Page |i ISSN: 2349-0926 Indian Journal of Lifelong Learning & Educational Guidance Association for Social Health & Action (ASHA) (Kedar Nath Choudhary Memorial Journal) Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | ii ISBN: 2349-0926 (Refereed Journal) COPYRIGHT: Indian Journal of Lifelong Learning & Educational Guidance, all rights reserved. No Portion of the content may be reproduced in any form without the written permission of the Chief Editor. POSTAGE: Subscription in India, please add postage Rs. 150/- at the rate of Rs. 75/per issue. The rate covers ordinary post, local couriers, or hand deliveries. Delivery by registered mail or by out-station courier will be charged on actual. Subscribers in out-of-country postage charges will be the Indian postage services. CHANGE OF ADDRESS: One-month advance notice must be given while notifying change of address. Please send directly to the Editor the old address label to ensure proper identification. CLAIM: Claims for undelivered copies may be made no later than 3 months in the following month of publication. The publisher will supply missing copies when losses have been sustained in transit and when reserve stocks permit. BOOKS FOR REVIEW: Books for review sent to the Editor, Indian Journal of Lifelong Learning & Educational Guidance is printed and published by Global Books Organization, New Delhi-110059 on behalf of Dr. Rajesh. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | iii EDITORIAL BOARD CHIEF EDITOR Prof. Rajesh, Senior Professor, Department of Continuing Education and Extension, University of Delhi.  GUEST EDITORS Prof. Hemant Khandai, Dean and Head, Barkatullah Vishwavidyalaya Bhopal, MP.  International Reviewer Professor Soren E. August, Danish Institute of Education, Denmark Professor Regina, University of Wurzburg, Germany   JOINT EDITORS  Prof. V.K.Dixit, Senior Professor, Department of Continuing Education and Extension, University of Delhi.  Prof. Prakash Narayan, Head – Department of Continuing Education and Extension, University of Delhi. ASSOCIATE EDITORS  Dr. Geeta Mishra, Associate Professor, Department of Continuing Education and Extension, University of Delhi.  Dr. Kumar Ashutosh, Associate Professor, Department of Continuing Education and Extension  Dr. Rupesh Kumar Gupta, Associate Professor, Department of Continuing Education and Extension, University of Delhi. RESEARCH EDITOR  Dr. Jitendra Mishra, Joint Director DSACS, Delhi Government. RESEARCH EDITORIAL SUPPORT  Mr. Nitish Anand, Ph.D Scholar.  Mr. Vivek Kumar Chahar, Ph.D Scholar.  Ms. Poonam Rajput, Ph.D Scholar.  Mr. Lein Dongual, Ph.D Scholar. Research Data Collection Team  Ms. Neha Kumari  Ms. Akansha Pani  Ms. Mehakpreet Kaur Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | iv Editorial Dear Readers, It is with great pleasure that we announce the publication of the fifth volume of the Indian Journal of Lifelong Learning and Educational Guidance. This bi-annual journal is printed by the Association of Social Health and Action in memory of Kedarnath Chaudhary, a revered teacher, former social reformer, and champion of rural development. The Journal is a multidisciplinary, refereed, peer-reviewed journal that aims to promote multidisciplinary understanding under the National Education Policy 2020. In this issue, you will find a diverse range of articles and research papers that highlight the latest advancements and insights in the field, the themes included in this volume of the journal are as follows:  Alternative Learning Systems and Adult Education  Policy and Rights in Education  Environmental Education and Sustainability  Lifelong Learning Opportunities and Vulnerable Populations  Curricular and Co-Curricular Activities in Education The Journal aimed to provide opportunities for professionals, researchers, and students to scope for interdisciplinary study, covering areas of Commerce, Science, Social Sciences, and Humanities. We are pleased to inform you that the journal will be available both offline and online, ensuring easy access to our readers. We encourage you to explore the content of this issue and share your thoughts and feedback with us. Thank you for your continued support and interest in the Indian Journal of Lifelong Learning and Educational Guidance. Warm regards, Rajesh Chief Editor Indian Journal of Lifelong Learning and Educational Guidance Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |v Contents S.No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Title/Author The Surprising Domains of Rural Literacy in India. - Siddhant Singh, Rajesh, Usha Sharma Alternative Learning System (Als) Literacy Programs: What Goals Do Filipino Adult Learners Bring? - Marie Grace c. Reoperez University of Delhi: Transgender Students (Protection of Rights) Policy 2021. - Prof. Rajesh & Vishal Kumar Gupta A study on ‘Awareness level and perception of consumers on E-Waste management’. - Nidhi Sharma, Prof. Rajesh Empowering the Future: Transforming Girl Child Education in Uttar Pradesh - A Critical Examination of the Education System - Rajeev Ranjan Co-Curricular activities through Extension: Impact Study in North Bengal University and affiliated Colleges. - Dr. Sidhartha Sankar Laha Access to clean fuel for cooking in Rural India: A study on energy poverty and Policy interventions. - Vivek Kumar Chahar Subjective Well-being and Training: A Case Study of “Alpviram”. - Nitish Anand Exploring Lifelong Learning Opportunities Under New Education Policy 2020 for Vulnerable Population; An Empirical Study of Delhi/NCR. - Prof. Rajesh, Dr. Jitendra Mishra, Poonam Rajput Lifelong Learning at SNDTWU for Undergraduate Level as a Discipline. - Dr. Prabhakar Chavan The Role of Adult Educators in Fostering Transformative and Critical Learning. - Parinita Batra Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page No. 1 7 31 43 62 77 88 107 115 133 140 Page |1 THE SURPRISING DOMAINS OF RURAL LITERACY IN INDIA Siddhant Singh*, Rajesh**, Usha Sharma*** *Research Scholar, University of Delhi **Senior Professor, Department of Adult, Continuing Education and Extension, University of Delhi ***Professor & In-charge, Cell for National Centre for Literacy, NCERT Introduction In the tapestry of Indian society, rural communities often find themselves at the periphery of discussions on literacy. However, a closer inspection reveals an unexpected reality – rural people, despite conventional measures of literacy, excel in various domains that extend far beyond the scope of traditional education. The researchers review existing literature to understand what is already known about rural and urban literacy. This involves exploring academic journals, books, articles, and other reputable news sources. This article summarizes the richness of rural literacy, emphasizing an invitation to shift the narrative from viewing rural areas as recipients of knowledge to recognizing them as repositories of invaluable wisdom. Environmental Literacy: A Symbiotic Relationship with Nature Rural landscapes are not just geographic spaces; they are living ecosystems where the relationship between communities and the environment is intrinsic to survival. Environmental literacy in rural areas is a dynamic understanding of sustainable agricultural practices, water conservation, and the intricate balance required for coexistence with nature. Rural communities exhibit a profound knowledge of local ecosystems, weather patterns, and traditional farming techniques. The direct reliance on the environment for livelihood in rural areas necessitates an acute understanding of ecological systems, leading to heightened environmental literacy (Gupta et al., 2020). This hands-on experience contributes to a nuanced environmental literacy that often surpasses what is taught in urban classrooms. The deep connection to the land encourages responsible resource management, sustainable farming practices, and a heightened awareness of environmental changes. Cultural Literacy: Custodians of Tradition and Heritage Cultural literacy in rural India is not confined to textbooks; it is a lived experience, deeply ingrained in daily life. Rural communities serve as custodians of diverse traditions, festivals, and languages, fostering a cultural literacy that goes beyond formal education. The rural lifestyle requires practical skills and hands-on knowledge. Whether it's farming techniques, handicrafts, or resource management, rural individuals often possess a wealth of practical knowledge (Reddy & Reddy, 2016). The preservation of local dialects, traditional art forms, and indigenous knowledge systems thrives in rural settings. This cultural literacy extends to active participation in rituals, celebrations, and the transmission of folklore through oral traditions. In this way, rural areas Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |2 become repositories of cultural heritage, challenging the notion that urban environments are the sole bastions of cultural knowledge. Social Literacy: Strong Community Bonds and Shared Values Rural communities epitomize the strength of social bonds and shared values. The close-knit nature of rural living fosters a sense of community responsibility, empathy, and mutual support, forming the bedrock of social literacy. In rural areas, education often extends beyond formal institutions. Community-based learning, where knowledge is shared collectively, enhances literacy in various domains (Kumar, 2017). In rural areas, individuals wear multiple hats – as farmers, neighbors, and contributors to community welfare. This multifaceted engagement nurtures a profound understanding of social dynamics and human relationships. Face-to-face interactions, community events, and a sense of belonging are integral components of social literacy in rural settings, challenging the assumption that urban areas inherently foster superior social connections. The below table depicts huge differences in social traits between urban and rural areas of India. Source: Duttagupta et al. (2020), Achieving Sustainable Development Goal for Clean Water in India: Influence of Natural and Anthropogenic Factors on Groundwater Microbial Pollution. Health Literacy: Traditional Wisdom and Holistic Well-being Rural communities often possess a form of health literacy rooted in traditional wisdom and holistic well-being. While access to formal healthcare may be limited, rural inhabitants have developed an intimate understanding of local herbs, traditional remedies, and lifestyle practices that promote health. The reliance on locally available resources and communal health practices contributes to a distinctive form of health literacy. Rural individuals often exhibit resilience in the face of health challenges, drawing upon generations of knowledge to address ailments and maintain overall wellbeing. This holistic approach challenges the urban-centric view of health literacy as solely dependent on formal medical knowledge. Household Literacy: Practical Wisdom in Everyday Living Household literacy in rural areas extends beyond conventional measures, emphasizing practical wisdom in everyday living. Rural households often excel in skills that are essential for survival and Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |3 sustenance, showcasing a different facet of literacy that goes unnoticed in traditional assessments. From water conservation techniques to efficient agricultural practices, rural households demonstrate a wealth of practical knowledge. The ability to adapt to changing circumstances and make the most of limited resources is a testament to a unique form of household literacy that prioritizes resilience and resourcefulness. Family Planning: A Closer Look at Rural Demographics Understanding family planning dynamics is a critical aspect of rural literacy that often goes unnoticed. Rural communities demonstrate a nuanced understanding of family planning, reproductive health, and the impact of population growth on their communities. Through community-led initiatives and awareness programs, rural populations actively participate in conversations about population literacy. This challenges the misconception that population literacy is an urban phenomenon and highlights the role of rural communities in sustainable demographic practices. Table 3 compares the decadal growth rates