UGC-NET (NTA) Adult Education OCTOBER-2022

Basic education is a new approach to life and learning. People have got into the habit of thinking of Basic education as if it were one method or system of education among others, like the Montessori Method or the 'Project Method'. But it is not a matter of method or technique. Basic education stands for a new outlook, a new approach.
The fountain-head of all the world's conflicts is that knowledge has been separated from work. They have been separated in thought by a faulty psychology; they have been separated in life by a faulty sociology, they have been assigned different market values by a faulty economics.
" Education should also be closely linked with the natural environment in order to generate an atmosphere of joy in living: "True education, then, is bound up with Nature. The test of true education is the inculcation of self confidence in learner". It is entirely wrong to impart Basic education only in the village.
The system of Nai Talim, should be introduced in the whole country and for all children : "It will not do to have one kind of education for the villages and another kind for the towns. It will not do to have one kind of education for the first four years of school life, and afterwards some other kind that is quite unrelated to it.
It will not do to regard this as an experiment to be tried out on refugees while the rest of the country has something else. We have a right to use the word 'basic' only if we are agreed that the whole education of the country should be built up on the foundation of "Nai Talim".
As per the text true education is bound up with:

When a university or a college goes to the community it takes with it a group of people and a set of services for a certain period of time. It goes to the community to broaden the socio-cultural perspectives of students and teachers through an exposure to conditions of living and areas of knowledge which may not otherwise be available to them within their experimental range; and to bring about specific changes in the area through provision of service and imparting of information, skills and change in attitudes of the target population in the community.
Youths are beginning to learn the dialect of the people whom they meet during these efforts, they are becoming aware of the divergent ways of living, food habits, dress habits, etc. A number of people look up to them not merely for their and their children's education, but also for the various problems encountered m their daily life.
The students participating in some of the community services have acquired a kind of maturity which seems to come from a direct exposure to poverty, malnutrition, etc. Such societal sensitivity is becoming a marked characteristic of these students.
In some cases, they have not only understood the problems and hardships bemg faced by the people they have also tend to solve some of these through legitimate channels of action. A general impression that one gathers from the community is that most such attempts are neither area-specific and nor sustained over a reasonably long stretch of tune.
Institutions have not "adopted specific areas for their integrated development over a five to ten-years period. Whatever activities are initiated in a given area have not always been followed up.
Meaningful linkage are often found missing in these efforts with the result that these are neigher highly motivating for the community nor touching upon the pressing needs of the weaker sections of society.
The author of text notes that the interactions made by the programme in reference is: