A Comprehensive Plan towards Adult Literacy

The Tribal population in India comprises approx. 8% of total population. In the first glance, this number seems to be small, however, there are numerous tribes spread out all across the country. Some of the most prominent ones are – the Santhals (Bengal), the Bhils (Maharashtra), the Gonds

(Madhya Pradesh), the Nagas and Khasis (Nagaland).

One of the main aims of education in India relates to ‘inclusive education’. This aim also demands that Tribal people be brought into the mainstream of social life. However, it is important to understand that most tribal groups have a distinctive culture, language and religion, which they have developed over centuries. Education of tribals must therefore ensure that in an attempt to bring them into the mainstream of social, political and economic life, these distinctive qualities are not erased.

Thus a few solutions that our group has come up with as part of an Adult Literacy Programme for the Tribal Population of any given area, are as follows;

• In remote rural/tribal areas, there is a high prevalence of superstitious beliefs. These beliefs can be eliminated by giving rational explanations to such occurrences and scientific demonstrations of what causes such natural phenomena. Only when superstitious beliefs are eliminated can there be progress towards a more enlightened future.
• Secondly it was argued by a few members that Adult Education Programmes must be timely and based on real/practical use. Thus here, since the requirements of tribal populations are evidently different as compared to rural and urban populations, it is crucial to impart skills which will enable them to improve their standards of living in the short run as well as in the long run. For instance, they can be taught the importance and use of Solar Power, Bio-gas and Irrigation techniques. The tribal women can be taught skills such as tailoring (sewing), food preservation (pickles, jams), basket making. These skills will help them contribute towards their family income.
• Thirdly, as defined by UNESCO, Basic literacy constitutes the 3 Rs – Reading, Writing and Arithmetic. Thus such basic education can also be imparted, which will enable tribal people to read bus numbers, write their own names, use basic mobile phones, and also to conduct their own business efficiently (profit and loss, addition, subtraction, multiplication and division).
•  The fourth point under this Adult Education Programme would be to encourage and enlist support of NGOs and draw in funding from big corporate houses in support of the tribal people. A successful step has been taken in this direction by NGOs such as Akshar (the Bimtech school programme).
• Another suggestion by our group is that there must be substantial engagement with the sarpanch/leader of tribal village/community. This will ensure support and co-operation from the rest of the tribe as well.
• Our group is also of the opinion that Family planning camps must be held in tribal areas, so as to make tribal people aware of the concept of family planning and why it is necessary.

In conclusion, we would like to state that, Adult Literacy Programmes for Tribal Communities, though are a great initiative, in many these can only be implemented and achieved after a period of active engagement and self - involvement in the life and culture of tribes. It hence becomes imperative to understand the values, beliefs, rituals and practices of the tribal community to enable us, to successfully and effectively see these programmes to through to their ultimate goals.