of the population over two decades: 1991-2001 and 20012011, respectively, for all India, rural and urban. This table depicts that rural India has experienced lower growth rates of population compared to urban India over the past two decades. Table 4 shows a declining trend in the rural Indian population over the decades. Table 3: Growth rates of population in India Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |4 Table 4: Population Trends in India Source: Keshav, A & Komaraiah, J.B. (2015), Population trends of Urban India Summary: Rural India, which is often portrayed through the lens of limited access to formal education and technology, emerges as a reservoir of wisdom and proficiency in multiple domains. In the conventional narrative of literacy, urban centers often take center stage, boasting formal education, technological advancements, and access to a plethora of resources. However, a closer examination reveals an intriguing reality – rural communities in India, often overshadowed by urban counterparts in traditional literacy metrics, showcase remarkable proficiency in a myriad of domains. The diverse strengths exhibited by rural populations contribute significantly to the collective literacy of the nation, enriching the fabric of Indian society in ways that extend far beyond traditional metrics. Recognizing and celebrating the multifaceted literacy of rural communities is crucial for fostering holistic development across the nation. It is an invitation to shift the narrative from viewing rural areas as recipients of knowledge to recognizing them as contributors to the nation's collective wisdom. The diverse strengths exhibited by rural populations contribute significantly to the resilience, sustainability, and cultural richness of the nation. As India marches forward in the 21st century, acknowledging and harnessing the multifaceted literacy of rural communities is not just a matter of inclusivity; it is a recognition of the diverse strengths that contribute to the nation's resilience, sustainability, and cultural richness. In doing so, we embrace a holistic understanding of literacy that celebrates the unique proficiencies of both urban and rural populations, fostering a more nuanced and equitable vision of progress. References: Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |5  Duttagupta, et al. (2020). Achieving Sustainable Development Goal for Clean Water in India: Influence of Natural and Anthropogenic Factors on Groundwater Microbial Pollution. Environmental Management, 66(5).  Gupta, A., Sharma, R., Reddy, S., & Patel, M. (2020). Environmental literacy in rural India. Journal of Sustainable Development, 13(5), 156-167.  Johnson, P. (2018). Sustainable agriculture practices in rural India. Agricultural Sciences, 9(6), 669-679.  Keshav, A., & Komaraiah, J.B. (2015). Population trends of Urban India.  Kumar, V. (2017). Community-based learning in rural education. International Journal of Educational Development, 52, 13-21.  Mishra, S. K. (2019). Challenges and opportunities in rural education in India. Journal of Rural Studies, 65, 107-115.  Reddy, A., & Reddy, N. (2016). Practical knowledge in rural livelihoods. Journal of Development Studies, 52(7), 1034-1048.  Registrar General and Census Commissioner in India. (2011). Report of Growth Rates in India.  Sharma, A. (2018). Cultural literacy preservation in rural India. International Journal of Cultural Studies, 21(4), 381-396. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |6 ALTERNATIVE LEARNING SYSTEM (ALS) LITERACY PROGRAMS: WHAT GOALS DO FILIPINO ADULT LEARNERS BRING? Marie Grace C. Reoperez* *Faculty, University of the Philippines, Daliman. Abstract It is often perceived that low-literate adults take a second chance at literacy learning mainly to improve their economic conditions. However, since adults are self-directed learners with a wide range of roles (Belzer & Kim, 2018), this paper posits that they also bring with them varied objectives to achieve when joining literacy education programs such as the Philippine government’s Alternative Learning System (ALS). Subscribing to the view of literacy as a tool of empowerment and transformation, this study describes the goals that Filipino adult learners intend to realize through ALS participation. It is hypothesized that as literacy skills increase, people gain more confidence and become more motivated to modify and form other life goals. A qualitative descriptive method using semi-structured interviews was employed to gather data from six informants who were all ALS completers. While results showed that economic benefits are one of the foremost concerns of the informants in joining the ALS program, they also aimed to fulfill personal and social goals that will have a lifelong effect on their lives. This implies that literacy programs catering to low-literate and financially challenged adults should: a) Be cognizant of their contexts and literacy characteristics. b) Acknowledge and consider their non-economic objectives; and c) Promote commitment to lifelong learning. Keywords: adult literacy education, alternative learning system, adult learners, adult education, self-directed learning Introduction: In the Philippines, participants in adult education programs are mostly low-literate adults who either have limited formal education or have not acquired any. Unlike their counterparts in firstworld countries who turn to adult education either for self-actualization or simply to fill in the gaps in their educational attainment (Fernandez, Peyton, & Schaetzel, 2017; Purcell-Gates, Degener, Jacobson, & Soler, 2002), these learners attend adult education mainly to acquire basic literacy skills. Nzeneri (2010) pointed out that this phenomenon is common among developing countries where poverty-stricken citizens bypass formal schooling. For this reason, adult education in the country highlights literacy education. When the Office of Adult Education was created in 1936, foremost among its objectives was the elimination of illiteracy (Sec. 3, Commonwealth Act # 80). As the latter is synonymous with poverty, literacy learning is seen as the catalyst in alleviating poverty and in effecting positive changes in many Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |7 aspects of one’s life, specifically one’s livelihood (Rogers & Street, 2012; UNESCO, 2015; Belzer & Kim, 2018; Likando, Matengu, & Shihaku, 2016). Suffice it to say that UNESCO (2015) has low literates and less-privileged adults in mind when it emphasizes the hundredfold benefits of adult education that support literacy learning. Hence, it is not surprising if the instructional focus of adult literacy education providers in developing countries like the Philippines is the enhancement of work literacy skills. From 1936 to the present, several laws were passed including Republic Act 9155 (2001) which institutionalized adult education and saw the establishment of the Alternative Learning System (ALS), the government’s main provider of literacy education to out-of-school youths (OSYs), out-of-school children (OSCs), and out-of-school adults (OSAs). Yet, non-formal education’s (NFE) emphasis on vocational training remains the same. It seems that NFE in the country exists primarily for manpower development probably because investing in manpower upgrade is seen as the key to industrialization. Although we recognize economic growth as an important outcome of adult literacy education, behavioral and attitudinal changes should not be left out as they are also equally important. Some adult literacy experts (Ferguson & Merga, 2021; Allat & Tett, 2019; Belzer & Kim, 2018; McLean & Lyle, 2013) point out that narrowing down the aims of adult basic education for employability purposes may become problematic in the end. It may lose out or minimize the more important benefits of literacy learning which is greater social capital. This paper posits that adults’ functions and roles are not limited to being breadwinners and providers of their families. They have other roles which also have consequences for their behavior and aspirations (Post, 2016). By knowing and examining the other objectives that adults bring when they participate in literacy education programs, we may be able to understand how we can best help them become more participative, more involved, and engaged citizens. Adult Education in the Philippines Any Filipino adult who wants to acquire formal literacy or have a second chance at formal schooling may opt to attend a regular school or join non-formal education programs provided by local government units (LGUs), non-government organizations (NGOs), or the government through the Alternative Learning System (ALS). Most adults choose ALS for its relatively shorter programs, proximity of learning sites to their homes or workplaces, and supposedly flexible study schedule. Additionally, the heterogeneous age grouping is less intimidating compared to the homogeneous age grouping in formal schools. The formation of ALS traced its roots in the Education For All Plan of Action 1991- 1998 (Soliven, 2008). Section 4 of RA 9155 defines alternative learning system as ‘a parallel learning system to provide a viable alternative to the existing formal education instruction which encompasses both the nonformal and informal sources of knowledge and skills.’ In 2019, seven years after the implementation of the K to 12 curricula in the Philippines, a new ALS curriculum was developed and subsequently implemented in the same year. According to Department of Education (DepEd), the revised curriculum aims to equip learners with Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |8 competencies that may be used in everyday lives and provide them with opportunities to acquire vocational and technical skills to enhance their work readiness and employability (# 2b DepED Order No. 003s. 2019). Despite the revisions, it is noticeable that the major emphasis is still on the enhancement of employability skills. The two programs being offered are the ALS K to 12 Basic Education Curriculum (BEC) and the Continuing Education- Accreditation and Equivalency (CEP-A & E). The BEC is for those who failed to avail formal education at all. In this program, learners go through corresponding grade levels as in the formal school system. The elementary level is divided into three key stages: Basic literacy (Kinder-Grade 1) 9-10 months • Lower elementary (Grades 2-3) 4-5 months • Advanced elementary (Grades 4-6 8-10 months • After elementary, learners can proceed to high school which consists of junior and senior high school and which could be taken for two years each. Meanwhile, those seeking a second chance to finish either elementary or high school may take the CEP-A & E and go through a nine-month training. Afterwards, they may take the national examinations as a final requirement. There are six learning strands in this program: a) communication skills in Filipino and English; b) scientific and critical thinking skills; c) mathematical and problem- solving skills; d) life and career skills; e) understanding self and society; and f) digital citizenship. Both programs are usually conducted on a regular schedule in local government unit (LGU) halls or in government school buildings. Non-government organization (NGO) providers hold their sessions in their chosen sites. The CEP-A & E also uses the modular approach. That is by providing the students learning modules that they can study at their own pace and time. The policy guidelines state that the medium of instruction is the mother tongue in the basic levels while English and Filipino will be used for elementary and high school. Now, it is important to understand that Filipinos are either bilinguals or multilinguals. Likewise, many low- literate adults have limited linguistic competence in Filipino and English, the dominant literacies in urban areas. Although ALS teachers have the option to use the students’ mother tongue or Filipino as an auxiliary language of instruction, those teaching in cities like Manila are only familiar with Filipino and English. In the CEP-A and E, all subjects except for communication skills (Filipino) use English as the medium of instruction while Filipino may be used in learning math, digital citizenship, and science. Adult Learners