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Final Report

January 2011

Women Adult Literacy: Where are we!

Rapid Assessment in Jharkhand, Madhya Pradesh, Odisha and Rajastahan

Study Commissioned by: Indo-Global Social Service Society & Welthungerhilfe

New Delhi

Study conducted by

www.fourx4india.com

Where Are We! A Rapid Assessment in Jharkhand, Madhya Pradesh, Odhisa and Rajasthan

for Indo-Global Social Service Society & Welthungerhilfe, New Delhi

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Table of Content

Page

Contents (i)

List of Tables (iii)

List of Figures (iii)

Abbreviations used (iv)

Acknowledgements (v)

Executive Summary (vi)

1. Introduction 1

1.1 Adult Literacy in India - an Overview 1

1.1.a The Policy Perspectives at the National Level 1

1.1.b Adult Literacy Programmes and National Literacy Mission (NLM) 2

1.1.c Different Approaches Adopted by NLM for Accelerating Adult

Literacy Goals

4

1.1.c.i Total Literacy Campaigns (TLC), Post Literacy Programme (PLP)

& Continuing Education Programme (CEP)

4

1.1.c.ii Decentralization and Diversity of Focus in National Literacy

Programmes

9

1.1.c.iii Recent Approaches to Literacy in Five Year Plans 12

1.1.d Literacy Campaigns and Female Literacy 13

1.1.e Achievements in Adult Literacy 16

1.1.f Launch of Saakshar Bharat: The New Variant of NLM 17

1.1.g Objectives and Targets of Saakshar Bharat 18

1.2 Looking Afresh at the Agenda for the Study on Literacy

Programmes for Women

21

2. Review of Literature 22

2.1 Study of Relevant Literature 22

2.2 Major Highlights of the Literature Reviewed 25

3. Methodology of the Study 27

4. Profile of Study Population 31

5. Key Study Findings from Preliminary Field Based Enquiry 34

5.1 Learners/Community 36

5.1.1 Learning Status of Learners vis-à-vis TLC Participation 36

5.1.2 Target number of learners-estimate and reach 36

5.1.3 Impact on the Community 37

5.2 Trainers/Volunteers 38

5.2.1 Types 38

5.2.2 Selection 39

5.2.3 Training- duration, focus 39

5.3 TLM 40

5.3.1 Design and Content 40

5.3.2 Language 42



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5.4 Types of Adult Literacy Programmes 42

Page

5.5 Women‟s expectation from participation in literacy initiatives 45

6. Status of Saakshar Bharat 48

6.1 Status of SB Implementation 48

6.2 SB in Jhabua 49

6.3 SB in East Singhbhum 49

6.4 SB in Koraput 49

6.5 SB in Churu 49

6.6 Saakshar Bharat in the Study Districts 49

7. Relating Study Findings to Impact Assessment of Total Literacy

Campaigns in India

51

8. Recommendations 69

9. References 75

10. Annexures 77

Annexure-1: Brief Profile of the Core Group Members 77

Annexure-2: Detailed Methodological Framework 78

11. Appendices 90

Appendix-1: PRA Summary Sheet – East Singhbhum 90

Appendix-2: PRA Data – Jhabua 95



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List of Tables

Page

Table 1: Literacy Rate in Four Focus States-2001 31

Table 2: Literacy Rates in Study Districts-2001 31

Table 3: Poverty Rate-2004-05 32

Table 4: IMR and MMR in States 33

Table 5: Tribe/Caste of Female Study Population 34

Table 6: Education Level of Women Participants in Study Districts 35

Table 7: Learning Status of Learners vis-à-vis TLC Participation 36

Table 8: Success Rate of TLC 36

Table 9: Timeline of TLC Implementation 38

Table 10: Name and Type of Adult Literacy Programme 43

Table 11: Analysis of data collected through PRA techniques on

Literacy Status 43

Table 12: Status of literacy amongst adults in East Sighbhum 44

Table 13: Status of female literacy in East Sighbhum District 45

Table 14: Category Wise Targets 48

Table 15: SB in the Study Districts 49

List of Figures

Page

Fig.1: Structure of National Literacy Mission 8

Fig.2: Organisation-Structure of Saakshar Bharat 20

Fig.3: Status of male literacy in East Sighbhum 44

Fig.4: Status of female literacy in Select Villages (East Sighbhum district) 45



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Abbreviations used

AECs Adult Education Centres

BGVS Bharat Gyan Vigyan Samiti

BRCs Block resource Centres

CBOs Community Based Organisations

CECs CECs or Continuing Education Centres

CEP Continuing Education Programme

EFA Education for All

FGDs Focus Group Discussions

IMR Infant Mortality Rate

IPCL Improved Pace and Content of Learning

IPCL Improved Pace and Contents of Learning

KSSP Kerala Shastra Sahitya Parishad

MHRD Ministry of Human Resource Development

MMR Maternal Mortality Ratio

MNREGS Mahatma Gandhi National Rural Employment

Guarantee Scheme

MTs Master Trainers

NAEP National Adult Education Programme

NGOs Non-Governmental Organisations

NLM National Literacy Mission

NLMA National Literacy Mission Authority

NPE National Policy on Education

NT Not Traceable

NYKS Nehru Yuva Kendra Sangathan

PLCs Post Literacy Campaigns

PLM Primary Level Motivator

PLP Post Literacy Programme

PLP Post Literacy Programme

PRA Participatory Rural Appraisal

PRI Panchayati Raj Institutions

RPs Resource Persons

SB Saakshar Bharat

SCs Scheduled Castes

SHGs Self Help Groups

SLM Secondary Level Motivator

SLMA State Literacy Mission Authority

SRCs State Resource Centres

STs Scheduled Tribes

TLC Total Literacy Campaigns

TLM Teaching Learning Materials

UTs Union Territories

VLC Village Literacy Committee

ZSS Zilla Sakshrata Samiti



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Foreword

Indo-Global Social Service Society (IGSSS)’s vision states “A humane social order based on truth, justice, freedom, equity and integrity of the whole of creation in which basic human rights of every individual are upheld, in which the integrity of the family as a basic unit of the community is strengthened, where power, resources and the fruits of development are shared by all.” However, while women and girls make up around half of humankind, they do not enjoy the same status, power or access to and control over resources as men and boys. While the Indian constitution guarantees that there shall be no discrimination on the basis of sex, in reality the situation is far from so. There is discrimination in all fields, whether social, political, economic, educational, and cultural. Historically, there have been various factors that have determined that the female literacy rate remains low - the percentage of female literacy remaining around 54.16%. While the figures vary depending on the urban-rural context, the reasons remain cross-cutting – pronounced patriarchal society that restricts mobility and access, the social stereotyping of women/girls into domestic roles of mothers and wives, the low premium on education accorded to girls and the subsequent low retention and high dropout rate in school, economic exploitation due to an unfair wage rate and minimal decision making power. It has also been seen that the discourse on female adult literacy has been largely pedantic, limited to academic theorizing. In practice, the implementation of government literacy schemes has been haphazard. The involvement of civil sector and nongovernmental organisations, in this regard, has been restricted to a few pioneering agencies and individuals – adult womens’ literacy does not seem to be a priority issue on most organisational agenda. Field experiences suggest that this is true of women themselves – subsumed as they are by survival issues of water, food security, shelter and an assured means of livelihood. Therein, it becomes all the more significant to look at programming around the issue of literacy through different lenses. An assessment of the government schemes related to womens’ literacy, thus, seemed to be a necessary exercise for an exploration of strategies that have worked, the approaches that have evolved and recommendations for the future. We, at IGSSS, take the opportunity to appreciate the support provided by Welthungerhilfe as well as all our consortium partners (SCRIA in Rajasthan, Swadhina in Jharkhand and Agragamee in Orissa) in making this study a reality. The consultancy team at FourX4 also needs to be thanked for their efforts at putting together a document that will hopefully serve as a policy research document for all those advocating the cause of adult womens’ literacy in the country. Lastly, our heartfelt gratitude to the people and communities we work with and who have been a source of inspiration as well as a larger frame of reference during the study process.

Dr. Joseph Sebastian

Executive Director, IGSSS



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EXECUTIVE SUMMARY

With the re-launch of the National Literacy Mission to promote adult literacy with

a new name “Saakshar Bharat”, it was felt opportune to reflect on the

experiences of adult literacy promotion efforts in India till 2009. It was observed

that various approaches have been attempted since the launch of National

Literacy Mission in 1987. However, the various efforts made so far did not result in

significantly reduce the total number of illiterates in this country. While the

literacy rates have improved from less than 20 per cent in 1951, to 52 per cent in

1991, to 65 per cent in 2001, in absolute terms more than 30 million Indians

continue to be illiterate.

More than two decades elapsed since the launch of the TLCs. Most of the target

districts have undergone TLCs, Post-Literacy Campaigns (PLC) and Continuing

Education (CE) phase. This attempt to understand the contribution, impact and

experiences of the literacy campaigns and what has followed thereafter by no

means an easy task. The assessment focused on how did people (in particular

women) participate in the literacy campaigns and continuing education? What

were their expectations and how far these were met? What were the key

processes adopted in imparting learning during the campaigns, and how were

these impacted in the empowerment processes?

The districts selected for the study have been through the total literacy and post-

literacy and CE phases, with the exception of East Singhum where the TLC itself

was a big failure. This preliminary assessment study of the adult literacy

campaigns have taken into consideration not only the ability to recognise

alphabets but the overall benefits the learners see as a benefit- bet it self

development, social and economic. These field studies have adopted a

combination of methodologies for understanding the processes of learning in the

adult literacy promotion efforts.

Our assessments have attempted to locate literacy within the larger social and

political contexts. The assessment study has focused on understanding and

documenting the overall change processes happened as a result of their

participation in the literacy classes. The communities selected include the dalits

and tribals of rural remote villages. We have tried to ascertain the different

perspectives, to different groups of people - women, the marginalised and the

indigenous groups.

In this backdrop, a preliminary study was conducted to quickly assess the status

of „adult women literacy‟ in four districts belonging to four States in India.

A. The Core Issues of Inquiry



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The study entitled “Adult Women Literacy – A Community Centered Assessment

of Government Adult Literacy Programmes: Previous and Current Status &

Probable Steps Forward” focused on the following three issues:

Response of the youths and adults (with special focus on women and

adolescent girls) to Total Literacy Campaigns (TLCs) and the newly launched

Saakshar Bharat (SB) after formal closure of National Literacy Mission (NLM)

towards the end of 2009.

Educational opportunities that were and are available and identify gaps as

per the actual requirement of adolescent girls and women.

Enabling and impeding factors as existing on ground for the implementation

of SB to build critical knowledge base for implementation of Saakshar Bharat

at the central, state, district and local levels.

B. Women’s Empowerment and Literacy

A very conscious effort was made in the study to have a look at the key issues

including what role the literacy programmes have played in bringing

women‟s empowerment and their inclusion issues to the forefront and how far

women have benefited on several fronts such as employment, facing lesser

discrimination, exercising one‟s own choices in reproductive matters,

participation in village level democratic and political processes, having

greater say in household decisions, etc. For the purpose of looking at these

very important and sensitive development issues the study focused on four of

the least literate districts of the country - Churu in Rajasthan, East Singhbhum

in Jharkhand, Jhabua in Madhya Pradesh, and Koraput in Odisha. Efforts

were made to look at gender across the various aspects of study which

encompassed the various literacy programmes as well as the newly

launched „Saakshar Bharat‟ programme. The findings of the study have been

recorded accordingly.

C. Main Findings of the Study

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

and resultant social change

wasn‟t visible. On the other

hand, mostly the learners

had only learnt 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



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allow women to safely participate in the evening classes, 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. This means the beginning and end were abrupt. Other key findings

included:

The Volunteer Instructors who were selected to impart literacy classes

belonged to various age groups with poor literacy outcomes. It was found

that the selection and training of volunteers lacked screening of

necessary abilities, but were dominated by caste and economic groups.

The neo-literates were left without any support and motivation to practice

what had been learnt by them. The failure to retain literacy gains among

the neo-literates was observed to have been the resultant effect of this.

The goals as well as expectations of different age groups, of women and

of marginalised and indigenous groups from literacy programmes were

different which were totally overlooked by the much publicized

campaign approach.

Adult literacy to be meaningful and effective should be able to build a

strong link to the social and economic life of the people for whom such

campaigns and other initiatives are made. Elements of such an effort

were not visible in all the four study districts and hamlets visited by the

team of researchers.

While it is well documented that the volunteers played a critical role in this

process, the dialogues and interviews with the Voluntary Instructors

revealed that their interest to continue the adult literacy classes died

down within a very short period as little support and encouragement was

forthcoming from the government machinery.

The adult literacy programme delivery design looked straight-jacketed

with very little scope for innovation and experimenting different models.

The whole responsibility of delivering adult literacy was shouldered by the

district government who had very little people contact (ability to reach

out to the vulnerable sections) as well as experiential knowledge to deal

with various adversities faced by rural mothers and women.

The other significant element of the programme implementation relates to

the language and content of the primers and other literacy materials. The

field studies have found that despite flexibility provided to the district, lack

of time and capacities at the district level have often led to the use of

primers developed at the state level, which were not fully sensitive to the

local language and culture.

The status of Saakshar Bharat Mission even after one year of its official

launch, the study found that it was yet to be formally initiated in Jhabua

district. As the female literacy rate of East Singhbhum was more than 50%

it was debarred from being a target district of SB. Thus SB was not to be



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implemented in East Singhbhum. In Odisha 3 out of 19 districts were

selected for Phase-I implementation of SB till March 2010. The districts were

Kalahandi, Balangir and Sundargarh. Koraput was identified for the

implementation of SB, howsoever no work was in progress as it would not

be done in the first phase of SB implementation. In Churu, survey was on

for the implementation of SB.

D. Recommendations

The government may think of the role of a facilitator of adult literacy

rather than the doer. The local CSOs may also be brought in along with

PRI institutions as the main driver of the adult literacy classes rather than

the district administration directly delivering literacy through PRIs!

Experience and lessons of one of the most successful programme like

Mahila Samakhya may be taken into account while finalizing the

implementation models of Saakshar Bharat

The literacy initiatives need to be linked to innovative and effective

approaches that enable women to shed their traditional boundaries, gain

confidence to deal with local government machineries particularly in the

context of participating and securing wages under the MNREGS, securing

pensions and other schemes that are aimed at improving their economic

conditions and social status.

The Volunteers and learners need to be appreciative of each other. This

means the Volunteer Instructors need to be capable of arousing adults‟

interest to learn, deal with their questions relating to day to day life,

governmental schemes, etc.

Literacy needs to be placed within a larger social, economic and political

framework. The political will to make India literate should translate in

enabling villages to adopt local strategies to get literate and sustain. The

local government at least should come-up with broad guidelines &

expected results.

Creation of robust database of the adult literacy programme is extremely

crucial. The external evaluations should be based on the base-line data

and progress achieved within each timeline.

There seems to be lack of interest and initiative from the CSO community

in undertaking and assimilating the need for promoting adult literacy.

Both the government and donor organizations may identify promotion of

adult literacy as a cross-cutting and important intervention in making

women empowered.

E. Future Action Points in the context of Saakshar Bharat

The current structure of the literacy programmes needs a change in

favour of collaboration with local CSOs in the implementation of adult

literacy classes along with their regular projects. This would ensure

interweaving of adult literacy within the larger social and economic

contexts.

PRI institutions may be sensitized on the need to support local adult

literacy promotion classes and facilitate appropriate logistical support.



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The SRCs may have the mandate of supporting the development of

locally relevant teaching materials rather than bulk producing teaching

and learning manuals. SRCs to ensure that the curriculum designs are fully

met as per needs.

Department of Adult Education may be engaged in research in

appropriate curriculum that may assist SRCs in framing appropriate TLM,

engage a number of third party researchers or research organisations for

monitoring and evaluation, conduct user/beneficiary satisfaction surveys

during the programme implementation stage and make suitable policy

changes based on findings from studies and monitoring & evaluation

exercises.

Objectives should be more tilted towards ensuring that learners are able

to relate the TLM and instructional methods with their livelihood needs

(agriculture, plumbing, electrical and electronic works, etc.) participating

in decision making at home as well as the community levels, having a say

on their own family size and take care of their own health needs, etc.

Completion of the programme with emphasis on skill formation,

enhancement or upgradation should be rewarded with special incentives

like ready availability of bank credit, offer of higher subsidy, etc.

Trainers should be a mix of men and women. They should be locally

selected adults without compromising the minimum standards of

selection. Training them minimum thrice during the programme

implementation cycle to make them more relevant contributors to the

programme.

Continuity should be strictly based on programme evaluation findings.

Beneficiary satisfaction survey results should guide the structure and

design of continuity programmes. Continuity must ensure higher level of

targets – from quantity or quality or both the angles.

Mahila Samakhya provides a variety of successful approaches to

empower women. If the larger goal is to empower women enabling them

to participate in governance, improve their social and economic status,

partnership with Mahila Samakhya could be looked at in improvising

approaches in the changing environment

The placing of implementation responsibilities in the hands of PRI may be

reviewed in the current context. The PRI institutions are already struggling

with a heavy overload of implementation schemes and programmes with

little demonstrated evidence of good governance and efficiency. In

many States with poor women literacy status, the representation of

women in PRI institutions is symbolic with majority of them being illiterate.

Therefore, the suitable conditions that are required to place Saakshar

Bharat in the hands of PRI may be reviewed and done on a case to case

basis.



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Final Draft Report

1. Introduction

The study entitled “Adult Women Literacy – A Community Centered

Assessment of Government Adult Literacy Programmes: Previous and

Current Status & Probable Steps Forward” was undertaken by FourX4 on

behalf of Indo Global Social Service Society (IGSSS) and with the

technical support of Welthungerhilfe to have a critical look at the

following:

i) Response of the youths and adults (with special focus on women and

adolescent girls) to Total Literacy Campaigns (TLCs) and the newly

launched Saakshar Bharat (SB) after formal closure of National Literacy

Mission (NLM).

ii) Educational opportunities that were and are available and identify

gaps as per the actual requirement of adolescent girls and women.

iii) Enabling and impeding factors as existing on ground for the

implementation of SB to build critical knowledge base for

implementation of Saakshar Bharat at the central, state, district and

local levels.

1.1 Adult Literacy in India - an Overview

In the context of the current study with special emphasis on

empowerment perspectives of women and adolescent girls contributed

by literacy programmes or campaigns in India, it would be very useful to

have a closer look at various policies and programmes that were

adopted or implemented by the Government of India for realizing its

dream of being a fully literate country and also meet other development

goals such as empowering people especially women and other excluded

populations, expediting the economic growth rate of the country,

decreasing population growth, improving performance of key health

indicators through improved access and understanding of relevant

information, improved demand for education from literate families, etc.

1.1.a The Policy Perspectives at the National Level

Despite massive illiteracy and low level of education among adult

population, adult education remained a marginal sub-sector of the

general educational policy until the late 1970s. The government‟s policy

towards adult education was characterized by the sporadic

programmatic efforts with limited coverage. The first nation-wide



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programme for adult education, known as National Adult Education

Programme (NAEP) was introduced in 1978. Though this was intended to

be a mass programme of adult education, it never assumed the mass

character as envisaged in the policy statement. In practice, the NAEP

remained a traditional centre-based, honorarium-based and hierarchical

programme of adult education, funded and controlled by the

government, and did not make a dent in promoting adult literacy. It was

the National Policy on Education (NPE)-1986 and its revised version in 1992

that created a favourable policy environment for elementary and adult

education, and also realized the need to bring women to the forefront of

development planning. It articulated for the first time, the national

commitment to addressing the problem of eradicating adult illiteracy in a

time-bound manner with planned, concerted and coordinated efforts.

The policy also expanded the scope of adult education to provide flexible

learning opportunities to out-of-school youth, neo-literate adults and

workers of the unorganized sector through the existing institutions and

agencies. However, the policy did not pay adequate attention to

operationalize continuing and lifelong learning. Although it brought adult

literacy and continuing education as an important strategy for basic

education, there is apparent neglect of building the sustainable and

expanded system of adult education and training with adequate

institutional structures, staff and resources. Hence, the government‟s

commitments to adult education and continuing education continued to

be programmatic.

In the 1990s India endorsed the World Declaration for All (EFA) adopted by

the World Conference on Education at Jomtien (1990) and accepted the

declarations of the Fifth International Conference on Adult Education with

regard to adult literacy and adult learning. India initiated significant steps

to impart elementary education and adult literacy education in the 1990s.

However, the major thrust of the basic education reform in India remained

on elementary education and not on adult education and lifelong

learning. As such the vast majority of youths and adults has either

remained illiterate or with very low level of formal education. Following the

World Education Forum in Dakar (2000) India endorsed the Dakar

Framework of Action and accepted two Dakar goals related to adult

literacy. The National Policy on Education was revised in 1992 for greater

emphasis on adult literacy in order to realize the country‟s commitments

towards achieving these objectives which are as given under.

“Ensuring that learning needs of all young people and adults are met

through equitable access to appropriate learning and life-skills

programmes, and achieving a 50% improvement in levels of adult literacy



3 | Pag e

by 2015, especially for women and equitable access to basic and

continuing education for adults”.

1.1.b Adult Literacy Programmes and National Literacy Mission (NLM)

The mandate of the NPE was operationalized through the NLM which was

launched by the Government of India in 1988. It was a culmination of the

national efforts to urgently address the problem of widespread illiteracy in

the adult population through a massive intervention even before

articulation of EFA goals in 1990. The NLM was launched to address the

cause of literacy of non-literates in the age-group of 15-35. Its main

objectives were to impart functional literacy1 to 100 million non-literates in

the said age-group by 1999 and achieve full literacy by 2005 (Literacy

Facts At A Glance. New Delhi: NLM, MHRD, Govt. of India). As this age

group belongs to the productive and reproductive period of life, the NLM

focused on it to give young adults a second chance for learning in case

they had missed the opportunity or were denied access to formal

education system. Specifically, the NLM assigned priority to eradicating

illiteracy among women, scheduled castes and scheduled tribes, and

other disadvantaged groups through mass mobilization and support of

the wider sections of people. The instrumentalist approach of NLM was

based on the premise that provision of basic literacy education would

tackle the problem of „eradication of illiteracy‟ without bringing necessary

socio-economic reforms.

1 Functional Literacy has been defined as

Self Reliance in 3 Rs (Reading, writing and arithmetic)

Awareness of the causes of deprivation

Amelioration through organization and participation in development process

Skill improvement

Imbibing values such as- national integration; conservation of environment; women’s equality and small family norm.

Total Literacy Campaign (TLC)

Objective:

To impart basic literacy skills

To achieve pre-determined levels of literacy

Target Groups/Beneficiaries:

Non-literates (15-35 years)

Duration

08-12 months (200 hours of literacy instructions

Implementation Strategy

Area specific, time-bound, total coverage for given age group

Volunteer based

Environment building and mass mobilization

Improved pedagogy with emphasis on learning outcomes



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In order to achieve the stated goals, the National Literacy Mission (NLM)

introduced Total Literacy Campaigns (TLCs) in the 1990s on a large scale.

The NLM was envisaged as an integral part of the overall development

efforts of the country and identified as one of the five national

technological missions to apply technology and scientific research to

promote literacy. It was also conceived as a societal mission to mobilize

support of the wider sections of society for the achievement of NLM goals.

The idea of a „societal and technological mission‟ for eradication of

illiteracy added a new sense of urgency and seriousness for improving the

literacy situation, and positioned the mission as a responsibility of the

whole nation, involving all sections of society in implementation of the

large-scale adult literacy programme.

1.1.c Different Approaches Adopted by NLM for Accelerating Adult Literacy

Goals

NLM from its very inception emphasized the active participation of NGOs

in its mission. However, until 1989 it continued with centre-based

approach of the earlier adult education programmes and did not have a

clear vision about how to operationalize the mandate. The major

breakthrough came in 1990 with the success of the mass literacy

campaigns in Kerala, first in Kottayam city and then in Ernakulam district.

These campaigns were spearheaded by Kerala Shastra Sahitya Parishad

(KSSP), a voluntary organisation on the people‟s science movement in

Kerala with the active cooperation of the local administration and large

scale mobilization of all sections of society. KSSP and Bharat Gyan Vigyan

Samiti (BGVS), a voluntary organisation at the national level supported by

the All India People‟s Science Networks, were the key architects of the

NLM‟s campaign approach to literacy. BGVS played an important role in

fostering active partnership between the district administration,

volunteers, social activists, NGOs, community based organisations (CBOs)

in TLC and shaping the TLC‟s approach and strategy in the areas of

environment building, organizational and management structure, and

monitoring and evaluation at the district, block and village levels.

Subsequently, NLM adopted area specific, time-bound and volunteers-

based TLC with total coverage for the given age group, as a principal

strategy for promoting literacy on a mass scale. Consequently, the

direction of adult education programme shifted from the centre-based

approach to the campaign approach.



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1.1.c.i Total Literacy Campaigns (TLC), Post Literacy Programme (PLP) &

Continuing Education Programme (CEP)

The key to the unique features of TLC strategy were: (1) environment

building and mass mobilization through jathas (cultural caravans), folk

media, radio and television, personal contacts, conventions, rallies, etc. to

generate social demand for literacy and involve wider sections of society

in promoting literacy; (2) large-scale involvement of volunteers for literacy

work; and (3) planning and implementation of TLCs at the district level

through decentralized administrative and organizational structure of Zilla

Sakshrata Samiti (ZSS) or District Education Society. The underlying

assumption of the TLC approach was that intensive literacy campaigns

would eradicate illiteracy across the country, irrespective of the structural

context of underdevelopment, deprivation and the history of social

movements.

The Total Literacy Campaigns were “area-specific, time-bound, volunteer-

based, cost-effective and outcome-oriented”

(http://www.nlm.nic.in/tlc_nlm.htm).

Several steps were involved in the implementation of TLCs:

1. Preparing the ground through consultation with stakeholders like

teachers, political parties etc;

2. Creation of the 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

management and implementation. The campaign is delivered

through volunteers without any expectation of reward or incentive”

(http://www.nlm.nic.in/tlc_nlm.htm).

3. Survey and District Profile – enumerating the total number of non-

literates, identifying volunteer teachers and master trainers.

http://www.nlm.nic.in/tlc_nlm.htm




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4. Environment Building - through mass mobilization and sensitization

using folk art forms, jathas, street plays, nukkad nataks, bhajans and

kirtans as also padyatras, literacy walls, etc.

5. Development of Teaching-Learning Materials – developed on the basis

of Improved Pace and Content of Learning (IPCL). A 3-grade primer

was used with each grade corresponding to a different level of

literacy.

6. Training of the Task Force – “Training [was]… conducted through key

resource persons and master trainers - one master trainer for every 25

to 30 volunteer teachers, and one key resource person for every 25-30

master trainers. First the key resource persons are trained, who in turn

train the master trainers. Volunteer teachers are then trained by the

master trainers in batches” (http://www.nlm.nic.in/tlc_nlm.htm).

7. Actual Learning Process – The learners were to learn the three primers

which were self-evaluative. Although the learners were not bound to

learn all three primers in the stipulated time, it was however, desirable

that a learner should be able to complete all the three primers within

the overall duration of 200 hours spread over six to eight months.

8. Monitoring and Evaluation – done via reporting and visits of the

officials of the National Literacy Mission, State Directorates of

Adult/Mass Education and the State Resource Centres.

It is evident that the primary function of TLC was to impart functional

literacy. However, it also worked towards the dissemination of other

socially relevant messages, like “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” (http://www.nlm.nic.in/tlc_nlm.htm).

The NLM introduced two other follow-up programmes for deriving

optimum benefits from the TLCs which were named as Post Literacy

Programme (PLP) and Continuing Education Programme (CEP).

The prime focus of PLP was to ensure that the TLC beneficiaries did not

relapse to illiteracy or “to prevent regression to illiteracy”. It essentially

targeted neo-literates (9-14 and 15-35 years age-group); drop-outs of

primary school/Non-Formal Education programmes and drop-outs/left-

outs of literacy campaign (mopping operation).

It was scheduled to be held for a period of 24 months. To be started after

25% of learners completes Primer II.





7 | Pag e

PLP also followed certain steps like Environment Building; Mopping up

Operation; Establishing New Organisational Process and Structure; Training

on Methods; Selecting Learning Methods and Materials, Conducting PL

Activities; Monitoring and Evaluation.

It may be noted that one prime focus of the PLP was a thrust on skill

development apart from literacy. In the literacy programme the reading

libraries along with information centres (Jan Chetna Kendras) were two

critical activities (http://www.nlm.nic.in/pl_nlm.htm).

CEP was designed and implemented in order to support “life-long learning

opportunities to all people beyond basic literacy and primary education”

(Literacy Facts At A Glance. New Delhi: NLM MHRD Govt. of India).

The beneficiaries of the particular scheme were the completers of

functional literacy in TLC and PLP; school drop-outs; pass-outs of primary

schools and Non-Formal Education programmes; all other members of the

community interested in availing opportunities for lifelong learning.

For this purpose first CECs or Continuing Education Centres were

established, that is one CEC for 1500-2000 population and one Nodal CEC

for 8-10 CECs were also established. The CECs were the “providers of

facilities relating to library, reading room, learning centre, training centre,

information centre, charcha mandal (discussion forum), development

centre, culture centre and sports centre” (Literacy Facts At A Glance.

New Delhi: NLM MHRD Govt. of India).

Post-Literacy Programme

Objective:

To prevent regression to literacy To enroll drop-outs and enable non-achievers to upgrade their literacy skills To improve literacy skills to a self-reliant level of learning To enable learners to use literacy skills in day-to-day life To enable learners to acquire skills for economic self-reliance To promote collective action and facilitate take-off to continuing education

Target Groups/ Beneficiaries:

Neo-literates

Drop-outs of primary school/non-formal education programmes Drop-outs /left-outs of Literacy Campaigns (for mopping up operation)

Duration

12 months

Implementation Strategy

Project formulation Re-survey Environment building Mopping up operation Conducting PL activities Skills development

http://www.nlm.nic.in/pl_nlm.htm



8 | Pag e

The CECs were essentially run by “by full-time facilitators or preraks, and

assistant preraks” (http://www.nlm.nic.in/ce_nlm.htm) appointed from

within the community itself.

Some of the basic activities of CEP were the establishment of CECs; and

implementation of target specific functional programmes like:

“Equivalency programme designed as an alternative education

programme equivalent to existing formal, general or vocational

education.

Income-generating programme where the participants acquire or

upgrade their vocational skills and take up income-generating activities.

Quality of Life Improvement programme which aims to equip learners and

the community with essential knowledge, attitude, values and skills to raise

their standard of living.

Individual Interest promotion programme to provide opportunities for

learners to participate and learn about their individually chosen social,

cultural, spiritual, health, physical and artistic interests”

(http://www.nlm.nic.in/ce_nlm.htm).

By the completion of the Xth FYP (March 2007) NLM had covered 597

districts under TLC, 485 districts under PLP and 328 districts under CEP. In

total 127.45 million persons became literate, of which 60 % were females,

23% SCs and 12% STs

(http://www.education.nic.in/Elementary/SaaksharBharat.pdf).

It is important to understand the functioning and dissemination of roles of

the concerned facilitators at different stages. The NLM structure portrays a

picture in the same line.

Fig.1: Structure of National Literacy Mission

http://www.nlm.nic.in/ce_nlm.htm


http://www.education.nic.in/Elementary/SaaksharBharat.pdf



9 | Pag e

Source: http://www.nlm.nic.in/manstru_nlm.htm

It may be understood that the NLM had a three-tiered hierarchical

organizational structure. It was controlled by NLM Authority and the

Directorate of Adult Education at the national level.

At the state level the State Literacy Mission Authority (SLMA), supported by

the State Directorate of Adult Education controlled the activities and at

the district level the Zilla Saksharta Samiti2 were responsible for the

implementation of the programmes at village and block levels. The district

collector was the chair of the said programme heading and promoting

district level activities. Further Block Coordinator Officers, Resource Persons

(RPs), Master Trainers (MTs), Volunteer Instructors (VIs) were the main

movers of the programme at the village and hamlet levels.

It may be noted that State Resource Centres (SRCs) at the state level,

Block resource Centres (BRCs) at the block level, or the CECs (established

during the CEP implementation) were the specific resource centres for the

literacy programme.

The NLM also introduced a technocratic pedagogic approach, known as

Improved Pace and Content of Learning (IPCL) to address the problems

of slow pace and poor quality of learning among adult learners. The IPCL

2 “The Zilla Saksharta Samitis are registered under the Societies Registration Act as independent and autonomous bodies, to provide a

forum for individuals and organizations to work together” (http://www.nlm.nic.in/manstru_nlm.htm).

http://www.nlm.nic.in/manstru_nlm.htm




10 | Pag e

approach assumed that higher quality pedagogic inputs would improve

the pace of learning and enable learners to acquire the expected levels

of literacy in about 200 hours as per the NLM norms.

1.1.c.ii Decentralization and Diversity of Focus in National Literacy Programmes

The NLM policy document envisaged nationwide expansion of post-

literacy and continuing education through new institutional structures,

better utilization of the existing infrastructures and open and distance

learning. However, initially the NLM did not pay adequate attention to

devising appropriate strategies for linking literacy with post-literacy and

continuing education. On the whole, the government‟s commitment to

adult education continued to be programmatic. Unlike, elementary

education, the government did not pay attention to developing a

sustainable system of adult education to promote literacy and continuing

education among adults from disadvantaged and marginalized sections.

Initially, the focus of NLM strategy remained on mass literacy campaigns.

In the absence of effective policy and continuing education yielded

limited results. The Arun Ghosh Committee constituted by the Government

of India emphasized the significance of post-literacy and continuing

education for sustainable literacy and for linking literacy with

development in a way that it is beneficial to the neo-literates and the

Continuing Education for Neo-literates

Objective:

To provide life-long learning opportunities to all people beyond basic literacy and

education

Target Groups/ Beneficiaries:

Neo-literates who complete the functional literacy/post-literacy in the TLC/PLP

School drop-outs

Pass outs of primary schools and non-formal education programmes

All other members of the community interested in availing opportunities for life-

long learning

Implementation Strategy:

To create an effective learning structure for neo-literates to strengthen their

existing skills

Make learning relevant to actual life situations by providing technical and

vocational skills

Encourage creative thinking through participative group activities

Encourage NGOs, universities, SRCs, etc. to actively participate in planning,

management and running of CECs/NCECs Active participation of PRIs

Enlist community participation for community ownership of programme

Active linkages with other development departments at grassroots level

Make the programme sustainable by making it need-based and demand oriented



11 | Pag e

poor. With most districts covered under TLC in the late 1990s, it became

essential to move beyond the stage of basic literacy to post literacy and

continuing education. In the Ninth Plan (1997-2002), the NLM‟s approach

shifted towards consolidating the gains of literacy and promoting post-

literacy and continuing education. After the Dakar declaration of 2000,

the targets set by NLM were achievement of 75% literacy and expansion

of continuing education to all districts by 2007.

The NLM continued to focus on the disadvantaged sections such as

women, scheduled castes, scheduled tribes, and backward castes as the

main target groups. There was, however, a subtle change in the

underlying policy discourse. Promotion of literacy among these groups is

not seen as a strategy to address existing educational inequalities, but as

a means to educate a generation which is hoped to be in a better gear

to educate their children to ensure realization of the Education For All

(EFA) goal of elementary education.

The NLM continued to emphasize women as an important target group

for its programmes and gave priority to 45 districts with low female

literacy. It advocated increasing and strengthening women‟s

participation in literacy, post-literacy and continuing education

programmes to attain broader development goals. However, the policy

remained silent on the strategy to mainstreaming gender concerns in

overall planning and implementation.

Despite fragile levels of literacy attained through TLCs and their

sustainability in divergent social, political and economic context, the NLM

assumed that TLCs had succeeded in making a large adult population

literate. Based on this premise, NLM shifted its attention to tackling the

problem of „residual illiteracy‟. The revamped policy adopted an

integrated approach to make basic literacy, post-literacy and continuing

education phases into a learning continuum. It was assumed that such an

approach would achieve continuity, efficiency and convergence as well

as minimize necessary time lag between different phases of learning.

The focus of NLM‟s strategy shifted from mobilization approach to

managerial approach for implementation of literacy campaigns.

Volunteers were no longer the backbone of literacy campaigns as

emphasis had shifted to paid workers (Preraks) with low wages.

There was a major change in NLM policy, its emphasis being on

decentralization of management of adult education from the national to

state and district levels and increase in involvement of PRIs, NGOs and the

community in implementation of various programmes to meet the



12 | Pag e

learning needs of the community. Consequently, financial and

administrative roles of the central and state governments, ZSS, PRIs, and

other local bodies and funding norms for NGOs got refined as per the

planning and implementation of various programmes.

The policy emphasized greater role of community in planning,

implementation and monitoring of various programmes at the district

level. It envisaged that such institutional arrangements would facilitate

decentralized and participatory mode of programme planning and

implementation at various levels. Eventually, financing of literacy, post-

literacy and continuing education programmes will be taken over by the

state governments, panchayats and the village community.

The major thrust of NLM‟s revised policy was on efficient management

and delivery of various programmes through devolution of financial and

administrative powers from national to state level, and strengthening and

revamping of existing institutions such as State Resource Centres (SRCs)

and Jan Shikshan Sansthans (JSSs) for providing resource support to

ongoing programmes. At the district level, partnership with the

community, NGOs and panchayats was advocated essentially for

efficient delivery of programmes. The proposed decentralization strategy

expanded the role of state governments, ZSS, and PRIs in financing

ongoing programmes and in supporting them in the long run. However,

decentralization without adequate devolution of powers to the local

bodies, and without building capacity of people at different levels to

effectively plan and manage various programmes further weakened

overall provisions and implementation of these programmes.

Furthermore, the revised NLM policy advocated strengthening institutional

linkages within the educational department and other development

departments to attain the NLM objectives of imparting functional literacy

and building partnership with other agencies and organisations for

implementation of various programmes. Such partnerships were more for

improving efficiency of programme delivery rather than for strengthening

the institutionalized system.

The revamped policy of NLM introduced a significant shift in the direction

of adult education. It continued with the target-oriented approach but

there was a marked transition in terms of conceptualization of different

phases – literacy, post-literacy and continuing education – and the

implementation strategy. Overall, the focus was transformed from

„eradication of illiteracy‟ to removal of „residual illiteracy‟ and from

mobilization approach to managerial approach.



13 | Pag e

With the merger of departments of adult education and elementary

education into a single department in the late 1990s, significance priority

given to adult education diminished gradually. Non-formal education for

out-of-school adults and youth and lifelong learning involved multi-

sectoral educational activities. However, there was no inter-ministerial

coordination body at the national level other than NLM to network with

other departments in the matters related to policy planning and

implementation of adult education.

On the other hand, role of the Directorate of Adult Education continue to

be agency, set up within the MHRD to provide necessary technical and

resource support to the National Literacy Mission Authority (NLMA),

weakened over time due to limited institutional resources (human and

financial). There was no other national-level autonomous institution to

provide academic and technical inputs to adult education policies and

programmes.

1.1.c.iii Recent Approaches to Literacy in Five Year Plans

A perceptible shift was noticed from the Ninth Plan (1997-2002) onwards in

the NLM policy towards devolution of powers from the NLMA to the State

Literacy Mission Authority (SLMA). Although SLMA‟s role in financing,

management and implementation of adult and continuing education in

the respective states has expanded, the policy directives are still

determined by NLMA. Given low priority to adult education in basic

education policy, devolution of powers to SLMA has not revitalized the

programmes. It could be seen as a method for the central government

curtailing its responsibility while retaining the control over strategic policy

decisions.

On the other hand the SRCs have been set up by the central government

mostly under the aegis of NGOs to provide support and guidance to the

ongoing programmes of adult education in the respective states. The role

of SRCs has gradually expanded to undertake research, evaluation and

monitoring of various programmes in different states and implementation

of continuing education projects. However, with diminishing technical

and resource support of the DAE for developing their capabilities, only a

few SRCs have the capacity to pursue the new mandate.

The Eleventh Plan (2007-12) envisages achieving faster and more broad-

based and inclusive growth by focusing on reducing poverty and bridging

various divides that exist in society. It expresses concern about both the

magnitude of illiteracy among the adult population and the low quality of

adult literacy. The approach paper acknowledged that of the 300 million



14 | Pag e

adult illiterates in the country, a significant proportion of them, particularly

in the 35+ age group are not covered under any adult education

programme. It also underscores that the measure of adult literacy used in

the literacy programme is not an adequate indicator of the level of

functional literacy that is required for the new programme using

computer-based self-learning system for the 35+ age group and

advocates this programme as a national mission for acquiring skills for

reading a newspaper. It envisages that such a mission would make India

100% literate within 5 years. For quickly attaining the goal of functional

literacy, there is a gradual shift from the broad-based concept of

functional literacy towards minimalist approach to literacy acquisition. On

the other hand, the plan proposes to achieve higher levels of literacy

through a workable model of continuing education. Furthermore, the

Eleventh Plan emphasizes the need for assessing the quality of

programmes implemented by NGOs and greater involvement of NYKS

network to fulfill the goal of adult literacy under the overall umbrella of

TLCs.

It would be worthwhile to mention here that on the issue of adult literacy,

the XIth FYP (2007-2012) has put special emphasis on:

Low Literacy states

Tribal areas

North Eastern states

Scheduled castes and schedule tribes

Women

Other disadvantaged groups

Minorities

Adolescents

1.1.d Literacy Campaigns and Female Literacy

Gender parity and social equality are critical variables of social

development. In recent past gender equality has been taken note by

development planning. In the context of literacy also it holds good. It is

understood that in order to bring about any form of development it is

important to first bring about social parity between the advantaged and

disadvantaged groups. Once the latter are more aware they also

contribute in social progress.

Functional literacy is considered to be one of the keys to bringing in

awareness. In order to bring about large-scale development women also

need to be aware of the benefits of learning not only for themselves but

also for their daughters and sons. This will drive them to send the children



15 | Pag e

to school, ensure retention in school thus limiting the drop out rate.

Retention in school and higher learning opportunities is envisaged to

produce a more productive population.

Keeping this perspective in mind female literacy has been a prime focus

of education planners. And literacy campaigns are believed to have

brought about some noteworthy changes in favour of women as well as

the society:

Heightened social awareness regarding the importance of education

for children as well as adults, resulting in higher enrolment.

Increased school enrolment, especially of girls.

Increased self-confidence and improved personality of women

participants.

Brought about gender equity and women‟s empowerment by

focusing on the illiterate adult women and providing them opportunity

to learn.

Improved status of women in the family through participation and

awareness as regards their identity and social position.

Brought about educational equality.

Created more women entrepreneurs.

Developed possibilities of facilitating household savings and accessing

credit facilities.

Facilitated better health and hygiene

(http://www.nlm.nic.in/women.htm).

The review of Mahila Samakhya as a programme for women‟s

empowerment offers a variety of approaches and methods in promoting

women‟s literacy. It is important to draw lessons from them for

incorporating the learnings. The Mahila Samakhya launched in 1988 in

pursuance of the goals of the New Education Policy (1986) and the

Programme of Action, 1992, for the education and empowerment of

women in rural areas, particularly of women from socially and

economically marginalized groups. Mahila Samakhya implementation

strategies focused on evolving the implementation in consultation with

women had demonstrated excellent efforts in improving women literacy

and anchoring processes for their empowerment.

Mahila Samakhya demonstrated that the empowerment of women was a

critical precondition for the participation of women and girls in the

http://www.nlm.nic.in/women.htm



16 | Pag e

education process. The principal strategy identified for ensuring women‟s

participation was through mobilising and organising them into sanghas

(collectives) and the programmatic cues from the women in the Sanghas

led the process.

The predominant composition of the Mahila Sanghas are SC/ST women,

belonging to land-less and marginalised families, who are engaged in

wage labour. Mahila Samakhya was a radical departure from

conventional programmes and the programme was implemented

through autonomous registered societies set up at the state level. The

rationale behind this was that an autonomous Registered Society alone

can provide the flexibility to administer an innovative programme while at

the same time retaining the authority of the Government structure.

The Mahila Samakhya experience in India offers a unique case of

understanding the issues of women‟s education and empowerment and

the inter linkages thereof in different regional and rural contexts within the

country. It offers an example of the importance of empowerment of

women as a critical precondition to facilitate greater inclusion of women

and their daughters into education. Further, it provides an alternative

paradigm to women‟s mobilisation and empowerment to the current and

dominant focus on economic interventions as the principal strategy for

women‟s empowerment. Some of the key reported impacts of Mahila

Samakhya were:

Enabing women to take difficult decisions of withdrawing children

especially girls from work and providing them an opportunity for

education resulting in improved educational opportunities for girls children

and subsequent reduction in child labour

Improving the literacy status of women as a need felt cause than doing it

in a campaign mode. This warranted years of engagement with women

to address issues of their daily life and place Livelihood issues, savings and

credit, access to government resources, natural resource management

were taken up to empower women. Self-help groups of women played a

critical role in addressing access to credit and resources and thereby to

some extent making women aware of the need for functional literacy. The

self help and livelihood group activities exerted the pressure for writing,

numercay, book keeping and maintenance of accounts.

Participation in local governance by literate and illiterate women with

leadership qualities was emerged. The nurturing of leadership qualities in

the Snghas resulted in the emergence of confident women leadership

and their subsequent participation in the governance processes.



17 | Pag e

Mahila Samakhya demonstrates the need for consistent and continuous

engagement with poor illiterate women in their path for empowerment. It

clearly sends a message that literacy is not something which can be

delivered by campaign and inconsistent literacy classes. It reminds us the

need for placing literacy in the larger social and economic fabric of

women‟s life, viz., i) Education as life skills that validates the existence of

self, builds self esteem and confidence and enables decision making, ii)

Education as information and knowledge. This entails not only acquisition

but also effective application of this information and knowledge for

instance in the areas of health, environment, law, government schemes

and programmes and iii) Education as skills. Acquiring basic skills of

reading, writing and numeracy; acquiring skills to directly address

livelihood concerns, breaking gender stereotypes by entering male

domains and acquiring skills traditionally seen as male and becoming of

hand pump mechanics, masons and forest watch and ward, etc.

1.1.e Achievements in Adult Literacy

As a result of the policy thrusts provided in favour of adult literacy India

achieved considerable progress in improving the literacy situation in the

1990s. The literacy rate went up from 51.2% in 1991 to 65.4% in 2001 for the

population in the age group of 7 years and above. The Census of 2001

shows that the all-India literacy rate has increased by 13.2 percentage

points and improvement in literacy rates is evident for all the states/Union

Territories (UTs). Nearly 50% districts recorded literacy rate above the

national average of 65.4% (Registrar General and Census Commissioner

India, 2001). The most striking change visible in the census 2001 relates to

the female literacy rate. About three-fourths of the male population

(75.9%) and more than half of the female population (54.2%) female

population in the country were literate. In fact the growth rate of literacy

had been higher for the female population at 14.9% than for males at

11.7% during the decade in reference. For the first time after

independence, gender gap between male and female literacy rate

gradually declined from 24.8% in 1991 to 21.7% in 2001. Furthermore, there

has been a marked improvement in the literacy situation of the

disadvantaged groups of scheduled castes (SCs) and scheduled tribes

(STs).

A state-wise disaggregated analysis shows that striking disparities in

literacy rates across the States/UTs have persisted. The low literacy districts

(30-36% literacy rates) are scattered in the underdeveloped states of

central and eastern India (Bihar, Jharkhand, Uttar Pradesh and Odisha). It

is usually argued that the problems of uneven progress of literacy and

widespread illiteracy are linked with the political economy of uneven



18 | Pag e

development in India. In general the states with overall low literacy rate

continue to have large gender gap also despite substantial improvement

in female literacy. More than 80% districts having female literacy below

50% were concentrated in the nine states of Jammu & Kashmir, Rajasthan,

Uttar Pradesh, Madhya Pradesh, Bihar, Jharkhand, Odisha, Arunachal

Pradesh and Andhra Pradesh. In Bihar there was no district with female

literacy rate more than the national average of 54.2%. The gender gap in

literacy rates among SC and ST was large. In 2001, the literacy rate for SC

males and females was 66.6% and 47.1% respectively. The literacy rate for

ST women was considerably lower (34.8%) than ST men (59.2%).

The literacy rate for Muslims was 59.1%, lower than the national average.

Among the six major religious communities, the gender gap in literacy rate

for Jains and Christians is less that 10 percentage points. Maximum gender

gap between male and female literacy rate is among Hindus (23%),

followed by Sikhs (21.4%), Buddhists (21.5%) and Muslims (17.5%).

Despite growth rate of literacy during 1991-2001, the magnitude of

illiteracy among different populations in absolute terms reveals the extent

of the challenge in the new century. Although the absolute number of

illiterates in the age group of 7+ years has declined from 332.3 million in

1991 to 304.1 million in 2001, the challenge of making India literate was still

very daunting. The non-literate adults constitute about 40% of the adult

population. This means there were around 236 million non-literate adults as

in 2001. In absolute terms, regional and gender disparities in illiteracy were

very alarming. The seven states where literacy rate was below national

average-Uttar Pradesh, Bihar, Jharkhand, Rajasthan, Madhya Pradesh,

Odisha and Andhra Pradesh, accounted for about 59.2% (175.3 million) of

India‟s non-literate population. Despite improvement in female literacy

during 1991-2001, there were about 189.5 million female illiterates

constituting 64% of India‟s illiterate population. There were 17 districts from

the two states of central India (Uttar Pradesh & Chhatisgarh) and three

states of eastern India (Bihar, Jharkhand and Odisha) where not even one

out of four women was literate.

1.1.f Launch of Saakshar Bharat: The New Variant of NLM

Against the foregoing backdrop the Government of India launched a

centrally sponsored scheme in 2009 to continue as well as further

strengthen its focus on women‟s literacy as a strategic driver for furthering

its inclusive growth objective. It aims to further promote and strengthen

Adult Education, specially of women, by extending educational options

to those adults who having lost the opportunity of access to formal

education and crossed the standard age for receiving such education,



19 | Pag e

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.

The new initiative recognizes that despite significant accomplishments of

the NLM, illiteracy continues to be an area of national concern. 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. The

Government also reiterated that literacy would be its key programme

instrument for emancipation and empowerment of women. Efforts of the

Government to give impetus to school education, health, nutrition, skill

development and women empowerment in general are impeded by the

continuance of female illiteracy. Government expects increase in female

literacy to become a force multiplier for all other social development

programmes. However, this is only the instrumental value of female

literacy. Its intrinsic value is in emancipating the Indian woman through

the creation of critical consciousness to take charge of her environment

where she faces multiple deprivations and disabilities on the basis of class,

caste and gender. In the context of Government‟s overall policy aimed at

empowerment of women and in recognition of the fact that literacy,

especially female literacy, is a prerequisite to socio-economic

development, it was considered imperative that the National Literacy

Mission (NLM), as a programme instrument, be recast with an enhanced

focus on female literacy. It was also felt that such a repositioning of the

mission would have a very positive impact on re-energizing the literacy

movement that, after an initial decade of spirited social mobilization, had

waned over two decades of its operation. It is in this background that

Saakshar Bharat has been devised as the new variant of National Literacy

Mission. Saakshar Bharat aims to 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



20 | Pag e

substantially. Saakshar Bharat has come into operation from 01 October

2009. With the launch of Saakshar Bharat, the National Literacy Mission

and its entire programmes and activities stood concluded on 30.09.2009.

