Day: December 29, 2019

Dr Jitendra Singh interacts with participants on second day of ‘Destination North East’ festival in Varanasi

The Union Minister of State (Independent Charge) Development of North Eastern Region (DoNER), MoS PMO, Personnel, Public Grievances, Pensions, Atomic Energy and Space, Dr Jitendra Singh said in Varanasi today that Northeast model of development and opportunity is now being replicated across India and this has been possible because of a concentrated effort to familiarize people, particularly youth, in different parts of the country about what all Northeast could offer to each one of them.

Going around various stalls and interacting with participants and visitors, majority of them youth, on the second day of the 4-day  “Destination North East” festival at BHU campus in Varanasi, Dr Jitendra Singh said that the response to the event has been overwhelming and inspite of exams going on in some departments of University, students in huge numbers were seen visiting the stalls and intermingling with their counterparts from Northeast till almost midnight. He said, this is a vindication of the contention that he always held that as soon as the enormous potential and avenues of Northeast are made familiar to people living in other parts of India, there would virtually be a bee-line of explorers and aspirants heading for North East India.

Making a particular mention of Bamboo, Dr Jitendra Singh pointed out that this is for the first time perhaps, that there was an extensive showcasing of the various aspects of bamboo use including a bamboo idol of Buddha and a bamboo-model depicting the holy Kamakhya temple. The positive outcome of this, he said, has been that youth and media persons in large numbers are visiting the venue to understand how best they could also take the benefit of bamboo in supplementing livelihood sources and bringing ease of living.  There are huge reserves of bamboo even outside Northeast, including in Central India, but there was little awareness and knowledge about it and therefore, it could not be put to optimum use. We have tried to educate the common citizens, particularly youth, about how best each one of them can introduce bamboo into his life routine, particularly after Prime Minister ShribNarendra Modi has amended the Indian Forest Act to exempt home-grown bamboo from it, he added.

In addition to food outlets and traditional cultural performances, the B-2-B business meetings attracted a large number  of youngsters who seriously engaged themselves to explore and ascertain how best they could use the North Eastern pattern to further their entrepreneurship plans.

*****

The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).

However, the longer term implications for children themselves, for society and the country would be enormous.

  • Children who have had the opportunity to engage with a world beyond their immediate environment would develop cognitively and socially (well exceeding the abysmal levels attained at present!) 
  • Focusing the programming at special groups (e.g. girls, or children with disabilities or the rural poor or those who need help to learn the state language – such as tribal children – or English) would dramatically increase learning opportunities for the marginalized and the disadvantaged.
  • Wide spread use of such programmes would also help harness the demographic dividend India has at the present.

If handled sensitively, this could help create a nation where plurality is cherished and the narrow confines of identity are not allowed to become a source of conflict.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).

However, the longer term implications for children themselves, for society and the country would be enormous.

  • Children who have had the opportunity to engage with a world beyond their immediate environment would develop cognitively and socially (well exceeding the abysmal levels attained at present!) 
  • Focusing the programming at special groups (e.g. girls, or children with disabilities or the rural poor or those who need help to learn the state language – such as tribal children – or English) would dramatically increase learning opportunities for the marginalized and the disadvantaged.
  • Wide spread use of such programmes would also help harness the demographic dividend India has at the present.

If handled sensitively, this could help create a nation where plurality is cherished and the narrow confines of identity are not allowed to become a source of conflict.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).

However, the longer term implications for children themselves, for society and the country would be enormous.

  • Children who have had the opportunity to engage with a world beyond their immediate environment would develop cognitively and socially (well exceeding the abysmal levels attained at present!) 
  • Focusing the programming at special groups (e.g. girls, or children with disabilities or the rural poor or those who need help to learn the state language – such as tribal children – or English) would dramatically increase learning opportunities for the marginalized and the disadvantaged.
  • Wide spread use of such programmes would also help harness the demographic dividend India has at the present.

If handled sensitively, this could help create a nation where plurality is cherished and the narrow confines of identity are not allowed to become a source of conflict.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).

However, the longer term implications for children themselves, for society and the country would be enormous.

  • Children who have had the opportunity to engage with a world beyond their immediate environment would develop cognitively and socially (well exceeding the abysmal levels attained at present!) 
  • Focusing the programming at special groups (e.g. girls, or children with disabilities or the rural poor or those who need help to learn the state language – such as tribal children – or English) would dramatically increase learning opportunities for the marginalized and the disadvantaged.
  • Wide spread use of such programmes would also help harness the demographic dividend India has at the present.

If handled sensitively, this could help create a nation where plurality is cherished and the narrow confines of identity are not allowed to become a source of conflict.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).

However, the longer term implications for children themselves, for society and the country would be enormous.

  • Children who have had the opportunity to engage with a world beyond their immediate environment would develop cognitively and socially (well exceeding the abysmal levels attained at present!) 
  • Focusing the programming at special groups (e.g. girls, or children with disabilities or the rural poor or those who need help to learn the state language – such as tribal children – or English) would dramatically increase learning opportunities for the marginalized and the disadvantaged.
  • Wide spread use of such programmes would also help harness the demographic dividend India has at the present.

If handled sensitively, this could help create a nation where plurality is cherished and the narrow confines of identity are not allowed to become a source of conflict.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).

However, the longer term implications for children themselves, for society and the country would be enormous.

  • Children who have had the opportunity to engage with a world beyond their immediate environment would develop cognitively and socially (well exceeding the abysmal levels attained at present!) 
  • Focusing the programming at special groups (e.g. girls, or children with disabilities or the rural poor or those who need help to learn the state language – such as tribal children – or English) would dramatically increase learning opportunities for the marginalized and the disadvantaged.
  • Wide spread use of such programmes would also help harness the demographic dividend India has at the present.

If handled sensitively, this could help create a nation where plurality is cherished and the narrow confines of identity are not allowed to become a source of conflict.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

7 Ways to Retain Optimism (Even If You Work In Improving Elementary Education!)

Got you, didn\’t it! Sooner or later, you hit a wall. There\’s a feeling that nothing works. That the system is so overwhelming that hardly anything can be done. Eventually, if you\’re someone trying to improve elementary education – whether as a teacher or resource person or administrator – you find yourself unwillingly accepting that the poor quality of education will continue to prevail in hundreds of thousands of classrooms.
Ok, so that\’s stated a little too strongly. But there is grain of truth there! Which is why, in the interest of millions of children, we need to look at how to retain the enthusiasm and optimism we started out with. So here are some ways to preserve your cheer, mental health and youthful looks despite the years you\’ve put in.
1. Think \’how\’, not \’should\’
Much too often we find ourselves talking about what \’should\’ be happening. Slowly the discussion slides into a list of things we are dissatisfied with – teachers not working, infrastructure remaining poor, lack of leadership, absence of commitment…. You can hear the pitch rising, can\’t you? Keep the pitch raised and you\’re bound to have a stressed heart!
To retain your desire to make things better (and keep your heart healthy), it would be so much better to talk of the how. What ordinary things can a teacher do? E.g. smile at children, read the textbook before the class, solve a puzzle herself to find out how much fun it is, read aloud a book to children once in a while – nothing that requires an \’order\’ or funding or special mandate or skill or training. Similarly, what can a head teacher do, burdened as she is with administrative tasks made difficult by lack of support? Share and delegate (e.g. make it fun for other teachers to participate and work as a group), discuss some of the records maintained in the school (e.g. connect children\’s attendance rates and test performance), and so on.
As you can see, you would have something doable to share. Chances are, some of the ideas might actually get picked up – in which case don\’t forget to really appreciate the person implementing them.
2. Focus on outcomes, not inputs
This is much more if you\’re a planner, administrator, supervisor, programme leader. Very often we\’re so focused on the inputs flowing from our side that we ignore what these are for. Thus it seems important to see whether material is supplied or not, the number of days of in-service training covered, physical targets fulfilled – and then one day it suddenly turns out that all this has not had much impact. We\’re left feeling that all our effort didn\’t amount to much, and a sinking feeling starts to grow. Of course we don\’t tell anyone else about it but we\’re aware it\’s there, isn\’t it?
How to overcome this situation? After all, inputs have to be provided. Sure they have – but for a purpose. It might be more useful to take a look at what all this is meant to bring about. For instance, the issue is not whether material is supplied or not but whether it is used as intended by children. This suddenly makes us see that we need to focus on training, incorporate this into the monitoring and academic support, share examples with teachers, encourage children and parents to lose inhibitions and start using material in school and at home… All of which, if done even on a small scale and only partially successful, has the wonderful effect of making you feel giddy with success. Pessimism – gone!
3. Be incremental
This point is so commonsensical and obvious that it gets ignored. Don\’t try to do everything or too much in one go (especially if you are at the district / sub-district level). For instance, for any teacher to make a real change in the classroom processes, some 40 different practices are likely to change. Try doing a full \’training\’ and expect all these changes – there\’s only chaos. Teachers do try but fail – no one\’s sure what to start with, the sequence in which to implement these changes, the steps to be taken. All it takes is one or two failures for teachers and schools to feel that nothing much can be done, that it\’s all too difficult, and doesn\’t work and is therefore not worth the effort. Soon, you begin to feel the same and are a pale shadow of the enthusiastic person who set out on a journey of change.
To get back on track on this journey, scale things down a little. Expect only a few changes at a time. E.g.
  • Give teachers a list of 6-8 possible changes (ranging from calling each child by the name, to making use of activities given in the textbooks to encouraging children to ask questions).
  • Ask them to select only 3-4 from this list (making a choice generates ownership and commitment); discuss the steps they need to take in order to bring about these changes.
  • Encourage them to make a 2-3 month implementation plan around these steps and help them monitor themselves and each other to see if the changes are actually happening.
  • Extend this cycle at the end of each 2-3 month period. Over a year or two, a dramatic change would occur – only it would have been less noticed as it happened, more successful, and breeding optimism rather than pessimism.

