Adult and Lifelong Education: Indian and German Insights

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1 Adult and Lifelong Education: Indian and German Insights [Indo - German Project] REPORT Prof J.P. Dubey, P.I. Prof V.K. Dixit, Head Department of Adult, Continuing Education and Extension, University of Delhi

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3 Contents Executive Summary Introduction Adult and Lifelong Education: Indian and German Insights International Cooperation/Partnership/Collaboration Functional Framework for IGP at University of Delhi Project Advisory Committee Academic Exchange Program Event of Excellence in Hall of Frames Interaction Meeting with Partner J M University Wurzburg Germany ( ) Report of two day national seminar EDUCATION POLICY STRATEGIES AND ADULT EDUCATION: A COMPARATIVE ANALYSIS OF EUROPE AND INDIA Winter School Wurzburg Germany (2017) Academic Exchange Program Integrated Program for International Students at University of Delhi International Autumn School 2017 (INTAS-1) Preparatory Committee of Autumn School Student program at winter school Wurzburg Germany (February 2018) Summary Report of Winter School (February 2018) IGP sailing upstream: Outcome of the Indo German Programme Annexures Annexure Annexure

4 Executive Summary As part of its constant endeavor to promote mutual co-operation and sharing of knowledge gained through educational research among Indian and German Higher education institutions engaged in field of Adult, Continuing Education and Lifelong Learning, the Department of Adult, Continuing Education and Extension, University of Delhi entered into an agreement with Institute of Education, Julius Maximillian University of Wurzburg, Germany and designed a project on Adult and Lifelong Education: Indian and German Insights. This collaborative academic exercise will enrich and fill the knowledge gap in the discipline which is evolving and steadily through innovation and wider research base. In this globalized world, institutions are working together to create new knowledge and understanding to face the new challenges being posed by every changing social, economic, political and environmental ecosystem. Adult and Lifelong Learning as a sub-set of a larger system of education has a great potential to inform the processes, programmes and policies to bring about qualitative change of greater magnitude The project is financially supported by UGC which is being operationalized through following mechanism: 1. Establishing and organizing coordinated classes through winter and autumn School besides other academic engagements at respective universities. 2. Exchange of Information and Academic Material. 3. Conducting Joint Research Project. 4. Exchange of teaching material and publications through students and faculty mobility. The project has resulted in following mobility and exchange of students from both the partner universities. Eleven students and a Faculty from University of Delhi participated in Winter School Two students and two faculties from JM University of Wurzburg attended teaching programme and joint seminar on Education policy and analysis at University of Delhi in In 2017 ten students and a Faculty from University of Delhi participated in Winter School Three students came for two months teaching programme. Twelve students in total(nine from JM University of Wurzburg and three students from Helmut-Schmidt University, Hamburg)and One faculty and five students from University of Dhaka, Bangladesh participated in International Autumn School, 2017(Intas-1) IGP Report ( ) Page 1

5 1. Introduction 1.1. Adult and Lifelong Education: Indian and German Insights The growth and development of the Extension function in higher education has seen changes in terms of focus from service to discipline. The consistent growth in service domain has led to the path of disciplinary growth in University of Delhi. The first effort of developing a teaching programme could materialize at University of Delhi and other four Universities in form of a Post MA Diploma in Adult and Continuing Education on the initiative of University Grants Commission. Development of a full Post Graduate teaching programme began in 1991 and could take a firm shape only in Since the programme has been influenced by the development at global level, and is in process of completing four decades of its functioning in India, it has become imperative to locate these activities in truly International Perspectives. The recent developments both in conceptualization of these activities and its professional orientation has led to a mutual sharing and accommodation of ideas and practices. Transnational development and their influence on policy and delivery of these activities have led to the rethinking of learning approaches from collective to individual and vice versa. The efforts of vocationalization of Education in and further redesigning of skill development programme recently ( ) has further created a strong basis for collaborative efforts at international level. The Department of Adult Continuing Education and Extension, University of Delhi entered into an student and faculty exchange programme through a Memorandum of Understanding, with the Institute of Education, J M University of Wurzburg recently and has started gathering the evidences of influence of such academic pursuit and intend to locate the same at a firm footing for a larger gain and using the same to collaborate with universities in India and Asiatic continent International Cooperation/Partnership/Collaboration The Department has been continuously exploring the possibilities of collaborations with other Universities both at national as well as International level, besides establishing a regular communications with Departments of different Universities in India. As part of a constant endeavor to promote mutual understanding and international scientific research, an agreement has been signed between University of Delhi (Department of Adult Continuing Education and Extension) and Julius Maximillian University ( Institute of Education) of Wurzburg, Germany. Both the institutions are working in the field of Adult Continuing Education and share felt needs of the subject area. An International Collaboration to make academic research and programmes more holistic for the greater wellbeing of humanity was visualized accordingly. The programme is being financially supported by UGC under which exchange of academic faculty, scholars, researchers, students & other staff was agreed upon. The project is operationalized through following mechanism: 1. Establishing and organizing coordinated classes through winter and autumn School besides other academic engagements at respective universities. IGP Report ( ) Page 2