1.1.g Objectives and Targets of Saakshar Bharat

The Saakshar Bharat has four broad objectives, namely:

i) Impart functional literacy and numeracy to non-literate and non-

numerate adults;

ii) Enable the neo-literate adults to continue their learning beyond basic

literacy and acquire equivalency to formal educational system;

iii) Impart non and neo-literates relevant skill development programmes

to improve their earning and living conditions; and

iv) Promote a learning society by providing opportunities to neo literate

adults for continuing education.

Targets for the Programme

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 limit 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.

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 approach will be to build on women‟s existing knowledge and levels

of their literacy and numeracy in order to ensure that in the long run the



21 | Pag e

existing levels are substantially upgraded and they are able to use the

skills acquired in their own contexts. Innovative, tried and tested

programmes related to women‟s literacy, including interventions related

to thematic or issue-based literacy will be up-scaled. Women will be

engaged in large numbers as volunteers and instructors to encourage

women learners to participate in the programme.

All the envisaged programmes are designed to be implemented by

volunteers in temporary literacy learning centres in a village. The number

of centres would be decided on the basis of the number of learners, that

is, one centre would be set up per 8-10 non-literates. Further the said

centre would be affiliated to Adult Education Centres (AECs) of the

respective villages. The AECs or Lok Shiksha Kendras were to be set up in

villages to provide support to the literacy centres. One AEC would be set

up per Gram Panchayat with a population of 5000 or more. Contractual

coordinators would run the AECs.



22 | Pag e

Fig. 2: Organisation-Structure of Saakshar Bharat

Saakshar Bharat Management Structure

It may be noted that the SB organization structure is similar to that of the

NLM organization during the Total Literacy Campaign. A few noteworthy

iterations were in the participation of NGOs and Universities at different

levels.

The above organogram gives a fair picture of the literacy centres at all

the different levels starting from the centre to the village.

Sub-District Level

Literacy Committee Governing Body

Block Resource Group/NGOs

Block Resource Group

Village Level Literacy

Committee Governing Body, Sub-

Committees

Village Level Resource Group/NGOs

District Level Committee Governing Body, Executive

Committee, Sub- Committee

District Resource Group/NGOs

JSS/DIETs/DRUs/Local Universities/Colleges

National Literacy

Mission Authority Council Executive Committee

National Resource Support Group

Central Directorate of Adult Education

Universities (Dept. of Adult Education)

State Literacy Mission

Authority Governing Body Executive

Committee State Resource Centres and State Resource Support

Group

Universities (Dept. of Adult Education)

State Directorate of Adult Education



23 | Pag e

1.2 Looking Afresh at the Agenda for the Study on Literacy Programmes for

Women

After observing a very interesting course of journey and struggle depicting

various approaches to India‟s adult literacy programmes, it would be

worthwhile to move forward to have a look at the key issues that we must

focus on while evaluating what role these programmes have played in

bringing women‟s empowerment and inclusion issues to the forefront and

how far women have benefited on several fronts such as employment,

facing lesser discrimination, exercising one‟s own choices in reproductive

matters, participation in village level democratic and political processes,

having greater say in household decisions, etc. For the purpose of looking

at these very important and sensitive development issues the study has

decided to focus on four of the least literate districts of the country. The

four districts are East Singhbhum in Jharkhand, Jhabua in Madhya

Pradesh, Koraput in Odisha and Churu in Rajasthan. Efforts were made to

look at gender across the various aspects of study and the findings were

recorded accordingly.



24 | Pag e

2. Review of Literature

2.1 Study of Relevant Literature

In “Literacy Campaign in India” (2000) Soundarapandian M. makes a

review of the Total Literacy Campaign starting from establishment of

National Literacy Mission in 1985 which had the mission of imparting

functional literacy programme to 80 million illiterate persons in the 15-35

age group by 1995. The aim of the literacy campaigns has been imparting

basic literacy and numeracy skills and functional knowledge of day-to-

day affairs and social awareness.

It lists characteristic features of literacy campaigns like creation of

sustainable environment, massive mobilization of volunteers, continuous

participation and involvement, flexibility of syllabus, etc. It profiles

experience of Total Literacy Campaigns (TLCs) in India and mentions

some conditions of TLCs in India including availability of school buildings;

motivation of voluntary organisations; motivating learners through

employment oriented learning; utilizing services of trained women

volunteers for motivating drop-out learners; selecting teaching-learning

schedule keeping in view harvest season and examination period in

schools and colleges; and supplying teaching material to the village

centres before starting the teaching learning process; provision of reading

materials to neo-literates in Post Literacy Campaigns (PLCs); sending out

population education messages to neo-literates.

He suggests that, reading materials should be prepared keeping in view

imparting literacy skills to persons belonging to socially deprived sections

and the poor; the material should be designed to evince interest in neo-

literate adults; emphasis should be given on craft centered studies or

material like farming, spinning, carpentry, poultry, etc.

Another piece of work by Mathew, A. on “The Literacy Movement in West

Godavari District (A.P.): A Report” (2002) highlights literacy movement in

West Godavari (WG) district, i.e. TLC, PLC and CE; activities organized at

CE centre level; programmes on science, nutrition, drinking water and

sanitation; skill development programmes especially on making pain

balm, detergent powder, soap, baskets, weaving, candles, spices and

powders, etc.; activities like sports and games competitions, songs and

cultural programmes.

He observed that CE programmes became more centralized than

community based in contrast with TLCs or PLCs. He discusses the Akshara

Mahila Programme which began as literacy programme for women

through self-help groups. Akshara Sankranthi Programme educated all

37000 illiterate women in the district whether group based or not. Mass



25 | Pag e

mobilization strategy, i.e. Akshara Padyatra (Literacy Walk) was also

organized in addition to Akshara Deeksha programme which was a broad

based popular mobilisation organized in support of social groups.

Monitoring of the CE programme shifted from groups to areas and was

done through the Village Literacy Committee (VLC). Motivational

strategies were adopted through Primary Level Motivator (PLM) and

Secondary Level Motivator (SLM) which attempted to link literacy with

cultural life. Community involvement was prioritized through banners and

slogans; adoption of CE centres by civil society. At the end improvement

in attendance and achievement was noticed.

Lessons learnt were, taking up literacy with an organized group to meet

felt functional needs elicits better response; selective group based

approach was more effective than the mass campaign approach in

tackling illiteracy; bifurcating reading and writing into two sequential

stages and a primer based on natural sequence of alphabetic method

served to achieve fast learning progress by retaining learner‟s interest;

IPCL approach was not taking into consideration the intellectual level of

learners and volunteers and natural alphabetical sequence or the

language construction.

A major study by Yagi, Rie entitled entitled “Process Analysis of a Total

Literacy Campaign in India: A Case Study of Udaipur District, Rajasthan”

(2003) analyzed TLC into social and historical context and how the

application so-called a “TLC Model” turns out to be a real challenge in

Udaipur district of Rajasthan to fill the gap between policy and practice.

Hence, this study makes an attempt for a significant reorientation of the

approach to be part of national policy of India. Behind this attempt it is

also argued that one needs to be aware of the limitations and constraints

within which the campaign is conducted in a certain given context. After

all, literacy practices are always embedded in social and cultural

contexts and they are simple neutral artifacts but are inevitably contested

and ideological.

In a similar research attempt to the above a paper by Yadav, P. entitled

“Total Literacy Campaign and Social Change: A Study of the Six Selected

Localities in Bhopal District”, (2003) it has been observed that Total

Literacy Campaigns (TLCs) triggered a number of social outcomes such as

increase in enrolment and decline in drop outs among primary school

children, women‟s empowerment, and adoption of small family norms

and large scale immunization of children, which eventually became

mode for social mobilization.



26 | Pag e

In an edited volume entitled “Multi-dimensional approaches to Literacy

Development” (2008) by B.S. Basudeva Rao and P. Viswanadha Gupta

which contains 28 articles on various aspects of education including

female literacy, continuing education programmes and literacy

campaigns for women, etc., the article discussed below is worth

mentioning.

In the article authored by Rao, B.S.B., Rao, M.U.S.B.P. and Gupta P.V. on

“Literacy Campaign for Women: A Field Understanding” a study of

Akshara Sankranthi programme in Andhra Pradesh is made. The

programme was launched in the year 2000 through self help groups

(SHGs) and the main focus were women. It was a micro level study of

Pendarshi Mandal which focuses on statistical profile of sample learners,

social class, occupational background, etc. Literacy performance has

also been assessed in which it was noticed that learners fared significantly

better in reading and arithmetic than writing tests. The authors have

suggested creating awareness for better implementation of the

programme.

Another author Sadananda Mishra in his work “Adult Education and Total

Literacy” (2008) profiles among other things, need and importance of

adult education; model of current adult education programme;

pedagogy adopted by TLCs, i.e. Improved Pace and Contents of

Learning (IPCL) and Rapid Literacy Method (RLM); prescribed levels of

literacy achievement with the help of 3-graded primers prescribed by

IPCL; development of adult education through the Five Year Plan periods;

Adult education programmes in Odisha especially in 6 TLC districts.

While looking critically at the TLCs in Odisha it has adopted methods like

documentation, questionnaire and schedules and evaluates roles of

facilitators, supervisors, administrators and status of learners vis-à-vis their

learning gains. While more facilitators were women (56%) in case of

administrators and supervisors men dominated the scene, i.e. 75% and

77% respectively. Majority of learners had no schooling background.

He cites the reasons for learners not having early schooling experience like

non-cooperation of family; unpleasant experience in school; and poverty.

Learners faced many problems going to TLC centres because of excess

pressure of household work; lack of faith in the perspective of the

programme; majority of classes operated in the evening; instructional

material were not provided and poor quality of reading materials. The

author observes/recommends that duration of teaching learning process

should be 18 months; timing should be flexible; three graded primers

should be discontinued because were burdensome; irrelevance of

teaching learning material (TLM) to life; and legal aid, environment,



27 | Pag e

science in everyday life and vocational education was not imparted at

all.

Authors Jena, V.K. and Mathew A. in their edited volume entitled

“Leading the Way: New Initiatives in Adult Education” (2008), they have

compiled 23 articles by different authors on TLC; CE; innovations in literacy

and CE; institutional innovations like Jan Sikshan Sansthan (JSS); state

resource centres (SRCs); Role of ICT in literacy; and monitoring and

evaluation practices under NLM.

In the article by Pisda, K.R. on “TLC in Dantewada District (Chhatishgarh):

Striving for Literacy under Naxal Menace” it has been highlighted that

completing a TLC in a district where life is most difficult due to poverty on

the one hand and the Naxalite violence on the other, Dantewada TLC is a

good example of how the Zilla Saksharata Samiti (ZSS) motivated and

coached the neo-literates to appear for class V examination. To get over

17,000 neo-literates to prepare and enable more than 12000 of them pass

it, is an achievement. Dantewada is an example of the formal school

system responding to the needs of the neo-literates acquire formal school

education. It has been recorded that many of these neo-literates later on

found employment as peons, Anganwadi workers and cooks in schools

and other government institutions.

In a publication entitled “Analysis of External Evaluation Report of Total

Literacy Campaigns (Volume-V)”, (2008) by the National Literacy Mission

very brief summaries have been put together with regard to the

evaluation studies that were carried out of district TLCs. These summaries

list among other things methodology adopted, findings and suggestions

for further action. The methodology usually adopted was administering a

test paper on reading, writing and numeracy (with various weightages

assigned to these three) to the neo-literates as per their learning status (P-

I, P-II or P-III) and selecting the sample at random Block-wise or Mandal-

wise. In addition study schedules were administered to the volunteers,

administration and village leaders to find out their respective roles and

perceptions as well as additional factors that were responsible for the low

or high achievement under TLC in a particular district.

Role of other community based activities like meetings, rallies, human

chains, competitions, kalajathas, dance, drama, women literacy

committees, forming savings habits, etc, were also evaluated in the

success of TLCs.

The summary of the evaluation reports has not shed adequate light on the

methodology adopted in the evaluation studies.



28 | Pag e

2.2 Major Highlights of the Literature Reviewed

The literature reviewed above describes the many facets of literacy

campaigns and the multiplicity of factors that contribute to make TLCs or

CEs successful or not-so-successful. Simultaneously, they have also thrown

light on the linkages of literacy with all practical aspects of life starting

from learning functional literacy to imbibing skills for leading the daily life

meaningfully as well as to be productive. The literature also gives an

interesting indication as to the link between the success of group based

exclusive women‟s literacy programmes and the need for launching the

Saakshar Bharat (SB) Programme which puts primary emphasis on

women‟s literacy and learning vocational skills.

However, the need is still felt to bring on board issues like building strong

linkages between literacy programmes (TLC, PLP or CE) and practical life;

building vocational skills among the poor women and men for meeting

livelihood needs; learning about pressing factors like health; reproductive

rights; children‟s early childhood priorities and adolescent life skills;

learning local or external market oriented vocational skills, etc.

Not discussing enough on appropriate Monitoring and Evaluation

strategies for capturing and utilizing learning and for course correction of

programmes is a big gap noticed in the literature surveyed.



29 | Pag e

3. Methodology of the Study

The study was designed as a rapid enquiry to understand the key results of

TLC and other adult literacy promotion efforts in the country. This field

based enquiry is intended to build and contribute to Welthungerhilfe‟s

understanding and thus help in building its approach and taking possible

steps for promoting adult literacy in India. The possible approach could

be:

Building partnership with Saakshar Bharat in implementing its activities

in the villages and districts covered by Welthungerhilfe and its CSO

partners

Adopting innovative approaches and strategies in promoting adult

literacy which is a national goal

Making use of the existing infrastructure, material and human

resources already available under the Saakshar Bharat programme for

taking literacy to rural remote areas and in particular promoting

literacy of socially excluded and economically vulnerable groups

Different methods were

evolved by the team in

conducting the study

keeping the complex

nature of the subject

matter as well as the

weak data and

information system

available in the country.

The study methodology

included: visits to select

villages in the four identified districts belonging to four states, interview

with women participants of Literacy Campaign, interviews with Trainers or

Volunteers, focused group discussions with women and men, collect a

few primary data using PRA techniques as well as use the primary data

collected by NGOs through household surveys. Apart from these, pre and

post assessment study workshops were conducted with the NGO

participants, district and block level officers to understand the impact of

literacy campaigns as well as to understand the processes of roll-out of

“Saakshar Bharat”.

For field enquiry, 4 districts covering four states were identified. From each

districts, five hamlets belonging to one or two blocks were chosen for field

enquiry. Due to limitation of time, no survey was done but used a number



30 | Pag e

of participatory research techniques like drawing of village resource map,

identifying households who had participants of NLM, general

understanding of the educational status of the people, children going to

school, etc.

The selection of hamlets were basically done in consultation with the local

NGO partner, using a

combination of factors

like number of adult

women in the village,

remoteness, tribe,

presence of Primary,

Middle and High Schools

in the villages. Ten

villages were ranked

against these variables

and the most representative five villages were identified for study

purposes. The sample villages and the hamlet identification were based

on the following criteria:

Village and hamlets with no educational institutions-2

Village and hamlets with one primary school -1

Village and hamlets with one primary and Middle School-1

Village and hamlets with one primary, middle and high school-1

The methodology and study design was guided by three eminent experts

in the field of education and involved with the promotion of National

Adult literacy in India. These experts included Prof. Anita Dighe, Prof.

Shrawan Kejriwal, and

Prof. Ashraf Ali Khan.

These experts were

brought in as Expert

Resource Group to

guide the study design

and methodology, go

through the draft

report of the field

study and provide

their comments and suggestions and help build a strategy for the CSO

sector to understand and get involved in the promotion of adult literacy in

India. A brief profile of the Core Group Members is attached as

Annexure-1



31 | Pag e

Detailed methodological framework along with complete ToR is attached

as Annexure-2.

Factors considered while designing the study tools and overall

Methodology

With the re-launch of the National Literacy Mission to promote adult

literacy with a new name “Saakshar Bharat”, it was felt opportune to

reflect on the experiences of adult literacy promotion efforts in India till

2009. It was observed that various approaches had been attempted

since the launch of National Literacy Mission in 1987. However, the various

efforts did not result in significantly reducing the total number of illiterates

in this country. While the literacy rates have improved from less than 20

per cent in 1951, to 52 per cent in 1991, to 65 per cent in 2001, in absolute

terms more than 30 million Indians continue to be illiterate.

More than two decades elapsed since the launch of the TLCs. Most of the

target districts had undergone TLCs, Post-Literacy Campaigns (PLC) and

Continuing Education (CE) phase. This attempt to understand the

contribution, impact and experiences of the literacy campaigns and

what has followed thereafter was by no means an easy task. The

assessment focused on how people (particularly women) participated in

the literacy campaigns and continuing education? What were their

expectations and how far these were met? What were the key processes

adopted in imparting learning during the campaigns, and how were

these impacted in the empowerment processes?

Some of the districts selected for the study have been through the total

literacy and post-literacy and CE phases, with the exception of East

Singhum where the TLC itself was a big failure. This preliminary assessment

study of the adult literacy campaigns has taken into consideration not

only the ability to recognise alphabets but the overall benefits the learners

see as a benefit- be it self development, social and economic

betterment.

Our assessments have attempted to locate literacy within the larger social

and political contexts. The assessment study has focused on

understanding and documenting the overall change processes

happened as a result of their participation in the literacy classes. The

communities selected include the dalits and tribals of rural remote

villages. We have tried to ascertain the different perspectives, to different

groups of people -women, the marginalised and the indigenous groups.

One of the central objectives of the study was to document the

community perceptions on adult literacy initiatives, document



32 | Pag e

experiences, identify learning opportunities and strategies for

strengthening learning processes in the future. The assessment study aims

to share its insights and views, including the emerging issues related to

making India literate.

TLC was focused on transferring the ability to read without difficulty.

Additionally, copying at the rate of seven words a minute, counting and

writing from 1 to a 100, adding and subtracting three digit numbers as

well as being able to multiply and divide two digit numbers were also part

of the expected learning outputs.

The review of the literacy campaigns brings out a set of moot questions

like- Is the government capable of imparting adult literacy in India? Is this

something that falls in its key strengths and mandates? How could the

learning and retention of literacy be ensured and sustained? What are the

levels of learning when individuals are unable to relate the images,

contexts and, of course, the language of primers? Finally, what is an

effective evaluation process to measure learning outcomes?

We desist here providing the theoretical underpinnings of the literacy as

this would lead into endless debate of educational discourse. In practical

sense, we tried to look at adult literacy in terms of the ability to read

names, write names and alphabets as well as application of basic

calculations- addition and subtraction of two to three digit numbers which

were the prime focus of TLC campaigns. The main focus of our field

enquiries in the selected villages spread across four districts was on the

implications of making an oral society literate.

TLC is expected to be an essential element in the entire development

process, as it was designed to promote awareness which will lead to

empowerment, particularly of women and strengthen the process of

development. The TLC centres which brings a range of strata (caste and

economic) together was expected to promote social and emotional

integration.

This study looked at the process of learning as an outcome of TLCs and

the links with basic education, development, and overall improvements.

Given that the NLM envisaged the TLC in the context of development, it

became important to look at the historical perspective, organisational

environment, management structures and social and political contexts.

For instance, were patterns of exclusion reinforced or challenged?

The researchers conducted a number of Focus Group Discussions (FGDs),

in-depth interviews and small, purposive samples of women spread across

the field visit villages. More than 5 villages/hamlets per district covering



33 | Pag e

over 20 villages/ hamlets were studied. In order to provide consistency to

this assessment, similar questions were asked to all respondents and the

conclusions of the studies have been drawn against the backdrop of the

overall aims of the TLC. The districts chosen for the study were mostly

declared as successful by the government and where there was

continuity between the TLC, PLC and/or CE phases, except district East

Singhbhum in Jarkhand.



34 | Pag e

4. Profile of Study Population

This study selected four different districts, one district each from four

States- Jhabua in Madya Pradesh, East Singhbhum in Jharkhand, Koraput

in Odisha and Churu in Rajasthan. These districts were selected to

facilitate the field study by NGOs present in these districts who are

partners of Welthungerhilfe. The study villages were rural remote villages

and habitations of scheduled caste and tribes.

The literacy status of all the four districts selected for the study shows

below the national average of 65.38. When it is considered for the female

national literacy rate, these districts show even lower status ranging nearly

40% in Jharkhand, 44% in Rajasthan and over 50% in MP and Odisha. The

Table No. 1 explains the picture well.

Table-1: Literacy Rate in Four Focus States-2001

India/State(s) Overall Literacy Rate Male Female

Madhya Pradesh 64.11 76.80 50.28

Rajasthan 61.03 76.46 44.34

Odisha 63.61 75.95 50.97

Jharkhand 54.13 67.94 39.38

India 65.38 75.96 54.28

Source: Census 2001, Registrar General of India, Government of India.

From the State level scenario, let us peep into the literacy status of study

districts. These districts present a precarious picture with relation to the

literacy status, except Churu district of Rajasthan.

Table-2: Literacy Rates in Study Districts-2001

State(s) Overall Literacy Rate Male Female

Jhabua 36.87 N.A. 04.00

Churu 66.81 79.69 53.35

Koraput 35.72 N.A. 24.30

East Singhbhum 45.16 63.07 27.05

Source: Census 2001, Registrar General of India, Government of India.



35 | Pag e

Although data on literacy rate of males are not available in case of all the

study districts, the Table No.3 gives a very different picture with regard to

female literacy when we compare it with the overall status of female

literacy in the state. In Jhabua it is only 4% whereas in Churu it is quite

spectacular if one compares its status with the other three. Koraput and

East Singhbhum, both tribal dominated districts depict almost a similar

picture with regard to female literacy, More than 75% of its women still

remain illiterate.

Table-3: Poverty Rate-2004-05*

State(s) %age of Persons

below poverty line District

%age of Persons

below poverty line

Madhya Pradesh 38.30 Jhabua 47.00 (2001)

Rajasthan 22.10 Churu 29.00 (N.A.)

Odisha 46.40 Koraput 83.81 (1997)

Jharkhand 40.30 East Singhbhum 49.40 (N.A.)

India 27.50 - -

1. *Source: Planning Commission of India, Poverty Estimates of 2004-2005 released in March 2007

2. Source: Jhabua-District website; Churu: Report of International Fund for Agricultural Development

on Rural Poverty in Rural India; Odisha: Panchayati Raj Department Website, Govt. of Odisha;

East Singhbhum: Website of Department of Forest & Environment, Govt. of Jharkhand.

[Note: The estimation of state specific and all-India poverty figures given

above has been done by the Planning Commission of India which is the

nodal agency of the Government of India for estimation of poverty at the

national and state levels. The estimate of poverty given above has been

done through Uniform Recall Period (URP) consumption distribution

methodology. For details on this methodology one may refer to the

Planning Commission’s documents on poverty estimation. However, the

district specific data has been estimated by the concerned states and

there is no mention of the methodology applied for arriving at the given

figures.]

The development scenario of the study states and districts were briefly

looked at to gain understanding of the positioning of the State and study

districts in the national context. Data with regard to poverty rates may

not be comparable because of two reasons. One, they pertain to

different time periods and secondly, the methodology of calculating the



36 | Pag e

figures for these districts vary. However, these data do depict a general

picture of socio-economic and health positioning of the study districts

within the national picture. District Koraput presents a very disturbing

picture with more than 88% of its people living in poverty followed by East

Sighum and Jhabua with nearly 50% of its people living in poverty. Churu,

like its overall literacy status presents a better economic status. Table No.4

clearly brings out the overall picture.

The status of IMR and MMR is very much linked with the status of female

population in the context of empowerment and having overall say in

decision making. While in all the focus states the MMR is abnormally high

with Rajasthan recording the highest MMR (Rajasthan is worse than others

which is in line with common perception or the societal outlook towards

women and their well-being in general). With regard to IMR, Jharkhand

comes as a surprise having scored better than the national average

which is hard to explain keeping in view the overall health scenario,

literacy and poverty status of the state. Other three states depict a sorry

picture and they must improve the situation for ensuring better well-being

for children by ensuring their survival at the first place and literacy status of

women play a very important role in improving the child health and

educational status. The Table No.4 clearly explains the overall IMR and

MMR status.

Table-4: IMR and MMR in States

State(s) IMR MMR

Madhya Pradesh 70 335

Rajasthan 63 388

Odisha 69 303

Jharkhand 46 312

India 53 254

Source: NRHM Website, Govt. of India

Note: Infant Mortality Rate (SRS 2008); Maternal Mortality Ratio (SRS 2004 - 2006)



37 | Pag e

5. Key Study Findings from Preliminary Field Based Enquiry

The study focus was essentially on both male and female participants as

well as non-participants of TLC, that is, the community as a whole along

with trainers, officials and other stakeholders. Besides the above, primary

data collected through PRA methods in Jhabua by the study team as well

as World Vision in East Sighum were also analysed and correlated.