For those in the know, this is precisely what ADEPTS is all about and has made a positive change happen in over 22,000 (that\’s right, 22 thousand) schools in Gujarat.
4. Enter with questions, leave with (people\’s) ideas
Trainers, facilitators and academics trying to communicate with teachers end up being frustrated very soon – \’they don\’t pay any attention to whatever we say\’ is a common complaint. To which the reply is – why should they? The days are over when someone followed your ideas / views / instructions simply because you came from a so-called \’superior\’ level such as a university or senior position in the hierarchy. No, people will do things differently only if they are convinced and feel like doing it from inside. Our role is to touch people\’s hearts and minds rather than trying to shape them or fill them with our views.
How can one do this? It\’s so simple that I\’m almost ashamed to mention it! Don\’t enter a training session or a meeting with a list of things to tell. Instead, concentrate on a few key questions to ask. Questions that will generate response, reflection, and provoke people into coming out with their own views and ideas. For instance, ask questions such as:
  • If material is so easy to generate, why should we supply anything? What do you think?
  • Suggest ways in which you can use a library along with the textbook?
  • Shouldn\’t we trust children and get them to mark their own attendance instead of the teacher spending time on it?
  • When children don\’t understand decimals, exactly where do you think the problem lies?

Don\’t believe me, try it out and see what happens. At any rate, the tired old complaint will not be heard any more.


5. Don\’t see people as they are but as they\’re going to be…
Anyone who\’s responsible for helping people be different usually ends up using phrases such as \’dog\’s tail that can never be straightened\’. But that\’s because they see people as they actually are rather than what they can be like. Try this out the next time you\’re in such a situation – 
  • Look at your students / participants / team members and visualise them as being different. 
  • What qualities can you visualise them as having? 
  • What ways do you seem them adopting to make good use of the capabilities they already have? 
  • And what do you see yourself learning from them?

Gives you a different perspective, doesn\’t it? Every time I\’ve worked with a group that has been called \’difficult\’, this is what has helped me make good friends with the participants and support them in changing themselves. Not exactly rocket science, and works very well too. End result? You can imagine…
6. The system is people too
When you work on an impersonal, solid thing called a \’system\’, it\’s hard to see it changing. Indeed, it has an inertia of its own because it has usually arrived at some degree of stability over the years – and here you are, trying to destabilise it for reasons of your own! Why on earth would it meekly go along?
But if you look upon a system as a number of people bound in a set of relationships, you have several entry points where there didn\’t seem to be any in the beginning. There are bound to be persons in the system trying to make good things happen (if nothing else, just the law of averages determines that there have to be at least a few of these). Can you locate such persons? Is there a way of interacting with them, perhaps even bringing together a few of them? Can you change a few persons at a time? Is there an activity that would support or recognize their efforts, and given them the feeling that they\’re not alone? And when success (even small success) happens and is recognized, the circle of those willing to engage and dialogue, grows. With it grows the possibility of real change happening, thus reducing the chances of your growing old before your time out of sheer frustration and pessimism.
7. This is where I need your help
Please be so kind as to let me know the 7th (and 8th, and 9th) way…
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Five Questions to Ask Your Election Candidate (English Version)

IGNUS-PAHAL
The one who fights for children’s rights!                         Is the one who will get our vote!
Five Questions On Our Children’s Rights
This election may affect your children.  Especially if your would-be representative in legislative assembly keeps the following in mind.
·       Education – good / quality education – is everyone’s right. Especially after the RTE, education in every government school should be such that everyone finds it good. But even very poor parents are removing their children from government schools and making sacrifices to send their children to private schools.
Ask your would-be representative – Question 1: What will you do to ensure appropriate and quality education in government schools?
·       Teachers’ salaries have gone up. They now get training from time to time to enable good education for children. There is provision for mid-day-meals, school uniforms, play equipment, learning material – all free. But there is demotivation among teachers. They feel neglected. They feel as if they are not being respected.
Ask your would-be representative – Question 2: What will you do so that teachers take interest in their work and are committed to the good education of their children?
·       According to RTE the responsibility of running/managing the schools will now be with community and panchayats. But the community and the panchayats feel: how can we give any advice to the school? They do not find themselves capable of advising / supporting schools. And they feel this is not even their work.
Ask your would-be representative – Question 3: What will you do to enable the active involvement of community and panchayats in improving education in our schools?
·       Community and parents both expect that education will ensure children’s development as well as employment. But now people say: All this education is going to lead only to unemployment, so it is better that the child be engaged in some wage-earning work right away.
Ask your would-be representative – Question 4: What will you do so that every member of the community is aware and committed towards the education of their children?
·       If we look at the money spent on education, most of it is used for salries, infrastructure and maintenance. Crores of rupees are spent every year on this. Even then our schools and education offices look dirty and disorganized compared to private institutions. And the people responsible for improving education for children cannot even be heard talking about it.
Ask your would-be representative – Question 5: What will you do so that government schools and education offices look attractive? So that people in the system not only think of children’s improvement but also do what is needed?
Your views will have an impact, won’t they? But only if you raise these questions! Give your vote only if you get an answer! So go ahead, ask questions, get others to ask, and let us know!!
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

