Approaches to Adult Education with reference to NPE (1986), Review of NPE (1992), NLM, TLC JSN, UNESCO


The “National Policy on Education 1986” was examined and approved by Parliament during the 1986 budget session. The Minister of Human Resource Development had said at the time that “he will provide a Plan of Action for the Policy’s Implementation in the Monsoon Session.” The Ministry started working hard to create the anticipated Package of Measures right after the Formulation Phase.

First, 23 Task Forces were established, each of which was given a distinct topic related to the National Policy on Education (N.P.E.). These task forces included renowned educationists, specialists, and senior officials from the state and federal governments. 

The Task Forces were asked to investigate the current situation with regard to the assigned topics and to comment on the implications of the N.P.E.’s particular declarations. The Task Forces were also intended to forecast the essential line of treatment, specify the general goals, and phase in the initiatives.


Promoting literacy has been a key goal since the country’s independence. The percentage of literate people increased from 18.33% to 41.43% between 1951 and 1981. Nevertheless, the number of illiterate people has gone up in absolute terms throughout this time, from 246.63 million to 305.32 million. Women make up 57% of the population who are illiterate, and SC/ST people are particularly badly off. In the past 10 years, there has been a focus on adult literacy, with extensive involvement from volunteer organizations and the establishment of administrative and technical resource institutions. Low levels of educational attainment among those who are considered literate, pervasive underuse of literacy skills that frequently leads to lapses into illiteracy, and limited availability of information are the main characteristics of the problem.


The creation of efficient distribution systems for the underprivileged segments of the population through adult education also serves as a platform for these segments to get knowledge and understanding of the planning process. Therefore, it is crucial to build a strong connection between adult education and development programmes. This will be accomplished in a variety of ways, including the following:

  • For the IRDP and NREP recipients, specialized literacy primers and other reading materials will be created to help them understand their rights and obligations.
  • Because the ICDS’s functional literacy of adult women was eliminated, its effectiveness diminished. Functional Literacy of Women (FLOW), which will be a component of ICDS, will be the new name for this programme.
  • Literacy and adult education would, if feasible, be a part of the various programmes for the development of SC/ST and other educationally underdeveloped areas.
  • The numerous programmes for the development of women will all have an essential component of education and adult education.
  • All Nehru Yuva Kendras will embark on an initiative to establish 100 functional literacy centers in one block each in their district, starting with 50 NYKs in 1986–1987.

NPE has entire trust in the nation’s children, teachers, employees, and peasants. In keeping with that life force, it is aimed at giving NPAE a noticeable slant, shifting it from the current limited-scale, concentrated preferential exercise to a mass program. The following would be its primary attributes:-

  • Many students would participate in literacy-related “study services,” such as specialized projects completed as part of work engagement and community/national responsibility, which would be included in the students’ final grade sheets.
  • Universities, colleges, and upper secondary/secondary schools will get significant institutional incentives for eliminating illiteracy in a clearly defined region.
  • Trade unions, Panchayati Raj organizations, and other groups that include the general public will be urged to actively enroll in the operational education program, for which they will be given literacy kits and some funding for organizational costs.
  • encouraging people to see literacy activity as a strong commitment and volunteer duty, especially among women, and enlist the help of nonprofit organizations to do this.

The National Library of Medicine (NLM)

The National Library of Medicine is a pioneer in quantitative health informatics studies and has the biggest biomedical collection in the world. The NLM is essential for putting biomedical research into action. The data and knowledge services offered by NLM promote public health, healthcare, and scientific advancement. The NLM develops solutions for improved data management and self health, breaks new ground in the accessibility of biological data and information, and supports the development of a more diverse and data-skilled economy. NLM makes it possible for scientists, doctors, and the general public to harness the enormous volume of biomedical data to enhance health.


  • global collection, organization, preservation, and free internet access to academic biomedical literature.
  • Providing nationwide access to biological and medical knowledge in collaboration with the more than 8,100 institutions that make up the National Network of Libraries of Medicine (NNLM).
  • acting as a premier international platform for developing, collecting, and delivering specialized accessibility to molecular biology and genomics, clinical trials, environmental health, and other forms of biomedical data, such as those from elevated, trans-NIH programmes.
  • doing research and innovation on biomedical communications systems, platforms, techniques, and technologies as well as on how data is exchanged and used by patients, healthcare providers, and the general public.


An unbiased, concrete proof evaluation of major policy areas, including policy suggestions and detailed project plans to be created, is known as an education policy review. The policy review may also involve discussions to talk about these goals and improve coordination with foreign organizations, if the national authorities so desire. An educational reform review’s main goal is to assist educational authorities in fortifying their educational system and fostering the growth of its capabilities.


  • a comprehensive analysis of the educational system with an emphasis on quality and equity, and suggestions on how surrounding programs, rules, procedures, and particular educational policies and practices may be changed in order to enhance education in the nation.
  • Educator policies and the development of teachers’ and school administrators’ capacities through an evaluation of past and present situations’ strengths and weaknesses, as well as the possibilities for transformational approaches or reforms.
  • Civic education, learner-centered methods, language competency, global citizenship, and tolerance are all part of the curriculum planning.

UNESCO perspectives:

This study consists of four major aspects to help students of all ethnicities become ready for a changing and dynamic environment quickly: establish a detailed plan to make preparations for teachers and principals representatives to incorporate education policy, including implementing the amended syllabus and addressing the instructional deficiency in underserved areas; set clear, common standards for all students through an improved curriculum; build capacity to dependably evaluate students throughout all areas of expertise required for success and happiness in life and in education.