All the focus districts except Churu in Rajahsthan were predominantly

inhabited by scheduled caste and tribal populace. The table 5 gives a fair

picture of the different tribes and castes of the female study population,

that is, the women participants of the FGDs.

Table-5: Tribe/Caste of Female Study Population

Tribe/Caste of Study Population

No. State District Village Tribe/Caste No. of

Participants

1. Madhya

Pradesh

Jhabua Bhandariya Pataliya 11

Khedi Pataliya 14

Narvaliya Bhil 14

Navin

Navapara

1Bhil, 10

Pataliya

11

Jharniya Bhil 10

2. Jharkhand East

Singhbhum*

Deuli SCs and Santhal 15

Bhandarboro Santhal 11

Amla Ghutu Santhal 13

Bardi Santhal 15

Shole Vilalge Santhal

3. Odisha Koraput Badli Kuduma Paraja, Gauda,

Harijan and

Paika

17

Parija Barikanta Harijan, Kanwar,

Paraja

11

Tentulliguda Golari and

Saiga

10

Sakarjala Kandha 14

Gopalpur Kothia 11

4. Rajasthan Churu* Chajusar Mixed

population of

dfferent castes

8

Dhadar Rajputs and

other castes

10

Harasar Mixed 10



38 | Pag e

Dhatri Mixed

population

5

Gaurishar Mixed

population of

different castes

4

Sehla Mixed

population of

different castes

8

Total 4 20 222

Age-Group

The age-group of the female participants ranged from 15 years to 35

years and more. This was so keeping in mind the TLC framework‟s focus on

the 15-35 years age-group.

Economy

Agriculture is the mainstay of the study population. The community

studied were mainly engaged in agriculture. Migration in search of work

was observed in districts like Jhabua, East Singhbhum, and Koraput.

Families get migrated for a period of 3 to 4 months every year.

Education of adult women

It was important to understand the education level of the learners in order

to correlate the same with their learning abilities in general and in

particular due to the influence of TLC. The same is presented in a tabular

manner capturing the learning status of the female study population.

Table-6: Education Level of Women Participants in Study Districts

Education Level of Women Participants

No. District Illiterat

e

Sign

only

Sign & Identify

numbers/letter

s

Up to

Class

V

Up to

Matriculatio

n

More than

matriculatio

n

Total No. of

Participants

1. Jhabua 45 10 3 1 1 0 60

2.

East

Singhbhu

m

38 5 0 4 6 1 54

3. Koraput 53 9 0 1 0 0 63

4. Churu 7 23 3 6 5 1 45

Total 143 47 6 12 12 2 222

From the above table one can decipher that 143 (64.41%) out of 222

participants were illiterate. And if the number of people who could only

sign were put together along with the illiterates the number went up to

190 out of 222. That is 85.58% of the study population were illiterate. Very



39 | Pag e

few were found to have been to high school or studied further. The

literacy level in Jhabua and Koraput were found to be very poor as

compared to the other two states. Only in Churu and East Singhbhum

some women were observed to have accessed school- both primary and

high school. It may be but noted that in East Singhubhum the literacy level

was better only in one of the four study villages; in the other three villages

the status of learning was found to be quite poor.

In Churu one woman was observed to have done her Masters and in East

Singhbhum one woman had done her graduation. The former was an

active participant in social development of the village, she had also

taught in the TLC programme and helped some women clear the P-III test

of the TLC campaign. The latter was an Anganwadi worker and very

keenly interested in the village‟s development (see case study of Savitri

Nayak, Churu and Daibani Sahu, East Singhbhum).

It is important to correlate the education status of the learners along with

their TLC participation. The following section focuses on the participation

of women in TLC and its impact on their learning.

5.1 Learners/Community

5.1.1 Learning Status of Learners vis-à-vis TLC Participation

Table-7: Learning Status of Learners vis-à-vis TLC Participation

No. District Total No. of

Participants

who could

sign/ read and

write

Participate

d in TLC

Learnt to sign

from TLC and

retained it

Learnt to

sign from

Children/

husband

Learnt to

sign

from

SHG

Learnt to

read/write

from school

1. Jhabua 15 6 5 8 0 2

2. East

Singhbhu

m

16 2 0 9 0 11

3. Koraput 10 18 5 0 9 1

4. Churu* 38 29 19 0 7 12

Total 79 55 29 17 16 26

From a total number of 222 participants in the study only 55 learners of TLC

could be identified. Out of these 55 only 29 had learnt to sign from TLC

and 24 had retained the ability to sign till current times. The government

figures on target number of learners and enrolment along with the

success rate gives a very positive assessment of the situation in Jhabua

and Churu, which is not found to be true on the ground as of today.



40 | Pag e

5.1.2 Target number of learners-estimate and reach

Table-8: Success Rate of TLC

State District Target Enrolment P III

Completers

%age of

Achievement

Madhya

Pradesh

Jhabua Phase-I 42508 40526 30128 70.88

Jhabua Phase-II 315795 226964 122265 38.72

Odisha Koraput 343644 276391 148235 43.14

Jharkhand East Singhbhum 121015 108423 4123 3.41

Rajasthan Churu 232658 207277 180885 77.75

Source: Annual Report: 2002-03, NLM Directorate of Adult Education. New Delhi

The above table gives a view of government claim as regards the success

rate of TLC in terms of the total percentage of successful P-III completers.

In Churu the government claims of success in TLC goes beyond 77%. In

Jhabua the first phase success is claimed to be 71% and the second

phase success is 39% which amounts to a combined success rate of

42.50%. In Koraput the official claim of literacy level is 43% and in East

Singhbhum it is at a pathetic level of 3.41%. When we contrast this with the

findings of the study, it reveals that out of a total 55 traceable number of

female learners, only 24 (43.63%) who could barely sign their names had

learnt it from TLC participation. Howsoever, it is well understood that only

signing one‟s name does not make the person literate. Further the focus of

TLC was much beyond teaching to sign only. Therefore, the literacy

campaigns of the government have not been able to create the impact,

which was its aim and the performance was far from satisfactory. Also the

relapsed into illiteracy is as high as over 95% as not more than 3 learners

currently possess reading and writing abilities out of the 55 TLM learners.

5.1.3 Impact - on the community

Keeping in mind the enrolment status vis-à-vis the achievement and the

findings of the study team one may well decipher the impact of the TLC

on the lives of the community.

It may be understood that the people in focus were primarily into

agriculture and their prime concern in life was livelihood.

In the particular context adult literacy was not their priority for sure.

Howsoever, due to various reasons it failed to motivate the learners or

volunteer instructors to take up the task for long and sustain whatever

learning they had achieved. This is evident from the fact that only 3 of the

identified 55 learners still remembered how to read and write.



41 | Pag e

In order to understand this slack it is important to locate the adult literacy

programme:

1. Models - that is whether they were TLC, PLP or CEP; As mentioned in

earlier sections the adult literacy programme was implemented in

three different phases - TLC followed by PLP and then CEP.

2. Trainers and the and payment mode;

3. Teaching Learning Material

5.2 Trainers/Volunteers

5.2.1 Types

It may be noted that wherever the trainers were Volunteer Instructors, who

were not paid any honorarium, there the duration of the programme was

short lived. And wherever the trainers, that is, Preraks and Seh Preraks,

were paid some basic wage the programme was functional for longer

periods, at least in pen and paper. Howsoever, the end result was not

outstanding in any of the places.

The table underneath gives a picture of the duration of the programme in

the different study districts.

Table-9: Timeline of TLC Implementation

State District

Official Record People's Memory

Time period Time

period

Duration of

classes (max)

Madhya

Pradesh

Jhabua Phase 1995-2003 1995 6 months

Jharkhand East Singhbhum NT* 1995-2003 Continuous

Odisha Koraput 1993-2007 1999 3 months

Rajasthan Churu NT 1988-2009 2 years

*NT: Not Traceable.

The above table gives an impression that the programme ran successively

for 2 years in Churu and for about 8 years continuously in East Singhbhum.

Additionally it may be noted that the instructors/trainers in the adult

literacy classes in these two districts were paid a basic wage. However, in

Jhabua and Koraput no payment was made to the instructors. It is

pertinent to note that people do not remember the variant of literacy

classes (TLC, PLP, CE) and programmes. The cumulative effect of various

spell of the literacy programmes did not bring about tangible changes in

the literacy status of adults and in particular of women. The success rate

(3%) recorded by East Sighbum in Jharkhand indicate the real picture.



42 | Pag e

The discussion with the State government officials reveal that the TLC did

not evolve in the East Sighbum district as the district administration was not

that proactive.

The programme‟s functioning in the different states were different. It was

noted that in Jhabua the programmes were essentially VI based TLCs. In

East Singhbhum and Koraput TLC was followed by PLP. And in Churu CEP

was also implemented. That is the reason, in Churu, one did come across

learning centres which had shut down only in 2009. The study team came

across such learning centres which were earlier functioning in the name of

Mahatma Gandhi Pushtakalaya va Vachnalaya) in Churu.

Some of the centre instructors were traced and the study team visited

such centres and got a chance to see the learning materials as well as

registers..

The registers were well maintained, and interestingly enough the learners‟

attendance was also marked on Sundays (a holiday).

5.2.2 Selection

The selection of the trainers was not based on any entrance test. However

local people who had studied till class V or beyond were selected as

volunteers. A list of the kind of people who could be trainers is as follows:

Students

Educated and

unemployed youth

Teachers

Educated house-

wives

Social workers

Ex-servicemen

Retired government

officials and

Angnawadi and Balwadi workers (Literacy Facts At A Glance. New

Delhi: NLM MHRD Govt. of India)

In Churu the study team found out that many of the instructors had given

bribes to block level officials to get appointed. Some even gave a portion

of their basic wage to evade any kind of evaluation or monitoring at the

block level.



43 | Pag e

The study team observed that the trainers were not always mentally well

equipped to motivate rural adults to attend literacy classes. Their

educational qualification was not of really high standard. Neither was the

training they received meaningfully implemented.

5.2.3 Training - duration, focus

Every Volunteer Instructor. Prerak or Seh Prerak was to undergo primer

specific training for at least 9 days under the supervision of Resource

Persons and Master Trainers. The study team found out that the training

period varied in different districts. For instance in Koraput the training

session did not exceed one day, in East Singhbhum it was for 15 days and

in Churu it was for 3 days. In Jhabua the study team could barely trace

any instructor.

The focus of the training programme was to empower the trainers with

interesting mechanisms to teach. Every district adopted innovative

methods for the same. However, to what extent the class V drop outs or

class 9 drop outs could inculcate those trainings and impart the same was

definitely questionable.

For instance in Churu a practicing Homoeopathy doctor was also a

Prerak. He opined that they were trained to use street plays to teach, but

these things were barely implemented. In East Singhbhum an official

opined that roti and (datun) a twig, used for brushing teeth, were used to

teach alphabets like „ka‟.

At the same time one also came across trainers who admitted having

had a good time eating well in the training period and barely gaining any

insight towards teaching adults.

Most of the teachers had their own reasons for the failure of the

programme, some

however, put in extra

effort and ideas to

make it successful. For

instance an instructor in

Koraput opined that

the learners were

taught with the help of

Primers which did not

start with alphabets.

Therefore, it became difficult to teach that is why he developed his own

method and started the classes by teaching alphabets first.



44 | Pag e

Not only instructors but also learners and other officials did have their own

observation as regards the primers. It would be essential to briefly

understand the teaching learning material in order to comprehend the

adult literacy programme.

5.3 Teaching Learning Material

5.3.1 Design and Content

The adult literacy classes were designed to teach three different Primers.

These Primers were developed on the basis of IPCL, that is, Improved Pace

and Content of Learning. The objective of the same was to:

Create motivation in the learner

Produce standardized learning material;

Achieve pre-determined levels and

Ascertain better accountability.

The primers were to be taught over a period of 8-12 months for 200 hours

altogether. The content of the same were different socially relevant

chapters, with a focus on teaching words with different letters and basic

numeracy followed by test for self-evaluation.

The focus was to impart basic literacy in the three Rs- reading, writing and

arithmetic. According to the Literacy Facts At A Glance (a manual on

adult literacy programme of NLM) the prescribed levels in the three was

as follows:

Reading

a) Reading aloud in normal accent simple passage on topic related to

the interest of the leaner at a speed of 30 words per minute

b) Reading silently small paragraphs in simple language at a speed of 35

words per minute

c) Reading with understanding road signs, posters, simple instructions and

newspapers for neo-literates etc.

d) Ability to follow simple written message relating to one‟s working and

living environment

Writing

a) Copying with understanding at a speed of seven words per minute

b) Taking dictation at a speed of five words per minute

c) Writing with proper spacing and alignment



45 | Pag e

d) Writing independently short letters and application forms of day-to-day

use to the learner

Numeracy

a) To read and write 1-100 numerals

b) Doing simple calculations without fraction involving addition,

subtraction upto three digits and multiplication and division by two

digits

c) Working knowledge of metric units of weights, measures, currency

distance and area and units of time

d) Broad idea of proportion and interest (without involving fractions) and

their use in working and living condition”.

The content was so designed that people could become functional

literates. The big question which follows logically is whether such contents

developed on the basis of felt needs of the learners or whether these

were developed without taking the learners‟ needs into account?

The Literacy Facts At A Glance also states that the TLM was to be so

developed that it would be:

Locally relevant

Conform to IPCL and

Incorporate national values

It is critical to gauge as to what extent all the Primers developed in the

four different districts stuck to the model. A brief on the language used for

the same may throw better light on the issue.

5.3.2 Language

Peculiarly enough the content was understood to be locally relevant if it

was in the local language. This was the understanding of many states,

and accordingly the Primers were developed, just translating the Hindi

Primers. In some places the pain of developing this was also evaded by

using Hindi Primers. For instance in Jhabua and East Singhbhum the local

learners spoke Bhili and Bengali respectively but they were taught from

the Hindi Primers.

It is however, good to know that in Koraput and Churu local Primers were

developed and the language used in the same was Odiya and Marwari

respectively. Some local words were also incorporated in the text. Most

interestingly the content was not a translation of the Hindi Primers. Further



46 | Pag e

the content was also locally relevant as it spoke of their day-to-day life

and local festivals.

To the study team‟s dismay, however, in Churu many primers were found

still stocked in locked trunks of the locked learning centres.

The aim of developing the primers was not to leave them in the centre but

to distribute them to the learners and use them for literacy programmes.

But the new unused Primers stacked in chests proved that resources

weren‟t put to best use for which they were deployed.

It is important to understand the programme structure of TLC in the

different state in order to well ascertain the success or failure rates.

5.4 Types of Adult Literacy Programmes

It was observed that all the three programmes- names TLC, PLP and CEP

were not necessarily implemented in every target district. The following

table throws light on the types of adult literacy programme run in the

different districts and the time of the same.

It may be noted that these facts are based on the response of the

participants of the study.

Table-10: Name and Type of Adult Literacy Programme

No. State District Adult Literacy Programme

Duration

Official People's

view

1. Madhya

Pradesh

Jhabua Praud Siksha 1995-2003 1995

2. Jharkhand East

Singhbhum

Bihar Siksha Pariyojna NT* 1995-2003

3. Odisha Koraput TLC 1993-2002 1999

PLP 2003-2007 2003

4. Rajasthan Churu Praud Siksha NT 1988-1996

Akhar Medi 1996-1999

PLP (Uttar Siksha

Sansthan)

1999-2006

CEP (Satat Siksha

Sansthan)

2006-2009

In Rajasthan the adult literacy programmes were implemented with a

better focus. The adult literacy classes were continued for few months

and subsequently the different variants were also implemented. In this

case also, the discontinuation of literacy classes or rather the absence of

a continuous mechanism to engaged the adult neo-literates with reading

and writing resulted in relapse into illiteracy very soon.



47 | Pag e

Analysis of PRA Data collected while conducting field visits in

Jhabua

The data below is collected through interactions with the villages during

the filed visit. The primary focus was to ascertain the literacy status of

people at present.

Table No.11: Analysis of data collected through PRA techniques on Literacy Status

Out of 189 Male

Age

Clas

s Illiterate

Can

sign

Female

Age

Clas

s Illiterate

Can

sign

Age <=40 74 17

Age >40 61 1

No Age (Blank

cells) 54

171

Upto Class V 15 0

Class VI to VIII 14 1

Class IX to X 12 4

Above Class X 11 1

Illiterates 137 183

Illiterates who can

Sign 17

18

T O T A L 189 52 137 17 189 6 183 18

In % 28 72 9 3 97 10

Note: age of the respondent was found difficult to collect as the respondents were taking huge time to find

this out. Mostly the respondents belonged to the age group of 20 to 45.

The data collected through PRA techniques while conducting discussions

with the community reveal that 28% of men had schooling. Even in this

case, more than 50% of men studied only up to class 5% and barely know

reading and writing. In the case of women, the picture is even grim.

Approximately 97% of women remain illiterate of which 10% have learnt to

sign their names. The village wise details of respondents is attached as

Appendix-1.

Primary data collected by World Vision Staff in East Sighbhum

Baseline survey conducted by World Vision in East Sighbum was collected

by the team to look at the status of adult literacy. Of 135 male

participants, 42% remain illiterate. Another 11% just know to sign only and

read a few words. One could observe that the age category of 40-50 is

the least educated category with only nine members being literate out of

26. Table no.12 and Figure 3 show clearly the status of literacy.

Table No.12: Status of literacy amongst adults in East Sighbhum (select villages

only)

MALE Illiterate Literate >5 Class 10th or above

Out of 135 56 15 31 33

%age 41.48 11.11 22.96 24.44

Male Age Range Count Illiterate Literate >5 Class 10th or above

15 to 30 65 16 7 20 22



48 | Pag e

31 to 40 43 22 4 9 8

41 to 50 26 17 4 2 3

Above 50 1 1

Total 135 56 15 31 33

Fig.3: Status of male literacy in East Sighbhum

Female Literacy Status

The analysis of baseline survey data shows that more than 53% of women

remain illiterate so far. Of this approximately another 10% has only

achieved the level putting their signature. The following table no.13 and

figure no.4 clearly indicate the picture.

Table No. 13: Status of female literacy in East Sighbhum District (select

villages)

FEMALE Can Sign Literate >5 Class 10th or above Illiterate

Out of 125 12 6 28 12 67

%age 9.60 4.80 22.40 9.60 53.60

Female Age

Range Count Can Sign Literate >5 Class 10th or above Illiterate

15 to 30 71 7 6 17 10 31

31 to 40 30 2 0 11 2 15

41 to 50 24 3 0 0 0 21

Above 50 0 0 0 0 0

Total 125 12 6 28 12 67

Fig.4: Status of female literacy in Select Villages (East Sighbhum district)



49 | Pag e

5.5 Women’s expectation from participation in literacy initiatives

Discussions with women

participants were

focused on their views

about literacy and how

would they like to be

involved. The

fundamental issues that

are impacting their lives

are their heavy

engagement with

routine tasks, poor

economic earnings

and the burden of looking after household tasks besides taking care of

children. A wide range of household, social, cultural and economic

factors negatively influence women in their desire to access knowledge,

information, education, mobility and gender justice.

The complex inter-linkages between social and personal factors, one

reinforcing the other cannot be neglected and this calls for active

participation of women in a self-driven and self-motivated strategy for a

basic change in the mind-sets of the individual and people at household

and community levels. The women participants were mainly from the

SC/ST community who are marginal farmers and land-less and mostly

engaged in wage labour. They were mostly illiterate and remained

alienated from educational and other Government programmes and

processes. Women‟s expectation for their participation in literacy

programmes revolve round their family, social and economic life.

Given the complex and deep rooted barriers to women‟s access to

education, it was observed that more inclusion of women volunteers as

instructors is necessary as they understand the compelling situations of

women and relate with their situations with empathy.

The literacy classes were not effective in group processes. It was neither

focused on any individual improvements as well as group improvements.

Women felt that collectivizing women on their issues like sending girl

children to schools, women taking cognizance of the functioning of ICDS

and village schools are important. This means place literacy classes in the

larger empowering context.



50 | Pag e

Participation in MNREGS, getting equal wage under MNREGS, improving

savings and evolving informal credit mechanisms through group formation

they like. Activities

that are essential to

run these initiatives

require functional

literacy. The efforts of

placing the demands

for literacy by the

women were found

commendable.

The programme

design should

consciously focus on

enabling women to identify their priorities and issues around which the

programme enables a learning process and plans its strategies and

interventions. This calls for a different approach rather than a centre

based literacy classes run by unpaid volunteer youths.

The learning methods and curriculum could be evolved. Everyone wants

to learn beyond writing their names. The had expressed functional

literacy to read job cards, bank passbook, do simple calculation, write

small applications for job, etc. Therefore, the curriculum should be aimed

in facilitation these processes and indicators of functional literacy should

be benchmarked against these performance indicators like the per

centage of women who can write their names, read bank pass books, do

simple calculations and write applications for pension, wage labour, etc.

This means, the computerized test and other measures being evolved by

the Saakshar Bharat may be reviewed in this context.



51 | Pag e

6. Status of Saakshar Bharat

SB was officially launched in September 2009. In total 365 numbers of

districts in 26 states were identified for the implementation of SB in the XIth

Five Year Plan. The principal target of the mission was to impart functional

literacy to 70 million adults in the age group of 15 years and beyond. The

table underneath gives the categorization of the target group in SB.

Table-14: Category Wise Targets

Category Wise Targets Under Literacy Programme (Millions)

Category Male Female Total

SC 4 10 14

ST 2 6 8

Muslims 2 10 12

Others 2 34 36

Total 10 60 70

It is evident that a major percentage (85.71%) of the targets in the literacy

programme was that of females, justifying the prime focus of SB on female

literacy.

In the first phase it was supposed to be implemented in 19 different states

covering 167 districts and reaching out to 3.82 crore adult non-literates in

the first phase (http://education.nic.in/Elementary/DMU.pdf).

It was found out that Jhabua, Koraput and Churu were also identified as

target districts of implementation of SB but East Singhbhum was not.

However, Jhabua and Koraput were not included in the first phase of

implementation.

It was understood that those districts with a female literacy rate of or

below 50% were selected for SB implementation.

6.1. Status of SB Implementation

In the four study states Madhya Pradesh, Jharkhand, Odisha and

Rajasthan the total number of districts identified for the implementation of

SB in the XIth Five Year Plan were 37, 17, 19 and 31 respectively. Out of

which in the first phase the total number of districts selected in MP,

Jharkhand, Odisha and Rajasthan were none, 4, 3 and 31 respectively. An

overview of the status in each study district follows:

http://education.nic.in/Elementary/DMU.pdf



52 | Pag e

6.2. SB in Jhabua

Saakshar Bharat Mission was yet to be launched in Jhabua district. The

District Project Coordinator Office stated that papers had been filed at

the centre for the launch of the programme but no work had started till

July 2010.

6.3. SB in East Singhbhum

As the female literacy rate of East Singhbhum was more than 50% it was

debarred from being a target district of SB. Thus SB was not to be

implemented in East Singhbhum.

6.4. SB in Koraput

In Odisha 3 out of 19 districts were selected for Phase-I implementation of

SB till March 2010. The districts were Kalahandi, Balangir and Sundargarh.

However from the SLMA it was obtained that though the funds were

available Preraks and Coordinators were not yet appointed. Only after

they were appointed the survey to identify learners would be carried out

and further implementation work would follow.

Koraput was identified for the implementation of SB, howsoever no work

was in progress as it would not be done in the first phase of SB

implementation.

6.5. SB in Churu

Survey was on for the implementation of SB. It started on 22nd July and was

to be completed by 15th August, however it was further extended till the

20th of August 2010; and due to unavailability of survey sheets it was still

extended further (the date was not decided by 26th August 2010, the day

of the Study Team‟s visit to the ZSS office in Churu).

The above section fairly assesses the ground realities of implementation of

the first phase of SB, which was to be over by March 2010.

In the following section the target number of learners for SB in the study

districts has been enlisted.

6.6. Saakshar Bharat in the Study Districts

A fair view of the target learners and trainers in the study districts has been

laid down in a tabular form underneath.

Table-15: SB in the Study Districts

Sl. State Study

District

Total

Number

of

Learners

Number of

Volunteers

No. of

Master

Trainers

Number

of

Resource

Persons

Number of

AECs (Lok

Sikhsa

Kendras)

covered

Blocks

Covered



53 | Pag e

1. Madhya

Pradesh

Jhabua 201510 25188 1259 41 663 12

2. Jharkhan

d

East

Singhbhu

m

NA as debarred from implementation of SB

3. Odisha Koraput 206603 25825 1291 43 226 14

4. Rajastha

n

Churu 173039 21629 1081 36 250 6

The table specifies the total number of learners, trainers, resource persons,

and multiple functional Lok Shikha Kendras (Adult Education Centres) or

AECs in three study districts. This also reveals that there is no uniform

standard fixed for number of AECs to blocks.



54 | Pag e

7. Relating Study Findings to Impact Assessment of Total Literacy

Campaigns in India

The context of Adult Literacy Education

This field level preliminary assessment was done to gather the resultant

changes of decades old adult literacy programmes in India and

understand the significant lessons learnt in terms of offering adult literacy

programmes in India. The key aim was to understand the programme

delivery structure and design adopted by each variant of the in delivering

adult literacy education, organizing women and men for attending

literacy classes, the infrastructure and other resource support provided by

the programme at the community level, etc.

Primarily, the literacy programmes implemented by the NLM consisted of

three distinct stages- the TLC, the PLC and the CE stage. At the TLC stage,

the following abilities were expected to be transferred to the learners: The

ability to -

1. Read, without difficulty, a description falling within the learners' own

experience;

2. Copy at the rate of seven words per minute;

3. Count and write from 1 to 100, to add and subtract three-digit

numbers, and multiply and divide two-digit numbers. It was also

expected that the transfer of basic general knowledge regarding the

society, community and some basic information about government

institutions would also be achieved.

National Adult Literacy efforts were focused on transferring the ability to

read without difficulty. Additionally, copying at the rate of seven words a

minute, counting and writing from 1 to 100, adding and subtracting three

digit numbers and being able to multiply and divide two digit numbers

were also part of the expected learning outputs.

Findings on Environment Building for promoting Adult Literacy

Being literate does not seem to be everyone‟s priority. The idea of

becoming literate is not seen to be catching the attention of millions of

women and men in this country when their priorities are ranked. Lack of

adequate drinking water, food security and assured wage labour hover

them constantly. In the plight to survive, no wonder, the need for being

literate becomes one of the low priority agendas. While it is understood

that being literate makes the illiterate more aware of the processes and

mechanisms of the system that deprives them of dignified living, and helps

them to conceptualise this awareness, it has been amply proved that



55 | Pag e

being illiterate is no incapacity. Moreover, learning how to sign does not

make one literate in anyway.

One of the most positive impacts of the TLC was the spurt in school

enrolments. The field enquiries found that there was a positive growth in

the number of children attending schools.

In all the FGDs, we found that participants were aware of the benefits of

literacy-though in a limited sense. It has been noted that the main

attraction for the new learners was that they would be able to put their

signatures in writing instead of using thumb impressions. This has also

become important in the context of claming wages under Mahatma

Gandhi National Rural Employment Guarantee Scheme (MNREGS) where

they are asked to open bank a/c, post office a/c and sign quite often.

Most importantly, there was a growing awareness that putting signature

elevates their status in the eyes of others and if coupled with number

literacy, they cannot be cheated by the contractors and officials from

obtaining correct wages.

Apart from achieving literacy, the TLC and other programmes were

expected to bring about social changes, social and moral qualities as well

as of personal abilities to look at the issues in an informed manner. During

interviews and focused group discussions with women on their learning

abilities and resultant social change, most of the women were

inexpressive and often silent indicating the absence of these results. On

the other hand, many of the learners whom the team met had learnt to

sign only. Obviously, the numerical abilities were found poor. They were

not able to add and subtract two digit numbers, but however had

demonstrated excellent abilities in handling cash- adding, subtracting,

etc. Only a very few neo-literates tested could read boards, posters and

bold letters (3 women out of 55 interviewed).

The adult literacy campaigns and its various variants officially form part of

a centrally sponsored scheme of the Government of India, originally

conceived as a technology mission, with the primary objective of

eradicating mass illiteracy in a time-bound manner. The achievement of

the literacy rate critically depends on the ability of the administration to

mobilize people and Voluntary Instructors. This throws a big question- is the

bureaucracy capable of mobilizing people, volunteers and trainers in a

sustainable manner? If so, what is the evidence in its history of

performance? The mission is to mobilise people to achieve this goal, is

social mobilisation something that falls in their realm of performance? If

people's participation in the literacy mission is an expected outcome, do

we think the bureaucracy achieved it! Obviously, it was not only different



56 | Pag e

for the government and the people, but also amongst the people. The

goals of different age groups, of women and of marginalised and

indigenous groups, were different which were totally overlooked by the

campaign and subsequent programmes implemented by the district

administration from time to time.

Key Programme Delivery Structure and Mechanisms- Findings

Examining the structure and delivery modes of various variants of adult

literacy reveals that the delivery structure of adult literacy was

decentralised in its implementation up to the district level. However, the

decentralization was done in such a manner that from Central and State

level government machinery it slipped into the hands of the district

government structure who never influenced sector-wide reforms. In most

cases, the district collector, who heads all initiatives in the district, led the

campaign. One would wonder does this decentralization make any

difference to those adult illiterates who never had an eye to eye contact

with the district administration.

Though each district had the opportunity to set its own agenda and

programme, the programmes looked homogeneous across the district

and also in the State. Sub-district, block and c1uster level actions and

innovations did not emerge. Pockets of population groups remained un-

approached within the district, such as those in geographically difficult

hilly and remote villages, generally inhabited by indigenous people

belonging to different language groups. The district-level actions by the

bureaucracy did not envisage the transfer of responsibilities to local

bodies and groups functioning at sub district and village levels. Therefore,

even today, the capacity of the local administration to deliver social

projects remains as a critical question that needs further empirical

validation in the future.

The adult literacy programme delivery design looked straight jacketed

with very little scope for innovation and experimenting different models.

The whole responsibility of delivering adult literacy was shouldered by the

district government who had very little people contact (ability to reach

out to the vulnerable sections) as well as experiential knowledge to deal

with various adversities of rural mothers and women. The various modes of

operation viz., the campaign mode and the centre mode, volunteerism

versus paid facilitators, and so on did not result in making adult literacy a

reality. A positive feature is that despite these inherent contradictions and

shortsightedness, all the field studies underline the sincere interest of

women to become literates! The basic emphasis now should be how one

deciphers learning emerging from the poorly cooked strategies and



57 | Pag e

approaches to “make India literate”.

Another issue arising out of the programme framework is the gender

aspects. 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, during the time the women attend classes, motivate the

men to attend to household tasks, etc.

It was observed that control by the government has not allowed

organisation at the grassroots to take initiative and participate in the

delivery of adult literacy. In fact, this has hindered the emergence of local

institutional arrangements that could sustain the movement in the long

run.

Timely and consistent funding and provision of resources is another critical

problem that existed all through out. In all the four districts, there were

long gaps between one phase of the programme and the next. The staffs

were not paid for many months and years in Odisha whereas in

Jharkhand they were paid for some months only.

In continuation with the previous point, in all the districts, the literacy

campaign was not successful in ensuring the participation of marginalised

groups of people such as women, tribals and dalits. Further whoever

motivated and began attending the classes, it was also most difficult to

sustain their interest to attend classes even for a month.

The discussions with NGOs revealed that across all four districts, the NGOs

more or less abstained from participating in the adult literacy movements.

They rather saw it as an over play of local government machineries that

have the capacity to mobilize community in a mandatory style and

correspondingly cook results. The absence of database and

comprehensible MIS speak volumes about the inherent nature of poor

accountability and sensitivity of the government at the district level.

The adult literacy promotion efforts saw the mandatory introduction of

volunteerism – the entire campaigns and centre based approaches were

heavily banking on the unpaid Volunteers. How it was possible for the

programme to expect anybody to work without any remuneration and

yet produce results? When people connected with the adult literacy

programmes and working at the higher levels could be paid to perform,

how wise was it to decide not to pay the volunteer on whose shoulders

the ultimate responsibility of making people literate rested so heavily? Has

anyone ever been able to document any other voluntary movement like

TLC in which the top leadership is paid handsomely and the people at the



58 | Pag e

lowest category are not paid at all and yet are expected to deliver a

successful programme?

TLC was essentially designed on a campaign mode, through volunteers

identified and trained to impart adult literacy. The design of the

campaign mode was completely based on the commitment and

dedication of the unpaid volunteer.

As the campaign mode operates on a large canvas, interconnectedness

was essential. Not only was this not always possible but also, as

„organisational dynamics‟ were crucial, excessive bureaucratisation did

not help. The absence of inclusive approach to relevant stakeholders like

CSOs, academic and research institutions and PRI resulted in evoking

poor collaborative attempt as well as building links for sustaining the

results.

As mentioned earlier, the backbone of the TLC was the huge army of

volunteers expected to be mobilised by the district teams. However, the

whole literacy promotion approaches (campaign and centre based) had

failed to motivate and train the volunteers due to being bureaucratic,

insensitive to the expectations of the Volunteer Instructors who had

expected social status, better linkages with the local government, etc.

The non-committal of the bureaucracy to provide necessary support in

terms of Kerosene for night lamps, learning materials, follow-up with the

Volunteer Instructors led to collapse of the initiatives within a span of a

month in almost all the areas visited.

The Volunteer Instructors who were selected to impart literacy classes

belonged to various age groups with poor literacy outcomes. It was found

that the selection and training of volunteers lacked screening of

necessary abilities, but were dominated by caste and economic groups. It

was found that there had been insufficient and poor motivational efforts

leading to less personal commitment among instructors in conducting

literacy classes. It was expected that if they were properly committed and

interested, they would overcome most of their deficiencies with regard to

teaching and engaging with the neo-literates.

The instructors were not monitored and supported which led to the

slackening of interest among the instructors. The absence of monitoring of

the classes led to poor ownership of conducting the literacy classes.

One of the crucial shortcomings was the unrealistic expectations from

Voluntary Instructors. If we look at the spirit of voluntarism, it has to be

emerged. If we look for historical perspectives, we do not have evidences

of “government machinery mobilizing volunteerism”. If this is true, what



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provides credibility for a national programme to plan interventions based

on the expected supply of volunteerism? Who in the government

machinery can inspire and encourage masses to come out and

contribute? Alternatively, what mechanisms could evolve voluntary

participation of teachers and trainers?

India has a rich tradition of mobilizing volunteerism. Our freedom struggle,

non-violent movements, Bhoodan movement, etc. were successful

movements which had mobilized the population across the nation without

any boundaries! It was highly unwise for the planners and policy makers to

think and conceive “compulsory volunteerism” without a human touch!

The environment building efforts for promoting adult literacy was very

weak with little involvement of socially committed and educated people,

developing awareness amongst the illiterate adults through community

consultations, meetings and joint planning. The exhibitions on literacy,

family charts on house walls or community centres, special rallies, etc

were had only a temporal effect leading to no significant effects as to

evoke motivation.

Though the Voluntary Instructors acknowledge the fact that they received

training ranging from one day duration to 10 days, they reported that the

training was basically focused on transferring the skills to write alphabets,

but very few sessions were conducted in how to motivate the illiterate

adults, how to conduct efficient classes, and keep the adults motivated

to improve learning outcomes etc.



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Case studies on Trainer’s perception and capacities to look at while selecting trainers

[1]

Daibani Sahu from Village Deuli, East Singhbhum

Daibani Sahu is a 32 year old graduate married to a graduate (earlier a trainer

in an education programme for children).

She has 3 children. She is well versed with the needs of women in terms of

health and education. She serves as an Anganwadi Sevika since 2003. She is

also skilled in:

Tailoring

Shorthand

Typing

While a Sevika in Angawnwadi she had attended training programmes on:

Mushroom cultivation

Mother-child care

Nutrition

Adolescent girls etc

She was the Secretary of one SHG (Gram Kalyan) initiated as it is mandatory to

have one along with an Anganwadi.

Daibani showed a lot of zeal in the adult literacy programme proposed by the

team. She is keen on doing something for the betterment of her village. She

showed high level commitment. She is a very progressive thinking person. This

was evident from her willingness to go for higher studies (B.ED.) in order to

become a supervisor in Anganwadi.

She voluntarily attended the NGO workshop and was more than willing to help

the research team and was very vocal about taking up any education related

work in her village.

[2]

Case Study of TLC Trainers from 1995-2003

Trainers in Villages- Amla Ghutu, Layah Dih and Ban Kuchia

Three trainers of Bihar Sikshya Pariyojna (Jharkhand was a constituent part of

Bihar before attaining statehood) were identified and the research team had

intensive discussion with them. The particular program focused on the 15-35

age-group.

The three trainers, the villages in which they ran the program, the time period

and their class sizes are mentioned underneath:

1. Maharani Murmu- 1995-2003 in Laya Dih and Rahi Dih- the class size varied

from 15-20 per year. In total 60 beneficiaries were part of her classes.

2. Chayalata Majhi- 1995-2003 in Amla Ghutu- the class size varied from 15-20

per year. In total 50 beneficiaries were part of her classes out of which only

5 could sign when during the field study.

3. Phubani Mahati 2000-2003 in Ban Kuchia- the class size varied from 20-25

per year. In total 35 beneficiaries were part of her classes



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All the trainers sounded very promising and gave good insight as regards the

programme. They had worked on an honorarium which started with Rs.200/- in

1995 then it was raised to Rs.250/- and in 2003 they were getting Rs.400/-

They underwent a training of 15 days before starting the class. Intermittent

meetings were held once in 3 months to reflect on the status of progress by the

centre- in terms of what had been taught etc.

The content was to teach how to write names, picture identification, followed

by writing names of pictures. For example, the picture of a house was shown

and the learners were told that it had two sounds „gha‟ and „ra‟.

Charts, flash cards, songs, stories and books were used for teaching. Two

books- Hindi and Maths were taught.

Mostly adolescent girls continued to learn for longer periods and older women

left after learning to sign. Some adolescent girls discontinued after marriage.

Class time was mostly determined by the learners. In summer it was afternoon

and in winter it was evening.

It was observed that the attendance was very minimal in earlier days. Some of

the reasons cited for the same are as follows:

Migration to Vardhaman (as agricultural labourers) for 2-3 months for

sowing; later for harvesting; to Tata projects for construction work and

to brick kilns for 5-6 months.

Difficult to motivate after they returned.

Financial instability/challenges led to migration- these days women go

for only 10 days or so.

Shortage/unavailability of food.

Unaware as regards the need for education.

The feeling as to what would an adult learn and do.

Girls also rarely went out as they would anyway have to marry and slog

in the kitchen (chula phukna).

Schools were situated far away.

During the study period, the trainers stated that the problems were minimised

and the picture was better:

People were aware and conscious

Schools were close by

Poverty was minimal

Government was making a lot of provision for children‟s education

Family members (particularly, in-laws and husbands) were liberal and

allowed women to move out and participate in different activities.

Some key factors which drove people to learn were the following:

They did not want to make thumb impressions anywhere, they felt

ashamed;

They had to learn to sign to collect wages;

They had to learn to sign if they were members of SHGs;

They had to learn to sign to collect ration.



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Women were observed to be very keen on learning. Interestingly in one village

(Bardi) the women said in current times they asked how much their to-be

daughter-in-law had studied, they preferred a girl who was at least a

matriculate.

The trainers came up with insightful suggestions and observations to add value

to similar programmes.

Bengali to be the medium of learning- earlier the learners were taught

Hindi and they did not take much interest as they spoke Bengali.

Lessons to be simpler.

Pictorial representation of text most preferred to written content.

Lessons should deal with people‟s day-to-day life (pictorially presented).

First teaching should be done with board-chalk and chart paper. Later

on can introduce books.

Should teach identification of different currency notes.

Counting should be emphasised.

Teach name and address.

Health-sanitation-information should be given.

Should be told that it is important to give time to children.

Agriculture need-use of high yielding variety seed and fertilizer etc.

Nutritional diet to be emphasised.

Skill development should be incorporated.

The trainers opined that the most important forms of transferring knowledge

could be through songs, stories and pictures.

[3]

Case Study of Chayalata Majhi

A keen participant from Amla Ghutu, a 39 year old trainer at Tagore Society for

Rural Development. Had studied till class 10, husband had studied till class 12

equivalent. She had taught in the TLC classes from 1995 to 2003.

She had substantial experience in similar work as she had taught in SSA, then

she was an Animator in Swadhina and currently she was working in the RISTA

project for adolescent girls on reproductive health.

She was the secretary of an SHG- Amlaghutu Mahila Unayan Samuha (Swarna

Jayanti Swanirbhara Jojana).

In her initial years of association with TLC she was lucky to have a supportive

family who allowed her to contribute for a social cause. In spite of work load at

home she moved out for a good cause. Earlier her neighbours were not very

encouraging, however, she moved on. But later neighbours looked upon her

and wanted their daughter to be like her.

Chayalata, with the support of her family and due to her personal interest in

social development was committed to the cause of women‟s education and

was noted to have well contributed to the cause in the Bihar Sikshya Pariyojna

programme. She showed keen interest in further contributing if any new

programme was to be initiated.



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[4]

Savitri Swami, an Instructor (Prerak) in the PLP (Village Chajusar),

Churu Rajasthan

Savitri Swami is a woman of about 35+ years. She had done her MA in Hindi, her

husband is a graduate and works as a plumber. He has recently relocated to

the Saudi Arabia.

She has 4 children (2 daughters and 2 sons) who are all going to school.

Earlier she worked in different schools- taught at Shiksha Mitra a Govt. school for

2 months and also taught at a private school in Churu for 12 months.

During the time of the study she was working in an NGO, Sat Gramin, a

development organization, as a field worker instrumental in formation of SHGs

of BPL groups. She had formed 4 groups of 10 women each who saved an

amount of Rs. 50/- each per month.

Savitri joined the PLP, which was run along with a library in the name of

Mahatma Gandhi Pushtakalaya and Vachnalaya, from 2003-2009. However,

classes for adult women was effectively functional only from 2004 to 2006.

The Post Literacy Programme classes were run during 2004-2006 only and 10

women attended the class regularly. There were intermittent attendants also.

Out of the ten 3 took the P-III exam and passed with Grade A. According to

Savitri two more could have also passed but they were not willing to go to

Churu to take photos, thus they dropped out of the exam.

In the first year of the initiation of the programme it was difficult for her to

convince women to come to the classes. Initially no one came; newspaper

reading was on among men; however the centre was open everyday in the

morning from 9.00-11.00 am; after 3-4 months Savitri went to people and called

them. She decided to start knitting, tie and dye, and similar things to motivate

women to come over. The women started coming only after one year of

persuasion.

During weeding periods the attendance used to be poor.

Some problems faced by the teacher to motivate the learners

The learners thought that the teacher got paid but they did not gain in

anyway- they did not get any payment so why would they attend the

classes?

Women were not really motivated to learn as such.

Although a total of about 200 women had enrolled in the centre only three

passed the P-III test.

It is Savitri‟s perseverance due to which some result was observed in her centre.

Howsoever, most women were not highly motivated to learn more than signing.

The research team did meet the three P-III pass outs. Two of the three could still

read and write and one was even able to do simple calculations.



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[5]

Gita Devi, Dhadhar, Churu Rajasthan

Gita Devi, a woman of about 50+ years defied age by actively participating in

different kind of activities starting from teaching the unlettered to playing

games and she also won many accolades and prizes.

She had 6 children and had studied till class 8. Her husband had studied till 5.

She still remembered her ABC and could tell them perfectly in order and could

write some of it as well.

Once she went to the bar where her husband was drinking, and told her

husband that she would also drink and told her husband “meri laaj rakho”.

Since then (20 yrs back) her husband has not touched alcohol.

She had participated in many trainings and programmes:

Training in Small Scale Industry- 2001

Won in Kabbadi and rope pulling competition- 1998

Participant in Pulse Polio Campaign

Participant in Saraswati Pariksha Sansthan- 1996-97

Participated in a Kalash yatra- 1998

Attented Nehru Yuva Kendra- Mela (Training Shivir)- 1996

Participated in Shaksharta Abhiyan Dhadhar-1999

Awarded the Lifebuoy Health Family Award

VI in TLC- 1999

She was a VI in the TLC run in the name of Akhar Medi (letter Temple) run in

1999. Her attendance register showed an enrolment of 110 women from 1999-

2001. However, not even one of the learners who could read was traceable.

Gita Devi opined that at her centre 2-3 women could learn to read and write,

and all the others were taught to sign only.

She underwent a 3-day long training- she was asked to take evening classes for

1-2 hrs and teach women. She was paid an amount of Rs. 150 (as TA/DA) for

three months and thought that it was her honorarium. However, when the

payment was stopped after three months she continued for three more months

and later stopped taking classes assuming that the program was stopped.

She took keen interest in village development work her vibrancy had made her

the Ward Panch. She was also the Vice President of SHG „Maataji‟ formed

some 4 months back.

She still participated in literacy program even though she was not paid any

honorarium. She reiterated the fact that an honorarium for the instructor was

essential to motivate her/him to teach. However, she said that she would still

teach without any payment.

According to her the TLC was a failure because of the following reasons:

Men created trouble and said that woman would not achieve much by

being literate;

Work pressure on women; and

People into cultivation were not inclined to learning.



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[6]

Motaram Godara, Village Aabsar, Churu Rajasthan

Motaram Godara, 53, had passed HSC and a successful homoeopathy

practitioner in his village. He has been doing this for more than 20 years and

has had also acquired other qualifications like:

Diploma in Magneto Therapy

CHMS

BMC

DNHE

He undertook a 3-day residential training before initiating the TLC classes. The

training was optimal in his words. It told them to teach through street plays,

pictures, and plays He was associated with the TLC from 1996 to 2001 in

different positions. From 1996 to 2001 he ran the centre (in the name of Jan

Chetna Centre- People‟s Information Centre) from his house as a Volunteer

and got an amount of Rs.150/- as TA/DA.

From 2002-2007 his centre was run as Uttar Sakshar Kendra (PLP). He got an

honorarium of Rs.700/- for 18 months out of 26 months of functioning. There

were 3 other PLP centres in his village. All the other centres were closed in 2009

but Motaram did not return some things like rug, etc. and a library was still

functioning in his house- men came to read newspapers and magazines

(bought by Motaram).

According to Motaram the literacy programme functioning was good and

women showed a lot of interest in it. Although more than 40 learners were

enrolled in his centre about 15 women came regularly. According to him it was

50% successful. 20 persons took the test from his centre and all of them passed

but genuinely only 5 were able to take the test on their own and the other 15

did it with help from the instructors.

None of the learners could read newspapers. The centre was shut because

wages were stopped.

Motaram showed a lot of interest in the programme and on his own developed

monitoring committees. He was running a primary school along with the centre.

According to him the main wheels (the trainers) of the vehicle were not paid

and it was essential that they would be paid to make it a success.

Spending on reporting went a waste as it was mostly paper work not taking into

account the ground reality. In reality only about 50% of the claimed results

could be acceptable.

[7]

Chagan Lall, Village Dhatri, Churu Rajasthan

Chagan Lall, 32 years, HSC, was running a Satat Siksha Kendra (CEP), earlier

known as Jan Sikshan Nilayam, from 2004 to 2009. About 50-60 women enrolled

in the centre and in all 5 years only 20-25 women came to the class. From this a

meagre number of 5-6 women took the P-III test but the results were not

declared ever. The total duration of each attending the class would be 5

months intermittently.

Chagan got an honorarium of Rs.700/- till 2009.



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Monitoring was done by a retired lecturer.

A revealing fact came to light when Chagan admitted that he had given a

bribe of Rs. 500/- to the BCO to get appointed as an instructor.

Chagan opined that the programme could be successful only if the instructor

got a better salary (that would motivate her/him to motivate the learners to

attend the classes), along with that some entertaining programmes; puppet

shows; performances by some artists should be done intermittently in order to

attract the learners. He suggested that the programme should be regularized

to maintain continuity.

[8]

Case Study of Anita Bhabad, Jhabua

Anita Bhabad, 47 years old vibrant lady, was a tribal woman who was married

off at the age of 15. She had studied till class VI before marriage.

However, her marriage brought a turnover in her life‟s values and attitude. Her

working co-sisters, who left behind their children for Anita to look after, turned

out to be her role models. Anita also aspired to go for work with a vanity bag.

After marriage she continued to work in the village. Fortunately, her husband, a

bank peon, took her to Kathiwada (his workplace) for a while. There Anita got

to see more of working women she was told that they had studied till class VIII.

She asked these women if she could also study now. They assured that she

could do it through private board.

Anita took the first step in her brave and commendable journey of success to

empowerment, name, fame and glory. She studied till class VIII and became

an Anganwadi worker. She further did her class XI and became a clerk in the

District Education Office (SSA). In 1990, a camp of National School of Drama

was held in her village; she participated in it and learnt acting.

There was no looking back. She achieved one accolade after another. In 1991

she qualified in the voice audition for AIR Indore and became a reader in the

Radio Literacy Programme and did 52 programmes with them. She was even

awarded in the same programme.

She started motivating other women to get empowered in spite of all the

barriers.

From 1993 to 1994 she became an artist in ISRO after being selected from 500

applicants. She acted in 200 episodes of the ISRO programme (the

programmes stories) were telecast in TV, which the villages had access to

through the ISRO project; these stories. revolved around the problems of

villagers and their life.

She has also worked in two telefilms of DDI- Sangharsh and Vishwas.

Then she took keen interest in writing poems, songs and also scripts.

One of her poems is “Gyan wali maata gyan aali dev”

Anita Bawad was inspired by many to take a leap in life. She is now an

inspiration for many- implementers and learners. Her insight, struggle and

determination have made her an example for the people of Jhabua. She very

clearly conveys the message that there is no age for learning and one can

achieve the unachievable with sheer determination and commitment.



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Key findings on Learning Outcomes

As already said, in all the districts, the momentum was excellent in the

beginning but slowed down over time. Some of the reasons given were

the lack of consistent support, uneven quality of training of personnel, lack

of ownership of the programme by the neo-literates and insufficient

planning (including provision of infrastructure) for the PL phase including

long gaps.

The concept of literacy per se was reduced to a ' "learn to write your

name" campaign'. And even among those who did go beyond this stage,

the relapse into illiteracy was quite fast.

The increase in literacy was not significant despite over many years of

campaign, PLP and CE. These initiatives did not result in any social change

in a significant manner. The community‟s perception has slightly moved to

appreciate the need for literacy, but nothing beyond. It was also found

during the FGDs that the learners were able to empathise and cooperate

with the volunteers, who they found trying to teach them literacy despite

various limitations. The Volunteer Instructors being from their own areas

were highly acceptable to them as they also shared same kind of

situations- they felt the Instructor as one among them.