and Their Goals In the late 1960’s, Knowles introduced andragogy to differentiate the nature of adult learning from child learning. Through the lens of andragogy, adult learners are described as: a) self-directed; b) highly motivated; c) task and problem-oriented; d) with vast life experiences; and e) having multilevel responsibilities (Knowles, 1984; Mezirow, 2000; Merriam, 2001; Knowles et al., 2011;Cox, 2015). Self- directed Due to their age and life experiences, adult learners are expected to be mature learners who have a clear concept of what they need to know. Being self-directed means that they are independent Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Page |9 learners who are capable of planning, carrying out, and evaluating their learning experiences (Cox, 2015; Merriam, 2001; Knowles, 1984). With adult learners, the role of teachers resembles that of a coach rather than being an authority who decides what, why, and how the students will learn (Cox, 2015; Rachal, 2002) which is the usual stance of the pedagogical approach that is used in teaching children. While school-age children’s primary aim is to advance to the next level, adults bring with them varied and individual self-determined goals as a result of their being self-directed learners (Rachal, 2002). Highly Motivated As adults experience changing and new literacy demands(Squires, 2018; Belzer & Kim 2018; Roger & Street, 2012; NALA, 2009; Merriam, 2001), they may find their skills and educational attainment insufficient to meet those demands (Fernandez, Peyton, & Schaetzel, 2017; Purcell-Gates, Degener, Jacobson, & Soler, 2002). Hence, they decide to go back to literacy learning to acquire the corresponding skills needed to fill the literacy gaps. Because they determine what they want to learn, their participation in literacy programs is mostly voluntary. Consequently, when they find learning irrelevant, they can choose to leave the program any time. Both external and internal motivators drive adults’ interest and passion to learn and to realize the objectives that they set (Conaway & Zorn-Arnold, 2015; Compton, Cox, &Laanan, 2006). External motivators such as getting a better paying job can fuel participation in the learning process (Cox, 2015). But it’s the ‘internal payoff’ that makesadult learners stay and be consistently motivatedall throughout the program (Knowles et al., 2011).These ‘internal payoffs’ are enabled by the values that adults possess and the specific needs that they want to fulfill. Task and Problem-oriented As mentioned earlier, when adults feel the need to address some current literacy problems, they are compelled to join adult learning programs. In doing so, they are expecting that what they will learn will help them address the problems that they seek to solve(Fowle, 2018; Brookfield, 2005). Thus, it is very important that the learning activities are relevant and have applicability in their present and future concerns (Cox, 2015) Vast Life Experiences Adult learners are not tabulaerasae (Compton et al., 2006; Squires, 2018)) as they are commonly pictured to be. They may have missed formal education or phases of it but it doesn’t mean that they don’t possess any knowledge or literacy skills. Going by literacy as a social practice, Rogers and Street (2012; Street, 2001, 1995, 1984) argue that people engage in literacy activities everyday of their lives. They (2012, p.18) point out that even uneducated adults. already could learn and were learning, sometimes non-formally, and more frequently through informal learning. Their interactions with family members, co-workers, and other community members allow them to acquire knowledge associated with their literacy practices. Yet, adults’ work and life experiences can have polarizing effects on their learning as it can either enable it or hinder it (Cox, 2015; Merriam, Mott, & Lee, 1996). Consequently, they affect their learning goals. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 10 Multilevel Responsibilities It is rare to find adult learners without multi-level responsibilities (Belzer & Kim, 2018; Cilasun et al., 2018). Just like their work and life experiences, these responsibilities may have either positive or negative influence on their learning. Even if they are more likely to possess high intrinsic motivation and learn for the sake of learning (Conaway & Zorn- Arnold, 2015; Compton, Cox, & Laanan, 2006), the need to attend to their other roles affect their motivations, study time, and goals for learning. For example, poverty- stricken adults may prioritize earning for their families rather than continue their education. Yet, these multiple roles are also indicative of the possibilities of bringing multiple other goals when participating in adult literacy education programs. One may start aiming to acquire literacy skills needed to become economically sufficient but exposure to literacy education may later stimulate other aspirations. In summary, knowing the literacy characteristics of adult learners is of paramount importance in understanding what they are bringing in the learning process. Being self- directed, highly motivated, and task and problem-oriented implies that they are ready to learn, know what they need to learn, and how they will learn (Cox, 2015). Adult Literacy Education During the Education 2030 Incheon Declaration and Framework for Action, UNESCO (2015) underscored the multiple benefits of literacy education to both the individuals and society. It stated that ‘literacy interventions can contribute to empowering women and other disadvantaged people and groups to participate in social, economic, political, and cultural activities (2019, p. 1).’ This implies that literacy education may positively impact not only people’s livelihood skills but may also determine how well they can participate in other aspects of their lives. Increasing literacy levels can result in significant gains and developments in all aspects of life, be it wealth, health, or happiness (Belzer & Kim, 2018; Vera, Rodriguez, & Costa, 2017). UNESCO’s position finds support in Rogers and Street (2012) who argue that low literate adults would benefit from learning literacy instead of formal knowledge. Knowing how to make reading and writing relevant to people’s daily lives,s will allow them to engage in economic and social activities as they see fit (Torres, 2013; Weitzel, 2018). In addition to the development of relevant literacy skills, research has shown that well-designed adult literacy programs can serve as catalyst for positive changes in the learners’ lives, choices, and prospects that can lead to civic engagement, interpersonal trust, engaged citizenship, and even political efficacy (Squires, 2019; Ducksworth & Smith, 2018; Kobani &Daerogo, 2018; Sharp, 2018; Page & Margolis, 2017). Empowerment through Literacy Much has been said about the empowering effect of literacy on both individual and to society. It is considered the key to the development of various aspects of people’s lives and as a primary contributor to social and individual transformation (Post, 2016; Hanemann, 2015). Furlong and Anderson (2017) emphasize that literacy is a life- wide process that enables growth in different situations and appropriate ways which should result in control over the direction and content of one’s own life (Weitzel, 2018). In the Philippines, this empowering effect is associated with literacies that can be acquired through formal schooling. Lack of or limited formal literacies is often considered as limiting factors to attaining economic, personal, and social development (Allatt, 2017; Newell-Jones, 2017; Trudell & Cheffy, 2017; Post, 2016). Studies show that literacy education can promote lifelong learning and its effects can be life- Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 11 changing and enriching when adult learners’ contexts and needs are considered (Ferguson & Merga, 2021; Truddel & Cheffy, 2017). For instance, Truddel & Cheffy (2017) point out in their study that knowing why African adults would want to learn to read in their own language was crucial in sustaining literacy practices and ensuring post program learning. The study of Ferguson and Merga (2021) concluded that when programs addressed diverse literacy skill gaps and needs, adult learners did not only gain confidence but also exhibited lifelong learning orientation and commitment to improve their literacy skills in their post program participation. Literacy and Transformational Learning Literacy is not just a tool for empowerment.It is also instrumental in transforming lives (Brown, 2020; Rathcliffe & Boughton, 2019; Rogers & Street, 2012; Milana, 2012; Merriam, 2001; Mezirow, 2000). One of literacy learning’s goals is the learners’ engagement in critical reflection. It’s a process that allows them to understand what they need to learn and how they will effectively use them to effect changes in theirs and maybe others’ lives. Adult literacy experts warned that the transformational value of literacy should not be limited to vocational and technical skills outcomes (Allat & Tett, 2019; Merga, 2019; McLean & Lyle, 2013). The changes must also be manifested through non-economic outcomes. These may include changes in attitude and behavior, productivity, gains in self-confidence, commitment to lifelong learning, relationship with self and others, and greater social capital (Ferguson & Merga, 2021; Post 2016). Statement of the Problem Subscribing to these views of adult literacy education, this paper examined the goals and experiences of six former ALS students. It specifically sought to answer this question: What goals do Filipino adult learners bring in the ALS literacy programs and how do they describe their ALS experiences in relation to the realization of their goals? Methodology This study employed qualitative design specifically using descriptive research methods and by subscribing to the view of literacy as a tool for empowering low literate adults. Semi-structured interviews were conducted in identifying the goals and describing the ALS experiences of the six informants. For data triangulation, I also interviewed an ALS coordinator. Key Informants The informants included six former ALS students- four males and two females. Three of them attended the equivalency program while the other three the Basic Education Program. Purposive sampling was used in selecting the participants. Bases for selection were age, location, and sex. They must a) be 18 years old and above since 18 is the legal age in the Philippines; b) come from both urban and rural areas; c) be representative of both sexes; and d) had completed the ALS program they attended. Originally, eight participants were identified- four males and four females. Two of the four females did not continue to participate because of varied personal reasons. Table 1 presents the profile of the informants. Pseudonyms were used in referring to each Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 12 of the informants. Table 1: Profile of the Informants Informants Allan Kiko Judith Alex Cecille Uding Age 25 26 29 26 27 42 Highest educational attainments Grade 7 Grade 6 Grade 4 Grade 7 Grade 1 Grade 5 Instrumentation and Procedure In-depth individual interviews both formal and informal were conducted for each informant. Additional sessions were held if there was a need for clarifications or additional information. Visits in workplaces, areas, or homes were conducted for observations. Prior to the interview, I already knew or have met the informants except for Uding and Cecille. Alex participated in a bibliotherapy program that an organization where I am part of conducted in their area. I met Kiko when I served as a resource person to the NGO that supported him and where he later became one of the volunteers. I got to know Judith through a friend who was her neighbor while Allan is a distant relative. As for Uding and Cecille, they were referred to me by a friend who was an ALS teacher. To establish rapport, I met them a few times separately. As for the other four informants, establishing rapport was not much of a concern. The sessions were recorded, transcribed, and interpreted using thematic analysis. Before interpreting, I consulted the informants to verify the information that they shared