1. http://www.bk.psu.

edu/
2. http://www.proliteracy.org/NetCommunity/Page.aspx?
pid=370&srcid=191
3. http://iipsenvis.nic.in/Database/Population_4087.aspx
4. http://listdose.com/
5. http://www.speakingbooks.com/

CONTENTS

Cover page
Acknowledgment
Certificate
Contribution
Index
Literacy
What level of literacy is required for survival??
Importance of literacy in todays society.

Global problem...Illiteracy...
o

Critical Moment

Global illiteracy Statistics

Literacy in INDIA
Illiteracy in INDIA
Schemes to eradicate ILLITERACY
Data (mean median.deviation)
CONCLUSION

What level of literacy is required for survival?

1 By LAV DUBEY

The exact amount of literacy needed is a difficult subject to tackle. There is no

doubt that people need to be literate to function in everyday living. However, with so
many different forms of literacy projected into society such as, cultural, academic,
non-academic, and technical literacy, the basis of the word "literate" is often
overlooked. As society as a whole, is the main objective, to have everyone be
technically literate with a computer, academically literate in a university, or to have
everyone in the country be able to pick up the newspaper and understand every word
and article on the front page? For the most part the last option would be the best
solution.
It is believed by many that the set standard of literacy needed for survival in
today's society should be set at the high school level. This is said because high school
is where most people combine all of the knowledge they've obtained throughout the
years and learn how to expand on it. Thus, if everyone is at the very least able to
function at a high school level of literacy there would be no problem with individuals
surviving in today's complex and fast paced society or achieving success in the
workplace.
As with E.D. Hirsch's theory of Core Knowledge and cultural literacy, Hirsch
states, "providing everyone with a core level of literacy is important in holding
together the social fabric of a nation." Hirsch believes that if everyone was taught a
basic set of knowledge and understand at this core knowledge then society would be
more equal and more of a classless society. With Hirsch's theory of core knowledge,
people can have a set standard of what would be expected from them. If people have
this core knowledge then their literacy level and ability to advance and communicate
with society would be much better, but without a core knowledge of literacy people
will only stay at the bottom of the barrel.
To specifically answer the question of what level of literacy is necessary for
survival in society; one must review the legal definition of literacy. This definition
tells us that with a basic standard of knowledge, like any high school graduate has
acquired, the average graduate will have a better chance of survival than a person
without a high school diploma. Thus, this is where the literacy standard should begin.
To not complete the minimum standard of literacy will greatly hurt your chances of
survival in today's society. Which leads us to the question: is literacy more than the
ability to read at a functional level, given how complex our society is today?

2 By LAV DUBEY

The importance of literacy in today's society

Donald Block, author of "Defining Literacy Up", says "today literacy is far more than
the ability to sound out a few words of one syllable"(1). Block also states, "It focuses
not on recognizing basic words but on comprehension of the world around us"(1).
Knowing the core knowledge of basic literacy is just the beginning of today's survival
in society, what is needed more is also the ability to communicate with others and also
the ability to comprehend and solve problems and learn from these problems.
With society and technology rapidly evolving, people must have the basic level of
literacy to begin their lives in society. High school gives people this level in which
then they can learn and improve their ability to they can function better and improve
their lives and workplace.
From this basic level of literacy people can move on and improve their skills in other
types of literacy such as academic, non-academic, cultural, and technical literacy.
With skills in these other types of literacy people will be able to function easier in
society and with this ability society will also function more efficiently.
"Literacy is the foundation on which the solving of all social problems can be
built"(1), states Block. A majority of homeless people are homeless due to the lack of
basic skills that could enhance their lives. Being literate means the ability and chance
to improve one's self, which society needs to become more classless and improve the
overall living standard of everyone.
In the article titled "Lacking Ability to Read Well" by Erin Teixeira wrote that Carolyn
Staley, deputy director of NIFL (National Institute for Literacy) said, "Low literacy
really is the problem" (2). Staley goes on to state that people can read a simple
paragraph but if you ask them to go onto further more complex paragraphs they will
get confused. This is the same theory that E.D. Hirsch proved when he held an
experiment with Junior College level and University level students. Both groups were
able to comprehend subjects that both groups knew about but when the Junior College
level students were given a more complex subject, they had difficulty understanding
the text where as the University level students could comprehend the text better. This
proves that with a basic or standard level of knowledge people can comprehend and
communicate better with each other.
We, as adults, must have a good level of literacy. With society changing every day,
people must keep up their ability to read, write, and solve problems. With these skills
we can then help our children ease into literacy and improve at a better pace then what
3 By LAV DUBEY

we had to learn. Children are our future and if their level of literacy is low then their
standard of living will be lower. This generation must keep up and excel in every type
of literacy so that future generations can learn from us and excel from us so they have
the ability to survive in todays and tomorrow's complex and ever evolving society.

Together it can be said.

STRONG LITERACY SKILLS are required

to raise children who have strong literacy skills.

to be good employees.

to keep themselves and their families healthy.

to be active in their communities.

to advocate for themselves and avoid human rights abuse.

to avoid crime.

Global problem...Illiteracy...
Today, global literacy statistics paint a gloomy picture. Illiteracy threatens over 785 million adults
worldwide, translating into one in every five people on the planet, with either no or just basic reading
skills. Two-thirds of the illiterate population is women.
The slumping global literacy rate has detrimental effects on communities all over the world. Many
people take literacy for granted, but for those that are denied this basic skill, some of lifes most
essential necessities become far out of reach.

Critical Moments
The real problems associated with being illiterate involve critical parts of life such as understanding
medical instruction, applying for a loan, signing a contract, or getting basic job training. These lifealtering situations are often the path to a better life, yet without the ability to read often comes

4 By LAV DUBEY

misunderstanding and confusion which perpetuates the cycle of poverty and illness. In fact, poverty
and burden of disease correlate directly with illiteracy and low literacy. Life expectancy is lowest
where people cannot read.

Global Illiteracy Statistics

1 in 5 people are the world are illiterate, 2/3 being women
although 98% of illiterate people are concentrated in three key areas: South and West Asia, SubSaharan Africa, and the Arab States, developed nations are also facing a growing illiteracy problem.
In the U.S. over 93 million people have basic or below basic literacy skills.
Africa, as a whole continent, has less than a 60% literacy rate.

Illiteracy in INDIA

While India is still struggling to eradicate illiteracy, it is heartening to note that

our literacy rate has gone up from 25 per cent in 1951 to 64.8 per cent in
2001. It is true that this percentage includes everyone who knows how to read
and write a few alphabets, and may not be considered a true indicator of
education; however, the rise in the percentage is quite noticeable.
It indicates how much still remains to be done to achieve 100 per cent literacy.
It also shows the magnitude of demand that is likely to be made on the
education system for higher learning. Infrastructure will have to be expanded
to accommodate the burgeoning number of students seeking admission to
secondary, higher secondary, and tertiary education.
The classrooms, teachers, libraries and laboratory facilities, hostels, and
playfields needed for the rising number of student clientele will have to be
provided. Already we know that the existing system is unable to meet the
rising demand.
As a consequence, many surrogate institutions have sprung up outside of the
education system to train aspiring students. Coaching centres, tuition classes,
institutes and universities have been set up in the private sector, not all of
which are of acceptable standards. Such institutions have commercialized
education and put it beyond the reach of the poor and the deprived.
A continuing worry is the lower rate of literacy among women. Sixty per cent of
the non-literates in India are women, although the female literacy rate has
5 By LAV DUBEY

gone up from 9 per cent in the 1950s to 54 per cent in 2001. But the gender
gap in literacy is enormous; the difference between the male and female
literacy rate is 22 percentage points that is, there are more male literates
than female.
Some states and some areas within the states have shown higher rates of
illiteracy among women, and efforts are afoot to improve the situation through
the Sarva Shiksha Abhiyan of the government of India. As is expected, the
literacy rate in the urban areas is higher than in the rural.
It is clear that change has occurred in the literacy profile on both variables,
namely gender and settlement, and the change is for the better. Because of
the changes in literacy, one can expect changes in other aspects of the life of
the people in terms of job opportunities, marriage, and mobility. It might also
bring about changes in interpersonal and inter-group relations.
CENTRALLY SPONSORED AND CENTRAL SECTOR SCHEMES
1. SCHEMES OF VOCATIONALISATION OF SECONDARY EDUCATION

SCHEMES OF VOCATIONALISATION OF SECONDARY EDUCATION:

The Scheme is being conducted since 1986. The main objectives of the
vocationalasation of secondary education are to provide diversification
of Educational opportunities so as to enhance individual employability,
reduce the mismatch between demand and supply of skilled manpower
and to provide an alternative for those pursuing higher Education.
Vocational Education will be a distinct stream intended to prepare
students for identified occupations spanning several areas of activity.
These courses will be provided in general education institutions after the
secondary stage with flexible duration ranging from one to three years.
The state Govt. has set up vocational Education wing in Directorate of
Education which is the implementing agency for this scheme in schools.
The scheme also envisages involvement of voluntary or other NonGovernment organizations in the programme who would be given
financial assistance for specific innovative projects for conducting
Vocational Education programme.
6 By LAV DUBEY