On an average, it was reported that each Centre had approximately 40 -

50 participants at the beginning. As the classes started to move on, drop

out from the classes were usual phenomena leading to poor attendance

within a short span of a month.

While literacy centres were run at mutually convenient places and during

the evening and night, there were logistical problems, such as the cost of

lighting, or migratory nature of the work, which led to dropouts, delay in

supply of primers and so on.

The volunteers could be classified into three types- key resource persons,

master trainers and the voluntary trainers. Training modules were prepared

in accordance with NLM guidelines and a four to five day training

programme followed. Such sessions helped break down the barriers

between persons from different villages and backgrounds, but did not

transfer skills to engage with the illiterate adults over a period of time.

The major outputs of the Adult Literacy programmes were the ensuring of

community participation and the creation of a 'voluntary instructor force'.

Both had begun well. However due to lack of interest and vision from the

district bureaucracy, the interest died down faster. The poor selection,

lack of motivation and adequate training led to heavy dip in the interest



68 | Pag e

of the Voluntary Instructors soon after the euphoria over conducting

voluntary adult literacy classes.

And finally what should be the course content of Adult Literacy

Programme? Should it be linked to development activities, day-to-day

tasks as well as relating to various stakeholders? A significant proportion

of the adults find it very difficult to internalise ‘literacy’ when it is not

juxtaposed with their daily lives and day-to-day life situations.

The neo-literates were left without any support and motivation to practice

what had been learnt by them. The failure to retain literacy among the

neo-literates was mainly due to this.

Though the external evaluation studies conducted in Koraput, Churu and

Jhabua reported significant achievements in adult literacy status, most of

this was meant „the ability to put signature‟ by writing their names. The

evaluations done were not based on any verifiable database but based

on the written examination and most of the candidates were not verified

before being admitted to write the exams.

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. No such logical links could be observed in any of

the four districts. The neo-literates mostly remained as neo-literates with

the ability to sign only!

The other significant element of the programme implementation relates to

the language and content of the primers and other literacy materials.

Were local knowledge and culture represented in the primers? The field

studies have found that despite flexibility provided to the district, lack of

time and capacities at the district level have often led to the use of

primers developed at the state level, which cannot be fully sensitive to the

local language and culture. In the case of Jhabua, for instance, the Hindi

primers developed at Bhopal were often irrelevant and incomprehensible

to a large majority of the Bhil and Pataliya community. Generally

everyone understands and agrees that language is a key element in the

process of learning, it often remains neglected.

Different approaches and strategies have to be made, as it is clearly not

possible to satisfy the needs of all these groups with one strategy or

approach. Where is the implementing government machinery conscious

of such needs? Did they become cognizant of such special needs? The

pattern of adult literacy promotion campaigns point that these factors



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were not taken care of as the government was not capable of evolving

multi-faceted approaches and strategies for different sections of people

like the poor dalit women workers in Bihar, UP, Chattisgrah, MP, etc. In

Jhabua, the majority of the illiterates were the indigenous groups- Bhils

and Pataliyas. While the campaign focused on poverty and

development, and through this could mobilize large numbers of people, it

failed to even use the local language Bhili while producing course

materials.

The discussions with NGOs showed that “adult literacy” is something,

which is very low in their scheme of things to do. The lack of awareness

and willingness to make individuals literate or integrating literacy with their

key projects is also shocking! Probably the funding from the government

and donor community in undertaking the adult literacy was not

forthcoming.

Case Studies

Chandragolari, Tentulliguda, Koraput

Chandragolari, a woman in her 60s, was considered to be a successful farmer

and a good reference point for other villagers. She has a small family of a

husband, two sons, and one daughter-in-law. Although she had sent her

children to school (one had studied till class 9 and one till class 5) she and her

husband, both were illiterate.

She had attended the TLC class for only 3 days as she did not see any benefit

for her in the programme.

Though unlettered she was well versed in using an innovative technique of

irrigation facilitated by local NGO Agragamee.

Through her efforts she not only earned Rs.50,000.00 by selling tomatoes in one

season, in a leased land, but also got the recognition as a successful farmer by

the State Chief Minister‟s Office.

Ever since the installation of a water pipe (last couple of years) connecting

from the mountain (by Agragamee) she has had high yield of vegetables from

for the last couple of years.

Chandragolari may not be lettered but it would be incorrect to say that she is

illiterate. She is very much literate in her economic pursuit and was an example

for all the villagers. Her enthusiasm in learning tricky nuances of agriculture

could be simulated in adult literacy programmes as well.

Savitri Nayak, Gopalpur, Koraput (Age 35)

Savitri Nayak is the Ex-village Mukhia‟s daughter. During the study period her

husband- a live-in groom- was the village Mukhia, as she did not have any

brothers.



70 | Pag e

She is a very progressive, vocal and confident woman. When the research

team met her she was all ready to leave for her SHG meeting. Although she

was getting late for her work she was more than willing to share her

experiences as regards TLC and her SHG‟s accolades.

She had studied till class 5, and when TLC was functional in her village (during

her girlhood days- some 15 years back) she was an active participant along

with other girls of her age.

She is currently the president of Kanyakumari SHG. Her SHG took a loan of 3

lakhs from ORMAS, an NGO promoted by the Panchayati Raj Department of

Govt. of Odisha. It spent 2.8 lakhs and produced Kandula Dali (a pulse). They

earned a profit of Rs.59,275/- (after deducting travel expense and interest).

Their SHG‟s success was highly applauded by the authorities including the State

Chief Minister‟s Office.

She shared her own experience in the TLC Programme and about education in

general:

The classes were stopped as the Instructor stopped teaching.

Mothers rarely came as they were busy tending to their children and

alcoholic husbands.

Adults rarely attended as they wondered as to what was the need for

learning; earlier the need to sign for wages was not there.

Presently people wished to at least know how to sign as they needed it

while taking wage, kerosene or in the SHG.

10-15 yrs back people sent children to school, the govt. authority motivated

for the same.

The then school master sat on the Verandah and taught the children.

All children went to school.

The village had an upper primary school (till class 8).

Children went to the High School in a nearby village- Dumpriput (2 km)

walking.

After meeting Savitri Nayak it was evident that people in Gopalpur were

motivated to send their children to school and they were open to learning in

current times. Although most children went to school a decade back women

were not very motivated. However, things are more positive in current times.

Case Study of Guli Parmar from Bhandariya (Holi Phaliya), Jhabua

About a 45 year old woman sat amongst the 11 participants. Like all the others

she also reiterated the need for education. However, her status as an adult

literate cannot be questioned.

Though she was a part of the TLC about 10-15 years back she could still identify

some of the letters and numbers in the TLC primer. She could still recall the signs

of „+‟ and „–„ and do addition and subtraction of unitary numbers.

She very well knew how to sign her name and drew respect of all the other

women of her Phaliya. However, her husband knew only how to sign.

It may be noted that the TLC was implemented for a few months there not

followed by any PLP or CEP. Guli Parmar voiced that when TLC was functional

in her block there was only one family of three brothers and only three women

(wives of the three brothers), out of which one was away at her parent‟s house,

the other didn‟t attend the classes but she sat with the men, in the adult



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literacy classes. The biggest factor for her own interest to learn was her son‟s

presence as a trainer.

She may not have used her literacy to take up a job. But her being able to

recall the alphabets and numbers and the twinkle in her eyes on seeing the TLC

primer does give positive implication of her being well exposed to the adult

literacy programme she was a part of.

Case Study of Kama Panasingh, Village Narvaliya, Jhabua

Kama Pansingh a case of an enterprising woman aged about 32-35. She had 7

children; the first born was of 14 years. She showed a positive attitude towards

learning.

She learnt the nuances of selling garlic from a boy who stood the elections. This

boy asked all the women to learn about the weights and sell vegetable by

buying them at a wholesale price. However, except Kama and her husband no

one took up this trade. Kama and her husband went to places like Ratlam by

train or bus, bought garlic and sold it in the local haat (market).

They went to three different haats in a week and sold about 20 kgs of garlic in

one day making a profit of almost Rs.30-40 in each kg.

Kama Pansingh was carrying out her garlic business against all odds. Most

women from her phaliya said they wouldn‟t do such things because they had

a lot of work- cooking, farming, tending to the children‟s needs and attending

to livestock.

Kama was equally burdened with all these chores. However, she was

determined to earn an extra buck by putting in more hard work.

Her positive attitude also reflected in her willingness to join literacy classes.

There were some other women in the „philaya‟ who were not very keen on

literacy classes as they felt overburdened with work. However, Kama

convinced them that they could and they should take out time for the cause

as this would help them in the long run.

Case Study of Kamli Bai of Village Navi Navapura, Jhabua

Kamli Bai aged about 35 years has 4 children- two boys and two daughters.

She remembered going to the TLC classes much before her children were born

(about 15 years back), with her husband and sister-in-law only for one week.

She stopped going because the road to the classes was dark and people

believed that the ghost of a person who had died, during the same period,

was sitting on their way to the class.

She showed a lot of interest in the proposed literacy programme of IGSSS and

was more than willing to lend her home space for the classes.

She also intermittently went to Surat to earn wages 2-3 months in a year.

She was also well versed with a few English words like „earring‟ and „time‟ due

to her exposure to other places like Surat.

She seemed very excited about the literacy classes and took every opportunity

to tell other women that it was important to join such programmes.

She may not have benefited from the week-long TLC classes she attended

more than a decade back. But her interest in learning to write more than her

name and the wish to catch up with what she could have learnt from the TLC

classes was immense.



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8. Recommendations

As the NLM is in the process of being revitalized through the introduction

of Saakashar Bharat (SB) it is pertinent to reflect on some of the preliminary

study observations and identify actions for improving the strategies and

processes of achieving adult literacy in a broader perspective.

The recommendations are made with respect to programme structure

and design; objective and reach; delivery of results; targeting and TLM

language and content, etc. These recommendations are suggested

based on the analysis of community perspectives and what they look

forward in terms of literacy.

The literacy initiatives need to be linked to innovative and effective

approaches that enable women to shed their traditional boundaries, gain

confidence to deal with local government machineries particularly in the

context of participating and securing wages under the MNREGS, securing

pensions and other schemes that are aimed at improving their economic

conditions and social status.

The findings and insights gained through the quick field visits and

interviews with women reveal a number of serious issues involved in

making India literate. The key limitations are:

Making adult illiterate requires a combination of approaches that would

enable them to relate to their day-to-day life situations, help them enjoy

the evenings after a hard work and draw humorous comparisons that

would make them laugh and learn. The highly target (number) driven

campaign with poorly defined strategies to engage with the illiterate

resulted in waste of time and resources.

The high rate of relapse into illiteracy critically indicates that much more is

required to impart as well as sustain literacy. The poorly designed literacy

programmes and campaign got caught in the making up of numbers

(target) without looking at the critical issues of sustaining literacy. This is

especially important when it is realized that the effect of training without

practice is zero, likewise rapid assistance to learn alphabets and numbers

cannot be sustained without continuous practice and use of the learning.

It has been observed that most of the TLC women learners from the study

districts retained their skill to draw their signature mainly because of their

involvement in SHG functioning and signing of SHG loan documents. The

practice of signing various SHG loan documents helped most of the

learners to retain their knowledge of signing documents.



73 | Pag e

Adult literacy to be meaningful and effective, should be able to build a

strong link to the social and economic life of the people for whom such

campaigns and other initiatives are made. Elements of such an effort

were not visible in all the four districts and hamlets visited by the team. The

consultations with the community and interviews with the Voluntary

Instructors and Trainers revealed that the programme was “straight

jacketed” to make the participants write or draw their names. Even to do

this, consistent support from the district officials who were in charge of

such campaigns were not received.

The significant need today is to understand these phenomena in a proper

perspective, it is essential to ponder deeper into the processes and

approaches undertaken hitherto, examine both strategically linked

factors of collaboration and support rather than delivering adult literacy.

The straight jacketed and inflexible guidelines and the envisaged

mechanisms of delivering adult literacy need to be revisited with an open

mind and allow the space to other stakeholders who are best suited to

undertake the job optimally!

A combination of activities required to address the problem of literacy.

This includes better training for literacy personnel, creation of infrastructure

and related processes, such as adult learning through reading

programmes that would encourage self-learning processes, individually or

in groups.

The Volunteers and learners need to be appreciative of each other. This

means the Volunteer Instructors need to be capable of arousing adults‟

interest to learn, deal with their questions relating to day to day life,

governmental schemes, etc. It would serve no good to appoint a 5th class

drop out boy of 14 years of age to shoulder the responsibility of Volunteer

Instructor.

Literacy needs to be placed within a larger social, economic and political

framework. The political will to make India literate should translate in

enabling villages to locally based strategies to get literate and sustain. The

local government at best come-up with broad guidelines and expected

results. It should solicit and muster the support of CBOs, NGOs, Corporate

groups to undertake partnership initiatives in imparting adult literacy.

Social accountability norms may be strictly followed and conduct social

audits of the programme at regular interval and share the findings

publicly. Prepare the participants of adult literacy programmes to be the

social stock takers of the programme!

Creation of robust database of the adult literacy programme is extremely



74 | Pag e

crucial. The external evaluations should be based on the base-line data

and progress achieved within each timeline.

There seems to be lack of interest and initiative from the CSO community

in undertaking and assimilating the need for promoting adult literacy.

Both the government and donor organizations may identify promotion of

adult literacy as a cross-cutting and important intervention in making

women empowered. Donor agencies may accord priorities and make

provisions for supporting CSO led initiatives in achieving sustainable

literacy performances.

Promotion of adult literacy seems to be nobody‟s priority! NGOs and

Corporate groups should be approached for evolving innovative models

of promoting adult women literacy in rural remote villages, villages

affected by social unrest and socially marginalized sections.

Structure - the design

The government may think of the role of a facilitator of adult literacy

rather than the doer. The local CSOs may be bronght in along with PRI

institutions may be brought in as the main driver of the adult literacy

classes rather than the district administration directly delivering literacy

through PRIs alone!

The current structure of the literacy programmes needs a change in

favour of the lowest level of its implementation, i.e. the Panchayat

being the centre of all activity and availability of earmarked funds

directly transferred to the Panchayats from the District.

District to retain the earlier Society (ZSS) structure with a senior local

teacher administrator as its head rather than the District Collector

being overburdened with its responsibility

The ZSS need to be the administrative unit responsible for

implementation of the programme as a facilitator and capable

partnerships needs to be evolved with CSOs for filed level

implementation

The SLMA should only function as the quality regulator or monitor of the

programme in the state and oversee that the curricular needs are

met.

The SRCs should have the mandate as well as the ability of making

several types of TLM by incorporating local needs at the district and

sub-district levels. Big size states need several types of material varying

from district to district. SRC to ensure that the curriculum designs are

fully met as per needs.



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NLMA to oversee timely distribution of funds and adherence of

programme milestones as mandated by the programme road-map.

Department of Adult Education may be engaged in research in

appropriate curriculum that may assist SRCs in framing appropriate

TLM, engage a number of third party researchers or research

organisations for monitoring and evaluation, conduct user/beneficiary

satisfaction surveys at least three times during the programme

implementation stage and make suitable policy changes based on

findings from studies, monitoring and evaluation exercises and

beneficiary satisfaction surveys.

Mahila Samakhya provides a variety of successful approaches to

empower women. If the larger goal is to empower women enabling

them to participate in governance, improve their social and

economic status, partnership with Mahila Samakhya could be looked

at in improvising approaches in the changing environment

The placing of implementation responsibilities in the hands of PRI may

be reviewed in the current context. The PRI institutions are already

struggling with a heavy overload of implementation schemes and

programmes with little demonstrated evidence of good governance

and efficiency. In many States with poor women literacy status, the

representation of women in PRI institutions is symbolic with majority of

them being illiterate. Therefore, the suitable conditions that are

required to place Saakshar Bharat in the hands of PRI may be

reviewed and done on a case to case basis

Objective - and reach

Objective should be more tilted towards ensuring that learners are

able to relate the TLM and instructional methods with their livelihood

needs (agriculture, plumbing, electrical and electronic works, etc.)

participating in decision making at home as well as the community

levels, having a say on their own family size and take care of their own

health needs, motivate their children to regularly attend and learn at

schools, make homes more hygienic places in terms of food

preparation and living conditions, become catalysts in forming

women‟s groups at the hamlet or village level so as to increase their

say in decision making at the community level

Panchayats to ensure that programme reaches women and excluded

groups irrespective of gender;



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Motivating Panchayats with awards to be given by the MHRD in the

same way as Nirmal Gram Purashkar are given by the Rural

Development Ministry

Reach to be enhanced by linking up the programme performance

with enhanced outlay in other schemes

Delivery of results

Delivery of results to be mapped at the Panchayat and district levels

Each Panchayat to be made answerable for delivery of its self-

decided target by fulfilling the pre-decided quality parameters and

benchmarks

District level targets along with quality benchmarks are to me

monitored regularly for time-bound achievement of targets

All officials at the supervisory and programme delivery levels are to be

trained at least thrice during the programme implementation phase

for increasing programme relevance and quality of programme

impact

Targeting-age-group

The target age group as envisaged by the programme, i.e. 15-35 is the

right age group and targeting this group especially women will be the

sole responsibility of the Panchayat and the Panchayat level worker

Participation will be linked with participation in other programmes

Completion of the programme with emphasis on skill formation,

enhancement or upgradation will be rewarded with special incentives

like ready availability of bank credit, offer of higher subsidy, etc.

TLM-language, content

The language has to be aligned with locally spoken or used language

Content should be linked with skill formation for pursuing vocational

options or with those making living better like knowledge of basic legal

rights, practice of hygienic standards, compulsory immunization to

children, do‟s and donot‟s during pregnancy, child protection,

decision making in family and community contexts, etc.

It has to be commensurate with the lowest required standards of

language, text and intellectual capability of participants

Trainer-selection, training

Trainers should be a mix of men and women

Locally chosen and selected without compromising the minimum

standards of selection



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Training them minimum thrice during the programme implementation

cycle to make them more relevant contributors to the programme.

Monitoring/Supervision/Evaluation

Monitoring should be done at all four levels, i.e. Panchayat or

community, district, state and national levels

National level monitoring could be a mix of internal and third party

Supervision should be done by internal mechanisms on a variety of

levels, i.e. beneficiary selection, trainer, curriculum, meeting of target,

quality assurance, etc.

Evaluation should be done thrice during the programme by third party

and beneficiary satisfaction survey should be inclusive of this process

Follow-up-continuity

Continuity should be strictly based on programme evaluation findings

Beneficiary satisfaction survey results should guide the structure and

design of continuity programmes

Continuity must ensure higher level of targets – from quantity or quality

or both these perspectives

Improving Participation of women

Given the complex and deep rooted barriers to women‟s access to

education, it was observed that more inclusion of women volunteers

as instructors is necessary as they understand the compelling situations

of women and relate with their situations with empathy

This means place literacy classes in the larger empowering context.

The literacy classes were not effective in group processes. Efforts for

collectivizing women on their issues like sending girl children to schools,

women taking cognizance of the functioning of ICDS and village

schools may be seen as expected performances.

The programme design should consciously focus on enabling women

to identify their priorities and issues around which the programme

enables a learning process and plans its strategies and interventions.

This calls for a different approach rather than a centre based literacy

classes run by unpaid volunteer youths.



78 | Pag e

9. References

Annual Report: 2002-03, NLM Directorate of Adult Education. New Delhi

Centre for Media Studies (2004), Continuing Education Programme-An

Impact Study, Planning Commission, New Delhi.

Government of India, 1986, National Policy on Education, Department of

Education, Ministry of Human Resource Development, New Delhi.

Government of India, 1992, National Policy on Education-Programme of

Action, Department of Education, Ministry of Human Resource

Development, New Delhi.

Government of India, 1994, Evaluation of Literacy Campaigns in India,

Report of the Expert Group, Department of Elementary and Adult

Education, Ministry of Human Resource Development, New Delhi.

Government of India, 2001, National Policy for the Empowerment of

Women, Department of Women and Child Development, Ministry of

Human Resource Development, New Delhi.

Government of India, 2003, EFA-National Plan of Action, India,

Department of Elementary Education and Literacy, Ministry of Human

Resource Development, New Delhi.

Govinda R. and Biswal K. (2005), Mapping Literacy in India-Who are

Illiterates and Where do we Find Them? Background Paper Commissioned

for the EFA Global Monitoring Report 2006, Literacy for Life.

Jena, V.K. and Mathew, A. (Eds., 2008) Leading the Way: New Initiatives in

Adult Education, Directorate of Adult Education, New Delhi.

Karlekar, Malavika (ed.) (2000), Reading the World: Understanding the

Literacy Campaigns in India, Asian South Pacific Bureau of Adult

Education, Mumbai.

Karlekar, Malavika (ed.) (2004), Paradigms of Learning: The Total Literacy

Campaigns in India, Sage Publications India Pvt. Ltd., New Delhi.

Literacy Facts At A Glance. New Delhi: NLM MHRD Govt. of India

Mathew, A. (2002) The Literacy Movement in West Godavari District (A.P.):

A Report, Paschima Godavari Akshara Samiti, Eluru.



79 | Pag e

Mishra, S. (2008) Adult Education and Total Literacy, Regal Publications,

New Delhi.

NLM (2008) Total Literacy Campaigns: Analysis of External Evaluation

Reports, National Literacy Mission, New Delhi.

Rao, B.S.B. and Gupta, P.V. (Eds., 2008) Multi Dimensional Approaches to

Literacy Development, Associated Publishers, Ambala Cantt.

Registrar general and Census Commissioner of India (2001), Census of

India 2001, Government of India, New Delhi.

Rie, Yagi (2003) “Process Analysis of a Total Literacy Campaign in India: A

Case Study of Udaipur District, Rajasthan”, University of Oxford,

International Journal of Adult and Lifelong Education, Vol.1, No.1 (Jan-

June 2003).

Saakshar Bharat. 2009. New Delhi: Dept. of School Education and Literacy,

MHRD, Govt. of India

Saldanha, Denzil (1999), Residual Illiteracy and Uneven Development-II:

Literacy and Development Characteristics, Economic and Political

Weekly, July 10, 34 (28), pp. 1907-21.

Soundarapandian, M. (2000) Literacy Campaign in India, Discovery

Publishing House, New Delhi.

Wazir, Rekha (ed.) (2000), The Gender Gap in Basic Education-NGOs as

Change Agents, Sage Publications India Pvt. Ltd., New Delhi.

Yadav, P. (2003) “Total Literacy Campaign and Social Change: A Study of

the Six Selected Localities in Bhopal District”, International Journal for Adult

and Lifelong Education, Vol.1, No.1 (Jan-June 2003)

Websites


http://education.nic.in/Elementary/DMU.pdf














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http://164.100.12.157:14000/sb

http://164.100.12.157:14000/sb



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10. Annexures

Annexure-1

Brief Profile of the Core Group Members

Profile of Prof. Anita Dighe

Prof. Anita Dighe has a Ph.D. in Speech Communications from Ohio State

University, U.S.A. She has been associated with the adult education programme

in the country for the last thirty years. She has worked in JNU and IGNOU and

retired as Director, Campus of Open Learning, University of Delhi. She has

attended a large number of international conferences and seminars and has a

large number of publications to her credit. She was a member of two Task Forces

set up by the MHRD recently for the Saakshar Bharat programme and is now a

member of the group on National Curriculum Framework for Adult Education set

up by MHRD for the Saakshar Bharat Programme.

Profile of Professor S. K. Kejariwal

Prof. S.K. Kejariwal holds a Doctorate Degree from the University of Paris (I),

France. He started his career in the field of education when he joined as a

Consultant to the International Institute of Educational Planning (IIEP), Paris. In

1979 he joined the Group on Adult Education in the Jawaharlal Nehru University

(JNU) where he is currently serving as Professor of Adult Education since 2006-07.

During 1994-2006 period he was Head of Adult Education Department in the

University of Pune, Maharashtra. During his stint in the University of Pune he was a

member of the Advisory Committee of State Resource Centre (SRC) of Adult

Education in Maharashtra. During this period he was associated with several

evaluation studies of Total Literacy Campaigns (TLC) and Post Literacy

Campaigns (PLC) implemented across many states. At JNU apart from being a

Professor he was the Director of Group of Adult Education until recently.

Profile of Prof. Ashraf Ali Khan

Prof. Ashraf Ali Khan is currently a Faculty in the Department of Adult, Continuing

Education and Extension, Jamia Millia Islamia, New Delhi. He holds a Doctorate

Degree and two Masters Degrees-one in Social Work and the second one in

Science. In the past he has offered consultancy services to agencies and

organisations like Centre for Development and Population Activities, USA; UNICEF

in India and Kenya; USAID in India; and Directorate of Adult Education, Ministry of

Human Resource Development, New Delhi. He has co-authored a training

package “Population Education Under Vocational Training Program” for UNFPA

and Government of India.

He is associated with India Islamic Cultural Centre, Dr. Zakir Husain Memorial



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Welfare Society and Family Planning Association of India as a Life Member.



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Annexure-2

Detailed Methodological Framework & ToR

Study Framework

Adult Women Literacy – A Community Centered Assessment of Government Adult

Literacy Programmes: Previous and Current Status & Probable Steps Forward

1. Introduction

A Participatory Assessment of the impact of Total Literacy Campaigns (TLCs) conducted

by National Literacy Mission (NLM) and the response of the youths and adults (with

special focus on women and adolescent girls) on the efforts of newly launched Saakshar

Bharat (SB) is proposed. The study is aimed to build critical knowledge base for

implementation of SB at the central, state, district and local levels. The study will also look

into the enabling and impending factors for the implementation of Saakshar Bharat. The

study will focus on the educational opportunities that were and are available and

identify gaps as per the actual requirement of adolescent girls and women. This

participatory assessment is being commissioned for providing inputs and strategic

direction to the project co-financed by Welthungerhilfe and European Union titled

„Empowering Women: Access and ownership over land and land based activities

through education, legal literacy and advocacy in rural India‟. It is expected that the

study would bring forth a community based analysis and reflection of needs which would

not only be beneficial to this project but would also to the adult literacy planners,

implementers, CSOs and other actors.

