Documente Academic
Documente Profesional
Documente Cultură
OBJECTIVES:
In quantitative terms, the Mission seeks to impart functional literacy to all non-
literate persons in 15-35 age group.
Self-reliance in 3 R's
Becoming aware of the causes of deprivation and moving towards
amelioration of their condition by participating in the process of development
Skill improvement to improve economic status and general well being.
Imbibing values of national integration, conservation of environment,
women's equality and observance of small family norms etc.
Method
Dr. Frank Laubach began his literacy work in 1929 in the Philippines where he was a missionary. Now,
his work is carried on by Laubach Literacy international, an institution that has worked in almost every
country in the world.
The "Laubach method" is a comprehensive system that includes a teaching methodology, a specific set of
materials, the use of volunteer teachers and the publication of literature for new literates.
This strategy uses a one-on-one method, called "each one teach one," by which one literate volunteer
teaches one illiterate person to read. That new literate then volunteers time to teach another illiterate
person. The eventual goal is that the whole community achieves literacy.
Advantages of the Laubach approach are the speed with which adults learn to read in their own language;
the fact that each learner is taught on a one-to-one basis and can continue by teaching someone else; and
the ability to reach many people in a sort of chain reaction.
The Laubach method uses a highly structured curriculum and standardized teaching materials. The basic
Laubach teaching tool is a pre-designed picture-letter-word chart. Each picture on the chart has been
carefully chosen to represent both the shape of the letter to be learned and a word that begins with that
letter. In the Spanish language example on page 20, the letter P is represented by a man with his weekly
pay (pago) and another man who is unemployed (vago) represents the letter "V". The teacher uses the
chart to help the learner recognize the letters of the alphabet and the sounds they represent.
As soon as the learner understands the picture-letter-word associations the teacher moves on to simple
stories in a reading primer that is keyed to the words on the chart. This first primer has a vocabulary of
only 120 words; it is followed by a second primer that adds another 1000 words to the vocabulary list.
Post-Independence
The provision of universal and compulsory education for all children in the age group of 6–14 was a
cherished national ideal and had been given overriding priority by incorporation as a Directive Policy
in Article 45 of the Constitution, but it is still to be achieved more than half a century since the
Constitution was adopted in 1949. Parliament has passed the Constitution 86th Amendment Act,
2002, to make elementary education a Fundamental Right for children in the age group of 6–14
years.] In order to provide more funds for education, an education cess of 2 per cent has been
imposed on all direct and indirect central taxes through the Finance (No. 2) Act, 2004.[38]
In 2000–01, there were 60,840 pre-primary and pre-basic schools, and 664,041 primary and junior
basic schools. Total enrolment at the primary level has increased from 19,200,000 in 1950–51 to
109,800,000 in 2001–02. The number of high schools in 2000–01 was higher than the number of
primary schools at the time of independence.
The literacy rate grew from 18.33 per cent in 1951, to 74.04 per cent in 2011.[41] During the same
period, the population grew from 361 million to 1,210 million.
CONCLUSION :-
Functional literacy is the ability to create and use printed and written materials connected with different
contexts which is mastered by the individuals in the process of permanent learning for gaining the
possibility of achieving goals and realizing personal potential as a personality, specialist in some field of
economy or social sphere and apply the acquired skills in the everyday activities of the modern
knowledge society. As the result of the conducted analysis, such forms of adult functional literacy as
autonomous, critical, ideological, dysfunctional, document, narrative / prose, numeracy or quantitative,
integral literacy have been determined. According to the policy of the governments of language
communities, the structural-functional scheme of the organisation of the Belgian system of adult
education has been created. Federal ministers remain responsible for providing and financing
educational leave for the employees of the private sector of the economy. The Flemish system of adult
education consists of: public educational institutions providing formal basic and vocational adult
education; non-formal educational establishments realising the learning facilities in the network of non-
governmental organisations which enable all-round personal development of adults; and informational
service coordinating the activities of different providers of adult education.