with me. Since the interviews were conducted using Filipino, the language that informants and I are familiar with, verbatim quotes were translated into English for comprehensibility to those who don’t understand Filipino. For data triangulation, I interviewed an ALS coordinator. The latter has been involved in community extension projects for more than 20 years and possesses extensive experiences in implementing ALS in different capacities. Results and Discussions What goals do Filipino adult learners bring in their ALS participation? Better Economic Opportunities Except for Judith and Allan all the other informants had a ‘hand to mouth’ existence and thus decided to seek out ALS to get better paying jobs. This is not unexpected since most Filipino adult learners are financially challenged and possess low levels of literacy. Poverty related reasons forced most of them to stop schooling. Ironically, the same reasons compelled them to join ALS. Although unmarried, Alex was supporting his three siblings and father who suffered from stroke. He would like to get a high school diploma which is the requirement in securing a crew member job in popular food chain stores in the Philippines. On the other hand, Cecille and her tricycle Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 13 driver husband struggled to make both ends meet as they had to send four children to school and at the same time pay house rent. She would like to learn how to read and compute well to be able to work either as a sales lady or a cashier in a grocery store near their house where the pay and work schedule were a lot better than her current work in the factory. Allan and Kiko consider their participation in ALS as the gateway to becoming more economically sufficient. The former was aiming to be promoted for higher pay and more benefits as he was about to start a family. As for Kiko, he intended to go to college after finishing ALS because ‘My family in the province can’t even eat three times a day. I want to have a decent paying job someday.’ BIS (2012) cited economic benefits such as the desire to find a better job and improve financial expectations as one of the personal benefits of adult learning. As could be gleaned from informants’ responses, participating in ALS would facilitate the learners’ “access to better labor market positions (p. 145, Cincinnato, De Wever, Van Keer, & Valcke, 2016).” Moreover, it also has the potential to enrich literacy work skills (Kobani & Taylor, 2018; Cilasun, Seker, Dincer, & Koru, 2018). Uding, a school janitor, was recently involved in a networking business and he wanted to improve his reading, writing, and speaking skills in English to be able to read brochures, use the Internet, sell products, and expand his network. As for Judith, she realized that it was not easy to manage the taxi business that her husband left. She needed to learn how to renew business permits, read the accountant’s reports, and fill out income tax forms among others to personally supervise the business. These individuals viewed their participation in ALS as essential for their work productivity (OECD, 2005). These views are encouraged by how programs such as ALS are conceptualized. Just like in many developing countries, ALS’s view of adult literacy education is limited to acquisition and enhancement of work literacy skills (Allat, 2017). Social Awareness and Civic Engagement It may be far-fetched to think that low literate adults would be concerned about social problems or would be involved in voluntary work. Living in the slums area, Alex witnessed how his neighbors, relatives, and his own parents were duped, used, and abused because of their limited literacy skills. He vividly remembered how they were evicted from their house because his parents signed a document that they did not understand. But what bothered him the most were his neighbors' apparent contentment in their being ‘poor and illiterates’ and their propensity for ‘not doing the right things and being indifferent.’ He mused, “I don’t like me and my siblings to end up like most of the people here.”Nevertheless, he always tried to help them even in ‘small ways’ such as reading notices and most of the time filling out forms. He thought that enrolling in the ALS program might inspire his relatives and neighbors and make them see the benefits of education. Alex’s participation in the program made him recognizehow his family and even his neighbors and immediate community would benefit from increasing their literacies (Ferguson & Merga, 2021; Hanneman, 2015; Torres, 2013). Limited literacy and numeracy skills are frequently seen as hindrances for low literate adults’ participation in community activities (Newell-Jones, 2017). Kiko, a former street child, was now starting to volunteer in the NGO that took him out of the streets. When not working or studying, he would join the NGO volunteers in reading to street children. Seeing those children and remembering his former life “inspires me to study so I can be in a better position to help them Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 14 someday.” Through ALS, Uding and Judith wanted to hone their reading and written communication skills so they could be more capable of carrying out civic duties and responsibilities. Uding was fond of joining and helping in community events like fiestas (local festivities). He noted that skills in making posters and writing letters were indispensable in such activities. He observed that it’s the ‘more educated ones’ who could do these and was hoping that he would acquire such skills. Judith was serving as treasurer of a church organization and wanted to learn how to prepare financial reports. Clearly for these adults, non-economic consequences such active participation and increased involvement in voluntary word (Feinstein, Hammond, Preston, & Beyner, 2003) drive their motivation to learn literacy. Improved Interpersonal Relationship Research evidences show that adult literacy has implications on interpersonal relationships, be it with family members, relatives, work mates, and other people (Brown, 2019; Post, 2016). Allan’s siblings were all college graduates and he felt that it would make his father prouder and happier if he would also get his college diploma. Additionally, he wanted to create a good impression on his future in-laws. Meanwhile, the desire to model effective literacy and be involved in their children’s education was a major motivational force in attending the ALS sessions for the three parents among the informants. Uding thought that attending ALS might inspire his two sons who were ‘just wasting their time’ to go back to school. Cecille would like to experience reading to her children while Judith was looking forward to the time when her children can be proud of her. She recalled an instance when her youngest child refused to be taught by her because she ‘did not even finish elementary.’ She admitted that ‘it was a very low point in my life. I really cried because I was so ashamed of myself.’ A significant outcome of adult literacy education to parents is its positive influence on their children’s literacy growth and academic achievement (Chudgar, 2009; Guenther, Disbray, & Osborne, 2014). Furthermore, Rathcliffe& Boughton (2019) articulated that low parental literacy might be a hindrance in postering a good relationship between the parents and the schools. For instance, Judith, whose children were attending a private school, avoided parents and teachers’ meetings and activities because she felt less confident interacting with teachers and educated parents who were conversant in English. Cecille rarely spoke in meetings and seldom joined school activities prior to joining ALS. For the same reasons, Alex was not fond of joining class reunions. He felt intimidated by many of his former classmates’ sophisticated conversational skills and professional knowledge. Due to low literacy skills, adults like Cecille, Judith, and Alex lacked the confidence to interact with people whom they perceive as belonging to a superior socioeconomic or political group (Weitzel, 2018). All these adults recognize that increasing literacy skills can result in feelings of adequate self-confidence (Post, 2016). Enhanced Cultural Capital Aside from acquiring knowledge and skills, most of the participants were also keen on Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 15 acquiring behaviors and demeanor exhibited by educated people. In his budding networking business, Uding was thrilled to mingle with many of these ‘educated individuals’ but knew that he lacked the cultural capital to interact with them. But he was also aware that he must invest in his cultural capital for his social capital to expand. Improving his communication skills especially in the English language would ‘make me feel more confident and secure interacting with them.’ Bordeau (1986) discussed that individuals’ awareness of embodied cultural capital is reinforced with their interaction with others possessing the desired behavior, skills, or knowledge. This somewhat drives them to enrich their own. Meanwhile, Alex enjoyed socializing with his teacher and the guests that his teacher would invite in their class. “In many instances, socializing with those kinds of people -lawyer, accountant, doctor- even for a short period of time is life changing. It inspires me… ” Kiko mused that being knowledgeable and educated ‘causes changes in the kind of people you mingle with.’ Apparently, in societies like the Philippines where inequalities abound, people like Kiko and Alex put high value on cultural capital. They knew that improvement in their educational achievement and literacy skills would help expand not just their economic but also their political and social spheres (Wells, 2014; Post, 2016). Judith pointed out that though she could now move in a more educated circle, she still felt that she was not yet educated enough to be considered as one of them. For one, she didn’t have a college degree and was not conversant in the English language. In the Philippines, being fluent in the English language is a mark of being educated. Allan lamented that people tend to pay more attention to someone who could speak English well. Given the chance, all the informants would like to get a college degree because in the society where they live, college diplomas obtained through formal education and the ability to speak English are important cultural capitals. Conclusions In joining ALS, the informants intended to increase their literacy skills for a number of reasons. Foremost among their goals was to improve their work literacy skills to alleviate poverty. However, not all their objectives pertain to the economic benefits of learning. They were cognizant of the ‘internal payoffs’ of their participation in ALS. They were aware of other possibilities that literacy learning could bring in their lives such as expanding their social and cultural capitals; improving their interpersonal relationships; and involvement in voluntary work and civic engagement. Through ALS, they were able to find reasons to be optimistic about the fulfillment of their other aspirations in life. What are the ALS experiences of Filipino adult learners in relation to realizing their goals? Kiko shared that ALS was useful to him and that he appreciated his teacher who always lent him books to read. He was so ecstatic when he passed the national examinations at first try and his employers assured him of financial support in college. He said that ALS brought him closer to his dream of becoming an English teacher. But he was frustrated to know that he could not enroll in an education course right away because according to the school where he wanted to enroll, the ALS curriculum was ‘insufficient.’ He was advised to take a preparatory course for at least one year before he could be accepted in the regular program. Otherwise, he could just take a ‘low course’ Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 16 instead of a degree in education. This somewhat dampened his optimism about becoming a teacher someday. Kiko’s experience confirmed the low regards accorded to adult education. It is ironic considering the national importance of adult learning education. This low prestige of adult learning institutions could be attributed to a wide range of factors which include political and economic priorities; marketability of adult learners; and value given to non- formal education (Torres, 2013; Zhu & Li, 2012). In a country with a predominantly young population, it was not surprising that adult education was least prioritized. Cincinnato et al. (2016) warned that devaluation of adult education may result in enhancing social disparities. Unfortunately, Filipino adult learners would not want to complain about their being marginalized for they are mostly poor, under-represented, and are incapable of demanding better social services from the government (Torres, 2013). Regarding his ALS participation, Allan resisted the idea that it’s almost no different from regular schooling in the sense that some lessons and mode of delivery were the same. These were mainly the reasons why he disliked formal schooling. In resistance theory, (Giroux. 1983, p. 266) Alan’s dislike of formal schooling pertains to “that part of the realm of consciousness, informed by and containing both dominant and oppositional ideologies” where a learner like him who prefers manual labor rejects the notion of book learning and other forms of formal literacies. Bernardo (1997) reasoned that formalizing instruction becomes irrelevant only when there is limited or no connection between cognitive skills acquired in formal education and the cognitive skills used in daily activities. The three basic literacy learners, Cecille, Uding, and Judith were happy to have improved in their reading, writing, and computation skills. Uding was excited that he had learned many English words and basic English grammar while Cecille happily shared that she could now read Filipino stories to her children. Moreover, she now felt confident to apply as cashier in the nearby grocery store.Judith was looking forward to enrolling in the equivalency program in high school and eventually in college. In contrast, Cecille was contemplating if she would continue to high school. Finishing elementary school was quite a struggle because she had to take care of her young children at the same time that she was studying and working. Guenther, Disbray, and Osborne (2014) pointed out that since adults’ participation in literacy programs is voluntary, they can choose to leave when they feel that their needs are not addressed.Cecille’s concerns which echoed those of the other informants except for Judith, pertain to family, work, and financial conditions which served as barriers to participation and performance in continuing education programs (Brown, 2019; Boeren, Nicaise, & Baert, 2010). Adult learners therefore should have access to a flexible learning schedule, one where they can engage conveniently in learning activities. Counselling and consultation are likewise essential in alleviating the difficulties of adult learners. Furthermore, participating in ALS had varying effects on the informants’ self- confidence. Alex who had been attending ALS classes for the third time shared that he had already learned a lot. He thought that going through the same lessons thrice helped him understand them better. It was failing the national examinations twice that was frustrating. Another concern of Alex even after he passed the national examinations was his post ALS life. With him as the sole breadwinner of his family, he wondered how he could support himself in college. Adult education is reported to be beneficial to mental health, attitudes, and behaviors (Brown, 2019). But if the focus is mainly Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 17 on meeting the learners’ immediate concerns and ignores their long-term goals, it might lead to feelings of reduced self-worth. Most of the time, Judith, Uding, and Cecille felt so embarrassed to be the oldest in their classes consisting mainly of OSYs and OSCs. All felt ‘too old’ among their younger classmates, Often, they struggled to accomplish the learning tasks probably because they were out of school for a significant period of time (Squires, 2018; Steele, 2010). Consequently, they may feel less confident in performing even simple academic tasks. According to Saar et al. (2014), low self-esteem and lack of self-confidence could also negatively affect adult learners’ performance and participation. And worse, the mode of learning may no longer be the mode where they are competent and literate at (Squires, 2018). In essence, these adults may experience low self-esteem and feelings of inadequacy as a result of attending an adult literacy training that doesn’t consider adult literacy characteristics (NIL, 1994; Squires, 2018; Rathcliffe& Boughton, 2019). Apparently, there was also a mismatch between the informal knowledge that the participants bring and the instructional strategies. Judith was somewhat amused at how Math, especially basic computations, was being taught which was different from what she had learned from her Chinese husband. “Ma’am, I get the same answers using the method that my husband taught me which is easier and shorter.” Luisa, the coordinator, observed that everything else in ALS is very much like formal schooling – from the content to the strategies and even the mode of delivery. Although it was emphasized that the curriculum is “NOT a mirror image of the formal school curriculum,” she observed that the instructional approach and materials were not aligned with ‘these adults’ knowledge of solving problems, language use, and how they write, and what they know.’ Trudell and Cheffy (2017) hypothesized that a ‘deformalized’ approach in providing adult literacy education might be more effective as it would consider the learners’ context. Luisa further noted that the language used in most of the instructional materials is not even the second language of the majority of ALS learners. For instance, except for one, all the other informants’ first language was not Filipino, the national lingua franca. But the reading materials were either in Filipino or in English, two of the official languages in the country. And as stated in the ALS policy guidelines, both languages shall be used in elementary to high school and most of the strands in the CEP-A & E program (DepEd Order # 13 B1). The CEP-A & E learners struggled to read texts written in English. Alex thought that his limited competence in English was one of the reasons why he failed the national examinations. This is a major consequence of not having access to an unfamiliar language like English which ironically is a dominant language in the Philippines (Newell- Jones, 2016). Conclusions In summary, most of the informants acknowledged that attending ALS contributed to their literacy development in different ways. Except for one, all the informants were satisfied with the outcomes of literacy learning in other aspects of their lives. Even the equivalency takers felt that though short, their ALS participation benefited them in more ways than one. However, some factors and conditions adversely affected their full participation in the program which in turn dampened their optimism about realizing their goals. They found that striking a balance between multilevel responsibilities and studying to be quite challenging. To some, concerns regarding their post ALS lives threatened to curtail their future educational plans. Others such as inadequate skills in the Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 18 dominant language, formalized and one-size fits all approach of instruction diminished their motivation and confidence to learn. Conclusions and Recommendations This study provided a glimpse as to the goals that Filipino adult learners bring in adult literacy programs such as ALS. While their main aim pertains to the improvement of their economic conditions, the results showed that these adults also bring other personal and social goals. Most of them would like to have a second chance to learn because they were aware that the more literate they become, the more chance they will have in attaining personal and social development in the long term. Literacy programs such as ALS should take into consideration the varied goals that adult learners intend to fulfill in joining the program. They should be allowed to articulate both their immediate and long -term goals prior to their program participation. A meaningful and fruitful participation will only take place if program goals and objectives are aligned to what adults bring. Adult learners have different purposes for acquiring or enhancing their literacy skills. As they assume different roles, these goals come into play. The motivation that goes with these other lifelong goals may be even stronger than the desire to upgrade their employability skills. 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Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 23 UNIVERSITY OF DELHI: TRANSGENDER STUDENTS (PROTECTION OF RIGHTS) POLICY 2021 Vishal Kumar Gupta* & Prof. Rajesh** *Research scholar, Transgender Resource Center, Department of Continuing Education Extension, Faculty of Social Sciences, University of Delhi. **Senior Professor, Department of Continuing Education, Extension, Faculty of Social Sciences, University of Delhi. Abstract Hardly anyone in our society understands the pain and anguish experienced by transgender individuals, and few respect the innate feelings of the transgender community. Transgender individuals are often subjected to ridicule and degrading treatment, being treated as untouchables in public places such as railway stations, bus stands, schools, colleges, workplaces, shopping malls, and cinemas. We must change this warped mentality within our society. Undoubtedly, like all other communities, transgender individuals are also an important part of our Indian society. However, the issue of transgender development has remained invisible since the establishment of the country's democratic system. In the last two decades, transgender individuals have taken the initiative to actively fight for the realization of their social rights. As a result, transgender individuals have attained important positions and responsibilities in the fields of politics, education, and fashion. The country's first transgender principal, Manvi Bandopadhyay, and the first transgender lawyer, Satyashree Sharmila of Tamil Nadu, have demonstrated that transgender individuals can reach the heights of the intellectual class, just like any other educated man or woman. The article presented above, considering education as a crucial component in the empowerment of transgender individuals, seeks to provide an analytical description of the historic initiative known as the "University of Delhi: Transgender Students (Protection of Rights) Policy 2021 (Draft) Keywords: Gender, Transgender, Transgender Resource Centre, NALSA Judgement (2014). Introduction Transgender community is one of the most marginalized groups in contemporary society. The concept of empowerment of this community related to the idea of power. The idea of power is its central to the concept of empowerment. Empowerment is a multidimensional process that enhances the capabilities of the underprivileged individuals so that they can make informed choices and convert those choices into desirable actions and outcomes. For the transgender community empowerment means restoring the unfettered freedom and decisionmaking power that has been stripped away from them. Transgender empowerment refers to enabling transgenders to do certain things. In fact, the concept of transgender empowerment is based on gender equality, which is an ongoing process. It includes capacity building, confidence building Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 24 and active participation in decision making. The NALSA Judgment was a landmark judgment by the Supreme Court of India recognizing transgender individuals as a third gender and affirming their rights. Following this judgment, the Government of India set up a national level committee to study a national level response to the status and prospects of the transgender community in India. As a member of the National Level Committee Professor Rajesh, University of Delhi contributed his views on providing education and employment opportunities for the Transgender community to the Ministry of Social Justice