 The scheme has been implemented in 262 Higher Secondary Schools

of M.P. At present nearly 14 Thousand students are studying in these
Schools.
The Vocational courses are grouped under following major areas, viz
Agriculture, Business and commerce Engineering and Technology;
Health and Para- Medical Services; Home Science; Services and
others.
2. OPERATION BLACK BOARD SCHEME:

This scheme is conducted since 1986

In this scheme the Institutional equipment and Instructional material are
provided for the students studying in primary Schools in M.P.
Provision is made to provide salary of an additional Teacher to these
Primary Schools enrolling 100 or more than 100 students for two years.
In ninth five Year Plan the scheme was extended for middle Schools.
Govt. of India provided funds to equip such middle school with
Institutional equipment, instructional material and pay the salary,
allowances to Shiksha Karmi Grade 2.
At present scheme is conducted by Rajiv Gandhi Shiksha Mission.
JAWAHAR VILLAGE PROSPERITY SCHEME:
Under operation Black Board Scheme the Govt. of India has provided
the 45% fund of the total cost of construct school building. 15% fund is
provided by Department of Panchayat and social Welfare. The rest 40%
has been contributed by School Education Department from its Plan
limit.
Under this scheme an aims is to construct school building for 1613
primary schools consisting two Class Rooms, one Varandah, one
Teacher Room and separate toilets to boys and girls.
In this scheme 1157 primary school building (CHHATISGARH) are to be
constructed at the cost of Rs two lakh each. For this purpose Govt. Of
India and social welfare department has released 45% and 15% funds
respectively. The rest 40% sum Rs 28341 is also released by Govt. Of
M.P. from Grant No. 82 Now Rs. 674 Crore is in balance.
The scheme is very useful for the department of school Education.
7 By LAV DUBEY

3. IMPROVEMENT IN SCIENCE EDUCATION SCHEME:

The scheme is initiated since October 1987 to achieve improvement in

quality of science Education at the level of middle schools, High school
and H.S. School.
The Main objectives of this scheme are to provide fund for science kits
in middle schools, Books on Science in the libraries of high and Higher
Secondary Schools, up gradation of laboratories of High Secondary
schools, establishment of Laboratories in High Schools. The Scheme
also aims for the training of teacher.
The Govt of India has provided Rs 12.2538 crores to achieve the
objectives of this scheme. Out of this Rs4.293crores could not be
utilized. To utilize the balance the permission of Govt of India is awaited.
For the re-provision in Budget the action is under consideration.
For the non-utilization of the balance of Rs 7.9608 crore the main
reason is the registration of the cases in Bureau of Economics offence
related to the suppliers. These cases are under consideration in
different courts.

4. MODERNISATION SCHEME OF MADARSA EDUCATION:

This is a scheme of Govt. of India to initiate volunteering teaching of Science,

Mathematics, Social Studies, Hindi and English in Madarsa and Maqtabs.
In this scheme all such voluntary organisation/committees/trusts are
competent to take part, which are registered according to the
central/state govt acts and are in existence for the last three years or
more.
under this scheme the financial aid is provided for the purchase of
Science kit, Mathematics kit, Books and salary of additional teacher in
Madarsas / Maqlabs enrolling 40 or more than 40 students in each of
them.
Uptill now the Govt. of India has Sanctioned Rs1,38,13800 in the form
of Financial aid for 208 Madarsas
Including new 204 Madarsa the Govt of India has sanctioned
rs220.968crore for total 412 Madarsas for Financial year 2001-2002 and
for its Budgetary provision a proposal has been submitted in Govt. of
M.P. after budgetary provision
8 By LAV DUBEY

 And sanction the funds are to be disbursed to Madarsas.

A proposal of Rs. 31, 11,000/- for additional 69 Madarsas and Rs. 16,
43,000/- for 36 Madarsas is under consideration of Govt. of India.
5. INTEGRATED EDUCATION FOR DISABLLED CHILDREN:

This scheme is sponsored completely by Govt. of India, with a provision

of Financial Aid.
The scheme has come in the control of school Education Department
when it was transferred by Social Welfare Department in 1992.
The Aim of this scheme is to make efforts to bring all different disabled
boys and girls that are studying in general/common schools of school
Education Department in the main stream and after linking them with
main stream of education for disabled children the goal of Education for
all be achieved by providing different economical facilities and
educational guidance.
Under School Education Department the conduction of the scheme has
been taking place by Director, State Council of Educational Research
and Training Bhopal. Vide letter dated 21.5.1999 of Govt. of M.P.
In this scheme following facilities are provided principally to students:a. Books and stationery allowance Rs. 400/- per student per annum.
b. Dress allowance Rs. 200/- per student per annum.
c. Conveyance allowance Rs. 500/- per student per annum.
d. Reading allowance to blind students of class 6th to 12th Rs. 500 per
student per annum.
e. Road safety allowance to those students which have disability below
abdomen Rs. 750/- per student per annum.
f. For assisting instruments once in every five years maximum Rs. 2000/per student.
Under the scheme there is a provision to appoint Resource teachers
and for their training also with a provision to establishment a Resource
Centre in each District.