IMPORTANCE OF POST LITERACY AND CONTINUING EDUCATION

    The idea of a Learning Society was first forward by the United Nations Educational Scientific and Cultural Organization (UNESCO) in its famous report, titled “Learning to be “. According to these report, a learning society is one in which all agencies of a society are educational providers; not just those primary responsibility is education. Similarly all citizens should be engaged in learning, taking full advantage of the opportunities provided by the learning society. True to these words, Kerala has always been a learning society. The educational and social reforms of Maharajas, the relentless efforts of Christian missionaries, the educational pursuits of Nair Service Society, the contribution of Sree Narayan Movement and a galaxy of social reforms laid a strong educational base in Kerala.

        India has very rich and long history of education: education which has been passed on from one generation to the next of thousands of years in various fields of knowledge. People passed on skills along with the rigor of knowledge and human values. It was an integrated kind of an education.
      The concept of continuing education, post literacy or lifelong learning has been embedded in almost all traditional philosophies. Continuing education is seen as going far beyond what is already practiced, particularly in the developed countries such as upgrading with refresher training, retraining and conversion or promotion courses for adults. It should open up opportunities for learning for all, for many different purposes.
      Education should enable people to develop awareness of themselves and their environment and encourage them to play their social roles and work in the community. It should help keep pace with the development of new knowledge of today particularly in the domain of information and communication technology. It should help acquire new skills to face global competitiveness. Therefore, continuing education, post literacy or lifelong learning will soon become a reality for all people. Lifelong learning means learning throughout life. It is not confined to childhood or youth but takes place in mature adulthood as well as in older age. This is a major change from traditional approaches to education and learning.

ADULT EDUCATION

             Adult education is a powerful auxiliary and an essential incentive to primary education. The concept of adult education has brought a new hope for adults who could not get opportunity of receiving education during their school years. Through various programmes and techniques of social education, the illiterate farmers in the fields, laborers in the factories and others can be acquainted with the latest developments taking place in their on fields and thus they can be made happier and useful citizens who would understand their rights and duties given to them in the constitution of free India.
       Adult education is very much needed to change the various facets of the life of our adults. It is essential so that the masses may be trained in various habits to enable them to lead a happier life. Literacy will provide them opportunities of reading and writing and will liberate them from the chains of ignorance. Adult education will bring them in close contact with their community and country’s cultural heritage.
      Adult, continuing education and post literacy is one of the prestigious programmes of University Grants Commission. In American and European Universities, this programme enjoys much importance while in Indian Universities; it is struggling to survive within the University system.
     In India the unique style of interpretation of Adult education is Adult Literacy (3Rs). We are focusing on Total Literacy, Residual Literacy, post literacy, continuing education etc. The scope of Adult education is unlimited. In India at the beginning, the priority was given to adult literacy and it is the time for ‘Mission for Continuing education’. Adult education is a vibrant, fueled by expanding demand and interest with broad range of possibilities in both public and private sector.
        In Academic Adult Education, being ‘adult’ does not refer to age, but rather the mode of study and the objective of the students.  Adult education within universities is an open non-formal system of education which is aiming at complementing and supplementing the requirement of students and community and contributing to the principles of Lifelong learning.

POST LITERACY

Post literacy or post literacy education is a concept used in Adult education programs aimed at recently illiterate or ‘neo-literate’ adults and communities. Unlike continuing education or further education, which covers secondary or vocational topics for adult learners, post literacy programs provide skills which might otherwise be provided in primary education settings. Post literacy education are programmes  which aim to maintain and enhance basic literacy, numeracy and problem solving skills, giving individuals sufficient general basic work skills enabling them to function effectively in their societies. Post literacy programmes are designed for adults who want to strengthen their literacy skills. They may be immigrants, slum-dwellers or elderly rural poor.

