The primary objective of this chapter is to focus on progress of literacy achievement in India and factors influencing literacy rate are identified with regression models. A gender disparity index is prepared to analyse trends in differentials among male-female literacy achievement. India is now facing the challenge of achieving universalization of primary education to achieve status of a ‘literate country'. It is known fact that literacy and primary education are interdependent. A literate country will be a progressive-oriented country. It is observed that educational backwardness is due to various reasons like unsatisfactory progress of policy implementation, high level of illiteracy and dropout rates. Literacy rate is the best possible barometer to judge the level of educational awakening in a state, leading to a minimum capacity for self-learning. The empirical evidence substantiates the factors influencing educational achievement.
Top1. Introduction
Universalization of elementary education and total literacy campaigns are really two sides of same coin. No literacy campaign can be successful if a programme of compulsory primary education is not implemented. The need for education awareness can be generated through national literacy campaign.
India is now facing the challenge of achieving universalization of primary education to achieve status of a ‘literate country’. It is known fact that literacy and primary education are interdependent. Literate country will be a progressive oriented country. It is observed that educational backwardness is due to various reasons like: unsatisfactory progress of policy implementation, high level of illiteracy and dropout rates. Literacy rate1 is the best possible barometer to judge the level of educational awakening in a state, leading to a minimum capacity for self-learning. The empirical evidence substantiates the factors influencing educational achievement and gender disparity in south Indian states. A meaningful national policy on education must bring clear objectives, priorities, available resources and modalities of action into close relationship for comprehensive and integrated design for change.
1.1. Definitions
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Literate: A person who is able to read and write along with understanding it in any language is treated as literate. Literacy can be achieved through different levels of education and different modes of education systems.
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Literacy rate: The United Nations Educational Scientific and Cultural Organization (UNESCO) 2 defined literacy as follows:
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“Ability to identify, understand, interpret, create, communicate compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals to develop their knowledge and potential, and to participate fully in their community and wider society.”
2. Background
The philosophical view of education is based on various approaches and each approach may be identified with some eminent scholars, as given below:
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Idealism: Plato, Immanuel Kant, Goerg Wilhelm Fredric Hegel
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Realism: Aristotle, Avicenna, Ibn Tufail, John Locke, Jean-Jacques, Rousseau, Mortimer Jerome Adler, Harry S. Broudy
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Pragmatism: John Dewey, William James, William Heard Kilpatrick, Richard rorty
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Essentialism: William Chandler Bagley
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Progressivism: Jean Piaget, Jerome Bruner
This section deals with the various viewpoints given by a select eminent scholars like: Aristotle, Plato, Rousseau, Benjamin Franklin, Mahatma Gandhi, Jawaharlal Nehru, Dr. Sarvepalli Radhakrishnan etc.