1. http://www.bk.psu.edu/2. http://www.proliteracy.org/NetCommunity/Page.aspx?pid=370&srcid=1913. http://iipsenvis.nic.in/Database/Population_4087.aspx4. http://listdose.com/5. http://www.speakingbooks.com/

CONTENTS Cover page Acknowledgment Certificate Contribution Index Literacy What level of literacy is required for survival?? Importance of literacy in todays society. Global problem...Illiteracy... Critical Moment Global illiteracy Statistics Literacy in INDIA Illiteracy in INDIA Schemes to eradicate ILLITERACY Data (mean median.deviation) CONCLUSION

What level of literacy is required for survival?The exact amount of literacy needed is a difficult subject to tackle. There is no doubt that people need to be literate to function in everyday living. However, with so many different forms of literacy projected into society such as, cultural, academic, non-academic, and technical literacy, the basis of the word "literate" is often overlooked. As society as a whole, is the main objective, to have everyone be technically literate with a computer, academically literate in a university, or to have everyone in the country be able to pick up the newspaper and understand every word and article on the front page? For the most part the last option would be the best solution. It is believed by many that the set standard of literacy needed for survival in today's society should be set at the high school level. This is said because high school is where most people combine all of the knowledge they've obtained throughout the years and learn how to expand on it. Thus, if everyone is at the very least able to function at a high school level of literacy there would be no problem with individuals surviving in today's complex and fast paced society or achieving success in the workplace. As withE.D. Hirsch'stheory ofCore Knowledgeand cultural literacy, Hirsch states, "providing everyone with a core level of literacy is important in holding together the social fabric of a nation." Hirsch believes that if everyone was taught a basic set of knowledge and understand at this core knowledge then society would be more equal and more of a classless society. With Hirsch's theory of core knowledge, people can have a set standard of what would be expected from them. If people have this core knowledge then their literacy level and ability to advance and communicate with society would be much better, but without a core knowledge of literacy people will only stay at the bottom of the barrel. To specifically answer the question of what level of literacy is necessary for survival in society; one must review the legaldefinition of literacy.This definition tells us that with a basic standard of knowledge, like any high school graduate has acquired, the average graduate will have a better chance of survival than a person without a high school diploma. Thus, this is where the literacy standard should begin. To not complete the minimum standard of literacy will greatly hurt your chances of survival in today's society.Which leads us to the question: is literacy more than the ability to read at a functional level, given how complex our society is today?

The importance of literacy in today's societyDonald Block, author of "Defining Literacy Up", says "today literacy is far more than the ability to sound out a few words of one syllable"(1). Block also states, "It focuses not on recognizing basic words but on comprehension of the world around us"(1). Knowing the core knowledge of basic literacy is just the beginning of today's survival in society, what is needed more is also the ability to communicate with others and also the ability to comprehend and solve problems and learn from these problems.With society and technology rapidly evolving, people must have the basic level of literacy to begin their lives in society. High school gives people this level in which then they can learn and improve their ability to they can function better and improve their lives and workplace.From this basic level of literacy people can move on and improve their skills in other types of literacy such as academic, non-academic, cultural, and technical literacy. With skills in these other types of literacy people will be able to function easier in society and with this ability society will also function more efficiently."Literacy is the foundation on which the solving of all social problems can be built"(1), states Block. A majority of homeless people are homeless due to the lack of basic skillsthat could enhance their lives. Being literate means the ability and chance to improve one's self, which society needs to become more classless and improve the overall living standard of everyone. In the article titled "Lacking Ability to Read Well" by Erin Teixeira wrote that Carolyn Staley, deputy director of NIFL (National Institute for Literacy) said, "Low literacy really is the problem" (2). Staley goes on to state that people can read a simple paragraph but if you ask them to go onto further more complex paragraphs they will get confused. This is the same theory that E.D. Hirsch proved when he held an experiment with Junior College level and University level students. Both groups were able to comprehend subjects that both groups knew about but when the Junior College level students were given a more complex subject, they had difficulty understanding the text where as the University level students could comprehend the text better. This proves that with a basic or standard level of knowledge people can comprehend and communicate better with each other.We, as adults, must have a good level of literacy. With society changing every day, people must keep up their ability to read, write, and solve problems. With these skills we can then help our children ease into literacy and improve at a better pace then what we had to learn. Children are our future and if their level of literacy is low then their standard of living will be lower. This generation must keep up and excel in every type of literacy so that future generations can learn from us and excel from us so they have the ability to survive in todays and tomorrow's complex and ever evolving society.