                 Jana Shikshan Nilayam (JSN) or People’s Centre of Learning was conceived and introduced in 1988 as an innovative institutionalized framework for post literacy with a view to arresting the unfortunate and recurring phenomenon of relapse of neo-literates into literacy on the one hand and for promotion of a learning society on the other. A set of comprehensive guidelines on location of JSN, selection, training and placement of Prerak, procurement of materials and the modality of conducting the plethora of activities in the JSN were also issued to State Government and other agencies interested in setting up the  JSNs. National Literacy Mission is also a technology mission in as it seeks to harness the finding of scientific and technological research to improved the pace and quality of the programme  and to create a better teaching- learning environment. 
OBJECTIVES OF POST LITERACY
The major objectives of the post literacy programme are:
®                Organize activities for the sustenance of basic literacy and awareness among the neo-literates;
®                Ensure retention of literacy skills and up gradation of skills, especially of women;
®                Create an atmosphere for the application of the skills acquired by them;
®                Supply reading materials for neo-literates;
®                Continue literacy classes for drop-outs and those who were not covered by the total literacy campaign;
®                Promote the developmental activities;
®                Take up non-formal education scheme for the dropouts from schools. FUNCTIONS OF POST-LITERACY
Some major functions of post-literacy programmes include the following:
a) TO CONSOLIDATE BASIC LITERACY SKILLS
A literate who has just completed a basic literacy course is not guaranteed retention of that skill. As for any other skill it could become diffuse and fade out in time unless it is systematically strengthened. A well-designed post-literacy programme may be able to save the situation. With material designed to suit the interests of the target group, post-literacy skill should be able to reinforce and consolidate basic literacy skills both cognitively and affectively.
b) TO MAKE LIFE-LONG LEARNING POSSIBLE
                  Post-literacy is a bridge towards autonomous learning. To reach the stage of autonomous learning means to be within the grasp of being a life-long learner.
                  Post-literacy programmes develop reading habits while at the same time enhance writing and numeracy skill. Without post-literacy programmes, or their equivalent, a learning society cannot materialize since the neo and semi-literates will not be motivated to go beyond basic literacy skills. Post-literacy programmes provide a second opportunity for the disadvantaged to become life-long learners.
                   A keen student within a post-literacy programme has wide options from which to choose further education. Such a student can either enroll in an equivalency programme and so have the chance to enter the formal system again, or he or she can go to other types of continuing education such as vocationally-oriented income-generating programmes or others. In this sense, post-literacy programmes are liberating forces which provide the opportunity for participants to continue to learn throughout life.
c) TO ENHANCE UNDERSTANDING OF SOCIETY AND COMMUNITY
                            Effective communication fosters understanding and promotes ties in the community.  Humankind is gregarious by nature. Being gregarious we must have the skill to communicate to others and to listen effectively. Effective communication, including listening, requires certain skills. These skills can be acquired through training. Communication training programmes can be designed and made available to every interested individual.  Communication skills, therefore, should be a central part of any post-literacy programme. They should be carefully developed to enhance understanding of society and of the community.
d) TO DIFFUSE TECHNOLOGY AND INCREASE VOCATIONAL SKILL
Appropriate technology transforms the development of any country. Post-literacy programmes can be an effective instrument to transfer required technologies to disadvantaged groups and to change a listless «observer» into a productive energetic member of the labor force. The most successful post-literacy programmes are associated with the work force.   The advanced skills of reading, writing and numerically required for autonomous learning are developed loped in association with the functional knowledge needed by participants to be maximally efficient as employees. The significance of such an approach for the overall upgrading of technology and for improvement in individual and commercial efficiency is self-evident. This type of approach makes a major contribution to the economic well-being of individuals and of the nation as a whole.
e) TO MOTIVATES INSPIRE AND INSTILL HOPE TOWARDS IMPROVING THE QUALITY OF LIFE
Drop-outs, disadvantaged groups and low-income earners have a feeling of hopelessness. For them the future is bleak. Their children are unlikely to have a meaningful place in society. Survival is by chance. Motivation to improve and the will to excel in life is marginal if not zero.  Feelings of helplessness and the sense of alienation can be overcome. Making such people realize that each and everyone has the same unharnessed potential and that everybody is capable of attaining the best in life, will motivate them to excel in whatever field they decide to undertake. This is possible because a post-literacy programme is an educational activity. Being educational it is an effective tool to affect changes in attitudes and behavior towards life. Post-literacy cultivates, develops, strengthens and stimulates the power of the target group.
MAJOR AGENCIES IN KERALA
The major agencies engaged in the field are
KERALA SASTRA SAHITYA PARISHAD:
The Kerala Sastra Sahitya Parishad (KSSP) is a scientific, cultural organization, promoted to popularize science among ordinary people. It was established in 1957. It organizes classes, lectures, science clubs, science corners, science fair, and adult literacy classes and so on. KSSP led the total literacy campaign of Ernakulum district and Akshara Keralam Project of the state.
