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Educational Management

Notes (ix) Uneducated adult women and lack of social education.
(x) Social ills.
• Removing Economic Backwardness of the Rural and Backward Areas : The girls are very useful
at home for carrying out domestic duties and so mothers are reluctant to send them to school.
A large number of children in the rural areas are under-nourished. They hardly have a square
meal a day.
• Conservative Nature of Parents and Co-education : Parents in rural areas and backward
communities tend not to send the girls to co-educational schools. Their apprehensions have to
be removed with a thought-out plan of educating them in this regard (see next part).
• Provision of Suitable Curriculum : Curriculum, by and large, has not met the requirements of
women.
• Following suggestions Committee (1962) deserve careful consideration :
(i) No differentiation should be made in the curricula for boys and girls at the primary and
middle stages of education.
(ii) Steps should be taken to improve the instruction of home economics.
(iii) Steps should be taken to improve the teaching of music and fine arts and liberal financial
assistance should also be made available to girls’ schools for the introduction of these courses.
• Issue of Adult Policy Statement (1978)
• The policy statement outlined the philosophy of adult education as the assumptions (a) that
illiteracy is a serious impediment to and individual’s growth and to the country’s socio-economic
progress; (b) that education is not co-terminus with schooling but takes place in most work and
life situations;
• Writing Norms : In respect of writing, the Mission has laid down that a neo-literature should
be able to ‘copy with understanding at a speed of seven words per minute.’ He should be able
to take dictation at five words per minute. He should be able to write with proper spacing
alignment.
• Arithmetic Norms : Proficiency in numerals has also been laid down. The new learner must be
able to read and write 1 to 100. He should also be able to do simple calculations without
fraction involving addition, subtraction up to three digits and multiplication and visions by
two digits.’
• Awareness : Enabling the adults to be aware of the causes of their deprivation and moving
towards amelioration of their condition through organisation, and participation in the process
of development;
• Development and Improvement : Acquiring skills to improve the economic status and general
well-being; Imbibing the values of national integration, conservation of the environment,
women’s equality, observance of small family norm, etc.
• Under the revised NLM scheme, an integrated approach to literacy is being followed since
April 2000. The new approach envisages the integration of the activities of basic teaching-
learning with post-literacy activities to ensure a smooth transition from TLC to Post-Literacy
Programmes (PLP).
• The Jan Shikshan Sansthan scheme, which started in 1988, is meant to promote educational,
vocational and occupational development to literates; neo-literates, semi-literates and un-lettered
persons.
• A large number of training institutions have to be provided for women, especially in the
backward states. These institutions should generally be located in rural areas and they should
generally recruit their trainees from that area.

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