6 2. Exchange of Information and Academic Material. 3. Conducting Joint Research Project. 4. Exchange of teaching material and publications through students and faculty mobility. The agreement signed between two Universities are attached in Annexure 1 Under the agreement, we have prioritized the scope of comparative studies in India with a to focus on University Extension, which aimed at creating a University Community interface and generate insight in order to influence the curricular re-structuring and changes in teaching learning process and extension services. Common concerns of both the universities are centralizing towards the grounding of comparative studies in lifelong learning and extension with collaborator exchange and research programme. The present collaboration has resulted in single motilities of master and doctoral students as well as faculty members and has been mutually beneficial to both the institutions. It is essential to further create a scope of mobility and joint research on professionalization in adult education and extension in the respective countries and pave the path for further enrichment of the discipline. The focus of the project developed by the partner institution at JM University Wurzburg fits well in the context "All these topics are on the one hand research emphasis of the departments in adult and continuing education in both universities. But they are also represented in teaching (projects) within the exchange programmes between both universities. The teaching is thereby not only oriented on research but oriented to insightful learning and teaching principles. Moreover, it is oriented to transfer research-oriented teaching into first selfdirected and supervised research projects of Master and doctoral students. This is why this proposal is focusing the enlargement and structural integration of the exchange programme on Master and doctoral students, where doctoral students are acting as potential role-model for Master students. This also has to be seen on the basis of the overall low PhD-rate in the different subjects of education." Since both the partners have a strong teaching and research programme, the exchange and mobility of Post Graduate and research students along with the faculty the result is being seen in curriculum construction and delivery Functional Framework for IGP at University of Delhi For the systematic and smooth functioning of the Indo-German Project, a governance structure was put in place through a mechanism in practice at the University of Delhi. The idea is to cherish the tenants of MoU in a democratic way. Governance Structure of the project consist of Principal Investigator (PI) Head of the Department, DACEE, University of Delhi Advisory Committee IGP Report ( ) Page 3

7 Departmental Council Finance Division Core Committee Governance Structure IGP Principal Investigator HOD DACEE, DU Core Committee Advisory Committee 1. PI 2. HOD 3. Student Representative Department Council Finance Division IGP Report ( ) Page 4

8 1.4. Project Advisory Committee The Department of Adult, Continuing Education and Extension constituted an Advisory Committee, through its competent authority, for Indo-German on 4 th February, The Advisory Committee comprises of all the permanent faculty members of DACEE along with eminent academicians and scholar working in the field of adult education and extension. Members of the Advisory Committee are: 1. Prof. J. P. Dubey, Principal Investigator 2. Prof. V. K. Dixit, Head 3. Prof. Rajesh 4. Prof. Prakash Narayan 5. Prof. Santosh K Panda 6. Prof. K. K. Mukharjee 7. Dr. Vandana Sisodiya 8. Mr. Rahul Yadav 9. Dr. Atul Gautam Other than finalizing the number of students to be selected for Winter School in Germany 2017, the committee also brain stormed on the guidelines and blueprint of Autumn School 2017 to be held in September 2017 at University of Delhi. The role and responsibility of the Advisory committee were put in place other than discussing the role of financial regulations and disbursement of funds by UGC. Faculty Profile Sr. No. Name Designation 1. Dr. V.K. Dixit Head & Dean, Professor 2. Dr. J.P. Dubey PI-IGP, Professor 3. Dr. Rajesh Professor 4. Dr. Prakash Narayan Professor 5. Dr. Vandana Sisodia Assistant Professor 6. Mr. Rahul Yadav Assistant Professor IGP Report ( ) Page 5

9 2. Academic Exchange Program The MOU envisages movement of students and faculty along with the interaction of policy makers of both the countries at all possible opportunities Event of Excellence in Hall of Frames The Project resulted in several such interactions of which one was made possible by the special interaction session by the visiting Parliamentarian, Ms Marie L V Halem, from Germany. Special Session on Refuge Crises and Nationalism in Germany by Ms. Marie L V Halem ( ) The speaker, Ms. Marie L V Helem elaborated the liberal view and the right-wing extremism of nationalism in Germany. She focused upon the government policy and the U. N. approach to the present refugee crisis in Germany. Indian students and participant actively engaged in the discussion and the issues of repatriation were raised by some of the scholars. It was an enriching session both in understanding the human values and the role of the state in respect of use of resources and co-existence. She averred that The world we live in has recently witnessed a grave humanitarian crisis when thousands of refugees moved from war zones areas of Syria and other Middle East countries to Europe and other south East Asian regions. Big chunk of it knocked at the doors of Germany and other European nations. Extended a feel of Companion, German government opened is door to women and children seeking refuge at their borders. But groups within the country has reacted differently reason on their concerns. The question of ethnicity and religion over scheduled the very constitutional and fundamental values of human rights. Underlined the issues related to nationalism and the recent refuge crisis special session was organized by the department. IGP Report ( ) Page 6

10 2.2. Interaction Meeting with Partner J M University Wurzburg Germany ( ) After final signing of MOU a German delegation comprising of two faculties and two research scholars visited University of Delhi for identifying activities under MOU for the year Following members were present: 1. Prof J P Dubey 2. Prof Regina Egetenmeyer, 3. Prof. Dr. Sabine Schmidt-Lauff 4. Prof V K Dixit, 5. Prof Rajesh 6. Prof P. Narayan 7. Stefanie Kroner 8. Jenny Fehrenbacher The Core group agreed to organize and collaborate in following two programmes besides hosting mobility students. 1. A National Seminar 2. An International Autumn School IGP Report ( ) Page 7

