 12.30 14.40 14.40 06.50 09.30 08.70 10.90 07.90 19.00

Nallampalli 13.10 11.90 15.00 19.20 25.20 17.80 09.70 14.20 12.30 10.00

Average 12.85 12.10 14.70 16.80 15.85 13.55 09.20 12.55 10.10 14.50

Erode Ammapettai 11.50 10.30 12.90 18.30 09.40 21.20 12.60 11.40 09.00 18.20

Gopi 15.40 12.60 19.10 25.00 18.90 08.50 07.80 10.30 15.70 18.20

Average 13.45 11.45 16.00 21.65 14.15 14.85 10.20 10.85 12.35 18.20

Thiruvanamalai Tiruvannamalai 13.10 11.20 07.90 08.70 18.00 17.80 15.50 20.00 12.40 27.30 Tandrampattu 11.60 14.20 10.10 08.70 12.00 05.90 17.50 17.40 16.90 20.00

Average 12.35 12.70 09.00 08.70 15.00 11.85 16.50 18.70 14.65 23.65

Viluppuram Mayilam 10.40 12.60 10.00 03.80 05.50 07.60 03.90 14.90 19.10 19.10

Vaanur 12.30 14.90 10.60 01.90 05.50 11.90 24.30 10.90 06.70 18.20

Average 11.35 13.75 10.30 02.85 05.50 09.75 14.10 12.90 12.90 18.65

Overall Average 12.50 12.50 10.64 12.50 12.62 12.50 12.50 13.75 12.50 18.75

89

From the above table-4.12, it is found that 13.45% of learners of Erode district

have joined in AECs for learning, reading and writing followed by Dharmapuri

(12.85%), Erode (13.45%), Thiruvannamalai (12.35%) and Viluppuram (11.35%).

12.10%, 11.45%, 12.70% and 13.75% of learners are came forward for

learning for general knowledge, 14.70%, 16.00%, 09.00% and 10.30% of learners are

studied for helping their wards' education, 16.80%, 21.65%, 08.70% and 02.80% of

learners are learning for knowing about government schemes and its availability,

13.55%, 14.85%, 11.85% and 09.75% of learners are learned only because of getting

status in the society, 9.20%, 10.20%, 16.50% and 14.10% are studied for the sake of

appreciation of literature, 12.55%,10.85%,18.70%,12.90% of learners are attended the

classes for knowing more about agriculture, 10.10%,12.35%,14.65 and 12.90% of

learners are coming to the classes for knowing about the social issues and 14.50%,

18.20%, 23.65%, 18.65% of learners are joining AECs for various other reasons in

Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts respectively.

The study has conducted that almost all the reasons expressed by learners are

pertaining in between 12.00% to 19.00%.

4.2.4 Status of Learners before joining in Saakshar Bharath

The present investigation has identified the status of the learners before

joining in the Saakshar Bharath Programme which are given in the following table-

4.13.

Table-4.13 Percentages of Status of Learners before joining in Saakshar Bharath

Districts

Block Illiterate Semi-

Illiterate

Dropouts

Dharmapuri

Pennagaram 12.10 13.30 74.60

Nallampalli 12.60 11.50 75.90

Average 12.35 12.40 75.25

Erode

Ammapettai 13.00 10.00 77.00

Gopi 12.30 20.50 67.20

Average 12.65 15.25 72.10

Thiruvanamalai

Tiruvannamalai 14.50 11.80 73.70

Tandrampattu 14.50 08.50 77.00

Average 14.50 10.15 75.35

Viluppuram

Mayilam 12.80 07.60 79.60

Vaanur 08.20 16.80 75.00

Average 10.50 12.20 77.30

Total Average 12.50 12.50 75.00

90

From the above table-4.13, More number of illiterates have joined in AECs of

Saakshar Bharath Programme in Thiruvannamalai district (14.90%) followed by

Erode (12.65%), Dharmapuri (12.35%) and Viluppuram (10.50%) districts.

Semi-illiterates have joined more in AECs of Saakshar Bharath Programme in

Erode District (15.25%) followed by Dharmapuri (12.40%), Viluppuram (12.20%)

and Thiruvannamalai (10.15%) districts.

It is interestingly noted that 77.30% of drop -outs are enrolled in Viluppuram

district followed by Thiruvannamali (75.35%), Dharmapuri (73.25%) and Erode

(72.10%) districts.

The study has concluded that more number of drop-outs (75.00%) is enrolled

in AECs of Saakshar Bharath Programme in Tamil Nadu followed by illiterates

(12.50%) and semi – illiterates (12.50%).

4.2.5 Reasons for Discontinuation from AECs

There are four valid reasons for the discontinuation of learners from AECs of

Saakshar Bharath Programme in Tamil Nadu which are identified in the present

investigation and it is given in the following table- 4.14.

Table-4.14 Percentages of Reasons for Discontinuation from AECs

Districts Block Poverty Marriage Lack of

Transport

facilities

Not

Interested

Dharmapuri Pennagaram 15.70 12.20 100.00 06.20 Nallampalli 16.90 12.20 0.0 17.40

Average 16.30 12.20 050.00 11.80

Erode Ammapettai 11.20 06.80 0.0 09.90

Gopi 16.30 20.00 0.0 16.00

Average 13.75 13.40 0.0 12.95

Thiruvanamalai Tiruvannamalai 12.40 13.20 0.0 14.80

Tandrampattu 05.60 10.90 0.0 04.90

Average 09.00 12.05 0.0 09.85

Viluppuram Mayilam 15.60 20.10 0.0 04.90

Vaanur 16.30 15.60 0.0 25.80

Average 15.95 17.85 0.0 17.80

Total Average 13.75 13.88 12.50 13.10

From the above table-4.14, it is identified that poverty is one of the main

reason for the discontinuation of the learners in AECs of Saakshar Bharath

Programme in Dharampuri (16.30%) followed by Viluppuram (15.95%), Erode

(13.75%) and Thiruvannamalai (9.00%) districts.

91

12.20%, 13.40%, 12.05% and 17.85% are viewed that marriage is the main

reason for their discontinuation and 11.80%, 12.95%, 09.85% and 17.80% are viewed

that they are not interested for studying leading to discontinuation from AECs in

Dharmapuri, Erode, Thiruvannamali and Viluppuram districts. Only in the district of

Dharmapuri (50.00%), the learners find hardship for transport facility which is made

them discontinuation in AECs.

The study concluded that the reason for marriage is the dominant factor

(13.88%) for their discontinuation from AECs of Saakshar Bharath Programme in

Tamil Nadu followed by poverty (13.75%), lack of interest (13.10%) and

non-availability of transport (12.50%).

4.2.6 Opinion of Learners about their Learning in AECs

The learners are involved in many teaching learning activities in AECs of

Saakshar Bharath Programme. The present study has made an attempt to seek the

opinion of the learners about their teaching learning activities in AECs. Those are

given in the following table- 4.15.

Table-4.15 Percentages of Opinion of Learners about their Learning in AECs

Taught through Primers

Attending the AECs

Sufficient Teaching learning Materials

Participated in the Awareness Programmes

Districts Block Yes No Yes No Yes No Yes No Dharmapuri Pennagaram 097.87 2.13 89.36 10.64 90.43 09.57 80.85 19.15

Nallampalli 100.00 0.00 94.44 05.56 94.44 05.56 70.00 30.00

Total 098.91 1.09 91.85 08.15 92.39 07.61 75.54 24.46

Erode Ammapettai 098.85 1.15 86.21 13.79 91.95 08.05 77.01 22.99

Gopi 100.00 0.00 98.33 01.67 93.33 06.67 79.17 20.83

Total 099.51 0.49 93.24 06.76 92.75 07.25 78.26 21.74 Thiruvanamalai Tiruvannamalai 096.97 3.03 93.94 06.06 92.93 07.07 69.70 30.30

Tandrampattu 100.00 0.00 90.91 09.09 88.64 11.36 53.41 46.59

Total 098.40 1.60 92.51 07.49 90.91 09.09 62.03 37.97 Viluppuram Mayilam 097.44 2.56 89.74 10.26 76.92 23.08 70.51 29.49

Vaanur 100.00 0.00 86.96 13.04 89.13 10.87 77.17 22.83

Total 098.82 1.18 88.24 11.76 83.53 16.47 74.12 25.88

Total 098.91 1.09 91.46 08.54 89.89 10.11 72.49 27.51

From the above table-4.15, it is found that almost all the learners in AECs of

Saakshar Bharath Programme are agreed that they were taught with given primers

(Karkum Bharatham) in Erode (99.51%), Dharmapuri (98.91%), Viluppuram


Similarly the learners agreed that they were attending the class regularly and

the teaching learning materials supplied to them are sufficient in Dharmpuri (90.85%

92

& 92.39%), Erode (93.24% & 92.75%), Thiruvannamali (92.51% & 90.91%) and

Viluppuram (88.20% & 83.53%) districts.

It is noted that around every three learners out of four participated in the

awareness programme conducted by the Saakshar Bharath Programme in their

villages in Dharmapuri (75.54%), Erode (78.26%), Thiruvannamalai (62.03%) and


The study concluded that almost all the learners are agreed that the primers

have been given in right time and preraks are taught through primers, all the learners

are attended the class regularly, the supplied teaching – learning materials were

sufficient in Tamil Nadu (98.91%, 91.46% & 89.89%). But it is noted that only

72.49% of learners in AECs of Saakshar Bharath Programme in Tamil Nadu have

participated in the awareness programme conducted in the villages/ grama

panchayats.

4.2.7 Opinion of Learners about Awareness Training Programme

The opinion of the learners about awareness training programmes conducted

by the AECs has been assessed in the present study and it has given in the following

table- 4.16.

93

Table-4.16 Percentages of Opinion of Learners about Awareness Training Programme

Districts

Block

Awareness program Conducted Awareness program Participated Benefits

Clean

India

HIV Dengue Election Other Clean

India

HIV Dengue Election Others Social

Response

Awareness Helping

others

Dharmapuri Pennagaram 14.20 10.70 16.40 25.40 0.0 23.70 11.20 21.40 27.20 20.00 25.00 15.30 19.00

Nallampalli 15.40 15.40 10.50 11.40 0.0 14.90 18.60 20.50 19.10 15.00 15.00 19.50 11.55

Total 14.80 13.05 13.45 18.40 0.0 19.30 14.90 20.95 23.15 17.50 20.00 17.40 15.28

Erode

Ammapettai 13.70 6.40 17.80 16.00 0.0 14.90 15.90 21.40 25.50 10.0 12.50 18.50 12.35

Gopi 20.20 16.20 19.60 16.40 0.0 24.50 14.20 19.50 16.30 15.00 0.0 17.80 15.13

Total 16.95 11.30 18.70 16.20 0.0 19.70 15.50 20.45 20.90 12.50 6.25 18.15 13.74

Thiruvanamalai Tiruvannamalai 10.30 13.20 10.00 19.00 0.0 19.60 13.00 27.90 21.90 0.0 13.50 7.80 13.90

Tandrampattu 12.00 25.10 16.90 17.50 0.0 19.10 20.00 7.90 19.10 25.00 0.0 16.50 15.30

Total 11.15 19.15 13.45 18.25 19.35 16.50 17.90 20.50 12.50 6.75 12.15 14.60

Viluppuram Mayilam 12.60 11.50 17.80 18.90 0.0 0.0 15.60 19.50 19.10 0.0 20.00 19.40 19.70

Vaanur 21.60 13.80 11.00 13.40 0.0 20.60 14.10 11.90 15.70 0.0 18.50 18.10 13.30

Total 17.10 12.65 14.40 16.15 0.0 10.30 14.85 15.70 17.40 0.0 19.25 18.75 16.50

Total Average 18.71 14.04 15.00 17.25 0.0 17.16 15.44 18.51 20.49 10.63 13.06 16.61 15.03

94

From the above table-4.16, Only 14.80%, 16.95%, 11.95% and 18.71% of

learners have accepted that Clean India awareness training has been conducted,

13.05%, 11.30%, 19.50% and 12.65% of learners have witnessed the HIV awareness

training programme, 13.45%, 18.70%, 13.45%, and 14.40% of learners have seen the

Dengue awareness training programme in their villages, 18.40%, 16.20%, 18.25% and

16.15% of learners have accepted that the Election- awareness training camp has

been conducted in Dharmapuri, Erode, Thiruvannamali and Viluppuram districts.

The learners of AECs in Saakshar Bharath Programme of Tamil Nadu have

participated in the Clean India, HIV, Dengue, Election and other awareness training

programmes conducted in the respective villages in Dharmapuri (19.30%, 14.90%,

20.95%,23.15% and 17.50%), Erode (19.70%, 15.50%, 20.45%, 20.90% and

12.50%), Thiruvannamalai (19.35%,16.50%,17.90%,20.50% and 12.50%) and

Viluppuram (10.30%,14.85%,15.70%,17.40% and 0.00%) districts.

It is found that the learners of AECs in Saakshar Bharath Programme of Tamil

Nadu expressed that for attending the AECs classes are giving social responsibility,

awareness and made them to help others in Dharmapuri (20.00%,17.40% and

15.38%), Erode (16.25%, 18.50%, 13.74%), Thiruvannamalai (06.75%,12.15%

and14.60%) and Viluppuram (19.25%, 18.75% and 16.50%) districts.

The study concluded that the awareness training on Clean India (18.71%) has

been witnessed more learners followed by Election awareness programme (17.25%),

Dengue (15.00%) and HIV (14.04%) awareness training camp in Saakshar Bharath

Programme.

It is found that more number of learners have participated in Election

awareness training programme (20.49%) followed by Dengue (18.51%), Clean India

(17.16%), HIV (15.44%) and other (10.63%) awareness training programmes of


The study found that getting awareness (16.16%) is the highest benefit of

learners in AECs followed by helping others (15.03%) and getting social

responsibilities (13.06%) in Saakshar Bharath Programme of Tamil Nadu.

95

4.2.8 Opinion of Learners about Skill Development Training Programme

The participation of the learners in AECs of SBP about skill development training programme has been assessed and given in the


Table-4.17 Percentages of Opinion of Learners about Skill Development Training Programme

Districts

Participation of Skill development program Benefits

Block Tailoring Candle

Making

Washing

Powder

Production

Phinoil

Production

Artificial

Jewellery

Making

other Business

with SHG

Own

Business

Other

Dharmapuri Pennagaram 18.40 11.30 06.00 08.30 05.70 11.70 20.40 16.40 20.00

Nallampalli 14.20 19.20 09.30 05.50 15.60 17.70 09.50 20.00 17.00

Average 16.30 15.25 07.65 06.90 10.65 14.70 14.95 18.20 18.50

Erode Ammapettai 12.50 10.00 13.20 15.00 15.20 03.80 14.40 03.60 20.00

Gopi 15.40 10.50 15.90 18.30 11.90 53.80 07.70 21.80 20.00

Average 13.95 10.25 14.55 16.65 13.55 28.80 11.5 12.70 20.00

Thiruvannamalai Thiruvannamalai 12.40 14.40 19.80 22.90 20.50 11.50 14.20 12.70 20.00

Tandrampattu 13.20 16.60 18.70 26.60 12.70 0.00 25.00 24.60 12.00

Average 12.80 15.50 19.25 24.75 16.60 05.75 19.60 18.65 16.00

Viluppuram Mayilam 19.70 15.70 06.00 22.80 17.00 11.50 12.60 10.90 0.0

Vaanur 13.20 15.30 15.90 10.10 16.40 05.50 17.90 16.00 0.0

Average 16.45 15.50 13.95 16.45 16.70 08.50 15.25 13.45 0.0

overall Average 14.88 14.13 13.85 16.19 11.88 14.44 15.33 15.75 13.63

96

From the above table-4.17, Only 16.30%, 13.95%, 12.80% and 16.45% of

learners have accepted that they have participated in the tailoring programme ,

13.25%, 10.25%,15.50% and 15.50% has attended candle making, 7.65%, 14.55%,

19.25% and 13.95% of learners has participated in the washing powder preparation,

06.90%, 16.65%, 24.75% and 16.45% of learner has produced phinoil making,

10.65%, 13.55%, 16.60% and 16.70% of learners have joined in artificial jewellery

making , 14.70%, 28.80%, 05.75% and 08.50% of learners have attending the other

training programme in AECs Saakshar Bharath Programme in Dharmapuri, Erode,

Thiruvannamalai and Viluppuram districts. The learners of AECs in Saakshar Bharath

Programme of Tamil Nadu have been benefitted with starting own business with self

help groups, doing own business and involved other works through the conducted

skill development training programmes in Dharmapuri (14.95%, 18.20% and

18.50%), Erode (11.50%, 12.70% and 20.00%), Thiruvannamalai (19.60%,18.60%

and 16.00%) and Viluppuram (15.25%, 13.45% and 00.00%) districts.

It is concluded that the training of skill development programme has made the

learners participation in to tailoring (14.88%), candle making (14.13%) washing

powder preparation (13.85%), phinoil preparation (16.19%) artificial jewellery

making (11.88%) and other works (14.44%) in Saakshar Bharath Programme of

Tamil Nadu. Out of which 15.75% of learners has started their own business and

15.33% of learners doing business with self help groups and 13.60% of learners doing

work than the other two said works in Tamil Nadu based on the skill development

training in AECs given by Saakshar Bharath Programme.

4.2.9 Opinion of Learners about Special Training Programme

The present investigation has identified the opinion of learners about special

training programmes in AECs conducted by Saakshar Bharath Programme which is

given the following table- 4.18.

97

Table-4.18 Percentages of Opinion of Learners about Special Training

Programme Districts Block Disaster

Management Legal Literacy

Financial Literacy

Electoral Literacy

Dharmapuri

Pennagaram 14.60 10.50 11.90 15.70 Nallampalli 15.40 02.60 08.60 15.50

Average 15.00 06.55 10.25 15.60


Gopi 15.00 09.20 19.50 18.50

Average 12.50 23.70 17.20 14.50 Thiruvannamalai Thiruvannamalai 18.20 22.35 17.30 13.90

Tandrampattu 11.50 16.30 15.60 19.90

Average 14.85 19.33 16.45 16.90


Vaanur 21.50 07.90 06.20 10.50

Average 12.65 08.60 11.10 10.50

13.75 14.55 13.75 14.38

From the above table-4.18, The learners have agreed that the disaster

management, legal, financial and electoral literacy special training programmes have

been conducted in their AECs by Saakshar Bharath Programme in Dharamapuri

(15.00%, 06.55%, 10.25% and 15.60%), Erode (12.50%, 23.70%, 17.20% and

14.50%), Thiruvannamalai (14.85%, 19.33%, 16.45% and 16.90%) and Viluppuram

(12.65%, 08.60%, 11.10% and 10.50%) districts.

It is concluded that 14.55% of learners of Saakshar Bharath Programme in

Tamil Nadu has agreed that they are benefitted through the legal literacy training

programme followed by electoral literacy (14.38%), disaster management (13.75%)

and financial literacy (13.75%).

4.2.10 Opinion of Learners about Easiest Learning in Trainings

The present study has identified the opinion of learners about their easiest

learning in the primer and other training programmes in AECs which are given in the


98

Table-4.19 Percentages of Opinion of Learners about Easiest in Learning and Trainings

Districts

Block Reading Writing Reading

and writing

numbers

Simple

Numeracy

Awareness

trainings

Skill

development

trainings

Special

trainings

Dharmapuri Pennagaram 11.80 13.60 13.60 17.70 09.90 11.30 08.90

Nallampalli 12.20 10.80 14.50 04.90 16.90 16.90 14.50

Average 12.00 12.20 14.50 11.30 13.40 14.10 11.70

Erode Ammapettai 10.40 11.00 06.30 008.70 07.70 13.80 04.40

Gopi 16.00 17.20 14.30 19.10 16.90 14.90 13.30

Average 13.20 14.10 10.30 13.90 12.30 14.35 08.85

Thiruvannamalai Thiruvannamalai 17.00 13.80 09.40 10.90 15.50 17.90 16.10

Tandrampattu 12.70 10.60 18.90 19.10 16.20 10.80 20.00

Average 14.85 12.20 14.15 15.00 15.85 14.35 18.05

Viluppuram Mayilam 11.00 15.50 14.50 16.90 18.55 06.70 11.10

Vaanur 10.90 12.50 18.50 02.70 08.50 07.70 26.70

Average 10.95 14.00 16.50 09.80 13.53 07.20 18.90

Overall Average 12.75 13.13 13.87 12.50 13.77 21.16 14.38

99

From the above table-4.19, it is found that around 10.00% to 20.00% of

learners felt that the reading, writing, reading and writing numbers, simple numeracy,

awareness training, skill development training and special training are found easiest to

them in AECs of Saakshar Bharath Programme in Dharmapuri (12.00%, 12.20%,

14.50%, 11.30%, 13.40%, 14.10% and 11.00%) Erode (13.20%, 14.10%, 10.30%,

13.90%, 12.30%, 14.35% and 08.85%), Thiruvannamalai (14.85%, 12.20%, 14.15%,

15.00%, 15.85%, 14.35% and 18.05%) and Viluppuram (10.95%, 14.00%, 16.50%,

09.80%, 13.53%, 07.20% and 18.90%) districts.

The study concluded that the learners of Saakshar Bharath Programme are

found easy in learning skill development training (21.16%), special training (14.38%),

reading and writing number (13.87%), awareness training (13.77%), writing (13.13%)

and reading (12.75%) in Tamil Nadu.

4.2.11 Opinion of Learners about the Benefits of Learning in AECs of Saakshar

Bharath

The present study has found out 18 kinds of benefits to the learners for the

learning in AECs of Saakshar Bharath Programme which are given in the following

table- 4.20.

100

Table-4.20 Percentages of Opinion of Learners about the Benefits of Learning in AECs Saakshar Bharath

Districts

Block Reading Newspapers

Helping

Children Social

Responsibility For

Profession Importance

of

Education

For

Sending

Children

to School

For

Sending

Girl

Children

to School

Create

Facilities

to

Children

Removal of Wrong

Beliefs

Dharmapuri Pennagaram 11.20 20.00 12.40 16.00 15.70 15.00 14.60 11.70 12.00

Nallampalli 12.80 14.00 11.40 22.80 13.50 09.30 05.70 10.70 05.30

Average 12.00 17.00 11.90 19.40 14.60 12.15 10.15 11.20 08.65


Gopi 17.10 14.60 14.30 15.80 22.00 15.00 15.90 15.90 19.50

Average 14.35 13.50 11.45 14.35 15.50 14.50 13.35 13.55 16.15

Thiruvanna

malaii

Thiruvannamalai

12.90 12.40 17.10 19.80 16.60 08.40 08.60 16.40 08.30

Tandrampattu 11.70 18.80 18.60 05.90 09.00 18.90 19.20 12.60 15.80

Average 12.30 15.60 17.85 12.85 12.80 13.65 13.90 14.50 12.50


Vaanur 13.40 16.00 12.40 02.00 15.10 18.60 14.90 15.10 11.50

Average 11.35 11.75 14.30 07.95 12.05 15.00 14.60 15.75 18.15

Overall Average

12.50 14.46 13.88 13.63 13.70 13.82 13.00 13.75 13.86

101

Table-4.20 Percentages of Opinion of Learners about the Benefits of Saakshar Bharath (Continued)

Distircts Block For day-

today

Activities

Filling up

Applications

Fill up

Letters

and

Petitions

Read

Sign

Boards

Attend

Meetings

For Job

and

Income

Saving

Account

Insurance other

Dharmapuri Pennagaram 07.00 19.80 19.30 11.90 14.10 20.00 12.90 20.60 33.30 Nallampalli 23.30 08.20 14.80 13.40 15.60 13.40 11.40 10.90 0.00

Average 15.15 14.00 17.05 12.65 14.85 16.70 12.15 10.75 16.65


Gopi 09.30 19.80 20.40 26.90 12.50 22.20 14.60 15.20 20.00

Average 11.65 15.75 18.55 20.90 14.45 12.75 13.20 13.20 10.00

Tiruvannamalai Tiruvannamalai 29.10 13.50 18.50 14.90 15.30 05.60 13.60 16.20 15.00

Thandrampattu 05.60 04.50 0.00 01.50 14.10 21.10 15.10 13.90 0.00

Average 17.35 09.00 09.25 08.20 14.70 13.35 14.35 15.05 07.50


Vaanur 01.20 19.90 11.00 13.10 04.60 0.0 13.30 11.40 0.0

Average 05.85 16.25 10.15 13.25 07.00 12.2 11.80 11.00 05.00

Overall Average

12.50

12.75

13.75

13.75

12.75

13.75

12.87

12.50

09.78

102

The learners are benefitted in different ways which are identified by this

investigation and those all percentages given in the above table- 4.20 in districts wise.

Those benefits are: learners are able to read newspapers, help their children for

studies, obtained social responsibility, learnt about own profession, getting interest on

studies of children, understood the importance of education, importance of education

to girl child, providing facilities for their wards study, removal of wrong superstitious

beliefs, confident about day to day activities in routine life, able to write and fill up

letters by self, able to read sign boards, gaining confidence to participate in grama

panchayat meetings and self help group meetings, obtained vocational skills for own

employment and income, starting savings account and insured in insurance scheme.

The study has concluded that majority of the learners in AECs of Saakshar

Bharath Programme in Tamil Nadu are able to help their children for studies

(14.46%) which is the highest benefit of them attained from AECs of Saakshar

Bharath Programme followed by attained social responsibilities (13.88%), removal of

wrong and superstitious beliefs (13.86%), additional interest in sending children to

schools for further education (13.82%), providing facilities to children (13.75%), able

to fill up letters and petitions (13.75%), able to read sign boards (13.75%), able to

apply the learned skill for employment and income (13.70%), understand the

importance of education (13.70%), pay additional interest on girl child education

(13.00%), able to fill up and write the application (12.75%), starting saving accounts

(12.87%), getting confidence to attend meetings (12.75%), able to read newspapers

(12.50%), develop confidence in day to day routine affairs (12.50%), insured properly

(12.50%) and other benefits (09.78%).

103

4.2.12 Opinion of the Learners about the Preraks and Instructional Methods

Opinion of the learners about the preraks and instructional methods are given

in the following table- 4.21.

Table-4.21 Percentages of Opinion of the Learners about the Preraks and


Variable Sub

Variable

Percentage Diagram

Opinion about the Preraks

Highly Co-perative

48.90

Co- operative

46.40

Partially Co- operative

04.40

No Opinion

0.300

From the above table-4.21, it is found that nearly half of the learners’

population expressed that their teacher-instructors (preraks) are highly co-operative

(48.90%) in AECs of Saakshar Bharath Programme. 46.40% of learners are opined

that their instructors (Preraks) are co-operative in AECs. 4.40% of learners viewed

that they are partially co-operative and 0.03% of learners are not given any opinions.

104

Variable Sub

variable

Percentage Diagram

Satisfaction about teaching methods

Highly Satisfied

25.30

Satisfied

72.00

Partially Satisfied

02.30

No Opinion

0.40

Regarding the teaching methodology in AECs, 72.00% of the learners are

satisfied and 25.30% are highly satisfied. 2.30% of learners are getting partially

satisfaction about teaching methodology in AECs and 0.40% of learners nothing to

say about teaching methods in AECs.

4.2.13 Opinion of the Learners about their Learning Period

The learning period of the learners in AECs has been assessed by the present

study and it has been given in the following table- 4.22.

105

Table-4.22 Percentages of Opinion of the Learners about their Learning Period

Districts

Block

3

months

4-5

months

6

months

Above

6 months

Dharmapuri

Pennagaram 16.00 09.70 13.40 12.20

Nallampalli 16.00 05.80 13.80 07.10

Average 16.00 07.75 13.60 09.65


Gopi 12.90 12.60 15.10 24.00

Average 12.65 16.70 11.75 13.30

Thiruvannamalai Thiruvannamalai 16.00 10.60 16.80 10.70

Tandrampattu 6.70 10.10 12.60 18.90

Average 11.35 10.35 14.70 14.80


Vaanur 08.50 22.70 09.30 17.20

Average 13.45 20.20 08.45 17.25

Overall Average 13.36 13.75 12.12 13.75

From the above table-4.22, it is found that the learning period of learners in

AECs of Saakshar Bharath Programme is calculated as 3 months, 4-5 months, 6

months and above 6 months in Dharmapuri (16.00%, 7.75%, 13.60% and 9.65%),

Erode (12.65%, 16.70%, 11.75% and 13.30%), Thiruvannamalai

(11.35%,10.35%,14.70% and 14.80%) and Viluppuram (13.45%, 20.20%, 08.45%

and 17.25%) districts.

The study has concluded that 13.75% of learners in AECs of Saakshar Bharath

Programme have taken above 6 months for their learning period. 13.36% of the

learners have taken 3 months period and 12.12% of learners have taken 6 months

learning period for completion of their learning.

4.2.14 Opinion of the Learners about Saaksahr Bharath Programme

One of the major findings regarding the satisfaction about the Saakshar

Bharath Programme has been found from the learners in the present study and it is

given in the following table- 4.23.

106

Table-4.23 Percentages of Opinion of the Learners about Saaksahr Bharath

Programme

Variable Sub Variable

Percentage Diagram

Saakshar Bharath program

Highly Satisfied

12.6

Satisfied

73.40

Partially Satisfied

13.40

No Opinion

0.70

From the above table-4.23, it is found that almost every three learners out of

four in AECs of Saakshar Bharath Programme have opined that they are satisfied

(73.40%) with the existing Saakshar Bharath Programme.

13.40% of learners are getting partial satisfaction and 12.60% of learners are

highly satisfied about Saakshar Bharath Programme. 0.70% of the learners are not

interested to say about the Saakshar Bharath Programme in AECs of SBP in Tamil

Nadu.

4.2.15 Opinion of the Learners about their Encouragers for Continues Learning

The present study has found out that the encouragers of learner for their

continuous learning in AECs of Saakshar Bharath Programme and those are given in

the following table- 4.24.

107

Table-4.24 Percentages of Opinion of Learners about their Encouragers for

Continues Learning

From the above table-4.24, it is found that the family members, neighbours,

friends and the other kith and kins are the source of encouragers of the learners for

their continuous learning in AECs of Saakshar Bharath Programme iIn Dharmapuri

(11.00%, 17.35%, 16.10% and 12.70%), Erode (09.70%, 18.00%, 14.00% and

13.85%), Thiruvannamalai (19.35%, 07.35%, 10.45% and 14.30%) and Viluppuram

(14.95%, 14.30%, 14.45% and 14.15%) districts.

The study has concluded that family (13.75%), friends (13.75%) and kith and

kins (13.75%) are the equal sources of encouragers for the learners to continue their

learning in AECs of Saakshar Bharath Programme in Tamil Nadu. But the present

study has interestingly found that apart from family, friends and others, the

neighbours (14.25%) are the major source of encourager for the learners to continuous

learning in AECs.

Districts

Block

Family Neighbor Friends Others

Dharmapuri

Pennagaram 05.90 24.00 17.60 15.40

Nallampalli 16.10 10.70 14.60 10.00

Average 11.00 17.35 16.10 12.70


Gopi 10.80 29.30 11.70 14.80

Average 09.70 18.00 14.00 13.85


Tandrampattu 12.90 06.70 04.20 14.80

Average 19.35 07.35 10.45 14.30


Vaanur 12.40 15.30 23.00 14.50

Average 14.95 14.30 14.45 14.15

Overall Average 13.75 14.25 13.75 13.75

108

4.2.16 Opinion of the Learners about their Hinders for Continues Learning

The present study also find out hinders of the learners for their continuous

learning in AECs of Saakshar Bharath Programme and those are given in the


Table-4.25 Percentages of Opinion of the Learners about their Hinders for

Continues Learning

Districts

Block

Husband Mother-

in -Law

No

Opinion

Dharmapuri

Pennagaram 10.00 15.00 75.00

Nallampalli 15.00 20.00 65.00

Average 12.50 17.50 70.00

Erode Ammapettai 14.00 18.00 68.00

Gopi 22.00 12.00 66.00

Average 18.00 15.00 67.00

Thiruvannamalai Thiruvannamalai 30.00 25.00 45.00


Average 20.00 16.00 64.00

Viluppuram Mayilam 33.41 28.46 38.13

Vaanur 23.48 50.32 26.20

Average 28.44 39.39 32.17

Overall Average 19.74 21.97 58.29

From the above table-4.25, it is found that mother-in-laws and husbands are

the major hinders of the learners for their continuous learning in AECs of Saakshar

Bharath Programme in Dharmapuri (17.50% and 12.50%) Erode (15.00 and 18.00%),

Thiruvannamalai (16.00% and 20.00%) and Viluppuram (39.39% and 28.44%)

districts.

But majority of the learners have not expressed about hinders for continuous

learning in Dharmpuri (70.00%), Erode (67.00%), Thirvannamalai (64.00%) and


The study concluded that 58.29% of learners are expressed about hinders for

their continuous learning in AECs of Saakshar Bharath Programme in Tamil Nadu.

109

But 21.97% of learners viewed that their mother-in-laws are the major hinders

followed by their husbands (19.74%).

4.2.17 Opinion of the Learners about Continues Participation in SBP

The million dollars question which is answered by the learners regarding their

continuous participation in Saakshar Bharath Programme in coming years is obtained

in the study which is given in the following table- 4.26.

Table-4.26 Percentages of Opinion of the Learners about Continues


Districts

Block

Yes No Undecided

Dharmapuri

Pennagaram 12.90 8.00 79.10

Nallampalli 12.20 4.23 83.57

Average 12.55 6.12 81.34


Gopi 15.50 5.53 78.97

Average 13.65 6.07 80.28

Thiruvannamalai Thiruvannamalai 13.70 8.00 78.30


Average 12.50 8.89 78.61

Viluppuram Mayilam 10.10 2.26 87.64

Vaanur 12.50 6.33 81.17

Average 11.30 4.30 84.41

Overall Average 12.50 6.34 81.16

From the above table-4.26, it is found that nearly 11.00% to 13.00% of

learners in AECs of Saakshar Bharath Programme are willing to continue their studies

in AECs in Viluppuram (11.30%), Dharmapuri (12.55%), Thiruvannamalai (12.50%)

and Erode (13.65%) districts.

It is found that 4.00% to 08.00% of current learners of AECs in Saakshar

Bharath Programme are not interested to continue their studies in AECs of Saakshar

Bharath Programme in Viluppuram (04.30%), Erode (06.07%), Dharmapuri (06.12%)


110

It is found that around 80.00% to 85.00% of learners are still undecided about

either to continue or discontinue from AECs of Saakshar Bharath Programme in

Tamil Nadu in Thiruvannamalai (78.61%), Erode (80.28%), Dharmapuri (81.34%)

and Viluppuram (84.41%) districts.

The study concluded that as in general only 12.50% of learners are willing to

continue and 06.34% of learners are decided to quit from AEC s of Saakshar Bharath

Programme in Tamil Nadu and still 81.16% of existing learners are unable to decide

either to continue or quite from AECs.

4.2.18 Opinion of the Learners about their Expectations in SBP

Opinions of the learners about their expectations in SBP are given in the

following table 4.27.

Table-4.27 Percentages of Opinion of the Learners about their Expectations in

SBP

District

Block

Special

Training

Sports

Training

Yoga Memory

Practices

Dharmapuri

Pennagaram 28.60 20.00 47.60 15.00

Nallampalli 53.50 25.00 16.70 20.50

Average 41.05 22.50 32.15 17.75


Gopi 0.00 26.70 19.00 14.35

Average 7.15 13.35 16.65 14.68


Tandrampattu 10.00 0.00 10.00 10.00

Average 6.80 6.65 17.50 7.00


Vaanur 10.00 0.00 2.40 25.30

Average 10.00 10.00 1.20 19.90

Overall Average 16.25 13.12 16.87 14.83

From the above table-4.27, it is found that the learners are expected to conduct

need based special training, sports & yoga training and memory practices in the

coming years in AECs of Saakshar Bharath Programme in Dharmapuri (41.05%,

22.50%, 32.15% and 17.75%), Erode (07.15%, 13.35%, 16.65% and 14.68%),

111

Thiruvannamalai (06.80%, 06.65%, 17.50% and 07.00%) and Viluppuram (10.00%,

10.10%, 01.20% and 19.90%) districts.

The study has concluded that 16.87% of the learners are expected to conduct

yoga programmes in AECs of Saakshar Bharath Programme in Tamil Nadu followed

by need based special training (16.25%) , memory practices for remembrance

(14.83%) and sports training (13.12%) in future.

4.2.19 Opinion of the Learners about the Activities of SBP

The present study has found that the opinions of the learners about the

activities of Saakshar Bharath Programme are given in following table- 4.28.

Table-4.28 Percentages of Opinion of the Learners about the Activities of SBP

From the above table-4.28, it is found that 64.40% of the learners in AECs of

Saakshar Bharath Programme are expressed that the Saakshar Bharath Programme is

good and 23.40% is viewed as very good and 09.60% of learners are felt only

satisfaction.

01.20% of learners viewed that the activities of Saakshar Bharath Programme

are partially satisfied and 0.40% of learners are nothing comment about the activities

of Saakshar Bharath Programme.

Variable Sub

Variable

Percentage Diagram

Saakshar Bharath program

Very good

23.40

Good

65.40

Satisfied

09.60

Partially Satisfied

01.20

No Opinion

0.40

112

4.2.20 Suggestions of the Learners for SBP

The present study has obtained certain suggestions from the learners regarding

Saakshar Bharath Programme in Tamil Nadu which are given in the following table-

4.29.

Table-4.29 Percentages of Suggestions of the Learners for SBP

Districts

Block

Electrical

Facilities

Separate

Buildings

Learning

Equipments

Extra

Classes

Dharmapuri

Pennagaram 29.40 27.60 15.00 11.80

Nallampalli 09.40 20.70 25.00 15.50

Average 19.40 24.15 20.00 13.65


Gopi 16.50 20.70 17.50 19.90

Average 11.20 22.40 08.75 14.30


Tandrampattu 10.00 10.00 15.00 02.50

Average 13.25 6.75 15.00 10.90


Vaanur 17.60 10.00 07.50 18.00

Average 11.15 6.70 11.25 16.15

Overall Average 13.75 15.01 13.75 13.75

From the above table-4.29, it is found that the learners of Dharmapuri has

expected and suggested that they required separate buildings (24.15%) for AECs

followed by provision of learning resources and equipments (20.00%), provision of

electrical facilities (19.40%) and required to arrange extra classes (13.65%).

The learners of Erode are expected and suggested that separate buildings for

AEC’s (22.40%) followed by extra classes (14.30%), provision of electrical facilities

(11.20%) and provision resources and equipments (08.75%) are required.

The learners of Thiruvannamalai expected and suggested that they are in need

of resources and equipments (15.00%) followed by electrical facilities (13.25%), extra

classes (10.90%) and separate building for AECs (06.75%).

113

The learners of Viluppuram District are expected and suggested that they are

in need of extra classes (11.25%) followed by electrical facilities (13.75%), learning

equipments (11.15%) and separate buildings (06.70%) for AECs.

The study has concluded that the learners of Saakshar Bharath Programme in

Tamil Nadu are expecting separate buildings for AECs (15.01%) followed by

electrical facilities (13.75%), teaching learning equipments (13.75%) and extra classes

(13.75%).

4.2.21 Performance of Learners in Literacy and Numeracy

The present investigation has found out the achievement of the learners in

AECs of Saakshar Bharath Programme by using the tool Literacy and Numeracy Test

Battery for the Learners (L & N TB – L). The Mean, SD, minimum and maximum

achievement scores and range has been found and given in the following table- 4.30.

114

Table-4.30 Mean, SD and Range of Learners in Literacy and Numeracy-District wise

Districts Reading Writing Numeracy Overall

Mean SD Max Max Range Mean SD Min Max Range Mean SD Min Max Range Mean SD Min Max Range

Dharmapuri 25.143 06.099 07 37 30 19.016 5.953 2 28 26 23.243 4.935 08 30 22 67.481 12.834 32 92 60

Erode 25.942 06.226 07 39 32 18.495 5.496 2 30 28 23.207 4.083 11 32 21 67.106 13.464 0 97 97

Thiruvannamalai 26.214 15.645 10 223 213 19.807 5.002 7 29 22 23.829 4.891 07 34 27 69.059 11.873 41 94 53

Viluppuram 26.744 4.9235 10 36 26 17.963 4.873 6 31 25 23.134 4.954 12 42 30 67.951 10.877 41 92 51

Overall 25.984 09.309 07 223 216 18.838 5.398 2 31 29 23.356 4.708 07 42 35 67.874 12.375 0 97 97

115

Performance of Learners in Reading

From the above table-4.30, it is found that the learners of Viluppuram districts

have obtained 26.74 as achievement score out of 40 in reading followed by

Thiruvannamalai (26.21), Erode (25.94) and Dharmapuri (25.14) districts.