Panchayat Resource Mapping Campaign of KSSP has mobilized very large number of citizens. The field level resource mobilization led to Kerala Total Literacy Campaign and later to the People’s Planning Campaign. It has published more than 100 books to cater to the needs of different sections of the community. This includes children’s literature, social science, popular science, life history and references. In addition the KSSP has published research reports on current issues of Kerala. Today KSSP provides resource support to other states for their literacy campaigns, continuing education programmes, resource mapping, and popularization of science, local survey, and micro planning and so on.
MITRANIKETAN:
Mitraniketan is a non-governmental organization dedicated to non-formal education programme. It is a rural community centre open to all individuals and families irrespective of race, colour, creed or nationality and provides motivation to better their lives and to serve the common men. Mitraniketan has also started adult literacy centers in villages.  Programmes of non-formal education are organized for propagating functional literacy, family planning and childcare and health education. Training programmes have been organized targeting farmers, women children and out of school children. Mitraniketan has started a rural technology centre where, rural technology is intended to be promoted.
QUILON SOCIAL SERVICE SOCIETY:
Quilon Social Service Society (QSSS) is functioning as a registered voluntary organization for social action in Quilon Diocese from 1960 onwards. The society’s aim was to start one comprehensive non-formal education centre attached to each of its local units and also to have all the three stages of adult education viz. literacy, post-literacy and continuing education. QSSS launched a new scheme for converting adult education centers as centers for helping the very poor families of the localities, to involve themselves in development oriented self-help programmes.
LITERACY FORUM:
Its major objectives are
·                     to give professional advice and provide leadership in matters concerning adult/non-formal/continuing education, literacy work and extension in the state;
·                     to carry out evaluation and reach on adult/non-formal education;
·                     to provide a common forum for all interested in adult education and literacy program                         
CONTINUING EDUCATION
The idea of a ‘Learning Society’ was first put forward by the United Nations Educational Scientific and Cultural Organization (UNESCO) in its famous report (1972), titled ‘Learning to be’. According to this report, a learning society is one in which all agencies of a society are educational providers; not just those whose primary responsibility is education. Similarly, all citizens should be engaged in learning, taking full advantage of the opportunities provided by the learning society.   True to these words, Kerala has always been a learning society. The educational and social reforms of Maharajas, the relentless efforts of Christian missionaries, the educational pursuits of Nair Service Society, the contribution of Sree Narayan Movement and a galaxy of social reforms laid a strong educational base in Kerala. The socio-political movements, freedom struggle and trade union movements have played a very significant role in creating a suitable environment for people’s participation. Excellent network of rural libraries, better transport and communication facilities, people’s perception towards education, social mobility, political commitments are some major factors which provided a conducive climate for the people to learn.
OBJECTIVES OF CONTINUING EDUCATION
The main objectives of Continuing Education programme are;
·                     To create a Learning Society through Life Long Education.
·                     To equip the adults with practical knowledge & problem solving skills to reform the society.
·                     To bring about fundamental, social, economic and cultural changes in society.
PROGRAMMES OF CONTINUING EDUCATION CENTRE
1) Equivalency Programmes Designed as an alternative education programme equivalent to existing formal, general or vocational education
2. Income -generating programmes:  Where the participants acquire or upgrade their vocational skills and take up income –generating activities.
3) Quality of life improvement programmes: This aims to equip learners and the community with essential knowledge, attitude, values and skills to raise their standard of living.
4) Individual interest promotion programmes:  to provide opportunities for learners to participate and learn about their individually chosen social, cultural, spiritual, health, physical and artistic interests. 
POST LITERACY AS PART OF CONTINUING EDUCATION
              Post-literacy is a part of the continuing education process. Post-literacy programmes are designed to strengthen the literacy skills so that the learner can follow meaningfully other opportunities offered by other continuing education programmes. The diagram below clearly shows the role of post-literacy in the education process.
The central column of the diagram (Figure 2.1) shows how educational programmes can be planned and sequenced by an individual throughout life. The programme can be formal, or non-formal in nature. Any educational activity after childhood is considered as continuing education. The target group may be semi-literates, neo-literates or autonomous learners.
ATLP for continuing education offers six programmes. Post-literacy therefore is one of the integrated continuing education programmes. Other types include Income-Generating Programmes, Quality of Life Improvement prorgammes, Equivalency Programmes, Individual Interest programmes (see ATLP-CE volume I). All six programmes are functional. All involve functional knowledge. The functional knowledge is used as a delivery technique with the
Objective of making learning is relevant to living and working. However there is a major difference between post -literacy and other programmes. The basic difference is that in the case of post-literacy programmes, the advocator must stress rehabilitation activities. This is because it is possible for neo-literates and semi-literates to regress to even complete illiteracy. This is less possible in other programmes, especially among equivalency learners.

