New Learning Technologies
59. Information and Communication Technology is fast emerging as an effective tool
to improve the access as well as quality of adult education. Already successful
experiments have been made to teach using radio and television. Locally produced
interactive radio instruction and community radio can promote exchange between
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learners and programme providers. Much deeper penetration of radio and
television has further enhanced their potential as a channel for promoting literacy.
ICT, as a medium of instruction, can be all the more effective for developing
professional skills of literacy educators. ICTs can be creatively used to close the
digital divide – where computer proficiency is not just seen as a marketable skill
but one that enables access to information and helps sustain literacy skills. ICT
and other technologies, therefore, will have to be extensively used to achieve the
National Literacy Goals.
Promoting a Literate Environment
60. Printed and visual materials in households, neighbourhoods, workplaces and the
community encourage individuals to become literate and to integrate their literacy
skills in the everyday lives. A significantly large number of adult learners live in
impoverished literacy environments, lacking a bare minimum of written script in
their homes or immediate surroundings, as even basic signage like milestones, bus
routes, etc., may be missing. The growing learning needs of ever increasing
number of neo-literates cannot be met unless a wide range of materials relating to
their needs and interests are provided. A wide range of newspapers (including a
newspaper to be designed exclusively for the use of neo-literates by the SRCs or
any other body in respective spoken languages of the area), broadsheets and
interesting, informative reading material besides short stories, novels, plays,
poetry, folk tales, fiction, humour and biographies would be commissioned. Such
materials will be made available to all the adult education centers. Book reading
campaigns (jan vachan andolans) will be further promoted as these have been
found to promote readability skill among neo-literates.
61. Writing, for neo-literates, is a special skill. A large number of facilitators will be
encouraged to train themselves through short-term courses in writing skills
through Open Schools and Universities so that they could become resource
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persons to produce adequate amount of literature for the neo-literate. Policies
related to book publishing, the media – print as well as broadcast, and public
libraries will be aligned with the requirements of literacy promotion.
Collaboration with agencies like NBT will be pursued to promote literature for
neo-literates. Library networks, central, state and others, will be approached to
provide a neo-literate corner in the libraries especially in rural areas.
Resource Support
62. In order to provide academic resource support to literacy and adult education
programmes, State Resource Centres (SRCs) have been established throughout the
country. Not only their number will be increased but also their capacities
enhanced so that they could extend adequate academic and technical resource
support to adult and continuing education programme specially in the realm of
development of teaching learning material and training of literacy practitioners
and managers. Besides SRCs, Resource Support Groups with due representation
of educationists, social activists, experienced and committed
volunteers/functionaries, representative of local training institutions etc., will be
constituted at national, state, district, block and Gram Panchayat level.
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