Together it can be said.STRONG LITERACY SKILLS are required to raise children who have strong literacy skills.

to be good employees.

to keep themselves and their families healthy.

to be active in their communities.

to advocate for themselves and avoid human rights abuse.

to avoid crime.

Global problem...Illiteracy...

Today, global literacy statistics paint a gloomy picture. Illiteracy threatens over 785 million adults worldwide, translating into one in every five people on the planet, with either no or just basic reading skills. Two-thirds of the illiterate population is women.The slumping global literacy rate has detrimental effects on communities all over the world. Many people take literacy for granted, but for those that are denied this basic skill, some of lifes most essential necessities become far out of reach.Critical MomentsThe real problems associated with being illiterate involve critical parts of life such as understanding medical instruction, applying for a loan, signing a contract, or getting basic job training. These life-altering situations are often the path to a better life, yet without the ability to read often comes misunderstanding and confusion which perpetuates the cycle of poverty and illness. In fact, poverty and burden of disease correlate directly with illiteracy and low literacy. Life expectancy is lowest where people cannot read.Global Illiteracy Statistics1 in 5 people are the world are illiterate, 2/3 being womenalthough 98% of illiterate people are concentrated in three key areas: South and West Asia, Sub- Saharan Africa, and the Arab States, developed nations are also facing a growing illiteracy problem.In the U.S. over 93 million people have basic or below basic literacy skills.Africa, as a whole continent, has less than a 60% literacy rate.Illiteracy in INDIAWhile India is still struggling to eradicate illiteracy, it is heartening to note that our literacy rate has gone up from 25 per cent in 1951 to 64.8 per cent in 2001. It is true that this percentage includes everyone who knows how to read and write a few alphabets, and may not be considered a true indicator of education; however, the rise in the percentage is quite noticeable.It indicates how much still remains to be done to achieve 100 per cent literacy. It also shows the magnitude of demand that is likely to be made on the education system for higher learning. Infrastructure will have to be expanded to accommodate the burgeoning number of students seeking admission to secondary, higher secondary, and tertiary education.The classrooms, teachers, libraries and laboratory facilities, hostels, and playfields needed for the rising number of student clientele will have to be provided. Already we know that the existing system is unable to meet the rising demand.As a consequence, many surrogate institutions have sprung up outside of the education system to train aspiring students. Coaching centres, tuition classes, institutes and universities have been set up in the private sector, not all of which are of acceptable standards. Such institutions have commercialized education and put it beyond the reach of the poor and the deprived.A continuing worry is the lower rate of literacy among women. Sixty per cent of the non-literates in India are women, although the female literacy rate has gone up from 9 per cent in the 1950s to 54 per cent in 2001. But the gender gap in literacy is enormous; the difference between the male and female literacy rate is 22 percentage points that is, there are more male literates than female.Some states and some areas within the states have shown higher rates of illiteracy among women, and efforts are afoot to improve the situation through the Sarva Shiksha Abhiyan of the government of India. As is expected, the literacy rate in the urban areas is higher than in the rural.It is clear that change has occurred in the literacy profile on both variables, namely gender and settlement, and the change is for the better. Because of the changes in literacy, one can expect changes in other aspects of the life of the people in terms of job opportunities, marriage, and mobility. It might also bring about changes in interpersonal and inter-group relations.CENTRALLY SPONSORED AND CENTRAL SECTOR SCHEMES1. SCHEMES OF VOCATIONALISATION OF SECONDARY EDUCATIONSCHEMES OF VOCATIONALISATION OF SECONDARY EDUCATION:The Scheme is being conducted since 1986. The main objectives of the vocationalasation of secondary education are to provide diversification of Educational opportunities so as to enhance individual employability, reduce the mismatch between demand and supply of skilled manpower and to provide an alternative for those pursuing higher Education. Vocational Education will be a distinct stream intended to prepare students for identified occupations spanning several areas of activity. These courses will be provided in general education institutions after the secondary stage with flexible duration ranging from one to three years. The state Govt. has set up vocational Education wing in Directorate of Education which is the implementing agency for this scheme in schools. The scheme also envisages involvement of voluntary or other Non-Government organizations in the programme who would be given financial assistance for specific innovative projects for conducting Vocational Education programme. The scheme has been implemented in 262 Higher Secondary Schools of M.P. At present nearly 14 Thousand students are studying in these Schools. The Vocational courses are grouped under following major areas, viz Agriculture, Business and commerce Engineering and Technology; Health and Para- Medical Services; Home Science; Services and others.2. OPERATION BLACK BOARD SCHEME: This scheme is conducted since 1986 In this scheme the Institutional equipment and Instructional material are provided for the students studying in primary Schools in M.P. Provision is made to provide salary of an additional Teacher to these Primary Schools enrolling 100 or more than 100 students for two years. In ninth five Year Plan the scheme was extended for middle Schools. Govt. of India provided funds to equip such middle school with Institutional equipment, instructional material and pay the salary, allowances to Shiksha Karmi Grade 2. At present scheme is conducted by Rajiv Gandhi Shiksha Mission.JAWAHAR VILLAGE PROSPERITY SCHEME: Under operation Black Board Scheme the Govt. of India has provided the 45% fund of the total cost of construct school building. 15% fund is provided by Department of Panchayat and social Welfare. The rest 40% has been contributed by School Education Department from its Plan limit. Under this scheme an aims is to construct school building for 1613 primary schools consisting two Class Rooms, one Varandah, one Teacher Room and separate toilets to boys and girls. In this scheme 1157 primary school building (CHHATISGARH) are to be constructed at the cost of Rs two lakh each. For this purpose Govt. Of India and social welfare department has released 45% and 15% funds respectively. The rest 40% sum Rs 28341 is also released by Govt. Of M.P. from Grant No. 82 Now Rs. 674 Crore is in balance. The scheme is very useful for the department of school Education.3. IMPROVEMENT IN SCIENCE EDUCATION SCHEME: The scheme is initiated since October 1987 to achieve improvement in quality of science Education at the level of middle schools, High school and H.S. School. The Main objectives of this scheme are to provide fund for science kits in middle schools, Books on Science in the libraries of high and Higher Secondary Schools, up gradation of laboratories of High Secondary schools, establishment of Laboratories in High Schools. The Scheme also aims for the training of teacher. The Govt of India has provided Rs 12.2538 crores to achieve the objectives of this scheme. Out of this Rs4.293crores could not be utilized. To utilize the balance the permission of Govt of India is awaited. For the re-provision in Budget the action is under consideration. For the non-utilization of the balance of Rs 7.9608 crore the main reason is the registration of the cases in Bureau of Economics offence related to the suppliers. These cases are under consideration in different courts. 