CONCLUSION

             Kerala is the first state in the country to declare total literacy, which is mainly to effective launching and implementation of various programmers. Kerala was recognized with the successful completion literacy campaign. It was also a pioneer in post literacy prorgammes as it started continuing education programme on its own initiative.
              Post literacy is a process of continuing education. Its programme and activities are designed to prevent neo-literates and semi-literates from regressing into complete literacy. Post literacy programme provide the point of take off in a continuing education system. Without it, continuing education has little meaning to neo-literates or semi-literates.
                Post literacy or continuing education is an inevitable component of the strategy of human resource development and of the goal of creating a learning society. The aim of continuing education and post literacy programme is to consolidate the basic literacy skills of reading, numeracy and problem solving, while simultaneously transforming the learner into an educated member of the community able to participate actively and productively in the nation’s development.
               In post literacy and continuing education stages, greater emphasis is placed on skill development and acquisition of new learning. For those who have acquired basic literacy skills, we need to link these skills more intricately with their lives. This can only become a reality when they learn not only to practice these skills in their day-to-day life, but also clearly understand that these skills will be of vital importance to them in order to improve the quality and the standard of their lives.
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J’Accuse Kofi Annan

During the last half year, Kofi Annan has revived an old U.N. policy under a new label: Islamophobia. This is an absurd attempt to pre-empt the sudden criticism of radical Islam both in the United States and Europe by labeling it bigotry and dismissing it from the outset. Despite the President’s expression of admiration for Islam and the Europeans’ super-tolerant societies, Kofi Annan laments that Muslims are the victims of a racist-like prejudice. Despite the hundreds of our fine men and women killed trying to bring a civilized society to the Muslims of Iraq and Afghanistan, despite entering the Balkan conflict on the side of Muslims, Annan has the unmitigated gall to vilify our country for bigotry.

However, the reality is that America is the object of irrational hate and vicious vilification – no, not since the Iraq War – but for decades. For example, Jean-Francois Revel, in his recent book, “Anti-Americanism,” documents the pathological anti-American hatred among French intellectuals. And he’s been writing on this topic for over three decades! Or consider what is happening in Arab and Islamic countries. The government-regulated Egyptian press continually pounds-out irrational hatred as it scapegoats America and Zionists for Egypt’s oppressive living conditions (as we give them $2 billion a year in aid).

But it is not the intellectual error of the anti-concept of Islamophobia. Others have easily dispensed this fraudulent idea. There is something much worse. It is a revival of a U.N. policy decades old: the orchestrated vilification of America and Israel as racist nations. It has been said so often – that we are the world’s leading racist nation – that no one in the U.N. even considers it debatable.

Just 10 days before the 9/11 attacks, the U.N. was holding a “World Conference Against Racism, Racial Discrimination, Xenophobia and Related Intolerance.” Among the speakers for tolerance were Fidel Castro, Yasser Arafat, and assorted representatives from some of the most repressive regimes. The conference degeneration into an orgy of Israel-bashing and America-hating that was so intense that both Colin Powell and Shimon Peres condemned the conference and withdrew delegates. It is this policy that Kofi Annan is reviving; this is the policy of the U.N. for the last several decades. It’s a policy that’s designed to inflame irrational hatred of America and Israel.

A climate of hate enables and encourages actual violence as it always has through out history, and should not be dismissed because it is directed against people of achievement. Indeed, envy may be the worse form of hatred as it is directed against the virtues of those who are hated. It is pure nihilism that demands nothing more that the destruction of achievement. It was against this background of anti-American hatred that Islamic terrorists flew a modern jet into our tallest buildings. It was this hatred that was behind support, in a large part of the world, for the atrocity of 9/11. (See this for further details.)

I accuse Kofi Annan and the U.N. of being moral accomplices in the atrocity of 9/11. For creating the climate, giving legitimacy to this hate, and orchestrating the world-wide hate movement, Annan and the U.N. bear moral responsibility for the culmination of events that led to 9/11. It’s time – indeed, it’s long over due – to leave the U.N. and kick this foul institution out of America. No matter what the cost, our dignity and safety requires this moral imperative. We must stand up and demand this change. We must start acting with honor, pride, and righteousness. Spread the word! Tell others we must stand up tall and take action.

Oh No, you too China ?

