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In den WarenkorbZustand: New.
Verlag: The Associated Pub, Ambala Cantt., 2006
ISBN 10: 8184290276 ISBN 13: 9788184290271
Sprache: Englisch
Anbieter: Vedams eBooks (P) Ltd, New Delhi, Indien
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In den WarenkorbHardbound. Zustand: As New. New. Contents Foreword. Preface. Acknowledgements. 1. Introduction. 2. Review of related literature. 3. Plan and procedure of the study. 4. Analysis and interpretation of data. 5. Summary and conclusions. Bibliography. The need of universal literacy is recognized in all the developing countries because there has been a significant socio economic development in those countries where there is universal literacy or high rate of literacy. As pointed out by Dr. Shankar Dayal Sarma the then President of India Literacy is an indispensable component of Human Resource Development and an essential element for national progress. Before independence the movement for universal literacy was confined to some voluntary agencies and the British Government has shown nominal interest in mass literacy. The eminent freedom fighters and social reformers like Dadabhai Naoroji Gopala Krishna Gokhale Mahatma Gandhi and Abdul Kalam Azad recognized the importance of universal literacy. This spirit of imparting education to all has continued perhaps more rapidly after independence. The mass literacy campaign programme was taken up in a big way of 5 May 1998 with well defined methods for undertaking the gigantic mission of achieving 100% literacy by the year 1995 or by the end of the VIII plan. The programme inaugurated by Late Shri Rajiv Gandhi with a planned programme of action of involving all governmental and voluntary organizations in the programme. In the Andhra Pradesh even before independence Prof. N.G. Ranga and Shri Gadicherla Hari Sarvottama Rao took keen interest in education and universal literacy. The State of Andhra Pradesh has undertaken this programme as a part of over all national strategy. Data were collected from these sample respondents using three types of interview schedules for the respective groups. The schedules for learners and literacy volunteers were prepared in Telugu (local language) and interview schedule for functionaries was prepared in English. A separate test was administered on the neo literates to know their level of literacy. 332 pp.