4. MODERNISATION SCHEME OF MADARSA EDUCATION:This is a scheme of Govt. of India to initiate volunteering teaching of Science, Mathematics, Social Studies, Hindi and English in Madarsa and Maqtabs. In this scheme all such voluntary organisation/committees/trusts are competent to take part, which are registered according to the central/state govt acts and are in existence for the last three years or more. under this scheme the financial aid is provided for the purchase of Science kit, Mathematics kit, Books and salary of additional teacher in Madarsas / Maqlabs enrolling 40 or more than 40 students in each of them. Uptill now the Govt. of India has Sanctioned Rs1,38,13800 in the form of Financial aid for 208 Madarsas Including new 204 Madarsa the Govt of India has sanctioned rs220.968crore for total 412 Madarsas for Financial year 2001-2002 and for its Budgetary provision a proposal has been submitted in Govt. of M.P. after budgetary provision And sanction the funds are to be disbursed to Madarsas. A proposal of Rs. 31, 11,000/- for additional 69 Madarsas and Rs. 16, 43,000/- for 36 Madarsas is under consideration of Govt. of India.5. INTEGRATED EDUCATION FOR DISABLLED CHILDREN: This scheme is sponsored completely by Govt. of India, with a provision of Financial Aid. The scheme has come in the control of school Education Department when it was transferred by Social Welfare Department in 1992. The Aim of this scheme is to make efforts to bring all different disabled boys and girls that are studying in general/common schools of school Education Department in the main stream and after linking them with main stream of education for disabled children the goal of Education for all be achieved by providing different economical facilities and educational guidance. Under School Education Department the conduction of the scheme has been taking place by Director, State Council of Educational Research and Training Bhopal. Vide letter dated 21.5.1999 of Govt. of M.P. In this scheme following facilities are provided principally to students:-a. Books and stationery allowance Rs. 400/- per student per annum.b. Dress allowance Rs. 200/- per student per annum.c. Conveyance allowance Rs. 500/- per student per annum.d. Reading allowance to blind students of class 6th to 12th Rs. 500 per student per annum.e. Road safety allowance to those students which have disability below abdomen Rs. 750/- per student per annum.f. For assisting instruments once in every five years maximum Rs. 2000/- per student. Under the scheme there is a provision to appoint Resource teachers and for their training also with a provision to establishment a Resource Centre in each District. Under the scheme Govt. of India provides financial Aid to Voluntary organisations. The Govt. of India had sanctioned Rs. 55.19 lacs during 1999-2000.During 2000-2001 Rs94.55lacs has been fully utilized and which is confirmed by Govt. of India. The budget proposal for the Year 2001-2002 will be dispatched as soon as the quantitative information of disabled children of the state is received.6. COMPUTER LITERACY AND STUDY SCHEME IN SCHOOLS (CLASS PROJECT) Class Project is a centrally sponsored scheme in full. This scheme was started in M.P. during 1996-97. During 1997-98 the scheme was named as Revised class project. In initial year 1996-97 a provision was made to provide 125 computers in the Schools. For next year 1997-98 a provision was kept to provide computers in 175 H.S. School. The scheme is meant for H.S. School. At present the scheme is running in 398 H.S. school registering 40000 students. Under the scheme 417 teachers were trained which are providing training to students at present. Since 1998-99 the scheme was transferred to BHOJ OPEN UNIVERSITY on 29.9.98 with a sum of Rs.595.53 lacs as sanctioned by Govt. of India for maintenance of computers and training of teachers . Under the scheme every such school selected was provided one pentium computer and four Dimb-Jist Terminal. At present the action of providing pentium-2 computer in schools is continue by Bhoj Open University. In the scheme the computer Hardware and Software are also supplied. Under software every such school is provided Unix ware and Uniflex. Initially the computer training was imparted by the computer trained teacher of the School. During 1996-97 the Examination of class project was conducted by M.P. Board of Secondary school and in 1997-98 it was conducted by state open school. Now a days the Examinations are conducted by Bhoj Open University Bhopal as monitored by it.7. SANSKRIT EDUCATION DEVELOPMENT SCHEMES: The scheme is launched by Govt. of India to develop Sanskrit Education in the country during 1998-99. The scheme aims to award the well learned in Kalidas Samaroh in which training of sanskrit teachers and various scholarships are included. In addition to the above aim the scheme aims to provide Grant in the form of salary of the teachers of Sanskrit primary schools as received by Govt. of India. In this scheme the Govt. of India sanctioned Rs. 73.03 lacs during 98- 99 and this amount is fully utilized in 1999-2000 along with Rs. 46.50 lacs for Sanskrit studying boys and girls. Efforts are in progress to send the proposals for the Budgetary provisions in first supplementary.8. DISTRICT PRIMARY EDUCATION PROGRAMME : This programme is being conducted in 33 districts of the state with the assistance of European community and World Bank, by Rajiv Gandhi Shiksha Mission. This is a seven yearly programme supported first by European community with a limit from the year 1994 to 2001. In the first phase of DPEP districts viz Betul, Raisen, Rajgarh, Sehore, Umaria, Neemuch, Rewa, Satna, Shahdol, Sidhi, Chatarpur, Panna, Tikamgarh, Mandsaur, Guna, Dhar and Ratlam are included where the scheme is successfully running. For the second phase the DPEP scheme the remaining 16 districts. for a period of 5 years (1997 to 2002) the districts viz. Bhind,Dewas, Damoh, Datia, Dindori, Seoni Sheopurkalan, Jhabua, Khandwa, Khargone, Mandla, Morena, Badwani, Shajapur, Shivpuri and Vidisha. are included.Before the reorganisation of districts the DPEP scheme was running in 34 districts. After reorganisation of districts the programme was running in 48 districts. After division state now the programme is running in 33 districts of M.P. as mentioned above. The total cost of the sanctioned project is 959.85 crores in whichthe share of the state Govt. is 143.98 crores.9. SARVA SHIKSHA ABHIYAN: In this scheme Govt. of India has selected the 12 districts of state of Non-DPEP. Under this scheme all programmes of up gradation of primary schools are to be shaped/implemented. For this scheme 85% amount will be available from Govt. of India and the State Govt. has provided 15% remaining in the Budget of 2001- 2002.10. EDUCATION GAURANTEE SCHEME: Under the scheme to run EGS schools the state Govt. sanctions the funds from DPEP head. From this financial year the Govt. of India has taken a decision to initiate the implementation of EGS - AIE by extending this scheme. Facility of secondary Education with in 3 Km and primary Education with in 1 Km is to be provided in the initially run EGS school by Mission under this scheme. For this the total expenditure will theoretically be provided by Govt. of India with 75% share and rest 25% share by state Govt. This scheme is run by Rajiv Gandhi Shiksha Mission.