The minimum achievement score of learners of Thiruvannamalai and

Viluppuram districts is 10.00 out of 40 in reading and for Dharmapuri and Erode

districts are 7.00.

The maximum achievement score of 39.00 out of 40 obtained in reading by

the learners in Erode followed by Dharmapuri (37.00), Viluppuram (36.00) and

Thiruvannamalai (34.00) districts.

The maximum range of achievement scores of learners in reading is 32.00

found in Erode followed by Dharmapuri (30.00), Viluppuram (26.00) and


Performance of Learners in Writing

The highest achievement score of learners in writing is 19.00 out of 30 found

in Thiruvannamalai district followed Dharmapuri (19.01), Erode (18.49) and

Viluppuram (17.96) districts.

The minimum achievement score of learners in writing has been found in

Dharmapuri (2.00) and Erode (2.00) out of 30 followed by Viluppuram (6.00) and


The maximum achievement score of 30.00 out of 30 was obtained in writing

by the learners of Erode followed by Thiruvannamalai (29.00), Viluppuram (29.00)

and Dharmapuri (28.00) districts.

The highest range of achievements score of learners in writing out of 30 has

been found in Erode (28.00) followed by Dharmapuri (26.00), Viluppuram (23.00)

and Thiruvannamalai (22.00) districts.

116

Performance of Learners in Numeracy

In numeracy, the highest achievements score of 23.32 out of 30 of the learners

is found in Thiruvannamalai district followed by Dharmapuri (23.24), Erode (23.20),

and Viluppuram (23.13) districts.

The highest minimum score of learners in numeracy has been found in

Viluppuram districts (12.00) out of 30 followed by Erode (11.00), Dharmapuri (8.00)


The highest maximum score of learners in numeracy has been found in all four

Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts is 30 out of 30.

The highest range of achievement score of learners in numeracy out of 30 has

been found in Thiruvannamalai (23.00) followed by Dharmapuri (22.00), Erode

(19.00) and Viluppuram (18.00) districts.

Performance of Learners in Overall Literacy and Numeracy

It is found that the highest achievement score of learners in literacy and

numeracy has been achieved by the learners of the Thiruvannamalai (69.05) followed

by Viluppuram (67.95), Dharmapuri (67.48) and Erode (67.10) districts.

The highest minimum score of 41.00 out of 100 was scored by the learners of

Thiruvannamalai and Viluppuram districts in overall literacy and numeracy followed

by Dharmapuri (32.00) district. The minimum score of 0.00 of the learner in overall

literacy and numeracy out of 100 was found in Erode district which is unbearable.

It is appreciable that the maximum achievement score of 97 out of 100 was

secured by the learners of Erode in overall literacy and numeracy followed by

Thiruvannamalai (94.00), Dharmapuri (92.00) and Viluppuram (92.00) districts.

The highest range achievement score of 97 out of 100 was found in Erode in

overall literacy and numeracy followed by Dharmapuri (60.00), Thiruvannamalai


Overall Achievements of Learners in Literacy and Numeracy of Saakshar

Bharath Programme in Tamil Nadu

It is found that the average achievement score of learners in Saakshar Bharath

Programme in Tamil Nadu are given below:

� Reading is 26.01 out of 40

� Writing is 18.81 out of 30

� Numeracy is 23.34 in out of 30

� Overall literacy and numeracy is 67.89 out of 100

117

It is found that the minimum achievement score of learners is 8.50 out of 40 in

reading, 4.25 out of 30 in writing and 9.50 out of 30 in numeracy in Saskshar Bharath

Programme in Tamil Nadu.

The overall minimum score of learners is 28.50 out of 100 in literacy and

numeracy in Saskshar Bharath Programme in Tamil Nadu.

It is found that maximum achievement score of the learners is 36.50 out of 40

in reading, 29.00 out of 30 in writing and 30 out of 30 in numeracy in Saskshar

Bharath Programme in Tamil Nadu.

The overall maximum score of learners is 93.75 out of 100 in literacy and


It is found that, the range of achievement score from maximum to minimum of

the learners is 28 out of 40 in reading, 24.75 out of 30 in writing and 20.50 out of 30

in numeracy in Saskshar Bharath Programme in Tamil Nadu.

The overall range score or learners in literacy and numeracy are 65.25 out of

100 Saskshar Bharath Programme in Tamil Nadu.

4.2.22 Success Rate of Learners in Literacy and Numeracy

The success of the learners in AECs of Saakshar Bharath Programme has been

assessed based on the norms laid down by the NLM, New Delhi. The success of the

learners in literacy and numeracy has been calculated based on the achievement

scores of the learners by using the tool Literacy and Numeracy Test Battery for the

Learners (L & N TB – L). The learners who have secured 50.00% and above out of

overall secured scores have been considered as a "successful learner".

Further, the attainment of success of the learners in reading, writing and

numeracy has determined that the learners who have secured 50.00% and above in

reading, writing and numeracy.

The present study has adopted the above said norms laid down by the NLM,

New Delhi and the success of the learner in overall literacy and numeracy has been

calculated and it has been given as percentages in the following table- 4.31.

118

Table-4.31 Percentages of Success Rate of Learners in Literacy and Numeracy

Success Rate of Learners in Reading

From the above table-4.31, it is found that 85.51% of the learners have

succeeded in the reading in AECs of Saskshar Bharath Programme in Tamil Nadu.

90.85% of the learners have succeeded in reading in Villupram district followed by

Dharmapuri followed by (84.13), Erode (83.65) and Thiruvannamalai (83.42)

districts.

Success Rate of Learners in Writing

It is found that 78.01% of learners have been successful in their writing in

AECs of Saakshar Bharath Programme in Tamil Nadu. 83.96% of learners of

Thiruvannamalai district succeeded in writing followed by Dharmapuri (77.25), Erode


Success Rate of Learners in Numeracy

It is found that 93.68% of learners have been successful in their numeracy in

AECs of Saakshar Bharath Programme in Tamil Nadu. It is found that 97.60% of

learners have succeeded in numeracy in Erode districts followed by Villupram

(95.13), Thiruvannamalai (94.65) and Dharmapuri (91.00) districts.

Literacy and Numeracy

The study has come to major conclusions through its systematic, scientific

methodology and righteous analysis that 93.68% of learners in AECs of Saakshar

Bharath Programme have succeeded in literacy and numeracy as per NLM norms.

The learners of Erode districts (95.58) have achieved higher in literacy and numeracy

Districts Reading Writing Numeracy Literacy and

Numeracy

Pass Fail Pass Fail Pass Fail Pass Fail

Dharmapuri 84.13 15.87 07.25 22.75 91.00 9.00 91.00 9.00

Erode 83.65 16.35 76.44 23.56 97.60 2.40 95.68 4.32

Thiruvannamalai 83.42 16.58 83.96 16.04 94.65 5.35 94.12 5.88

Viluppuram 90.85 9.15 74.39 25.61 95.12 4.88 93.90 6.10

Overall 85.51 14.49 78.01 21.99 94.59 5.41 93.68 6.32

119

followed by Thiruvannamalai (94.12), Viluppuram (93.90) and Dharmapuri (91.00)

districts.

The present study has given an alarming warning that 6.32% of the learners in

the AECs of Saakshar Bharath Programme in Tamil Nadu have been still trailing to

reach the successful mark fixed by the NLM, New Delhi.

The study has given a clear status score to the districts that 9.00% of the

learners are unsuccessful in literacy and numeracy in Dharmapuri followed by

Viluppuram (06.10), Thiruvannamalai (5.58) and Erode (04.32) districts.

4.2.23 Significant Difference on Achievement of Learners in Literacy and

Numeracy with respect to certain Personal Variables

The present study has found there is significant difference on the

achievements scores of the learners in respect of certain demographic variable such as

gender, age, occupation, annual income and religion.

For finding the significant difference on the achievement scores of the

learners, the investigators have calculated Mean and SD values and calculated ‘t'/ ‘f’

values. All are given in the following table- 4.32

Table-4.32 Mean and SD of Learners Achievement Scores in Literacy and

Numeracy in respect of certain Personal Variables and the calculated‘t/F’

Values

1. Gender

Variable

Reading Writing Numeracy Overall Percentage

Mean Std t/F Mean Std t/F Mean Std t/F Mean Std t/F

Gender

Male

25.816

6.65

0.156

@

18.500

6.19

0.396

@

23.184

5.07

0.230 @

67.368

14.08

0.229

@

Female

25.993

9.43

18.850

5.35

23.365

4.68

67.901

12.28

@ Not Significant at 0.05 level From the above table-4.32, it is found that there is no significant difference on

the achievement scores of men and women in reading, writing, numeracy and overall

literacy and numeracy.

Therefore the variable gender does not influencing the achievement of

reading, writing, numeracy and overall literacy and numeracy of men and women in

AECs of Saakshar Bharath Programme in Tamil Nadu.

120

2. Age

Variable



Age

15 to 20

years

22.667 3.932

0.884

@

15.1676 4.875

0.859

@

19.333 4.501

2.032 *

57.333 11.378

1.994

*

21 to 25

years

26.920 5.017 18.780 4.854 23.760 4.636 69.920 10.703

26 to 30

years

25.516 5.816 18.981 5.092 23.419 4.454 68.187 11.514

31 to 35

years

25.199 6.319 19.119 4.863 22.755 4.9112 66.497 12.291

Above

35

years

26.409 11.612 18.736 5.778 23.575 4.707 68.187 12.878

@ Not Significant at 0.05 level * Significant at 0.05 level

121

From the above table-4.32, it is found that the age factor of learners in AECs

of Saakshar Bharath Programme in Tamil Nadu does not influence their reading and

writing achievements.

It is found that the age factor of learners in AECs of Saakshar Bharath

Programme in Tamil Nadu does influence their numeracy and overall literacy and

numeracy achievement. It is noted that the age group of 21 to 25 years of learners

(23.76) have performed well in numeracy followed by above 35 years (23.57), 26-30

years (23.42), 31-35 years (22.76), and 15 to 20 years (19.33).

The learners of age group of 21-25 years (69.20) do well in overall literacy

and numeracy followed by 26 to 30 years (68.19), above 35 years (68.19), 31 to 35

(66.50) and 15 to 20 years (57.33).

122

3. Occupation

Variable



Occupation

Coolie 25.975 10.839

0.404

@

18.798 5.629

0.777

@

23.393 4.988

0.336

@

67.663 13.194

1.029

@

Personal

occupation

25.593 04.618 18.556 4.684 22.741 4.337 67.185 09.611

Farmer 26.188 05.581 19.061 5.008 23.362 4.158 68.655 10.879

Business 22.000 04.320 16.750 4.787 24.500 3.415 62.750 07.041

Home

maker

22.000 06.633 15.000 2.160 21.500 2.516 58.500 07.325

@ Not Significant at 0.05 level

From the above table-4.32, it is found that the occupation of learners in AECs of Saakshar Bharath Programme in Tamil Nadu does not

influence the achievements of the learners in reading, writing and numeracy and also overall literacy and numeracy.

123

4. Annual Income

Variable



Annual

Income

Rs

Below

24,00

26.549 05.385

0.456

@

17.659 6.705

1.810

@

22.110 5.522

4.239

**

66.209 14.209

0.899

@

25,000-

30,000

25.776 05.794 18.879 5.364 23.751 4.402 68.480 11.405

31,000-

36,000

26.532 16.838 19.000 5.201 22.778 4.563 67.392 11.343

Above

36,000

25.584 06.174 19.225 4.818 23.792 4.779 68.062 13.859

@ Not Significant at 0.05 level ** Signifcant 0.01 level

From the above table-4.32, it is found that the annual income of the learners in AECs of Saakshar Bharath Programme in Tamil Nadu

does not influence their achievement in reading, writing and overall literacy and numeracy.

It is found that the annual income of the learners does influence their achievement in numeracy. The annual income group of above

36,000 (23.79) do well in numeracy followed by Rs. 31,000 - 36,000 (22.78) and below Rs. 25,000 income group (22.11).

124

5. Religion:

Variable



Religion Hindu 26.021 9.435

0.189

@

18.859 5.428

0.371

@

23.462 4.685

6.117

**

68.040 12.422

2.137 *

Muslim 25.167 4.446 17.000 4.098 20.000 4.195 61.833 08.134

Christian 24.706 2.974 18.588 4.556 20.000 4.242 62.941 10.292

@ Not Significant at 0.05 level * Significant at 0.05 level **Significant at 0.01 level

From the above table-4.32, it is found that the learners in the AECs of Saakshar Bharath Programme in Tamil Nadu do not vary in their

reading and writing achievements in respect of their religion.

It is found that the personal variable - religion of the learners in AECs of Saakshar Bharath Programme in Tamil Nadu does influence

their achievements in numeracy and overall literacy and numeracy. It is found that the Hindu learners have performed well in numeracy (23.46)

and overall literacy and numeracy 68.04 followed by Christian learners (20.00 & 62.94) and Muslim learners (20.00 & 62.94).

4.2.24 Significant Correlation on Achievement of Learners in Literacy and Numeracy

The present study has found certain unique findings that the relation between the achievement of reading, writing, numeracy and overall

literacy and numeracy by the learners in the AECs of Saakshar Bharath Programme in Tamil Nadu.

125

For finding out the correlations, the investigators have applied Pearson

Correlation and calculated the 'r' values, significant at 0.01 levels.

The obtained ‘r’ values are given in the following table- 4.33.

Table-4.33 Correlation on Achievement of Learners in Literacy and Numeracy

and calculated 'r' values

Educational

Components

Reading Writing Numeracy Over all

Literacy and

Numeracy

Reading 1.00 0.227** 0.118** 0.427**

Writing 0.227** 1.00 0.418** 0.739**

Numeracy 0.118** 0.418** 1.00 0.652**

Literacy and

Numeracy

0.427** 0.739** 0.652** 1.00

**Significant at 0.01 level

The following correlations have found in the present study among the

achievements of the learners in reading, writing, numeracy and overall literacy and

numeracy in the AECs of Saakshar Bharath Programme in Tamil Nadu.

1. Reading Writing Positive low correlation (0.227)

2. Reading Numeracy Positive low correlation (0.118)

3. Writing Numeracy Positive low correlation (0.418)

4. Literacy & Numeracy Reading Positive low correlation (0.427)



Therefore it is concluded that each of the study components such as reading,

writing, numeracy and overall literacy and numeracy of the learners in AECs of

Saakshar Bharath Programme in Tamil Nadu has positive correlation with each other.

Hence this study has proved that the performance and achievement of the

learners in each study component is improving the achievement and performance of

the other study components of the learners and vice- versa.

Therefore the study component of reading, writing, numeracy and overall

literacy is depending upon each other in respect of learners' achievements in AECs of


126

4.3 Opinion of the Community Leaders/Public about AECs of Saakshar Bharath

Programme

One of the major objectives of the present investigation is to elicit the opinion

and suggestions for effective functioning of AECs in Saakshar Bharath Programme

from the community at various levels. Opinionare Interview Schedule for Community

Leaders/Public about Saakshar Bharath (OIS-CL &CP) is developed and used for data

collection.

The present investigation has visited 38 Grama Panchaya’s in Dharmapuri,

Erode, Thiruvannamalai and Viluppuram Districts and personally interviewed 84

community people / leaders for seeking their opinion about the AECs of Saakshar

Bharath Programme of Tamil Nadu. The representation of community people leaders

in respect of their personal variables are given in the following table- 4.31.

4.3.1 Representation of Community Leaders/Public

Representations of Community Leaders/Public are given in the following

table- 4.34.

Table-4.34 Representation of Community Leaders/Public

Personal

Variable

Classification

%

Pie Diagram

Gender

Male

54.50

Female

45.50

Age

21to 25 years 03.60

26 to 30 years 05.50

31 to 35 years 09.10

36 to 40 years 18.20

40 years above

63.60

127

Community

SC

23.60

ST

01.80

Minority

09.10

Others

65.50

Position

President 23.60

Ward Member

27.30

Community Leaders

01.80

Headmaster / Teacher

29.10

Community Social Worker

05.50

Others 12.70

Educational

Status

Below SSLC X –Std

36.40

Above SSLC XII-Std

10.90

Graduation &Above

40.00

Others

12.70

From the above table-4.34, it is found that 45.5% women and 54.5% men

leaders expressed their views about AECs of Saakshar Bharath Programme.

Most of them are in the age group of 40 years and above 63.60% followed by

36-40 years (18.20%), 31-35 years (9.10%), 26-30 years (5.50%) and 21-25 years of

age group (3.60%). They are belonging to most of other communities (65.50%)

followed by SC (23.60%), Minority group (01.0%) and ST (1.80%).

128

The present study has sought opinion about AECs of Saakshar Bharath

Programme from the President of Village Grama Panchayat (23.6%), Head masters

and teachers of the school in the respective villages (29.10%), community social

workers (5.50%) and local community leaders (27.30%) of them have possessed

qualification of graduation and the above (40%) up to SSLC (36.40%) up to 12th Std

(10.90%) and other qualifications (12.70%).

4.3.2 Opinion of the Community Leaders/Public about the Performance of AECs

Activities

The present study has found out the opinion about the community leaders/

public about the activities of the AECs of Saakshar Bharath Programme in Grama

Panchayat. The percentage of the opinion of the community leaders /public is given in


Table-4.35 Percentages of Opinion of the Community Leaders/Public about the


From the above table-4.35, it is found that 70.90% community leaders / public

opined that the activities of AECs of Saakshar Bharath Programme in their Grama

Panchayat are good. 25.50% of the community leaders / public are viewed that

activities of AECs are very good. But 03.60% of the community leaders/ public

viewed that the activities are only in the moderate level. And no one expressed that

the activities of AECs are either poor or not able to say the opinion.

4.3.3 Activities/Programmes Witnessed by Community Leaders/Public in AECs

The present study has sought the opinion recording the activities conducted by

AECs of Saakshar Bharath Programme from the local community leaders / public

which are given in the following table- 4.36.

Opinion Percentage

Saakshar

Bharath

Very Good 25.50

Good 70.90

Moderate 03.60

Poor 0

No Opinion 0

129

Table-4.36 Percentages of Activities/Programmes Witnessed by Community Leaders/Public in AECs

Districts Blocks

Functioning of Programme Literacy

Programme Cultural Programme

Awareness Programme

Skill Development Programme

Special Programme

Yes No Electoral Literacy

Financial Literacy

Disaster Management

Legal Literacy

Dharmapuri

Pennagaram 100 0 03.80 21.10 15.80 14.80 16.28 07.10 33.30 22.26

Nallampalli 100 0 02.80 15.23 07.90 12.00 02.56 14.30 16.70 12.28

Total 100 0 03.30 18.16 11.85 13.40 09.42 10.70 25.00 17.27

Erode

Ammapettai 100 0 09.20 15.80 07.90 16.20 20.00 21.40 16.60 22.20

Gopi 100 0 19.20 15.80 15.80 18.60 12.00 03.60 01.80 33.30

Total 100 0 14.20 15.80 11.85 17.40 16.00 12.50 09.20 27.75

Viluppuram

Vannur 100 0 19.30 05.30 13.20 10.00 20.00 07.10 16.70 02.23

Mayilam 100 0 26.90 05.20 10.50 16.00 20.00 14.30 05.35 06.33

Total 100 0 23.10 05.25 11.85 23.00 20.00 10.70 11.25 04.23

Thiruvannamalai

Thiruvannamalai 100 0 11.50 15.70 13.20 10.00 04.32 14.40 04.50 01.62

Tandrampattu 100 0 11.60 21.10 15.70 08.26 08.56 21.40 16.70 03.25

Total 100 0 11.55 18.40 14.45 09.13 06.34 17.90 10.60 02.43

Overall Total 100 0 10.53 14.40 12.50 15.73 12.94 12.95 14.01 12.79

130

From the above table-4.36, it is happy to note that all the community leaders /

public have agreed that the AECs of Saakshar Bharath Programme have conducted

many numbers of programmes in their respective Villages / Grama Panchayath.

3.30%, 14.2%, 23.10% and 11.55% of literacy programmes are organised in

the Dharmapuri, Erode, Viluppuram and Thiruvannamalai districts respectively and

are which all are witnessed by the community leaders / public.

18.60%, 15.80%, 05.25% and 18.40% of cultural programmes, 11.85%,

11.85%, 11.85% and 14.45% of awareness programmes, 13.40%, 17.40%, 23.01%

and 09.13% of skill development programmes, 09.42%, 16.00%, 20.00% and 06.34%

of electoral literacy programmes, 10.70%, 12.50%, 10.70% and 17.90% of financial

literacy programmes, 25.00%, 09.20%, 11.25% and 10.60% of disaster management

programmes and 17.27%, 27.75%, 04.23% and 02.43% of legal literacy programmes

are organized in Dharmapuri, Erode, Viluppuram and Thiruvannamalai districts

respectively by AECs of Saakshar Bharath Programme which are witnessed by

community leaders / public in their respective Village / Grama Panchayat.

This study concluded that all the community leaders / public have agreed that

the AECs of Saakshar Bharath Programme have made many number of activities in

the respective villages. Further on an average of 10.53% of literacy programmes,

14.40% cultural programmes, 12.50% of awareness programmes, 15.73% of skill

development programmes, 12.94% of electoral literacy programmes, 12.95% of

financial literacy programmes, 14.01% of disaster management programmes and

12.79% of legal literacy programmes are witnessed by the community leaders / public

as whole in Tamil Nadu.

4.3.4 Suggestions of Community Leaders/Public Leaders for AECs

The present study has obtained suggestions for the improvement of AECs of

Saakshar Bharath Programme from the community leaders/public. Those are given in


131

Table-4.37 Suggestions of Community Leaders/Public for AECs

From the above table-4.37,it is noted that the community leaders/ public in

Thiruvannamalai (16.65%) are expected and suggested to provide employability

oriented training programme to the learners and particularly for the women of the

respective Village / Grama Panchayat followed by Dharmapuri (11.10%), Erode

(11.10%) and Viluppuram (11.10%) distrits. 11.35% of community leaders / public

have suggested that the basic facility and other resource material in the AECs to be

improved and properly maintained in Thiruvannamalai followed by Villupram

(07.70%), Erode (07.70%) and Dharmapuri (03.85%) districts.

The community leaders / public of Dharmapuri (14.30%) have suggested

organize other programmes than the routine programmes of the Government in AECs

of their respective villages followed by Viluppuram (07.15%), Thiruvannamalai

(04.75%) and Erode (02.40%) districts.

The study concluded that 12.48 % of leaders /public have suggested to

organize employability orientation programmes particularly for women in Saakshar

Bharath Programme of Tamil Nadu. 7.65% of Community leaders/public suggested

improve the basic facility of the AECs of Saakshar Bharath Programme in Tamil

Nadu and 7.15% is suggested to add additional programmes in the AECs rather than

the routine government programmes.

4.4 Performances of Preraks in the Saakshar Bharath Programme


performance of the Preraks in the Saakshar Bharath Programme. Functional Status

Districts Block Provide

Employability

Adequate

Facilities

in AECs

More

Programmes

Activities at the AEC Level

Dharmapuri Pennagaram 0.00 03.00 16.20

Nallampalli 22.20 04.70 12.40

Total 11.10 03.85 14.30


Gopi 0.00 07.40 02.60

Total 11.10 07.70 02.40

Viluppuram vannur 0.00 09.00 06.20

Mayilam 22.20 06.40 08.10

Total 11.10 07.70 07.15 Thiruvannamalai Thiruvannamalai 22.20 15.20 06.20


Total 16.65 11.35 04.75

Overall Total 12.48 07.65 07.15

132

Questionnaires for Preraks (FSQ-P) is developed and used to assess the performance

of the Preraks in the Saakshar Bharath Programme.

4.4.1 Socio- Economic Background of Preraks in AECs of Saakshar Bharath

The socio-economic status of preraks in the Saakshar Bharath Programme

of the Tamil Nadu pertaining to certain personal variables such as gender, community,

religion, age, educational status and experiences such as are given in the following

table. 4.38 with pie diagram.

Table 4.38 Percentages of Socio- Economic Background of Preraks in AECs of

Saakshar Bharath

Personnel

Variable

Classification Percentage

Pie Diagram

Gender

Male

09.50

Female

90.50

Community

SC

22.2

ST

07.9

Minority

42.9

Others

27.0

Religion

Hindu

95.20

Christian

03.20

Others

01.60

Age

21 to 25 years 11.10

26 to 30 years ` 23.80

31 to 36 years 25.40

Above 35 years

39.70

133

From the above table- 4.38, it is found that 90.50% preraks are women and

09.50% are men in the ACEs of Saakhar Bharath Programme in Tamil Nadu.

It is found that 42.90% of preraks are minority community, 27.00% is other

community, 22.02% is SC community and 07.90% is ST community in Saakhar

Bharath Programme of Tamilnadu.

It is found that 95.20% of preraks are Hindu, 03.20% is Christian and 01.60%

is other religions of Saakhar Bharath Programme in Tamil Nadu.

It is found that 39.70% of preraks belonging to above 35 years age group,

25.40% is 31-36 years age group, 23.80% is 26-30 years age group and 11.10% is 21-

25 years age group of the Saakhar Bharath Programme in Tamil Nadu.

It is found that 46.00% of preraks have possessed higher secondary

qualification, 28.60% is SSLC, 14.30% graduates and above and 11.10% is have other

educational qualifications in the ACEs of the Saakhar Bharath Programme in

Tamilnadu.

It is found that 57.10% of preraks have 5 and above years of experience,

20.60% have 1-2 years, 17.50% had 4-5 years and 04.80% have 2-4 years in the

ACEs of the Saakhar Bharath Programme in Tamilnadu.

4.4.1 Training Programmes Organized and attended by the Preraks at District/

Block level

The following Table- 4.39 shows the training programmes organized and

attended by the Preraks at District/ Block level.

Educational Status

Below SSLC 28.60

Above SSLC to +2th

46.00

Graduation and Above

14.30

Others 11.10

Experience

1-2 Years 20.60

2-4 Years 04.80

4-5 Years 17.50

5 and Above 57.10

134

Table 4.39 Number and Percentages of Training Programmes Organized and attended by the Preraks at District/ Block level

N.P.O -Number of Programme Organized N.P.P - Number of Persons Participated

Note: 1. Figures in the Brackets denotes Percentage 2. Figures in the Columns represent Overall Status and in rows represents Districts.

Districts General

Orientation

Program

%

Refresher

Training

Program

%

Awareness

Training Program

%

Skill Development

Program

%

Special /Focused

Program

%

Total

%

N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P N.P.O N.P.P

Dharmapuri 115 (42.7) (40.1)

672 (26.5) (48.7)

58 (21.5) (37.9)

381 (15.0) (48.3)

47(17.4) (17.8)

927 (36.6) (28.4)

42(15.6) (16.6)

478(18.9) (30.1)

7 (2.6) (8.9)

69 (2.7) (5.7)

269

(25.96)

2527

(30.70)

Erode 65

(17.3) (22.6)

150 (10.2) (10.9)

73 (19.4) (47.7)

133 (9.0) (16.9)

90 (24) (34.1)

226 (15.4) (6.9)

110 (29.3) (43.5)

293 (20.0) (18.4)

37(9.8) (46.8)

660 (45.1) (54.8)

375

(36.19)

1462

(17.76)

Thiruvannamalai 64 (25.3) (22.3)

233 (8.0) (16.9)

11 (4.3) (7.2)

223 (7.6) (28.3)

83 (32.9) (31.4)

1437 (49.5) (44.0)

68 (26.9) (26.9)

593 (20.4) (37.3)

26 (10.3) (32.9)

412 (14.2) (34.2)

252

(24.32)

2898

(35.20)

Vilpuram 43 (30.7) (15.0)

326 (24.2) (23.6)

11 (7.85) (7.2)

52 (3.86) (6.6)

44 (31.4) (16.7)

676 (50.2) (20.7)

33 (23.5) (13.0)

226 (16.81) (14.2)

9 (6.4) (11.4)

64 (4.76) (5.3)

140

(13.51)

1344

(16.32)

Total 287

(27.70)

(100)

1381

(16.77)

(100)

153

(14.76)

(100)

789

(9.58)

(100)

264

(25.48)

(100)

3266

(39.67)

(100)

253

(24.42)

(100)

1590

(19.31)

(100)

79

(7.62)

(100)

1205

(14.63)

(100)

1036 8231

135

Overall Scenario

From the above table-4.39, it is found that out of totally organized different

training programmes to preraks in Saakshar Bharath Programme of Tamil Nadu,

36.19% of training programmes were organized in Erode district followed by 25.96%

in Dharmapuri, 24.32% in Tiruvannamalai and 13.51% in Viluppuram districts.

At the same time 35.20% of preraks have participated in the training

programmes in Tiruvannamalai district followed by 30.70% in Dharmapuri, 17.76%

in Erode and 16.32% in Viluppuram districts.

It is found that out of totally organized general orientation programmes to

preraks in Saakshar Bharath programme of Tamil Nadu, 40.10% is organized in

Dharmapuri district followed by 22.60% in Erode, 22.30% in Tiruvannamalai and

15.00% in Viluppuram districts.

At the same time 48.70% of preraks participated in the General Orientation

Programme in Dharmapuri followed by 23.60% in Viluppuram, 16.90% in

Tiruvannamalai and 10.90% in Erode districts.

It is found that out of totally organized refresher training programme to

preraks in Saakshar Bharath programme of Tamil Nadu, 47.70% is organized in

Erode district followed by 37.90% in Dharmapuri, 7.20% in Viluppuram, 7.20% in

Viluppuram districts.

At the same time 48.30% of preraks participated in the refresher training

programme in Dharmapuri followed by 28.30% in Tiruvannamalai, 16.90% in Erode

and 6.60% in Viluppuram districts.

It is found that out of totally organized awareness training programme to

preraks in Saakshar Bharath programme of Tamil Nadu, 34.10% is organized in Erode

district followed by 31.40% in Tiruvannamalai, 16.70% in Viluppuram, 17.80% in

Dharmapuri district.

At the same time 44.00% of preraks participated in the awareness training

programme in Tiruvannamalai followed by 28.40% in Dharmapuri, 20.70% in

Viluppuram and 6.90% in Erode districts.

It is found that out of totally organized skill development training programme

to preraks in Saakshar Bharath programme of Tamil Nadu, 43.50% is organized in

Erode district followed by 26.90% in Tiruvannamalai, 16.60% in Dharmapuri,


136

At the same time 37.30% of preraks participated in the Skill development

training programme in Tiruvannamalai followed by 30.10% in Dharmapuri, 18.40%

in Erode and 14.20% in Viluppuram districts.

It is found that out of totally organized special focused training programme to

preraks in Saakshar Bharath programme of Tamil Nadu, 46.80% is organized in Erode

district followed by 32.90% in Tiruvannamalai, 11.40% in Viluppuram and 8.90% in

Dharmapuri districts.

At the same time 54.80% of preraks participated in the in special focused

training programme in Erode followed by 34.20% in Tiruvannamalai, 5.70% in

Dharmapuri and 5.30% in Viluppuram districts.

District wise Scenario

It is found that 42.70%, 21.50%, 17.40%, 15.20% and 2.60% of training

programmes such as general orientation programme, refresher training programme,

awareness training programme, skill development training programme and special

focused training programmes are organized in Dharmapuri district respectively out of

totally organized training programmes in Tamil Nadu.

It is found that 26.50%, 15.00%, 36.60%, 18.90% and 2.70% of preraks are

participated in the general orientation programme, refresher training programme,


focused training programmes in Dharmapuri district respectively.


programme such as general orientation programme, refresher training programme,


focused training programmes are organized in Erode district respectively.

It is found that 10.20%, 9.00%, 15.40%, 20.00% and 45.10% of preraks



focused training programmes in Erode district respectively.


programme such general orientation programme, refresher training programme,


focused training programmes are organized in Tiruvannamalai district respectively.



137


focused training programmes in Tiruvannamalai district respectively.


programme such as general orientation programme, refresher training programme,


focused training programmes are organized in Viluppuram district respectively.




focused training programmes in Viluppuram district respectively.

The study concluded that totally 27.70%, 25.48%, 24.42%, 14.76% and 7.62%

of general orientation programme, refresher training programme, awareness training

programme, skill development training programme and special focused training

programmes organized to the preraks of saakhar bharath programme in tamilnadu.

39.67%, 19.31%, 16.77%, 14.63% and 9.58% of preraks are participated in the

general orientation programme, refresher training programme, awareness training

programme, skill development training programme and special focused training

programmes respectively in all the districts of Saakhar Bharath Programme in

Tamilnadu.

4.4.2 Duration of the Training Programmes Organized by District /Block Level

Functionaries

Duration of the Training Programmes Organized by District /Block Level

Functionaries is given in the following table- 4.40.

138

Table 4.40 Number and Percentages of Duration of the Training Programmes

Organized by District /Block Level Functionaries

Note: Figures in the Brackets denotes Percentage 2. Figures in the Columns represent Overall

Status and in rows represents Districts.


0.00% of training programme were organized for one day, two days, more than three

days and more than three days respectively in Dharmapuri district.

It is found that 62.50%, 18.75%, 18.75% and 0.00% of training programmes

are organized for one day, two days, three days and more than three days respectively

in Erode district.

It is found that 40.00%, 26.60%, 20.00% and 13.33% of training programmes

are organized in one day, two days, three days and more than three days respectively

in Thiruvannamalai district.

It is found that 30.70%, 23.07%, 23.07% and 23.07% of training programme

are organized in one day, two days, three days and more than three days respectively

in Viluppuram district.

4.4.3 Opinion of the Preraks about the Trainning Programmes

The following Table-4.41 shows the Opinion of the Preraks about the Training

Programmes.

Districts One Day

(%)

Two Days

(%)

Three Days

(%)

More Than

Three Days

(%)

Dharmapuri 10 (52.6)

(33.3)

5 (26.3)

(35.7)

0 (0)

(0.0)

4 (21.05)

(44.4)

Erode 10 (62.5)

(33.3)

3 (18.75)

(21.4)

3 (18.75)

(30.0)

0 (0)

(0.0)

Thiruvannamalai 6 (40)

(20.0)

3 (20)

(21.4)

4 (26.6)

(40.0)

2 (13.33)

(22.2)

Viluppuram

4 (30.7)

(13.3)

3 (23.07)

(21.4)

3 (23.07)

(30.3)

3 (23.07)

(33.3)

Total 30

(100.0)

14

(100.0)

10

(100.0)

9

(100.0)

139

Table 4.41 Percentages of Opinion of the Preraks about the Trainning Programmes

Districts Adequacy (%) Duration (%) Content (%) Materials Supplied (%)

adequacy Inadequate No Opinion


adequacy Inadequate

No Opinion


Dharmapuri 84.12 15.87 0 95.00 05.00 0 95.23 04.76 0 93.54 05.18 01.28

Erode 88.88 11.11 0 80.00 20.00 0 76.78 21.20 02.02 88.22 10.14 01.64

Thiruvanna malai

95.23 03.17 01.58 68.42 29.00 02.58 74.28 21.04 04.68 82.24 14.26 03.50

Viluppuram 93.65 0 06.35 88.42 0 11.57 82.78 14.76 02.46 76.78 18.98 04.24

Total 90.47 07.53 01.98 82.96 13.50 03.53 82.26 15.44 02.29 85.19 12.14 02.66

140

From the above table -4.41, it is found that 84.12% of preraks opined that the

training given to them is adequate in Dharmapuri followed by 88.88% in Erode,

95.23% in Thiruvannamalai and 93.65% in Viluppuram districts. 15.87% of preraks

viewed that the trainings are inadequate in Dharmapuri followed by 11.11% in Erode,

03.17% in Thiruvannamalai and 0.00% in Viluppuram districts. Whereas 0.00% of

respondent were not able to say anything about the training in Dharmapuri and Erode

districts followed by 01.38% in Thiruvannamalai and 06.35% in Viluppuram districts.

It is found that 95.00% of preraks opined that the duration of the training in

Dharmapuri is adequate followed by 80.00% in Erode, 68.42% in Thiruvannamalai

and 88.42% in Viluppuram districts. 05.00% of preraks viewed that the duration of

the training is inadequate in Dharmapuri, 20.00% in Erode, 29.00% in

Thiruvannamalai and 0.00% in Viluppuram. Whereas 0.00% of the respondents were

not able to say about the duration of the training in Dharmapuri and Erode district

followed by 02.58% in Thiruvannamalai and 11.57% in Viluppuram district.

It is found that 95.23% of preraks opined that the content of the training given

to them is adequate in Dharmapuri followed by 76.78% in Erode, 74.28% in

Thiruvannamalai and 82.78% in Viluppuram districts. 04.76% of preraks viewed that

the content of the training is inadequate in Dharmapuri, 21.20% in Erode, 21.04% in

Thiruvannamalai and 14.76% in Viluppuram. 0.00% of respondent were not able to

say about the content of the training in Dharmapuri followed by 02.02% in Erode,

04.68% in Thiruvannamalai and 02.46% in Viluppuram districts.

It is found that 93.54% of preraks opined that the training materials given to

them is adequate in Dharmapuri followed by 88.22% in Erode, 82.24% in

Thiruvannamalai and 76.78% in Viluppuram districts. 05.18% of preraks viewed that

the training materials are inadequate in Dharmapuri, 10.14% in Erode, 14.26% in

Thiruvannamalai and 18.98% in Viluppuram. 01.28% of respondents were not able to

say about the training materials in Dharmapuri, 01.64% in Erode, 03.50% in

Thiruvannamalai and 04.24% in Viluppuram districts respectively.

141

4.4.4 Potential Learners- Illiterates / Non-Literates Identified at Grama Panchayat Level

The following Table-4.42 shows the Potential Learners- Illiterates / Non-Literates Identified at Grama Panchayat Level.

Table 4.42 Percentages of Potential Learners- Illiterates / Non-Literates Identified at Grama Panchayat Level

Districts Gender Community

Total

(%) Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Dharmapuri 3508 (36.7) (24.8)

6030 (63.2) (31.4)

9538

(28.66)

1219 (12.7) (11.2)

0 (0) 1530 (16.04) (55.7)

6789( 71.1) (35.6)

9538

(28.66)

Erode 5255 (44.1) (37.2)

6645 (55.8) (34.6)

11900

(35.75)

3654 (30.70) (33.6)

41 (0.3) (13.3)

547 (4.5) (19.9)

7658 (64.3) (40.1)

11900

(35.75)


3368 (53.7) (17.5)

6271

(18.84)

3181 (50.7) (29.2)

178 (2.8) (57.7)

623 (9.9) (22.7)

2289 (36.5) (12.0)

6271

(18.84)

Viluppuram 2445 (46.3) (17.3)

2825 (53.6) (14.7)

5270

(15.83)

2804 (53.2) (25.8)

89 (1.6) (28.8)

43 (0.8) (1.56)

2334 (44.2) (12.2)

5270

(15.83)

Note: Figures in the Brackets denotes Percentage. Figures in the Columns represent Overall Status and in rows represents Districts.

142

District wise

From the above table-4.42, it is found 63.20% of women and 36.70% of men

illiterates / non – literates’ potential learners are identified at Grama Panchayat Level

in Dharmapuri district. Further 55.07% of Minority community, 35.60% of other

community, 11.20% of SC and 0.00% of ST is identified in Dharmapuri district.

It is found that 55.80% of women and 44.10% men illiterates / non – literates’

potential learners are identified at Grama Panchayat level in Erode district. Further

other community (64.30SC %), Minority Community (30.70%), and ST (04.50%) in

Erode district.

It is found that 53.70% of women and 46.20% of men illiterates / non –

literates’ potential learners (04.50%) are identified at Grama Panchayat Level in

Thiruvannamalai district. Further SC (50.70%), other community (36.50%), Minority

Community (09.99%) and ST (2.80%) are identified in Thiruvannamalai district.

It is found that 53.60% of women and 46.30% of men illiterates /non –

literates’ potential learners are identified at Grama Panchayat Level in Viluppuram

district. Further SC (53.20%), other community (44.20%), ST (1.60%) and (0.80%)

Minority Community is identified in Viluppuram district.

Overall

35.75% of illiterate/ non literate potential learners’ are identified at Grama

Panchayat Level in Erode district followed by (28.66%) in Dharmapuri, (18.84%) in

Thiruvannamalai, (15.83%) in Viluppuram districts.

It is found that 37.02% of men illiterate/non - literate potential learners’ are

identified at Grama Panchayat Level in Erode district followed by Dharmapuri

(24.80%), Thiruvannamalai (20.50%) and in Viluppuram (17.3%) districts.

It is found that 34.06% of women illiterate/non - literates potential learners’

are identified at Grama Panchayat Level in Erode district followed by Dharmapuri

(31.4%), Thiruvannamalai (17.50%) and Viluppuram (14.70%) districts.

