Total Quality Management
Core Curriculum Framework for Adult Literacy
45. Different objectives for literacy programmes place diverse demands on curriculum
of literacy programmes. A relevant curriculum is conducive to better learning
outcomes. At the same time, there is a need for standardization of quality
benchmarks. NLMA will develop Core Curricular Framework in respect of basic
literacy and continuing education programme. The Framework will spell out the
content and their comprehensiveness in delineating core academic areas and
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locally relevant issues, teaching-learning methods and processes for achieving the
literacy norms and other objectives.
46. The core curriculum will reflect the national values like national integration,
secularism, democracy, scientific temper, communal harmony, women‟s equality,
small family norm etc. It will also address the demands of the learners and take
into account the diversity of their socio-cultural background, life experience,
linguistic skills and motivational levels. The curricular framework will strike a
balance between the larger social objectives of the Mission and relevance to local
contexts and to wider opportunities. It will also lay down guidelines for syllabi
including processes and methods that will help to retain the interest of the learners
and prevent dropout and spell out the levels and norms of learning outcome for
learner assessment, guidelines regarding the learning assessment system,
including self-assessment by learners.
47. Based on the Framework, SLMAs could develop the curriculum with adequate
reflection of locally relevant issues and aspects.
High-Quality Teaching-Learning Material (TLM)
48. To ensure uniformly high standards, all the materials for basic education,
equivalency and continuing education will be quality-assured by an Expert
Committee set up by the NLMA/SLMA. The Committee will comprise of experts
in the field of adult education, gender, languages, and priority sectors. With
respect to equivalency, the Committee will also include experts from formal
education and Open Learning Systems.
49. The Committee will lay down the standards and guidelines for developing
teaching-learning material in different languages, the form and quality of
presentation of the contents in the learning materials appropriate to the level of
adults. It will cover the main elements of literacy, skill development, equivalency
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and lifelong learning, in the context of livelihood, social and cultural realities of
the learners and special issue-based and thematic aspects, such as gender parity,
NREGS, RTI, PRIs, SHGs, health and hygiene, environment, agriculture, animal
husbandry, etc. These materials will lead to attainment of levels of learning
specified by NLMA, and in respect of equivalency, the Open School Norms.
NLMA will arrange to maintain a bank of professionally produced prototype
teaching-learning materials.
50. Such materials that conform to the prescribed standards will be assigned a logo as
a seal of approval. Only such materials that are approved by the Committee will
be used in the Programme. Teaching learning material will be produced in the
language of learners‟ choice. Government agencies like National Book Trust,
State Text Book Societies, NGOs and private sector may be involved in the
development, production, and distribution of the primers and other post literacy
and continuing education teaching learning material.
Improving Quality of Literacy Educators
51. Teaching adults is an art that requires a specialized set of skills. Quality
instructors are, therefore, a pre-requisite for the success of the programme. Since
the programme does not engage professional teachers, but relies mainly on
Volunteers with little or no previous teaching experience, they will be given
intensive high quality training in andragogy in local language both at the time of
induction as well as during the course of the literacy programme. A cascading
approach to training will be adopted so that the trainers of today are trained to be
potential trainers of tomorrow. As the key focus of the programme is on women
and other disadvantaged groups, the literacy educators will be especially
sensitized on gender, social, and cultural issues. Special attention will be given to
training in numeracy.
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52. Capacities of the Central Directorate of Adult Education and SRCs will be further
developed to purposefully engage them in ensuring quality training in the State
including preparation of curriculum, training manuals, training strategies, training
of trainers, and other components related to training. Inputs will be provided to
them on working with women, mobilizing them and linking women‟s social
realities with the literacy and other programmes of the Mission.
53. A network of institutes such as District Institute of Education and Training
(DIET), District Resource Units, JSSs and other professional bodies will be
developed as key resource institutions in a district for training of trainers. NGOs
and women‟s organisations, both government as well as non government, that
have worked on issues of women‟s literacy and empowerment will also be
involved in conducting and rganizing trainings.
Augmenting the Quality of Teaching and Learning
54. The thrust of the programme is to ensure sustainable level of literacy and hence
the teaching-learning process will have to be more participatory and learner
centered. Superior teaching and learning methodologies like peer learning,
multiple level teaching, group discussions, play-way method, exposure visit,
activity-based learning, etc. may be adopted. Besides, the use of teaching aids like
posters, charts, supplementary reading materials, audio-visual programmes,
puppetry, flash cards, flip charts, and cultural activities need to be employed. To
improve attendance, flexi and learner friendly timings and time tables will be used
that take into account work situation, age and gender sensitivities.
55. An appropriate learning environment further adds to the quality of teaching and
learning. This is possible by providing a suitable, well lighted and ventilated fairly
commodious centre which is neat and clean and which takes into account the
gender and cultural sensitivities of the learners and is easily accessible to them.
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56. More important than all, instead of singular emphasis on mastering reading,
writing and numeracy within a specified time frame, the new strategy will be to
hear the voice of learners and engage them fully in the learning process.
Assessment & Certification
57. Assessment of actual competence of the population in literacy skills is important
for getting feedback of the success and outcomes of the programme. A systematic
assessment procedure will, therefore, be put in place and administered periodically
through the school education system for which SLMA will have to devise a
suitable mechanism in consultation with NLMA. The basic principles underlying
the procedure for evaluation will be non-incursive, promoting courage and self
confidence in response and action and self-actualisation. Tests devised at the state
level would be administered in first week of September 2010 and subsequently in
each quarter for which SLMAs will devise rules based on guidelines issued by
NLMA. Local school teachers may be engaged as evaluators under a system
devised by the state administration. On successful completion and assessment, the
learner will have to be issued a certificate jointly signed by the Head teacher of the
local primary school and the Head of the Panchyat unless specified otherwise.
58. Assessment of other components of basic education (equivalency programme) will
be conducted as per the provisions of National Institute of Open Schooling
(NIOS) and State Open Schools (SOS) and certificates will also be provided to the
successful candidates by NIOS/SOS. Assessment of skill development activities
will be conducted as per guidelines to be issued separately by NLMA.
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