11. INFORMATION TECHNOLOGY SCHEME: The aim of this scheme is to provide information to every citizen on the cost which is least as possible as and to propagate the use of information Technology up to 2003 in Govt. High schools/H.S. schools by setting a goal of computer Training in all such educational institutions. In this scheme the state Govt. has taken following decisions for the propagation information Technology.a. Preparation of phase wise proposals for every year to ensure the access of the schools to computer/Internet.b. Provisions be made to provide computer education in educational Institutions in least time without any Govt. investment by associating Investors of private sector.c. Permission will be given to use the available space in the school after teaching time for commercial purposes.d. The training of the computer course will not be compulsory but will be imparted voluntarily.e. The scheme will not be implemented in the schools where class/clap projects are running.f. 400 sq. ft space with electric supply of Government school building/campus will be made available free of cost for the training centre.g. The cost of electricity will be borne by the bidder.h. Under school education the training course will be in two categories.i. (i) For the students of class IX & X(ii) For the students of class XI & XII As per the decision taken by the Government all the necessary formalities have been completed and a New Delhi based firms has been authorised to impart computer education. The scheme covers all the high schools and higher secondary schools under the Department of school education and department of Tribal Welfare excluding the high schools which are covered under CLASS/CLAP schemes. A uniform fee Rs. 54/- per month would be charged for the purpose. The firms will provide free training to 10 teachers/employees of each institution for the rent free use of the building and the training would be provided free of to the poor students per annum per institution those will be 10% of admission in commercial use for the commercial utilization of the center after the timing of the institution. The teachers, employees or students would be selected/nominated by the principals of the concerned institution.