The United States believes, sometimes, that it is so unique that it exists in Planet HIP 116454b (discovered yesterday). Some of its laws and practices are completely unintelligible to other members of the species Homo Sapiens. Chief amongst them is its laws relating to guns. A lesser dramatic field is the one on taxing global incomes of Americans (and now even green card holders). This blogger railed about it in the past here.
Now it appears that the Americans are no longer alone in Planet HIP 116454b, at least in regard to the taxation law. The Chinese are also joining them there.
World over, the principle of taxing income is that you pay income tax in the country where you live and not in the country you are a citizen of. So, if you are an expatriate living in another country, you pay taxes in that country of residence. This seems reasonable. You utilise the services of the state where you live – infrastructure, police, defence, healthcare, etc etc. It is therefore only right that you pay taxes to enjoy those facilities.
America believes differently. It believes that you pay taxes where you live (it can do precious little about that) AND pay taxes in America. To control and monitor this, America has enacted the draconian FATCA, which can be considered reasonable only in Planet 116454b.
Now China is proposing to engage in the same stupidity. Actually , it appears the law was always like that in China, except that it just wasn\’t enforced. Considering that the \”law\” in China is not what is enforced by the judiciary, but what is the prevailing interpretation of the Communist Party, this in reality is a change in the law. They are going down the same path as the Americans – demanding that other countries hand over information relating to their citizens, and starting to hound them with Ramamrithamesque legislation.
It actually is quite stupid of China to be trying this. The wealthy Chinese who are emigrating abroad all want to give up their Chinese passport as fast as possible and become citizens of America or Australia or wherever. The majority of their overseas citizens who will be affected are the poor migrant workers working in Lesotho or Burkina Faso building roads or constructing buildings. If the attempt is to get at local Chinese stashing their wealth abroad (of which there are plenty), they can already do that and in any case this move is not targeted at those who are Chinese residents anyway.
A real danger is that our own home grown Ramamritham is eyeing all these moves with undisguised glee. Its probably a matter of time (next budget ?) that he will make a similar move. This blogger is least affected – he lives in India and pays his taxes here anyway. It is his overseas friends , who are readers of this blog and have retained their Indian citizenship, who must start to quake in their boots.
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The flying car

I now petition Kitty Hawk that the best place in the world to launch it first would be in Bangalore. Everybody knows that a basic version of this already exists in the wonderful city\’s roads , for after all, a two wheeler can come from all 360 degrees to dent your car even  today. But passing over that lightly, let\’s examine how and why this would be a major hit in Bangalore

Everybody who works in the world famous Ecospace building would buy it immediately. Ecospace is the world\’s first building where traffic jams are inside the building area and not outside. Average mean time currently for exiting from parking and coming to the gate is 45 mts. With a flying car, the coder will simply jump out of his office window in it and zoom away.  Similarly coders in cubby holes in every other monstrosity – Maanyata, ITPL, Bagmane in that order – are enough to ensure that Kitty Hawk\’s order book for the next 10 years is filled up.

Two wheeler riders of Bangalore migrating to the flying car are likely to be confused initially as they are genetically programmed only to ride on the pavement or ride on the wrong side of the road. They will need some significant retraining to take to this new vehicle. Two wheeler riders are also currently used to taking the wife and both kids along with them. It is unclear from the prototype of the flying car as to where the two kids can be placed. Perhaps they can be made to hang from the wings. There is no safety worry –  in Bangalore, even babies are trained from birth on how to hang on while on a two wheeler

The world famous cab drivers of Bangalore will be the world\’s best drivers on this car, as they have considerable practice in ducking and weaving and zooming. So the maneuvers required of a flying car come to them naturally. They will also be doing a massive public service. As they are used to constant honking, they will take this practice to the air and thereby drive off all the pigeons who currently infest every apartment building.

One of the greatest features of this car appears to be that it can instantly stop and hover in a particular spot. This will be very useful to BMTC drivers who like to stop in the middle of the road in an instant, if the fancy hits them.

There is one problem however. In Bangalore, every type of a cable – be it electricity, TV or internet cable dangles about 2 mtrs above every public space. Kitty Hawk will have to design the car such that it can take off and land passing through the 1 nanometer space available between the cables. In this they will be greatly aided by the dodging powers of the legendary cab driver of Bangalore.

We have one of the most proactive governments in the world in Bangalore. They will instantly build KR Puram, Silk Board and Graphite junctions in the air so that Bangaloreans on flying cars would not be deprived of the unique experiences to be had at the aforementioned places.  They will also ensure that enough airpockets are released into the atmosphere so that Bangaloreans will not get sick from a smooth ride – their bodies having being conditioned to the soothing effects of pot holes.

Another design suggestion for Kitty Hawk would be to provide a glass panel whereby owners can paint or affix stickers saying Bhuvaneswari , Parthiban and Rajasekhar (please note that these will be written in Kannada and therefore will require some additional lateral space)

Drivers will have to adjust their perception of tree branches. Today, the sight of a tree branch on the road means a vehicle has broken down and a twig and some leaves have been lodged in a crack to warn others of this fact. From the flying car, a branch and leaves may be safely taken to be on a living tree.

I am not sure of the impact these cars will have on the traffic cops of Bangalore. Perhaps they can climb trees and tow away the flying cars that have been parked on every branch – the ex two wheeler driver being an expert at parking his vehicle on any vacant area in any terrain.

What I am not clear is  how two drivers who have banged each other will fight. Current practice, which is almost a holy covenant is that you stop right there, get out and hurl the choicest abuse on the other guy.  You cannot move even 1 mtr from the spot (ie move to the side of the road) before fighting).  How this will be done mid air in the future scenario requires deep thought.

All in all, Kitty Hawk must simply relocate to Bangalore and start here. In any case the CEO is probably Arvindkatakshan Ramasubramaniam, who originally went from here. Welcome home, Sir !

    https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1