By M L Satyan

Bengaluru, Sept 13, 2020: In January this year, a Bengaluru-based NGO conducted a baseline survey among the migrant workers who were mainly from Bihar, UP and Odisha. Out of the 100 men interviewed, 20 men did not know to write their names. They also could not read any language.

Out of 100 women interviewed, 95 women did not know to read and write. They were habituated with the practice of ‘thumb impression’. Only 5 women could write their names and read their mother tongue. The natural consequence was the ‘exploitation’ by the agents.

Between 2016 and 2018 I had visited several women Self Help Groups in Andhra Pradesh, Telangana and Madhya Pradesh. They were enrolled for an economic development project. In the initial stage of the project we found that more than 70 percent could not read and write. As a result, they were far behind the mainstream society. Towards the end of the project, most of them learnt at least to write their names. Moreover, regular capacity building programs helped them to become aware of the socio-economic-political situations and development-related issues.

Important facts on literacy and education in India

• India is home to the largest population of 287 million illiterate adults in the world. This amounts to 37 percent of the global total.
• Kerala stands first with its literacy rate of 96.2 percent, Delhi is in the second place with 88.7 percent and Uttarakhand in the third place with 87.6 percent
• Surprisingly the last five places are occupied by UP (73%); Telangana (72.8%); Bihar (70.9%); Rajasthan (69.7%) and Andhra Pradesh (66.4%).
• 47.78% out of school children in India are girls. They will be calculated as illiterate women in the next census and this will have an impact on the education of their children.
• The number of out-of-school children is estimated to 3.45 crore.
• Out of every 100 children, only 32 children finish their school education.
• Bihar, Jharkhand and Uttar Pradesh are amongst the bottom five states in terms of literacy of Dalits in India.
• The literacy rate of female Dalits in Bihar is far behind India’s progress trend.
• 92% of government schools are yet to fully implement the RTE Act.
• India is ranked at 123 out of 135 countries in female literacy rate.
Literacy is one of the most essential indicators of the quality of a country’s human capital. While the country has made significant progress in improving literacy over the years, it continues to be home to 313 million illiterate people; 59 percent of them are women. The high rates of illiteracy among Indian women and the corollary gender gap in literacy attainment are attributable to many social, economic and cultural factors.

Certain factors and implications

 Child and youth literacy numbers for both males and females show that sustained efforts to improve literacy have borne fruit over the years. The introduction of the Mid-Day-Meal Scheme (1995), for example, and the Sarva Shiksha Abhiyan (2001), as well as the enactment of RTE (Right to Education Act-2009) have contributed significantly to improving literacy.

 The gap between male and female literacy rates for children and youth has been shrinking steadily, signalling greater gender parity in literacy attainment. The biggest hurdle is to transform mindsets and convince parents to send their daughters to school. National Programme of Education for Girls at Elementary Level, 2003 has played an instrumental role in improving female literacy to some extent.

 The illiteracy of older adults is also a pressing concern, as they are more susceptible to ill health, exploitation and human rights abuse. They are more likely to remain unemployed and earn lower wages. The National Literacy Mission (NLM) launched in 1988 included adult education and skill development as its key components.

 While educating young girls will continue to be India’s top priority, policymakers must keep in mind that educating and empowering mothers is just as important as “beti padhao”.

 To achieve universal literacy for youth by 2030 there is a need to focus on education quality, digital literacy, and skilling. Even as India has its fundamentals in place, the country must ensure that the younger generation is able to benefit from digitisation and not suffer its costs.

Literacy must no longer be confined to the basic, foundational skills of reading and writing but linked to the broader notions of financial, digital, civic and multicultural literacy. Some concrete steps are given below:

Inclusive Education: The RTE Act (2009) has resulted in increased enrolment of children in schools, but the Act is applicable for children between 6-14 years of age. The purview of the Act must be increased to make education accessible to every individual.

Increased investment in government schools: Lack of basic facilities like toilets, hand-washing area, and drinking water compel children, especially girl children, to drop out of school. Increasing government expenditure in public schools will make them more accessible.

Vocational Training: The current system of education fails to develop employable skill sets. Carpentry, plumbing, electrical wiring, cell phone repair, stitching and nursing are some of the skills which can help individuals seek fulfilling employment.

Teacher training: There is a need for making drastic changes to ensure that schools hire qualified teachers, retain experienced teachers and provide opportunities for teachers to undergo regular training.

Changing social norms: Social norms play a huge role in determining the growth of a country. Regressive social norms result in girls dropping out from schools or children not being sent to school at all, and this creates a vicious cycle of illiteracy and patriarchal norms for even future generations.

Former UN Secretary-General Kofi Annan said, “Literacy is a bridge from misery to hope. It is a tool for daily life in modern society”. More than two decades since Annan said these words, they still ring true. In India literacy must occupy a high spot on the policy agenda since it not only has a high intrinsic value but is also a powerful force multiplier. “Each one – Teach one”, a cost-effective and a successful method could be tried out by all