and Empowerment, Government of India, which was accepted and subsequently it was developed at the national level, became part of the document. Since the NALSA Judgment, the process of policy and program formulation in the context of Transgender Empowerment by the Central and State Governments is under process. The Transgender Persons (Protection of Rights) Bill was passed in 2019 and the Transgender Persons (Protection of Rights) Rules also came into force in 2020. This article aims to shed light on the University of Delhi: Transgender Students (Protection of Rights) Policy 2021’(Draft) within this broader context. Methodology The methodology employed for this research paper is an analytical descriptive research methodology. Primary data has been collected from interviews and Case studies of selected cases. Secondary data has been gathered from various scientific and non-scientific journals, policy documents such as the National Education Policy (2020), the Transgender Resource Centre Annual Report (2019), the Delhi University: Transgender Students (Protection of Rights) Policy Draft 2021 and many other independent sources, All data sources have been analyzed to meet the research objectives. The journey of 'University of Delhi: Transgender Students (Protection of Rights) Policy-2021 (Draft)' has been a long one. This policy addresses all the questions and issues that transgender students frequently face in their academic life at the university. In this context, both Central and State Governments have also made numerous positive efforts at their respective levels. For example, the Noida Metro Rail Corporation (NMRC) recently dedicated Sector-50 Metro Station of the Aqua Line Metro Corridor to the transgender community by officially naming it 'Pride Station' on 27thOctober 2020. NMRC Model Noida Metro Rail Corporation (NMRC) recently dedicated Sector-50 Metro Station of the Aqua Line Metro Corridor to the transgender community by officially naming it 'Pride Station' on 27thOctober 2020 Six members of the transgender community, who have been recruited by NMRC through contractual employment, were also present at the inauguration event. Many facts came to light during the interviews with the 6 transgender workers employed at the Pride station. Case study No.1 is a trans-woman. She started tutoring and working in NGOs right after her Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 25 graduation. With the income from these jobs, she saved money for her studies and for sex reassignment surgery. In 2012, she moved from Bihar to Mumbai to undergo the surgery and to arrange the necessary funds. In 2013, she completed her sex reassignment surgery (male-to-female). Throughout this period, she maintained continuous employment in modeling and NGO work in Mumbai. In February 2019, she returned to Delhi at her mother's request. Amid the Covid pandemic, she learned about NMRC's transgender recruitment through social media. She reached out to NMRC, submitted her resume, and was subsequently appointed as a Train Operator at Pride station. She expresses her desire to witness the growth of her community, stating, "I want to be a beacon of light for them and contribute to their progress. Case study No.2 features a trans woman currently employed in the morning shift at the station. Due to social exclusion, she discontinued her studies after completing class 10 and began working in an NGO. However, she faced challenges with timely salary payments at the NGO. During this time, she learned about the NMRC recruitments through Simran Arora. Presently, she works in housekeeping at Pride station and is in the process of undergoing sex reassignment surgery. Financial constraints have posed difficulties for her in obtaining the surgery. She expresses, "My life has been filled with difficulties so far, but I must keep moving forward and not stop. I plan to resume my studies and secure a good position." Case study No.3 features a trans woman who applied for these vacancies and is currently employed as a Train Operator at Pride Station. She reflects on her previous job where she had no fixed schedule, stating, "In my previous job, neither day nor night was known." Now, she can pursue further studies while working here. Having completed education up to the 12th grade only, she expresses her flexibility in scheduling: "If there is a morning shift available, then I can enroll in any course or attend classes after 2:00 PM, and if I get the evening shift, I can join classes and courses anywhere before 2:00 PM." Despite facing challenges during college that led to discontinuing her studies, she is determined to resume her education and achieve significant goals in life. Case study No.4, a trans woman, also mentioned in the interview that she has been working in an NGO serving the transgender community for the last seven years. She has completed her graduation (B.A. Program) from Delhi University's School of Open Learning. She stated, "Due to a lack of money, I could not pursue further studies, and my Sex reassignment surgery was also interrupted. But now, after getting this job, I am considering pursuing a master's in social work and completing my surgery. In the future, I aspire to become a controller or station master at this station." The other two employees at NMRC are Case study No.5 (Trans-Male) and Case study No.6 (TransMale). Case study No.5 is assigned to Housekeeping, and Case study No.6 is working as a Tom Operator. Due to discrimination in school, Case study No.5 did not pursue further studies after the 10th grade, but now he aims to continue his education and secure a good position for the future. Case study No.6 has completed his studies up to graduation. Currently, there are six trans workers employed here, all of whom are very pleased and excited about their new roles. Each of them wishes to resume their education and pursue further studies, aiming for better positions in the future. All trans workers aspire to mainstream their community and provide access to mainstream employment. Thus, based on the above facts and contacts with trans workers, it can be said that this initiative of NMRC is an admirable step in the context of transgender empowerment. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 26 This initiative of NMRC is inspired by the Transgender Persons (Protection of Rights) Act, 2019. We observed a transgender-friendly environment at Pride station. Here, the behavior of passengers, security, and management personnel toward these trans workers was positive. In this way, we can say that in the last two decades, many efforts have been made by the government and non-governmental organizations for the empowerment of the transgender community, and to some extent, they have started receiving those rights. However, continuous efforts are still required in this direction. Today, 29-year-old Aryan Pasha's name is famous as a Social Worker and Celebrity in his life journey of struggle for gender identity and self-esteem. Aryan is a member of the National Council for Transgender Persons. The most difficult time for Aryan Pasha was adolescence. In his words, “My school experience was great until someone knew about my identity as being transgender. But from the day when the children found out, they made it difficult for me to live. They used to tease me. Some would call me 'Chhaka,' some used to call me 'Gay.' Some friends also engaged in physical violence with me, and some even threatened to rape me. Due to all these incidents, I started living under a lot of stress (depression). I couldn't concentrate on studies, and I wasted one year. I didn't take my 12th class board exams. After a year, I took my 12th class exams.” He mentioned that after schooling, he wanted to study Sociology (Hons) at Delhi University. He changed his legal identity documents during the transition from a woman to a trans man. Despite achieving 84 percent results and being a national-level player, the university refused to enroll him solely because of his gender identity. Thus, we can say that education is a powerful tool of empowerment, and transgenders in India are deprived of the use of this tool. Undoubtedly, positive and continuous efforts have begun to elevate the status of transgenders in India from inequality to equality. Currently, legally and constitutionally, transgenders in India have equal status to men and women. Transgenders are free to choose any form of education or training that can provide them with a livelihood. They can pursue any form of special or higher education. In this direction, the conditions of transgenders and the mindset of society have started to change, but still, much more needs to be done in this regard. To meet the needs of the transgender community, it is necessary to give them a separate identity and make efforts to recognize this identity. With a view to solving the problems of the transgender community, the Supreme Court of India decided to recognize them as a separate identity, i.e., 'Third Gender.' The NALSA Judgment was a historic decision to bring the community into the mainstream of society and include them among us. The judgment delivered by the Supreme Court on April 15, 2014, gave new hope to the transgender community. In the above context, the Department of Adult, Continuing Education and Extension, University of Delhi established a Transgender Resource Center in March 2018 with the objective of integrating the transgender community into mainstream higher education, enabling them to attain better livelihoods in society and live with respect and happiness like others. Additionally, the Transgender Resource Center conducts various research works at the departmental level to study and address the problems faced by the transgender community in society. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 27 Objective of Transgender Resource Center:         To conduct sensitization programs for various target populations, including teachers, students, non-teaching staff, college principals, and university officials. To orient Gurus and various transgender opinion leaders towards education and social inclusion. To conduct training and sensitization programs on college campuses for undergraduate students. To conduct sensitization programs for school children, teachers, and non-teaching staff. To conduct sensitization programs for voluntary organizations. To conduct open sessions in the campus and community on graduate/postgraduate admissions. To initiate a certificate course for transgender skill enhancement. To promote and contribute to the welfare works of the transgender community by acting as a liaison between the Government of Delhi, National AIDS Control Organization, Delhi State AIDS Control Society, and the Ministry of Social Justice and Empowerment, Government of India. TRC emphasizes that considering the transgender community as an integral part of society, steps should be taken to create an environment where they can learn and develop their potential. Educational institutions play a crucial role in sensitizing society towards gender differences and should adopt measures to create a discrimination-free environment for transgender individuals to pursue education comfortably. Delhi University recognizes its responsibility towards the most vulnerable section of society, the transgender community, and has implemented policies to protect the rights of trans students on campus, allowing them to pursue education without facing hindrances or stigma. Objectives of the Policy:         Recognize Transgender students in colleges under the University of Delhi. Protect the identity and self-respect of Transgender students. Provide abundant opportunities for their education and employment. Offer transgender students a friendly educational atmosphere to help them gain self-respect, confidence, acceptance, and identity in society. Provide supportive systems to bring them into the mainstream of societal framework and provide suitable platforms for their inclusive development. Guarantee strict action against persons who discriminate, bother, deny, or violate the special rights given to the TGs. Adopt proper mechanisms and effective enactment to address the issues of viciousness and harassment faced by Transgender students. Sensitize the teaching, non-teaching staff, and student community in all educational institutions to ensure no discrimination, treating TGs as normal citizens with self-esteem and dignity. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 28 The NALSA judgment of the Hon’ble Supreme Court of India on 15 April 2014 upheld the Constitutional rights of Transgenders by emphasizing that they ought to be treated as equal citizens. The judgment has also directed the Central and State governments to extend all help to the Transgenders by considering them as OBCs for the purposes of education and employment in order to lead a life with dignity in society. Who is a Transgender? This policy defines clearly Who is a Transgender? Transgenders are people of any age or sex whose attitude, behavior, and appearances do not match with the traditional gender stereotypes of male and female. Transgenders are those whose gender identity is different from the sex assigned to them at birth. Sometimes trans persons undergo hormone therapies or sex reassignment surgery (SRS) to change their sex according to their will. Transgenders are one of the most excluded and vulnerable communities in India. This exclusion leads them into the darkness of poverty, illiteracy, unemployment, sex work, etc. As responsible citizens, it is our duty to help the vulnerable community. The best way to improve their condition is to educate them. Education is the only tool that can empower them and enable them to overcome their weaknesses. s “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” – Malcolm X. Transgenders are integral members of our society, and it's imperative to create an environment where they can learn and thrive. Educational institutions, including the University of Delhi, play a crucial role in sensitizing society towards gender diversity and ensuring a discrimination-free learning environment for transgender individuals. The university has formulated policies to safeguard the rights of transgender students on campus, facilitating their education without obstacles or stigma. To address the challenges faced by transgender students, several measures should be adopted: Recognition of Trans Students:  Educational institutions should take steps to identify transgender students.  Transgender students should submit an affidavit and a certificate issued by an authorized person confirming their transgender status.  Institutions must handle the special needs of transgender students carefully and create an inclusive academic environment.  Appoint a confidential contact person to assist transgender students. Equal Opportunities:  Include the term "Transgender" in application forms and certificates.  Reserve seats for transgender students in all courses. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 29  Establish a dedicated team to assist transgender students with admission inquiries.  Sensitize students and staff to support transgender individuals in university facilities.  Provide transgender students with access to libraries, canteens, and washrooms.  Establish a cell to address their rights and grievances, ensuring a supportive environment.  Take strict action against bullying or abusive behavior towards transgender students. Safety:  Establish an anti-ragging cell in every college and department of the university.  Provide counseling services to vulnerable groups to address their issues.  Establish a special Transgender Resource Center at the university level to oversee the activities of the Equal Opportunity Cell and Counseling Centers at the college level. Scholarships:  Offer special fellowships to transgender students to support their education.  Provide concessions in hostel and college fees for transgender students. Syllabus:  Incorporate transgender-related content into the syllabus of degree and postgraduate programs to educate students on various dimensions of transgender issues.  Research centers should include transgender issues in their studies and projects and work towards sensitizing the community about these problems. Awareness Programs:  Establish a dedicated university cell to address transgender issues and sensitize staff and students.  Take measures to protect the dignity of transgender students.  Provide guidance to the teaching and non-teaching community on transgender issues. Infrastructure:  Allocate funds to create special restrooms for transgender students to ensure their safety.  Provide healthcare facilities for transgender students to maintain their well-being. Conclusion: In conclusion, the 'University of Delhi: Transgender Students (Protection of Rights) Policy 2021' marks a significant historical step toward the empowerment of transgender students through education. Since independence, various programs, schemes, policies, and measures have been implemented to improve the condition of the transgender community in India. Positive and continuous efforts have been made to elevate the status of the transgender community from inequality to equality. Presently, legally and constitutionally, the transgender community in India enjoys equal status with women and men, with the freedom to pursue any form of education or training for livelihood. The Transgender Students (Protection of Rights) Policy 2021’ policy is the first of its kind in Central Universities and similar initiatives should be implemented in other parts of the country based on local transgender community needs. Undoubtedly, the transgender Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 30 community seeks self-development through education, necessitating the creation of conducive environments in educational institutions through such policies. The policy presented by Delhi University is poised to become a milestone in this regard and serve as a model for educational institutions nationally and internationally. References  Lawyers Collective. (2014). NALSA Judgment. Retrieved February 10, 2021, from https://www.lawyerscollective.org/wp-content/uploads/2014/04/Transgender-judgment.pdf  Ministry of Education, Government of India. (2020). National Education Policy. Retrieved February 10, 2021, from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf  Nanda, S. (1998). Neither man nor woman: The Hijras of India. Canada: Wadsworth Publishing Company.  Transgender Resource Centre. (2019). Annual Report (2018-19). New Delhi: DACEE, University of Delhi.  Transgender Resource Centre. (2020). Annual Report (2019-20). New Delhi: DACEE, University of Delhi.  Transgender Resource Centre. (2020). Online Transgender Newsletter (May 2020 to July 2020). New Delhi: DACEE, University of Delhi.  Transgender Resource Centre. (2021). Delhi University: Transgender Students (Protection of Rights) Policy Draft 2021. New Delhi: DACEE, University of Delhi.  Tripathi, L. N. (2015). Me Hijra, Me Laxmi. Delhi: Oxford University Press. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 31 A study on ‘Awareness level and perception of consumers on E-Waste management’ Nidhi Sharma* & Prof. Rajesh** *Research Scholar, Department of Continuing Education and Extension, University of Delhi, Delhi-110007. **Senior Professor, Department of Continuing Education and Extension, University of Delhi, Delhi-110007. Abstract The growing problem of E-waste has emerged on a large scale. A large quantity of e-waste is harming the environment as well as the humans living in that environment. The safe disposal of ewaste may help in a long way to maintain a healthy environment. However, the awareness regarding the same is the biggest issue. Not only the awareness about safe disposal of e-waste but also the harmful effects of the carbon footprints released by the e-waste is the major concern. Therefore, to pursue this aim to determine the consumers’ e-waste disposal behaviour and awareness level, the study ‘Awareness level and perception of consumers on E-Waste management’, data was collected from 100 respondents. The respondents were selected on the basis if purposive sampling because study is focusing on educated e-device consumers aged more than 18 years. The study focused on issues like e-waste disposal method adopted by consumers. Awareness of governmental guidelines on e-waste management and handling, and frequency of changing e-devices. The data was thoroughly analysed through SPSS. The awareness regarding e-waste management among consumers is very low. Therefore, creating awareness in which government and producers both can play a role is crucial. Keywords: E-Waste, E-waste management, E-waste disposal methods, E-devices, Government guidelines on e-waste management Introduction: In India, the quantity of “e-waste” or electronic waste has now become a major problem. Disposal of e-waste is an emerging global environmental and public health issue, as this waste has become the most rapidly growing segment of the formal municipal waste stream in the world. E-waste or Waste Electrical and Electronic Equipment (WEEE) are loosely discarded, surplus, obsolete, broken, electrical or electronic devices. In India most of the waste electronic items are stored at households as people do not know how to discard them. Improper dismantling and processing of e-waste render it perilous to human health and our ecosystem. Therefore, the need of proper e-waste management has been realized. It is necessary to review the public health risks and strategies to combat this growing menace.To accomplish the goal of proper e-waste management could only be realized when the consumers are aware about the safe e-waste disposal practices. There are two categories of ewaste as defined by the MoEF- ICT equipment and Consumer Electricals and Electronics (Washing machines, Televisions, mobile phones). About 800,000 tonnes of e-waste will be generated from Consumer Electricals and Electronics by 2023 (MoEF,2012). Thus, there is an alarming need to Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 32 understand the awareness level of the harmful effects and the need of safe disposal of e-waste. Objectives of the study:  To determine the awareness level of harmful effects of E-waste among adult population aged more than 18 years.  To study the awareness level and perception on government schemes among the population aged more than 18 years.  To find out the current practices adopted by the households to dispose the household e-waste.  To seek solutions from consumers to increase awareness regarding E-Waste safe disposal. Review of literature In the past few years, the issue regarding the growing concern over e-waste has been keenly debated. The direct release of toxic materials into the environment by the burning, burying, dumping, or discharge into waterways of the by-products crude recycling methods will likely make zones where this work is do unsafe for habitation. Not only the zones but it will also reach the residential areas harming the environment and increasing the toxins in the air. Electronic products contain many materials requiring special end-of-life handling, most prominently lead, mercury, arsenic, chromium, cadmium, and plastics capable of releasing, among other compounds, dioxins and furans. The leaching of heavy metals toxicity and spillage of chronic chemical pollutants contaminating soil, water, and organics into the air is dangerous to the environmental sustainability that can be lethal to the biota. (Pathak et al., 2017). However, the awareness level regarding the same could not be seen in the consumers of e-waste (Wong et al., 2007). By the year 2018, more e-waste will be produced in places unable to process it properly than in places that can. (Yu et al., 2010). India has set up and run trials on an inventory system during the past decade, but it has not reached an effective usage level (Kurian, 2007). It is essential to identify consumers’ E-waste disposal behaviour to spot relevant weaknesses existing in the system which facilitates in designing management solutions and awareness raising campaigns (Perez-Belis et al., 2015). One more study entitled as ‘Assessment of the Level of Awareness of E-Waste Management and Concern for the Environment amongst the Populace in Onitsha, South-eastern Nigeria’ was conducted in Nigeria for which the target group was importers, scavengers and household. A questionnaire tool was used to collect the data. Data was collected under following sub-topics:  Awareness on term E-waste and different kind of E-waste Research study on ‘A community-based study on e-waste disposal in Srinagar, Uttarakhand: assessment of awareness and practices found that only 6.7% respondents had heard the term "E-waste" and only 5% of the respondents were aware of different types of e-waste like mobile phones, printer laptops etc. It was observed that 77% of the respondents didn’t know about the ways of disposing the ewaste, while 14% said that it can be discarded by selling it to scrap dealers (Bhola Nath, 2018). Another research study entitled as ‘Understanding public knowledge and awareness on e-waste in an urban setting in India: A case study for Delhi’ found that most respondents were unaware about the correct ways of recycling and management. Another finding from the study suggests that 12-26 per cent people replace their major electronic goods like refrigerators, food processors, personal computers and music systems within the first three years of purchase putting additional stress of manufacturers Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 33 (Swati Kwatra, 2014).  