11 The proposed seminar on Education Policy Strategies and Adult Education: A comparative Analysis of Europe and India (21 to 22 Oct 2016) at University of Delhi was discussed at length. The detailed academic guidelines, aims and objective of the Autumn School and Winter school, expected participants (visiting scholars and students) along with expected outcomes was discussed. It was agreed to prepare students for respective schools by both the Universities. The Autumn/Summer Schools proposed to be held in September 2017 will have the following components: (1) Announcement and invitation (2) Selection (3) Local Preparation; (4) Conduct of International school (5) Assessment and Recognition. A TWO DAY NATIONAL SEMINAR EDUCATION POLICY STRATEGIES AND ADULT EDUCATION: A COMPARATIVE ANALYSIS OF EUROPE AND INDIA Proposed date: October 21-22, Venue: Satyakam Bhawan University of Delhi 2.3 Report of two day national seminar EDUCATION POLICY STRATEGIES AND ADULT EDUCATION: A COMPARATIVE ANALYSIS OF EUROPE AND INDIA The seminar was inaugurated by the Chief Guest, Prof IM Kapahi, Member, University Grants Commission. Prof Sabine Lauff Scmidt and Prof Regina Egeten Meyer were the guest IGP Report ( ) Page 8

12 of honour. Prof J P Dubey, Head and Dean Faculty of Social Sciences welcomed the particpants and made a background presentation. The Key note addressed was given by Dr. Sheshu Kumar, DG NLMA, Government of India. Prof Sabine Lauff Scmidt made a presentation on understanding of educational policies in Europe and India. Prof S C Bhatia, in chair, made a comprehensive presentation on policy imperatives driving two countries in Adult and Continuing Education. He said Each nation keeps in view the chief task of assuring its citizens to be part of the written culture through acquisition of literacy and skills in reading and writing. Each nation also seeks to fulfill its duty towards its citizens to give them social and technical skills to enhance their employability for the development of various sectors of life. In the accomplishment of these tasks each nation evolves a set of strategies for developing its educational policy in general and sector specific educational policies in particular. The NLMA has offered some good learning in regard to status of Literacy and Adult Education in India with a liberal dose of global perspectives and the comparison with the Chinese situation. What was worrisome in the discussion was Prof. J.B. Tilak's analysis about budget allocations and actual expenditure on Literacy and Adult Education. The fact that the Central Government is permitting such a miniscule amount of expenditure on the subject reveals that the subject does not attract high priority both within the Department of School Education and Literacy in the MHRD and with the Finance Ministry. Prof. Tilak's analysis IGP Report ( ) Page 9

13 that the Department had not demonstrated its inherent capacity to spend money seemed somewhat arbitrary since no Department in the Government would leave itself to be deprecated about their capacity to mount a programme. It is the larger political system that sends signals to slow down a particular development sector. Prof S C Bhatia said there is a need to start a debate within the Universities on why the drafting committee for the Constitution of India did not choose to include in the Directive Principles of State Policy the need for universal literacy alongside eight years of schooling for all children. Dr. Ambedkar also emphasized the need to invest in Primary Education as the first stage that went on to extend resources right up to higher education for the Dalit community; he did not specifically touch upon the issue of adult literacy though he believed in the concept of sustainable literacy: Participating in the Bombay Presidency Council discussion on educational matters, Ambedkar suggested allocation of enhanced resources on education commensurate with the increase in the number of pupils and their educational requirements. He demanded the government to set aside a large proportion of the excise revenue collected from the people for primary education. The object of primary education, he believed, should be to make children literate and enable them to continue to be literate through the rest of their life. Another explanation that could be offered on behalf of the then existing political climate at the time of drafting the Constitution is seen in the principle of adult suffrage. The political elite did not want to be imbued with Mahatma Gandhi's notion of illiteracy being the sin and shame of the country; it wanted to support a view that all adults, with a right to vote and thus determine the credibility of the political class, were "educated" without having to associate "illiteracy" with them. The Chinese were far more practical in acknowledging the problem and inserted, in their Constitution of 1949, the need for universal literacy along with nine years of schooling. IGP Report ( ) Page 10

14 There is thus a possible gap between the structural classification of illiteracy or literacy for all adults with Primary Education for all children and political perception; the bureaucracy as also the Policy Makers in the area of Education, have followed the structural approach to literacy as a tool to facilitate entry into written culture that was at that time an important component of a learning society. Awareness of the capacity of the electronic age and its digital dividend was not perceived at that time. The political elites favored the understanding that the enlightened Indian voter had the benefit of learning through oral culture. Our educationists thought that the written word would remain the primary source of access to development information; the political perception in this regard was far ahead of the educationists, partly out of a charitable view of the adult illiterates and partly out of the recognition of the inherent strength of the oral culture that had played a prominent role in the freedom struggle. He said We would need to encourage a comparative study of the Indian and the Chinese and the European Constitutions and the place of adult literacy in the three. We would also need to encourage the study of advances in electronic and digital technologies and their impact on the possibility of learning without literacy. The two should help us to consider whether in place of "eradication of illiteracy", out structural emphasis should have been on the subject of "development awareness" as part of the Human Resource Development portfolio, assuming that all adults were "educated" and that "literacy" would be one of the strategies to enhance such development awareness. The other issue that we need to encourage in the debate in the universities relates to institutional structures; it appears to me that there is merit in envisaging the model of institutional structures for development awareness from the level of a tribal cluster, village and an urban slum. Will people benefit from an institutional structure at those levels from development awareness about the challenges in their daily life, illiteracy being one of those challenges, though not necessarily a primary challenge. 2.4 Winter School Wurzburg Germany (2017) A total of 10 young scholars were screened and selected from amongst all applicants in two categories: one six students to be supported from the IGP budget and four students to be supported by the JM University Wurzberg.. Following is the list of budding scholars who visited winter school in Wurzburg Germany. Prof V K Dixit led visiting team of List of students participated under the exchange program from University of Wurzburg and University of Delhi are as follows: IGP Report ( ) Page 11