12. EDUCATION TECHNOLOGY SCHEME: In this scheme of Govt. of India there is a provision to supply one coloured TV and one Two-in-one to those schools of the state where electric connection is available. The Govt. of India provides the 75% of the total amount and the rest 25% is provided by state Govt. from its own planning. Under the scheme the provision of Rs. Two crores was made in budget during 1999-2000 for the purchase of 1000 TVs and 5000 two-in-one but this amount could not be utilized due to the non-availability of the permission from finance Development. On 26.6.2001 the proposal has been submitted to the Govt. to make a provision of Rs. 1.58 crore in first supplementary of budget estimate of year 2001-2002.

ConclusionIt can be seen from data of INDIAN literacy in past years after independence it can be seen that we have enhanced our literacy but not at that extent what is needed. At the time of British rule the Indian literacy came to extent of lower than 10%. Now if we look at Year 2011 Literacy rate is near to 74% but this are just numbers. Practically poor people are not getting education only rich people get these facilities which are widening the gap more and more between poor and rich. Only Literacy in India can help to eradicate poverty. So ultimately there is a long way to go. There are many government schemes also working in this area. A great part of Governments money is being utilized for this work hope it changes something.The people of INDIA also have to contribute in this work as the DREAM of 100% Literacy rate can be achieved then only. Female literacy in India has a very low rate compared to the male rate. This is an alarming situation that still after so many rights, movements and many more things the female could not get the equal position in our society. This is caused as of the thinking of INDIAN people. Today also many parents do not send their girl child to schools. Work has to be done on this issue.Ultimately it is said that Literacy and poverty have a deep connection. It can be noticed practically that it is a true fact. FIRSTLY, Illiterate people are the people who are poor. If a person is literate enough he can easily find a job can come up from poverty. SECONDLY, people who are poor cannot send their children to school for education. This is a typical relationship which has to be solved as by a developing country INDIA to be developed. EDUCATION is the right of every single citizen of INDIA.1By LAV DUBEY