ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846
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Universalising Primary Education

TLC under the leadership of zilla saksharata samiti are bright, to be followed by programmes of adult literacy and education in other areas through voluntary agencies and social action groups. These voluntary agencies and social action groups also need to be persuaded to take up such campaigns for total literacy in the same voluntary mode as under the auspices of the zilla saksharata samiti. In other words, instead of adopting TLC as the only model for adoption and implementation on a uniform basis under the auspices of the saksharata samiti at the district level, it is possible to work out alternative strategies to be implemented by voluntary agencies and social action groups without diluting the basic or essential campaign character. Fourthly, while environment building is' extremely important in a campaign, it is quite likely that the desired results or impact may not be achieved through short duration environment building exercises which are undertaken at one go. It is necessary and desirable to make this open ended and take the help of a variety of agencies and missions. In other words, environment building exercises need to be repeated over and over again in a particular area till churning of critical consciousness of all sections of the society in favour of the TLC has been fully accomplished. For this purpose the department of education, ministry of human resource development and ministry of information and broadcasting, DAVP, song and drama division, field publicity units, etc, need to work in much closer collaboration and co-ordination right from the selection of the agency to the preparation of software, transmission, audience, research and so on. Fifthly, it is quite likely that despite the cascading character of training, training of instructors might not have been very effective and there may be several deficiencies and infirmities in the teaching learning process as a result of weak training. Dropout of adult learners could be the inevitable fallout of weak and deficient training which may make the teaching learning process dull, de-motivating and unexciting. Like the environment building exercise, training also needs to be made as recurrent and repetitive to produce the desired results. Sixthly, a number of important observations and conclusions have emanated from successive evaluation studies conducted by institutes of social science research on the content, impact and importance of TLC, These need to be given due weight and their recommendations need to be implemented with due urgency and seriousness. Seventhly, numerous agencies and individuals are involved in a TLC.

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