15 S.No. Name of Students 1 Anil Kumar 2 Rajneesh Jindal 3 Jaskirat Kaur 4 Nidhi Sharma 5 Nirmal Kaur 6 Donika Arora 7 Ashok Kumar 8 Bharti Meena 9 Nidhi 10 Nitish Anand Course Support Group work Topic M.A. (Lifelong Learning & Extension) Research Scholars (M Phil and PhD) Indo-German Project of UGC DAAD support from JM University Wurzburg Time in Adult Learning and Education National Qualification Framework Professional Identity in Adult Education Educational Management Innovative Teaching Methods for adult and Lifelong Learning Lifelong Learning and National / Regional CVET Policies Employability and Transitions from Higher Education to Labour Market Professional Identity in Adult Education Educational Management Lifelong Learning OECD Policies Vs. National Adult Education Policies IGP Report ( ) Page 12

16 3. Academic Exchange Program Integrated Program for International Students at University of Delhi The exchange program was supported by the India visit of Prof Regina Egetenmeyer and Prof. Dr. Sabine Schmidt-Lauff. A total of three international students of B.A., M.A. and Ph.D programmes from Wurzburg University, Germany came to India under student/ researcher mobility programme.. The long term mobility was the other hall mark of the Indo German project where in following scholars from J M University Wurzburg came to University of Delhi under academic exchange program. Scholars were: SI Name 1. Ms. Petra Pflüger 2. Mr. Jan-Philipp Schäfer 3. Ms. Helen Sayegh 3.2. International Autumn School 2017 (INTAS-1) Lifelong learning has come far from being just a literacy related concept or an instrument of extending basic education in the third world countries to being a crucial part of the concept of sustainable development. It was seen as a way of eradicating illiteracy in the adults. Today, lifelong learning means more. It is a tool with which one can cope with the fast changing social, political, economic and technological structure or dimension of human life. In this globalized world, merely getting educated is not enough for survival. If one wants to be in sync with the younger generation and not become absolutely irrelevant for the younger generation or for their own kids, they have to keep educating themselves. The fashion in which technology is changing, and the kind of exposure the younger generation is getting to it, they are becoming more advanced in their thinking and approach towards life. The concept of generation gap has mainly risen because of the apathetic approach of the older generation to the kind social environment and technologically charged social order in which the kinds are growing up. Not just in social life, continuing education or lifelong learning also has a positive effect in the professional life of the people. The young generations wants to consistently improving their job profile and earn more money and they are not satisfied with a stagnant job profile and salary. Therefore, in order to keep growing in a professional environment they have to have an updated resume. This is where lifelong learning comes into play. Through lifelong learning they learn and educate themselves while working. They can prepare themselves for the right opportunity that may arrive in the future. IGP Report ( ) Page 13

17 The United Nations has also acknowledged the importance of lifelong learning as a very important instrument of bringing about sustainable development of the human life. Therefore, it is necessary for every nation to keep sharing and acquiring knowledge about the development in lifelong learning in other countries so that a collective and consistent effort could be made for sustainable growth of the people around the world. Hence, with this in mind the Department of Adult, Continuing Education and Extension, University of Delhi, came up with such a program. The main objective behind organizing an international event such as this is to acquire and share knowledge about the adult education and lifelong learning related practices that are being undertaken in these countries. The students shared their respective experiences in their respective countries regarding adult education or lifelong learning as a learning discourse. About this School: The fifteen-day workshop was held from 16rd to 30th September The aim of this workshop is to inspire researchers and students to engage in drawing parallels in Adult Lifelong Learning and Extension in Asia and Europe. The Memorandum of understanding signed between University of Delhi and JM University of Wurzburg is at the bases of organizing the winter school in Germany and Autumn School in India. The importance of Indo-German project Adult and Lifelong Education: Indian and German Insight can be outlined in two stages: One the development that has taken place in last two years due to MOU between two Universities and two the innovation and disciplinary enrichment in Adult Continuing Education and Extension that could result from the initiative. With the prime focus on deriving new equation in research and development that focus on lifelong learning and extension the Autumn School 2017 was designed as Comparative Studies in Adult and Lifelong Learning and Extension: Asian and European Perspective Objectives of Autumn School: The fifteen-day workshop was held from16 rd to 30 th September The aim of this workshop was to inspire young students, researchers and activists to engage with comparative studies in Adult Education in Asia and Europe. At the end of the school, participants were expected to: Develop clarity on concepts related to adult education framework in Asia and Europe. Develop an understanding on comparative socio-political approach of study of Adult Education Continuing Education and Lifelong learning under the umbrella of Extension Services in Higher Education. Acquire skills for planning research that help understand pathways creating or contributing to research in Lifelong learning using qualitative, quantitative and mixed-method approaches. IGP Report ( ) Page 14

