Policies And Practices Of Adult Education And Lifelong .
Policies and Practices of Adult Education and Lifelong Learningin IndiaModule Details1. Subject NameAdult Education2. Paper NameAdult Education in India: National and International perspectives3. Module number1.264. Module NamePolicies and Practices of Adult Education and Lifelong Learningin India5. Principal InvestigatorProf. Vandana Chakrabarti, Director, Lifelong Learning andExtension, SNDT Women’s University, Mumbai6. Paper CoordinatorProf. Vandana Chakrabarti, Director, Lifelong Learning andExtension, SNDT Women’s University, Mumbai7. Content writerProf. Ajay Kumar, Center for Adult Education, JNU, New Delhi8. Content ReviewerProf. Nasreen Rustomfram, TISS, MumbaiContent Outline1. Learning Objectives2. Adult Education and LLL in India – Slow Institutionalization3. Former Adult Education in India4. Emergence of Lifelong Learning India5. Development and Promotion of Lifelong Learning Policy in India6. Analysis and Comments on AE &LLL as a Policy Discourse in India7. LLL in India – The Way Ahead1
1. Learning ObjectivesAfter studying this module, you will be able to,1. Understand the development of Lifelong Learning (LLL) as a new policy, practice andprovision for continuous up-gradation of professional and vocational skills (includingbasic literacy skills) in contemporary, globalising India.2. Understand how and why LLL as a new nomenclature is essentiallylinked to andcoterminous with previous adult education policies and practices in India.3. Know that LLL as a policy perspective and organizational principle of education in itspresent form in India is still in a nascent (incomplete), transitional andtransformative stage.This Unit would you a brief overview of adult education and lifelong learning in India interms of theirpolicies and practices. Previously, in Unit 1, we tried to understanddefinitions, meanings and concepts of LLL globally, and in Unit 2;we discussed theconceptual evolution of LLL in contemporary times, particularly in the European context.This Unit deals with thepolicies and practices of adult education and lifelong learning inIndia.2. Adult Education and LLL in India – Slow InstitutionalizationLifelong Learningpolicy in India is still in a transitional, transformative and nascent stage.It isquite slow in its conceptual evolution and policy or program implementation due tolack of clarity in its disciplinary status and nomenclature, as it tries to move away fromprevious and cousin concepts and programs under the traditional discipline called ‘Adult,Continuing and Extension Education’ (popularly known as Adult Education, henceforth, inshort AE). ‘It (LLL) has not yet emerged as a clear guiding framework for educationpolicy, planning and management’ (Mandal, 2015:159).‘The existing ground situation inIndia also indicates a mélange of the approaches’ towards LLL (Aggarwal, 2012).We have seen in Units 1&2 how adult education evolved and transformed itself into alifelong learning perspective at the international level (particularly Europe). Somewhatparallel to this transition of AE into LLL in Europe, adult education in India too is still inthe processes of institutional expansion within a lifelong learning perspective. In fact,both the traditional AE and more contemporary LLL coexist in most part of the worldcontesting conceptual supremacy with each other. Although wider in usage andconceptualization, in practice, adult education in India had always been narrowly limitedto programs of adult basic literacy, functional literacy, and continuing& extensioneducation.Let us recall that LLL is not only being used as a new disciplinary nomenclature for adulteducation either in India or abroad; it is also being advocated as the centralorganizational principle for entire education system, particularly the higher educationsystem all over the world.2
In India, at the moment, we can identify coexistence of two broad and different strandsof policies and practices within or relatedto adult education and LLL.(a) The traditional or conventional adult education as an umbrella term, whichincludesadult basic literacy, continuing education, extension education, vocational educationand vocational skills training, isguided by two main theoretical perspectives namely,(i) adult education seen as a fundamentalindividual and social right,and as anempowerment tool for social and economic transformation; and (ii) the more limitedutilitarian perspective of adult education, which sees it as serving basic functionalskillsrequirementof the society, for example, training in and understanding of basicliteracy skills (the 3Rs), i.e. reading, writing and arithmetic.(b)The more contemporary concept and policy of Lifelong Learning (LLL) in India is stillbeing contested, developed, defined and broadened to include previous adulteducation policies and practices. However, LLL in Indiais practically and conceptuallylimited to the utilitarian notion of competitive and skill-oriented learning needs ofthegrowing knowledge and market economy, bothlocally and globally. Thus LLL in Indiarefers to all kinds of skills training and education, both life-long and life-wide,including previous adult basic literacy, functional literacy, digital literacy, ICT andother technology and service sector based vocational and professional skills,imparted by public, private and NGO sectors through both formal and non-formalinstitutions including online, distance education courses.3. Former Adult Education in IndiaAdult education in India has been in practice since colonial times under what is known asnon-formal education sector, and which complemented the deficiencies of the formaleducation sector. It catered to adult ‘illiterates’ consisting of workers, peasants andfarmers who couldn’t avail any formal schooling.AEin many wayscontributed enormouslyto both freedom strugglemovement before 1947 as well as to the development needs ofpost-1947 India. ‘Achieving universal adult literacy’ and creation of a literate public orcitizenry has always been ‘a fundamental goal of adult and continuing education’ in India(MHRD: Annual Report 2014-15, p. 112).Practice of adult education in post-independent India has carried different meanings andinterpretations ‘ranging from citizen training to its redefinition as an alternative to formaleducation with a three-pronged objective’, namely:i.‘To focus on the target segment of young adults in the 15-35 year age groupbelonging to the underprivileged social segmentii. To link formal education and non-formal education for optimal utilization of availableresourcesiii. To focus on inculcating functional skills as an imperative for development’ (Jha,Goswami&Surana: 2015, p. 27)3
Thus for example, the National Literacy Mission (NLM) launched in 1988 expanded thescope of earlier adult literacy programs to include development literacy. It addedelements like social awareness, acquisition of relevant social skills, women’sempowerment, health and hygiene, population control, values of national integration andenvironment conservation upon the pre-existing focus on basic literacy skills, e.g. 3Rs.4. Emergence of Lifelong Learning IndiaThe idea of LLL in India is not completely new. The first formal and well-articulated ideaof LLL in India can be found in the Gandhian scheme of Nai Talimor BuniyadiShiksha(translated as ‘Basic Education’). Gandhi’s Nai Talim envisioned a holistic andintegral education based on productive handicraft for the education of 3Hs instead of skillacquisition in 3Rs, i.e. (a) Hands (work-based, problem-solving practical and universaleducation rather than text-based abstract education for urban white-collar jobs), (b)Head (mental cognitive processes) and (c) Heart or character-building education.M.K. Gandhi’sNai Talimwhich isbased on pedagogy arising from dialectical interplaybetween craft skills and cognitive processes, enabling simultaneous character formation,is the best example of a workplace- based lifelong learning. In the Gandhian scheme ofcraft-based education there is complete emphasis on local knowledge, local tradition,local language,local resources, where learners and experts, both as co-learners areengaged ina scientific dialogical encounter not only among themselves but also with theirproductive works and tools. Gandhian education takes place in an interactive settingbased on values of democratic learning and equal sharing, where work as a toolconstantly provides dialectical interplay for cognition and learning (pedagogies) includingtheory and perspective building, critical understanding, exploration and problem solvingalong with organic synchronization of the mind, heart, body and spirits, thereby makingit a powerful tool of personal and social transformation.More contemporarily, LLL as a foundational principle guiding the reorganization of entireformal education system has been getting slow but increasing rhetorical attention in theeducational policy discourses in India. This is evident fromvarious policy documents andstatutory commission reports.Some of the prominent government policy documentsin India with some elements of LLLpolicy intents are: (a) Kothari Education Commission Report (1964-66); (b) NationalKnowledge Commission (NKC, 2005-2008); (c) Planning Commission of India’s (PCI) 11thFive Year Plan (2007-12); (d) University Grants Commission’s (UGC) 11th Plan Guidelineon LLL and Extension Education; (e)PCI’s 12 th Plan (2012-17) Guideline on LLL andExtension Education; (f) National Policy on Skills Development (NPSD 2009) andNational Policy on Skill Development and Entrepreneurship (NPSDE 2015); and (g)MHRD’s Draft National Policy on Education (Draft NPE 2016).(a) Kothari Education Commission Report (1964-66):We can see the first intent (and idea) of LLL in the Kothari Education Commission Report(1964-66). Following M.K. Gandhi, it emphasized the importance of practical andproductive work in the curriculum in order to restoredignity of labour and to develop4
vocational and agricultural education. One of the statements from the Kothari EducationCommission Report pronounces this:Education does not end with schooling, but is a lifelong process. The adult needs anunderstanding of the rapidly changing world and the growing complexities of society.Even those who had the most sophisticated education must continue to learn; thealternative is obsolescence. Thus viewed the function of adult education in a democracyis to provide every adult citizen an opportunity for education of the type which he wishesand which he should have for his personal enrichment, professional advancement andeffective participation in social and political life. (Kothari Education Commission Report,1966, quoted in S. Y. Shah, 2017)(b)National Knowledge Commission (NKC 2005-08):To understand and meet the challenges of globalizing India, the National KnowledgeCommission of India (NKC) was set up, which worked from 2005-2008. The NKCrecommended revamping of the entire educational system to cater to pro-marketreformstaking place in the country. In order to ‘leapfrog in the race for social andeconomic development’, one of the NKC (2006, p.1) document advises introduction ofICT and services sector related knowledge-oriented paradigm in education. It suggestsdevelopment of appropriate institutional mechanisms in three significant ways:I.Strengthening quality and delivery within theeducation system, forbetter domesticresearch and innovationII.Leveraging of Information and Communication Technologies (ICTs) to enhancegovernance and connectivityIII.Establishment of networks of exchange and knowledge collaborations betweenvarious knowledge systems in the global arenaOne of the objectives of the NKC was ‘to build excellence in the lifelong and formaleducational systems’in order ‘to meet the challenges of the 21st century and to increaseIndia’s competitive advantage in the fields of knowledge’ (Das & MukherjeeDas,2008:64). The NKC recommended the following:1. Expansion of LLL to ‘promote a people-centred and inclusive knowledge society inIndia’2. A framework for ‘achieving quality education for all through a wide-spread lifelonglearning system in the country’3. ‘Open courseware and open learning resources for sharing intellectual capitals of eliteinstitutions in India to supplement LLL systems in India’. (Das & Mukherjee-Das,2008)Seven Indian Institutes of Technologies (IITs) and the Indian Institute of Science (IISc,Bangalore) have already taken up an open, innovative courseware initiative called,‘National Programme on Technology Enhanced Learning’ (NPTEL) ‘to enhance the qualityof engineering education in the country by developing more than 200 curricula-basedvideo and web courses’ (ibid.). Many institutions in India are already taking advantage ofthe NPTEL for dissemination of quality courseware in the areas of engineering andtechnology. ‘This open educational resource supplements the lifelong learning process ofindividuals who want to catch up and brush up their knowledge’ (ibid.).(c) Planning Commission of India (PCI) 11th Five Year Plan (2007-12):5
The 11thFive-Year Plan focused on a comprehensive strategy to strengthen all segmentswithin the national education system making LLL’s presence central therein. Yet, itisquite vague there. Hence, until today (e.g. August 2017), adult education and LLLremain completely confined to traditional narrow boundaries of basic literacy, functionalliteracy, extension education and community outreach programs with additionalemphasis on skills developmentto meet the needs of emerging market and newtechnologies during the last one decade. Both AE & LLL remain intact within existing(old) disciplinary structure with little or few operational changes in their delivery.However, rhetorical emphasis on linking of elementary and secondary education with thelabor market in this document can be considered a significant step towards expansion ofthe idea of LLL.For better demographic dividend, the 11th Five Year Plan also emphasized improvementin education and training inICTs for the emerging international market in the knowledgeand services sectors, including emerging domestic educational market based on ‘publicprivate’ partnership model in educational development. It placed emphasis on theservices sector, science, technology, professional education, vocational education andtraining with strong focus on employability and/or self-employment (entrepreneurship).(d)University Grants Commission’s (UGC) 11th Plan Guideline on LLL andExtension Education:This document could be considered as the first ever, national level, completepolicydocument dedicated to LLL in India with a comprehensive guideline. It expanded thescope of adult and continuing education under a new program called as ‘LifelongEducation and Awareness Program’ (LEAP), which also advised university departments of‘Adult & Continuing Education’ to be renamed as ‘Departments of Lifelong Learning’.However, the UGC madevery little budgetary provisions for this newinitiative. Yet theUGC Guideline talks about the significance of LLL in the context of market andknowledge economy, fast-paced technological changes and global competition in detail.However, the document is high in rhetoric and poor in provisions. It gives lip service tonew requirements needed for institutionalizing LLL within Indian higher educationsystem.(e) PCI’s 12thFive Year Plan (2012-17) Guideline on LLL & Extension Education:The 12thFive Year Plan too reiterated the need for a paradigm shift from basic literacy tolifelong learning, contextualizing this need in terms of fast changing technologies, servicesector and knowledge-based competitive economy.The document emphasized a LLL perspective within all learning activities that may beundertaken by an individual throughout his/her life along life-wide sectorsprofessionally– whether in formal, non-formal and informal settings for the up-gradationand improvement ofone’s knowledge, skills and competence in spheres like personal,civic, social and economic including employment.The most important aspect of the paradigm shift in lifelong learning and literacy aspronounced in the 12th Five Year Plan document is the new emphasison recognition of‘prior learning’ and accreditation and their alignment with the formal education system.The Sakshar Bharat Mission(SBM) of the GOI launched in September 2009, too wasaccordingly advised to reorient itself to the new LLL paradigm.It advised SBM to expand6
its focus on basic adult literacy to include other learning needs such as functionalliteracy, vocational education, physical and emotional development, arts, culture, sportsand recreation. Yet in practice, SBM too has continued to function in the traditional waywithin AE perspective until now.(f) Ministry of Labor and Employment (GOI): National Policy on SkillsDevelopment (NPSD 2009) and National Policy for Skill Development &Entrepreneurship (NPSDE 2015)Both these policy initiatives are specifically dedicated to skilled manpower need of thecountry’s growing global market. They aim to improve upon the quality and scope ofskills training and education in India while emphasizing market and employer’s needs.They also emphasize inclusion of under-privileged groups for social justice. Rhetoric’sand vision apart, in actual practice, both the policy initiatives primarily seek to expandapprenticeships in order to train 500 million people by 2020.Both NPSD and NPSDE further emphasize expansion of open and distance education(e.g. MOOCs – Massive Online Open Courses), especially in the post-secondary sector,which is already plagued with poor quality and recognition. Both the policy initiativesalso prescribe elaborate principles for quality assurance procedures and accreditation,but they have not been able to address all the quality related issues.Also, since bothNPSD and NPSDE come under the M/o Labor & Employment, they are not fully andmeticulously integrated with the existing education system under the HRD ministry, andits proposed new education policy, which may be launched sooner or later.(g)MHRD’s Draft (Proposed) National Policy on Education (2016):The MHRD Draft National Policy on Education (Draft NPE, 2016) titled, ‘Some Inputs forDraft National Education Policy 2016’, is a 43-page document. In this document, we arenot very sure about the specificities of the actual national policy on education, whichmight take the final shape sooner or later. We are also not sure of the real contents ofthe LLL policy and its would-be status inthe new NPE. We are also not sure of the actualstatus of LLL in relation to education in general, particularly higher education. None ofthe official documents are very clear about the status of the relationship between LLLunder MHRD and the skills development initiatives under Ministry of Labor&Employment.According to MHRD’s 43-page 2016 document:The Draft NPE 2016‘envisions a credible education system capable of ensuring inclusivequality education and lifelong learning opportunities for all and producingstudents/graduates equipped with the knowledge, skills attitudes and values that arerequired to lead a productive life, participate in the country’s development process,respond to the requirements of the fast-changing, ever-globalising, knowledge-basedsocieties, and developing responsible citizens who respect the Indian tradition ofacceptance of diversity of India’s heritage, culture and history and promote socialcohesion and religious amity’.The Draft NPEfirmly remains located within a market economy perspective in ‘educationas an investment’ coupled with parallel rhetoric of social inclusion, promotion of mothertongue-based education, language and culture.At p.16 of the Draft NPE, ‘the direction ofthe future education agenda is anchored in a lifelong and sector-wide perspective’. It7
also advises school level curriculum to incorporate LLL courses with focus on vocationaleducation, skills development and entrepreneurship,
Development and Promotion of Lifelong Learning Policy in India 6. Analysis and Comments on AE &LLL as a Policy Discourse in India 7. LLL in India – The Way Ahead . 2 1. Learning Objectives After studying this module, you will be able to, 1. Understand the development of Lifelong
Adult Coloring Book: Stress Relieving Animal Designs Volume 2 Adult Coloring Book: Stress Relieving Dolphin Patterns Adult Coloring Book: Stress Relieving Flower Patterns Adult Coloring Book: Stress Relieving Paisley Patterns Adult Coloring Book: Stress Relieving Patterns, Volume 2 Adult Coloring Book: Stress Relieving Peacocks Adult Coloring Book: Stress Relieving Tropical Travel Patterns .
Alireza Pakdel Iran Adult 3 E-mail . Alireza Zakeri Iran Adult 1 E-mail Aloisio De Souza Andrade Brazil Adult 1 E-mail Altan Ozeskici Turkey Adult 1 Postal Ameen Alhabarah Saudi Arabia Adult 3 E-mail . Majid Salehi Iran Adult 2 E-mail Makhmud Eshonqulov Uzbekistan Adult 3 E-mail Manoj Chopr
The Alchemist Jonson, Ben English Project Gutenberg Ebook 4/08/2010 Adult, Juvenile, Young adult Alchemy Mahy, Margaret 9780007406760 English HarperCollins Publishers Young Adult Fiction Fantasy, Young Adult Fiction Ebook 27/03/2014 Adult, Young adult Alexander Altmann A10567 Zail, Suzy 9781925081169 English Walker Books Australia Young Adult .
JoPllen Bruce, Salinas Adult School Peter Bulza, Valley Vocational Adult School Shirley cutler, Pomona Adult School. Alice Chlite, Clovis Adult School. Kathy Crete, Lodi Adult Schco1 Lloyd Downing, El Centro Jr/Sr High School Pat Duran, Napa College Clare Eckhart, Claremont Adult School Richard Furlong, Placer Adult School Wilma Henry, Clovis .
Technical College System of Georgia Office of Adult Education Adult Learner Assessment Policies and Procedures Manual 5 C. Summary and Overview All (100%) adult learners enrolled in an OAE-funded program must be assessed using one of the state-approved assessment instruments: Approved Assessment Instruments Adult Education Program Areas
ALFRED’S BASIC ADULT PIANO COURSE Adult All-in-One COurse LESSON THEOR Y SOL O Le v e L 2 Foreword With the goal of teaching the adult beginner to play the piano in an enjoyable, quick and easy way, Alfredʼs Basic Adult All-in-One Course, Level 2, continues to progress smoothly and easily, without gaps, toward the development of
2. Greeting Card 3. Other/Art Stamping 5. Wood Carving Photography - 4209 pg. 11 2. Adult Nature/Scenic 3. Adult Animals/Insects 4. Adult Honey Bee 5. Adult Human Interest 6. Adult Pet Portrait 7. Adult Other 9. Youth Animal/Insect/Pet 10. Youth Honey Bee 11. Youth Other 3. 3 4. Br
2. Gender-mainstreaming health policies 2.1. Approaches to women and gender in health policies Approaches to women and gender issues in policies, including health policies have been classified in many different ways. The following is a modified version of a well-known schema for categorising how policies identify and address gender inequalities
