UGC-NET (NTA) Adult Education, NOVEMBER-2021

The more rapidly knowledge changes the more the recipients have to learn and the more society emphasizes this need to learn. The learning society, as a concept, is therefore the inevitable outcome of societies focusing on both information and knowledge.
The learning society, however is both a confused and a confusing idea that requires some explication, but in this instance the learning society is associated with social change. The more prevalent or profound the changes that occur in a society, the greater the likelihood that it will be regarded as a learning society because its members have to learn in order to keep abreast with structural and workbased changes.
There is a clear sense that there are two different types of knowledge: that necessary for social and cultural life, which once we have learned we can take for granted; and that which is work-based in order to increase consumption or that which is necessary for the military defence of the people.
Knowledge necessary for social and cultural life often changes very slowly, a feature that is essential for social stability, whereas the demands of capitalism require new knowledge so that the latter changes very rapidly, thereby demanding a greater emphasis on learning.
There must be both learning and non-learning in social living. To some extent, traditional society is premised on nonlearning because we expect things to remain the same, whereas modern societies change rapidly and so learning societies have emerged.
As per the text addition of new knowledge has warranted:

(a) That which were structuring long back
(b) That which enlightens the people
(c) That which is work based
(d) That which necessitates continuation of life
Choose the most appropriate answer from the options given below:

After the national Adult Education programme and the Rural functional literacy programme, the India 'Adult Education' programme tended to degenerate into a 'mere literacy' programme. It entered the phase of hastily-planned and poorlyexecuted phase of National Literacy Mission and Total literacy Campaigns based on inappropriate high literacy districts model and unsuccessfully imposed on the low literacy districts in India.
A post-independence view of the progress of literacy programmes in India appears to indicate that it has gone through several planning "hesitations, rethinks, shift in emphasis, and general management and technocratic failure".
The country mounted several literacy and adult education programmes with varying emphasis in terms of goals and populations; it also created in the process a set of technical resource support institutions that received varying levels of trust and confidence of the authorities at different points of time. The universities and colleges took to literacy and adult education largely because "Education of the people" offered them an opportunity for one kind of "Extension" activity.
These institutions expressed sharp disagreement with the programme thrust of the National Literacy Mission by advocating an Area Development Approach to concurrently establish both Adult Education centres and each one, Teach one programme.
Apart from literacy and adult education, these institutions propagated a more development-oriented framework by introducing population education, leş al literacy, parental education for better management of elementary education, continuing educaion for senior citizens, environmental education anc. science for the people programmes.
'Mere literacy' in the text as referred the authors means: