Articles by A R Kamat

A Note A R Kamat This paper, part of a forthcoming volume on Education and Social Change in India, briefly examines the Mate of education among Muslims in post-independence India, The paper questions some of the commonly held assumptions regarding (he root causes of the undisputable backwardness of the community and suggests that this has been due to the lack of a continuing formation of lower and middle class segments employed in the professions.

Maharashtra A Review of the Post-Independence Period A R Kamat The two main political developments of the early post-1947 period in Maharashtra were the establishment of Maharashtra state and the displacement of the old urban-dominated political leadership in the region by a new leadership from the advanced rural elements in which the Marathas (or the Maratha-Kunbis) are the dominant caste cluster. Both these developments reflected the wider spread of political consciousness and democratisation of politics which had been taking place, before and after the acceptance of adult franchise and a republican constitution in 1950.

Ethno-Linguistic Issues in Indian Federal Context A R Kamat In a country of the vastness and cultural diversity of India the problems of ethnic minorities are of great importance. This paper discusses some of the issues relating particularly to the ethnic-linguistic groups and, to a lesser extent, the ethnic-religious groups.

December 22-29, 1979 EDUCATION One Year of Adult Education A R Kamat THE National Adult Education Programme (NAEP) was formally launched on October 2 last year after several months of preparation. It will be recalled that the NAEP was planned with an objective of making 10 crore illiterate adults in the age-group 15 to 45 literate in six years. Starting with a modest target of 15 lakhs in the first year, which is called the 'preparatory year', it is supposed to cover 650 lakhs of adult illiterates in the five years of the present plan 1978-83. And this is to be topped by extending it to another ISO lakhs in the sixth year, that is, the year (1984-1985) of the next plan. Here it is proposed to review the performance of the first year of the NAEP on the basis of the three publications 1 and several newspaper write- ups which have appeared from time to time. Actually the Gujarat appraisal reviews the pre-first-year effort in adult education, of the seven months from January 1978 till August 1978. It was meant to be a feedback to the NAEP effort in its first year.

of the custorms union theory is that India must for the strive for the export- sron of its domestic market through integrated rapid development The moral seetaa to be that in areas like education while the cost-efficiency approach is certainly relevant the theory- of-the-firm approach may not be very promising.