Learner and Functionary Response to Adult Literacy Programs in India: A Case of Uttarakhnad State

S. Joshi, N. Bohra
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Abstract

This study measuring the responses of learners and functionaries to the adult literacy programs in India and Uttarakhnad an Indian state is taken as model case. In-depth unstructured interviews and participant-observation is used. Having studied extensively various reports, articles, journals and survey data it is pertinent to suggest an effective model of adult education that is executable, desirable, acceptable, functional, result oriented which can be monitored and tracked frequently. To address these requirements “Technologically Inclusive Adult Education (TIAE)” has been suggested.
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印度成人扫盲计划的学习者和工作人员反应:以北阿克纳德邦为例
本研究以印度和印度北阿克纳德的成人扫盲计划为例,测量了学习者和工作人员的反应。采用深度非结构化访谈和参与者观察。在广泛研究了各种报告、文章、期刊和调查数据后,提出了一种有效的成人教育模式,这种模式是可执行的、可取的、可接受的、功能性的、以结果为导向的,可以经常监测和跟踪。为了满足这些要求,提出了“技术包容性成人教育(TIAE)”。
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