It is found that 33.06% of SC illiterate /non - literates potential learners’ are



It is found that 57.00% of ST illiterate /non - literates potential learners’ are

identified at Grama Panchayat Level in Thiruvnannamalai district followed by

Viluppuram (28.8%), Thiruvannamalai (13.30%) and Viluppuram (11.2%) districts.

143

It is found that 55.70% of Minority Community illiterate /non - literates

potential learners are identified at Grama Panchayat Level in Dharmapuri district

followed by Thiruvannamalai (22.70%), Erode (19.90%) and Viluppuram (1.56%)

districts.

It is found that 40.10% of other community illiterate /non - literate potential

learners are identified at Grama Panchayat Level in Erode district followed by

Dharmapuri (35.60%), Viluppuram (12.20%) and Thiruvannamalai (12.00%)

districts.

4.4.5 Formation and Functions of Grama Panchayat Committee

Formation and functions of Grama Panchayat Committees are given in the


Table 4.43 Percentages of Formation and Functions of Grama Panchayat

Committee

Districts Formation of GPC

%

No.GPC of Conducted

%

Dharmapuri 16 (18.8)

(30.7)

69 (81.1)

(34.3)

Erode 14 (19.1)

(26.9)

59 (80.8)

(29.4)

Thiruvannamalai 12 (23.5)

(23.0)

39 (76.4)

(19.4)

Viluppuram

10 (22.7)

(19.2)

34 (77.2)

(16.9)

Total 52

(20.5)

201

(79.4)

Note: Figures in the Brackets denotes Percentage 2. Figures in the Columns represent Overall

Status and in rows represents Districts.

District wise

From the above table-4.43, it is found that 81.10% of the meeting was

conducted in Dharmapuri but formation of committee is 18.80% only in GPs.

It is found that 80.80% of the meeting was conducted in Erode but formation

of committee (19.10%) only in GPs.

144

It is found that 76.40% meeting was conducted in Thiruvannamalai but

formation of committee (23.50%) only in GPs.

It is found that 77.20% meeting was conducted in Viluppuram but formation

of committee (22.70%) only in GPs.

Overall

It is found that 30.70% in Dharampuri, 26.90% in Erode, 23.50% in

Thiruvannamalai and 19.20% in Viluppuram districts have formed Grama Panchayat

committees in the Saakshar programme. 34.30% of Grama Panchayat committee has

functioned in Dharmapuri followed by Erode (29.40%), Thiruvannamalai (19.40%)

and Viluppuram (16.90%) districts.

4.4.6 Environmental Building Activities at Grama Panchayat Levels

The following Table-4.44 shows the environmental building activities at

Grama Panchayat Levels.

Table 4.44 Percentages of Environmental Building Activities at Grama

Panchayat Levels

Districts Environmental Building Activities

Total

% G.O.P

%

R.T.P

%

A.T.P

%

S.D.T.P

%

S.F.T.P

%

Dharmapuri 56 (3.1) (3.8)

162 (9.2) (40.1)

1341 (76.2) (67.4)

0 (0.0)

200 (0.1) (21.6)

1759

(34.1)

Erode 529 (28.0) (36.1)

107 (5.6) (26.5)

510 (27.0) (25.6)

100 (5.3) (28.1)

640 (33.9) (69.1)

1886

(36.68)


43 (5.0) (10.6)

21 (2.4) (1.1)

150 (17.6) (42.1)

0 (0.0)

852

(16.57)

Viluppuram

243 (37.7) (16.6)

92 (14.2) (22.8)

117 (27.4) (5.9)

106 (16.4) (29.8)

86 (13.3) (9.3)

644

(12.52)

Total 1466

404

1989

356

926

5141

G.O.P- General Orientation Programme; R.T.P- Refresher Training Programme; A.T.P- Awareness Training Programme; S.D.T.P- Special Development Training Programme; S.F.T.P- Special Focused Training Programme

Overall

From the above table-4.44, it is found that 36.68% of environmental building

activities are conducted at Grama Panchayat level in Erode followed by in

Dharmapuri (44.10%), Thiruvannamalai (16.57%) and Viluppuram (12.52%) districts.

145

It is found that 43.50% of General Orientation Programme is conducted at

Grama Panchayat level in Thiruvannamalai district followed by Erode (36.1%),

Viluppuram (16.6%) and Dharamapuri (3.8%) districts.

It is found that 40.1% of Refreshers Training Programme is conducted at

Grama Panchayat level in Dharmapuri (26.5%) district followed by Erode (22.8%),

Viluppuram (10.6%) and Thiruvannamalai districts.

It is found that 67.4% of Awareness Training Programme is conducted at

Grama Panchayat level in Dharmapuri district followed by Viluppuram (25.6%),

Erode (5.9%) and Thiruvannamala i(1.1%) districts.

It is found that 42.1% of Skill Development Training Programme is conducted

at Grama Panchayat level in Thiruvannamalai district followed by Viluppuram


It is found that 69.1% of Special Focus Training Programme is conducted at

Grama Panchayat level in Erode Districts followed by in Dharmapuri (21.6%),

Viluppuram (0.01%) and Thiruvannamalai (9.3%) districts.

District Wise

It is found that 76.2% of Awareness Training Programme, 9.2% of Refreshers

Training Programme, 3.1% of General Orientation Programme, 0.1% of Special

Focus Training Programme and 0% of Skill Development Training Programme are

conducted at Grama Panchayat level in Dharamapuri district.

It is found that 33.9% of Special Focus Training Programme, 28.0% of

General Orientation Programme, 27.0% of Awareness Training Programme, 5.6% of

Refreshers Training Programme and 5.3% of Skill Development Training Programme

are conducted at Grama Panchayat level in Erode district.

It is found that 24.8% of General Orientation Programme, 17.6% of Skill

Development Training Programme, 5.0% of Refreshers Training Programme, 2.4% of

Awareness Training Programme and 0.0% of Special Focus Training Programme are

conducted at Grama Panchayat level in Thiruvannamalai district.

It is found that 37.7% of General Orientation Programme, 27.4% of

Awareness Training Programme, 16.4% of Skill Development Training Programme,

14.2% of Refreshers Training Programme and 13.3% of Special Focus Training

Programme are conducted at Grama Panchayat level in Viluppuram district

146

4.4.7 Teaching/ Learning and Other Materials Supplied at AECs

Teaching/ Learning and Other Materials Supplied at AECs are given in the


Table 4.45 Percentages of Teaching/ Learning and Other Materials Supplied at

AECs

From the above table-4.45, it is observed that 85.20% of books, 75.26% of

tailoring machines, 60.56% of charts, 75.25% of boards, 77.27% of pens, 65.26% of

pencils, 83.12% of notebooks, 72.10% of candles, 63.47% of chalk boxes, 84.02% of

tables, 75.12% of registers and records, 63.05% of cycles, 68.23% of sambiranis,

72.22% of slates, 82.30% of almirahs, 68.45% of carom boards, 84.02% of maps,

79.10% of stoves, 86.40% of game materials, 73.23% of handicrafts materials,

S.NO Type of

material

Dharmapuri

%

Erode

%

Thiruvannamalai

%

Viluppuram

%

Total

%

1 Book 85.62 91.20 45.60 70.16 5662

2 Tailoring Machine

75.26 60.60 62.02 85.36 89

3 Chart 60.56 83.50 65.36 62.06 182

4 Board 75.25 65.20 71.50 77.60 474

5 Pen 77.25 62.30 84.99 66.3 385

6 Pencil 65.26 72.02 79.07 82.08 174

7 Note 83.12 588.3 81.04 72.02 613

8 Candle 72.10 87.23 64.56 0 19

9 Chalk box 63.47 65.08 58.01 35.12 9

10 Table 84.02 71.09 69.20 65.01 158

11 Registers 75.12 0 69.08 75.90 12

12. Cycle 63.05 81.04 81.10 04.56 13

13 Sambrani 68.23 78.91 0 85.99 8

14 Slate 72.22 76.23 69.56 65.04 58

15 Almirah 82.30 84.59 0 0 2

16 Carom Board

68.45 0 0 66.2 3

17 Map 84.02 64.65 80.50 0 4

18 Stove 79.10 0 60.13 0 3

19 Games things

86.40 85.90 0 89.02 17

20 Hand Crafts

73.23 77.19 72.35 74.36 202

21 Soap Powder

66.40 0 45.20 66.02 3

22 Computer Accessories

60.00 56.80 82.67 88.02 5

TOTAL 3779(368.7) 965(515.85) 1827(554.5) 1520(990.9) 8095

147

66.40% of soap powders and 60.00% of computer accessories of teaching learning

and other materials were supplied in Dharmapuri district.

It is found that 91.20%, 60.60%, 83.50%, 65.20%, 62.30%, 72.02%, 58.83%,

87.23%, 65.08%, 71.09%, 0.00%, 81.04%, 78.91%, 76.23%, 84.59%, 0.00%, 64.65%,

0.00%, 85.90%, 77.19%, 0.00% and 56.80% of books, tailoring machines, charts,

boards, pens, pencils, notebooks, candles, chalk boxes, registers and records,

cycles, sambiranis, slates, almirahs, carom boards, maps, stoves, game materials,

handicrafts materials, soap powders and computer accessories of teaching learning

and other materials were supplied in Erode,

It is found that 45.60%, 62.02%, 65.36%, 71.50%, 84.99%, 79.07%, 81.04%,

64.56%, 58.01%, 69.20%, 69.08%, 81.10%, 0.00%, 69.56%, 0.00%, 0.00%, 80.50%,

60.13%, 0.00%, 72.35%, 45.20% and 82.67 % of books, tailoring machines, charts,




and other materials were supplied in Tiruvannamalai district.

It is found that 70.16%, 85.36%, 62.06%, 77.60%, 66.30%, 82.08%, 72.02%,

0.00%, 35.12%, 65.01%, 75.90%, 4.56%, 85.99%, 65.04%, 0.00%, 66.20%, 0.00%,

0.00%, 89.02%, 74.36%, 66.02% and 88.02% of books, tailoring machines, charts,




and other materials were supplied in Viluppuram district.

148

4.4.8 Learners Enrollment and Completion in Literacy Assessment by National

Institute of Open Schooling, New Delhi in Dharmapuri District

The following table-4.46 shows the learners enrollment and completion in

literacy assessment by National Institute of Open Schooling, New Delhi in

Dharmapuri District.

Table 4.46 Percentages of Learners Enrollment and Completion in Literacy

Assessment by National Institute of Open Schooling, New Delhi in Dharmapuri

District

Phases Dharmapuri

Gender Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I 672 (42.45) (21.6)

911 (57.5) (15.6)

1583

(17.7)

465 (29.4) (15.18)

225 (14.2) (18.6)

332 (21) (23.7)

561 (35.4) (17.1)

1583

(17.7)

II 460 (30.5) (14.7)

1046 (69.5) (17.9)

1506

(16.8)

544 (36.1) (17.7)

201 (13.3) (16.6)

265 (17.6) (18.9)

496 (33) (15.1)

1506

(16.8)

III 390 (32.5) (12.5)

811 (67.5) (13.9)

1201

(13.4)

545 (45.4) (17.7)

156 (13) (12.9)

166 (14) (11.8)

334 (28.3) (10.2)

1201

(13.4)

IV 1253 (33.7) (40.2)

2473 (66.4) (42.4)

3726

(41.7)

1153 (31) (37.6)

444 (12) (36.8)

566 (15.2) (40.4)

1563 (42) (47.8)

3726

(41.7)

V 105 (39.6) (3.37)

160 (60) (2.7)

265

(2.9)

105 (40) (3.4)

98 (37) (8.1)

13 (05) (0.9)

49 (18.4) (1.5)

265

(2.9)

VI 59 (44) (1.89)

75 (56) (1.28)

134

(1.5)

51 (38) (1.6)

09 (07) (0.7)

00 (-) (0)

74 (55.5) (2.26)

134

(1.5)

VII 24 (30) (0.7)

56 (70) (0.96)

80

(0.8)

32 (40) (1.04)

23 (29) (1.9)

12 (15) (0.8)

13 (16.3) (0.39)

80

(0.8)

VIII 10 (25) (0.3)

30 (75) (0.51)

40

(0.4)

12 (30) (0.39)

3 (7.5) (0.2)

0 (-)

25 (62.5) (0.7)

40

(0.4)

IX 99 (34.4) (3.18)

189 (65.6) (3.2)

288

(3.2)

123 (43) (4.0)

23 (08) (1.9)

45 (15.6) (3.2)

97 (33.7) (2.9)

288

(3.2)

X 38 (35) (1.2)

70 (65) (1.2)

108

(1.2)

33 (30.6) (1.0)

22 (20.4) (1.8)

1 (1) (0.07)

52 (48.1) (1.59)

108

(1.2)

TOTAL 3110

(34.8)

5821

(65.2)

8931 3063

(34. 2)

1204

(13.5)

1400

(16)

3264

(36.3)

8931

149

From the above table-4.46, it is found that 41.70% of learners have enrolled

and completed literacy examinations conducted by NIOS, New Delhi in phase IV

followed by phase I (17.70%), phase II (16.80%), phase III (13.40%), phase IX

(3.20%), phase V(2.90%), phase VI (1.50%), phase X(1.20%), phase VII (0.80%)

and phase VII (0.40%) in Dharmapuri district in the AECs of Saakshar Bharath

Programme.

It is found that 65.20% of female and 34.80% of male learners enrolled and

completed literacy examinations conducted by NIOS, New Delhi in all phases in


It is found that the percentage of female and male learners who have enrolled

and completed literacy examinations conducted by NIOS, New Delhi in phase I to

phase 10 in Dharmapuri district are: phase I (57.50% and 42.45%), phase II (69.50%

and 30.50%), phase III (67.50% and 32.50%), phase IV (66.40% and 37.70%), phase

V (60.40% and 39.60%), phase VI (56.00% and 44%) phase VII (70.00% and

(30.00%), phase VIII (75.00% and 25.00%) , phase IX (65.60% and 34.40%) and

phase X (71.40% and 28.60%).

It is found that 35.40% of other community learners have enrolled and

completed literacy examinations conducted by NIOS, New Delhi followed by SC

(29.40%), Minority (21.00%) and ST (14.20%) in Dharmapuri district in phase I,

SC(36.10%), Other community (33.00%), Minority (17.60%) and ST (13.30%) in

phase II, SC (45.40%), other community (28.30%),Minority (14.00%) and ST

(13.00%) in phase III, other community (42.00%), SC (31.00%), Minority (15.20%)

and ST (12.00%) in phase IV, (40.00%) SC, (37.00%), other community (18.40%)

and Minority (0.50%) in phase V, (55.50%) other community, (38.00%) SC, ST

(0.70%) and (0.00%) Minority in phase VI, (40.00%) SC, (29.00%) ST, (16.30%)

other community and (15.00%) Minority in phase VII, (62.50%) other community,

(30.00%) SC, (2.09%), ST (7.50%) and (0.00%) Minority in phase VIII, (43.00%)

SC, (33.70%) other community, (15.60%) Minority, (0.80%) ST in phase IX and

(48.10%) other community, (30.60%) SC, (13.80%) ST and (1.00%) Minority

learners in phase X.

It is found that 37.60% of SC learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in phase IV in Dharmapuri district

followed by phase II (17.70%), phase III (17.70%), phase I (15.18%), phase IX,

150

(4.00%) , phase V (3.40%), phase VI, (1.60%), phase VII, (1.40%), phase X (1.00%)

and phase VIII (0.39%).

It is found that 36.80% of ST learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in phase IV in Dharmapuri district

followed by (18.60%) in phase I, (16.60%) in phase II, (12.90%) in phase III, (8.10%)

in phase V, (1.90%) in phase VII, (1.90%) in phase IX, (1.80%) in phase X , (0.70%)

in phase VI and (0.20%) in phase VIII.

It is found that 40.40% of Minority community leaders have enrolled and

completed literacy examinations conducted by NIOS, New Delhi in phase IV in

Dharmapuri district followed by (23.70%) in phase I, (18.90%) in phase II, (4.62%) in

phase III, (3.20%) in phase IX, (0.90%) in phase V, (0.80%) in phase VII, (0.07%) in

phase X , (0.00%) in phase VI and (0.00%) in phase VIII.



Dharmapuri district followed by (17.10%) in phase I, (15.10%) in phase II, (10.20%)

in phase III, (2.26%) in phase VI, (2.90%) in phase IX, (1.59%) in phase X, (1.50%)

in phase V, (0.70%) in phase VIII and (0.39%) in phase VII.

151


Institute of Open Schooling, New Delhi in Erode District


literacy assessment by National Institute of Open Schooling, New Delhi in Erode

District.


Assessment by National Institute of Open Schooling, New Delhi in Erode District

Phases

Erode

Gender Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I 932 (35.5) (25.6)

1694 (64.5) (16.3)

2626

(18.7)

815 (31.03) (24.04)

246 (9.3) (35.9)

463 (17.6) (43.3)

1102 (41.9) (12.4)

2626

(18.7)

II 341 (18.3) (9.4)

1522 (81.7) (14.6)

1863

(13.2)

419 (22.4) (12.3)

20 (1.07) (2.92)

30 (1.6) (2.83)

1394 (74.8) (15.6)

1863

(13.2)

III 1450 (32.8) (39.9)

2974 (67.2) (28.6)

4424

(31.5)

966 (21.8) (28.4)

310 (7.0) (45.3)

353 (7.9) (33.3)

2795 (63.1) (31.46)

4424

(31.5)

IV 111 (5.5)

(3.05)

1889 (94.5) (18.1)

2000

(14.2)

487 (24.35) (14.3)

11 (0.55) (1.60)

5 (0.25) (0.47)

1497 (74.85) (16.85)

2000

(14.2)

V 221 (36.3) (6.08)

388 (63.7) (3.7)

609

(4.3)

192 (31.52) (5.66)

30 (4.9) (4.38)

102 (16.74) (9.63)

285 (46.79) (3.20) 609 (4.3)

VI 135 (22.8) (3.7)

459 (77.2) (4.4)

594

(4.2)

156 (26.26) (4.60)

30 (5.05) (4.38)

49 (8.24) (4.62)

359 (60.43) (4.04) 594 (4.2)

VII 26 (8.9) (0.7)

268 (91.1) (2.5)

294

(2.09)

47 (15.9) (1.38)

5 (1.70) (0.73)

8 (2.72) (0.75)

234 (79.5) (2.63)

294

(2.09)

VIII 22 (15.4) (0.6)

121 (84.6) (1.1)

143

(1.02)

18 (12.58) (0.53)

3 (2.09) (0.43)

10 (6.99) (0.94)

112 (78.32) (1.26)

143

(1.02)

IX 388 (26.8) (10.6)

1060 (73.2) (10.2)

1448

(10.3)

287 (19.82) (8.46)

25 (1.72) (3.65)

37 (2.55) (3.49)

1099 (75.89) (12.3)

1448

(10.3)

X 4 (28.6) (0.1)

10 (71.4) (0.09)

14

(0.09)

3 (21.42) (0.08)

4 (28.57) (0.58)

2 (14.28) (0.18)

5 (35.71) (0.05) 14 (0.09)

Total 3630

(25.9)

10385

(74.1) 14015

3390

(24.18)

684

(4.88)

1059

(7.55)

8882

(63.37) 14015

152


and completed literacy examinations conducted by NIOS, New Delhi in phase III in

Erode followed by phase I (18.70%), in phase IV (14.20%), in phase II (13.20%), in

phase IX (10.30%), in phase V( 4.30%), in phase VI (4.20%), in phase VII(2.09%),

in phase VIII (1.02%) and phase X (0.09%) in the AECs of Saakshar Bharath

Programme.

It is found that 74.10% of female and 25.90% of male learners have enrolled

and completed literacy examinations conducted by NIOS, New Delhi in all phases in

Erode district.



phase X in Dharmapuri district are: 64.50% of female and 35.50% of male phase I,

81.70% of female, 18.30% V of male in phase II, 67.20% of female and 32.80% of

male in phase III, 94.50% of female and 5.50% of male in phase IV, 63.70% of

female and 36.30% of male in phase V, 77.20% of female and 22.80% of male in

phase VI, 91.10% of female and 8.90% of male in phase VII, 84.60% of female and

15.40% of male in phase VIII , 73.20% of female and 26.80% of male in phase IX

and 71.40% of female and 28.60% of male in phase X.

It is found that 41.90% of other community learners who have enrolled and

completed literacy examinations conducted by NIOS, New Delhi in Erode district in

phase I, followed by SC (31.03%), Minority (17.60%) and ST (9.30%), other

community (74.80%) SC (22.40%), Minority (1.60%) and ST (1.07%) in phase II,

other community (63.10%), SC (21.80%), Minority (7.90%) and ST (7.00%) in phase

III, other community (74.85%), SC (24.35%), ST (0.55%) and Minority (0.25%) in

phase IV, other community(46.79%), SC(31.52%), (16.74%) Minority and ST

(4.90%) in phase V, (60.43%) other community, (26.26%) SC, (8.24%) Minority and

(5.05%) ST in phase VI. In phase VII other community(79.50%), SC (15.90%),

Minority (2.72%) and ST (1.70%), in phase VIII other community (78.32%), SC

(12.58%), Minority and ST (2.09%), in phase IX, other community (12.30%), SC

(8.46%), Minority (3.49%) and ST (3.65%) and ST (0.58%), Minority (0.18%) and

other community (0.05%) in phase X.

It is found that 28.40% learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in Erode district in phase III followed

by in phase I (24.04%), in phase IV (14.30%), in phase II (12.30%), in phase IX

153

(8.46%), in phase V (5.66%), in phase VI (4.60%), in phase VII (1.38%), in phase

VIII (0.53%) and in phase X (0.08%).


examinations conducted by NIOS, New Delhi in Erode district in phase III followed

by 35.90% in phase I, 4.38% in phase V, 4.38% in phase VI, 3.65% in phase IX,

2.92% in phase II, 1.60% in phase IV, 0.73% in phase VII, 0.58% in phase X and in

phase VIII (0.43%).

It is found that 43.30% of Minority community learners have enrolled and


phase I followed by 33.30% in phase III, 9.63% in phase V, 4.62% in phase VI,

3.49% in phase XI, 2.83% in phase II, 0.94% in phase VIII, 0.75% in phase VII,

0.47% in phase IV and in phase X (0.18%).



phase III followed by in phase IV(16.85%), in phase II (15.60%), in phase I

(12.40%), in phase IX (12.30%), in phase VI (4.04%), in phase V (3.20%), in phase

VII (2. 63%), in phase VIII (1.26%) and in phase X (0.05%).

154


Institute of Open Schooling, New Delhi in Thiruvannamalai District



Thiruvannamalai District.

Table 4.48 Percentages of Learners Enrollment and Completion t in Literacy


Thiruvannamali District

Phases

Thiruvannamalai

Gender Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I

161 (22.8) (2.35)

543 (77.2) (11.01)

704

(10.3)

112 (15.9) (5.91)

49 (6.9) (6.51)

412 (58.5) (18.6)

131 (18.6) (6.61)

704

(10.3)

II

469 (23.8) (6.8)

1495 (76.2) (30.3)

1964

(28.7)

410 (20.8)

(21.67)

309 (15.7)

(41.09)

707 (35.9) (31.9)

538 (27.3) (27.1)

1964

(28.7)

III

708 (56.4) (10.3)

1254 (43.6) (25.4)

1962

(28.7)

548 (27.9) (28.9)

258 (13.14) (34.3)

576 (29.35) (26.06)

580 (29.56) (29.30)

1962

(28.7)

IV

115 (23.4) (1.6)

376 (76.6) (7.62)

491

(7.18)

136 (27.69) (7.18)

53 (10.79) (7.04)

121 (24.64) (5.47)

181 (36.86) (9.14)

491

(7.18)

V

131 (20.1) (1.91)

500 (79.9) (10.14)

631

(9.23)

240 (38.03) (12.6)

68 (10.77) (9.04)

131 (20.76) (5.92)

192 (30.42) (9.70)

631

(9.23)

VI

48 (11.21) (0.70)

380 (88.7) (7.70)

428

(6.26)

190 (44.39) (10.04)

0 (0) (0)

40 (9.34) (1.80)

198 (46.26) (10.0)

428

(6.26)

VII

135 (34.7) (1.97)

254 (65.3) (5015)

389

(5.69)

134 (34.4) (7.08)

9 (2.31) (1.19)

97 (24.9) (4.38)

149 (38.3) 7.52

389

(5.69)

VIII

123 (54.9) (1.80)

101 (45.1) (2.04)

224

(3.27)

98 (43.75) (5.17)

0 (0) (0)

126 (56.25) (5.70)

0 (0) (0)

224

(3.27)

IX

5 (23.8) (0.07)

16 (76.2) (0.32)

21

(0.30)

17 (80.95) (0.89)

0 (0) (0)

0 (0) (0) 4

(19.04) (0.20)

21

(0.30)

X

9 (47.3)

(27.86)

10 (52.7) (0.20)

19

(0.27)

7 (36.84)

6 (31.57) (0.79)

0 (0) (0) 6

(31.57) (0.30)

19

(0.27)

Total

1904

(27.8)

4929

(72.2)

6833 1892

(27.7)

752

(11.0)

2210

(32.34)

1979

(28.96) 6833

155

From the above table -4.48, it is found that 28.70% of learners have enrolled

and completed literacy examinations conducted by NIOS, New Delhi in phase II in

Thiruvannamalai district followed by 28.70% in phase III, 10.30% in phase I, 9.23%

in phase V, 7.18% in phase IV, 6.26% in phase VI, 5.69% in phase VII, 3.27% in

phase VIII and 0.30% in phase IX in the AECs of Saakshar Bharath Programme.



Thiruvannamalai district.


and completed literacy examinations conducted by NIOS, New Delhi in phase I in

Thiruvannamalai district followed by 76.20% of female, 23.80% of male in phase II,

43.60% of female and 56.40% of male in phase III, 76.60% of female and 23.40% of

male in phase IV, 79.90% of female and 20.10% of male in phase V, 88.70% of

female and 11.21% of male in phase VI, 65.3% of female and 34.7% of male in

phase VII, 45.10% of female and 54.90% of male in phase VIII and 76.20% of

female, 23.80% of male in phase IX and 52.70% of female and 47.30% of male in

phase X.

It is found that 58.50% of Minority learners have enrolled and completed

literacy examinations conducted by NIOS, New Delhi in Thiruvannamalai district in

phase I, followed by other community (18.60%), SC(15.90%) and ST (6.90%), in

phase II Minority (35.90%), other community (27.30%), SC (20.80%) and ST

(15.70%), in phase III other community (29.56%), Minorities (29.35%), SC (27.90%)

and ST (13.14%) in phase IV other community (36.86%), SC (27.69%), Minority

(24.64%) and ST (10.79%), in phase V, SC (38.03%), Other community (30.42%),

Minority (20.76%) and ST (10.77%), in phase VI 46.26% other community,

(44.39%) SC, (9.34%) Minority and (0%) ST, in phase VII (38.30%) other

community, (34.40%) SC, (24.90%) Minority and (2.31%) ST, in phase VIII

(56.25%) Minority, (19.04%) other community, (0.00%) ST and (0.00%) SC, in phase

IX (80.95%) SC, other community (19.40%), (0.00%) ST and (0.00%) Minority and

(36.84%) SC, other community (37.51%), ST (31.57%) and 0.00% Minority in phase

X.

It is found that 28.90% SC learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase III

followed by phase II (21.67%), phase V (12.60%), phase VI (10.04%), phase IV

156

(7.18%), phase VII (7.08%), phase I (5.91%), phase VIII (5.17%), phase IX (0.89%)

and phase X (0.36%).


examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase II

followed by 34.30% in phase III, 9.04% in phase V, 7.04% in phase IV, 6.51% in

phase I, 1.19% in phase VII, 0.79% in phase X, 0.00% in phase VI, 0.00% in phase

VIII and 0.00% in phase IX.


completed literacy examinations conducted by NIOS, New Delhi in Thiruvannamalai

district in phase II followed by 26.06% in phase III, 18.60% in phase I, 5.92% in

phase V, 5.70% in phase VIII, 5.47% in phase IV, 4.38% in phase VII, 1.80% in

phase VI, 0.00% in phase IX and 0.00% in phase X.



district in phase III followed by 27.10% in phase II, 10.00% in phase VI, 09.70% in

phase V, 9.14% in phase IV, 7.52% in phase VII, 6.61% in phase I, 0.30% in phase X,

0.20% in phase IX and 0.00% in phase VIII.

157

4.4.11: Learners Enrollment and Completion of Literacy Assessment by National

Institute of Open Schooling, New Delhi in Viluppuram District

The following table-4.49 shows the Learners Enrollment and Completion in

Literacy Assessment by National Institute of Open Schooling, New Delhi in

Viluppuram District.


Assessment by National Institute of Open Schooling, New Delhi in Viluppuram

District

Phases

Viluppuram

Gender Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I

221 27.21) (8.25)

591 (72.7) (10.6)

812

(9.8)

72 (8.86) (2.8)

34 (4.18) (12.0)

2 (0.24) (0.2)

654 (80.5) (14.1)

812

(9.8)

II

422 (28.24) (15.75)

1072 (71.7) (10.68)

1494

(18.19)

394 (26.3) (15.8)

49 (3.27) (17.3)

60 (4.01) (7.8)

991 (66.33) (21.4)

1494

(18.19)

III

696 (30.9) (25.9)

1550 (69.01) (19.37)

2246

(27.35)

1048 (46.6) (42.1)

91 (4.05) (32.2)

95 (4.22) (12.3)

1012 (45.05) (21.8)

2246

(27.35)

IV

1074 (57.4) (40.10)

795 (42.5) (28.01)

1869

(22.76)

556 (29.7) (22.3)

37 (1.97) (13.1)

601 (32.15) (79.5)

675 (36.15) (14.5)

1869

(22.76)

V

125 (28.47) (4.66)

314 (71.5)

(14.37)

439

(5.34)

81 (18.4) (3.2)

0 (0) (0)

6 (1.36) (0.7)

352 (80.18) (7.6)

439

(5.34)

VI

56 (21.13) (2.09)

209 (78.8) (5.67)

265

(3.22)

87 (32.83) (3.5)

0 (0) (0)

1 (0.37) (0.1)

177 (66.79) (3.8)

265

(3.22)

VII

23 (7.25) (0.85)

294 (92.7) (3.77)

317

(3.86)

103 (32.4) (4.1)

0 (0) (0)

2 (0.63) (0.2)

212 (66.87) (4.5)

317

(3.86)

VIII

11 (7.43) (0.41)

137 (92.5) (5.31)

148

(1.80)

49 (33.10) (1.9)

31 (20.94)

0 (0) (0)

68 (45.9) (1.4)

148

(1.80)

IX

50 (8.06) (1.86)

570 (91.9) (10.30)

620

(7.55)

94 (15.16) (3.7)

40 (6.45)

(14.18)

0 (0) (0)

486 (78.38) (10.5)

620

(7.55)

X

0 (0) (0)

0 (0) (0)

0

(0)

0 (0) (0)

0 (0) (0)

0 (0) (0)

0 (0) (0)

0

(0)

Total

2678

(32.61)

5532

(67.38)

8210 2484

(30.5)

282

(3.43) 767 (9.3)

4627

(56.3) 8210

158

From the above table-4.49 it is found that 27.35% of learners have enrolled


Viluppuram district followed by 22.76% in phase IV, 18.19% in phase II, 9.8% in

phase I, 7.55% in phase IX, 5.34 % in phase V, 3.86% in phase VII, 3.22% in phase

VI, 1.80% in phase I and 09.00% in phase VIII in the AECs of Saakshar Bharath

Programme.



Viluppuram district.


and completed literacy examinations conducted by NIOS, New Delhi phases I in

Viluppuram district followed by female (71.70%), male (28.24%) in phase II, female

(69.00%) and male (30.09%) in phase III, female (42.50%) and male (57.40%) in

phase IV, female (71.50%) and male (28.47%) in phase V, female (78.80%) and male

(21.13%) in phase VI, female (92.70%) and male (7.25%) in phase VII, female

(92.50%) and male (7.25%) in phase VIII, and female (91.90%) and male (8.06%)

learners in phase IX.

It is found that 80.50% of other community of learners have enrolled and

completed literacy examinations conducted by NIOS, New Delhi in Viluppuram

district in phase I, followed by SC (8.86%), ST (4.18%) and Minority (0.24%)

likewise in phase II- other community (66.33%), SC community (26.30), Minority

(4.01%) and ST (3.27%), in phase III- SC (46.60%), Other community (45.05%),

Minority (4.22%) and ST (4.04%), in phase IV- other community (36.15%),

Minority (32.15%), SC (29.70%) and Minority (0.29%), in phase V- (80.18%) other

community, SC (18.40%), ST (1.36%) and Minority(0.00%), in phase VI- other

community (66.79%), SC (32.82%), ST (0.37%) and Minority (0.00%), in phase

VII- other community (66.87%), SC (32.40%), Minority (0.63%) and ST (0.00%), in

phase VIII- other community (45.90%), SC (33.10%), ST (20.94) and Minority

(0.00%) and other community (78.38%), SC (15.16%), ST (06.45%) and Minority

(0.00%) phase IX.

It is found that 42.10% SC learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in Viluppuram district in phase III

followed by in phase IV (22.30%), in phase II (15.80%), in phase VII (4.10%), in

159

phase IX (3.70%), in phase VI (3.50%), in phase V (3.20%), in phase I (2.80%), in

phase VIII (1.90%) and 0.00% in phase X.



followed by 17.30% in phase II, 14.18% in phase IX, 13.10% in phase IV, 12.00% in

phase I, 10.99% in phase VIII, 0.00% in phase V, 0.00% in phase VI, 0.00% in phase

VII and 0.00% in phase X.



district in phase IV followed by 12.30% in phase III, 7.80% in phase II, 0.7% in phase

V, 0.20% in phase VII, 0.20% in phase I, 0.1 in phase VI, 0.00% in phase VIII, 0.00%

in phase IX and 0.00% in phase X.



district in phase III followed by 21.40% in phase II, 14.50% in phase IV, 14.10% in

phase I, 10.51% in phase IX, 7.60% in phase V, 4.50% in phase VII, 3.80% in phase

VI, 1.40% in phase VIII and 0.00% in phase X.

160

4.4.12 Learners Success and Certification in Literacy Assessment by National


Learners’ success and certification in literacy assessment by National Institute

of Open Schooling, New Delhi in Dharmapuri District are in the following given

table-4.50.

Table 4.50 Percentages of Learners Success and Certification in Literacy


District

Phases

Dharmapuri

Gender

Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I 638 (40.9) (26.5)

919 (59.02) (19.1)

1557

(21.59)

1397 (89.7) (35.1)

0(0) 10 (0.64) (20)

150 (9.6) (4.77)

1557

(21.59)

II 434 (34.09) (18)

839 (65.9) (17.4)

1273

(17.65)

1253 (98.4) (31.4)

10 (0.78) (25)

0 (0)

10 (0.7) (0.31)

1273

(17.65)

III 292 (26.4) (12.1)

811 (73.5) (16.8)

1103

(15.30)

350 (31.7) (8.79)

0 (0)

10 (0.90) (20)

743 (67.3) (23.66)

1103

(15.30)

IV 849 (33.02) (35.2)

1722 (66.9) (35.8)

2571

(35.66)

750 (29.1) (18.8)

10 (25)

0 (0)

1811 (70.4) (57.69)

2571

(35.66)

V 64 (30.4) (2.6)

146 (69.5) (3.03)

210

(2.91)

70 (33.3) (1.75)

0 (0)

10 (4.76) (20)

130 (61.9) (4.14)

210

(2.91)

VI 35 (37.2) (1.4)

59 (62.7) (1.22)

94

(1.30)

40 (42.5) (1.00)

10 (25)

0 (0)

44 (46.8) (1.40)

94

(1.30)

VII 18 (19.5) (0.7)

74 (80.4) (1.54)

92

(1.27)

30 (32.6) (0.75)

0 (0)

10 (10.8) (20)

52 (56.5) (1.65)

92

(1.27)

VIII 6 (10) (0.2)

54 (90) (1.12)

60

(0.83)

20 (33.3) (0.50)

10 (25)

0(0)

30 (50) (0.98)

60

(0.83)

IX 70 (28.1) (2.9)

179 (71.8) (3.64)

249

(3.45)

70 (28.1) (1.75)

0 (0)

10 (4.01) (20)

169 (67.8) (5.38)

249

(3.45)

X 0 (0)

0 (0)

0

(0)

0 (0)

0 (0)

0 (0)

0 (0)

0

(0)

Total 406

(33.3)

803

(66.6) 7209

3980

(55.2)

40

(0.55)

50

(0.69)

3139

(43.5) 7209

161


and completed literacy examinations conducted by NIOS, New Delhi in Dharmapuri

District in phase IV followed by phase I (21.59%), phase II (17.65%), phase III

(15.30%), phase IX (3.45%), phase V (2.91%), phase VI (1.30%), phase VII (1.27%),

phase VIII (0.83%) and phase X (0.00%) in the AECs of Saakshar Bharath

Programme.






Dharmapuri district followed by 65.90% of female 34.09% of male in phase II,




phase VII, 90.00% of female and 10.00% of male in phase VIII, 71.80% of female

28.10% of male in phase IX and 0.00% of female and 0.00% of male in phase X.


examinations conducted by NIOS, New Delhi in Dharmapuri district in phase I

followed by other community (09.60%), Minorities (0.64%) and ST (0.00%), in phase

II- SC (98.40%), ST(0.78%), other community (0.70%) and Minority (0.00%), in

phase III- other community (67.30%), (31.70%) SC, (0.90%) Minorities and ST

(0.00%), in phase IV- other community (70.40%), SC (29.10%), (0.30%) ST and

(0.00%) Minority, in phase V- (61.90%) Other community, SC (33.90%), Minority

(4.76%) and ST (0.00%), in phase VI- 46.80% of other community, 42.50% of SC,

10.60% of ST and 0.00% of Minority in phase VII, 56.50% of other community,

32.60% of SC, 10.80% of Minority and 0.00% of ST, in phase VIII 50.00% of other

community, 33.30% of SC, 10.60% of ST and 0.00% of Minority, in phase IX

67.80% of other community, 28.10% of SC, 4.01% of Minority and 0.00%of ST and

of 0.00% SC, 0.00% of other community, 0.00% of ST and 0.00% of Minority in

phase X.

It is found that 35.10% of learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in Dharmapuri district in phase I

followed by phase II (31.40%), phase IV (18.80%), phase III (8.79%), phase V

162

(1.75%) phase IX (1.75%), phase VI (1.00%), phase VII (0.75%), phase VIII (0.50%)

and phase X (0.00%).


examinations conducted by NIOS, New Delhi in Dharmapuri district in phase II

followed by 25.00% in phase IV, 25.00% in phase VI, 25.00% in phase VIII, 0.00%

in phase I, 0.00% in phase VII, 0.00% in phase X, 0.00% in phase III, 0.00% in phase

IX and 0.00% in phase V.


completed literacy examinations conducted by NIOS, New Delhi in Dharmapuri

district in phase I followed by 20.00% in phase III, 20.00% in phase V, 20.00% in

phase VII, 20.00% in phase IX, 0.00% in phase IV, 0.00% in phase II, 0.00% in phase

VI, 0.00% in phase VIII and 0.00% in phase X.



district in phase IV followed by 23.66% in phase III, 5.38% in phase IX, 4.77% in

phase I, 4.14% in phase V, 1.65% in phase VII, 1.40% in phase VI, 0.98% in phase

VIII, 0.31% in phase II and 0.00% in phase X.

163




of Open Schooling, New Delhi in Erode District are given in the following table-4.51.