2. Objectives

The broad objective of the study is to understand the situation of adolescent girls and

women with regard to educational opportunities created through Total Literacy

Campaign (TLC) and the current Saakshar Bharat (SB) Scheme of Government of India.

It would also identify the hindering and supporting factors regarding SB and to suggest

probable ways forward in the context of the project referred above.

The specific objectives are:

a. To assess the impact of the TLC implemented by National Literacy Mission (NLM) -

focus on community perspective

b. To Study the transformation process from TLC to SB. The study will explore how the

existing resources and learnings are utilized to leverage the achievements as well as

lessons learnt from failures.

c. To study the key interventions proposed to be adopted by SB in the four study states.

Challenge and opportunities as perceived by the community in the study districts

from four states viz-a-viz the proposed interventions will be captured.

d. To understand community‟s perception on adult literacy (focus on women literacy)

3. Scope

1. Preparation of a framework for the study with detailed action plan.



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2. Development of study design - methods & strategies, (based on literature review)

3. Identification and finalization of study areas – 5 villages from each of the following

project districts from 4 focus states: Jhabua of M.P; Churu of Rajasthan; East

Singbhum of Jharkhand & Koraput of Orissa – in discussion with respective state

partners

4. Identification of potential respondents (no and profile to be mentioned) at various

levels – in states, with help of respective partners - and to develop appropriate tools

for the study.

5. Organize a small Expert Group meeting of subject experts from eminent institutions for

discussing the framework including the methodology and study tools

6. Carry out the field testing of the study methods in M.P in collaboration with the state

partner

7. Collaborating with respective project partners, carry out the field work in all the four

programme states.

8. Collaborating with the project partners and other stakeholders in the states,

organising state level consultation of NGOs / Civil society to orient them and also to

encourage them to participate in research

9. Organising debriefing session after the field study in coordination with the respective

project partners, other stakeholders in the states, NGOs / Civil society

10. In consultation with respective state partners, suggest guidelines and structure for

state level advocacy platform.

4. Methodology

Sl.

No.

Key Study

Activities

Methodology Key Output/Results

01 Preparatory

Work

Initial study design

development - tools,

methods, approaches,

strategies, sampling

Identification of primary

(respondents )and

secondary sources of

data collection

Meeting with Expert

Group; inputs on study

design, tools -including

refinement of design and

tools

Preparation of detailed

study and field plan

Study design

Consultation with Expert Group (EG

)- Prof. Kejariwal, Prof. Anita Dighe

and Prof. Ashraf Ali Khan

Refined & final study design

Detailed study & field plan

02 Background

formation for

the study

Literature review: Mission

assessment reports,

technical reports,

academic works,

database, articles etc.

Report contextualizing the key

points from the literature review in

the light of the objectives of the

study.



85 | Pag e

Sl.

No.

Key Study

Activities


develop checklists for the

assessment of target

groups‟ perspectives,

benefits and suggestions

Supplement the literature

review findings in

consultation with national

level resources – govt.

departments, ministries,

NLM, officials, experts.

National level detailed situation

State/district/area specific broad

indicators and facts, with respect to

TLC, SB & adult women literacy

regarding 4 study states

03 Initial field

testing in 5

villages of

Jhabua

district, M.P

Collaborating with the

state partner, select 5

programme villages as

sample for the study –

representative and cross-

sectional of the project

area

In consultation with the

state partner and other

stakeholders in the state,

organising state level

consultation of NGOs /

CSOs to orient them and

also to encourage them

to participate in the

research

Field tested study design and tools

State/district/area specific FACT

SHEET (M.P) with respect to TLC, SB &

adult women literacy

04 State level

preparatory

meetings in

each of the 4

states

Collaborating with the

respective state partners

and other stakeholders in

the states, organising

state level consultation of

NGOs / CSOs to orient

them and also to

encourage them to

participate in the

research

Planning, preparation of

background note,

presentation, etc

NGO/CSO partners (minimum 6

from each state/district) identified

Stakeholder participation report for

4 study states

Final plan of action for study for the

4 study states

05 Field study in

each of the 4

states

covering 5

villages from

one project

district each

from the 4

focus states

Gathering information at

The State level

District level

Block level

Village/local level

Special focus on women

State district/area FACT sheets with

respect to TLC, SB & adult women

literacy, updated and finalized, for

each of the four states



86 | Pag e

Sl.

No.

Key Study

Activities


06 State level

debriefing

session, after

the field

study

in each of

the 4 states

Sharing respective field

findings, consolidation of

information in respective

states; developing

guidelines for setting up

of state level advocacy

platform

Stakeholder perspectives on

the study findings from each state

on the community perspectives on

community based impact

assessment of the key results of TLCs

community reflections on the

proposed efforts, various aspects &

action framework of SB in facilitating

adult literacy with special focus on

girls and women

community perceptions and

opinion on adult literacy –

specifically adult women literacy

specifically women‟s inputs

suggest guidelines and structure for

state level advocacy platform

community based strategies and

approaches for the smooth

implementation of SB, role of NGOs,

resource agencies, etc, in each

state/district

the matrix of key sustainability

factors, options and practices with

respect to adult women literacy

on case specific documentation –

as per area, geography & social,

economic and cultural contexts –

from the field

on case studies from all the four

states

07 Sharing the

preliminary

findings of

the research

with Expert

group and

incorporating

their inputs

Sharing field findings from

all the 4 states,

consolidation of state

level information &

guidelines and structure

for state level advocacy

platform;

A comprehensive over all

report framework

Inputs from experts. Their perspectives

on the study findings from each

state

on the community perspectives on

community based impact

assessment of the key results of TLCs

on community reflections on the

proposed efforts, various aspects &

action framework of SB in facilitating

adult literacy with special focus on

girls and women

on community perceptions and

opinion on adult literacy –

specifically adult women literacy

specifically women‟s inputs

on community based strategies and



87 | Pag e

Sl.

No.

Key Study

Activities


approaches for the smooth

implementation of SB, role of NGOs,

resource agencies, etc

on the guidelines and structure for

state level advocacy platform

on the matrix of key sustainability

factors, options and practices with

respect to adult women literacy

on case specific documentation –

as per area, geography & social,

economic and cultural contexts –

from the field

on case studies from all the four

states

on overall study results,

recommendations and proposed

action plan

on draft report framework

08 Organising a

National

Consultation

Collaborate with all the

project partners, experts

of the Expert group, other

stakeholders from 4 states

and Welthungerhilfe

Organising a gathering of

selected representatives

from relevant

government departments

and ministries; national

level networks; planners

and policy makers;

activists, academia and

thus, providing a

common platform for

sharing the study findings,

enabling interactions and

discussions resulting in

proper inputs and

feedback on this study

Inputs enabled on all the

components of the Draft Report, so

that the preparation of Final Report

is enabled

09 Finalising the

Research

Report and

Action Plan

for way

ahead

Collaborate with all the

project partners and

Welthungerhilfe

Incorporation of inputs

from national

consultation

A comprehensive Final Research

Study Report is enabled with all the

relevant and expected

components/aspects

5. Expected Deliverables



88 | Pag e

A comprehensive Final Research Study Report including:

Community perspective on community based impact assessment of the key

results of TLCs

Community reflections on the proposed efforts, various aspects & action

framework of SB in facilitating adult literacy with special focus on girls and

women

Status of Sakshar Bharat

Community perceptions and opinion on adult literacy – specifically adult

women literacy specifically women‟s inputs

Community based strategies and approaches for the smooth implementation

of SB, role of NGOs, govt, resource agencies, etc

Suggest guidelines and structure for state level advocacy platform.

To develop matrix of key sustainability factors, options and practices with

respect to adult women literacy.

Detailed field notes and photographs from all the four study areas

Case specific documentation – as per area, geography & social, economic

and cultural contexts – from the field

20 case studies from all the four states – 5 from each state/district/ one from

each of the 5 villages of each district

6. Duration & Time Line: The study will be conducted within 42 days spread over a

period of 3 months. The entire task will be completed within three months from the

date of signing of the agreement. The detailed task-wise time plan is given below:

Task/Activity Days

Preparatory Work – in Delhi

Literature Review

Interviews in Delhi

Initial study design development (tools and main

approaches)

Consultation with Expert Group on study design, tools

(including refinement of design and tools)

6 days

2 days

2 days

1 day

1 day



89 | Pag e

Field Study – in 4 States

Initial Field testing in MP

State level consultation and staff orientation

Interviews and interactions with officials and other

stakeholders at the state and district level

Community level interactions – women, adolescent girls,

youth, SHGs, women‟s groups, PRIs, CBOs/NGOs, teachers –

through FGDs, interviews and other methods

Sharing with stakeholders at the state level

Field Study in Three States (Orissa, Jharkhand, Rajasthan)

Same break up as that of MP field study

28 days

½ a day

2 days

4 days

7 days

½ a day

(7 days*3

states)

21 days

Analysis of Data & Draft Report 5 days

Final Report 2 days

National Consultation 1 day

Total 42 days

7. Study Team

The field team consists of the Team Leader and two Associates (Dr. Manoj Dash and

Dr. Sridhara Mishra). Mr. K.P Rajendran will be in the capacity of the team leader and

will be taking up the responsibility of executing the study. The study team will work in

collaboration with all the four implementing partners. From IGSSS, Tina Khanna, the

national coordinator, will be the contact person for study.



90 | Pag e

8. Roles and Responsibilities

Research Team

WHH and IGSSS (National

and State level

coordination)

AGRAGAMEE, SCRIA,

SWADHINA, IGSSS (State

level coordination)

1. Develop study

design, tools and

study plan

2. Carry out discussion

and take inputs from

expert group experts

3. Plan & execute the

study

4. Carry out the field

study

5. Organise two state

level meetings -

preparatory meeting

& stakeholder

debriefing – in each

of the 4 study states

6. Suggest community

based strategies and

approaches for the

smooth

implementation of

SB, role of NGOs,

resource agencies,

etc

7. Develop guidelines

and structure for

state level advocacy

platform, in

consultation with

respective partners

& stakeholders

8. Provide the matrix of

key sustainability

factors, options and

practices with

respect to adult

women literacy

9. Provide field notes &

quality photographs

of the field

1. Facilitating the entire

study concept and

the study in 4 states

2. Identifying,

contacting and

facilitating Expert

Group meeting for

finalizing the study

design & plan

3. Facilitate information

gathering at the

national level

4. Facilitate field studies

in all the 4 states,

collaborating with

respective partners

5. Arranging the travel,

stay and other

necessary

requirements of the

study team, in

coordination with

respective state

partners, so as to carry

out the study in 4

states

6. Facilitating the

discussion on study

findings with the

expert group and

study team

7. With the study team,

facilitate National

Consultation

8. Facilitating the

documentation of the

National Consultation

9. Documentation of

national level

1. Guidance, support &

participation in

planning and field

execution of the

Saakshar Bharat (SB)

study.

2. Facilitating logistic

arrangements for field

team.

3. Coordination with

respondents at the

village, district and

state levels for data

collection (including

NGOs, universities, govt

officials etc)

4. Guidance & support

for the study team in

organizing two state

level meetings

(preparatory and de-

briefing)

5. Documentation of the

state level

consultations

(preparatory and de-

briefing)

6. Support field team in

gathering and

compiling information

(information regarding

the study: e.g. state

guidelines, ACTs for

Saakshar Bharat, TLC

etc)

7. Suggest stakeholders/

CSOs/NGOs/participan

ts for state and

national level

consultations and



91 | Pag e

Research Team

WHH and IGSSS (National

and State level

coordination)

AGRAGAMEE, SCRIA,

SWADHINA, IGSSS (State

level coordination)

interactions by the

study team during

the study in all the

four state

10. Provide case specific

documentation – as

per area, geography

& social, economic

and cultural contexts

– from the field

11. Provide 20case

studies from all the

four states – 5 from

each state/district/

one from each of

the 5 villages of

each district

12. Discuss the draft

report with the

expert group and

incorporate their

inputs in the final

report

13. Organise the

National

Consultation, to

share the study

findings at the

national level

14. Provide the final

study report,

incorporating inputs

from National

Consultation.

consultation meetings.

8. Guidance & support

for the study team in

developing guidelines

and structure for state

level advocacy

platform

Annex-1: Key questions for the study

Few key questions given below within the 3 broad areas would enable achieving the

study objectives mentioned above:

A. Total Literacy Campaign (TLC)

1. Details about TLC (Activities and components of the campaign)



92 | Pag e

2. Whether the TLC was operational in the study areas? If so, which all

components? Who were the participants? What exactly were happening on the

ground? Women‟s/adolescent girl‟s participation?

3. Who were the stakeholders? NGOs? Schools & Teachers? Volunteers? Women‟s

groups? Youth Groups? PRIs? Local Leaders and their level of participation?

4. Whether people are aware that the TLC scheme is over? Has been closed

properly? The condition during the closure? What happened after the closure? To

the structures – physical and thematic? The processes – classes, exposure visits

etc? The resources – community as well as human? Any document or report

available such as evaluation of JSS in these areas?

5. Whether the activities are suspended or still continuing, after the closure? The

structures are closed or still functioning (JSS)? People/organisations associated

with the programme still continuing or withdrew?

6. Area specific results, achievements, success stories; people‟s perception?

Challenges, gaps, constraints, failures? Any sustainability aspects – in vision & in

reality?

7. If no TLC activities in these areas, why? Any other schemes were operational in

these areas? Both governmental and non-governmantal efforts? If so, need to

gather details with respect to those initiatives as per 1&2.

8. These programmes are still on or not? Details. If yes, possibilities of collaboration in

respective areas?

B. Saakshar Bharat (SB)

9. SB details? State/area specifications? Strategies, plans & components?

Specifications, specialties, innovations?

10. Are people aware of the new scheme, SB? Aware of shift of focus….focus on

women?

11. If so, how? To what extent? Any activities initiated under SB? What are their

expectations? Any comments, opinion, suggestions? Women‟s, adolescent girls‟

and women‟s organisations‟ opinion?

12. If no, trace the answer from other stakeholders; PRI? NGOs? Schools & Teachers?

Volunteers? Women‟s groups? Youth Groups? Local Leaders? JSS?

13. Areas (w.r.to SB) aligning with our project objectives, strategies, components and

activities? Possible areas of convergence with respect to each of the 4 study

districts/areas?

14. Status of National and State level implementation of Sakshar Bharat Study (This

will entail: a) Status of plan development in 4 states (Madhya Pradesh, Rajasthan,



93 | Pag e

Orissa, Jharkhand) b. Status of curriculum development c. Are there any specific

steps laid out in the study to ensure commitment towards women‟s education)

C. Adult Literacy and Adult Women Literacy

15. People‟s opinion on: a) adult literacy and b. adult women literacy (- relevance,

priority, demand? Reasons: Positive/negative) Women‟s and adolescent girls‟

opinion about adult women literacy - relevance, priority, felt need, demand? If

positive, reasons? If negative, reasons?

16. Issues, challenges, constraints (eg: economic cost of attending classes) shared?

Positive responses, initiatives, lessons, success stories? Suggestions?

17. Specifications or attributions with respect to area, geography & social, economic

and cultural contexts.

18. Feedback from other stakeholders on aspects under 16, 17

Annex 2: State Level Meeting I – Preparatory Meeting

Half a day stakeholder meeting is organized before the initiation of the field work in each

state. Nearly 20 people will attend this initial orientation meeting. This includes members

from partner organizations, NGOs / CSOs, activists, experts, govt. officials and people

from academia. The team needs to share the background and purpose of the study and

orient them to be part of the network and also to encourage them to participate in the

research. Field study plan, approach and strategies could be shared with them.

Annex 3: State Level Meeting II – Stakeholder Debriefing

Half a day stakeholder debriefing session is organized after the completion of the field

study in each state. The same set of stakeholders who attended the preparatory meeting

will attend this debriefing session. The research team will be sharing the respective field

findings and then will do the consolidation of information in respective states. Developing

guidelines and structure for state level advocacy platform and agreeing upon the

guidelines, action plan & milestones; identifying the potential members of this forum.

Sharing the community based monitoring and evaluation system are also done in this

session.

Annex 4: National Consultation

One day national level consultation is organized for sharing the study findings, after

finalization of the draft report. This is to be done in collaboration with project partners,

expert group, other stakeholders from 4 states and Welthungerhilfe. This needs organising

a gathering of selected representatives from relevant government departments and

ministries; national level networks; planners and policy makers; activists, academia and

thus, providing a common platform for sharing the study findings, enabling interactions

and discussions resulting in proper inputs and feedback on this study. Proper

documentation of the consultation needs to be done and resultant outcomes and

suggestions need to be incorporated in the final report.



94 | Pag e

Annex 5: State Level Advocacy Platform

A network envisaged in each of the four project areas in four states. It comprises a group

of alert and active women who are the vigilant members from the community. This

group could enable the participatory monitoring of adult women literacy programme in

their respective area, a continuous process throughout the project period, across various

levels - national, state and community level – and also with sustainability components.

The members of this platform could be from the community itself along with people from

NGOs / CSOs, activists, experts, academia, media and local leaders.

Annex 6: Profile of Study Team

Team Leader: K.P. Rajendran has about 20 years of experience in the Development

Sector. He holds a Masters Degree in Economics from the University of Madras and Short-

term Advanced Course on Urban Management from School of Public Policy, University of

Birmingham, United Kingdom. Before founding and leading FourX4 Rajendran had

previously held key managerial and leadership positions in development agencies such

as Aga Khan Foundation, Orbis International and Christian Children‟s Fund. He has been

a consultant to many national and international agencies including UNICEF, WHO, DFID,

USAID, Project Hope, SOS-Kinderdorf International, ActionAid, HelpAge India and SOS

Children‟s Villages of India.

Team Member: Dr. Manoj K. Dash has more than 14 years of experience in the social

development field with multi-sectoral focus. He holds a Doctoral Degree in Economics

from the Jawaharlal Nehru University, New Delhi and a Bachelor Degree in Law from

Utkal University, Odisha. Before joining FourX4 as co-leader, Dr. Dash had previously held

pivotal as well as leadership positions in Rehabilitation Council of India, CORE, SOS

Children‟s Villages of India and SOS-Kinderdorf International. In the past he has provided

consultancy services to Centre for Multi Disciplinary Development Research, Ministry of

Human Resource Development, Management Services of India and Association for

Voluntary Action, New Delhi.

Team Member: Dr. Sridhara Mishra is a sociologist by profession and academic training.

She evinces keen interest in the social development sector and has worked in this sector

in different positions (Field Investigator, Research Coordinator, Sociologist, Research

Assistant, Project Manager and Consultant) spanning from 1996 till date. She has also

worked as a consultant in corporate organizations like 3i Infotech, Mumbai and Kalinga

Software Private Limited, Bhubaneswar. She is a fulltime Consultant to FourX4.

Appendix-1

95 | Pag e

IGSSS - TLC Assessment (East Singbhum)

