Introduction
Adult education in India has evolved significantly since independence in 1947. With a large portion of the population illiterate at the time, the Government of India recognized the urgent need to address adult illiteracy. Over the decades, the policy direction of adult education has seen several changes, reflecting shifts in political priorities, economic strategies, and international influence. This answer highlights the major changes in adult education policy in India post-independence.
1. Early Years (1947-1960s): Focus on Literacy
After independence, the primary focus of adult education was on basic literacy. The government recognized that a literate population was essential for democratic participation and national development.
- The first major initiative was the National Fundamental Education Centre (NFEC) set up in 1956 under the Ministry of Education.
- The emphasis was on functional literacy, linking reading and writing skills with the day-to-day needs of adults.
- Programs were primarily volunteer-driven and lacked institutional infrastructure.
2. Expansion and Institutionalization (1970s-1980s)
The 1970s and 1980s marked a period of greater institutional support and policy refinement.
- In 1978, the government launched the National Adult Education Programme (NAEP). This was a significant policy milestone aiming to impart functional literacy to adults aged 15-35.
- The program emphasized mass mobilization, use of volunteers, and linkages with development goals.
- The Rural Functional Literacy Program and support for women’s literacy began during this time.
3. National Literacy Mission (NLM) – 1988
One of the most impactful policy changes was the launch of the National Literacy Mission (NLM) in 1988, which aimed to achieve literacy for 80 million adults.
- The focus shifted to functional and social literacy, addressing not only reading and writing but also critical awareness and empowerment.
- The mission adopted a campaign mode, involving NGOs, local communities, and government agencies.
- State Literacy Missions were formed to decentralize planning and implementation.
4. Post-1990s: Shift Towards Lifelong Learning and Skill Development
In the 1990s and beyond, global trends such as the UNESCO Education for All movement and India’s own economic liberalization influenced adult education policies.
- The emphasis moved from literacy to lifelong learning, continuing education, and vocational training.
- Introduction of programs like Jan Shikshan Sansthan (JSS) to provide skill-based training for neo-literates and dropouts.
- State Resource Centres and Continuing Education Centres were set up to support lifelong education.
5. Saakshar Bharat Mission – 2009
Launched in 2009, this mission was specifically aimed at women’s literacy, with a goal to reduce gender disparity in education.
- It aimed to cover 70 million adults, including 60 million women.
- The program focused on district-based planning and implementation and used technology for monitoring progress.
- Special attention was given to SC, ST, minorities, and other disadvantaged groups.
6. New Education Policy (NEP) 2020
The National Education Policy 2020 redefined adult education in the broader context of lifelong learning.
- Adult education is now seen as a continuum from basic literacy to digital literacy, financial literacy, and legal literacy.
- The NEP emphasizes flexible learning pathways, integration with vocational skills, and use of technology-enabled learning.
- It introduces the concept of “education for all” across age groups, not just the young.
Conclusion
Since independence, India’s adult education policy has transitioned from a narrow focus on literacy to a broader concept of lifelong learning and empowerment. The evolution reflects the changing needs of society and the influence of global education movements. With the introduction of NEP 2020, adult education in India is poised for further integration with national development, digital inclusion, and social justice.