18 Developing new approaches to study the technological integration in services and studies in area of interest Preparatory Committee of Autumn School 2017 Two meetings of the Preparatory Committee were held on 19 th May 2017and 6th September It was decided to invite two visiting faculty from the Department of Adult Continuing education and extension of SV University Tirupati (Prof Adi N Reddy) and one from Bharathidasan University Tiruchirappalli ( Prof K Parthsarathy, Retired) to contribute to the Autumn school 2017 for two weeks. The schedule and focus areas were also identified. The committee took stock of the number and variety of participants and resource persons. Following members participated. 1. Prof. J. P. Dubey, Principal Investigator IGP and Head 2. Prof. V. K. Dixit 3. Prof. Rajesh 4. Dr. V Mohan Kumar 5. Dr. Anju Gupta 6. Prof. Shri Prakash singh 7. Prof Neeraja Sukla 8. Prof S. Y. Shah 9. Prof. T.K.V. Subramanian 10. Dr. A Mathew 11. Dr. Atul Gautam 12. Mr. Rahul Yadav 13. Rohit Nainwal 14. Aakash Pandey Workshop Programme The workshop program involved 28 class room sessions, 2 field visit days to community and extension institutions along with integrated cultural program. The entire exercise was divided into: a) Introduction and discussions on Adult, Lifelong Learning and Extension, b) Relevant theory and Plenary Session, and c) Workshop and Group discussions on research developing research methodology. A special lecture on performing Art in Education was an experimental pedagogical approach, adopted as an experimental radical program in the workshop. Cultural Program and visit to sound and light show at Red Fort were a part of recreational sessions that lead to an introduction of India Culture and History. Academic and Field coordination was done by Mr Rahul Yadav and Dr Atul Gautam. The detailed programme as per the sessions is attached as Annexure 3. IGP Report ( ) Page 15

19 The inaugural session was attended by a pool of distinguished guest and eminent academicians including Prof. Devesh K. Sinha (Dean of Colleges, DU), Prof. Bidyut Chakrabarty (Former Dean, Faculty of Social Sciences, DU), Prof. N. K. Ambasht (Former Chairman, NIOS), Prof. K Parthasarathy (Former Head, Bhartidasan University, TN) and Prof J P Dubey (Head DACEE and Dean Faculty of Social sciences, DU). Mentored by Prof. P Adinarayana Reddy, Prof K Parthasarathy the school had a total of 24 sessions facilitated by renowned academicians such as Prof Tulsi Patel, Prof. Ujjwal Kumar and others. Field Visit and Extension Services Two day extensive field visit was an integral part of the International Autumn School The idea was to give on the field experience to the participants and introduce them to the institution working in the field of Adult Continuing Education and Extension services. Other than the community visiting to the slums of Ghaziabad developed by Contractions workers the participants were given an opportunity to understand and study the extension work done by various institutions like Indian Institute of Lifelong Education, IAEA,PRIA, Gram Niyajan Kendra, and IGNOU. Concluding session including feedback and takeaway messages Other than developing an innovative methodology of research in Lifelong Education and underling a wide range of determinant that impact the teaching learning outcome of an adult, IGP Report ( ) Page 16

20 the school consolidated with research proposals and learning outcome reports. The pointed achievements as described by participant as a feedback reflect upon the consolidate summary of the INTAS Consolidated outcome of Autumn School 2017 Working in line with the aims and objectives of International Autumn school and the broader understanding developed by virtue of the MoU signed between India and Germany, the organizers and the participants headed together and reached to a consolidated framework. The reports submitted at the end of the school as group work exercise reflect upon the following points as summarized outcome. Literacy and education are indicators of development and a human capital for better quality of life and improving the economic conditions. Research studies revealed that higher level of literacy and education acts as a catalyst for social upliftment like health, hygiene, population control, environment protection, empowerment of women, etc. IGP Report ( ) Page 17

21 Literacy and education will be much more successful in a person s life if he/she has the skill to use the same. Literacy and education are indicators of development and a human capital for better quality of life and improving the economic conditions. Research studies revealed that higher level of literacy and education acts as a catalyst for social upliftment like health, hygiene, population control, environment protection, empowerment of women, etc. Literacy and education will be much more successful in a person s life if he/she has the skill to use the same The sociological framework of Education was underlined by the fact that Development is not something which can only be restricted to GDP growth and similar statistics. Now, development is a much wider term with various different meanings and connotations. According to Prof Amartya Sen human development is about the expansion of citizen s capability. And in this light we can see that capabilities for every individual will be different vis- a- Vis others and so development for one will not necessarily imply development for others. Dept. Of Adult education decided to educate its foreign as well as Indian participants about the developmental path of India in past 70 years. This development is not restricted to one sector alone rather this stride is multidimensional in nature. Gender is about the biology on one hand and performance the other hand. From the performance of individualism, the gender can be defined. The son preference and abortion of female babies can be named as a cultural complex phenomenon. It is connected to the lack of education in lower class and poor society on the one hand. On the other hand this phenomenon is also found among educated people. Never the less they are educated and knowing that the genes of the male is providing the sex of the child, males often blame their wife s for only giving birth only to females. In north India this is seen as a sign of women with is not valuable. Women have to stay at the homes at the home of her husband. To get prestige in the home of the husband IGP Report ( ) Page 18