Phases

Erode

Gender Gender

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I 623 (33.3) (15.0)

1247 (66.6) (13.0)

1870

(13.7)

720 (38.5) (14.7)

150 (8.02) (62.5)

200 (10.6) (60.6)

800 (42.7) (9.75)

1870

(13.7)

II 331 (19.1) (7.99)

1395 (80.8) (14.6)

1726

(12.62)

586 (33.9) 11.9

15 (0.86) (6.25)

25 (1.4)

(7.57)

1100 (63.7) (13.4)

1726

(12.62)

III 1228 (32.9) (29.6)

2499 (67.0) (26.6)

3727

(27.26)

1200 (32.1) (24.5)

10 (0.26) (4.16)

30 (0.8)

(9.09)

2487 (66.7) (30.3)

3727

(27.26)

IV 1069 (36.1) (25.8)

1889 (63.8) (19.8)

2958

(21.63)

1350 (45.6) (27.5)

15 (0.50) (6.25)

20 (0.6)

(6.06)

1573 (53.1) (19.17)

2958

(21.63)

V 239 (40.5) (5.77)

350 (59.4) (3.67)

589

(4.30)

250 (42.4) (5.10)

10 (1.69) (4.16)

15 (2.5)

(4.54)

314 (53.3) (3.8)

589

(4.30)

VI 133 (22.3) (3.21)

461 (77.6) (4.83)

594

(4.34)

200 (33.6) (4.08)

15 (2.52) (6.25)

10 (1.6)

(3.03)

369 (62.1) (4.4)

594

(4.34)

VII 132 (21.4) (3.18)

482 (78.5) (5.05)

614

(0.20)

154 (20.08) (3.14)

10 (1.62) (4.16)

0 (0)

450 (73.2) (5.48)

614

(0.20)

VIII 22 (15.3) (0.53)

121 (84.6) (1.26)

143

(1.04)

25 (17.4) (0.5)

0 (0)

10 (6.9)

(3.03)

108 (75.5) (1.3)

143

(1.04)

IX 35 (25.2) (8.64)

1060 (74.7 (11.1)

1418

(10.37)

400 (28.2) (8.17)

15 (1.05) (6.25)

20 (1.4)

(6.06)

983 (69.3) (11.9)

1418

(10.37)

X 4 (12.9) (0.0)

27 (87.09) (0.28)

31

(0.22)

11 (35.4) (0.22)

0 (0)

0 (0)

20 (64.5) (0.2)

31

(0.22)

Total

4139

(30.2)

9531

(69.7)

13670

4896

(35.8)

240

(1.75)

330

(2.41)

8204

(60.01)

13670

164



Erode followed by 21.63% in phase IV, 13.70% in phase I, 12.62% in phase II,

10.37% in phase IX, 4.34% in phase VI, 4.30% in phase V, 1.04% in phase VIII,

0.22% in phase X and 0.20% VIII in Erode district in the AECs of Saakshar Bharath

Programme.



Erode district.



Erode district followed by 80.80% of female and 19.10% of male in phase II,




phase VII, 84.60% of female and 15.30% male in phase VIII, 74.70% of female and

25.20% of male in phase IX and 87.09% of female and 12.90% of male in phase X.



phase I, followed by SC (38.50%), Minorities (10.60%) and ST (8.02%), in phase II-

other community (63.70%), SC (37.90%), Minority (1.40%) and ST (0.86%), in phase

III- other community (66.70%), SC(32.10%), ST(0.26%) and Minorities (0.80%), in

phase IV- other community (53.10%), SC (45.60%), ST(0.70%) and (0.60%)

Minority, in phase V- Other community(53.30%), SC (42.40%), Minority (2.50%)

and ST (1.69%), in phase VI- other community(62.10%), SC(33.60%), ST(2.52%)

and Minority (1.60%), in phase VII- other community(73.20%), SC(20.08%),

ST(1.62%) and Minority (0.00%), in phase VIII- other community(75.50%),

SC(17.40%), Minority(6.90%) and ST (0.00%), in phase IX- other

community(69.30%), SC(28.20%), Minority(1.40%) and ST(1.05%) and in phase X-

other community(64.50%), SC (35.40%), ST(0.00%) and Minority(0.00%).


examinations conducted by NIOS, New Delhi in Erode district in phase IV followed

by in phase III (24.50%), phase I (14.70%), phase II (11.90%), phase IX (8.17%),

165

phase V (5.10%), phase VI (4.80%), phase VII (3.14%), phase VIII (0.50%) and

0.22% in phase X.


examinations conducted by NIOS, New Delhi in Erode district in phase I followed by

6.25% in phase IV, 6.25% in phase VI, 6.25% in phase II, 6.25% in phase IX, 4.16%

in phase III, 4.16% in phase V, 4.16% in phase VII, 0.00% in phase X and 0.00% in

phase VIII.



phase I followed by 9.90% in phase III, 7.57% in phase II, 6.06% in phase IV, 6.00%

in phase IX, 4.54% in phase V, 3.03% in phase VI, 3.03% in phase VIII, 0.00% in

phase VII and 0.00% in phase X.



phase III followed by 19.17% in phase IV, 13.40% in phase II, 11.90% in phase IX,

9.75% in phase I, 5.48% in phase VII, 4.40% in phase VI, 3.80% in phase V, 1.30%

in phase VIII and 0.00% in phase X.

166




of Open Schooling, New Delhi in Thiruvannamalai District are given in the following

table- 4.52.






Phases

Thiruvannamalai

Gender Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I 140 (24.6) (7.8)

429 (75.3) (9.4)

569

(9.77)

298 (52.3) (11.4)

18 (3.1) (14.0)

10 (1.7) (5.7)

243 (42.7) (8.3)

569

(9.77)

II 482 (28.1) (26.8)

1233 (71.8) (30.5)

1715

(29.45)

838 (48.8) (32.1)

40 (2.3) (31.2)

38 (2.2)

(21.7)

799 (46.5) (27.4)

1715

(29.45)

III 673 (39.7) (37.5)

1020 (60.2)

(25.26)

1693

(29.07)

554 (32.7) (21.2)

44 (2.5) (34.3)

117 (6.9) (66.8)

978 (57.7) (33.6)

1693

(29.07)

IV 105 (24.6) (5.8)

321 (75.3) (7.9)

426

(7.31)

97 (22.7) (3.7)

8 (1.8) (6.2)

0 (0)

321 (75.3) (11.0)

426

(7.31)

V 81 (17.5) (4.5)

380 (82.4) (9.4)

461

(7.91)

287 (62.2) (10.9)

12 (2.6) (9.3)

0 (0)

162 (35.1) (5.5)

461

(7.91)

VI 40 (11.5) (2.23)

305 (88.4) (7.5)

345

(5.92)

245 (71.01) (9.3)

1 (0.2) (0.7)

0 (0)

99 (28.6) (3.4)

345

(5.92)

VII 135 (36.5) (7.5)

234 (63.4) (5.7)

369

(6.33)

258 (69.9) (9.8)

4 (1.08) (3.2)

9 (2.43) (5.1)

98 (26.5) (3.3)

369

(6.33)

VIII 123 (60.2) (6.86)

81 (39.7) (2.0)

204

(3.50)

14 (6.86) (0.5)

0 (0)

0 (0)

190 (93.1) (6.5)

204

(3.50)

IX 5 (23.8) (0.22)

16 (76.1) (0.39)

21

(0.36)

10 (47.6) (0.3)

0 (0)

1 (4.76) (0.5)

10 (47.6) (0.3)

21

(0.36)

X 9 (47.3) (0.50)

10 (52.6) (0.2)

19

(0.32)

9 (47.3) (0.3)

1 (5.26) (0.7)

0 (0)

9 (47.3) (0.3)

19

(0.32)

Total 1793

(30.7)

4038

( 69.3)

5822 2610

(44.8)

128

(2.19)

175 (3.0) 2909

(49.9)

5822

167

Thiruvannamlai district followed by 29.07% in phase III, 9.77% in phase I, 7.91% in

phase V, 7.31% in phase IV, 6.33% in phase VII, 5.92% in phase VI, 3.50% in phase

VIII, 0.36% IX and 0.32% in phase X.



Thiruvannamlai district.



Thiruvannamlai district followed by 71.80% of female and 28.10% of male in phase

II, 69.20% of female and 39.09% of male in phase III, 75.30% of female and 24.60%

of male in phase IV, 82.40% of female and 17.50% of male in phase V, 88.40% of


phase VII, 39.70% of female and 60.20% of male in phase VIII, 76.10% of female

and 23.80% of male learners in phase IX, 52.60% of male and 47.30% of female in

phase X.


examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase I

followed by other community (42.70%), ST (3.10%), Minority (1.70%). In phase II,

SC community (48.80%), other community (46.50%), ST (3.00%), Minority

(2.20%), in phase III, other community (57.70%), SC community (32.70%), Minority

(6.90%) and ST (2.50%), In phase IV, other community (75.30%), SC (22.70%),

ST (1.80%) and Minority (0.00%), in phase V, SC community (62.20%), other

community (35.10%), ST(2.60%) and Minority (0.00%) , in phase VI, SC community

(7.10%) , other community (28.60%), ST(0.20%) and Minority(0.00%), in phase VII,

SC community (69.90%), other community (26.50%), Minority(2.43%) and ST

community(1.08%), in phase VIII, other community (93.10%), SC community

(6.86%), ST (0.00%) and Minority (0.00%) and other community(47.60%), SC

(47.60%), of Minority(4.76%) and ST (0.00%) in phase IX have enrolled and


district .


examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase II

followed by phase III (21.20%), phase I (11.40%), phase V (10.90%), phase VIII

168

(9.80%), phase VI (9.30%), phase IV (3.70%), phase III (0.50%), phase IX (0.30%)

and 0.30% phase X.

It is found that 34.30% of ST of learners have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in Thiruvannamalai district in phase III

followed by 31.20% in phase II, 14.00% in phase I, 9.30% in phase V, 6.20% in phase

IV, 3.20% in phase VII, 0.70% in phase VI, 0.70% in phase X and 0.00% in phase

VIII and 0.00% in phase IX.


completed literacy examinations conducted by the NIOS, New Delhi in

Thiruvannamlai district in phase III followed by 21.70% in phase II, 5.70% in phase

II, 5.10% in phase VII, 0.50% in phase IX, 0.00% in phase IV, 0.00% in phase VI,

0.00% in phase VIII and 0.00% in phase X.


completed literacy examinations conducted by the NIOS, New Delhi in

Thiruvannamlai district in phase III followed by 27.40% in phase II, 11.00% in phase

IV, 8.30% in phase I, 6.50% in phase VIII, 5.50% in phase V, 3.40% in phase VI,

3.30% in phase VII and 0.30% in phase X.

169


Institute of Open Schooling in Viluppuram, New Delhi District

The following table-4.53 shows the learners success and certification in





District

Phase

s

Viluppuram

Gender Community

Male

(%)

Female

(%)

Total

(%)

SC

(%)

ST

(%)

Minority

(%)

Others

(%)

Total

(%)

I

102 (20.8) (4.1)

388 (79.1) (8.2)

490

(6.82)

77 (15.7) (3.1)

39 (7.9) (20.3)

0 (0)

374 (76.3) (8.5)

490

(6.82)

II

303 (28.7) (12.2)

750 (71.2) (15.9)

1053

(14.67)

378 (35.8) (15.2)

17 (1.6) (8.8)

0 (0)

658 (62.4) (15.02)

1053

(14.67)

III

619 (33.8) (24.9)

1209 (66.1) (25.7)

1828

(25.47)

847 (46.3) (34.1)

36 (1.9) (18.7)

0 (0)

945 (51.6) (21.5)

1828

(25.47)

IV

1192 (61.8) (48.0)

735 (38.1) (15.6)

1927

(26.85)

831 (43.1) (33.5)

0 (0) 116 (6.01) (92.0)

988 (50.85) (22.3)

1927

(26.85)

V

89 (21.4) (3.5)

325 (78.5) (6.9)

414

(57.74)

94 (22.7) (3.7)

0 (0)

10 (2.4) (7.9)

310 (74.8) (7.0)

414

(57.74)

VI

20 (10.1) (0.8)

178 (89.8) (3.7)

198

(2.75)

44 (22.2) (1.7)

0 (0)

0 (0)

154 (77.7) (3.5)

198

(2.75)

VII

99 (17.7) (3.9)

458 (82.2) (9.7)

557

(7.76)

80 (14.3) (3.2)

29 (5.2) (15.1)

0(0) 448 (80.4) (10.2)

557

(7.76)

VIII

7 (6.4) (0.2)

101 (93.5) (2.1)

108

(1.50)

34 (31.4) (1.3)

31 (28.7) (16.1)

0(0) 43 (39.8) (0.9)

108

(1.50)

IX

50 (8.3) (2.0)

550 (91.6) (11.7)

600

(8.36)

94 (15.6) (3.7)

40 (6.6) (20.8)

0(0) 466 (77.6) (10.6)

600

(8.36)

X 0 (0)

0 (0)

0

(0.0)

0 (0)

0 (0)

0 (0)

0 (0)

0

(0.0)

Total

2481

(34.5)

4694

(65.4)

7175 2479

(34.5)

192

(2.6)

126

(1.7)

4378

(61.01) 7175

170

From the above table-4.53, it is found that (57.74%) of learners have enrolled

and completed literacy examinations conducted by NIOS, New Delhi in phase V in

Viluppuram followed by 26.85% in phase IV, 25.47% in phase III, 14.67% in phase

II, 8.36% in phase IX, 7.76% in phase VII, 6.82% in phase I, 2.75% in phase VI,

1.50% in phase VIII and in phase X (0.00%) in Viluppuram district in the AECs of







Viluppuram followed by 71.70% of female and 28.70% of male in phase II, 66.10%

of female and 33.80% of male in phase III, 38.10% of female and 61.80% of male in

phase IV, 78.50% of female and 21.40% male in phase V, 89.80% of female and

10.10% of male in phase VI, 82.20% of female and 11.70% of male in phase VII,

93.50% of female and 6.40% of male in phase VIII, 91.60% of female and 8.30% of

male in phase IX and 0.00% of female and 0.00% of male in phase X.



district in phase I followed by SC(15.70%), ST(7.90%) and Minorities(0.00%). In

phase II, other community (62.40%), SC(35.80%), ST (1.60%) and Minority (0.00%),

in phase III, other community (51.60%), SC(46.30%), ST(1.90%) and Minorities

(0.00%), in phase IV, other community (50.85%), SC (43.10%), (6.01%) Minority

and ST(0.00%), in phase V, Other community(74.80%), SC (22.70%), Minority

(2.40%) and ST (0.00%), in phase VI, other community(77.77%), SC (22.20%), ST

(0.00%) and Minority (0.00%), in phase VII, other community(80.40%), SC

(14.30%), ST (5.20%) and Minority (0.00%), in phase VIII, other

community(39.80%), SC (31.40%), ST (28.70%) and) Minority(0.00%, in phase IX,

other community(77.60%), SC (15.60%), ST (6.60%) and Minority (0.00%) and SC

(0.00%), ST(0.00%), Minority (0.00%), other community (0.00%) in phase X have

enrolled and completed literacy examinations conducted by NIOS, New Delhi in




171

followed by phase IV (33.50%), phase II (15.20%), phase V (3.70%), phase IX

(3.70%) phase VIII (3.20%), phase I (3.10%), phase VI (1.70%), phase VIII (1.30%),

and 0.00% phase X.


examinations conducted by NIOS, New Delhi in Viluppuram district in phase IX

followed by 20.30% phase I, phase III (18.70%), phase VIII (16.10%), phase VII

(15.10%), phase II (8.80%), phase V(0.00%), phase IV(0.00%), phase X(0.00%) and

0.00% phase VI.



district in phase IV followed by 7.90% phase V, phase II (0.00%), phase III (0.00%),

phase IX (0.00%), phase I (0.00%), phase VI (0.00%), phase VIII (0.00%), phase VII

(0.00%) and phase X (0.00%).



district in phase IV followed by phase III (21.50%), phase II (15.02%), phase IX

(10.60%), phase VIII (10.20%), phase I (8.50%), phase V (7.50%), phase VI (3.50%),

phase VIII (0.90%) and phase X (0.00%).

4.4.16 Opinion of the Preraks of about the Co-Operation/Support of

Learners/Beneficiaries in AECs

Opinion of the Preraks of about the co-operation/support of

learners/beneficiaries in AECs is given in the following table-4.54.

Table 4.54 Percentages of Opinion of the Preraks of about the

CoOperation/Support of Learners/Beneficiaries in AECs

S.No Types of Co-Operation Percentage

(%)

1 Highly co-operative 09.50

2 Co-operative 65.10 3 Partial Co-operation 25.40

4 Not Co-operative 0

5 No Information 0

172

Form the above table-4.54, it is found that the Preraks have opined that

65.10% of learners are co-operative in AECs of Saakshar Bharath Programme in

Tamil Nadu. 25.24% of learners are partial co-operative, 09.50% are highly co-

operative, 0.00% is not co-operative and 0.00% has not given any information.

4.4.17 Opinion of the Preraks about the Achievement of Learners at the Grama

Panchayat Level in AECs

The following table-4.55 shows the opinion of the preraks of about the

achievement of learners at the Grama Panchayat Level in AECs.

173

Table 4.55 Percentages of Opinion of the Preraks about the Achievement of Learners at the Grama Panchayat Level in AECs

Districts

Male (%) Female (%) Total (%) SC (%) ST (%) Minority (%) Others (%) Total (%)

Target

Ach

iev

ed

Target

Ach

iev

ed

Target

Ach

iev

ed

Target

Ach

iev

ed

Target

Ach

iev

ed

Target

Ach

iev

ed

Target

Ach

iev

ed

Target

Ach

iev

ed

Dharmapuri 2832

(43.7 )

(28.56)

685

(24.7)

(14.08)

3644

(56.2)

(25.54)

2085

(75.2)

(20.31)

6476

(26.78)

2770

(18.31)

2098

(32.3)

(26.7)

786

(28.3)

(16.43)

0 (0)

0 (0) 2097

(32.3)

(65.7)

1856

(67.0)

(73.2)

2281

(35.2)

(18.12)

128

(4.6)

(1.70)

6476

(26.78)

2770

(18.31)

Erode 4785

(41.7)

(48.26)

2632

(35.1)

(54.13)

6689

(58.2)

(46.89)

4865

(64.8)

(47.40)

11474

(47.45)

7497

(49.57)

3071

(26.7)

(39.10)

1840

(24.5)

(38.46)

0 (0) 0 (0) 213

(1.8)

(6.68)

89

(1.1)

(3.5)

8190

(71.3)

(65.09)

5568

(74.26)

(74.2)

11474

(47.45)

7497

(49.57)

Thiruvanna

malai

982

(38.5)

(9.90)

855

(33.7)

(17.58)

1564

(61.4)

(10.96)

1680

(66.27)

(16.37)

2546

(10.52)

2535

(16.76)

1340

(52.6)

(17.06)

1310

(51.6)

(27.38)

98

(3.8)

(17.62)

73

(2.8)

(23.54)

543

(21.3)

(17.03)

587

(23.1)

(23.15)

565

(22.1)

(4.49)

565

(22.2)

(74.24)

2546

(10.52)

2535

(16.76)

Viluppuram 1316

(35.7)

(13.27)

690

(29.7)

(14.19)

2367

(64.2)

(16.59)

1632

(70.28)

(15.90)

3683

(15.23)

2322

(15.35)

1345

(36.5)

(17.12)

847

(36.4)

(17.70)

458

(12.4)

(82.3)

237

(10.2)

(76.45)

334

(9.06)

(10.48)

0 (0) 1546

(41.9)

(12.28)

1238

(53.3)

(16.5)

3683

(15.23)

2322

(15.35)

Total 9915

(41.0)

4862

(32.14)

14264

(58.9)

10262

(67.8)

24179 15124 7854

(32.4)

4783

(31.6)

556

(2.2)

310

(2.04)

3187

(13.1)

2532

(16.7)

12582

(52.3)

7499

(49.5)

24179 15124

174


15.35% of potential learners are identified through survey in Saakshar Bharath

programme in Dharmapuri, Erode, Thiruvannamallai and Viluppuram districts

respectively.

It is noted that 54.13% of male learners are identified in Erode followed by

Tiruvannnamalai (17.58%), Viluppuram (14.19%) and Dharmapuri (14.08) districts.

Likewise 47.40% of female learners are identified in Erode followed by

Dharmapuri (20.31%), Tiruvannamalai (16.37%) and Viluppuram (15.90%) districts.

It is observed that total identification of potential learners from SC community

are 38.46% in Erode district, 27.38% in Tiruvannamalai district, 17.70% in

Viluppuram district and 16.43% in Dharmapuri district.

It is observed that the total identification of potential learners from ST

community are 76.45% in Viluppuram district followed by Tiruvannamalai (23.54%),

Dharmapuri (0.00%) and Erode (0.00% ) districts.

It is observed that total identification of potential learners from minority

community is 73.20% in Dharmapuri district followed by Tiruvannamalai (23.15%),

Erode (3.50%) and Viluppuram (0.00%) districts.

It is observed that total identification of potential learners from other

community is 74.24% in Tiruvannamalai district followed by Viluppuram (16.50%),

Erode (7.53%) and Dharmapuri (1.70%) districts.

It is found that 67.80% of female and 32.14% of male potential learners are

identified in Saakshar Bharath Programme of Tamil Nadu. Further, 49.50% of other

community, 31.60% of SC, 16.70% of minority and 2.40% of ST community are

identified in Saakshar Bharath Programme of Tamil Nadu.

4.4.18 Opinion of the Preraks about the Learners currently attending the AECs at

the Grama Panchayat Level

Opinion of the Preraks of about the learners currently attending the AECs at

the Grama Panchayat Level is given in the following table -4.56.

175

Table 4.56 Percentages of Opinion of the Preraks about the Learners currently

attending the AECs at the Grama Panchayat Level

From the above table-4.56, it is found that 45.71% learners are currently

attending the AECs in Erode district followed by in Dharmapuri (23.88%),

Tiruvannamalai (16.22%) and Viluppuram (14.16%) districts respectively.

It is found that 62.60% male learners are currently attending AECs in Erode

district followed by 16.60% in Dharmapuri, 14.80% in Tiruvannamalai and 6.40% in


It is found that 42.40% of female learners are currently attending AECs in

Erode district followed by 25.30%, 16.40% and 15.60% are in Dharmapuri,

Tiruvannamalai and Viluppuram districts respectively.

It is found that 35.05% of SC learners are currently attending AECs in

Tiruvannamalai district followed by 31.70% in Erode, 29.04% in Dharmapuri and


It is found that 52.60% of ST learners are currently attending AECs in Erode

district followed by 42.10% in Tiruvannamalai, 10.50% in Dharmapuri and 0.00% in


Districts

Male

%

Female

%

Total

%

SC

%

ST

%

Minority

%

Other

%

Total

%

Dharmapuri

40 (10.7) (16.6)

331 (89.2) (25.3)

371 (23.88)

174 (46.9) (29.04)

2 (0.5) (10.5)

41 (11.05) (34.1)

154 (41.5) (18.8)

371

(23.88)

Erode 156 (21.9) (62.6)

554 (78.02) (42.4)

710 (45.71)

190 (26.7) (31.7)

10 (1.4) (52.6)

30 (4.2) (25)

480 (67.6) (58.87)

710

(45.71)

Thiruvanna

malai

37 (14.6) (14.8)

215 (85.3) (16.4)

252 (16.22)

210 (83.3) (35.05)

8 (3.9) (42.1)

10 (3.9) (8.3)

24 (9.5) (2.9)

252

(16.22)

Viluppuram 16 (7.2) (6.4)

204 (92.7) (15.6)

220 (14.16)

76 (34.5) (12.6)

0 (0)

41 (18.6) (34.1)

103 (46.8) (12.6)

220

(14.16)

Total 249

(16.03)

1304

(83.9)

1553

(100)

599

(38.5)

19

(1.2)

120

(7.7)

815

(52.4)

1553

(100)

176

It is found that 34.10% of minority learners are currently attending AECs in

Dharmapuri district followed by 34.10% in Viluppuram, 25.00% in Erode and 8.30%

in Tiruvannamalai districts.

It is found that 58.87% of other community group learners are currently

attending AECs in Erode district followed by 18.80% in Dharmapuri, 12.60% in

Viluppuram and 2.90% in Tiruvannamalai districts.

It is found that 89.20% of female learners and 10.70% of male learners are

currently attending the AECs in Saakshar Bharath Programme of Tamilnadu followed

by 78.02% of female and 21.90% of male in Erode, 85.30% of female and 14.60% of

male in Tiruvannamalai and 92.70% of female and 7.20% of male in Viluppuram

districts.

It is found that 46.90% of SC learners are currently attending AECs in

Dharmapuri district followed by 41.50% of other community learners, 11.05% of

minority learners and 10.50% of ST learners among all the learners in Dharmapuri

district.

It is found that 67.60% of other community learners are currently attending

AECs in Erode district followed by 26.70% of SC community learners, 4.20% of

minority learners and 1.40% of ST learners among all the learners in Erode district.

It is found that 83.30% of SC community learners are currently attending

AECs in Tiruvannamalai district followed by 9.50% of other community learners,

3.90% of minority and 3.90% of ST learners among all the learners in Tiruvannmalai

district.

It is found that 46.80% of other community learners are currently attending

AECs in Viluppuram district followed by 34.50 % of SC learners, 18.60% of minority

learners and 0.00% of ST learners among all the learners in Viluppuram district.

It is found that 83.90% of male learners and 16.03% of female learners

currently attending AECs in Saaakshar Bharath Programme in Tamilnadu.

It is found that 52.40% of other learners are currently attending AECs

followed by 38.50% of SC learners, 7.70% of minority learners and 1.20% of ST

learners in AECs in Saaakshar Bharath Programme of Tamilnadu.

4.5 Performances of District and Block Coordinators


performance of the District and Block Coordinators in the Saakshar Bharath

Programme. Functional Status Questionnaire for Coordinators at the District and

177

Block level (FSQ-DC&BC) is developed and used to assess the performance of the

Preraks in the Saakshar Bharath Programme.

4.5.1 Socio-Economic Background of District and Block Coordinators in SBP

Table4.57 Percentages of Socio-Economic Background of District and Block

Coordinators in SBP

The following table-4.57 shows the percentage of District and Block

Coordinators in respect of their designations, age, gender, religion, community,

marital status and educational qualifications.

Personal

Variable

Classification

%

Pie Diagram

Designation

District

14.70

Block

85.30

Age

(Years)

Up to 25

01.50

25-40

66.20

Above40

32.40

Gender

Men

77.90

Women

22.10

178

Personal

Variable

Classification

%

Pie Diagram

Religion

Hindu

92.60

Muslim

05.90

Christian 01.50

Community

SC

41.20

Minority

05.90

Others

52.90

Marital Status

Married

85.30

Unmarried

14.70

Educational

Qualification

Graduate 41.20

Figure 1 Educational Qualification

Post Graduate

57.40

Others

01.50

179

From the above table-4.57, it is observed that nearly 15.00% of district co-

coordinators (14.70%) and 85.00% of block co-coordinators (85.30%) are constituted

the population as main functionaries in the district administration of SBP in Tamil

Nadu.

Nearly 02.00% of age group are up to 25 years (01.50%) followed by 25-40

years (66.20%) and above 40 years (32.40%) are constituted the population as main

functionaries in the district administration of SBP in Tamil Nadu.

Nearly 80.00% of are men (77.90%) and nearly 20.00% are women (22.10%)

constitutes the population as main functionaries in the district administration of SBP

in Tamil Nadu.

Nearly 95.00% of Hindu (92.60%) followed by Muslim (05.90%) and

Christian (01.50%) have constituted the population as main functionaries in the

district administration of SBP in Tamil Nadu.

Nearly 45.00% of SC community (41.20%) followed by Minority Community

(05.90%) and other community (52.90%) have constituted the population as main

functionaries in the district administration of SBP in Tamil Nadu

Nearly 90.00% of Married (85.30%) and nearly 15.00% unmarried (14.70%)

constitute the population as main functionaries in the district administration of SBP in

Tamil Nadu.

Nearly 60.00% of Post Graduates (57.40%) followed by Graduates (41.20%)

and other educational qualifications (01.50%) are possessed by district and block co-

coordinators in the district administration.

180

4.5.2 Formations and Functions of Committees at District Level in SBP

Formations and functions of committees at district level in SBP are given in

the following table-4.58.

Table- 4.58 Numbers of Formations and Functions of Committees at District

Level

Districts

District

Level

(Zilla Lok

Shiksha

Samathi)

Block level

(Block Lok

Shiksha

Samathi )

Grama

Panchayat

Level

(Grama

Panchayat

Lok Shiksha

Samathi )

Executive

Committee

Educational

Committee

Dharmapuri 12 18 26 13 13

Erode 03 @ @ 03 @ Thiruvannamalai @ @ @ @ @

Viluppuram 11 @ @ 07 @

@ Data not given by the District Functionaries

From the above table-4.58, it is found that 26 Grama Panchayat Level

Meetings, 18 Block Level Meetings, 13 Executive Committee Meetings, 13

Educational Committee Meetings and 12 District Level meetings were conducted in


It is observed that 3 District Level Committee Meetings and 3 Executive

Committee Meetings were conducted in Erode district. There was no information

about Block, Grama Panchayat and Educational Committee Meetings. The data was

not given by the Erode district functionaries.

There was no information about all level committee meetings in

Thiruvannamalai district. The data were not given by the district functionaries.

It is found that 11 District Level Meetings, 7 Executive Committee Meetings

were conducted in Viluppuram District. There was no information about Block,

Grama Panchayat and Educational Committee Meetings. The data were not given by

the Viluppuram district functionaries.


The following table-4.59 shows the infrastructure facilities at district level in

SBP.

181

Table- 4.59 Percentages of Infrastructure Facilities at District level in SBP

From the above table-4.59, it is found that 90.00% of chairs are available in

Viluppuram District followed by Thiruvannamalai (85.00%), Erode (70.00%) and in

Dharmapuri (65.00%). 70.00% tables are available in Erode followed by 50.00%

tables are available in Dharmapuri, Thiruvannamalai and Viluppuram districts.

Computers with Printers and Telephone (100.00%) facilities are available in all the

Districts. 85.00% of Registers and Records are found in Thiruvannamalai followed by

Erode (70.00%), Dharmapuri (65.00%) and Viluppuram (55.00%) districts. Other

type of infrastructure facilities such as canon cameras and other equipments are

available in Dharmapuri (70.00%), Erode (60.00%), Viluppuram (60.00%) and

Thiruvannamalai (50.00%) districts respectively.

4.5.4 Potential Learners- Illiterates / Non-Literates Identified at District Level

Potential learners- illiterates / non-literates identified at district level are given

in the following table-4.60.

Districts

Chairs

%

Tables

%

Computer/

Printer

%

Telephone

%

Registers/

Records

%

Other

%

Total

Dharmapuri

65.00

50.00

100

100

65.00

70.00

32

Erode

70.00

70.00

100

100

70.00

60.00

25

Thiruvanna

malai

85.00

50.00

100

100

85.00

50.00

27

Viluppuram

90.00

50.00

100

100

55.00

60.00

19

Total

77

22

8

4

52

10

103

182

Table 4.60 Percentages of Potential Learners- Illiterates / Non-Literates Identified at District Level

Districts

Survey

Male

%

Female

%

Total

%

SC

%

ST

%

Minorities

%

Others

%

Total

% Yes No

Dharmapuri

Yes

(100)

0 127369 (44.14) (19.69)

161167 (55.86) (19.35)

288536

(100)

(19.50)

58875 (20.40) (12.17)

22335 (7.74) (24.48)

3971 (1.37) (13.08)

203355 (58.78) (23.25)

288536

(100)

(19.50)

Erode

Yes

(100)

0 117583 (42.88) (18.18)

156660 (57.12) (18.80)

274243

(100)

(18.53)

109053 (39.76) (22.54)

27424 (9.99) (30.06)

8844 (3.22) (29.14)

128922 (47.01) (14.74)

274243

(100)

(18.53)

Thiruvanamalai

Yes

(100)

0 134650 (41.21) (20.82)

192077 (58.79) (23.06)

326727

(100)

(22.08)

112216 (34.34) (23.19)

24640 (7.54) (27.01)

7788 (2.38) (25.66)

182083 (55.72) (20.82)

326727

(100)

(22.08)

Viluppuram

Yes

(100)

0 267120 (45.26) (41.31)

322971 (54.74) (61.21)

590091

(100)

(39.88)

203608 (34.50) (42.08)

16826 (2.85) (18.45)

9737 (1.65) (32.09)

359920 (60.99) (41.16)

590091

(100)

(39.88)

183

From the above table-4.60, it is found that 39.88% illiterates / non - literates

potential learners are identified at district level in Viluppuram district followed by

Thiruvannamalai (22.02%), Erode (18.53%) and Dharmapuri (05.00%) districts in

SBP of Tamil Nadu.

It is found that 41.31% total male illiterates / non - literates potential learners

are identified at district level in Viluppuram district followed by Thiruvannamalai

(20.82%), Dharmapuri (19.62%) and Erode (18.18%) districts in SBP of Tamil Nadu.

It is found that 61.21% of female illiterates / non - literates potential learners


(23.06%), Dharmapuri (19.35%) Erode (18.80%) district in SBP of Tamil Nadu.

It is found that 55.86 % of female potential learners in Dharmapuri district and

rest of 44.14 % are male potential learners. It is found that 57.12% of female potential

learners in Erode district and rest of 42.88% are male potential learners.

It is found that 58.79% of female potential learners in Thiruvannamalai district

and rest of 41.21 % are male potential learners.

It is found that 54.74% of female potential learners in Viluppuram district and

rest of 45.26% are male potential learners.

It is found that 42.08% of total SC illiterates / non - literates potential learners


(23.19%), Erode (22.54%) and Dharmapuri (12.17%) districts. It is found that 30.06%

of total ST illiterates / non - literates potential learners are identified at district level in

Erode district followed by Thiruvannamalai (27.01%), Dharmapuri (24.48%),

Viluppuram (18.45%) districts. It is found that 32.09% of total Minority illiterates /

non - literates potential learners are identified at district level in Viluppuram district

followed by Erode (29.14 %), Thiruvannamalai (25.66%) and Dharmapuri (13.08%)

districts. It is found that 41.16% of total number of other community ST illiterates /

non- literates potential learners are identified at district level in Viluppuram district

followed by Dharmapuri (23.25%), Thiruvannamalai (20.82%) and Erode (14.74%)

districts.





Dharmapuri District.

184



District

Phases

Dharmapuri

Sex Community

Male

%

Female

%

Total

%

SC

%

ST

%

Minorities

%

Others

%

Total

%

I

1474

(24.60)

(1.55)

4516

(75.40)

(1.87)

5990

(100)

(1.78)

385

(6.42)

(0.50)

75

(1.25)

(0.27)

3288

(54.89)

(28.13)

2242

(37.42)

(0.10)

5990

(100)

(1.78)

II

12462

(26.42)

(13.15)

34703

(73.58)

(14.42)

47165

(100)

(14.06)

8192

(17.36)

(10.80)

2458

(5.21)

(8.89)

2642

(5.60)

(22.61)

33873

(71.81)

(15.38)

47165

(100)

(14.06)

III

15869

(30.37)

(16.75)

36383

(69.63)

(15.12)

52252

(100)

(15.58)

15713

(30.07)

(20.73)

3100

(5.93)

(11.22)

1907

(3.64)

(16.32)

31532

(60.34)

(14.32)

52252

(100)

(15.58)

IV

56045

(30.74)

(59.16)

126264

(69.26)

(52.49)

182309

(100)

(54.37)

36462

(20.00)

(48.10)

19650

(10.77)

(71.13)

3505

(1.92)

(29.99)

122692

(67.29)

(55.72)

182309

(100)

(54.37)

V

1936

(25.71)

(2.04)

5594

(74.29)

(2.32)

7530

(100)

(2.24)

1820

(24.16)

(2.40)

995

(13.21)

(3.60)

71

(0.94)

(0.60)

4644

(61.67)

(2.10)

7530

(100)

(2.24)

VI

283

(24.58)

(0.29)

868

(75.42)

(0.36)

1151

(100)

(0.34)

337

(29.27)

(0.44)

52(4.51)

(0.18)

36(3.12)

(0.30)

726

(63.07)

(0.32)

1151

(100)

(0.34)

VII

1179

(15.93)

(1.24)

6222

(84.07)

(2.58)

7401

(100)

(2.20)

2118

(28.61)

(2.79)

274

(3.70)

(0.99)

83(1.12)

(0.71)

4926

(66.55)

(2.24)

7401

(100)

(2.20)

VIII

915

(18.18)

(0.96)

4116

(81.82)

(1.71)

5031

(100)

(1.50)

1716

(34.10)

(2.26)

115

(2.28)

(0.41)

59(1.17)

(0.50)

3141

(62.30)

(1.43)

5031

(100)

(1.50)

IX

4558

(17.24)

(4.85)

21877

(82.76)

(9.09)

26435

(100)

(7.88)

9054

(34.25)

(11.94)

905

(3.42)

(3.27)

94(0.35)

(0.80)

16382

(61.97)

(7.44)

26435

(100)

(7.88)

Total 94721

(28.25)

(100)

240543

(71.75)

(100)

335264

(100)

(100)

75797

(22.60)

(100)

27624

(8.23)

(100)

11685

(3.48)

(100)

220158

(65.66)

(100)

335264

(100)

(100)


and completed literacy examinations conducted by NIOS, New Delhi in phase IV

followed by phase III (15.58%), phase II (14.06%), phase IX (07.88%), phase VII

(02.24%), phase VII (02.20%), phase I (1.78%), phase VIII (01.50%), phase VI

(0.30%) in Dharmapuri district in the AECs of Saakshar Bharath Programme.

185








V (74.29% and 25.71%), phase VI (75.42 and 24.58%), phase VII (84.07% and

15.93%), phase VIII (81.82% and 18.18%), phase IX (82.76% and 17.25%).

It is found that 48.10% of total number of SC learners who have enrolled and


Dharmapuri district followed by phase III (20.73%), phase IX (11.94%), phase II

(10.80%), phase VII (02.79%), phase VIII (02.26%), phase V (02.40%), phase I

(0.50%) and in phase VI (0.44%).

It is found that 71.13% of total number of ST learners who have enrolled and


Dharmapuri district followed by phase III (11.22%), phase II (08.89%), phase V

(03.60%), phase IX (03.27%), phase VII (0.99%), phase VIII (0.41%), phase I

(0.27%) and phase VI (0.18%).

It is found that 29.99% of total number of Minority learners who have enrolled

and completed literacy examinations conducted by NIOS, New Delhi in phase IV in

Dharmapuri district followed by phase I (28.13%), phase II (22.61%), phase III

(16.32%), phase IX (0.80%), phase VII (0.71%), phase V (0.60%), phase VIII

(0.50%) and phase VI (0.30%).

It is found that 55.72% of total number of Other learners who have enrolled


Dharmapuri district followed by phase II (15.38%), phase III (14.32%), phase IX

(07.44%), phase VII (02.24%), phase VI (02.10%), phase VIII (01.43%), phase VI

(0.32%) and phase I (0.10%).

It is found that 54.89% of Minority community learners, other community

(37.42%), SC (06.24%) and ST (01.25%) who have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in Dharmapuri district in phase I.

71.81% of Other Community followed by SC (17.36%), Minority community

(05.06%) and ST (05.21%) in phase II, 67.29% of Other Community followed by SC

186

(20.00%), ST (10.77%) and Minority (01.92%) in phase IV, 61.67% of Other

Community followed by SC (24.16%), ST (13.21%) and Minority community

(0.94%) in phase V, 63.07% of Other Community followed by SC (29.27%), ST

(04.51%) and Minority community (03.12%) in phase VI, 65.55% of Other


(01.12%) in phase VII, 62.30% of Other Community followed by SC (34.10%), ST

(02.28%) and Minority community (01.17%) in phase VIII and 61.97% of Other


(0.35%) in phase IX.

It is found that 71.75% of total number of female and 28.25% of male

learners who have enrolled and completed literacy examinations conducted by NIOS,

New Delhi in Dharmapuri district in all phases.

It is found that (65.66%) of Other Community learners who have enrolled and


district in all phases followed by SC (22.06%), ST (08.23%) and Minority

community (03.51%).

187



Learner’s enrollment and completion in literacy assessment by National

Institute of Open Schooling, New Delhi in Erode District are given in the following

table 4.62.



Phases

Erode

Sex Community

Male

%

Female

%

Total

%

SC

%

ST

%

Minorities

%

Others

%

Total

%

I 2127 (42.44) (1.89)

2884 (57.56) (1.49)

5011

(100)

(1.63)

2136 (42.63) (1.91)

105 (2.10) (1.72)

213 (4.25) (8.13)

2557 (51.03) (1.38)

5011

(100)

(1.63)

II 21935 (38.29) (19.51)

35350 (61.70) (18.30)

57285

(100)

(18.74)

28959 (50.55) (25.93)

1411 (2.46) (23.10)

1419 (2.48) (54.18)

25496 (44.51) (13.77)

57285

(100)

(18.74)

III 47312 (41.00) (42.09)

68072 (59.00) (35.23)

115384

(100)

(37.75)

37104 (32.16) (33.22)

2136 (1.85) (34.96)

510 (0.44) (19.47)

75634 (65.55) (40.84)

115384

(100)

(37.75)

IV 21573 (37.21) (19.19)

36398 (62.79) (18.84)

57971

(100)

(18.96)

18347 (31.65) (16.43)

1319 (2.28) (21.59)

168 (0.29) (6.42)

38137 (65.79) (20.58)

57971

(100)

(18.96)

V 2209 35.63) (1.97)

3991 (64.37) (2.07)

6200

(100)

(2.02)

2242 (36.16) (2.01)

73 (1.18) (1.19)

20 (0.32) (0.46)

3865 (62.34) (2.09)

6200

(100)

(2.02)

VI 7108 (34.65) (6.32)

13408 (65.35) (6.94)

20516

(100)

(6.71)

7954 (38.77) (7.12)

518 (2.53) (8.48)

177 (0.86) (6.76)

11867 (57.84) (6.41)

20516

(100)

(6.71)

VII 1714 15.96) (1.52)

9022 84.04) (4.67)

10736

(100)

(3.51)

3976 (37.03) (3.56)

176 (1.64) (2.88 )

29 (0.27) (1.11)

6555 (61.06) (3.54)

10736

(100)

(3.51)

VIII 1404 25.24) (1.25)

4159 74.46) (2.15)

5563

(100)

(1.82)

2297 (41.29) (2.06)

63 (1.13) (1.04)

39 (0.70) (1.49)

3164 (5.88) (1.71)

5563

(100)

(1.82)

IX 7030 26.09) (6.25)

19912 (73.91) (10.31)

26942

(100)

(8.81)

8671 (32.18) (7.76)

308 (1.15) (5.04)

44 (0.16) (1.68)

17919 (66.51) (9.68)

26942

(100)

(8.81)

Total 112412

(36.78)

(100)

193196

(63.22)

(100)

305608

(100)

(100)

111686

(36.54)

(100)

6109

(1.99)

(100)

2619

(0.85)

(100)

185194

(60.59)

(100)

305608

(100)

(100)



Erode followed by phase IV (18.96%), phase II (18.74%), phase IX (8.81%), phase

188

VI (6.71% ), phase VII (3.51%), phase V (2.02%), phase VIII (1.82%), phase I

(1.63%) in Erode district in the AECs of Saakshar Bharath Programme.



Erode district.





V (64.37% and 35.63%), phase VI (65.35and (34.65%), phase VII (84.04% and

59.96%), phase VIII (74.46% and 25.24%), phase IX (73.91% and 26.09%).


completed literacy examinations conducted by NIOS, New Delhi in phase III in

Erode district followed by phase II (25.93%), phase IV (16.43%), phase IX (07.76%),

phase VI (7.12%), phase VII (3.56%), phase VIII (2.06%), phase V (2.01%) and

phase I (1.91%).



Erode district followed by phase II (23.10%), phase IV (21.59%), phase VI (8.48%),

phase IX (5.04%), phase VII (02.88%), phase I (1.72%), phase V (1.19%) and phase

VIII (1.04%).

It is found that 54.18% of total number of Minority learners who have enrolled


Erode district followed by phase III (19.47%), phase I (8.13%), phase VI (6.76%),

phase IV (06.42%), phase IX (1.68%), phase (1.49%), phase (1.11%), phase V

(0.46%), phase VIII (0.50%) and phase VI (0.30%).

It is found that 40.84% of total number of Other learners who have enrolled


Erode district followed by phase IV (20.58%), phase II (13.77%), phase IX

(09.68%), phase VI (6.41%), phase VII (3.54%), phase V (2.09%), phase VIII

(1.71%) and phase I (1.38%).



Erode district followed by SC (42.63%), Minority (4.25%) and ST (2.10%), in phase

189

II, SC (50.55%), other community (44.51%), Minority (02.48%) and ST (02.46%), in

phase III, other community (65.55%), SC (32.16%), ST (1.85%) and Minorities

(0.44%), in phase IV, other community (65.79%), SC (31.65%), ST (2.28%) and

Minority (0.29%), in phase V, other community(62.24%), SC(36.16%), ST (01.18%)

and Minorities(0.32%), in phase VI, other community(57.84%) , SC(38.77%),

ST(02.53%) and Minority(0.86%), in phase VII, other community(61.06%),

SC(37.03%), ST(01.64%) and Minority (0.27%), in phase VIII, SC(41.29%), other

community (05.88%), ST (01.13%) and Minority (0.70%) and phase IX, other

community (66.51%) , SC (32.18%), ST (01.15%) and Minority (0.16%) in Erode

district.


Institute of Open Schooling, New Delhi in Thiruvannamalai District.







Phases

Thiruvannamalai

Sex Community

Male

%

Female

%

Total

%

SC

%

ST

%

Minorities

%

Others

%

Total

%

I 0 0 0 0 0 0 0 0

II 4610

(21.48)

(4.43)

16848

(78.52)

(7.53)

21458

(100)

(6.54)

8797

(41.00)

(8.57)

1246

(5.80)

(7.15)

609

(2.84)

(12.24)

10806

(50.36)

(5.33)

21458

(100)

(6.54)

III 48368

(33.52)

(46.51)

95908

(66.48)

(42.85)

144276

(100)

(44.01)

37058

(25.69)

(36.09)

6218

(4.31)

(35.70)

1877

(1.89)

(37.72)

99123

(68.70)

(48.89)

144276

(100)

(44.01)

IV 39215

(34.94)

(37.71)

73025

(65.06)

(32.62)

112240

(100)

(34.23)

39095

(34.81)

(38.07)

7368

(6.56)

(42.30)

1730

(1.54)

(34.77)

64047

(57.06)

(31.59)

112240

(100)

(34.23)

V 4493

(28.47)

(4.32)

11290

(71.53)

(5.05)

15783

(100)

(4.82)

5265

(33.86)

(5.13)

808

(5.12)

(4.64)

268

(1.70)

(5.39)

9442

(59.82)

(4.66)

15783

(100)

(4.82)

VI 4342

(30.59)

(4.18)

9852

(69.41)

(4.40)

14194

(100)

(4.33)

5205

(36.67)

(5.07)

715

(5.04)

(4.11)

189

(1.33)

(3.80)

8085

(56.96)

(3.99)

14194

(100)

(4.33)

190

VII 1716

(17.56)

(1.65)

8054

(82.44)

(3.60)

9770

(100)

(2.98)

3389

(34.69)

(3.30)

403

(4.12)

(2.31)

103

(1.05)

(2.07)

5875

(60.13)

(2.90)

9770

(100)

(2.98)

VIII 436

(19.91)

(0.42)

1754

(80.09)

(0.78)

2190

(100)

(0.67)

780

(35.62)

(0.76)

172

(7.85)

(0.99)

41

(1.87)

(0.81)

1197

(54.66)

(0.59)

2190

(100)

(0.67)

IX 813

(10.27)

(0.78)

7101

(89.73)

(3.17)

7914

(100)

(2.41)

3092

(39.07)

(3.01)

487

(6.15)

(2.80)

159

(2.01)

(3.01)

4176

(52.77)

(2.05)

7914

(100)

(2.41)

Total 103993

(31.72)

(100)

223832

(68.28)

(100)

327825

(100)

(100)

102681

(31.32)

(100)

17417

(5.31)

(100)

4976

(1.51)

(100)

202751

(62.09)

(100)

327825

(100)

(100)



Thiruvannamalai followed by phase IV (34.23%) , phase II (6.54% ), phase V

(4.82%), phase VI (4.33%), phase VII (2.98%), phase IX (2.41%), phase VIII (0.67%)

and phase I (0.00%) in Thiruvannamalai district in the AECs of Saakshar Bharath

Programme.






phase 10 in Dharmapuri district are: phase II (78.52% and 21.48%), phase III

(66.48% and 33.52%), phase IV (65.06% and 34.94%), phase V (71.53% and

28.47%), phase VI (69.41% and 30.59%), phase VII (82.44 % and 17.56%), phase

VIII (80.09% and 19.91%), phase IX (89.73% and 10.27%).



Thiruvannamalai district followed by phase III (36.09%), phase II (8.57%), phase V

(5.13%), phase VI (5.07%), phase VII (3.30%), phase IX (3.01%), phase VIII

(0.76%) and phase I (0.00%).



Thiruvannamalai district followed by phase III (35.70%), phase II (7.15%), phase V

191

(4.64%), phase VI (4.11%), phase IX (2.80%), phase VII (2.31%), phase VIII

(0.99%) and phase VIII (0.00%).

It is found that (37.72%) of Minority learners who have enrolled and


Thiruvannamalai district followed by phase IV (34.77%), phase II (12.24%), phase

V (5.39%), phase VI (3.80%), phase IX (3.01%), phase VII (2.07%), phase VIII

(0.81%) and phase I (0.00%).

It is found that 48.89% of Other Minority learners who have enrolled and


Thiruvannamalai district followed by phase IV (31.59%), phase II (5.33%), phase V

(4.66%), phase VI (3.99%), phase VII (2.90%), phase IX (2.05%), phase VIII (0.59%)

and phase I (0.00%).

It is found that 50.36% of other learners who have enrolled and completed

literacy examinations conducted by NIOS, New Delhi in phase II in Thiruvannamalai

district followed by SC (41.00%), ST (5.80%), Minority (2.84%), in phase III, other

community (68.70%), SC (25.69%), ST (4.31%) and Minority (1.84%), in phase IV,

Other community (57.06%), SC (34.81%), ST (6.56%) and Minority (1.54%), in

phase V, other community (59.82%), SC (33.86%) , ST (5.12%) and (1.70%)

Minorities, in phase VI, other community (56.96%), SC (36.67%), ST (5.04%) and

Minority (1.33%), in phase VII, other community (60.13%), SC (34.69%), ST

(4.12%) and Minority (1.05%), in phase VIII, other community (54.66%), SC

(35.62%), ST (7.85%) and Minority (1.87%), in phase IX, other community

(52.77%), SC (39.07%), ST (6.15%) and Minority (2.01%) in Thiruvannamalai

district in the AECs at Saakshar Bharath Programme.


Institute of Open Schooling, New Delhi in Viluppuram District




192



District

Phases

Viluppuram

Sex Community

Male

%

Female

%

Total

%

SC

%

ST

%

Minorities

%

Others

%

Total

%

I 6873

(36.52)

(4.30)

11947

(63.48)

(2.93)

18820

(100)

(33.10)

8672

(46.08)

(4.53)

329

(1.75)

(3.96)

447

(2.37)

(6.72)

9372

(49.80)

(2.58)

18820

(100)

(2.55)

II 19738 (24.39) (12.33)

61186

(75.61)

(14.93)

80924

(100)

(10.96)

22665

(28.01)

(11.83)

302

(0.37)

(3.64)

1302

(1.61)

(19.57)

56655

(70.01)

(15.64)

80924

(100)

(10.96)

III 38218

(27.46)

(23.90)

100982

(72.54)

(24.71)

139200

(100)

(18.85)

53624

(38.52)

(28.03)

1843

(1.33)

(22.19)

1419

(1.02)

(21.33)

82314

(59.13)

(22.72)

139200

(100)

(18.85)

IV 60935

(34.73)

(38.10)

114494

(65.27)

(28.01)

175429

(100)

(23.25)

56454

(32.18)

(29.51)

2688

(1.53)

(32.37)

1720

(0.98)

(25.85)

114567

(65.31)

(31.62)

175429

(100)

(23.25)

V 3679

(23.73)

(2.30)

11824

(76.27)

(2.89)

15503

(100)

(2.10)

6181

(39.87)

(3.23)

178

(1.15)

(2.15)

158

(1.02)

(2.37)

8986

(57.96)

(2.48)

15503

(100)

(2.10)

VI 18387

(26.71)

(11.50)

50462

(73.29)

(12.35)

68849

(100)

(9.32)

27357

(39.73)

(14.30)

1374

(2.00)

(16.55)

758

(1.10)

(11.39)

39360

(57.17)

(10.86)

68849

(100)

(9.32)

VII 3055

(15.81)

(1.91)

16274

(84.19)

(3.98)

19329

(100)

(2.62)

8123

(42.02)

(4.25)

492

(2.55)

(5.92)

211

(1.09)

(3.17)

10503

(54.34)

(2.90)

19329

(100)

(2.62)

VIII 3055

(15.81)

(1.91)

16274

(84.19)

(3.98)

19329

(100)

(2.62)

8123

(42.02)

(4.25)

492

(2.55)

(5.92)

211

(1.09)

(3.17)

10503

(54.34)

(2.90)

19329

(100)

(2.62)

IX 5990

(19.16)

(3.75)

25265

(80.84)

(6.18)

31255

(100)

(6.23)

133

(0.43)

(0.07)

606

(1.94)

(7.30)

427

(1.37)

(6.43)

30089

(96.26)

(8.30)

31255

(100)

(6.23)

Total 159930

(21.65)

(100)

408708

(78.35)

(100)

568638

(100)

(100)

191332

(33.65)

(100)

8304

(1.46)

(100)

6653

(1.17)

(100)

362349

(63.72)

(100)

568638

(100)

(100)

193



Viluppuram followed by phase III (18.85%), phase II (10.96%), phase IV (9.32%),

phase IX (6.23% ), phase VII (2.62%), phase VIII (2.62%), phase I (2.55%)), phase V

(2.10%) in Viluppuram district in the AECs of Saakshar Bharath Programme.






phase 10 in Viluppuram district are: phase I (63.48% and 36.52%), phase II (75.61%


V (76.27% and 23.73%), phase VI (73.29% and 26.71%), phase VII (84.19% and

15.81%), phase VIII (84.19% and 15.81%), phase IX (80.84% and 19.16%) in the

AECs at Saakshar Bharath Programme.

It is found that 29.51% SC learners who have enrolled and completed literacy

examinations conducted by NIOS, New Delhi in phase IV in Viluppuram district

followed by phase III (28.03%), in phase VI (14.30%), in phase II (11.83%), in phase

I (4.53%) in phase VII (4.25%) in phase VIII (4.25%), in phase V (3.23%) and in

phase IX (0.07%).

It is found that 32.37% of ST learners who have enrolled and completed

literacy examinations conducted by NIOS, New Delhi in phase IV in Viluppuram

district followed by phase III (22.19%), phase VI (16.55%), phase VII (7.30%),

phase IX (5.92%), phase VIII (5.92%), phase I (3.96%), phase II (3.64%) and phase

V (2.15%).

It is found that 25.85% of Minority community learners who have enrolled


Viluppuram district followed by phase III (21.33%), phase II (19.57%), phase VI

(11.39%), phase I (6.72%), phase IX (6.43%), phase VIII (3.17%), phase VII (3.17%)

and phase V (2.37%).



Viluppuram district followed by phase III (22.72%), phase II (15.64%), in phase VI

194

(10.86%), in phase IX (8.30%), phase VII(2.90%), phase VIII (2.90%), phase I

(2.58%) and 2.58% in phase V.

It is found that 49.80% of other learners who have enrolled and completed

literacy examinations conducted by NIOS, New Delhi in phase I in Viluppuram

district followed by SC (46.08%), Minority (2.37%) and ST (1.75%), in phase II,

other community (70.01%), SC (28.01%), Minority (1.61%) and ST (0.37%), in phase

III, other community (59.13%), SC (38.52%), ST (1.33%) and Minority (1.02%), in

phase V, other community (57.96%), SC (37.86%), ST (01.15%) and Minorities

(1.04%), in phase VI, other community (57.17%), SC (39.73%), ST (02.00%) and

Minority (1.10%), in phase VII, other community (54.34%), SC (42.02%), ST

(2.55%) and Minority(1.09%), in phase VIII, other community (54.34%), SC

(42.02%), ST (2.55%) and Minority (1.09%), in phase IX, other community

(96.26%), SC (0.43%), ST (1.94%) and Minority (1.37%).


Institute of Open Schooling in SBP


of Open Schooling in SBP are given in the following table- 4.65.

195

Table 4.65 Percentages of Learners Success and Certification in Literacy Assessment by National Institute of Open Schooling in SBP

Districts

Male

%

Female

%

Total

%

SC

%

ST

%

Minorities

%

Others

%

Total

%

Dharmapuri

71595

(25.38)

(15.98)

210479

(74.61)

(21.07)

282074

(100)

(19.50)

63293

(22.44)

(13.39)

22717

(8.05)

(36.02)

3326

(1.18)

(14.00)

192738

(68.33)

(21.72)

282074

(100)

(19.50)

Erode

112412

(41.89)

(25.10)

155930

(58.11)

(15.61)

268342

(100)

(18.55)

103421

(38.54)

(21.88)

14128

(5.26)

(22.40)

8792

(3.28)

(37.02)

142001

(52.91)

(16.00)

268342

(100)

(18.55)

Thiruvanamalai

103993

(31.72)

(23.22)

223832

(68.28)

(22.40)

327825

(100)

(22.66)

102681

(31.32)

(21.73)

17417

(5.31)

(27.62)

4976

(1.51)

(20.95)

202751

(61.85)

(22.85)

327825

(100)

(22.66)

Viluppuram

159930

(28.13)

(35.70)

408708

(71.87)

(40.91)

568638

(100)

(39.30)

203233

(35.74)

(43.00)

8807

(1.55)

(13.96)

6653

(1.17)

(28.05)

349945

(61.54)

(39.43)

568638

(100)

(39.30)

Total

447930

(30.96)

(100)

998949

(69.04)

(100)

1446879

(100)

(100)

472574

(32.66)

(100)

63069

(4.36)

(100)

23747

(1.65)

(100)

887435

(61.33)

(100)

1446879

(100)

(100)

196

From the above table-4.65, it is found that 39.30% of learners have passed and

received NIOS, New Delhi certificate followed by 22.66% in Thiruvannamalai,

19.50% in Dharmapuri and 18.55% in Erode districts.

Whereas 35.70% of male learners have passed and received NIOS, New Delhi

certificate in Viluppuram followed by 25.10% in Erode, 23.22% in Thiruvannamalai

and 15.98% in Dharmapuri. Likewise 40.91% of female learners passed and received

NIOS, New Delhi certificate in Viluppuram followed by 22.40% in Thiruvannamalai,


It is found that 74.61% female learners and 25.38% male learners have passed

and received NIOS, New Delhi certificate in Dharmapuri followed by Erode (58.11%

& 41.89%), Thiruvannamalai (68.28% & 31.72%) and Viluppuram (71.81% &

28.13%) districts.

It is found that 43.00% of SC learners have passed and received NIOS, New

Delhi certificate in Viluppuram district followed by Erode (21.88%),

Thiruvannamalai (21.73%) and Dharmapuri (13.39%) districts.

It is found that 36.02% of ST learners have passed and received NIOS, New

Delhi certificates in Dharmapuri followed by Thiruvannamalai (27.62%), Erode

(22.40) and Viluppuram (13.96).

It is found that 37.02% of Minority learners have passed and received NIOS,

New Delhi certificate in Erode followed by Viluppuram (28.05%), Thiruvannamalai

(20.95%) and Dharmapuri (14.00%).

It is found that, 39.43% of other community learners have passed and received

NIOS, New Delhi certificate in Viluppuram district followed by Thiruvannamalai

(22.85%), Dharmapuri (21.72%) and Erode (16.00%).

It is found that 68.33% of other community learners have passed and received

NIOS, New Delhi certificate in Dharmapuri is followed by SC (22.44%), ST (8.05%)

and Minority (1.18%).


NIOS, New Delhi certificate in Erode followed by of SC (38.54%), of ST (5.269%)

and of Minority (3.28%).


NIOS, New Delhi certificate in Thiruvannamalai followed by SC (31.32%), ST

(5.31%) and Minority (1.51%).

197

It is found that, 61.54% of other community learners have passed and received

NIOS, New Delhi certificate in Viluppuram followed by SC (35.74%), ST (1.55%)

and Minority (1.17%).

4.5.10 Learners Currently Attending the AECs in SBP

The following table-4.66 shows the learners currently attending the AECs in

SBP.

Table 4.66 Percentages of Learners Currently Attending the AECs in SBP

Districts

Male

%

Female

%

Total

%

SC

%

ST

%

Minori

ties

%

Others

%

Total

%

Dharmapuri 1674

(14.50) (37.24)

9872 (85.50) (57.96)

11546

(100)

(53.64)

3322 (28.77) (40.71)

636 (5.51) (80.71)

104 (0.90) (20.76)

7484 64.82) (61.97)

11546

(100)

(53.64)

Erode 918 (23.32) (20.42)

3018 (76.68) (17.72)

3936

(100)

(18.28)

1915 (48.65) (23.47)

72 (1.83) (9.14)

14 (0.36) (2.80)

1935 (49.16) (16.02)

3936

(100)

(18.28)

Thiruvana

malai

925 (51.82) (20.58)

860 (48.18) (5.05)

1785

(100)

(8.29)

1027 (57.54) (12.58)

11 (0.62) (1.40)

98 (5.49) (19.56)

649 (36.36) (5.37)

1785

(100)

(8.29)

Villup

puram

978 (22.96) (21.76)

3282 (77.04) (19.27)

4260

(100)

(19.79)

1897 (44.53) (22.39)

69 (1.62) (8.76)

285 (6.69) (56.89)

2009 47.16) (16.63)

4260

(100)

(19.79)

Total

4495

(20.88)

(100)

17032

(79.12)

(100)

21527

(100)

(100)

8161

(37.91)

(100)

788

(3.66)

(100)

501

(2.33)

(100)

12077

(56.10)

(100)

21527

(100)

(100)

From the above table -4.66, it is found that 53.64% of learners are currently

attending the literacy centers in Dharmapuri district followed by Viluppuram

(19.79%), Erode (18.28%) and Tiruvannamalai (8.29%). It is found that 79.12% of

female and 20.88% of male learners are currently attending the AECs in SBP.

It is found that 85.50% of female and 14.50% of male are currently attending

the literacy centers in Dharmapuri followed by Erode (76.68% & 23.32%),

Thiruvannamalai (51.82 % & 48.18%) and Viluppuram (77.04% & 22.96%) districts.

It is found that 40.71% of SC learners are currently attending the literacy

centers in Dharmapuri district followed by Erode (23.47%), Viluppuram (22.37%)


It is found that 80.71% of ST learners are currently attending the literacy

centers in Dharmapuri district followed by Erode (09.14%), Viluppuram (08.76%)


198

It is found that 56.89% of Minority community learners are currently attending

the literacy centers in Viluppuram district followed by (20.76%) in Dharmapuri,

(19.56%) in Thirvannamalai and (02.86%) in Erode of learners districts.

It is found that 61.97% of other community learners are attending the AECs of

Saakshar Bharath Programme in Dharmapuri followed by are in Viluppuram

(16.63%), Erode (16.02%) and Thiruvannamalai (05.37%) districts respectively.

64.82% of other community learners currently attending the AECs in

Dharmapuri district of Saakshar Bharath Programme followed by SC (28.77%), ST

(05.51%) and Minority (0.90%) community.

49.16% of other community learners currently attending the AECs Erode

district of Saakshar Bharath Programme followed by SC (48.65%), ST (01.83%) and

Minority (0.36%) community.

57.74% of SC learners are currently attending the AECs inThiruvannamalai

district of Saakshar Bharath Programme followed by other community (36.36%),

Minority (05.49%) and ST (0.62%) learners.

47.16% of other community are currently attending the AECs in Viluppuram

district of Saakshar Bharath Programme followed by SC (44.53%), Minority

(06.69%) and ST (01.62%) learners.

4.5.11 Opinion of the District and Block Coordinators about the Trainning

Programmes

The following table-4.67 shows the opinion of the district and block

coordinators about the training programmes.

199

Table 4.67 Percentages of Opinion of the District and Block Coordinators about the Trainning Programmes

From the above table-4.67, it is found that all the District and Block Coordinators (100.00%) opined that the training attended/

participated, duration of the training, content of the training and materials supplied in the training is adequate and remarkable in all four districts

in SBP of Tamil Nadu.

District

Adequacy of Training

Duration of the Training

Content of the Training

Training Materials

Adequacy

Inadequate Not

able

to say

Adequacy

Inadequate Not

able to

say

Appro

priate

Inappro

priate

Not

able

to say

Appro

priate

Inappro

priate

Not

able to

say

Dharmapuri 12

(100)

0 0 12

(100)

0 0 12

(100)

0 0 12

(100)

0 0

Erode 15

(100)

0 0 15

(100)

0 0 15

(100)

0 0 15

(100)

0 0

Thiruvanamalai 20

(100)

0 0 20

(100)

0 0 20

(100)

0 0 20

(100)

0 0

Viluppuram 21

(100)

0 0 21

(100)

0 0 21

(100)

0 0 21

(100)

0 0

Total

68

(100)

0

0

68

(100)

0

0

68

(100)

0

0

68

(100)

0

0

200

4.5.12 General Training Programme Organized/ Conducted in SBP of TN

General Training Programme organized/ conducted in SBP of TN is given in the following table- 4.68.

Table 4.68 Percentages of General Training Programme Organized/ Conducted in SBP of TN

Districts Electoral

Literacy

%

Candle

Making

%

Soap

Powder

Making

%

Flag

Day

%

World

Literacy

Day

%

Gandhi

Jayanthy

%

Independence

Day

%

Prerak

Training

%

Total

%

Dharmapuri 828 (6.21) (13.95)

1354 (10.16) (24.37)

0867 (6.51) (17.24)

2124 (15.94) (43.44)

3549 (26.64) (46.59)

2654 (19.92) (49.95)

1687 (12.66) (50.77)

260 (1.96) (17.33)

13323

(100)

(34.02)

Erode 285 (7.29) (4.80)

957 (24.41) (17.22)

1242 (31.78) (24.20)

658 (16.84) (13.46)

130 (3.33) (1.69)

110 (2.81) (2.07)

321 (8.21) (9.66)

205 (5.25) (13.67)

3908

(100)

(9.98)


845 (8.57) (15.21)

374 (3.79) (7.44)

1150 (11.66) (23.52)

1587 (17.00) (20.69)

2001 (20.30) (37.66)

456 (4.63) (13.72)

430 (4.36) (28.67)

9859

(100)

(25.17)

Viluppuram 1806 (14.96) (30.43)

2400 (19.88) (43.20)

2545 (21.08) (50.62)

958 (7.94) (19.59)

2351 (19.47) (30.65)

548 (4.54) (10.32)

859 (7.12) (25.85)

605 (5.02) (40.33)

12072

(100)

(30.83)

Total

5935

(15.16)

(100)

5556

(14.19)

(100)

5028

(12.84)

(100)

4890

(12.47)

(100)

7617

(19.45)

(100)

5313

(13.57)

(100)

3323

(8.49)

(100)

1500

(3.83)

(100)

39162

(100)

(100)

201

From the above table-4.68, it is observed that totally 34.02% general training

programme is organized / conducted in Dharmapuri district followed by 30.83% in

Viluppuram, 25.17% in Thiruvannamalai and 09.98% in Erode districts.

It is found that totally that 50.82% of Electoral literacy programme is

organized in Thiruvannamalai district whereas 30.43% in Viluppuram, 30.95% in

Dharmapuri and 04.80% in Erode districts.

It is found that 43.20% of candle making general training programme is

organized in Viluppuram district whereas 24.37% in Dharmapuri, 17.22% in Erode

and 15.21% in Thiruvannamalai districts.

It is found that 50.62% of Soap powder general training programme is

organized in Viluppuram district whereas 24.20% in Erode, 17.24% in Dharmapuri


. It is found that 43.44% of Flag Day programme is organized in Dhramapuri

district whereas 23.52% in Thiruvannamalai, 19.59% in Viluppuram and 13.46% in

Erode districts.

It is found that 49.95% of Ganhi Jayanthi Programme is organized in

Dharmapuri district whereas 37.66% in Thiruvannamalai, 10.32% in Viluppuram and

02.07% in Erode districts.

It is found that 50.77% of Independence Day programme is organized in

Dharmapuri district whereas 25.85% in Viluppuram, 13.72% in Thiruvannamalai and


It is found that 40.33% of Preraks training programme is organized in

Viluppuram district whereas 28.67% in Thiruvannamalai, 17.33% in Dharmapuri and


It is found that 26.64% of World Literacy Day training programme is

organized/conducted in Dharmapuri district followed by Gandhi Jayanthi (19.92%),

Flag Day (15.94%), Candle making (10.16%), Soap Powder Making (06.51% ),

Electoral Literacy (06.21%) and Prerak Training programme (01.96) among all

programmes.

It is found that 31.78% of Soap Powder Making training programme is

organized / conducted in Erode district followed by Candle Making programme

(24.41%), Flag Day programme (16.84%), Independence Day programme (08.21%),

Electoral Literacy programme (07.29%), Prerak Training programme (05.25%),

202

World Literacy day programme (03.33%) and Gandhi Jayanthi Programme (2.81%)

among all programmes.

It is found that 30.58% of Electoral Literacy programme is

organized/conducted in Thiruvannamalai district followed by Gandhi Jayanthi

programme (20.30%), World Literacy Day Programme (17.00%), Flag Day

programme (11.66%), Candle Making programme (8.57%), Independence Day

programme (14.63%), Prerak Training programme (4.36%) and Soap Powder Making

Programme (3.79%) among all programmes.

It is found that 21.08% of Soap Powder Making Programme is organized /

conducted in Viluppuram district followed by Candle Making Programme (19.88%),

World Literacy Day programme (19.47%), Electoral Literacy Programme (14.96%),

Flag Day programme (7.94%), Independent day programme (7.12%), Prerak Training

Programme (5.02%) and Gandhi Jayanthi programme (4.54%) among all the

programmes.

4.5.13 Awareness Training Programme Organized/ Conducted in SBP of TN

Awareness training programme organized/ conducted in SBP of Tamil Nadu

are given in the following table- 4.69.

203

Table 4.69 Percentages of Awareness Training Programme Organized/ Conducted in SBP of TN

Districts

Electoral

Awareness

%

Clean

India

Awareness

%

World

Literacy

Day

%

Women

Day

%

Opening

bank

Account%

Preraks

Training

%

Cultural

Activities

%

Gandhi

Jayanthy

%

Independence

Day

%

Total

%

Dharmapuri 828 (6.27) (8.10)

786 (5.95) (16.26)

389 (2.94) (2.81)

577 (4.37) (6.55)

446 (3.38) 15.63)

100 (0.76) (12.22)

5414 (40.99) (78.33)

3245 (24.56) (18.72)

1427 (10.80) (10.00)

13212

(100)

(16.53)

Erode 180 (2.28) (1.76)

200 (2.54) (4.14)

719 (9.13) (5.19)

643 (8.16) (7.30)

667 (8.47) (23.38)

199 (2.53) (24.33)

164 (2.08) (2.37)

2564 (3.55) (14.79)

2542 (32.27) (17.83)

7878

(100)

(9.85)


198 (1.14) (4.10)

489 (2.94) (3.52)

3012 (18.11) (34.20)

240 (1.44) (8.41)

311 (1.87) (38.02)

336 (2.02) (4.86)

4001 (24.06) (23.08)

1987 (11.95) (13.94)

16630

(100)

(20.81)

Viluppuram 3153 (7.47) (30.86)

3650 (8.65) (75.50)

12267 (29.08) (88.48)

4575 (10.85) (51.95)

1500 (3.96) (52.58)

208 (0.49) (25.43)

998 (2.37) (14.44)

7525 (17.84) (43.41)

8303 (19.69) (58.23)

42179

(100)

(52.79)

Total

10217

12.79)

(100)

4834

(6.05)

(100)

13864

(17.35)

(100)

8807

11.02)

(100)

2853

(3.57)

(100)

818

0.20)

(100)

6912

(8.65)

(100)

17335

(21.70)

(100)

14259

(17.84)

(100)

79899

(100)

(100)

204

From the above table-4.69, it is observed that totally 52.79% of the Awareness

Training Programme is oraganized / conducted in Viluppuram district whereas

20.51% in Thiruvannamalai, 16.53% in Dharmapuri and 09.85% in Erode districts.

It is found that 59.82% of Electoral Literacy Awareness programme is

organized/ conducted in Thiruvannamalai district whereas 30.86% in Viluppuram,


It is found that 75.50% of Clean India Awareness Programme is organized /

conducted in Viluppuram district whereas 16.26% in Dharmapuri, 04.14% in Erode


It is found that 88.48% of World Literacy Day Programme is organized /

conducted in Viluppuram district whereas 5.19% in Erode, 03.52% in

Thiruvannamalai and 02.81% in Dharmapuri districts.

It is found that 51.95% of Womens Day Programme is organized / conducted

in Viluppuram district whereas 34.20% in Thiruvannamalai, 07.30% in Erode and

06.55% in Dharmapuri districts.

It is found that 52.58% of Awareness Campaign on opening saving bank

account programme is organized / conducted in Viluppuram district whereas 23.38%

in Erode, 15.63% in Dharmapuri and 08.41% in Thiruvannamalai districts.

It is found that 38.02% of Preraks Training Programme is organized in

Thiruvannamalai district whereas 25.43% in Viluppuram, 24.33% in Erode and


It is found that 78.83% of Cultural programme is organized in Dharmapuri

district whereas 14.44% in Viluppuram, 04.86% in Thiruvnnamalai and 02.37% in

Erode districts.

It is found that 43.41% of Gandhi Jayanthi programme is organized in

Viluppuram district whereas 23.08% in Thiruvannamalai, 18.72% in Dharmapuri and


It is found that 58.23% of Independence Day programme is organized in

Viluppuram district whereas 17.83% in Erode, 13.94% in Thiruvannamalai and


It is found that 40.99% of Cultural Programmes are organized in Dharmapuri

district followed by Independence day programme (10.80%), Electoral Training

Programme (06.27%), Clean India awareness programme (05.95%), Women’s day

Programme (04.37%), Awareness Campaign on Opening bank account programme

205

(03.38%), World Literacy Day programme (02.94%) and Preraks Training

programme (0.76%) among all programmes.

It is found that 32.27% of Independence Day programme are organized in

Erode district followed by World literacy Day programme (09.13%), Opening bank

account programme (08.47%), Women’s Day programme (08.16%), Gandhi Jayanthi

programme (03.55%), Clean India programme (02.54%), Preraks Training

programme (02.53%), Electoral Literacy programme (02.28%) and Cultural Activities

programmes(02.08%) among all programmes.

It is found that 36.42% of Electoral Literacy programme are organized in

Thiruvannamalai district followed by Gandhi Jayanthi programme (24.06%),

Women’s day programme (18.11%), Independence day programme (11.95%), World

literacy Day programme (02.94%), Cultural Activities programme (02.02%), Preraks

Training programme (01.87%), Opening bank saving account programme (01.44%)

and Clean India programme (01.14%) among all programmes.

It is found that 29.08% of the World Literacy day programme are organized in

Viluppuram district followed by Independence day programme (19.69%), Gnadhi

Jayanthi programme(17.84%), Women's day programme (10.85%), Clean India

awareness programme (08.65%), Electoral literacy programme (07.47%), Opening

saving bank account programme (03.96%), Cultural activities programme and

(02.37%) and Preraks Training programme (0.49%) are organized among all

programmes.

4.5.14 Skill Development Training Programme Organized/ Conducted in SBP of

TN

The following table-4.70 shows the skill development training programme

organized/ conducted in SBP of Tamil Nadu.

206

Table 4.70 Percentages of Skill Development Training Programme Organized/


From the above table-4.70, it is observed that 41.19% of total skill

development training programme is organized / conducted in Dharmapuri district

whereas 33.60% in Viluppuram, 6.38% in Thiruvannamalai and 08.81% in Erode

districts.

It is found that 71.00% of Idly Podi making programme is organized in

Viluppuram district whereas 16.28% in Erode, 06.71% in Thiruvannamalai and


It is found that 37.60% of Sambirani powder making programme is organized

in Viluppuram district whereas 33.50% in Dharmapuri, 21.62% in Thiruvannamalai

and 16.28% in Erode districts.

It is found that 48.16% of Soap powder making programme is organized in

Dharmapuri district whereras 39.91% in Viluppuram, 07.82% in Thiruvannamalai and


It is found that 38.58% of Candle Making programme is organized in

Dharmapuri district whereas 36.40% in Viluppuram, 17.94% in Thiruvannmalai and


Districts

Idly

Podi

Making

%

Sampirani

Powder

Making

%

Soap

Powder

%

Candle

Making

%

Tailo

ring

%

Jewells

Making

%

Total

%

Dharmapuri 296 (1.07) (5.93)

5040 (18.27) (33.50)

5964 (21.62) (48.16)

5196 (18.84) (38.58)

4998 (18.12) (60.01)

6090 (22.08) (47.78)

27584

(100)

(41.19)

Erode 812 (13.77) (16.28)

1095 (18.55) (7.28)

509 (8.62) (4.11)

954 (16.16) (7.08)

894 (15.16) (10.73)

1639 (27.77) (12.86)

5903

(100)

(8.81)


3254 (29.65) (21.62)

968 (8.82) (7.82)

2415 (22.01) (17.94)

997 (9.07) (11.97)

3001 (27.35) (23.54)

10974

(100)

(16.38)

Viluppuram 3542 (15.74) (71.00)

5658 (25.15) (37.60)

4942 (21.96) (39.91)

4902 (21.79) (36.40)

1440 (6.40) (17.29)

2016 (8.96) (15.82)

22500

(100)

(33.60)

Total

4989

(7.45)

(100)

15047

(22.47)

(100)

12383

(18.49)

(100)

13467

(20.11)

(100)

8329

(12.43)

(100)

12746

(19.03)

(100)

66961

(100)

(100)

207

It is found that 60.01% of Tailoring programme is organized in Dharmapuri

whereas 17.29% in Thiruvannamalai, 11.97% in Viluppuram and 10.73% in Erode

districts.

It is found that 47.78% of Jewels Making programme is oraganized in

Dharmpuri whereas 23.54% in Thiruvannamalai, 15.82% in Viluppuram and 12.86%

in Erode districts.

It is found that 22.08% of Jewel Making is organized/conducted in

Dharmapuri district followed by Soap powder programme (21.62%), Candle making

programme (18.84%), Sampirani Powder making programme (18.27%), Tailoring

programme (18.12%) and Idly podi making programme (01.07%) among all

programmes.

It is found that 27.77% of Jewel Making is organized in Erode district

followed by Sampirani Powder making (18.55%), Candle making programme

(16.16%), Tailoring programme (15.16%), Idly podi making (13.77%) and Soap

powder making programme (08.62%) among all programmes.

It is found that 29.65% Sampirani powder making programme is organized in

Thiruvannamalai district followed by Jewel making programme (27.35%), Candle

making programme (22.01%), Tailoring programme (09.07%), Soap powder making

programme (08.82%), Idly podi making programme (03.09%) among all programmes.

It is found that 25.15% Sampirani Powder making programme is organized in

Viluppuram district followed by Soap Powder making programme (21.96%), Candle

Making programme (21.79%), Idly podi making programme (15.74%), Jewel Making

programme (08.96%) and Tailoring programme (06.40%) among all programmes.

4.5.15 Teaching/ Learning and Other Materials Supplied and Distributed in SBP

of Tamil Nadu

Teaching/ Learning and other materials supplied and distributed in SBP of

Tamil Nadu are given in the following table 4.71.

208

Table 4.71 Percentages of Teaching/ Learning and Other Materials Supplied in SBP of Tamil Nadu

@ The Districts are not given Data

Districts Primers Library Books Note

Books

Block

Board

Ring Ball/Chess

Board

Candle making

machine

Total

%

Suppli

ed

Dis

trib

ute

d

Suppli

ed

Dis

trib

ute

d

Suppli

ed

Dis

trib

ute

d

Suppli

ed

Dis

trib

ute

d

Suppli

ed

Dis

trib

ute

d

Suppli

ed

Dis

trib

ute

d

Suppli

ed

Dis

trib

ute

d

Dharmapuri

172300

172300

74298

74298

7530

@

@

@

3765

@

1506

@

@

@

Erode

274243

274243

@

@

2300

2300

230

230

@

@

@

@

@

@

Thiruvanamalai

215000

215000

@

@

@

@

@

@

@

@

@

@

@

@

Viluppuram

@

@

465

465

@ @ @ @

@

@

@

@

@

@

209

From the above table-4.71, it is found that 1, 72,300 primers were supplied in

Dharmapuri district followed by 2, 74,243 in Erode and 2, 15,000 in Thiruvannamalai

districts in SBP of Tamil Nadu. There was no information found regarding supply and

distribution of primers in Viluppuram district.

It is found that 74,298 library books were supplied in Dharmapuri district and

465 in Viluppuram district. There was no information found regarding supply and

distribution of the library books in Erode and Thiruvannamalai districts.

It is found that 7,530 note books were supplied in Dharmapuri district

followed by 2,300 in Erode. There was no information found regarding supply and

distribution of note books the note books in Thiruvannamalai and Viluppuram

districts.

It is found that 230 Black boards were supplied in Erode district. There was no

information found regarding supply and distribution of Black board in Dharmapuri

and Thiruvannamalai, Viluppuram districts.

It is found that 3756 Ring balls/chess boards were supplied in Dharmapuri

district. There was no information found regarding the supply and distribution of Ring

balls/chess boards in Erode, Thiruvannamalai and Viluppuram districts.

It is found that 1,506 candle making machineries were supplied in Dharmapuri

district. There was no information found regarding the supply and distribution of

candle making machines in Erode, Thiruvannamalai and Viluppuram districts.

4.5.16 Budget Allocation and Expenditure in SBP of Tamil Nadu

The following table-4.72 shows the budget allocation and expenditure in SBP

of Tamil Nadu.

210

Table 4.72 Budget Allocation and Expenditure in SBP of Tamil Nadu

Districts

Details

of Bank

Transact

ion

Honorarium

Training

Teaching/

Learning

materials

Environment

Building

Skill

development

Assessment

Of learners

Yes

No

Allocat

ions

(Rs.)

Expendi

ture

(Rs.)

Allocat

ions

(Rs.)

Expendi

ture

(Rs.)

Allocat

ions

(Rs.)

Expendi

ture

(Rs.)

Allocat

ions

(Rs.)

Expendi

ture

(Rs.)

Allocat

ions

(Rs.)

Expendi

ture

(Rs.)

Allocat

ions

(Rs.)

Expendi

ture

(Rs.) Dharmapuri 12 0 800700 800700 307312 307312 496080

5 4960805 @ @ 146500 146500 100250

8 1002508

Erode 15 0 6000 6000 @ @ @ @ @ @ @ @ @ @

Thiruvana

malai

20 0 852882 @ 450956 @ 9787034 9787034 @ @ 429182 @ 2848045 @

Viluppuram 21 0 @ @ @ @ @ @ @ @ @ @ @ @

@ The Districts are not given Data

From the above table-4.72, it is found that all most all the districts are not provided any proper data regarding Budget Allocation and

Expenditure under different headings in SBP. Hence the present investigation has unable to interpret financial allocation and utility of SBP in

Tamil Nadu.

211

4.5.17 Opinion of the District and Block Coordinators about Learners in AECs

of SBP in Tamil Nadu

Opinion of the district and block coordinators about learners in AECs of SBP

in Tamil Nadu are given in the following table- 4.73.

Table 4.73 Percentages of Opinion of the District and Block Coordiantor about

Learners in AECs of SBP in Tamil Nadu

Districts

Highly

Co-

operative

%

Co-

Operative

%

Partially

Co-

operative

%

Not

Co-

operative

%

No

Information

%

Total

Dharmapuri 90.00 5.00 2.00 1.00 2.00

12

(100)

Erode 95.00 2.00 3.00 0.00 0.00

15

(100)

Thiruvannamalai 95.00 1.00 0.00 1.00 3.00

20

(100)

Viluppuram 80.00 10.00 5.00 1.00 4.00

21

(100)

Total 100 100 100 100 100

68

(100)

From the above table-4.73, it is found that 95.00% of District and Block

Coordinators are opined that the learners are Highly Co-operative in AECs at District

level in both Erode and Thiruvannamalai followed by Dharmapuri (90.00%) and


10.00% of District and Block Coordinators are viewed that the learners are

Cooperative and supportive in Viluppuram followed by 5.00% in Dharmapuri, 2.00%

in Erode and 1.00% in Thiruvannamalai districts.

5.00% of District and Block Coordinators are viewed that the learners are

Partially Co-operative and supportive in Viluppuram followed by 3.00% in Erode,

2.00% in Dharmapuri and 0.00% are in Erode districts.

1.00% of District and Block Coordinators are viewed that the learners are Not

Co-operative and supportive in Dharmapuri followed by 1.00% in Thiruvannamalai,

1.00% in Viluppuram and 0.0% are in Erode districts.

212

No information has been given about the learners in AECs by the District and

Block coordinators in Viluppuram (4.00%) followed by Thiruvannamalai (3.00%),

Dharmaprui (2.00%) and Erode (0.00%) districts.

4.5.18 Special Training Programme Organized/ Conducted in SBP of Tamil

Nadu

The following table-4.74 shows the special training programme organized/

conducted in SBP of TamilNadu.

213

Table 4.74 Percentages of Special Training Programme Organized/ Conducted in SBP of Tamil Nadu

District

Skill Development

Programmes

Legal Literacy Financial Literacy Electoral Literacy Disaster

Management

Total

No

%

Beneficiaries

%

No

%

Beneficiaries

%

No

%

Beneficiaries

%

No

%

Beneficiaries

%

No

%

Beneficiaries

%

No

%

Beneficiaries

%

Dharmapuri 53 (74.65) (20.15)

2062 (46.70) (38.49)

2 (2.85) (4.26)

300 (6.79) (11.06)

2 (2.85) (4.76)

900 (20.38) (30.48)

13 (18.33) (14.29)

1053 (23.85) (27.19)

1(1.44) (1.96)

100 (2.26) (5.24)

71

(100)

(14.37)

4415

(100)

(26.28)

Erode 26 (20.00) (9.89)

261 (20.15) (4.87)

26 (20.00) (55.32)

256 (19.76) (9.44)

26 (20.00) (61.90)

261 (20.15) (8.84)

26 (20.00) (28.57)

261 (20.15) (6.74)

26 (20.00) (50.98)

256 (19.76) (13.42)

130

(100)

(26.31)

1295

(100)

(7.71)

Thiruvanna

malai

59 (49.17) (22.43)

1403 (18.74) (26.19)

11 (9.17) (23.40)

2003 (26.75) (73.86)

11 (9.17) (26.19)

1714 (22.89) (58.04)

18 (15.00) (19.78)

895 (11.95) (23.11)

21 (17.50) (41.18)

1473 (19.67) (77.24)

120

(100)

(24.29)

7488

(100)

(44.57)

Viluppuram 125 (72.25) (47.53)

1631 (45.25) (30.45)

8 (4.62) (17.02)

153 (4.24) (5.64)

3 (1.73) (7.14)

78 (2.16) (2.64)

34 (19.65) (37.36)

1664 (46.17) (42.96)

3 (1.73) (5.88)

78 (2.16) (4.09)

173

(100)

(35.02)

3604

(100)

(21.45)

Total

263

(53.24)

(100)

5357

(31.88)

(100)

47

(9.51)

(100)

2712

(16.14)

(100)

42

(8.50)

(100)

2953

(17.57)

(100)

91

(18.42)

(100)

3873

(23.05)

(100)

51

(10.32)

(100)

1907

(11.34)

(100)

494

(100)

(100)

16802

(100)

(100)

214

From the above table-4.74, it is found that 35.02% of total training programme

is conducted in Viluppuram district and 21.45% of learners are benefited.

26.31% of total training programme is conducted in Erode district and 7.71%

of learners are benefited.

24.29% of total training programme is conducted in Thiruvannamalai district

and 44.57% of learners are benefited.

14.37% of total training programme is conducted at Dharmapuri district and

26.28% of learners are benefited.

It is found that 53.24% of total skill developments programmes are conducted

in 31.88% of learners are benefited.

It is found that 18.42% of total Electoral literacy programme is conducted and


It is found that 10.32% of disaster management literacy programmes is

conducted and 11.34% of learners are benefited.

It is found that 51.00% of legal literacy programme is conducted and 16.17%


It is found that 08.50% of financial literacy programme is conducted and


It is found that 74.65% of skill development programme is conducted in

Dharmapuri district and 46.70% learners are benefited.

18.33% of Electoral literacy programme is conducted in Dharmapuri district

and 23.85% learners are benefited.

02.85% of legal literacy programme is conducted in Dharmapuri district and

06.79% learners are benefited.

02.85% of financial literacy programme is conducted in Dharmapuri district


01.44% of disaster management programme is conducted in Dharmapuri

district and 02.26% learners are benefited.

It is found that 20.00% of skill development programme is conducted in Erode


20.00% of Legal literacy programme is conducted in Erode district and


20.00% of financial literacy programme is conducted in Erode district and


215

20.00% of Electoral literacy programme is conducted in Erode district and


20.00% of Disaster management programme is conducted in Erode district and


It is found that 49.17% of Skill development programme is conducted in

Thiruvannamalai district and 18.74% learners are benefited.

17.50% % of Disaster management programme is conducted in

Thiruvannamalai district and 19.67% learners are benefited.

15.00% % of Electoral literacy programme is conducted in Thiruvannamalai

district and 11.95% learners are benefited

09.17% of Legal literacy programme is conducted in Thiruvannamalai district


09.17% % of financial literacy programme is conducted in Thiruvannamalai


It is found that 72.25% of skill development programme is conducted in

Viluppuram district and 42.25% learners are benefited.

19.65% of Electoral literacy programme is conducted in Viluppuram district

and 11.95% learners are benefited

04.26% of Legal literacy programme is conducted in Viluppuram district and


01.73% of financial literacy programme is conducted in Viluppuram district


01.73% of Disaster management programme is conducted in Viluppuram


4.5.19 Target and Achievement of Opening Savings Banks Accounts in SBP of

Tamil Nadu

Target and Achievement of opening savings banks accounts in SBP of Tamil

Nadu are given in the following table- 4.75.

216

Table 4.75 Percentages of Targets and Achievement of Opening Savings Banks Accounts in SBP of Tamil Nadu

District

Male

Female Total SC ST Minorities Others Total

Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved Target Achieved

Dharmapuri 127369 109323

(43.32) (36.98)

161167

143037 (56.68) (23.53)

288

536

252360

(100.0)

(27.94)

58875

51290 (20.32) (15.57)

22335

13017 (5.16) (61.09)

3971

4981 (1.97) (34.82)

203355 183072 (72.54) (34.01)

288

536

252360

(100.0)

(27.94)

Erode 117583 103744 (44.54) (35.10)

156660

129149 (55.45) (21.25)

274

243

232893

(100.0)

(25.78)

95747

79798 (34.26) (24.22)

14128

4098 (1.76) (19.23)

8792

5735 (2.46) (40.09)

145576 143262 (61.51) (26.62)

274

243

232893

(100.0)

(25.78)

Thiruvannamalai 2672 2672 (8.17) (0.90)

30000

30000 (91.83) (4.94)

326

72

32672

(100.0)

(3.62)

12686

12686 (38.82) (3.85)

686 686 (2.10) (3.22)

86 86 (0.26) (0.60)

19214 19214 (58.81) (3.57)

326

72

32672

(100.0)

(3.62)

Viluppuram 267120 79811

(20.70) (27.00)

322971

305581 (79.30) (50.28)

590

091

385392

(100.0)

(42.66)

203608

185685 (48.18) (56.36)

16826

3507 (0.91) (16.46)

9737

3504 (0.91) (24.49)

359920 192696 (50.00) (35.80)

590

091

385392

(100.0)

(42.66)

Total 514744 295550

(32.72)

(100.0)

670

798

607767

(67.28)

(100.0)

1185542

903317

(100.0)

(100.0)

370

916

329459

(36.47)

(100.0)

539

75

21308

(2.36)

(100)

225

86

14306

(1.59)

(100)

728065 538244

(59.58)

(100.0)

118

554

2

903317

(100.0)

(100.0)

217


0.90% of savings account holders are male in Dharmapuri, Erode, Viluppuram, and

Thiruvannamalai districts respectively.

It is found that 50.28% in Viluppuram, 23.53% in Dharmapuri, 21.25% in

Erode and 4.94% in Thiruvannnamalai district female learners have opened savings

banks accounts.

It is found that 56.36%, 24.22%, 15.57% and 3.85% of SC learners have

opened savings account in Viluppuram, Erode, Dharmapuri and Thiruvannamalai


It is found that 61.09%, 19.23%, 16.46% and 3.22% of ST learners have

opened savings account in Dharmapuri, Erode, Viluppuram, and Thiruvannamalai


It is found that 40.09%, 34.82%, 24.49% and 0.60% of Minority community

learners have opened savings account in Erode, Dharmapuri, Viluppuram, and


It is found that 35.80%, 34.01%, 26.62% and 3.57% of Other community

learners have opened savings account in Viluppuram, Dharmapuri, Erode, and


4.5.20 Target and Achievement of Insurance Schemes in SBP of TN

The following table-4.76 shows the Target and Achievement of insurance

schemes in SBP of TN.

218

Table 4.76 Percentages of Targets and Achievement of Insurance Schemes in SBP of TN

District Male

Female Total SC ST Minorities Others Total

Target Achievement

Target

Achievement

Target

Achievement

Target

Achievement

Target

Achievement

Target

Achievement

Target

Achievement

Target

Achievement

Dharmapuri 127369

109323 (43.32) (41.39)

161167

143037 (56.68) (25.37)

2885

36

252360

(100.0)

(30.47)

58875

51290 (20.32) (30.48)

22335

13017 (5.16) (16.04)

3971

4981 (1.97) (36.99)

203355

183072 (72.54) (38.58)

2885

36

252360

(100.0)

(30.48)

Erode 117583

72335 (45.90) (27.38)

156660

85269 (54.10) (15.12)

2742

43

157604

(100.0)

(19.04)

95747

70123 (44.49) (21.93)

14128

3009 (1.91) (14.88)

8792

4895

(3.11)

(36.35)

145576

79577 (50.49) (16.76)

2742

43

157604

(100.0)

(19.04)

Thiruvan

amalai

2672

2672 (8.17) (1.01)

30000

30000 (91.83) (5.32)

3267

2

32672

(100.0)

(3.94)

12686

12686 (38.82) (3.97)

686 686 (2.10) (3.39)

86 86 (0.26) (0.64)

19214

19214 (58.81) (4.05)

3267

2

32672

(100.0)

(3.94)

Viluppuram 267120

79811 (20.70) (30.22)

322971

305581 (79.30) (54.19)

5900

91

385392

(100.0)

(46.54)

203608

185685 (48.18) (58.06)

16826

3507 (0.91) (17.35)

9737

3504 (0.91) (26.02)

359920

192696 (50.00) (40.61)

5900

91

385392

(100.0)

(46.54)

Total 514

744

264141

(31.90)

(100.0)

670

798

563887

(68.10)

(100.0)

1185

542

828028

(100.0)

(100.0)

370

916

319784

(38.62)

(100.0)

539

75

20219

(2.44)

(100.0)

225

86

13466

(1.63)

(100.0)

728

065

474559

(57.31)

(100.0)

1185

542

828028

(100.0)

(100.0)

219


01.01% of male learners have insured in Dharmapuri, Viluppuram, Erode and

Thiruvannamalai districts respectively. It is found that 54.19% in Viluppuram,

25.37% in Dharmapuri, 15.12% in Erode and 5.32% in Thiruvannnamalai districts

female learners have insured.

It is found that 58.06%, 30.48%, 21.93% and 3.97% of SC of learners have

insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai districts

respectively. It is found that 17.35%, 16.04%, 14.88% and 3.39% of ST of male

learners have insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai


It is found that 36.99%, 36.35%, 26.02% and 0.64% of Minority community

of male learners have insured in Dharamapuri, Erode, Viluppuram and


It is found that 40.61%, 38.58%, 16.76% and 4.05% of Other community of

male learners have insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai


4.5.21 Status of Monitoring at District Level in SBP of Tamil Nadu

Status of monitoring at district level in SBP of Tamil Nadu are given in the

following table 4.77

Table 4.77 Percentages of Status of Monitoring at District Level in SBP of Tamil

Nadu

S.NO

Variables

Percentage

1. Frequency of

visit to the centre

Once in a Week 32.40

Once in a two week 04.40

Once in a month 63.20

2. Number of

Review meetings

Conducted

Once in a month 26.50

Twice in month 73.50

From the above table-4.77, it is observed that nearly 65% of district and block

coordinators and other officials are visited to AECs once in a month (63.2%) in all

four districts followed by once in a week (32.40%) and once in 2 weeks (4.00%).

220

It is found that 73.5% of district and block coordinators are conducted review

meeting in twice in a month followed by once in a month (26.50%) in all four

districts.

4.6 Conclusion

The overall findings and recommendations of the present investigation have

given in the succeeding chapter.

221

CHAPTER V

SUMMARY AND SUGGESTIONS

5.0 Introduction

The present investigation has concluded with the overall findings and made

suggestions based on the drawn findings.

5.1 Overall Findings

The overall findings of the present investigation have given five parts.

Part- I: Performances of Adult Education Centres

5.1.1 AECs

� Nearly half of the AECs of Saakshar Bharath programme is functioning in the

morning (44.70%) timings.

� 86.20 % of female potential learners are identified and 13.80% is male

learners in SBP of Tamil Nadu

� Among the identified potential learners, 75.83% is other communities

followed by SC (13.09%), minorities (6.70%) and ST (4.38%) in AECs at

Grama Panchayat level of SBP.

� The Furniture- chairs and tables are found to be more in AECs of Dharmapuri

district (64.80) & 57.90) followed by Erode (14.00% & 13.20%)

Thiruvannamalai (11.10% & 13.20%) and Viluppuram (10.10% & 15.80%)

districts.

� The Primers are more available in AECs of Dharmapuri district (43.80%)

followed by Thiruvannamalai (31.80%), Viluppuram (16.30%) and Erode

(8.10%) districts.

� Tailoring Machines are found to be more in AECs of Viluppuram district

(31.80%) followed by Thiruvannamalai (25.20%), Dharmapuri (23.40%) and

Erode (19.60%).

� Almost 90% of the AEC’s is in Erode (91.67%) is having electricity followed

by Thiruvannamalai (77.50%), Dharmapuri (70%) and Viluppuram (67.50%)

districts.

� The study has found that nearly every three out of four (77.67%) AEC’s are

having electricity facility in Saakshar Bharath Programme of Tamil Nadu.

� It is observed that all the AECs in Viluppuram (100%) district is running in a

pakka building followed by Erode (91.67%), Dharmapuri (90%) and

Thiruvannamalai (90%) districts.

222

� The study has found that every 9 out of 10 AEC’s of Saakshar Bharath

Programme is conducting in a good building in Tamil Nadu.

� It is noted that 91.26%, 89.12%, 87.50% and 75.39% of women and 8.74%,

10.88%, 12.50%, and 24.60% of men have passed in the NIOS examination of

Thiruvannamalai, Dharmapuri, and Erode and Viluppuram districts


� It is found that 14.56%, 13.89%, 12.67% and 6.78% of SC learners, 1.90%,

18.90%, 8.56% and 6.78% of ST learners, 11.74%, 8.65%, 4.78% and 14.57

% of minority group learners and 71.80%, 58.65%, 73.99%, 68.07% of other

community learners have passed in the NIOS, New Delhi examination in

Thiruvannamalai, Viluppuram, Erode and Dharmapuri districts.

� It is found that 26.78%, 23.45%, 21.56% and 16.23% of SC learners, 16.67%,

6.89%, 7.45% and 8.34% of ST learners, 9.56%, 15.98% and 7.98% of

Minority learners and 46.99%, 55.57%, 60.43% and 60.23% of other

community learners are to be covered in the NIOS, New Delhi examination in

Thiruvannamalai, Viluppuram, Erode and Dharmapuri districts respectively.

� 88.08% of women and 11.92% of men are averagely attending the AECs

classes in Saakshar Bharath Programme of Tamil Nadu.

� An average of 95.83% of attendance, stock and visitors registers are available

and properly maintained in AECs of Saakshar Bharath Programme in Tamil

Nadu followed by activity register (79.16%), PMJY register (71.66%) and

other registers (71.41%).

� An average of 77% of syllabus has been covered in AECs of Saakshar Bharath


� An average of 37% officials and other related persons of the system have been

visited to AECs of Saakshar Bharath Programme in every year.

� An average of 3 persons per year visited to AECs of Saakshar Bharath


Part- II: Performances of Learners

5.1.2 Learners and AECs

� Almost 95% of learners in AECs of Saakshar Bharath Programme are women

(94.90%) and rest of them are men (5.10%).

223

� Majority of the learners in AECs of Saakshar Bharath Programme are

belonging to the age group of above 35 years (51.60%) followed by 26-30

years (20.70%), 31-35 years (20.20%) and 15-20 years (0.80%).

� 64.70% of the learners in AECs of Saakshar Bharath Programme are working

as cooliee (daily labours) and 30.60% are working as agricultural daily

labourers.

� Around 3.60% of learners are engaged with their personal and other

occupations. In addition to that 0.50% of learners are doing business and

0.50% of the learners is found to be home makers.

� Almost half of the learner population in AECs of Saakshar Bharath Progamme

have earning Rs. 25,001 to 30,000 per year which is their annual income.

21.10% of learners have earning 30,001 to 35000, 23.80% of learners have

earning above Rs. 35000 and 12.20% of the learners have earning below

25,000 per year.

� 96.90% of learners in AECs of Saakshar Bharath Programme are Hindus

followed by Christians (2.30%) and Muslims (0.80%).

� The motivators of the learners (12.00% to 18.00%) made them to joining in

AECs are: through self, preraks, pamphlets and printing materials,

neighbours, school teachers, cultural functions and others in the Saakshar

Bharath Programm.

� More number of drop-outs (75.00%) is enrolled in AECs of Saakshar Bharath

Programme in Tamil Nadu followed by illiterates (12.50%) and semi –

illiterates (12.50%).

� Marriage is the dominant factor (13.88%) for learners’ discontinuation from

AECs of Saakshar Bharath Programme in Tamil Nadu followed by poverty

(13.75%), lack of interest (13.10%) and non-availability of transport (12.50%).

� Almost all the learners have agreed that the primers have been given in right

time and preraks are teaching through primers, all the learners are attending

the classes regularly, the supplied teaching – learning materials are sufficient

to them (98.91%, 91.46% & 89.89%).

� Only 72.49% of learners in AECs of Saakshar Bharath Programme in Tamil

Nadu have participated in the awareness programme conducted in the villages/

grama panchayats.

224

� The awareness training on Clean India (18.71%) has been participated by

more learners followed by Election awareness programme (17.25%), Dengue

(15.00%) and HIV (14.04%) awareness training camp in Saakshar Bharath

Programme.

� Getting awareness (16.16%) is the highest benefit of learners in AECs

followed by helping others (15.03%) and getting social responsibilities

(13.06%) in Saakshar Bharath Programme of Tamil Nadu.

� The training of skill development programme has made the learners

participation in to tailoring (14.88%), candle making (14.13%) washing

powder preparation (13.85%), phenoil preparation (16.19%), artificial

jewellery making (11.88%) and other works (14.44%) in Saakshar Bharath

Programme of Tamil Nadu. Out of which 15.75% of learners has started their

own business and 15.33% of learners are doing business with self help group

and 13.60% of learners are doing work other than the two said types in Tamil

Nadu based on skill development training in AECs given by Saakshar Bharath

Programme.

� 14.55% of learners of Saakshar Bharath Programme in Tamil Nadu have

agreed that they are benefitted through the legal literacy training programme

followed by electoral literacy (14.38%), disaster management (13.75%) and

financial literacy (13.75%).

� The learners of Saakshar Bharath Programme find easy in learning of skill

development training (21.16%), special training (14.38%), reading and writing

number (13.87), awareness training (13.77%), writing (13.13%) and reading

(12.75%) in Tamil Nadu.

� Majority of the learners in AECs of Saakshar Bharath Programme in Tamil

Nadu are able to help their children for studies (14.46%) which is the highest

benefit of them attained from AECs of Saakshar Bharath Programme followed

by attained social responsibilities (13.88%), removal of wrong and

superstitious beliefs (13.86%), additional interest in sending children to

schools for further education (13.82%), providing facilities to children

(13.75%), able to fill up letters and petitions (13.75%), able to read sign

boards (13.75%), applied the learned skill for employment and income

(13.70%), understand the importance of education (13.70%), additional

interest on girl child education (13.00%), able to fill up and write the

225

application (12.75%), starting saving account (12.87%), getting confidence to

attend meetings (12.75%), able to read news papers (12.50%), confident in

day to day routine affairs (12.50%), insured properly (12.50%) and other

benefits (09.78%).

� The learning period of the learners in AECs of Saakshar Bharath Programme

is calculated as 3 months, 4-5 months, 6 months and above 6 months in

Dharmapuri (16.00%, 7.75%, 13.60% and 9.65%), Erode (12.65%, 16.70%,

11.75% and 13.30%), Thiruvannamalai (11.35%,10.35%,14.70% and 14.80%)

and Viluppuram (13.45%, 20.20%, 08.45% and 17.25%) districts.

5.1.3 Opinion of the Learners about the Preraks and Instructional Methods

� Almost every three learners out of four in AECs of Saakshar Bharath

Programme have opined that they are satisfied (73.40%) with the existing


� Nearly half of the learner population expressed that their teacher-instructors

are highly co-operative (48.90%) in AECs of Saakshar Bharath Programme.

46.40% of learners are opined that their instructors (Preraks) are co-operative

in AEC’s. 4.40% of learners viewed that they are partially co-operative and

only 0.03% of learners are not given any comments.

� Regarding the teaching methodology in AECs, 72.00% of the learners are

satisfied and 25.30% are highly satisfied, 2.30% of learners are getting

partially satisfaction and 0.40% of learners are nothing to say about teaching

methods in AECs.

� 13.75% of learners in AECs of Saakshar Bharath Programme have taken

above 6 months for their learning period. 13.36% of the learners have taken 3

months period and 12.12% of learners have taken 6 months learning period for

the completion of their learning.

� Almost every three learners out of four in AECs of Saakshar Bharath

Programme have opined that they are satisfied (73.40%) with the existing

Saakshar Bharath Programme. 13.40% of learners are getting partial

satisfaction and 12.60% of learners are highly satisfied about Saakshar

Bharath Programme. But 0.70% of the learners are not interested to say about

the Saakshar Bharath Programme in AECs of SBP in Tamil Nadu.

� Family (13.75%), friends (13.75%) and kith and kins (13.75%) are the equal

sources of encouragers for the learners to continue their learning in AECs of

226

Saakshar Bharath Programme in Tamil Nadu. But the present study has

interestingly found that apart from family, friends and others, the neighbours

(14.25%) are the major source of encourager for the learners to continuous in

AECs.

� 58.29% of learners have expressed about their interest to continue learning in


� 21.97% of learners viewed that their mother-in-laws are the major hinders

followed by their husbands (19.74%) for their learning in AECs.

� Only 12.50% of learners are willing to continue and 6.34% of learners are

decided to quit from AEC s of Saakshar Bharath Programme in Tamil Nadu

and still 81.16% of existing learners are unable to decide either to continue or

quite from AECs.

� 16.87% of the learners have expected to organise yoga programmes in AECs

of Saakshar Bharath Programme in Tamil Nadu followed by need based

special training (16.25%), memory practices for remembrance (14.83%) and

sports training (13.12%) in future.

� 64.40% of the learners in AECs of Saakshar Bharath Programme are

expressed that the Saakshar Bharath Programme is good and 23.40% are

viewed as very good and 09.60% of learners felt satisfaction with the

programme. 01.20% of learners viewed that the activities of Saakshar Bharath

Programme are partially satisfied and 00.40% of learners are nothing comment

about the activities of Saakshar Bharath Programme.

� The learners of Saakshar Bharath Programme in Tamil Nadu are expecting

separate buildings for AECs (15.01%) followed by electrical facilities

(13.75%), teaching learning equipments (13.75%) and extra classes (13.75%).

5.1.4 Performance of Learners in Reading

� The learners of Viluppuram districts have obtained 26.74 as achievement

score out of 40 in reading followed by Thiruvannamalai (26.21), Erode (25.94)


� The minimum achievement score of learners of Thiruvannamalai and

Viluppuram districts is 10.00 out of 40 in reading and for Dharmapuri and

Erode is 7.00

227

� The maximum achievement score of 39.00 out of 40 is obtained in reading by

the learners in Erode followed by Dharmapuri (37.00), Viluppuram (36.00)


� The maximum range of achievement scores of learners in reading is 32.00

found in Erode followed by Dharmapuri (30.00), Viluppuram (26.00) and


5.1.5 Performance of Learners in Writing

� The highest achievement score of learners in writing is 19.00 out of 30 found

in Thiruvannamalai district followed by Dharmapuri (19.01), Erode (18.49%)

and Viluppuram (17.96) districts.

� The minimum achievement score of learners in writing has been found in

Dharmapuri (2.00) and Erode (2.00) out of 30 followed by Viluppuram (6.00)


� The maximum achievement score of 30 out of 30 is obtained in writing by the

learners of Erode followed by Thiruvannamalai (29.00), Viluppuram (29.00)


� The highest range of achievements score of learners in writing out of 30 has

been found in Erode (28.00) followed by Dharmapuri (26.00), Viluppuram

(23.00) and Thiruvannamalai (22.00) districts.

5.1.6 Performance of Learners in Numeracy

� In numeracy, the highest achievements score of 23.32 out of 30 of the learners

is found in Thiruvannamalai district followed by Dharmapuri (23.24), Erode


� The highest minimum score of learners in numeracy has been found in

Viluppuram districts (12.00) out of 30 followed by Erode (11.00), Dharmapuri

(8.00) and Thiruvannamalai (7.00) districts.

� The highest maximum score of learners in numeracy has been found in all four

Dharmapuri, Erode, Thiruvannamalai and Viluppuram districts is 30 out of 30.

� The highest range of achievement scores of learners in numeracy out of 30 has

been found in Thiruvannamalai (23.00) followed by Dharmapuri (22.00),

Erode (19.00) and Viluppuram (18.00) districts.

228

5.1.7 Performance of Learners in Overall Literacy and Numeracy

� The highest achievement scores of learners in literacy and numeracy has been

achieved by the learners of the Thiruvannamalai (69.05) followed by

Viluppuram (67.95), Dharmapuri (67.48) and Erode (67.10) districts.

� The highest minimum score of 41.00 out of 100 was scored by the learners of

Thiruvannamalai and Viluppuram districts in overall literacy and numeracy

followed by Dharmapuri (32.00) districts.

� The minimum score of 0.00 of the learner in overall literacy and numeracy out

of 100 was found in Erode Districts which is unbearable.

� It is appreciable that the maximum achievement scores of 97 out of 100 were

secured by the learners of Erode in overall literacy and numeracy followed by

Thiruvannamalai (94.00), Dharmapuri (92.00) and Viluppuram (92.00).

� The highest range achievement scores of 97 out of 100 was found in Erode in

overall literacy and numeracy followed by Dharmapuri (60.00),

Thiruvannamalai (53.00) and Viluppuram (51.00) districts.

5.1.8 Overall Achievements of Learners in Literacy and Numeracy of Saakshar

Bharath Programme in Tamil Nadu

� The average achievement score of learners in Saakshar Bharath Programme

in Tamil Nadu are given below:

� Reading is 26.01 out of 40

� Writing is 18.81 out of 30

� Numeracy is 23.34 in out of 30

� Overall literacy and numeracy is 67.89 out of 100

� The minimum achievement score of learners is 8.50 out of 40 in reading, 4.25

out of 30 in writing and 9.50 out of 30 in numeracy in Saskshar Bharath

Programme of Tamil Nadu.

� The overall minimum score of learners is 28.50 out of 100 in literacy and

numeracy in Saskshar Bharath Programme of Tamil Nadu.

� The maximum achievement scores of the learners is 36.50 out of 40 in

reading, 29.00 out of 30 in writing and 30 out of 30 in numeracy in Saskshar

Bharath Programme of Tamil Nadu.

� The overall maximum score of learners is 93.75 out of 100 in literacy and


229

� It is found that, the range of achievement scores from maximum to minimum

of the learners is 28 out of 40 in reading, 24.75 out of 30 in writing and 20.50

out of 30 in numeracy in Saskshar Bharath Programme of Tamil Nadu.

� The overall range score of learners in literacy and numeracy is 65.25 out of

100 of Saskshar Bharath Programme in Tamil Nadu.

5.1.9 Success Rate of Learners in Reading

� 85.51% of the learners who have succeeded in the reading in AECs of

Saskshar Bharath Programme in Tamil Nadu.

� 90.85% of the learners have succeeded in reading in Viluppuram district

followed by Dharmapuri followed by (84.13), Erode (83.65) and


5.1.10 Success Rate of Learners in Writing

� 78.01% of learners are successful in their writing in AECs of Saakshar


� 83.96% of learners of Thiruvannamalai district succeeded in writing followed

by Dharmapuri (77.25), Erode (76.44) and Viluppuram (74.39) districts.

5.1.11 Success Rate of Learners in Numeracy

� 93.68% of learners are successful in their numeracy in AECs of Saakshar


� 97.60% of learners have succeeded in numeracy in Erode districts followed by

Villupram (95.13), Thiruvannamalai (94.65) and Dharmapuri (91.00) districts.

5.1.12 Success Rate of Learners in Literacy and Numeracy

� The study has come to major conclusions through its systematic, scientific

methodology and righteous analysis that 93.68% of learners in AECs of

Saakshar Bharath Programme have succeeded in literacy and numeracy as per

NLM norms.

� The learners who have secured 50.00% and above out of overall secured

scores have been considered as a "successful learner".

� Further, the attainment of success of the learners in reading, writing and

numeracy has also been determined that the learners who have secured

50.00% and above in reading, writing and numeracy.

� The learners of Erode districts (95.58) have achieved higher in literacy and

numeracy followed by Thiruvannamalai (94.12), Viluppuram (93.90) and

Dharmapuri (91.00) districts.

230

� The present study has been giving an alarming warning that 6.32% of the

learners in the AECs of Saakshar Bharath Programme in Tamil Nadu have still

trailing to reach the successful mark fixed by the NLM, New Delhi.

� The study has giving a clear status score to the districts that 9.00% of the



5.1.13 Significant Difference on Achievement of Learners in Literacy and

Numeracy with respect to certain Personal Variables

� There is no significant difference on the achievement score of men and women

in reading, writing, numeracy and overall literacy and numeracy.

� Therefore the variable gender does not influence the achievement of reading,

writing, numeracy and overall literacy and numeracy of men and women in


� The age factor of learners in AECs of Saakshar Bharath Programme in Tamil

Nadu does not influence their reading and writing achievements.

� The age factor of learners in AECs of Saakshar Bharath Programme in Tamil

Nadu does influence their numeracy and overall literacy and numeracy

achievement. It is noted that the age group of 21 to 25 years of learners

(23.76) have performed well in numeracy followed by above 35 years (23.57),

26-30 years (23.42), 31-35 years (22.76), and 15 to 20 years (19.33).

� The learners of age group of 21-25 years (69.20) do well in overall literacy

and numeracy followed by 26 to 30 years (68.19), above 35 years (68.19), 31

to 35 (66.50) and 15 to 20 years (57.33).

� The occupation of learners in AECs of Saakshar Bharath Programme in Tamil

Nadu does not influence the achievements of the learners in reading, writing

and numeracy and also overall literacy and numeracy.

� The annual income of the learners in AECs of Saakshar Bharath Programme in

Tamil Nadu does not influence their achievement in reading, writing and

overall literacy and numeracy.

� The annual income of the learners does not influence their achievement in

numeracy.

� The annual income group of above 36,000 (23.79) do well in numeracy

followed by Rs. 31,000 - 36,000 (22.78) and below Rs. 25,000 income group

(22.11).

231

� The learners in the AECs of Saakshar Bharath Programme in Tamil Nadu do

not vary in their reading and writing achievements in respect of their religion.

� The personal variable - religion of the learners in AECs of Saakshar Bharath

Programme in Tamil Nadu does influence their achievements in numeracy and

overall literacy and numeracy.

� The Hindu learners have performed well in numeracy (23.46) and overall

literacy and numeracy 68.04 followed by Christian learners (20.00 & 62.94)

and Muslim learners (20.00 & 62.94).

� Each of the study components such as reading, writing, numeracy and overall

literacy and numeracy of the learners in AECs of Saakshar Bharath

Programme in Tamil Nadu has positive correlation with each other.

� The performance and achievement of the learners in each study component is

improving the achievement and performance of the other study components of

the learners and vice- versa.

� The study component of reading, writing, numeracy and overall literacy is

depending upon each other in respect of learners' achievements in AECs of


Part- III: Performances of Community Leaders/Public

5.1.14 Opinion of the Community Leaders/Public

� 70.90% community leaders/public opined that the activities of AECs of

Saakshar Bharath Programme in their Grama Panchayat are good.

� 25.50% of the community leaders/public are viewed that activities of AECs

are very good. But 03.60% of the community leaders/ public viewed that the

activities are only in the moderate level. And no one expressed that the

activities of AECs are either poor or not able to say any opinion.

� All the community leaders for public are agreed that the AECs of Saakshar

Bharath Programme have conducted many numbers of programmes in their

respective villages / Grama Panchayath.

� All the community leaders/public has agreed that the AECs of Saakshar

Bharath Programme have made many numbers of activities in their respective

villages. Further on an average of 10.53% of literacy programmes, 14.40% of

cultural programmes, 12.50% of awareness programme, 15.73% of skill

development programmes, 12.94% of electoral literacy programmes, 12.95%

of financial literacy programme, 14.01% of disaster management programme

232

and 12.79% of legal literacy programmes are witnessed by the community

leaders / public as a whole in Tamil Nadu.

� The study concluded that 12.48 % of public of the community leaders/public

suggested organizing employability orientation programmes particularly for

women in Saakshar Bharath Programme of Tamil Nadu.

� 7.65% of community leaders/public suggested to improve the basic facility of

the AECs of Saakshar Bharath Programme in Tamil Nadu and 7.15% is

suggested to add additional programme in the AECs rather than the routine

government programmes.

Part- IV: Performances of Preraks

5.1.15 Socio- Economic Back Ground of Preraks in AECs of Saakshar Bharath

� 90.50% preraks are women and 09.50% are men in the ACEs of Saakhar

Bharath Programme in Tamilnadu.

� 42.90% of preraks are minority community, 27.00% is other community,

22.02% is SC community group and 07.90% is ST community in Saakhar

Bharath Programme of Tamilnadu.

� 95.20% of preraks are Hindu, 03.20% are Christain and 01.60% is other

religions of Saakhar Bharath Programme in Tamilnadu.

� 39.70% of preraks are belongs to above 35 years age group, 25.40% is 31-36

years age group, 23.80% is 26-30 years age group and 11.10% is 21-25 years

age group of the Saakhar Bharath Programme in Tamilnadu.

� 46.00% of preraks have possessed higher secondary qualification, 28.60% is

SSLC, 14.30% is graduates and above and 11.10% have other educational

qualifications in the AECs of the Saakhar Bharath Programme in Tamilnadu.

� 57.10% of preraks had 5 and above years of experience, 20.60% had 1-2 years,

17.50% had 4-5 years and 04.80% had 2-4 years in the AECs of the Saakhar

Bharath Programme in Tamilnadu.

5.1.16 Training Programmes Organised and attended by the Preraks at District/

Block level

� Out of totally organized different training programmes to preraks in Saakshar

Bharath programme of Tamil Nadu, 36.19% of training programmes

organized in Erode district followed by 25.96% in Dharmapuri, 24.32% in

Tiruvannamalai and 13.51% in Viluppuram districts.

233

� 35.20% of preraks have participated in the training programmes in

Tiruvannamalai district followed by 30.70% in Dharmapuri, 17.76% in Erode


� Out of totally organized General Orientation programmes to preraks in

Saakshar Bharath programme of Tamil Nadu, 40.10% is organized in

Dharmapuri district followed by 22.60% in Erode, 22.30% in Tiruvannamalai


� 48.70% of preraks have participated in the General Orientation programme in

Dharmapuri followed by 23.60% in Viluppuram, 16.90% in Tiruvannamalai


� Out of totally organized Refresher training programme to preraks in Saakshar

Bharath programme of Tamil Nadu, 47.70% is organized in Erode district

followed by 37.90% in Dharmapuri, 7.20% in Viluppuram, 7.20% in


� 48.30% of preraks have participated in the Refresher training programme in

Dharmapuri followed by 28.30% in Tiruvannamalai, 16.90% in Erode and


� Out of totally organized Awareness training programme to preraks in Saakshar

Bharath programme of Tamil Nadu, 34.10% is organized in Erode district

followed by 31.40% in Tiruvannamalai, 16.70% in Viluppuram, 17.80% in


� 44.00% of preraks have participated in the Awareness training programme in

Tiruvannamalai followed by 28.40% in Dharmapuri, 20.70% in Viluppuram


� Out of totally organized Skill development training programme to preraks in

Saakshar Bharath programme of Tamil Nadu, 43.50% is organized in Erode

district followed by 26.90% in Tiruvannamalai, 16.60% in Dharmapuri,


� 37.30% of preraks have participated in the Skill development training

programme in Tiruvannamalai followed by 30.10% in Dharmapuri, 18.40% in

Erode and 14.20% in Viluppuram districts.

� Out of totally organized Special focused training programme to preraks in

Saakshar Bharath programme of Tamil Nadu, 46.80% is organized in Erode

234

district followed by 32.90% in Tiruvannamalai, 11.40% in Viluppuram, 8.90%

in Dharmapuri districts.

� 54.80% of preraks have participated in the in Special focused training

programme in Erode followed by 34.20% in Tiruvannamalai, 5.70% in

Dharmapuri and 5.30% in Viluppuram districts.

� The study concluded that totally 27.70%, 25.48%, 24.42%, 14.76% and 7.62%

of General Orientation programme, Refresher training programme, Awareness

training programme, Skill development training programme and Special

focused training programmes are organized to the preraks of Saakhar Bharath

Programme in Tamilnadu. And 39.67%, 19.31%, 16.77%, 14.63% and 9.58%

of preraks are participated in the General Orientation programme, Refresher

training programme, Awareness training programme, Skill development

training programme and Special focused training programmes respectively in

all districts of Saakhar Bharath Programme in Tamilnadu.

5.1.17 Opinion of the Preraks about the Trainning Programmes

� 84.12% of preraks opined that the training given to them is adequate in

Dharmapuri followed by 88.88% in Erode, 95.23% in Thiruvannamalai and


� 15.87% of preraks viewed that the trainings are inadequate in Dharmapuri

followed by 11.11% in Erode, 03.17% in Thiruvannamalai and 0.00% in

Viluppuram districts. Whereas 0.00% of respondent was not able to say

anything about the training in Dharmapuri and Erode district followed by

01.38% in Thiruvannamalai and 06.35% in Viluppuram districts.

� 95.00% of preraks opined that the duration of the training in Dharmapuri is

adequate followed by 80.00% in Erode, 68.42% in Thiruvannamalai and


� 05.00% of preraks viewed that the duration of the training is inadequate in

Dharmapuri, 20.00% in Erode, 29.00% in Thiruvannamalai and 0.00% in

Viluppuram. Whereas 0.00% of respondent is not to say about the duration of

the training in Dharmapuri and Erode districts followed by 02.58% in

Thiruvannamalai and 11.57% in Viluppuram districts.

� 95.23% of preraks opined that the content of the training given to them is

adequate in Dharmapuri followed by 76.78% in Erode, 74.28% in

Thiruvannamalai and 82.78% in Viluppuram districts.

235

� 04.76% of preraks viewed that the content of the training is inadequate in


Viluppuram. Whereas 0.00% of respondent is not to say in Dharmapuri

followed by 02.02% in Erode, 04.68% in Thiruvannamalai and 02.46% about

the content of the training in Viluppuram districts.

� 93.54% of preraks opined that the training materials given to them is adequate

in Dharmapuri followed by 88.22% in Erode, 82.24% in Thiruvannamalai and


� 05.18% of preraks viewed that the training materials are inadequate in


Viluppuram. Whereas 01.28% of respondents are not to say about the training

materials in Dharmapuri, 01.64% in Erode, 03.50% in Thiruvannamalai and


5.1.18 Potential Learners- Illiterates / Non-Literates Identified at Grama

Panchayat Level

� 35.75% of illiterate/ non literate potential learners are identified at Grama

Panchayat Level in Erode district followed by 28.66% in Dharmapuri, 18.84%

in Thiruvannamalai, and 15.83% in Viluppuram districts.

� 37.02% of men illiterate/non - literate potential learners are identified at

Grama Panchayat Level in Erode district followed by Dharmapuri (24.80%),

Thiruvannamalai (20.50%) and in Viluppuram (17.3%) districts.

� 34.06% of women illiterate/non - literate’s potential learners are identified at

Grama Panchayat Level in Erode district followed by Dharmapuri (31.4%),

Thiruvannamalai (17.50%) and Viluppuram (14.70%) districts.

� 33.06% of SC illiterate /non - literate potential learners are identified at Grama

Panchayat Level in Erode district followed by Dharmapuri (29.20%),

Thiruvannamalai (25.80%) and Viluppuram (11.20%) districts.

� 57.00% of ST illiterate /non - literate potential learners are identified at Grama

Panchayat Level in Thiruvnannamalai district followed by Viluppuram


� 55.70% of Minority Community illiterate /non - literate’s potential learners is

identified at Grama Panchayat Level in Dharmapuri district followed by

Thiruvannamalai (22.70%), Erode (19.90%) and Viluppuram (1.56%)

districts.

236

� 40.10% of other community illiterate /non - literate potential learners are


(35.60%), Viluppuram (12.20%) and Thiruvannamalai (12.00%) districts.

5.1.19 Formation and Functions of Grama Panchayat Committee

� 30.70% in Dharampuri, 26.90% in Erode, 23.50% in Thiruvannamalai and

19.20% in Viluppuram districts have formed Grama Panchayat committee in

Saakshar programme.

� 34.30% of Grama Panchayat committees have functioned in Grama Panchayat

committee followed by Erode (29.40%), Thiruvannamalai (19.40%) and


5.1.20 Environmental Building Activities at Grama Panchayat Levels

� 36.68% of environmental building activities conducted at Grama Panchayat

level in Erode district followed by in Dharmapuri (44.10%), Thiruvannamalai

(16.57%) and Viluppuram (12.52%) districts.

� 43.50% of General Orientation Programme conducted at Grama Panchayat

level in Thiruvannamalai districts followed by in Erode (36.1%), Viluppuram

(16.6%) and Dharamapuri (3.8%) districts.

� 40.1% of Refreshers Training Programme conducted at Grama Panchayat

level in Dharmapuri (26.5%) district followed by Erode (22.8%), Viluppuram

(10.6%) and Thiruvannamalai districts.

� 67.4% of Awarness Training Programme conducted at Grama Panchayat level

in Dharmapuri district followed by Viluppuram (25.6%), Erode (5.9%) and

Thiruvannamala i(1.1%) districts.

� 42.1% of Skill Development Training Programme conducted at Grama

Panchayat level in Thiruvannamalai districts followed by Viluppuram


� 69.1% of Special Focus Training Programme conducted at Grama Panchayat

level in Erode Districts followed by in Dharmapuri (21.6%), Viluppuram


5.1.21Teaching/ Learning and Other Materials Supplied at AECs (Grama

Panchayat Level Data)

� 85.20% of books, 75.26% of tailoring machines, 60.56% of charts, 75.25% of

boards, 77.27% of pens, 65.26% of pencils, 83.12% notebooks, 72.10% of

candles, 63.47% of chalk boxes, 84.02% of tables, 75.12% of registers and

237

records, 63.05% of cycles, 68.23% of sambiranis, 72.22% of slates, 82.30% of

almirahs, 68.45% of carom boards, 84.02% of maps, 79.10% of stoves,

86.40% of game things, 73.23% of hand crafts, 66.40% of soap powders and

60.00% of computer accessories of teaching learning and other materials were

supplied in Dharmapuri district.

� 91.20%, 60.60%, 83.50%, 65.20%, 62.30%, 72.02%, 58.83%, 87.23%,

65.08%, 71.09%, 0.00%, 81.04%, 78.91%, 76.23%, 84.59%, 0.00%, 64.65%,

0.00%, 85.90%, 77.19%, 0.00%, 56.80% of books, tailoring machines, charts,


cycles, sambiranis, slates, almirahs, carom boards, maps, stoves, game

things, hand crafts, soap powders and computer accessories of teaching

learning and other materials were supplied in Erode district.

� 45.60%, 62.02%, 65.36%, 71.50%, 84.99%, 79.07%, 81.04%, 64.56%,

58.01%, 69.20%, 69.08%, 81.10%, 0.00%, 69.56%, 0.00%, 0.00%, 80.50%,

60.13%, 0.00%, 72.35%, 45.20%, 82.67 % of books, tailoring machines,

charts, boards, pens, pencils, notebooks, candles, chalk boxes, registers and

records, cycles, sambiranis, slates, almirahs, carom boards, maps, stoves,

game things, hand crafts, soap powders and computer accessories of teaching

learning and other materials were supplied in Tiruvannamalai district.

� 70.16%, 85.36%, 62.06%, 77.60%, 66.30%, 82.08%, 72.02%, 0.00%,

35.12%, 65.01%, 75.90%, 4.56%, 85.99%, 65.04%, 0.00%, 66.20%, 0.00%,

0.00%, 89.02%, 74.36%, 66.02%, 88.02% of books, tailoring machines,

charts, boards, pens, pencils, notebooks, candles, chalk boxes, registers and

records, cycles, sambiranis, slates, almirahs, carom boards, maps, stoves,

game things, hand crafts, soap powders and computer accessories of teaching

learning and other materials were supplied in Viluppuram district.

5.1.22 Learners Enrolment and Certification in Literacy Assessment by National

Institute of Open Schooling, New Delhi in Dharmapuri District (Grama


� 41.70% of learners have enrolled and completed literacy examinations

conducted by NIOS, New Delhi in phase IV followed by phase I (17.70%),

phase II (16.80%) , phase III (13.40%), phase IX (3.20%), phase V(2.90%),

phase VI (1.50%), phase X(1.20%), phase VII (0.80%) and phase VII (0.40%)

in Dharmapuri district in the AECs of Saakshar Bharath Programme.

238

� 65.20% of female and 34.80% of male learners have enrolled and completed

literacy examinations conducted by NIOS, New Delhi in all phases in



conducted by NIOS, New Delhi in Dharmapuri District in phase IV followed

by in phase I (21.59%), phase II (17.65%), phase III (15.30%), phase IX

(3.45%), phase V (2.91%), phase VI (1.30%), phase VII (1.27%), phase VIII

(0.83%) and phase X (0.00%) in the AECs of Saakshar Bharath Programme.




5.1.23 Learners Enrollment and Certification in Literacy Assessment by

National Institute of Open Schooling, New Delhi in Erode District (Grama



conducted by NIOS, New Delhi in phase III in Erode followed by phase I

(18.70%), in phase IV (14.20%), in phase II (13.20%), in phase IX (10.30%),

in phase V( 4.30%), in phase VI (4.20%), in phase VII (2.09%), in phase VIII

(1.02%) and phase X(0.09%) in Erode district in the AECs of Saakshar

Bharath Programme.


literacy examinations conducted by NIOS, New Delhi in all phases in Erode

district.


conducted by NIOS, New Delhi in phase III in Erode followed by 21.63% in

phase IV, 13.70% in phase I, 12.62% in phase II, 10.37% in phase IX, 4.34%

in phase VI, 4.30% in phase V, 1.04% in phase VIII, 0.22% in phase X and

0.20% VIII in Erode district in the AECs of Saakshar Bharath Programme.



district.

239



(Grama Panchayat Level Data)


conducted by NIOS, New Delhi in phase II in Thiruvannamalai followed by

28.70% in phase III, 10.30% in phase I, 9.23% in phase V, 7.18% in phase IV,

6.26% in phase VI, 5.69% in phase VII, 3.27% in phase VIII and 0.30% in

phase IX in the AECs of Saakshar Bharath Programme.





conducted by NIOS, New Delhi in phase II in Thiruvannamlai district

followed by 29.07% in phase III, 9.77% in phase I, 7.91% in phase V, 7.31%

in phase IV, 6.33% in phase VII, 5.92% in phase VI, 3.50% in phase VIII,

0.36% IX and 0.32% in phase X.



Thiruvannamlai district.


Institute of Open Schooling, New Delhi in Viluppuram District (Grama



conducted by NIOS, New Delhi in phase III in Viluppuram followed by

22.76% in phase IV, 18.19% in phase II, 9.8% in phase I, 7.55% in phase IX,

5.34 % in phase V, 3.86% in phase VII, 3.22% in phase VI, 1.80% in phase I

and 09.00% in phase VIII in Viluppuram district in the AECs of Saakshar

Bharath Programme.





conducted by NIOS, New Delhi in phase V in Viluppuram followed by

26.85% in phase IV, 25.47% in phase III, 14.67% in phase II, 8.36% in phase

240

IX, 7.76% in phase VII, 6.82% in phase I, 2.75% in phase VI, 1.50% in

phase VIII and in phase X (0.00%) in Viluppuram district in the AECs of





5.1.26 Opinion of the Preraks of about the Co-Operation/Support of

Learners/Beneficiaries in AECs

� The Preraks have opined that 65.10% of learners are co-operative in AECs of


� 25.24% of learners are partially co-operative, 09.50% are highly co-operative,

0.00% is not co-operative and 0.00% has not given any information.

5.1.27 Achievement of Learners at the Grama Panchayat Level in AECs

� 49.57%, 18.31%, 16.76% and 15.35% of potential learners are identified

through survey in Saakshar Bharath programme in Dharmapuri, Erode,

Thiruvannamallai and Viluppuram districts respectively.

� 54.13% of male learners are identified in Erode followed by Tiruvannnamalai

(17.58%), Viluppuram (14.19%) and Dharmapuri (14.08) districts.

5.1.28 Learners currently attending the AECs at the Grama Panchayat Level

� 45.71% learners are currently attending the AECs in Erode district followed

by Dharmapuri (23.88%), Tiruvannamalai (16.22%) and Viluppuram

(14.16%) districts.

� 62.60% male learners are currently attending AECs in Erode district followed

by 16.60% in Dharmapuri, 14.80% in Tiruvannamalai and 6.40% in


� 42.40% female learners are currently attending AECs in Erode district

followed by 25.30%, 16.40% and 15.60% are in Dharmapuri, Tiruvannamalai

and Viluppuram districts respectively.

Part- V: Performances of District and Block Coordinators

5.1.29 Socio-Economic Background of District and Block Coordinators in SBP

� Nearly 15.00% of district co-coordinator (14.70%) and 85.00% of block co-

coordinator (85.30%) constituted the population as main functionaries in the


241

� Nearly 02.00% of age group are upto 25 years (01.50%) followed by 25-40

years (66.20%) and above 40 years (32.40%) constitute the population as main


� Nearly 80.00% of men (77.90%) and nearly 20.00% of women (22.10%)

constitutes the population as main functionaries in the district administration

of SBP in Tamil Nadu.

� Nearly 95.00% of Hindu (92.60%) followed by Muslim (05.90%) and

Christian (01.50%) constituted the population as main functionaries in the


� Nearly 45.00% of SC community (41.20%) followed by Minority Community

(05.90%) and other community (52.90%) are constituting the population as

main functionaries in the district administration of SBP in Tamil Nadu

� Nearly 90.00% of Married Marital status (85.30%) and nearly (15.00%) are

unmarried marital status (14.70%) constitutes the population as main


� Nearly 60.00% of Post Graduate (57.40%) followed by Graduate (41.20%)

and other educational qualifications (01.50%) are possessed by district and

block co-coordinators the in the district administration

5.1.30 Formations and Functions of Committees at District Level in SBP

� 26 Grama Panchayat Level Meetings, 18 Block Level Meetings, 13 Executive

Committee Meetings, 13 Educational Committee Meetings and 12 District

Level meetings were conducted in Dharmapuri district.

� 3 District Level Committee Meetings and 3 Executive Committee Meetings

were conducted in Erode district. There was no information about Block,

Grama Panchayat and Educational Committee Meetings. The data were not

provided by the district functionaries.

� There was no information about all level committee meetings in

Thiruvannamalai district. The data were not provided by the district

functionaries.

� 11 District Level Meetings and 7 Executive Committee Meetings were

conducted in Viluppuram District. There was no information about Block,

Grama Panchayat and Educational Committee Meetings. The data were not

provided by the district functionaries.

242


� 90.00% of chairs are available in Viluppuram District followed by

Thiruvannamalai (85.00%), Erode (70.00%) and in Dharmapuri (65.00%).

� 70.00% tables are available in Erode followed by 50.00% tables are available

in Dharmapuri, Thiruvannamalai and Viluppuram districts.

� Computers & Printers and Telephone (100.00%) facilities were available in all

the Districts.

� 85.00% of Registers and Records are found in Thiruvannamalai followed by

Erode (70.00%), Dharmapuri (65.00%) and Viluppuram (55.00%) districts.

� Other type of infrastructure facilities such as canon cameras and other

equipments are available in Dharmapuri (70.00%), Erode (60.00%),

Viluppuram (60.00%) and Thiruvannamalai (50.00%) districts respectively.

5.1.32 Potential Learners- Illiterates / Non-Literates Identified at District Level

� 39.88% illiterates / non - literate potential learners are identified at district

level in Viluppuram district followed by Thiruvannamalai (22.02%), Erode

(18.53%) and Dharmapuri (05.00%) districts in SBP of Tamil Nadu.

� 41.31% total male illiterates / non - literates potential learners are identified at

district level in Viluppuram district followed by Thiruvannamalai (20.82%),

Dharmapuri (19.62%) and Erode (18.18%) districts in SBP of Tamil Nadu.

� 61.21% of total female illiterates / non - literates potential learners are

identified at district level in Viluppuram district followed by Thiruvannamalai

(23.06%), Dharmapuri (19.35%) Erode (18.80%) district in SBP of Tamil

Nadu.

5.1.33 Learners Enrolment and Completion in Literacy Assessment by National

Institute of Open Schooling, New Delhi in Dharmapuri District (District

Level Data)

� 54.37%of learners have enrolled and completed literacy examinations

conducted by NIOS, New Delhi in phase IV followed by phase III (15.58%),

phase II (14.06%), phase IX (07.88%), phase VII (02.24% ), phase VII

(02.20%), phase I(1.78%),phase VIII (01.50%), phaseVI(0.30%) in

Dharmapuri district in the AECs of Saakshar Bharath Programme.




243

� The percentage of female and male learners who have enrolled and completed

literacy examinations conducted by NIOS, New Delhi in phase I to phase 10

in Dharmapuri district are: phase I (75.40% and 24.60%), phase II (73.58%

and 26.42%), phase III (69.63% and 30.37%), phase IV (75.42% and

24.58%), phase V (74.29% and 25.71%), phase VI (75.42 and (24.58%), phase

VII (84.07%) and (15.93%), phase VIII (81.82%) and (18.18%), phase IX

(82.76% and 17.25%).


Institute of Open Schooling, New Delhi in Erode District (District Level

Data)


conducted by NIOS, New Delhi in phase III in Erode followed by phase IV

(18.96%), phase II (18.74%), phase IX (8.81%), phase VI (6.71%), phase VII

(3.51%), phase V(2.02%), phase VIII (1.82%), phase I(1.63%) in Erode

district in the AECs of Saakshar Bharath Programme.



district.



in Dharmapuri district are: phase I (57.56%) % and 42.44%), phase II

(61.70% and 38.29%), phase III (59.00% and 41.00%), phase IV (62.79% and

37.21%), phase V (64.37% and 35.63%), phase VI (65.35and (34.65%), phase

VII (84.04%) and (59.96%), phase VIII (74.46%) and (25.24%), phase IX

(73.91% and (26.09%).



(District Level Data)


conducted by NIOS, New Delhi in phase III in Thiruvannamalai followed by

phase IV (34.23%), phase II (6.54%), phase V (4.82%), phase VI (4.33%),

phase VII (2.98%), phase IX (2.41%), phase VIII (0.67%) and phase I (0.00%)

in Thiruvannamalai district in the AECs of Saakshar Bharath Programme.

244






in Dharmapuri district are: phase II (78.52% and 21.48%), phase III (66.48%

and 33.52%), phase IV (65.06% and 34.94%), phase V (71.53% and 28.47%),

phase VI (69.41%and (30.59%), phase VII (82.44 %) and (17.56%), phase

VIII (80.09%) and (19.91%), phase IX (89.73% and (10.27%).


Institute of Open Schooling, New Delhi in Viluppuram District (District Level

Data)


conducted by NIOS, New Delhi in phase IV in Viluppuram followed by phase

III (18.85%), phase II (10.96%), phase IV (9.32%), phase IX (6.23% ), phase

VII (2.62%), phase VIII (2.62%), phase I (2.55%)), phase V(2.10%) in

Viluppuram district in the AECs of Saakshar Bharath Programme.






in Viluppuram district are: phase(63.48% and 36.52%), phase II (75.61% and

24.39%), phase III (72.54% and 27.46%), phase IV (65.26% and 34.73%),

phase V (76.27% and 23.73%), phase VI (73.29%) and (26.71%), phase VII

(84.19%) and (15.81%), phase VIII (84.19%) and (15.81%), phase IX

(80.84% and (19.16%) in the AECs at Saakshar Bharath Programme.


Institute of Open Schooling in SBP (District Level Data)

� 39.30% of learners have passed and received NIOS, New Delhi certificate

followed by 22.66% in Thiruvannamalai, 19.50% in Dharmapuri and 18.55%

in Erode districts.

245

� 35.70% of male learners have passed and received NIOS, New Delhi

certificate in Viluppuram followed by 25.10% in Erode, 23.22% in

Thiruvannamalai and 15.98% in Dharmapuri

� 40.91% of female learners have passed and received NIOS, New Delhi

certificate in Viluppuram followed by 22.40% in Thiruvannamalai, 21.07% in


� 74.61% of female learners and 25.38% of male learners have passed and

received NIOS, New Delhi certificate in Dharmapuri followed by Erode

(58.11% & 41.89% ), Thiruvannamalai (68.28%&31.72%) and Viluppuram

(71.81%&28.13%) districts.

� 43.00% of SC learners have passed and received NIOS, New Delhi certificate

in Viluppuram district followed by Erode (21.88%), Thiruvannamalai

(21.73%) and Dharmapuri (13.39%) districts.

� 36.02% of ST learners have passed and received NIOS, New Delhi certificates

in Dharmapuri followed by Thiruvannamalai (27.62%), Erode (22.40) and

Viluppuram (13.96) districts.

� 37.02% of Minority learners have passed and received NIOS, New Delhi

certificate in Erode followed by Viluppuram (28.05%), Thiruvannamalai

(20.95%) and Dharmapuri (14.00%) districts.

� 39.43% of other community learners have passed and received NIOS, New

Delhi certificate in Viluppuram followed by Thiruvannamalai (22.85%),

Dharmapuri (21.72%) and Erode (16.00%) districts.

5.1.38 Learners Currently Attending the AECs in SBP (District Level Data)

� 53.64% of learners are currently attending the AECs in Dharmapuri followed

by Viluppuram (19.79%), Erode (18.28%) and Tiruvannamalai (8.29%)

districts.

� 79.12% of female and 20.88% of male learners is currently attending the

AECs in SBP.

� 85.50% of female and 14.50% of male are currently attending the AECs in

Dharmapuri followed by Erode (76.68%&23.32%), Thiruvannamalai

(51.82%&48.18%) and Viluppuram (77.04% & 22.96%) districts.

� 40.71% of SC learners are currently attending the AECs in Dharmapuri

followed by Erode (23.47%), Viluppuram (22.37%) and Thiruvannamalai

(22.39%) districts.

246

� 80.71% of ST learners are currently attending the AECs in Dharmapuri

followed by Erode (09.14%), Viluppuram (08.76%) and Thiruvannamalai

(01.40%) districts.

� 56.89% of Minority community learners are currently attending the AECs in

Viluppuram district followed by 20.76% in Dharmapuri, 19.56% in

Thirvannamalai and 02.86% in Erode districts.

� 61.97% of other community learners are attending the AECs of Saakshar

Bharath Programme in Dharmapuri followed by Viluppuram (16.63%), Erode


5.1.39 Opinion of the District and Block Coordinators about the Trainning

Programmes

All the District and Block Coordinators (100.00%) opined that the training

attended/ participated, duration of the training, content of the training and materials

supplied in the training is adequate and remarkable in all four districts in SBP of

Tamil Nadu.

5.1.40 General Training Programme Organized/ Conducted in SBP of TN

� Totally 34.02% general training programme is organized/conducted in

Dharmapuri district followed by 30.83% in Viluppuram, 25.17% in

Thiruvannamalai and 09.98% in Erode districts.

� 50.82% of Electoral literacy programme is organized in Thiruvannamalai

district followed by 30.43% in Viluppuram, 30.95% in Dharmapuri and


� 43.20% of Candle making general training programme is organized in

Viluppuram district followed by 24.37% in Dharmapuri, 17.22% in Erode and

15.21% in Thiruvannamalai districts.

� 50.62% of Soap powder general training programme is organized in

Viluppuram district followed by 24.20% in Erode, 17.24% in Dharmapuri and


� 43.44% of Flag Day programme is organized in Dhramapuri district followed

by 23.52% in Thiruvannamalai, 19.59% in Viluppuram and 13.46% in Erode

districts.

� 49.95% of Gandhi Jayanthi programme is organized in Dharmapuri district

followed by 37.66% in Thiruvannamalai, 10.32% in Viluppuram and 02.07%

in Erode districts.

247

� 50.77% of Independence Day programme is organized in Dharmapuri district

followed by 25.85% in Viluppuram, 13.72% in Thiruvannamalai and 09.66%

in Erode districts.

� 40.33% of Preraks Training programme is organized in Viluppuram district


in Erode districts.

5.1.41 Awareness Training Programme Organized/ Conducted in SBP of TN

� Totally 52.79% of the Awareness training programme is organized and

conducted in Viluppuram district followed by 20.51% in Thiruvannamalai,


� 59.82% of Electoral Literacy awareness programme is organized/ conducted in

Thiruvannamalai district followed by 30.86% in Viluppuram, 08.10% in


� 75.50% of Clean India awareness programme is organized/ conducted in

Viluppuram district followed by 16.26% in Dharmapuri, 04.14% in Erode and


� 88.48% of World Literacy day programme are organized/conducted in

Viluppuram district followed by 5.19% in erode, 03.52% in Thiruvannamalai

and 02.81% in Dharmapuri districts.

� 51.95% of Womens Day programme is organized/ conducted in Viluppuram

district followed by 34.20% in Thiruvannamalai, 07.30% in Erode and 06.55%

in Dharmapuri districts.

� 52.58% of awareness campaign on opening bank account programme is

organized/conducted in Viluppuram district followed by 23.38% in Erode,

15.63% in Dharmapuri and 08.41% in Thiruvannamalai districts.

� 38.02% of Preraks training programme is organized in Thiruvannamalai

district followed by 25.43% in Viluppuram, 24.33% in Erode and 12.22% in


� 78.83% of Cultural programmes is organized in Dharmapuri district followed

by 14.44% in Viluppuram, 04.86% in Thiruvannamalai and 02.37% in Erode

districts.

� 43.41% of Gandhi Jayanthi programme is organized in Viluppuram district


in Erode districts.

248

� 58.23% of Independence Day programme is organized in Viluppuram district



5.1.42 Skill Development Training Programme Organized/ Conducted in SBP of

TN

� 41.19% of total skill development training programme is organized/conducted

in Dharmapuri district followed by 33.60% in Viluppuram, 6.38% in

Thiruvannamalai and 08.81% in Erode districts.

� 71.00% of idly podi making programme is organized in Viluppuram district



� 37.60% of Sambirani powder making programme is organized in Viluppuram

district followed by 33.50% in Dharmapuri, 21.62% in Thiruvannamalai and


� 48.16% of Soap powder making programme is organized in Dharmapuri

district followed by 39.91% in Viluppuram, 07.82% in Thiruvannamalai and


� 38.58% of Candle making programme is organized in Dharmapuri district

followed by 36.40% in Viluppuram, 17.94% in Thiruvannmalai and 07.80% in

Erode districts.

� 60.01% of Tailoring programme is organized in Dharmapuri followed by

17.29% in Thiruvannamalai, 11.97% in Viluppuram and 10.73% in Erode

districts.

� 47.78% of Jewels making programme is oraganized in Dharmpuri followed by

23.54% in Thiruvannamalai, 15.82% in Viluppuram and 12.86% in Erode

districts.

5.1.43 Teaching/ Learning and Other Materials Supplied and Distributed in SBP

of Tamil Nadu

� 172300 primers were supplied in Dharmapuri district followed by 274243 in

Erode and 215000 in Thiruvannamalai districts in SBP of Tamil Nadu. There

was no information found regarding supply and distribution of primers in


249

� 74298 library books were supplied in Dharmapuri district and 465 in

Viluppuram district. There was no information found regarding supply and

distribution of the library books in Erode and Thiruvannamalai districts.

� 7530 note books were supplied in Dharmapuri district followed by 2300 in

Erode. There was no information found regarding supply and distribution of

note books in Thiruvannamalai and Viluppuram districts.

� 230 Black boards were supplied in Erode district. There was no information

found regarding supply and distribution of Black board in Dharmapuri and

Thiruvannamalai, Viluppuram districts.

� 3756 Ring balls/chess boards were supplied in Dharmapuri district. There was

no information found regarding the supply and distribution of Ring balls/chess

boards in Erode, Thiruvannamalai and Viluppuram district.

� 1506 candle making machines were supplied in Dharmapuri district. There

was no information found regarding the supply and distribution of candle

making machines in Erode, Thiruvannamalai and Viluppuram districts.

5.1.44 Budget Allocation and Expenditure in SBP of Tamil Nadu

� Almost all the districts are not provided any proper data regarding Budget

Allocation and Expenditure under different headings in SBP.

� Hence the present investigation has been unable to interpret financial

allocation and utility of SBP in Tamil Nadu.

5.1.45 Opinion of the District and Block Coordinators about Learners in AECs

of SBP in Tamil Nadu

� 95.00% of District and Block Coordinators are opined that the learners are

highly co-operative in AECs at District level in both Erode and

Thiruvannamalai districts followed by Dharmapuri (90.00%) and Viluppuram

(80.00%).

� 10.00% of District and Block Coordinators are viewed that the learners are

cooperative and supportive in Viluppuram followed by 5.00% in Dharmapuri,

2.00% in Erode and 1.00% in Thiruvannamalai districts.

� 5.00% of District and Block Coordinators are viewed that the learners are

partially co-operative and supportive in Viluppuram followed by 3.00% in

Erode, 2.00% in Dharmapuri and 0.00% are in Erode districts.

250

� 1.00% of District and Block Coordinators are viewed that the learners are not

co-operative and supportive in Dharmapuri followed by 1.00% in

Thiruvannamalai, 1.00% in Viluppuram and 0.0% are in Erode districts.

� No information has been given about the learners in AECs by the District and

Block coordinators in Viluppuram (4.00%), in Thiruvannamalai (3.00%), in

Dharmaprui (2.00%) and in Erode (0.00%).

5.1.46 Special Training Programme Organized/ Conducted in SBP of TamilNadu

� 35.02% of total training programmes are conducted in Viluppuram district and


� 26.31% of total training programme is conducted in Erode district and 7.71%


� 24.29% of total training programmes are conducted in Thiruvannamalai

district and 44.57% of learners are benefited.

� 14.37% of total training programmes were conducted at Dharmapuri district


� 53.24% of total skill Development programmes were conducted in all four

districts and 31.88% of learners are benefited.

� 18.42% of total Electoral literacy programme were conducted in all four

districts and 23.05% of learners are benefited.

� 10.32% of Disaster management literacy programmes were conducted in all

four districts and 11.34% of learners are benefited.

� 51.00% of Legal literacy programme were conducted in all four districts and


� 08.50% of Financial literacy programme were conducted in all four districts


5.1.47 Target and Achievement of Opening Savings Banks Accounts in SBP of

Tamil Nadu

� 36.98%, 35.10%, 27.00% and 0.90% of savings account holders are male in

Dharmapuri, Erode, Viluppuram, and Thiruvannamalai districts respectively.

� 50.28% in Viluppuram, 23.53% in Dharmapuri, 21.25% in Erode and 4.94%

in Thiruvannnamalai district female learners have opened savings banks

accounts.

251

� 56.36%, 24.22%, 15.57% and 3.85% of SC learners have opened savings

account in Viluppuram, Erode, Dharmapuri and Thiruvannamalai districts

respectively.

� 61.09%, 19.23%, 16.46% and 3.22% of ST learners have opened savings

account in Dharmapuri, Erode, Viluppuram, and Thiruvannamalai districts

respectively.

� 40.09%, 34.82%, 24.49% and 0.60% of Minority community learners have

opened savings account in Erode, Dharmapuri, Viluppuram, and


� 35.80%, 34.01%, 26.62% and 3.57% of other community learners have

opened savings account in Viluppuram, Dharmapuri, Erode, and


5.1.48 Target and Achievement of Insurance Schemes in SBP of TN

� 41.39%, 30.22%, 27.38% and 01.01% of male learners have insured in

Dharmapuri, Viluppuram, Erode and Thiruvannamalai districts respectively.

� 54.19% in Viluppuram, 25.37% in Dharmapuri, 15.12% in Erode and 5.32%

in Thiruvannnamalai district female learners have insured.

� 58.06%, 30.48%, 21.93% and 3.97% of SC of learners have insured in

Viluppuram, Dharamapuri, Erode and Thiruvannamalai districts respectively.

� 17.35%, 16.04%, 14.88% and 3.39% of ST of male learners have insured in

Viluppuram, Dharamapuri, Erode and Thiruvannamalai districts respectively.

� 36.99%, 36.35%, 26.02% and 0.64% of minority community of male learners

have insured in Dharamapuri, Erode, Viluppuram and Thiruvannamalai


� 40.61%, 38.58%, 16.76% and 4.05% of other community of male learners

have insured in Viluppuram, Dharamapuri, Erode and Thiruvannamalai


5.1.49 Status of Monitoring at District Level in SBP of Tamil Nadu

� Nearly 65% of district and block coordinators and other officials HAVE

visited to AECs once in a month (63.2%) in all four districts followed by once

in a week (32.40%) and once in 2 weeks (4.00%).

� 73.5% of district and block coordinators HAVE conducted two review

meetings in a month followed by once in a month (26.50%) in all four

districts.

252

5.2 General Conclusions

• Every seven learners at out of hundred will be improved in over all literacy

(reading and writing) and numeracy as per current status.

• 2. The writing competency of the learners is not appreciable compare to

numeracy followed by reading competencies.

• 3. Learners are performed as per order given below:

– 1. Numeracy (92.78%)

– 2. Reading (84.88%)

– 3. Writing (77.55%)

• Saakshar Bharath programme is functioning in a normal progressive way in

Tamil Nadu.

• The overall Literacy and Numeracy performances of learners are appreciable

in all four districts which may reflect other 5 districts in Tamil Nadu (as per

the NLM, New Delhi Norms)

• The learners are showing low level performance in writing skill in all four

districts.

The learners are doing well in numeracy followed by reading competency.

• Besides the NLM, New Delhi the research study has classified the

performances of the learners methodologically which shows that 46.76% of

learners are performed high level and 44.10% of learners are performed

medium level (90.86%).

• It is heartening to note that 09.14% of learners have fallen in the category of

the low level performance in over all literacy and numeracy.

• Nearly 93% (93.45%) of the learners have secured more than 50% in the

literacy and numeracy evaluation as per the norms fixed by the NLM, New

Delhi.

• Nearly 7% (06.55%) of the learners are unable to secure more than 50% of

marks.

Skill Development Training to Learners

• It is noted that the Skill Development Training Programme for the learners are

conducted in all the four districts.

• Most of the Training Programmes were conducted in one day span and in

some places two days were taken.

253

• It is found that totally 246 Skill Development Programmes were conducted in

all four districts for the learners from 2009 to 2016.

• An average of 7 Skill Development Training programme were conducted per

year in each district.

• Averages of 8 people were benefited in each skill development training

programme.

It is observed that the learners are not satisfied with the given training which was

not mostly suitable to them

Awareness/Special Focused Training

• Apart from these, 73 Special / Focused Training Programme were conducted

in all four districts during 2009 to 2016 with an average of 2 training per year

in each district.

• An average of 50 Awareness Training Programme was conducted in each

district during 2009 to 2016 and an average of 13 persons was benefited as per

records.

• Nearly 90% of the people felt that the given training is adequate.

• The same quantum of people expressed that the content, duration and

materials supplied during the training are adequate and appropriate.

It is noted that the special focused training has been given intensively to the learners

in the following areas as per order

• Electoral Literacy

• Financial Literacy

• Legal Literacy

• Training has been given to all functionaries in all four districts from District

Coordinators to Preraks/Grama Panchayat level.

• The given Orientation Programme/Training is sufficient and periodical as per

Guidelines.

• The transformation of training in one level to next level and some how diluted

the intensity and quality of the training which reflected in the assessment.

• An average of 58 General Orientation Programmes were conducted in each

district from 2009 to 2016.

• An average of 8 General Orientation Programmes were conducted per year in

each district.

254

• Nearly 33 Refresher Training Programme were conducted in each district

during 2009 to 2016.

• Around 8 to 10 functionaries were trained in each General Orientation

Programme and benefitted as per records.

• An average 4 Refresher Training Programmes were carried out per year in

each district.

• Nearly 50% of the training was conducted in one day duration only.

• 25% of the training was conducted in two days duration.

20% of the training was conducted in three days.

• Most of the Skill Development Programme is covered with Tailoring, Soap

Powder Making, Pineal and Candle Production, Artificial Jewellery Making,

Computer Akar Pathi/Sampirani Preparation and Plastic Wire Basket

production only.

• The training is given in all four districts in a Proto Type Model without

assessing learners’ interest and local needs.

• The learners have expected different kinds of training related to their available

local resources for their day today earnings.

Environmental Building

• The creation of congenial environment was not built in any district as per

norms stated by Saakshar Bharat Programme.

• 30% of the centres are not provided with minimum required facilities at

present.

• There is no sufficient electricity is available in all centres.

Chairs, Information Boards, Books (Primer), Tailoring Machines (2 to 3),

Charts, Pictures and maps are available in all AECs in all four districts. Most of the

Tailoring Machines are not in good condition and not used by the learners.

Performance of AECs

• It is noted that in all villages of four districts have formulated The Grahma

Panchayat Committee in a proper way.

• An average of 48 meetings have been conducted during 2009 to 2016 in each

districts

• An average of 6 meetings per year in each districts have been conducted.

• Average of 25 to 30 learners are progressively learning in the adult education

centre in all the four districts

255

• More than 90% of the Adult Education Centres have electricity facilities with

tube light and fan connections. But 30 % are unable to use it due to local

conditions.

• Nearly 80% of the Adult Education Centres are functioning in concrete

buildings and 16 % of the centres are working in Asbestos buildings.

• Attendance, Stock, Visitors, Activity and Prime Minister Jandan Yojana

Registers are maintained properly in all districts, and the other registers are not

maintained.

• The evaluation team met more than 125 community leaders in the respective

villages in all four districts.

• They are Grahma Panchayath/ Village Presidents, Ward members, Head

masters/ Teachers and Self Help Group leaders.

• It is applauded that all the community people were well aware about the

Saakshar Bharat Programme and Adult Education Centres in their respective

villages.

• The community people witnessed that the adult education centres are

conducting more number of Cultural Programme followed by Literacy

Programme and Other Special Programmes like Electoral ,Financial and Legal

Literacy

• More than 90% of the community people expressed that the performance of

the Adult Education Centre in the respective villages are good and 05% are

viewed as very good.

• The community leaders suggested that a separate building with good class

room will improve the quality of the programme as well as the performance of

the learners.

• Further they suggested that sufficient books will be given in time to all the

libraries in the Adult Education Centres.

• They also expressed that the importance of choosing the place of adult

education centres in the villages are to be considered very important.

• They also expressed that the salary of the preraks will be given in time and in

every month.

256

Preraks Opinion

• The present research has been identified that nearly fifty percentages of the

Preraks who employed as a backbone of the learning centres is qualified with

plus two (12th STD).

• Around 30% of the Preraks have studied only 10th Std (SSLC) and rest of

them are graduated.

• Nearly 52% of the Preraks have having prior experience in the literacy, post

literacy, and continuing education programmes.

• And nearly 22% of the Preraks are having only less than two years of service

at present.

• The burning issues as expressed by the Preraks are non payment of salary and

less salary for their work.

• It is evidently noted that during 2009 to 2016 most of the times salaries were

paid in a due of three to six months intervals.

• Nearly one third of the Preraks expressed that the learners are more difficulties

to them for handle Literacy and Skill Development.

• 15% of the Preraks viewed that there is no electricity in the centres which will

give hardship to their routine functions.

• Around 30% of the Preraks are expressed that the basic facilities in the centres

are not sufficient.

• Every one Prerak, out of four stated that the Skill Development Programme

should be improved with new content and modified methodology in near

future with assuring quality.

• Nearly 60% of the Preraks expressed that the rewards for the learners in terms

of scholarship or incentive will be given in the coming years which will

motivate the learners to go further levels.

5.3 Recommendations

The findings of the study especially learners achievement, status of AECs,

effectiveness of the training, quality of teaching and supplied learning materials,

opinion of the public etc., will help to make suggestions for effective participation of

Functionaries and Beneficiaries in order to achieve the objective of Saakshar Bharat

Programme in the remaining period of implementation of the Programme and also if

the programme is extended to other remaining Districts. The study has made the

following recommendations based on the findings as follows.

257

1. Reasons for Low Female Literacy

The present investigation has to find out the valid causes and reasons for low

female literacy in the study area those are given below with necessary suggestions.

� Early marriages

� Early Pregnancy and maternity

� Neglecting education to girl children

� Taking care of siblings in the family

� Parents are not interested on girls’ education

� Seasonal Agricultural work and child labour practices for their

additional earnings in the Family

� Family economical conditions- Poverty and Below poverty

� Lack of transportation facility to access the nearby schools

� Schools are far away from their villages

� Lack of awareness about importance of education.

� Eve teasing

� Unaware about the importance of education

� Not interested for education

The present study has made a note that socio economic condition, regional

belief, early child hood marriage, lack of interest and awareness on education,

carrying of sibling and feeling burden of girl children are the major causes of the

low female literacy rate in the study area in the last decade. Hence the study is

strongly recommended that poverty alleviation programme, employment

generation programme and women entrepreneurial programme should be given

priority to these districts and made the people to live with sufficient earning for

their livelihood.

More number of awareness and sensitizing programme, special campaigns and

drives on importance of education and caring of girl child should be conducted in

all Grama Panchayats which will lead to motivate them and increase the female

literacy in coming years.

The study recommended that sufficient Balwadies / Anganwadies should be

opened for taking care of children and to set free girl children to enroll in schools

for their continuous education.

258

The district transport authorities should ensure to reach all possible villages by

providing transportation facilities for children especially for girl children to go

nearby schools.

Typical and unlawful practices of early child marriage should be intertwined

and penalized and to restrict the practice of further child marriages in the study

area. This will avoid early pregnancy and maternity death of women and avoids

school dropouts.

2. Learners

This study recommended that more concentration should be given to

writing competencies to the learners.

• 15.00% of learners’ reading, 22.00% of learners’ writing and 6.00% of

learners’ numeracy should be taken care of immediately with additional

teaching and make them as successful learner as per NLM norms in the

coming years.

• An innovative teaching methodology with learner attractive method should be

incorporated in the teaching learning process. For achieving this, Preraks

should be trained properly with the insight of including suitable teaching

methodology to improve writing competencies of the learners.

• The Age, Income and Religion of the learners are influencing the achievement

of overall literacy and numeracy. It is recommended that the preraks, districts

functionaries and Saakshar Bharat Programme authorities should be given

priority of the above factors and laid down new strategies to minimize the

influences of the above variables in the coming years.

• The Present study has given an alarming warning that 6.32% of the learners in

the AECs of Saakshar Bharath Programme in Tamil Nadu have still trailing to

reach the successful mark fixed by the NLM, New Delhi.

• The study has given a clear status score to the districts that 9.00% of the



• Only half of the learners have achieved the required progress in literacy and

numeracy at present as per present investigation methodology. To make others

to achieve in the remaining period, intensive camping approach will be

required which is missing at present.

259

• Besides the NLM, New Delhi the research study has classified the

performances of the learners methodologically which shows that 46.76% of

learners are performed high level and 44.10% of learners are performed

medium level (90.86%). It is heartening to note that 09.14% of learners are

fallen in the category of the low level performance in over all literacy and

numeracy.

• Nearly 93% (93.68%) of the learners have secured more than 50% in the

literacy and numeracy evaluation as per the norms fixed by the NLM, New

Delhi. Nearly 6% (06.32%) of the Learners are unable to secure more than

50% of marks. Hence necessary steps to take immediately for un-succeeded

learners to reach successful mark as per the NLM, New Delhi norms.

• It is recommended that the primers should be given to all the learners which is

currently failed to reach at least half of the learner population as per statement

of district functionaries in Saakshar Bharat Programme.

• Men learners should be taken more care to pass in NIOS, New Delhi

examination in AECs of Saakshar Bharat Programme.

• It is noted that one third of the syllabus in the primers has been covered so far.

Hence it is recommended to take necessary steps to complete remaining

syllabus within two to three months of periods.

• The most of the learners in AECs are dropout in Saakshar Bharat Programme.

It is recommended that the SSA will be implementing agency to minimize the

dropouts in coming years.

• There is a need to evaluate the learners’ progress by an external competent

agency in every year.

• It is recommended that the place of adult education centres should be taken

care with different level of approval before it should be placed to avoid many

problems

• The study recommended that to provide electricity facility to one fourth of the

AECs which do not have electricity at present.

• The study recommended that the training on Yoga, Memory practice exercise

and Sports should be added more in the coming years based on the learners’

interest and expectations.

• The prearaks should be taken additional classes in AECs for the learners who

expected through this study.

260

• The study found that nearly 40.00% of learners are not interested to continue

in AECs of Saakshar Bharat Programme. Hence the entire machinery should

be given focus and attention to those learners to create interest and motivate

them to continue in Saakshar Bharat Programme.

3. District and Field Functionaries

• The visiting and monitoring of officials to AECs are found be very less in

number. It is recommended that a periodical supervising and monitoring

system should be ensured in an effective manner for the success of the

Saakshar Bharat Programme.

• There is an essential need of periodical supervision and evaluation in the

inbuilt system. But most of the centres are kept only records and papers for

proof sake.

• It is recommended that the district functionaries should visit their respective

areas periodically and discharge their duties with fullest responsibilities. It is

more lacking now. It is noted that some of the district head quarters

functionaries are working as regular conventional department rather than the

service department.

• It is recommended that a Month wise, Quarterly, Half Yearly and Yearly

assessment of the learners should be made by district level and it will be

supervised by the state level machineries.

• 20 – 25% of field functionary posts from district level to AECs are vacant at

present in all four districts. It will harm the development of the progress of the

scheme. Hence necessary action should be taken immediately and filled-up the

vacancies with suitable persons and avoid the practices of given additional

charges.

• It is noted that the salary of district, block and field functionaries is not be

given in every month regularly. This has been created a big vacuum and de-

motivation among the functionaries. Hence the respective authorities should

be ensuring the payment of salaries to the functionaries in time.

• The study has found that the preraks told that almost 90.00% of learners are

provided with primers but in the case of data provided by districts

functionaries is totally contrast. Hence it is recommended that the coordination

between districts functionaries and preraks should be monitor and real fact

may be found.

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4. Problems and Remedies for Skill Development Programmes

The problems and suggestions regarding Skill development programme have

identified by the present investigation and which are given below:

• The number of Tailoring Machines (two) issued to AECs by Saakshar Bharath

Programme have insufficient compare to the total number of learners.

• There is no provision for maintenance of Tailoring Machines in AECs which

leads to most of the issued Tailoring Machines are found to be repair and non-

working condtions.

• The raw material supplied for the skill development programme is not

sufficient and it is supplied only once. Hence the AECs are unable to procure

necessary raw materials for their further trainings.

• It is noted that there is no fund provision and allocation to procure raw

materials for training.

• Majority of the women are unable to continue the training due to marriage and

migration from their native places.

• It is also observed that the master trainers are not having required

competencies and proper skills.

• The experts in the respective field are not involved as master trainers in the

skill development programme.

• The basic accessories and machineries for the skill development programme

have not been given after the training to the respective AECs, for an example

the mould for preparing candles is required in all AECs for their further

training and productions.

• The study has witnessed that marketing for the produced products is the major

problem and it is demoralizing the women to involve further.

• Majority of the skill development programme are conducted in one day span

only and no other subsequent trainings were given to them.

• The study has found that only Tailoring, Wire Baskets, Candle, Samprani,

Idlypodi, Penail and Artificial Jewellary Making are given as Skill

Development Training Progrmme in Saakahar Bharath Programme of

TamilNadu.

262

Based on the above all findings the study has strongly recommended the

following:

• A periodical and quality training will be given in every AEC and that should

be monitored by the Directorate of Adult Education.

• A competent and skill based master trainers will be engaged in all skill

development training and that should be approved by the district functionaries

before the training.

• All the skill development training should be conducted based on the interest

and need of the women rather than the prototype skill development so for

carried out in the Saakshar Bharath Programme.

• It is strongly recommended that necessary marginal financial allocation will be

provided to each AECs based on the need for procuring raw materials after the

skill development training for their continues hands on training which is not

available at present in the budget allocation.

• Only one third of the AECs are having tailoring machines at present. Hence

necessary steps will be taken to provide tailoring machine to rest of the centre

which the other learener are expecting more.

• The unconditioned Tailoring Machines in the AECs should be made in the

proper working condition for their further use and necessary financial

assistance should be given for this repair and maintenance propose to avoid

the destroy of given Tailoring Machines.

• The districts authorities should be given necessary provisional strategy for the

women those who unable to sell their products in the markets.

• The study recommended that the marketing strategies adopted for SHG

women will be also adopted in the Saakshar Bharath Programme.

• The study strongly recommended that the skill development programme

should be reached the rest of 70% women who are the potential learners still

not identified and enrolled by the AECs of Saakshar Bharath Programme.

• Further the study has strongly recommended that necessary steps will be taken

to reach 20% of women those who are left out in skill development

programme but enrolled in AECs at present in Saakshar Bharath Programme.

263

5. Other Training and Awareness Programmes

• Even though the given training is proper, it will not fulfil the requirement of

the learners. There is a big mismatch between the expectations of the learners

and the content of the skill training which will not suit to the local resources.

• An average of 13.00% to 18.00% of learners is participated in the awareness

training programmes conducted by AECs. It is recommended that the proper

motivation should be given to the learners to participate in all the awareness

training camp and ensure 100% of participation.

• Around 5% of the learners only benefitted through skill development

programme and in turn they will not earn for their daily livelyhoods by using

the acquired skills. Hence, it is recommended that the skill development

programme should be planned according to the learners’ interest, need and

available local resources and also considering the possibility of marketing

facilities.

• It is learned that majority of the learners enrolled in the Prime Minister

Janthan Yojana scheme and opened bank accounts in nearby banks through

the Saskshar Bharath mechanism. It is appreciable.

• It is recommended the a proper Skill Development Training Programme

should be given to the learners based on their need and it should be linked

with the Prime Minister Janthan Yojana scheme for made them as a Rural

Entrepreneur.

• The training and other orientation programme should be planned well in

advance and required thrust area should be added whenever needed

particularly Electoral Literacy and Disaster Management.

• The learners are expected that these skill development programme should be

matched with for their regular earnings rather than the mere learning of proto

type material productions

• 25% of learners are not participating in awareness training programme.

Therefore necessary steps should be taken immediately to involve the left outs.

• Nearly 80.00% learners are not participated in Clean India, Human Immune

Virus, Dengue and Election awareness programmes. Therefore immediate

attention should be given and make them to involve in the awareness

programmes in the coming years.

264

• Nearly 15.00% learners are alone participated in the skill development

programme. Hence it is recommended that one of the major aims of the

Saakshar Bharat Programme should be implemented properly and make the

rest of 85.00% of learners should be given training in coming years.

• It is recommended that the involvement of community people and local

leaders will be taken care of further by the district authorities to conduct

special programmes and given much importance about Saakshar Bharath

programme in their regular proceedings and meetings at Block and District

Levels.

6. Status of Equivalency Programme of Formal School System in

Collaboration with National / State Open School

• When the Saakshar Bharath Programme was launched in September 2009, the

scheme of guide lines had mentioned about the equivalency programme of

formal school system on which equivalent to III , V and VIII std level along

with some specific vocational skills training / certification in collaboration

with National / State open school will be introduced those who have

completed the Literacy phase. Even though five to six years was over, the

steps taken to launch the equivalency programme as per the document, the

progress seems to be very poor by the implementers.

• During the field visit it is reported that at least now, the Directorate of Non

formal / Adult Education has been taking steps to launch the equivalency

programme for the level equivalent to III Std level on an experimental / pilot

basis in 450 AE centres (Vilupuram-160, Salem-100, Erode-100 and

Dharmapuri-90) in collaboration with NIOS. Guidelines for implementation of

the programme and preparation and printing of Training/ Learning materials

are in progress which is appreciable one.

7. Problems / Draw backs and suggestions for NIOS

• In Saakshar Bharath Programme, the role of NIOS is just printing the

certificates and distribute to the State Directorate of Non formal / Adult

Education based on the details of numbers of learners appeared and number of

learners passed with grading of learners supplied by the District to the State

and State Directorate forward the lists to the NIOS.

• During the field visit to the Adult Education Centres in the sample districts, it

is observed that monitoring was very poor during the examination conducted

265

by the preraks. Even, they do not have exact details of number of illiterates /

non- literates identified in SC/ST/ Minority wise, number of learners those

who have actually attended / attending the centres, the number of learners who

have appeared in the NIOS exam and the number of learners passed or

received certificates etc.

• During the informal discussion it was also reported by the opinion leaders /

preraks due to pressure from the higher level officials / field functionaries,

instead of real learners/ beneficiaries NIOS exams are even written by the

students of school / educated adults and some centres even preraks by

themselves.

• For this type of practices, it is needed effective monitoring system. Even

though the scheme has the provision to upload the data of learners right from

the survey of identification of potential Learners at the village level, it has not

been followed due to various technical problems. This should be taken as

serious, because, the same problems were also faced in previous Adult

Education Programmes.

• Similarly, issue of certificates to learners in the printed Certificate except the

name of the learner all other information has provided in English / Hindi

Language. The value of the certificate is just to recognize the learners

achievement in literacy skills, even though, steps has to be taken to give the

certificate in bi-lingual- English and Tamil in Providing information about the

name and their achievement level.

• It is also reported that supply of certificate to centers takes time duration

minimum of three months to six months, this can be reduced by improving

speed of the process by the implementers.

8. Status of Equivalency programme of formal school system in

Collaboration with National / State Open School

• When the Saakshar Bharath Programme was launched in September 2009, the

scheme of guide lines had mentioned about the equivalency programme of

formal school system on which equivalent to III , V and VIII std level along

with some specific vocational skills training / certification in collaboration

with National / State open school will be introduced those who have

completed the Literacy phase. Even though five to six years was over, the

266

steps taken to launch the equivalency programme as per the document, the

progress seems to be very poor by the implementers.

• During the field visit it is reported that at least now, the Directorate of Non

formal / Adult Education has been taking steps to launch the equivalency

programme for the level equivalent to III Std level on an experimental / pilot

basis in 450 AE centres (Vilupuram-160, Salem-100, Erode-100 and

Dharmapuri-90) in collaboration with NIOS. Guidelines for implementation of

the programme and preparation and printing of Training/ Learning materials

are in progress which is appreciable one.

9. Role of Directorate of Non-formal / Adult Education / State Resource

Centre/ Jana Shikshan sansthan / SSA and other Agencies:

• The role of Directorate of Non-Formal / Adult Education is monitoring of the

programme and coordinating with the Saakshar Bharat Districts and the

Government of India in preparation of proposals, Forwarding of the proposals

and release of funds received from the government of India to the districts.

With regard to Monitoring, the officials of the Directorate are supposed to

visit the District, Blocks and AECs frequently. From the records available at

the District, Blocks and AECs, the number of visits is inadequate.

• Frequency of the visits has to be increased by the officials of the Directorate of

Adult/ Non-Formal Education during the implementation of the programme.

Monthly monitoring meetings are periodically conducted once in every month

at the office of the Directorate of Non-Formal / Adult Education. Similar

meetings are supposed to conduct at the District/ Block level periodically for

every month. From the records available and the observation it is noticed that

these Meetings are conducted in regular manner for review of the

implementation of the programme. It is recommended that like

Directorate/Periodical meetings have to be conducted at the District/ Block

Level for review of the programme.

• The role of State Resource Centres are Training the functionaries, preparation

of Teaching Learning Materials, Creation of Environment Building through

organizing Awareness/ Publicity programmes, convergence of programmes

with other development departments and undertaking action researches in

Districts where the programmes are being implemented.

267

• From the information collected from the Districts, it is seen that except

training programmes no other programmes were highlighted by the field

functionaries. Even training programmes are also organized once or twice in a

year which seems to be insufficient/ felt by the functionaries.

• With regard to preparation of Teaching Learning materials, the SRCs has

involved in the preparation of primer Karkum Bharatham which was prepared

and printed during the year 2010-11. Even though the programme has been

implemented for continuously for the past five years, efforts were not taken to

revise the primer by the State Resource Centre.

• Few posters has been developed and printed in Proto-type and supplied to the

Districts. More number/ variety of posters can be developed by the SRC and

the same can be printed and supplied to the Districts.

• It is recommended that the SRCs can take few Action Researchers at the field

level. The SRCs may also undertake convergence programmes with other

development departments and more programmes for environment building can

also be organized by the SRCs.

• Jana Shikshan Santhans are created with the objective of providing vocational/

skill development programmes for the beneficiaries of Saakshar Bharath

Programmes. Unfortunately none of the Jana Shikshan Santhans are

functioning in the Saakshar Bharath Districts. However some initiatives were

undertaken by the Jana Shikshan Santhans functioning in the neighbouring

districts to provide skill development training programmes to the functionaries

of the Saakshar Bharath Programme. It is expected that these functionaries in

turn has to organize these skill development training to the beneficiaries of the

Saakshar Bharath Programme. After that, no follow-up programme was taken

up either by the Jana Shikshan Santhans or by the District level functionaries.

It is recommended that the Jana Shikshan Santhans those who were involved

in the beginning can continue their training periodically once in three month or

six months to the Saakshar Bharath Districts.

• It is observed that expect providing a space either at the District/ Block and for

organize/ run the AECS, no specific role has been played by SSA project

officials/ functionaries. It is strongly recommended that they may be involved

in the training the preraks especially in teaching learning process and

monitoring of the programme. Similarly other agencies, there are many other

268

departments including the government and NGOS are conducting / organizing

many welfare and income generating programmes. The District level

functionaries may take efforts to converage their activities with the beneficiaries

of Saakshar Bharath Programme in future.

10. Extension of Adult Education Programmes (SBP)

Despite improvement in the overall literacy rate ratio in Tamil Nadu, Census

2011 shows that in at least five districts female literacy rates continue to be low. In

Ariyalur, Cuddalore, Dharmapuri, Perambalur and Namakkal, there is a vast

difference between male and female literacy rates. Bottom of the list is Ariyalur

which has the lowest female literacy rate of 62.2 - almost 20 percentage points less

than the male literacy rate of 82.1 and below the national average of 65.5.

In India, a list of 3073 educational backward blocks (EBBs) was drawn up in

connection with the Sarva Shiksha Abhiyan. This was arrived at on the basis of twin

criteria of Female Literacy Rate being below the national average of 46.13% and

Gender Gap in Literacy being above the national average of 21.59%. Both these

criteria had been earmarked by the RGI. Subsequently this list was expanded to

include 406 more blocks, out of which 404 blocks were having rural FLR of less than

45% irrespective of the Gender Gap. Besides, one SC concentration Block from West

Bengal with SC Rural FLR on 19.81% and one ST concentration block in Orissa with

ST rural FLR of 9.47% were also included, taking the total number of EBBs to 3479.

The present investigation strongly recommended that the following forty four

Educationally Backward Blokcs in the 12 districts of Tamil Nadu should be given

immediate attention to implement adult education programme-Saakshar Bharath for

making non-Educationally backward block and enhance female literacy and reduce

gender gap in literacy.

District Blocks

1 Cuddalore

Mangalore Nallur

Panruti 03 EEB/11 Non EEB Total 14 Blocks

2 Dharmapuri Karimangalam Pallacode

Pennagaram 03 EEB/05 Non EEB Total 08 Blocks

3 Erode Ammapaettai Anthiyur Kundadam Mulanur

Nambiyur Sathyamangalam Thalavadi

07 EEB/13 Non EEB Total 20 Blocks

269

4 Krishnagiri Keelamangalam Shoolagiri

Thally Veepanapalli


5 Thiruvannamalllai Jawadhu Hills 01 EEB/17 Non EEB Total 18 Blocks

6 Viluppuram Kallakurichi Rishivanthiyam Sankarapuram (Karayan Hills) Thirunavalur

Thirukoilur Thiruvennainallur Thiyagadurgam Ulundurpet


7 Nammakkal Kolli Hills Mallasamudram


8 Prerambalur (Now Preramballur and Ariyalur Districts)

Ariyalur Veppur


9 Sivagangai S. Pudur 01 EEB/11 Non EEB Total 12 Blocks

10 Salem Idappadi Kadayampatty Kolathur Konganapuram Mmagudanchavadi Nangavalli

Panamarathupatti Pethanaickenpalayam Sankari Tharamangalam Veerapandi Yercaud


11 Karur Karur 01 EEB/07 Non EEB Total 08 Blocks

Tamil Nadu 402 Blocks

44 EEB Blocks 44EEB/358 Non EEB Total 402 Blocks

Souruce: Department of School Education and Literacy, MHRD, Government of India, 2007-2008.

Further the study strongly recommended that the Saakshar Bharath

Programme should be implemented only in the educationally backward Block of

respective districts rather than to implement in the entire districts to avoid wastage of

financial allocations.

5.4 Conclusion

The Government expects an increase in female literacy to become a force

multiplier for all other social development programmes. In this background that

Saakshar Bharat has been devised as new variant of National Literacy Mission, New

Delhi. Saakshar Bharat will cover all adults in the age group of 15 and beyond though

its primary focus will be on women. The Govt. gained the faith of women as the

mission was showcased as the provider of empowerment to women.

Realizing the above all, the present study has been carried out and concluded

based on the collected data and real field exposure that the Saakshar Bharath

270

Programme in Tamil Nadu has been averagely progressing towards the attainment of

the set goals.

The attention should be given to the learners who are all now unable to decide

either to continue or quite from AECs of SBP which is not a healthy indicator.

The present investigation has concluded with a major finding that the Saakshar

Bharath Programme of TamilNadu has identified and enrolled around 18% to 22% of

women illiterates out of 55% to 50% women illiterates in the respective districts. (The

literacy rate of women in the respective district is below 50%at the time of SBP

launched in the study area).

The study concluded that out of identified and enrolled women learners 8% of

the learners are unsuccessful in overall literacy and numeracy. Hence, the Saakshar

Bharat Programme of Tamilnadu has made around 12% of literacy among women and

possibility of increasing women literacy from below 50% to 63% (approximately) in

the study area of Saakshar Bharath Programme of Tamilnadu.

Therefore it is the responsibility of the Saakshar Bharath Programme to

identify and enroll 30% to 35% women literate / semi illiterate incoming years.

Further, it is absolutely essential to make 8% of unsuccessful enrolled women learners

into successful learners. Then only the SBP has achieving 100% literacy among

women in the study area. This should be kept as major agenda in all policy framework

and implement levels for making SBP as a successful one in Tamil Nadu.

The sucees stories witnessed by the Field investigators in SBP are appended as

Appendix-V.

271

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Appendices

Appendix I

Appendix Tools

IA Observation Schedule for AECs (OS-AECs)

IB Literacy and Numeracy Test Battery for the Learners (L&N TB-L)

IC Opinionare Interview Schedule for Community Leaders/Public

about Saakshar Bharath (OIS-CL &CP)

ID Functional Status Interview Schedule for Preraks (FSIS-P)

IE Functional Status Questionnaire for Coordinators at the District

and Block level (FSQ-DC&BC)

Appendix-IA

ALAGAPPA UNIVERSITY

DEPARTMENT OF LIFELONG LEARNING

KARAIKUDI – 630 003

Impact of Adult Education (Saakshar Bharat) Programme in Tamil Nadu

Funded by

State Planning Commission, Govt of Tamilnadu

Observation Schedule for AECs (OS-AECs)

(SAAKSHAR BHARATH) PROGRAMME)

� Name of Grama Panchayat :

� Name of the Block :

� Name of the District :

� Date and time of visit :

1. Address of the Adult Education Center :

2. Timing of the AEC :

3. Date of opening AEC :

4. Name of the Preraks : (i)

(ii)

5. Details of survey data at Grama Panchayat Level ( Potential Learners)

(Target No. of Literates)

6. List of equipments and other Teaching materials supplied to AEC

Male Female SC ST Minority Others Total

7. Availability of Electricity, If so, what are the Electrical appliances in AEC:

8. Is the building made of concrete or asbestos sheets: Specify.

9. Details of coverage of learners so far-(from the date of launching of AEC)

No.of learners in the assessment examination conducted by NIOS and No.of

learners passed / received the certificates.

10. No. of Learners attending the classes at present as on date:

S.No Materials Numbers

provided

1. Chairs

2. Tables

3. Information board

4. Primers

5. Tailoring Machine

6. Charts / Pictures / Maps

7. Others (please mention)

S.No Details of learners

Male Female SC ST Minorty Others

1. No. of learners appeared in exam

2. No. of learners Passed / Received the certificates

3. No. of learners to be covered


11. Register / Records which are maintained at the AEC:

(i) Attendance Register

(ii) Stock Register

(iii) Visitors Book

(iv) Activities Register

(iv) Prime Minister Jandan Yojana

(v) Others (please mention)

12. Progress of Teaching / Learning Activites (No. of lessons completed in primer at

the time of visit)

13. Visitors of AEC:

Signature of the field

Investigator

S.No

Name

Designation

Date

Observation

Remarks

Appendix-IC

ALAGAPPA UNIVERSITY DEPARTMENT OF LIFELONG LEARNING


Impact of Adult Education (Saakshar Bharat) Programme in Tamil Nadu.

Funded by


Opinionare Interview Schedule for Community Leaders/Public about Saakshar

Bharath (OIS-CL &CP)

I. Personal Information

1. Name :

2. Name of the Grama Panchayat / village:

3. Gender : Male / Female

4. Age :

5. Community : SC/ ST/Minority / Others

6. Marital Status : Married / Unmarried

7. Position: 1. President

2. Ward Member

3. Community Leader

4. SHG Leader / Convenor

5. Head Master / Teacher

6. Community Level / Social worker

7. Others

8. Educational Status: Below SSLC X- std / Above SSLC XII- std /

Graduation and Above / Others

9. Annual Income:

II. Programme Information

1. Are you aware of functioning of Saakshar Bharath?

Programme in your Grama panchayat / village? : YES / NO

2. If yes, what are the activities / programmes organized at the Grama

Panchayat?

1. Literacy Programme

2. Cultural programme

3. Awareness Training programme

4. Skill development Training

(Tailoring, chalk piece making, soap powder,

Candle making, Artificial Jewellery etc.)

5. Special Programmes

1. Electoral Literacy

2. Financial Literacy

3. Disaster Management Literacy

4. Legal Literacy

6. Others – Please Mention

(i)

(ii)

(iii)

3. What is your opinion about the performance of the Activites / programmes

at AEC LEVEL?

1. Very good

2. Good

3. Moderate

4. Poor

5. Not able to say

4. Suggestions for improvement of Saakshar Bharat Programme /

Activities at the AEC level.

1.

2.

3.

4.

Signature

Appendix-ID

ALAGAPPA UNIVERSITY

DEPARTMENT OF LIFE LONG LEARNING

IMPACT OF ADULT EDUCATION

(SAAKSHAR BHARATH) PROGRAMME IN TAMIL NADU

FUNDED BY

STATE PLANNING COMMISSION, GOVERMENT OF TAMILNADU

Functional Status Interview Schedule for Preraks (FSIS-P)

III. Socio – Economic Back ground 1. Name : 2. Gender : Male / Female 3. Community : SC/ ST/ Minority / Others 4. Religion : Hindu / Muslim / Christian / Others 5. Age : Below 20 years / 21 – 25 / 26 - 30 / 31- 35 /

Above 35 years. 6. Educational Status : Below SSLC X- Std / Above SSLC XII- std /

Graduation and Above / Others 7. Previous experience in Literacy / Adult & Continuing Education Programmes

1. Less than a year 2. 1 – 2 years 3. 2 – 4 years 4. 4 - 5 years 5. above 5 years 8. Address: (i) Name of Grama Panchayat : (ii) Name of the Block : (iii) Name of the District :

IV. Training Programmes

9. List out the types of training programmes participated by you organized by the District / Block level functionaries.

10. Duration of the Training programme organized by the District / Block level

functionaries. (i) one day (ii) Two days (iii) Three days (iv) More than three days

11. Details about the Training participated

12. Opinion about the Training. (i) Adequacy of the Training (Adequate / Inadequate/ Not able to say) (ii) Duration of Training (Adequate / Inadequate/ Not able to say) (iii) Content of the Training (Appropriate / Inappropriate / Not able to say) (iv) Whether the Training materials were supplied YES / NO If yes, Appropriate / Inappropriate / Not able to say

S.No Types of the programme No.of

programmes

organized

No. of

programmes

partipated

1 General orientation programmes

2 Referesher Training programme

3 Awareness Training programme

4 Skill development Training programme

5 special / focused Training programme

S.No Name of the

Training

Orgainzed

by /

Resource

persons

Topics/ contents /

convered

Date &

venue

1. 2. 3. 4. 5.

V. Survey

13. Details of the Survey at the Grama Panchayat level--No.of

Illiterates / Non- literates (potential learners) Identified

IV. Formation and Functioning of Committee at the Grama Panchayat

Level

14. Whether Grama Panchayat level Committee has been formed – YES / NO If yes,

No. of Meetings Conducted : Date :

V.Environmental Building Activities 15. Details of Environmental Building Activities Conducted

at the Grama Panchayat / village Level

S.No Type of the

programme

Organized by Date(s) /

Venue No. of

Beneficiaries

1. 2. 3. 4. 5.


VI. FUNCTIONS OF THE AEC 16. Address of the AEC:

Timing : Details of the Equipments Teaching / Learning Materials supplied.

17. Number of Learners who have completed the Literacy phase/Appeared in Literacy Assessment Test conducted by National Institute of open schooling

S.No Type of Materials Number Date of supply

1. 2. 3. 4. 5.

Phase Male Female SC ST Minority Others Total

I Phase

II Phase

III Phase

IV Phase

V Phase

VI Phase

VII Phase

VIII Phase

IX Phase

X Phase

18. Number of Learners passed / received the Certificates from National Institute Of Open Schooling (NIOS)

19. Co-operation / Support of Learners / Beneficiaries

S.No Types of Co-Operation Please tick(�) at

approximate

column

1. Highly Co-Operative

2. Co-Operative

3. Partial Co-Operative

4. Not Co-Operative

5. No Information


I Phase

II Phase

III Phase

IV Phase

V Phase

VI Phase

VII Phase

VIII Phase

IX Phase

X Phase

VII. Achievement at the Grama Panchayat Level 20. What is the Achievement Vs Target (No. of potential learners identified

through survey in Literacy programme at your Grama Panchayat Level.

21. Number of Learners currently attending the AEC at present:

22. List out the Achievement level at the Grama Panchayat Level other than the Literacy- Skill Development Programmes and Special Focus Training Programmes -Legal Literacy, Disaster Management, Financial Literacy and Electoral Literacy.

S.

No

Type of the programme No. of

programme

Total of

Beneficiaries

1. Skill Development Programmes (please specify)

2. Legal Literacy


4. Electoral Literacy.

5. Disaster Management Literacy.


Target

Achievement


23. What are the achievement at the Grama Panchayat Level in Special programmes in the name of Prime Minister (Like opening of Bank Accounts Insurance – coverage etc) Savings Accounts No. of Beneficiaries

Insurance – coverage

No. of Beneficeries

VIII. Problems / suggessions:

24. What are the problems / difficulties that you have faced during the implementation of the programme?

S.No Problems

1.

2.

3.

4.

5.



25. Steps taken to solve the problems:

26. Is the steps taken was able to solve the problem? YES / NO 27. What are the Suggestions that you give for effective implementation of the programme

Signature

S.No Steps taken to solve the problem

1.

2.

3.

4.

5.

S.No Suggestions

1.

2.

3.

4.

5.

Appendix-IE

ALAGAPPA UNIVERSITY

DEPARTMENT OF LIFELONG LEARNING


Impact of Adult Education (Saakshar Bharat) Programme in Tamil Nadu.

Funded by


Functional Status Questionnaire for Coordinators at the District and Block level

(FSQ-DC&BC)

1. Name of the District/ Block :

2. Name of the Co-ordinator :

3. Designation :

4. Age :

5. Gender : Male/ Female

6. Religion : Hindu/ Muslim/ Christian/Others

7. Community : SC/ ST/ Minority/ Others

8. Marital Status : Married / Unmarried

9. Educational Qualification : Higher Secondary/ Graduation/

Post Graduation/ others (Please mention)

2. Formation of Committee

Whether the Committees were constituted at District/ Block level. If Yes,

Number of Committee and Types of Committees.

3. Infrastructure facilities in District / Block level

S.No Types of Committee No. of Meetings

Conducted

1.

2.

3.

4.

5.

District level

Zilla lok Shiksha Samathi

Block level

Block Lok Shiksha Samathi

Grama Panchayat level

Grama Panchayat Lok Shiksha Samati

Executive Committee

Educational Committee

S.No

Items/ Equipments Supplied / Available

Numbers

1. Chairs

2. Tables

3. Computer / Printer

4. Telephone

5. Registers / Records

6. Others (please mention)

4. Enviromnental Building:

1. Details of Environmental Building Activities Organized at District /Block level.

S.No Types of

Programme

Organized

by

Number of

Participants/

beneficiaries

Date(s) /

Venue

1.

2.

3.

4.

5.

5. Survey

1. Whether survey has been completed.

Yes/No

2. Whether survey data has been uploaded on the website of the

Saakshar Bharat (SB)

Yes/ No

3. Identification of potential learners (Illiterate/ Non- Literate)

Total Male Female SC ST Minorities others

3. Number of Learners who have completed Literacy phase / Appeared

Examination conducted by National Institute open Schooling.

5. Number of Learners passed/ Received National Institute open Schooling (NIOS)

Certificates.


6. Number of Learners Currently attending the literacy Centers



I Phase

II Phase

III Phase

IV Phase

V Phase

VI Phase

VII Phase

VIII

Phase

IX Phase

X Phase

6. I. Training Programmes attended / Participated

S.No Types of

Training

Programme

Organised by Major Contents

/ Topics

Covered

Date(s) /

Venue

6. II. Opinion on Training attended / participated:

i. Adequacy of Training.

Adequate / Inadequate / Not able to say

ii. Duration of the Training

Adequate / Inadequate / Not able to say

iii. Content of the Training

Appropriate / Inappropriate/ Not able to say

iv. Whether the training materials were supplied YES / NO

If yes,

Appropriate / Inappropriate/ Not able to say

6. III. General Training Programme Organized / Conducted

S.No Name of the

Training

Programme

Organised

by

Major

Contents /

Topic covered

Date(s) /

Venue

No.of

Beneficiaries

6. IV. Awareness Training:

Awareness Training Programmes organized

S.No Name of the

Training

Programme

Organized

by/Resource

Person

Contents

/ Topic

covered

Date(s) /

Venue

No.of

Beneficiaries

1.

2.

3.

4.

Etc.

6. V. Skill Development Training:

S.No Name of the

Training

Programme

Organised

by/

resource

person

Major

Contents

Topic

Date(s) /

Venue

No.of

Beneficiaries

1.

2.

3.

4.

Etc.

7. Supply of Equipments/ Teaching Learning Materials

Supply of Teaching Learning Materials / Equipments by State/ District.

S.No Types of Materials/ Equipments Numbers

1.

2.

3.

4.

5.

6.

Distribution of Supply of Teaching Learning Materials / Equipments by State/

District to Block / AEC

S.No Types of Materials/ Equipments Numbers

1.

2.

3.

4.

5.

6.

8. Details of Bank Transactions:

Whether the Bank Account has been Opened /Operational at District/ Block level.

YES / NO

If No– Reasons specify

If yes– whether Authorization has been made by State / District

Total Allocation of fund and expenditure details at the District / Block level.

Total Allocation of fund for District / Block level.

S.No Head Wise Amount in

Rupees

1.

2.

3.

4.

5.

6.

Honorarium

Training

Teaching / Learning materials

Environment Building

Skill development training

Assessment of learners

Expenditure as on date:

S.No Head Wise Amount in

Rupees

1.

2.

3.

4.

5.

6.

Honorarium

Training

Teaching / Learning materials

Environment Building

Skill development training

Assessment of learners

9. Co-Operation / Support :

Co-Operation received from other Departments.

10. Achievement at the District / Block Level

What was the Achievement Vs Target in Literacy programme as per the Identified

potential learners through survey

S.No Types of Co- Operative Please tick (�)mark

at Appropriate

column

1. Highly Co- Operative

2. Co- Operative

3. Partially Co- Operative

4. Not Co- Operative

5. No Information


Target

Achievement

11. List out the other Achievements made at the District / Block Level other than the

Literacy- Skill Development Programmes and Special Focus Training Programmes-

Legal Literacy, Disaster Management, Financial Literacy and Electoral Literacy.

S.No Type of the programme No. of

programme

Total No of

Beneficiaries

1. Skill Development Programmes (please

specify)

2. Legal Literacy


4. Electoral Literacy.

5. Disaster Management Literacy.

12. What are the achievements at the District / Block Level in Special programmes

in the name of Prime Minister (Like opening of Savings bank Accounts, Insurance

schedule – coverage etc)

Savings Accounts

No. of Beneficiaries

Insurance Accounts

No. of Beneficiaries


Target

Achievement


Target

Achievement

Monitoring

13. How many centres do you visit per month?

Frequency of the visit to the centre : Once in a week

: Once in two weeks

: Once in a month

No. of Review Meetings Conducted : Once in a month /twice in a

month

Frequency of Review Meetings : Once in a week /

: Once in two weeks /

: Once in a month/

Problems / suggessions:

14. What are the Problems / Difficulties you are facing during the implementation of

the Programme?

S.No Problems Difficulties

1.

2.

3.

4.

5.

15. Steps taken to solve the problem

S.No Steps taken to solve the problem

1

2

3

4

5

Etc.,

16. Is the steps taken was able to solve the problem?

YES / NO

If yes,

S.No List out solutions made / Taken to solve the Problems.

1

2

3

4

5

17. What are the Suggestions that you give for effective implementation of the

Programme

S.No Suggestions

1

2

3

4

5

Signature

Appendix II

Study Area Profile

Tamil Nadu

Erode District

Appendix III

Field Investigators

Field Investigators (2015-16)

S.No Name of the Investigator Designation

1 Anitha. V II MJMC

2 Kanimozhi. N II MJMC

3. Muthukumar. R II MJMC

4 Ramya. M II MJMC

5 Sellappa. P II MJMC

6 Vaishnavi. J II MJMC

7 Vijayaraj. M II MJMC

8 Divyabharathi. B I MJMC

9. Dineshbabu. K I MJMC

10. Gomathi. N I MJMC

11. Karthi. K I MJMC

12. Parthiban. M I MJMC

13. Priyadarshini. P I MJMC

14. Rajkumar. S I MJMC

15 Ramadevi. V I MJMC

16. Ranjitha. SM I MJMC

17. Ravina. B I MJMC

18. Satheesh. S I MJMC

19 Sivabharathi. H I MJMC

20. Vennilla. M I MJMC

21. Vigneswarai. S I MJMC

22. Vijayalakshmi Arumugam I MJMC

23. Sakthipriya. P Computer Analysist

24. Neethiperumal. M Project Assistant

25. Gopinath. K Project Assistant

26. Dr. N. Johnson Assistant Professor

27 Dr. R. Rajan Associate Professor

28 Prof. Dr. N. Arunachalam Professor and Head

Appendix IV

Orientation and Data Collection

(Photos)

Orientation Programmes to District Functionaries and AECs of SBP during the

Research Investigations

Orientation Programme

Adult Education Centres (AECs) of Saakshar Bharath Programmes in

Tamil Nadu

Field Investigators- Data Collection

Field Investigators-MJMC Students of Alagappa University, Karaikudi

Appendix V

Success Stories of SBP in

Tamil Nadu

The present research has witnessed the following success stories in the study area

of Saakshar Bharath Programme in Tamil Nadu

A middle aged lady Mrs. Saroja of Mailam Block in Vilupuram District has owned a

Tailoring shop and headed other four women in her shop.

Mrs. Vallikannu, aged more than fifty of Palayanur AEC in Thiruvannamalai

District has felt proud that she herself read notice & sign boards and village name in

the buses independently.

A women entrepreneur of Palavadi village in Nallampalli Block of Dharmapuri

Tanrampattu Block of


Mrs. Manjula, a successful

entrepreneur who learned

artificial Jewellery making,

now able to produce jewellery

herself independently. She has

doing direct marketing and

Mrs. Revathy has

voluntary opened

savings Bank account

and capable to fill up

bank drafts at

present.

O.G.Halli in Dharmapuri District

Ms. Amutha has happily

worked to produce wire

baskets and earned

sufficient income for her

livelihood.

Vanoor Block in

Vilupuram District

District, Ms. Selvi has succeeded with learned Tailoring Skill and pleased with her

own earnings.

A Kind mother Mrs. Govindamma of Thalavaihalli village of Dharmapuri District

has realized the importance of education to her children and made them into school.

Further she is able to read the news paper and put her signature rather than the thump

marking.

Chandrapuram Village in Gobi Block of Erode District made Mrs. Usha to realize the

need and importance of education which in turn, she helped her children for studies

and home works.

Mrs. Porkodi of Anandhapalayam village in Ammapettai Block of Erode District has

produced samprani and meets out the local needs.

The research team proudly witnessed the Awarded Nallampalli Block in

Dharmapuri District by SBP.

A women learner Mrs. Chandra of Kalingiam village in Gobi Block of Erode

District has made an attempt to produce candles and earning sufficient money for her

family and children education.

Pedarhalli village of Nallampalli Block in Dharmapuri District has benefitted through

more awareness campaigns.

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