In 1979 Govt. of India sanctioned 40 literacy Centres (20 in each district) in two districts as per a Project submitted by KGS. Grandhasala Sangham won the prestigious Krupsakaya Award from UNESCO in 1975 as an endorsement of its good work.
Shri.P.N.Panicker, who later founded KANFED acted as a catalyst in bringing a number of voluntary agencies to the field of non-formal and adult education.
Rural Functional Literacy Programme (RFLP) was started just in five districts during 1982-83 and was later extended to eleven districts.
National Service Schemes in Kerala and Calicut Universities incorporated Adult Education and Extension Education as part of thei work which helped the movement in a big way.
Kottayam town in Kerala was made fully literate within a period of one hundred days through the Peoples Education and Literacy campaign, Kottayam (PELCK).
Ernakulam was declared the first fully literate district in the whole of India. This rare achievement in just a years time (1989-90) by the admissable work done by the District Saksharatha Samithy and Kerala Sastra Sahitya Parishat.
Total Literacy Programme to eradicate illiteracy for the whole of state was inauguarted by the Prime Minister of India on 4rh February 90.
The unique feature of the programme was the inclusion of linguistic minorities in the state in the districs adjacent to Tamilnadu and Karnataka by divisions into tailor made packages.
Kerala was finally
declared a totally literate state on 8th April 1991.
Education for all and Forever
In Kerala, after
achieveing total literacy, it was realised that nothing was available
to sustain the interest in the neo literates to keep their urge to learn alive.
To create an environment for this, the state gobvernment took up the Continuing
Education Project offered by National Literacy Mission and Kerala State Literacy
Education for all and for ever is the moto of Kerala State Literacy Mission. The Mission imparts non-formal, life oriented education to the neo literates. Hence no defenite curriculam and learning methodology can be adopted. The kind of education to be imparted to each group is finalised after studying the local culture, social peculiarities, life style and habits of the community concerned. The new knowledge acquired is to help the neo-literates for making positive contributions towards creating a better life for himself andimproving the social life accordingly.
·Retention of literacy skills and provision of opportunities to the neo-litterates to take their learning beyond basic literacy
·Creating scope for application of functional literacy for improvement of living conditions and quality of life.
·Dissemination of information on development programmes and widening & improving participation of traditionally deprived sections of the society.
·Creation of awareness about national concerns such as national integration, conservation and improvement of the environment, womens equality, observance of small family norms etc. and sharing of common problems of the community.
·Improvement of economic conditions and general well being as well as improvement of productivity by organizing short-duration programmes, orientation courses for providing vocational skills and by taking up linkage activities for establishing direct linkage between continuing education and development activities.
· Provision of facilities for library and reading rooms for creating an environment conductive for literacy efforts and a learining society.
the sustainability of the Kerala Model.
·Beyond Letters is an ambitious project visualised by KSLM. The slogan owes its genesis to an understanding of the fact that though none can claim to have a thorough knowledge of all things, at least a general awareness almost all branches of knowledge including information technology has become part and parcel of educational process.
Beyond letters is poised to give a new sense of direction to the beneficiaries of the literacy campaign. Developmental literacy, legal literacy, environmental literacy, consumer literacy, health literacy, habitat literacy, agricultural literacy cultural literacy, computer literacy, labor literacy, economic literacy, medicinal literacy, heritage literacy etc. are some of the areas covered under this.
Equivalency Programme has been designed by KSLM inorder to help the neo literates to qualify themselves at par with those who finish formal education. The programme helps the neo-literates irrespective of their age to appear for levels 1,2 and 3 which are equivalent to STD 4, 7 & 10 of the formal stream
Training for this is imparted in all the 14 districts with the help of local bodies. Trainers are given special orientation.
KSLM issues certificates to those who successfully complete these courses and these are deemed to be equivalent to the respective levels in formal education.
Fourteen colourful Cultural rallies were organised which travelled throughout the state simultaneously to popularise the message of Continuing Education among the less adventurous.
The Cultural rally christened Thudarvidyabhyasa Kalajatha comprised of art forms which announced the unlimited possibilities of Continuing Education. This was well received by all sections of society and all regions alike.
Continuing Education Centres
The function of CEC include
· Evening class
· Library and reading room
· Discssion group
· Vocational Training Programme
· Sports and adventurous activities
The continuing Education Project in Kerala is implemented through Local Bodies and NGOs. A network of voluntary workers and other activists are oriented towards the objectives of Continuing Education Programme. Several organisations both Governmental and Non-governmental are included in the project for resource mobilisation and training.
Various level training were conducted for different groups involved in Continuing Education with the support of SRC,SCERT, DIET, Govt Departments, Universities, NGOs, Population Cell, CDC etc.
State Level Training Centre is established for this in Thiruvananthapuram.
In the allotment
under the 9th plan, the local bodies have been given the right to spend 35-40%
for the Projects decided by them. The panchayaths are often willing to spend
a part of this amount to conduct skill development courses jointly with the