22 Participants the women has to give birth to a male. In India, it is not legal anymore to find out the sex of the baby during pregnancy. Key outcomes of the International Autumn School are: 1. Cooperative instruction and Sharing of curriculum 2. Indian culture 3. Motivation and Research 4. Asian and European Perspective of Adult Education 5. India Context of Adult Education 6. Transnational Workshop 7. Competencies of Adult Education 8. Exposure to field outreach Progrmmes 9. Identification of new study areas 10. Comparison of Adult Education Programmes in three countries 11. International Atmosphere of learning 12. Creative Platform for Researchers to enhance their capabilities 13. To improve English speaking 14. New Experience 15. Understanding culture and Society of foreign countries 16. Contact with International students 17. Opportunities to connect international educators 18. Comparatives research studies Making it a global initiative in the field of Adult Education and lifelong learning, young and bright mind from different universities from Europe and Asia were selected for the international Autumn School A total of 41 students and scholars from India, Bangladesh and Germany participated in 15 day Autumn School Comparative Studies in Adult and Lifelong Learning and Extension: Asian and European Perspective. Students from HSU-HH, GERMANY, JMU, WURZBURG, GERMANY, UNIVRSITY OF DHAKA, BANGLADESH and University of Delhi were regular attendees at the 15 day workshop mode school at the department of Adult continuing education and Extension, DU. The details of the participants of this workshop can be found in Annexure 4. IGP Report ( ) Page 19

23 3.4. Student program at Winter School Wurzburg Germany (February 2018) A total of 4 individual with excellence in academics and extension services were screened and were bright enough to be the concluding ones. Following is the list of budding scholars who visited winter school in Wurzburg, Germany. Prof. Prakash Narayan has been the visiting faculty for the program from University of Delhi. List of students participated under the exchange program from University of Wurzburg and University of Delhi are as follows: S. No. Name of Students Course Group Work Topic 1 Pooja Yadav 2 Kamal Singh Rathor 3 Rohit Nainwal 4 Abhishek Kumar Mishra M.A. (Lifelong Learning & Extension) M.A. (Lifelong Learning & Extension) Research Scholars (M Phil) Research Scholars (M Phil) Soft Skills for Adult Educators Adult education and life long learning and sustainable development goals Health Education for Adults Adult education and life long learning and sustainable development goals 3.5. Summary Report of Winter School (February 2018) The visiting students and scholars of the winter school in Germany (February 2018) elucidated on various dimensions of Adult education and lifelong learning through paper presentations, Group Work activities and seminar participations. The synopses of presentation by the participants from DACEE, University of Delhi listed. The students presented their papers on the specific topics in their respective groups which were discussed in detail and finally the groups decided a research question for presentation on the comparative study. The time duration for presentation was 15 minutes and each group was given separate time schedule which facilitated the students to move to other groups to witness the presentations. One selected student from each group made the presentation for the benefit of students from other groups with the result all the presentations were seen by everyone. The topics were (i) Employability and transitions of young adults (ii) Innovative teaching methods for adult and lifelong learning (iii) Time in adult learning and education (iv) Adult education and lifelong learning and the sustainable development goals (v) Students voice as teaching and learning methods assessment (vi) Health education for adults (vii) guidelines for IGP Report ( ) Page 20

24 the accreditation/recognition/validation of prior learning (viii) National/regional adult education and lifelong learning policies (ix) Adult learning and job oriented continuing education and training and (x) Soft skills for adult educators professionalization IGP sailing upstream: Outcome of the Indo German Programme The program gave an opportunity of developing an understanding of the gaps between the structural classification of illiteracy or literacy for all adults with Primary Education for all children and political perception and also reconsider the structural approach to literacy as only tool to facilitate entry into written culture that was at that time an important component of a learning society. The seminar also intends to make use of experiences of other countries using electronic age and its digital dividend for the achieving the goal of human development. We would need to encourage a comparative study of the Indian and the Chinese and the European Constitutions and the place of adult literacy in the three. We would also need to encourage the study of advances in electronic and digital technologies and their impact on the possibility of learning without literacy. The two should help us to consider whether in place of "eradication of illiteracy", out structural emphasis should have been on the subject of "development awareness" as part of the Human Resource Development portfolio, assuming that all adults were "educated" and that "literacy" would be one of the strategies to enhance such development awareness. IGP Report ( ) Page 21