9 By LAV DUBEY

 Under the scheme Govt. of India provides financial Aid to Voluntary

organisations.
The Govt. of India had sanctioned Rs. 55.19 lacs during 19992000.During 2000-2001 Rs94.55lacs has been fully utilized and which is
confirmed by Govt. of India.
The budget proposal for the Year 2001-2002 will be dispatched as soon
as the quantitative information of disabled children of the state is
received.
6. COMPUTER LITERACY AND STUDY SCHEME IN SCHOOLS (CLASS PROJECT)

Class Project is a centrally sponsored scheme in full.

This scheme was started in M.P. during 1996-97.
During 1997-98 the scheme was named as Revised class project. In
initial year 1996-97 a provision was made to provide 125 computers in
the Schools. For next year 1997-98 a provision was kept to provide
computers in 175 H.S. School. The scheme is meant for H.S. School.
At present the scheme is running in 398 H.S. school registering 40000
students.
Under the scheme 417 teachers were trained which are providing
training to students at present.
Since 1998-99 the scheme was transferred to BHOJ OPEN
UNIVERSITY on 29.9.98 with a sum of Rs.595.53 lacs as sanctioned by
Govt. of India for maintenance of computers and training of teachers .
Under the scheme every such school selected was provided one
pentium computer and four Dimb-Jist Terminal. At present the action of
providing pentium-2 computer in schools is continue by Bhoj Open
University.
In the scheme the computer Hardware and Software are also supplied.
Under software every such school is provided Unix ware and Uniflex.
Initially the computer training was imparted by the computer trained
teacher of the School.

10 By LAV DUBEY

 During 1996-97 the Examination of class project was conducted by M.P.

Board of Secondary school and in 1997-98 it was conducted by state
open school. Now a days the Examinations are conducted by Bhoj
Open University Bhopal as monitored by it.
7. SANSKRIT EDUCATION DEVELOPMENT SCHEMES:

The scheme is launched by Govt. of India to develop Sanskrit Education

in the country during 1998-99.
The scheme aims to award the well learned in Kalidas Samaroh in
which training of sanskrit teachers and various scholarships are
included. In addition to the above aim the scheme aims to provide Grant
in the form of salary of the teachers of Sanskrit primary schools as
received by Govt. of India.
In this scheme the Govt. of India sanctioned Rs. 73.03 lacs during 9899 and this amount is fully utilized in 1999-2000 along with Rs. 46.50
lacs for Sanskrit studying boys and girls.
Efforts are in progress to send the proposals for the Budgetary
provisions in first supplementary.
8. DISTRICT PRIMARY EDUCATION PROGRAMME :

This programme is being conducted in 33 districts of the state with the

assistance of European community and World Bank, by Rajiv Gandhi
Shiksha Mission.
This is a seven yearly programme supported first by European
community with a limit from the year 1994 to 2001. In the first phase of
DPEP districts viz Betul, Raisen, Rajgarh, Sehore, Umaria, Neemuch,
Rewa, Satna, Shahdol, Sidhi, Chatarpur, Panna, Tikamgarh, Mandsaur,
Guna, Dhar and Ratlam are included where the scheme is successfully
running. For the second phase the DPEP scheme the remaining 16
districts. for a period of 5 years (1997 to 2002) the districts viz.
Bhind, Dewas, Damoh, Datia, Dindori, Seoni Sheopurkalan, Jhabua,
Khandwa, Khargone, Mandla, Morena, Badwani, Shajapur, Shivpuri and
Vidisha. are included.Before the reorganisation of districts the DPEP
scheme was running in 34 districts. After reorganisation of districts the
programme was running in 48 districts. After division state now the
programme is running in 33 districts of M.P. as mentioned above.
The total cost of the sanctioned project is 959.85 crores in which
the share of the state Govt. is 143.98 crores.
11 By LAV DUBEY

