DOI Seite / Zitierlink:
https://doi.org/10.11588/diglit.22461#0294
"ijix Ihiir/ilnnnn ilirofn June 20, If54
SOCIAL EDUCATION MOVEMENT
IN INDIA
1JV A CORRKSPOM )KNT
■■ In these linos'.the writer presents aeeount of the .BO.ial education movement in Ind'a.
Social education originally aimed at increasing the efficiency' of the urban adult so that he would
= Sit in better in" an industrial i^vili/.ation. The 'concept, of social'education has been widened now
to mean .the training'of' adults to become hotter citizens in a community. Jt uima to step up
yocaHioual i-ffieicncy along with increasing the capacity of persons for. closer participation in the
' '•*■ lifi of the community. * .
. Adult education in its
present form began in
the middle ot the 19th
century about the' same
time aa the Industrial
Revolution.. Its original
aim was to increase the
efficiency, of the adult,
especially,the uiban adult
so that he would be more
secure irv an industrial
.career. But from this
beginning, the whole con-
cept of adult education
has evolved to mean to-
day an education in citi-
zenship which would cater
not only to the vocational
efficiency of the adult but
also- step up the levels of
his recreational life and
above all his participation
in the life, of the' com-
munity. Today the terms
'fundamental' or 'social
education' are preferred
because of this Widened
scope.
The enlargpd meaning
of Social education has an
interesting: link with the
past history of. the move-
ment. The growth of the
middle class in the cities
keenly sensitive to the
stifling effects of foreign
domination the develop-
ment of the cooperative
movement in the rural
areas which sought to
rehabilitate the economic
livelihood ofmillions threa-
tened by fore gn industrial
competition and the gro-
wing political conscious-
ness cf the people were
the primary factors which
led to the birth of the
social education movement
in the country. Today it
is salutary to remember
this origin for the unham-
pered progress of the
social education movement
is the only guarantee that
the national urge which
ciadled it will find fulfil
ment in a stable demo-
cracy where all citizens
participate intimately in
the life and progress of
the community as a whole.
The movement rea-
ched its full development
only after 1947 when the
country became indepen-
dent. In 1948 the Central
Advisory Board of Edu-
cation set up a Commi-
ttee to frame a general
scheme of adult education
which could be adjusted
to regional needs.' 'Ih«
report of the Committee
initiated s definite change
of Government policy with
regard to the material and
the content of adult edu-
cation. The programme
was no longer to be con-
fined to literacy but was
to include education in
citizenship health and even
agriculture and handicrafts.
And in giving this educa-
tion to the masses greater
use was to be made of
audio-visual material like
charts, posters, film, strips
films and broadcasts. On
the basis of this scheme
the Union Ministry of Edu-
cation drew up a guide
plan for promoting social
education in the country.
The plan was approved
SOCIAL EDUCATION MOVEMENT
IN INDIA
1JV A CORRKSPOM )KNT
■■ In these linos'.the writer presents aeeount of the .BO.ial education movement in Ind'a.
Social education originally aimed at increasing the efficiency' of the urban adult so that he would
= Sit in better in" an industrial i^vili/.ation. The 'concept, of social'education has been widened now
to mean .the training'of' adults to become hotter citizens in a community. Jt uima to step up
yocaHioual i-ffieicncy along with increasing the capacity of persons for. closer participation in the
' '•*■ lifi of the community. * .
. Adult education in its
present form began in
the middle ot the 19th
century about the' same
time aa the Industrial
Revolution.. Its original
aim was to increase the
efficiency, of the adult,
especially,the uiban adult
so that he would be more
secure irv an industrial
.career. But from this
beginning, the whole con-
cept of adult education
has evolved to mean to-
day an education in citi-
zenship which would cater
not only to the vocational
efficiency of the adult but
also- step up the levels of
his recreational life and
above all his participation
in the life, of the' com-
munity. Today the terms
'fundamental' or 'social
education' are preferred
because of this Widened
scope.
The enlargpd meaning
of Social education has an
interesting: link with the
past history of. the move-
ment. The growth of the
middle class in the cities
keenly sensitive to the
stifling effects of foreign
domination the develop-
ment of the cooperative
movement in the rural
areas which sought to
rehabilitate the economic
livelihood ofmillions threa-
tened by fore gn industrial
competition and the gro-
wing political conscious-
ness cf the people were
the primary factors which
led to the birth of the
social education movement
in the country. Today it
is salutary to remember
this origin for the unham-
pered progress of the
social education movement
is the only guarantee that
the national urge which
ciadled it will find fulfil
ment in a stable demo-
cracy where all citizens
participate intimately in
the life and progress of
the community as a whole.
The movement rea-
ched its full development
only after 1947 when the
country became indepen-
dent. In 1948 the Central
Advisory Board of Edu-
cation set up a Commi-
ttee to frame a general
scheme of adult education
which could be adjusted
to regional needs.' 'Ih«
report of the Committee
initiated s definite change
of Government policy with
regard to the material and
the content of adult edu-
cation. The programme
was no longer to be con-
fined to literacy but was
to include education in
citizenship health and even
agriculture and handicrafts.
And in giving this educa-
tion to the masses greater
use was to be made of
audio-visual material like
charts, posters, film, strips
films and broadcasts. On
the basis of this scheme
the Union Ministry of Edu-
cation drew up a guide
plan for promoting social
education in the country.
The plan was approved