25 The D U - JM WU collaboration so far has realized in the following mobilities: 2014: Research Project on Professionalization in Adult Education in Delhi of four Master students from Julius-Maximilian University of Würzburg (2 months) 2015: Six Master students from University of Delhi went to Wurzburg Winter School on Comparative Studies in Adult and Lifelong Learning 2015: Eight students from Julius-Maximilian University of Wurzburg join a ten-day Delhi Study Exchange on the topic Women and Adult Education (International Institute for Adult Education in Delhi & University of Delhi) 2015: (October) Meeting of partners of Indo-German Programme at University of Delhi (Prof Regina Egetenmeyer from University of Wurzburg, Prof S C Bhatia, Prof J P Dubey, and colleagues from University of Delhi to identify the areas of cooperation arising out of MOU. 2015: Sharing experiences from community learning center in higher education by Prof. Rajesh (University of Delhi) at Julius-Maximilian-University Wurzburg. Topic: Innovations and Opportunities to the marginalized groups in India: 2016: Eleven Master and M.Phil. Students from University of Delhi and Prof. J P Dubey (University of Delhi) joined the Wurzburg Winter School ( February 2016). Topic: Comparative Studies in Adult and Lifelong Learning Field Practices: Indian and Asiatic Perspectives. Students and faculty of JM University of Wurzburg joined the programme at University of Delhi in September Ten Master s, M.Phil. and Ph.D. students from University of Delhi and Prof. V K Dixit joined the Wurzburg Winter School. Topic: Comparative Studies in Adult and Lifelong Learning Field Practices: Indian and Asiatic Perspectives The Autumn School organized by DACEE at Delhi University extended the scope of participation where in five students from University Of Dhaka, Bangladesh joined besides participants from University of Wurzburg Germany. The academic amalgamation of these young brains was witnessed in the autumn of 2017, INTAS-1 on Comparative Studies in Adult and Lifelong Learning and Extension: Asian and European Perspective Four Master s and M.Phil students from University of Delhi and Prof. Prakash Narayan joined the Wurzburg Winter School, February Topic: Comparative Studies in Adult and Lifelong Learning Field Practices: Indian and Asiatic Perspectives. The Autumn School is planned from September 2018 at Delhi University, where in 10 students and five Faculty and Post-doctoral fellow from J M University of Wurzburg will join. Prof J. P. Dubey Principal Investigator IGP IGP Report ( ) Page 22

26 Annexure 1 IGP Report ( ) Page 23

27 IGP Report ( ) Page 24

28 Annexure 2 Prelude to Indo German Project Integrated Program for International Students at University of Delhi A total of nine international students were screened and selected from BA, MA and PhD programme from Wurzburg University Germany to attend the INTAS 1 study programme at University of Delhi. Following is the list of international students who visited DACEE integrated program by DACEE at Delhi University. S.NO. Name of Students Study Course 1 Antonia Emili Lecht 2 Lydia Michaelis-Braun Bachelor of Arts 3 Julia Wiethüchter 4 Lisa Nickel 5 Miriam Wurzer 6 Alexander Meyer Master of Arts 7 Silvana Simone Günther 8 Kathrin Kaleja, M.A. 9 Stefanie Kröner, M.A. Doctorate in adult education IGP Report ( ) Page 25

29 Community Visit of Germen and Indian students The Department of Adult, Continuing Education and Extension, Faculty of Social Sciences, North Campus University of Delhi organized a series of activities on the occasion of International Literacy Week from September 04-10, This celebration was dedicated to promote literacy, enhance awareness, improve life and work skill etc. According to Prof. J.P. Dubey, Head, Department of Adult Education, this celebration was a success and credited this to Departmental P.G, MPhil and PhD students, teaching and non-teaching staff and other collaborative NGO/Agencies. The Literacy Week started with library visit and relevant literature reading. All the participating students visited library as Indian Adult Education Association (IAEA), Delhi University Central Library, DACEE Library etc. On 5 th and 6 th September 2015, faculty members and students conducted individual extension work on their own residential places. On September 7 th 2015 the department organized poster making competition on theme of Literacy. Some 30 students participated in poster competition drawn from M.A. (1st and 3rd Sem.) M.Phil. and PhD. students. After poster making competition Department conducted a Panel Discussion on a topic of Literate Society. Special lecture was taken up by Professor S.C. Bhatia on 8 th September, Prof. Bhatia gave a comparative study of Indian and International conceptualization of MDG By virtue of his waste experience and knowledge the students had a great time, discussing the importance of Adult Education on International Literacy Day. Winter School Wurzburg Germany (2016) The first visit of German scholars and faculty was made in September 2014 in which six students and one faculty member from Germany visited University of Delhi and six students from University of Delhi participated in winter school at J.M. University Wurzburg in February Prof Rajesh visited the partner university in October In September 2015 students from JM University visited University of Delhi along with their faculty. An organized process of visit through mutually agreed selection process started in 2015 in which 11 students were selected from M.A. LL. &E. Part 1 and Part 2 programmes and they along with Prof J P Dubey, Head DACEE participated in February 2016 Winter school. This visit resulted in the development of Indo German project for four years as UGC DAAD collaboration. Following is the list of budding scholars who visited winter school in Wurzburg Germany. IGP Report ( ) Page 26

30 Winter School 2016 Total strength-11 S.No. Name of Students 1 Aasif Moiz 2 Anjali Pathak 3 Ashish Yadav 4 Himanshu Kumar 5 Shiva Srivastava 6 Shweta Tiwari 7 Krishna Kumar 8 Aakash Pandey 9 Pradeep Nirwal 10 Hemant Kumar 11 Nandini Shrivastav Course M.A. Lifelong Learning Previous Year M.A. Lifelong Learning Final Year Topic Competence in informal, non-formal and vocational education Competence in informal, non-formal and vocational education Professionalization Strategies in Adult Education Learning Cities, Learning Regions and Learning Communities Resources For Lifelong Learning- Understanding Time In Adult Learning Competences in Formal, Non-Formal and Vocational Education Competences In Formal, Non-Formal And Vocational Education Resources for Lifelong Learning Understanding Time in Adult Learning Unesco s policy in adult Education and national Implementation Resources For Lifelong Learning Understanding Time In Adult Learning IGP Report ( ) Page 27

31 Annexure 2 Detailed International Autumn School 2017 (INTAS-1) programme as per the sessions. Day 1 ( ) Saturday 2:30 PM Inauguration Vandana, Lighting of Lamp 3:00 PM-4:30 PM Background of the school and Welcome address Prof. JP Dubey, Head DACEE, Dean Faculty of Social sciences, DU 4:30PM -5:30 Address by Chief Guest Devesh K Sinha Dean of Colleges, DU Address by Guest of Honor (Video Address) Address by Distinguished Guest Dr. Sambit Patra, Spokes Person BJP Prof. Bidyut Chakrabarty, Former Dean, Faculty of Social Sciences, DU Address by Special Guest Address by Special Guest Vote of Thanks Prof. N K Ambasht, Former Chairman, NIOS Prof. K Parthasarathy, Former Head, Bhartidasan University, TN Prof Rajesh, Former Head, DACEE, DU Session 1 9:30am am Session 2 Session 3 11:15am- 1:00pm Group A 2:00pm -3:30 pm Day 2 ( ) Monday Indian Culture and Education System (Plenary 1) Tea Break (11:00 am-11:15am) Development in India: A multidimensional Perspective (Plenary 2) Lunch Break (1:00pm-2:00pm) Workshop for Plenary 1 TK V Subramanian (Room No. 2) Prof Ujjwal Kumar Singh (Room No. 5) Prof K Parthasarathy Prof Rajesh, (Room No. 2) Group B Workshop for Plenary 1 Prof. P Adinarayana IGP Report ( ) Page 28

32 2:00pm -3:30 pm Reddy, Prof V K Dixit (Room No. 5) Tea Break (3:30pm-3:45pm) Session 4 Group A 3:45 pm-5:00pm Workshop for Plenary 2 Prof. P Adinarayana Reddy, Prof V K Dixit, Dr Atul Gautam (Room No. 2) Group B 3:45 pm-5:00pm Workshop for Plenary 2 Prof K Parthasarathy Prof Rajesh, Dr Vandana (Room No. 2) Session 5 9:30am am Session 6 11:15am- 1:00pm Day 3 ( ) Tuesday Adult Education in India (Plenary 1) Tea Break (11:00 am-11:15am) Constitution of groups, selection of topics by the groups, and report writing Lunch Break (1:00pm-2:00pm) Session 7 2:00pm-3:30pm Development in India: A multidimensional Perspective (Plenary 2) Session 8 Group A 3:45pm-5:00pm Group B 3:45pm-5:00pm Tea Break (3:30pm-3:45pm) Workshop on Comparative Studies (Plenary 2) Group 1-5 Workshop on Comparative Studies (Plenary 2) Group 6-10 Dr. Mohan Kumar (Room No. 2) Prof K Parthasarathy Prof. P Adinarayana Reddy Prof Rajesh and Prof V K Dixit (Room No. 2) Prof N K Ambasht (Room No. 2) Prof. P. Adinarayana Reddy, Prof V. K. Dixit, Dr Atul Gautam (Room No. 6) Prof K. Parthasarathy Prof. Rajesh, Dr. Vandana (Room No. 8) IGP Report ( ) Page 29

33 Session 9 9:30am am Session 10 11:15am- 1:00pm Day 4 ( ) Wednesday Culture, Gender and Technology Tea Break (11:00 am-11:15am) Decolonising Knowledge: Biomedical Beliefs and Indigenous Medical Practice (Plenary 1) Lunch Break (1:00pm-2:00pm) Session 11 2:00pm-3:30pm Development and Governance: A Conceptual Riddle (Plenary 2) Session 12 Group A 3:45 pm-5:00pm Group B 3:45 pm-5:00pm Tea Break (3:30pm-3:45pm) Workshop on Comparative Studies Group 1-5 (Plenary 1) Workshop for (Plenary 2) Group 6-10 Prof Tulsi Patel (Room No. 2) Prof. Ronnie Moore (Room No. 2) Prof Bidyut Chakrabarty (Room No. 2) Prof. P Adinarayana Reddy, Prof V K Dixit, Dr Atul Gautam(Room No. 6) Prof K Parthasarathy Prof Rajesh, Dr Vandana(Room No. 8) Session 13 9:00am am Session 14 10:15am- 11:15am Day 5 ( ) Thursday Operationalization of Adult Education In India (Plenary 1) Tea Break (10:00 am-10:15am) Changing Focus of Adult Education Program In India (Plenary 2) Dr. R K Sura (Room No. 2) Prof Mathew (Room No. 5) 11:15am- 12:15am Folk Medicine and Public Health (Plenary 2) Lunch Break (12:15am-1:15pm) Prof. Ronnie Moore (Room No.2) Session 15 1:15pm-2:15pm Research Methodology Prof P C Jha 2:15pm-3:30pm Intercultural competence in the Mr. Robert Mitchell IGP Report ( ) Page 30

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