9. SARVA SHIKSHA ABHIYAN:

In this scheme Govt. of India has selected the 12 districts of state of

Non-DPEP.
Under this scheme all programmes of up gradation of primary schools
are to be shaped/implemented.
For this scheme 85% amount will be available from Govt. of India and
the State Govt. has provided 15% remaining in the Budget of 20012002.
10. EDUCATION GAURANTEE SCHEME:

Under the scheme to run EGS schools the state Govt. sanctions the
funds from DPEP head.
From this financial year the Govt. of India has taken a decision to initiate
the implementation of EGS - AIE by extending this scheme.
Facility of secondary Education with in 3 Km and primary Education with
in 1 Km is to be provided in the initially run EGS school by Mission
under this scheme.
For this the total expenditure will theoretically be provided by Govt. of
India with 75% share and rest 25% share by state Govt.
This scheme is run by Rajiv Gandhi Shiksha Mission.

11. INFORMATION TECHNOLOGY SCHEME:

The aim of this scheme is to provide information to every citizen on the

cost which is least as possible as and to propagate the use of
information Technology up to 2003 in Govt. High schools/H.S. schools
by setting a goal of computer Training in all such educational
institutions.
In this scheme the state Govt. has taken following decisions for the
propagation information Technology.
a. Preparation of phase wise proposals for every year to ensure the
access of the schools to computer/Internet.

12 By LAV DUBEY

b. Provisions be made to provide computer education in educational

Institutions in least time without any Govt. investment by associating
Investors of private sector.
c. Permission will be given to use the available space in the school after
teaching time for commercial purposes.
d. The training of the computer course will not be compulsory but will be
imparted voluntarily.
e. The scheme will not be implemented in the schools where class/clap
projects are running.
f. 400 sq. ft space with electric supply of Government school
building/campus will be made available free of cost for the training
centre.
g. The cost of electricity will be borne by the bidder.
h. Under school education the training course will be in two categories.
i.

(i) For the students of class IX & X

(ii) For the students of class XI & XII
As per the decision taken by the Government all the necessary
formalities have been completed and a New Delhi based firms has been
authorised to impart computer education.
The scheme covers all the high schools and higher secondary schools
under the Department of school education and department of Tribal
Welfare excluding the high schools which are covered under
CLASS/CLAP schemes.
A uniform fee Rs. 54/- per month would be charged for the purpose.
The firms will provide free training to 10 teachers/employees of each
institution for the rent free use of the building and the training would be
provided free of to the poor students per annum per institution those will
be 10% of admission in commercial use for the commercial utilization of
the center after the timing of the institution. The teachers, employees or
students would be selected/nominated by the principals of the
concerned institution.

13 By LAV DUBEY

12. EDUCATION TECHNOLOGY SCHEME:

In this scheme of Govt. of India there is a provision to supply one

coloured TV and one Two-in-one to those schools of the state where
electric connection is available.
The Govt. of India provides the 75% of the total amount and the rest
25% is provided by state Govt. from its own planning.
Under the scheme the provision of Rs. Two crores was made in budget
during 1999-2000 for the purchase of 1000 TVs and 5000 two-in-one
but this amount could not be utilized due to the non-availability of the
permission from finance Development.
On 26.6.2001 the proposal has been submitted to the Govt. to make a
provision of Rs. 1.58 crore in first supplementary of budget estimate of
year 2001-2002.

Conclusion
It can be seen from data of INDIAN literacy in past years after
independence it can be seen that we have enhanced our literacy
but not at that extent what is needed. At the time of British rule
the Indian literacy came to extent of lower than 10%. Now if we
look at Year 2011 Literacy rate is near to 74% but this are just
numbers. Practically poor people are not getting education only
rich people get these facilities which are widening the gap more
and more between poor and rich. Only Literacy in India can help
to eradicate poverty. So ultimately there is a long way to go.
There are many government schemes also working in this area. A
great part of Governments money is being utilized for this work
hope it changes something.
The people of INDIA also have to contribute in this work as the
DREAM of 100% Literacy rate can be achieved then only.
Female literacy in India has a very low rate compared to the male
rate. This is an alarming situation that still after so many rights,
14 By LAV DUBEY

movements and many more things the female could not get the
equal position in our society. This is caused as of the thinking of
INDIAN people. Today also many parents do not send their girl
child to schools. Work has to be done on this issue.
Ultimately it is said that Literacy and poverty have a deep
connection. It can be noticed practically that it is a true fact.
FIRSTLY, Illiterate people are the people who are poor. If a person
is literate enough he can easily find a job can come up from
poverty. SECONDLY, people who are poor cannot send their
children to school for education. This is a typical relationship
which has to be solved as by a developing country INDIA to be
developed.
EDUCATION is the right of every single citizen of
INDIA.

15 By LAV DUBEY