INRODUCTION:

With the launching of the NLM in May 1998, the relevance of literacy has been well recognized as an instrument of social change. On account of the adoption of mass campaign approach as the dominant strategy of NLM, the country's scenario has considerably changed, During the last three years, there has been a quantum leap in the number of TLC (430) and PLC (165) districts while CE programs have been launched in more than 30 districts.

A situation is fast emerging whereby millions of illiterate are acquiring basic literacy skill and joining the class of neo-literates. To facilitate reinforcement of literacy skill acquired by the neo-literate and to provide them opportunities for upgradation of their skills PLCs are launched. Alongwith neo-literates, the disadvantaged groups, of school drop-outs, unemployed youth and women in rural areas also get an opportunity to improve their literacy skill which enables them to function more effectively in their societies.

To sustain the literacy level of neo-literates the NLM has designed a scheme of continuing education, which can lead them to the process of life-long education.

CONTINUING EDUCATION

Continuing Education by definition means, the provision of opportunities for the people to continue their learning It is a process by which the life-long needs of the people are achieved.

Formal education as an instrument of human resource development, is not really effective in remedying the structural inequalities in the society. But CE, which provides a second chance to those who missed formal education and is responsive to ]earners' needs, directly addresses is itself to structural inequalities.

Learning is a life long process. There is a need to learn continuously throughout life, whether for updating knowledge, for intellectual for satisfaction, for effective discharge of civic functions or for enriching standard of living.

The national policy of education envisages, "The beneficiaries to the continuing education program will not only be the neo-literates who complete TLC/PLC stage. but also school drop-outs, pass-outs of primary schools, pass-outs of non-formal Educational programmes and all the other members of society interested in availing opportunities for life long learning.

ROLE OF LIBRARIES..

R.H.Dave and associates have rightly asserted that libraries are indispensable for successful implementation of continuing education programmes. Libraries are helpful for self-directing learning in a non-formal set up. To make learning a joyful experience for neo-literates and dropouts, libraries can provide them quick and easy access to the storehouse of knowledge in the field of their choice.

Libraries are head and heart of the CE programme. They are to serve as. A repository of learning materials. Libraries should have PL and supplementary reading materials for neo-literates to help them continue learning through self-directed process. Simultaneously CEC library should have books and materials for other community members focussing on development of higher levels of functions and skills.

BOOKS AND READING MATERIALS FOR NEO-LITERATES.

In a CEC library books and supplementary reading materials are to be selected with a view to, make neo-literates autonomous learners. However, for those who have not yet acquired abilities of autonomous learning, the available material should be in their spoken language taking into account their dialectical specialities and cultural contexts. Further, the available material should be according to the genuine needs of neo-literates so as to reinforce the literacy skills acquired by them earlier.

The content areas of books should offer a wide range of choice. The content categories may include (a) recreational topics/ fictions (a) general Basic Education themes (c) social and developmental issues (d) civic and moral values (e) work related knowledge & skills and (f) cultural aspect.

These materials should enable neo-literate to learn new skills, upgrade their old ones and acquaint them with was and means of securing services from social and developmental programmes launched for their benefit. Further, it should also help them to develop scientific. concepts and inculcate formation of rational and scientific attitudes.

PRODUCTION AND SELECTION OF BOOKS AND MATERIALS:

It is evident that the production of book & material for neo-literates is a very specialized and challenging task. To overcome this difficulty, agencies like State Resource Centre, NCERT, National Book Trust, UGC, DRU, Voluntary Organizations and private publishers are involved in production of these diverse kind of learning materials . To make this cost effective, selection and distribution of the books and materials has to be system planned and executed through a Material Selection Committee as suggested by NLM.

LIBRARY EXTENSION PROGRAMMES:

To institutionalize continuing education and to provide flexibility in designing and implementation of continuing education programmes of the felt needs of the neo-literates, it is felt that the libraries should have a strong extension component.

Library extension programmes relates to the development of libraries as a social institution for the encouragement of learning and all round human resource development. It aims to provide books and reading materials to the doorstep of learners who do not have direct access to a library. It also includes setting up mobile libraries, reading room and information centre etc. In brief, library extension programme envisages development of libraries as a centre for intellectual, social and cultural development. Thus in anticipation of the beginning of "The era of Post- literacy and Continuing Education" by the turn of the century a CEC library should have the facilities of : (a) Reading room (b) Sales counter (c) Learning centre (d) Training centre (e) Information centre (f) Charcha- mandal (g) Counselling centre (h) Cultural centre and 0) Sports centre.

ESTABLISHMENT OF LIBRARIES/PATHAGARS:

With active involvement and sharing of responsibility with panchayat institutions, it may be useful to setup a small rural library or Pathagar in each village having significant number of neo-literates where they can meet , read , and mutually share information and ideas.

At the Block-level, preferably in the library of a secondary of higher secondary school, separate sections for neo-literates could be created. This support library at the Block Level would match with the library at the village level and accordingly will have to be suitably equipped. It could also lend books and route them to different villages on weekly, fortnightly or monthly basis. Similarly at District level, library facilities can be generated under the guidance and supervision of ZSS in the Distinct Resource Units.

In order that these libraries/pathagars are able to serve the neo-literates and other persons interested in using them, it would be desirable if within the district they are interlinked with extension facilities.

LACK OF WOMENS' PARTICIPATION:

Two out of every three newly literate people in India are now women but there is lack of women's' using the library and reading room facilities. Primarily this may be due to unfavourable location of libraries/pathagars, unfavourable library timings or lack of reading room facilities. To encourage women learners to drive maximum library benefit, action to ameliorate the present condition may be taken. During day time a time slot be exclusively allotted for them when they can come to the library, read & play literacy games, discuss their problems & needs and take collective measures to solve them.

READING ROOM:

Reading room is a place which encourages people to read. It is essential that every library/pathagar should have reading room facilities. In a CEC set up reading room has a multipurpose use. A reading room should be so equipped that apart from being utilized as a learning and information centre, it could also be used for organizing counselling , short duration training programmes, developmental and cultural activities.

Every reading room should have newspapers, neo-literates' newsletters, wall news papers, periodicals and magazines etc. as a part of supportive and informative learning strategy. For promoting reading and learning habits, Book Voyage can be integrated with post-literacy and continuing education programmes at the local, district and state levels. The neo-literates may also be encouraged to set up Penfriend and Readers' club etc.

In due course of time reading room may try to procure mass and group learning media e.g. radio and television facilities where specially designed audio-visual learning materials for the neo-literates can used and displayed.

SALES COUNTER:

It is essential that every library/reading room should have a provision for sales counter where some of the specially designed books and materials are available on nominal cost for purchase by the neo-literates. If necessary neo-literates may be encouraged to by these books on subsidized rate. This will make learning a joy for ever for the neo-literates. The book purchased by the neo-literates will become there precious proud possession which they would like to use again and again Subsequently it an be used by other members of the family.

Thus libraries and reading rooms are essential components of post-literacy and continuing education programme to promote human resource development.

Contact Info:

Prof. S.C. Sinha
Shramik Vidyapeeth
Faizabad