PRA Summary Sheet

Sl. District Village Name of Para Name of Adult Men

Literacy Status Literacy Status

Age Illiterate Literate >5 Class 10th or above

Name of Adult Women

Age Can Sign Literate >5 Class 10th or above Illiterate

1 East Singhbhum Gohala - Devli Pal Tola Prakash Chandra Pal 28 y Sukumita Pal 26 y

2 East Singhbhum Gohala - Devli Pal Tola Shenlata Pal 45 y

3 East Singhbhum Gohala - Devli Pal Tola Govind Pal 20 y

4 East Singhbhum Gohala - Devli Pal Tola Trilotal Pal 18 y

5 East Singhbhum Gohala - Devli Pal Tola Vishnu PodePal 35 y Kukulai Pal 33 y

6 East Singhbhum Gohala - Devli Pal Tola Sukesh Chandra Pal 46 y Kalpana Pal 42 y

7 East Singhbhum Gohala - Devli Pal Tola Meghnad 19 y

8 East Singhbhum Gohala - Devli Pal Tola Hare Krishna Pal 50 y Binapani Pal 46 y

9 East Singhbhum Gohala - Devli Pal Tola Jogan Sevan 32 y Kusum Sevan 27 y

10 East Singhbhum Gohala - Devli Pal Tola Rinta Sevan 26 y

11 East Singhbhum Gohala - Devli Pal Tola Mrinalin 46 y

12 East Singhbhum Gohala - Devli Pal Tola Chandrasekhar Pal 22 y Ganga Pani Pal 18 y

13 East Singhbhum Gohala - Devli Pal Tola Mihir Shekhar Pal 19 y

14 East Singhbhum Gohala - Devli Pal Tola Nityanand Pal 26 y Nitu Pal 21 y

15 East Singhbhum Gohala - Devli Pal Tola Niranjan Pal 22 y

16 East Singhbhum Gohala - Devli Pal Tola Sindhu Pal 45 y

17 East Singhbhum Gohala - Devli Pal Tola Grahaspati Pal 23 y Simwari Pal 20 y

18 East Singhbhum Gohala - Devli Pal Tola Nilkant Pal 40 y Deepali Pal 35 y

19 East Singhbhum Gohala - Devli Pal Tola Dilip Kumar Pal 20 y

20 East Singhbhum Gohala - Devli Pal Tola Tapan Kumar Pal 19 y

21 East Singhbhum Gohala - Devli Pal Tola Srikant Pal 32 y Smiti Pal 27 y

22 East Singhbhum Gohala - Devli Pal Tola Sitanath Pal 42 y Ramna Pal 38 y

23 East Singhbhum Gohala - Devli Pal Tola Rishikesh Pal 28 y

24 East Singhbhum Gohala - Devli Pal Tola Devrat Pal 19 y

25 East Singhbhum Gohala - Devli Pal Tola Marovayani Pal 45 y Swati Pal 37 y

26 East Singhbhum Gohala - Devli Pal Tola Susil Kumar Pal 32 y Jyotsna Pal 27 y

27 East Singhbhum Gohala - Devli Pal Tola Ravikant Pal 29 y Rupali Pal 24 y

28 East Singhbhum Gohala - Devli Pal Tola Jagdish Chandra Pal 40 y Rakha Rani Pal 33 y

29 East Singhbhum Gohala - Devli Pal Tola Harish Chandra Pal 25 y Hemavati Pal 23 y

30 East Singhbhum Gohala - Devli Pal Tola Tanu Kumar Pal 22 y Tanina Pal 20 y

31 East Singhbhum Gohala - Devli Pal Tola Ramesh Chandra Pal 33 y Krishna Pal 27 y

Appendix-1

96 | Pag e




Name of Adult Women


32 East Singhbhum Gohala - Devli Pal Tola Suresh Chandra Pal 35 y Lakh Rani Pal 31 y

33 East Singhbhum Gohala - Devli Pal Tola Taralata Pal 45 y

34 East Singhbhum Gohala - Devli Pal Tola Shiv Charan Pal 25 y Sujata Pal 21 y

35 East Singhbhum Gohala - Devli Pal Tola Vishwanath Pal 23 y

36 East Singhbhum Gohala - Devli Pal Tola Durga Murni 20 y

37 East Singhbhum Gohala - Devli Pal Tola Aina Murni 18 y

38 East Singhbhum Gohala - Devli Pal Tola Madhu Murni 48 y Hira Murni 45 y

39 East Singhbhum Gohala - Devli Pal Tola Chandra Mohan Murni 28 y

40 East Singhbhum Gohala - Devli Pal Tola Jiten Murni 25 y Kajol Murni 21 y

41 East Singhbhum Gohala - Devli Pal Tola Bade Murni 23 y

42 East Singhbhum Gohala - Devli Pal Tola Sumitra Pal 20 y

43 East Singhbhum Gohala - Devli Pal Tola Sunita Pal 18 y

44 East Singhbhum Gohala - Devli Pal Tola Dhirendranath Pal 48 y Durupati Pal 43 y

45 East Singhbhum Gohala - Devli Pal Tola Sondar Pal 26 y Sumati Pal 20 y

46 East Singhbhum Gohala - Devli Pal Tola Rohi Das 24 y Bhagwati Pal 19 y

47 East Singhbhum Gohala - Devli Pal Tola Gyanchandra Pal 44 y Savita Pal 40 y

48 East Singhbhum Gohala - Devli Pal Tola Vidhulata 19 y

49 East Singhbhum Gohala - Devli Pal Tola Vikarant Pal 19 y Chandra Prakash Pal 17 y

50 East Singhbhum Gohala - Devli Pal Tola Nityanand Pal 46 y Namita Pal 41 y

51 East Singhbhum Gohala - Devli Pal Tola Rajesh Kumar Pal 18 y

52 East Singhbhum Gohala - Devli Pal Tola Dinesh Kumar Pal 16 y

53 East Singhbhum Gohala - Devli Pal Tola Phulo Hemrom 47 y

54 East Singhbhum Gohala - Devli Pal Tola Sushil Hemrom 19 y

55 East Singhbhum Gohala - Devli Pal Tola Lakha Hemrom 17 y

56 East Singhbhum Gohala - Devli Pal Tola Surai Hemrom 43 y Maina Hemrom 37 y

57 East Singhbhum Gohala - Devli Pal Tola Gagiya Hemrom 39 y Sukul Hemrom 34 y

58 East Singhbhum Gohala - Devli Pal Tola Surdhai Besra 45 y

59 East Singhbhum Gohala - Devli Pal Tola Prithvi Nath Besra 26 y

60 East Singhbhum Gohala - Devli Pal Tola Baroram Besra 21 y Jamna Besra 15 y

61 East Singhbhum Gohala - Devli Pal Tola Prithvi Besra 26 y Karun Besra 22 y

62 East Singhbhum Gohala - Devli Pal Tola Duli Besra 17 y

63 East Singhbhum Gohala - Devli Pal Tola Hewai Besra 48 y Kuchlo Besra 41 y

64 East Singhbhum Gohala - Devli Pal Tola Prithvinath Besra 24 y Kenu Besra 21 y

65 East Singhbhum Gohala - Devli Pal Tola Bhuwan Besra 18 y

Appendix-1

97 | Pag e




Name of Adult Women


66 East Singhbhum Gohala - Devli Pal Tola Maina Besra 45 y

67 East Singhbhum Gohala - Devli Pal Tola Phuli Besra 21 y

68 East Singhbhum Gohala - Devli Pal Tola Dhnai Besra 44 y

69 East Singhbhum Gohala - Devli Pal Tola Salma Besra 39 y

70 East Singhbhum Gohala - Devli Pal Tola Diku Besra 16 y

71 East Singhbhum Gohala - Devli Pal Tola Dula Ram Besra 36 y

72 East Singhbhum Gohala - Devli Pal Tola Sambari Besra 31 y

73 East Singhbhum Gohala - Devli Pal Tola Ramesh Besra 25 y

74 East Singhbhum Gohala - Devli Pal Tola Ghani Ram Besra 48 y

75 East Singhbhum Gohala - Devli Pal Tola Pekro Besra 42 y

76 East Singhbhum Gohala - Devli Pal Tola Sarla Besra 48 y

77 East Singhbhum Gohala - Devli Pal Tola Nirmala Besra 45 y

78 East Singhbhum Gohala - Devli Pal Tola Chita Besra 21 y

79 East Singhbhum Gohala - Devli Pal Tola Malti Besra 19 y

80 East Singhbhum Gohala - Devli Pal Tola Sapan Besra 17 y

81 East Singhbhum Gohala - Devli Pal Tola Lachu Besra 28 y

82 East Singhbhum Gohala - Devli Pal Tola Manki Besra 25 y

83 East Singhbhum Gohala - Devli Pal Tola Raghunath Mardi 48 y

84 East Singhbhum Gohala - Devli Pal Tola Sona Mardi 32 y

85 East Singhbhum Gohala - Devli Pal Tola Budhan Mardi 36 y

86 East Singhbhum Gohala - Devli Pal Tola Suni Mardi 27 y

87 East Singhbhum Gohala - Devli Pal Tola Rinta Mardi 19 y

88 East Singhbhum Gohala - Devli Pal Tola Shyam Mardi 16 y

1 East Singhbhum Gohala - Devli Hurang Darga Dinesh Kumar Shaw 26 y Rinki Shaw 19 y

2 East Singhbhum Gohala - Devli Hurang Darga Lakshmi Kant 40 y Parvati 35 y

3 East Singhbhum Gohala - Devli Hurang Darga Sudhanshu Pal 30 y

4 East Singhbhum Gohala - Devli Hurang Darga Himanshu Shaw 35 y Nanita Pal 30 y

5 East Singhbhum Gohala - Devli Hurang Darga Bhanu Nath Shaw 40 y Deibani 35 y

6 East Singhbhum Gohala - Devli Hurang Darga Sapan Kumar 32 y Laxmi Shaw 27 y

7 East Singhbhum Gohala - Devli Hurang Darga Kenu Shaw 45 y Revthi Ravi Shaw 40 y

8 East Singhbhum Gohala - Devli Hurang Darga Arvind Pal 33 y Lakhi Pal 30 y

9 East Singhbhum Gohala - Devli Hurang Darga Sunil Kumar Pal 30 y Sunita Pal 27 y

10 East Singhbhum Gohala - Devli Hurang Darga Srikant Pal 22 y Ruma Pal 18 y

11 East Singhbhum Gohala - Devli Hurang Darga Anand Lal Pal 38 y Durga Rani Pal 35 y

Appendix-1

98 | Pag e




Name of Adult Women


12 East Singhbhum Gohala - Devli Hurang Darga Ravindranath Pal 31 y Rupa Rani Pal 28 y

13 East Singhbhum Gohala - Devli Hurang Darga Ramesh Pal 34 y Putual Pal 30 y

14 East Singhbhum Gohala - Devli Hurang Darga Ashok Kumar Pal 39 y Gunwati Pal 35 y

15 East Singhbhum Gohala - Devli Hurang Darga Shyam Kumar Pal 34 y Binodi Pal 30 y

16 East Singhbhum Gohala - Devli Hurang Darga Nitin Pal 48 y Malti Pal 45 y

17 East Singhbhum Gohala - Devli Hurang Darga Vipul Kumar Pal 21 y Kakali Pal (Sister) 18 y

18 East Singhbhum Gohala - Devli Hurang Darga Karthik Pal 35 y Sunita Pal 32 y

19 East Singhbhum Gohala - Devli Hurang Darga Bhim Singh Pal 32 y Anita Pal 27 y

20 East Singhbhum Gohala - Devli Hurang Darga Nandi 35 y Rai Divan 30 y

21 East Singhbhum Gohala - Devli Hurang Darga Babul Deor 28 y Promita Deor 25 y

22 East Singhbhum Gohala - Devli Hurang Darga Virendra Bhagat 30 y Kavita Bhagat 25 y

23 East Singhbhum Gohala - Devli Hurang Darga Bimal Bhagat 28 y Pari Rani Pal 25 y

24 East Singhbhum Gohala - Devli Hurang Darga Sanathan Pal 45 y Kamla Pal 40 y

25 East Singhbhum Gohala - Devli Hurang Darga Rajan Devar 45 y Charu Devar 40 y

26 East Singhbhum Gohala - Devli Hurang Darga Dharni Devar 36 y Vaishakhi Devar 30 y

27 East Singhbhum Gohala - Devli Hurang Darga Jitendranath Pal 40 y Januka Pal 35 y

28 East Singhbhum Gohala - Devli Hurang Darga Bolaran Pal 45 y Kavita Pal 40 y

29 East Singhbhum Gohala - Devli Hurang Darga Loli Kumar Pal 28 y Moni Pal 25 y

30 East Singhbhum Gohala - Devli Hurang Darga Radha Kant Shaw 38 y Moli latha 30 y

31 East Singhbhum Gohala - Devli Hurang Darga Uma Kant Shaw 26 y Ambika Shaw 23 y

32 East Singhbhum Gohala - Devli Hurang Darga Manoranjan Shaw 32 y Sushmita Pal 28 y

33 East Singhbhum Gohala - Devli Hurang Darga Karnu Pal 26 y Jayanti Pal 22 y

34 East Singhbhum Gohala - Devli Hurang Darga Dilip Pal 36 y Thakurani Pal 30 y

35 East Singhbhum Gohala - Devli Hurang Darga Dhalani Pal 32 y Promita Pal 27 y

36 East Singhbhum Gohala - Devli Hurang Darga Manoj Kumar Pal 34 y Sanju Rani Pal 30 y

37 East Singhbhum Gohala - Devli Hurang Darga Chetra Hasda 36 y Taman Mai 26 y

38 East Singhbhum Gohala - Devli Hurang Darga Rathi Harda 48 y Pulmani 42 y

39 East Singhbhum Gohala - Devli Hurang Darga Sushant Devar 40 y Gunwati 35 y

40 East Singhbhum Gohala - Devli Hurang Darga Mangal Devar 35 y Surumai 30 y

41 East Singhbhum Gohala - Devli Hurang Darga Galu Seth 45 y

42 East Singhbhum Gohala - Devli Hurang Darga Lakhim Seth 25 y

43 East Singhbhum Gohala - Devli Hurang Darga Gayan Seth 45 y

44 East Singhbhum Gohala - Devli Hurang Darga Vithal Seth 25 y Konika Seth 20 y

45 East Singhbhum Gohala - Devli Hurang Darga Subrath Seth 40 y Kavitha Seth 35 y

Appendix-1

99 | Pag e




Name of Adult Women


46 East Singhbhum Gohala - Devli Hurang Darga Kusha Pal 35 y Chanchal Pal 30 y

47 East Singhbhum Gohala - Devli Hurang Darga Choteram Pal 32 y Resnita Pal 28 y

48 East Singhbhum Gohala - Devli Hurang Darga Juble Sabrang 36 y

49 East Singhbhum Gohala - Devli Hurang Darga Dheya Pal 45 y

50 East Singhbhum Gohala - Devli Hurang Darga Mithun Karmakar 20 y

51 East Singhbhum Gohala - Devli Hurang Darga Pradeep Karmakar 30 y Rekha Karmakar 25 y

52 East Singhbhum Gohala - Devli Hurang Darga Shanti Hasda 21 y

53 East Singhbhum Gohala - Devli Hurang Darga Bhatla Desrat 50 y Shanti Misra 45 y

54 East Singhbhum Gohala - Devli Hurang Darga Bhodhan Pal 45 y Kularani Pal 40 y

55 East Singhbhum Gohala - Devli Hurang Darga Sahdev Pal 55 y Durgawati Pal 47 y

56 East Singhbhum Gohala - Devli Hurang Darga Barhim Pal 34 y Shushila Pal 27 y

57 East Singhbhum Gohala - Devli Hurang Darga Duryodhan Pal 40 y Savithri Pal 35 y

58 East Singhbhum Gohala - Devli Hurang Darga Debasis Pal 17 y

59 East Singhbhum Gohala - Devli Hurang Darga Devarishi Shekhar Pal 28 y Sudopa Pal 26 y

60 East Singhbhum Gohala - Devli Hurang Darga Debraj Pal 39 y Indrawati Pal 42 y

61 East Singhbhum Gohala - Devli Hurang Darga Raikant Pal 36 y Mamta Pal 30 y

62 East Singhbhum Gohala - Devli Hurang Darga Uthkal Pal 18 y

63 East Singhbhum Gohala - Devli Hurang Darga Rajendra Pal 29 y Sulekha Pal 24 y

64 East Singhbhum Gohala - Devli Hurang Darga Basant Pal 34 y

65 East Singhbhum Gohala - Devli Hurang Darga Hemant Pal 23 y Miltan 21 y

66 East Singhbhum Gohala - Devli Hurang Darga Dijan Kant Pal 21 y

67 East Singhbhum Gohala - Devli Hurang Darga Chandi Charan Pal 46 y Jherobala Pal 42 y

68 East Singhbhum Gohala - Devli Hurang Darga Uthan Kunal Pal 31 y Nile Pal 25 y

69 East Singhbhum Gohala - Devli Hurang Darga Niruthan Pal 28 y Sukumari Pal 23 y

70 East Singhbhum Gohala - Devli Hurang Darga Kalipudo Bhagat 46 y Naina Bhagat 40 y

71 East Singhbhum Gohala - Devli Hurang Darga Pankaj Kumar Pal 25 y Tamal Rani Pal 22 y

72 East Singhbhum Gohala - Devli Hurang Darga Raju Pal 22 y Putul Rani Pal 20 y

73 East Singhbhum Gohala - Devli Hurang Darga Bhushan Pal 28 y Chanda Pal 25 y

74 East Singhbhum Gohala - Devli Hurang Darga Garsh Chad Pal 42 y Durgawati Pal 38 y

75 East Singhbhum Gohala - Devli Hurang Darga Ranjit Pathan 48 y Sandhya Rani Pal 39 y

PRA DATA - JHABUA

Sl. Village Name of Househead Age

Educational status Wife Educational Status

Boys No

Educated

Girls No

Educated

TLC Participants

Migrants Class Illiterate

Can sign

Age Class Illiterate Can sign

Class Illiterate School going


1 Kheri Laliya parthiya 24 y y y 2 y

2 Kheri Mukesh himala 25 8th y y 0 0 0 0 0 0 0 0

3 Kheri Jenu dhanna 27 y y 25 y 3 y 2 y

4 Kheri Titu fatiya 27 y y y 1 y

5 Kheri Gopal guman 27 9th 10th 0 0 0 0 0 0 0 0

6 Kheri Narshing bathiya 28 8th y y 0 0 0 0 1 y

7 Kheri Khuman pidiya 28 8th 7th 0 0 0 2 y

8 Kheri Munna kasna 29 5th y y 2 y 1 y

9 Kheri Himta naniya 30 y y y 2 y 3 y

10 Kheri Makana sakra 30 8th y y 2 y 1 y

11 Kheri Andaru buniya 32 10th 29 y 2 y 1 y

12 Kheri Babalu vesta 32 10th 9th 2 N. A. 1 y

13 Kheri Dula pidiya 32 y y y y 3 y

14 Kheri Kaliya virshing 34 8th 12th 1 y 3 y

15 Kheri Mansaing vesta 34 B.A. 9th 2 y 0 0 0 0

16 Kheri Dalla somla 35 y 32 y 1 0 0 n 2 0 0 n

17 Kheri Prakash saliya 35 y y 1 y 1 Y

18 Kheri Chagan maniya 35 8th y 2 y 1 y

19 Kheri Dalla dita 35 y y 1 Graduate 3 y

20 Kheri Unkar pidiya 35 12th y y 1 y 4 y

21 Kheri Dhuliya kasna (Teacher) 36 B.A. y y 2 y 2 y

22 Kheri Toliya guman 36 y y y 1 y 3 y

23 Kheri Kalu saliya 38 y y 2 Y 1 Y

24 Kheri Toliya nanshing 38 y y y y 2 y 1 y

25 Kheri Hiriya ditiya 38 9th y 1 y 2 y

26 Kheri Hiira makna 40 8th 34 y 2 0 y 1 0 y 0 0

27 Kheri Ramu prakash saliya 40 y y 2 Y 1 Y

28 Kheri Himmat fatiya 40 8th y y 2 y 1 y

29 Kheri Rupla rama 40 y y y 1 y 0 0 0 0

30 Kheri Prakesh pidiya 40 B.A. 9th 2 y 1 y

31 Kheri Khimla kadva 41 y y 2 y 3 y

32 Kheri Amar singh 42 9th 38 y 2 y 5 y

33 Kheri Ditiya saliya 42 y y y 6 y 1 y

34 Kheri Gopal kasna 42 y y y 1 y 5 y

35 Kheri Madiya sakra 42 5th y 1 y 2 y

36 Kheri Ratan parthiya (Teacher) 42 B.A. y y 2 y

37 Kheri Himla puniya 43 y y y 1 8 y 3 y

38 Kheri Zummla rupla 43 5th y 3 y 1 y

39 Kheri Ravla ditiya 43 y y 1 y 1 y

40 Kheri Kuka sakra 44 y y 2 y 3 y

41 Kheri Mansingh senga 45 y y 1 y

42 Kheri Virsingh Ditta 45 y y 1 y 1 y

43 Kheri Vesta sakra 46 5th y 2 B.A, 11Th 0 y 2 y

44 Kheri Virsingh Ramla 52 y y 1 8

45 Kheri Mannu somla 55 y y 50 y 1 9 0 Y 2 Y

46 Kheri Kila shohan(Vidva) 55 y y 2 y 1 y



Boys No

Educated

Girls No

Educated

TLC Participants


Can sign




47 Kheri Fatiya mangaliyab 55 y y 1 5 y

48 Kheri Naniya bhaliya 60 y y 1 n

49 Kheri Kaliya ramla 60 y y 1 y

50 Kheri Virshing somla 60 y y y 1 y 4 2

51 Kheri Madiya punjiya 62 y y 1 y

52 Kheri puniya dita 65 y y 1 y 5 ANM y

53 Kheri Parthiya virshing 67 y y 1 y

54 Kheri Virshing ravla 70 y y y 1 Forest y y 4 y

55 Kheri Munna rupshing B.A. y 2 y

56 Kheri Jenu khuman 9th y y 1 9Th y 1 9Th y

57 Kheri Rupshing ditiya 11th y 2 y 1 y

58 Narvaliya Bachu kaliya 25 5th y 2 n 1 y

59 Narvaliya Kaliya pidu 25 y y

60 Narvaliya Ramesh magaliya 26 y y

61 Narvaliya Jitra bhava 27 y y

62 Narvaliya Titiya Sillu 27 y y

63 Narvaliya Siliya mansingh 30 y y

64 Narvaliya khunna ditiya 35 y y

65 Narvaliya Kamta gavji 35 y y

66 Narvaliya Kesa kidu 35 5th y

67 Narvaliya Kodariya Kamla 35 y y 2 7 1 8

68 Narvaliya Bhadur Bhima 35 y y y y

69 Narvaliya Hura kaliya 35 5th y 1 5 1 y

70 Narvaliya Vesta kamta 35 y y N

71 Narvaliya Makna Pidu 35 y y

72 Narvaliya Tidu skka 36 y y 2 6 y

73 Narvaliya Simmu bhura 37 y y 2 0 0 n 2 0 0 0

74 Narvaliya Mansingh Bhima 37 y y y y 2 5 y 2 y

75 Narvaliya suniya ditiya 38 y y

76 Narvaliya Picchu bhura 40 y y 3 1,5,2Th y y 0 0 0 0

77 Narvaliya Madhu kittu 40 y y

78 Narvaliya Mangiya sakriya 42 y y 0 0 0 n 0 0 0 0

79 Narvaliya Nura madiya 42 5th y 4 10,11,6,4 1 7

80 Narvaliya Sakariya kana 42 y y 1 5

81 Narvaliya Bacchu somala 45 y y y 1 7Th y y 1 10Th 0 y

82 Narvaliya vasna gavji 45 y y

83 Narvaliya Kasan gavji 45 y y

84 Narvaliya Badiya jala 45 y y 1 10

85 Narvaliya Magaliya Mihya 45 y y 2 11,7

86 Narvaliya Sandiya ditiya 47 y y

87 Narvaliya Badriya sakriya 50 y y 5 0 0 n 0 0 0 0

88 Narvaliya Dhulsingh malla 50 y y 1 7 y

89 Narvaliya Nansingh sumla 52 y y

90 Narvaliya Bhurji mithiya 55 y y 1 6 1 6

91 Narvaliya Bhurji Thavariya 57 y y

92 Narvaliya Bhura gavji 60 y y 6 2,4Th y y 0 0 0 0

93 Narvaliya Kamji hakriya 60 y y 0 0 0 n 0 0 0 0

94 Narvaliya Kamta dhana 60 y y 1 10



Boys No

Educated

Girls No

Educated

TLC Participants


Can sign




95 Narvaliya Kittu naniya 65 y y

96 Narvaliya Madiya garegore (Teacher) B.A. y

97 Narvaliya Tershing humji y y 4 0 0 n 2 0 0 0

98 Narvaliya Bapu humji y y 3 0 0 n 3 0 0 0

99 Narvaliya Varshing pangla y y 0 0 0 n 0 0 0 0

100 Narvaliya Haru pangla y y 0 0 0 n 0 0 0 0

101 Narvaliya Mesu somala 5th y

102 Narvaliya sama kamakl 5th y

103 Narvaliya Kalu kamala y y

104 Narvaliya Mansingh Kamji y y

105 Narvaliya Ramesh Kodariya 7th y 1 y 2 y

106 Narvaliya Kegu Bhima y y

107 Narvaliya Kaliya mithiya y y

108 Narvaliya Bhura madiya y y 1 8

109 Narvaliya Babu Bijiya 10th y 2 4,3 2 y

110 Narvaliya Ratan sakka y y 1 6 1 y

111 Narvaliya Hudiya sakka y y

112 Narvaliya Tersingh sakariya y y

113 Narvaliya Pansingh rajiya y y 1 y 1 y

114 Narvaliya Tejiya kana y y 2 1-7,1-N 1 y

115 Narvaliya Bhura himta y y

116 Narvaliya Malla kamta y y

117 Narvaliya Tidu bhava y y

118 Narvaliya Dita bhava y y

119 Narvaliya Mangu kamta y y

120 Navapada Dhuliya kuka 25 9th y 2 y 0 0 0 0 0

121 Navapada Parma parthiya 28 10th y y 1 y 3 y 0

122 Navapada Rupshing naniya 30 10th y 0 0 0 0 0 0 0 0 0

123 Navapada Kalu kuka 30 y y 3 y 0 0 0 0 0

124 Navapada Gorshing rajshing (Teacher) 32 B.A. y 2 y 1 y

125 Navapada Ramla naniya 35 y y 4 y 4 y 0

126 Navapada Parshing toliya 35 y y 1 6Th y 4 y

127 Navapada Keku mesu 37 y y y 2 10, 7Th y 1 7Th y

128 Navapada Kuka bijiya 37 y y 2 5Th y 1 y

129 Navapada Lala jawla 40 y y 1 y 3 0

130 Navapada Mangu bijiya 42 3rd y 2 y 1 y

131 Navapada Pema vasna 45 y y 1 5Th y 1 10Th y 0

132 Navapada Narshing bhurji 50 y y 1 B.A.job y 4 0 0 0

133 Navapada Vesta valiya 50 7th y y 3 y y 3 5,6,7Th y 0

134 Navapada Partiya valiya 55 y y 2 10,11Th 2 y 0

135 Navapada Pema bhurji y y 1 y

136 Navapada Mesu visan y y 0 0 0 0 0 0 0 0 0

137 Navapada Fatiya bijiya 10th y y 1 10Th y y 1 5Th y y

138 Navapada ramshing mangu (Bank job) B.A. y 0 0 0 0 3 5,3,4Th y

139 Jharniya Ramesh - bijiya 25 y y 2 0 y N 1 0 N N

140 Jharniya Badiya - tajshing 26 y y y 0 0 0 0 0 0 0 0

141 Jharniya Badu - tejiya 28 y y y 1 0 y n 1 y



Boys No

Educated

Girls No

Educated

TLC Participants


Can sign




142 Jharniya Tanshing - gajhing 30 y y 2 0 y 2 5,2, y

143 Jharniya Motiya - jhumla 30 5th y 1 N 3 y

144 Jharniya Manshing - gajhing 32 y y 3 y 2 y

145 Jharniya Sama - karmdiya 35 y y 2 y 2 y

146 Jharniya Malla - tolshing 35 y y 0 0 0 0 0 0 0 0

147 Jharniya Dhanna - hurshing 35 y y 1 N 1 y

148 Jharniya Panshing - kidiya 37 y y 2 y 3 1=grejua

t y 1Y

149 Jharniya Dhuliya - kidiya 40 y y 6 1= 3Th y 1 4 2=5Th y 2 y

150 Jharniya Bahadur - balu 40 y y 2 5,6Th y 7 y

151 Jharniya Addu - hurshing 40 y y 3 N 5 N

152 Jharniya Mesu - hurshing 40 y y 4 1 y=3 1=y 0 0 0 0

153 Jharniya Vakji - kidiya 42 y y

154 Jharniya Kesro - bhurji 42 y y 3 1 y=1 1 y

155 Jharniya Narshing - bijiya 45 y y 1 y 0 0 0 0

156 Jharniya Gamnita - narvo 50 y y 1 y 2 7,10Th y

157 Jharniya Varshing - bijiya 50 y y 4 1y 3 1y

158 Jharniya Mansu - hurshing 50 y y 8 1 8 N

159 Jharniya Ramshing - narvo 55 y y 3 y N 4 N

160 Jharniya Rajshing - narvo 55 y y 3 y N 2 0

161 Jharniya Tejiya - apshing 60 y Y 4 y 1 y 0 0 0

162 Jharniya Balu - bhavla 60 y y 5 0 0 N 4 y N

163 Jharniya Nana -narvo 65 y y 2 y N 2 12, 1 1,y

164 Jharniya Karmdiya - pratap 70 y y 3 1=5Th 1 y y 2 0

165 Jharniya Jogdiya - hurshing 70 y y 3 y 2 N

166 Jharniya Dalshing - partap 72 y y 1 0 2 y N

167 Jharniya Bajshing - bijiya y y 3 N 4 0 y N

168 Jharniya Dhumshing - bijita y y 2 N 4 N

169 Bhandariya Gopal Dalla 6th 35 y

170 Bhandariya Maniya fatu y 38 y 1 10

171 Bhandariya Kuka Chaniya y 38 y 1 7

172 Bhandariya Dhuliya Bhima 5th 35 y

173 Bhandariya Mithya Bhima y 37 y

174 Bhandariya Ramla Bhima 5th 40 y 2 9,8

175 Bhandariya Mansingh Manji 5th 30 y 1 7

176 Bhandariya Ramu Manji y 28 y y 1 7 1 8

177 Bhandariya Shantiya Dalla y 30 y

178 Bhandariya Ramla Somla y 30 y

179 Bhandariya Virsingh bhima y 40 y 1 7 1 9

180 Bhandariya Narsingh Raysingh y 30 y 1 9

181 Bhandariya Ramsingh javla y y

182 Bhandariya naval singh Kaliya (Teacher) B.A. y

183 Bhandariya Ras y y

184 Bhandariya raysingh Javla 7th y

185 Bhandariya Amra bapudiya 7th y

186 Bhandariya kalu badiya 9th y

187 Bhandariya jala mangaliya y y

188 Bhandariya jhanu jitra 7th y



Boys No

Educated

Girls No

Educated

TLC Participants


Can sign




189 Bhandariya dannu bhilji y y

Final Report - Welthungerhilfewelthungerhilfeindia.org/wp-content/uploads/2013/... · significantly...

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