Awareness on government regulation of E-waste management.  Research studies suggest that the awareness regarding governmental regulations on E-waste management is low (Anthony Okoye, 2014).  Another research study on ‘India’s E-Waste Rules and Their Impact on E-Waste Management Practices: A Case Study’ suggests that while there is an increase in formal waste processing, only 5%-15% generated waste is being processed via formal facilities. The collection and recycling system have not been made convenient for consumers to deposit the e-waste (Kalyan Bhaskar, 2018).  Research study entitled as found that majority of the consumers with a percentage of 79.4% were unaware about the e-waste legislation in our country. Also, majority of consumers believed that ‘E-waste management system should be improved in India’ (Nisha, Shajil, Dutta, & Jain, 2022).  Frequently used electronic devices  As per Invest India, India is one of the largest consumer electronics markets in the Asia Pacific region. Even though, the household appliances such as television, washing machines and smart devices are popular among consumers, the mobile phones, Computers and tablets are the majorly used electronic devices. The reason behind this increase is the programs such as ‘Digital India’ and ‘Smart India’ initiatives (Abraham, 2022) .  Mode of purchasing  Research study on ‘Online and Offline shopping in India: - A study of electronic goods purchase’ suggests that the consumers prefer offline shopping over online shopping due to certain factors such as risk of losing money, lack of awareness and ease of buying thing after seeing and checking it (Jyoti Tiwari, 2017).  Frequency of replacing mobile phones  Research study suggests that consumers change about 3-4 mobile phones within 5 years. However, for laptops and other household e-devices, the duration is more than 5 years (Speake Janet, 2015).  Mode of disposal  Research study on ‘Assessment of the Level of Awareness of E-Waste Management and Concern for the Environment amongst the Populace in Onitsha, Southeastern Nigeria’ suggests that for the consumers, 55% of them prefer to keep their e-waste at home hoping that the need for them might arise any day; 41% dumped theirs in the receptacles while 4% give out theirs to the scavengers. This calls for an urgent need for enlightenment campaign on the need and benefits of re-cycling e-waste and the implication of mixing e-waste with other municipal wastes in the state (Anthony Okoye, 2014).  Another research suggests, majority of consumers store their mobile phones or pass it on to someone else upon buying a new one. On the other hand, other electronic devices are thrown in the trash or being sold to resellers (Speake Janet, 2015).  Awareness on Harmful Effect of Content of Electronics  Research studies suggested that the awareness on the harmful content of e-waste was also tested for the respondents. The study found that 78% consumers were not aware of the hazardous nature of E-waste (Anthony Okoye, 2014).  Research study on ‘Consumer’s Awareness and Perception Towards E-Waste Management’ suggests that majority of the consumers are aware about the harmful effects of the e-waste. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 34 There are a few factors such as awareness of the impact of toxic material generated on human health, environmental hazards and convenience of recycling by various player of management of e-waste (Goel, 2021).  Effect of festive offers on replacing electronic devices  A research study on ‘Consumer buying behavior during festive season in India’ suggests that the majority of consumers wait for the festive seasons and replace their household items that includes e-devices as well (V T Shailashri, 2018).  Level of concern with environment  Research study indicates that on the concern about the environmental conditions, 82%, 70% and 96% of the importers, scavengers and householders respectively are concerned about their environment (Anthony Okoye, 2014). Purpose of study: E-waste generated because of Consumer Electronic goods is growing every year in number. However, consumers are still not aware about the dos and don’ts of E-waste disposal practices and the governmental guidelines to manage the E-waste effectively. There is a huge gap between the governmental guidelines on E-waste management and the awareness regarding it among consumers. The E-waste has to go through different stages to not harm environment and the first stage includes the major role of consumers. Therefore, to know about the consumers’ awareness regarding the growing issue of E-waste management and safe disposal, this topic was chosen. Currently, it is not affecting the current generation but the future generations’ needs will be compromised. Thus, contracting the Sustainable Development Goals. Research Methodology: The present research work is based on primary data. The study was done using both Quantitative and Qualitative research method both. The data collection tools that were used are: Questionnaire and Likert Scale. The Questionnaire comprised of close ended questions that was used to understand the disposal practices adopted by the consumers. Other than that, the Likert scale was used to study few parameters such as perception of the consumers on the effectiveness of governmental guidelines (Likert,1932). The data was collected from the 100 educated respondents aged above 18 year. The sample size was selected with the procedure of non-probability sampling. Data Analysis: The collected raw data was analysed and tabulated into different sub-topic to achieve the objectives of the study. The data analysis and interpretation include age group and gender of respondents, frequently used e-devices and methods of their safe disposal. The data analysis and interpretation also include the awareness level of consumers on governmental guidelines as well as their perception on the effectiveness on these guidelines in e-waste management. 1. Age of respondents: Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 35 Age Group 18-23 24-29 30-35 36-41 42-47 48-53 54-59 60> Total Percentage 39% 39% 9% 7% 4% 2% None None 100% Data representing age group of respondents 60> 54-59 48-53 42-47 36-41 30-35 24-29 18-23 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Respondents Fig.1. Data representing the age group of respondents The above data represents the age group of respondents. The age has been divided into intervals to understand which age group constituted the most part of the respondents. As per the data representation, age group 18-23 and 24-29 constitute 39% of respondents. The least number of respondents are from the age group 48-53 with a percentage of 2%. The following sequence shows the age group in decreasing order: 18-23 = 24-29 > 30-35 > 36-41 > 42-47 > 48-53 > 54-59 = 60> Thus, showing major number of respondents from the age group 18-23 yr. and 24-29 yr. age group whereas the least number of respondents are from the age group 54-59 yr. and 60> yr. 2. Gender of respondents Gender Male No. of Respondents 48 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 48% P a g e | 36 Female Total 52 100 52% 100% Data representing gender of respondents Male 48% 52% Female Fig.2. Data representing gender of respondents The above chart represents the ratio of female to male respondents i.e. 13:12. Thus, representing more females with a percentage of 52% as compared to male respondents with a percentage of 48%. 3. Consumers’ awareness regarding term ‘E-Waste’ Response Yes No Total No. of respondents 93 7 100 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 93% 7% 100% P a g e | 37 Data representing awareness on term 'EWaste' 7% 93% Yes No Fig.3. Data representing awareness on term E-Waste The respondents were asked if they were aware about the term E-waste. As per the analysis, majority of respondents were aware about the term E-waste with a percentage of 93% whereas the respondents who were not aware are only 7%. As per the study on ‘A community-based study on ewaste disposal in Srinagar, Uttarakhand: assessment of awareness and practices’, only 6.7% consumers are aware about the term E-waste (Bhola Nath, 2018). Thus, contradicting the result of the present study in which majority of respondents are aware about the term E-waste. 4. Electronic devices that are being used frequently Name of Electronic device Mobile Phones Laptops/Computers Air conditioner Washing machine Microwave oven Others No. of respondents 100 74 60 64 30 18 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 100% 74% 60% 64% 30% 18% P a g e | 38 Data representing frequently used elecronic devices Mobile phones Laptop/Computers Air Conditioners Washing machine Microwave oven Others Fig.4. Data representing frequently used electronic devices The above data represents the ‘frequently used electronic devices’ and thus different kind of e-waste generated from them. As per the chart, mobile phones are the most used e-device with a percentage of 100%. This number is followed by the laptops/computers with a percentage of 74% whereas air conditioner and washing machines have 60% and 64% users respectively. The sequence showing majorly used e-devices in a decreasing order: Mobile phones > Laptops/Computers > Washing machine > Air conditioner > Microwave/ovens > other Microwave/ovens have only 30% users and 18% respondents selected 18%. As per the literature review, due to initiatives like ‘Digital India’ and Smart India’, Mobile phones and Laptops/Computers are majorly used e-devices which is similar to the findings in analysis (Abraham, 2022). 5. Major sources for buying electronic devices Sources Online shopping Second-hand handed by any family member In-store shopping No. of respondents 74 8 Percentage 74% 8% 80 80% Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 39 Data representing major sources of buying electronic devices Online shopping 46% 49% Second hand handed to family member In-store shopping 5% Fig.5. Data representing major sources of buying electronic devices The above chart represents the data showing platforms used to buy e-devices. The majority of respondents prefer In-store/offline shopping over online shopping with percentages 49% and 46% respectively. Another mode of getting a new e-device is ‘passing it on to another family member’. As per the study on ‘Online and Offline shopping in India: - A study of electronic goods purchase’ most of the consumers prefer Instore/Offline shopping due to the various factors such as risk of losing money and introspecting of device before buying it (Jyoti Tiwari, 2017). Thus, confirming the claim from the finding that the consumers prefer offline shopping over online to buy the e-devices. However, the 46% respondents prefer online shopping which cannot be ignored. 6. Frequency of replacing mobile phones Responses 0-1 year 1-2 years 2 years or more No. of respondents 74 21 5 100 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 74% 21% 5% 100% P a g e | 40 Data representing frequency of changing mobile phones 2 years or more 1-2 year 0-1 year 0% 10% 20% 30% 40% 50% 60% 70% 80% Fig.6. Data representing frequency of changing mobile phones The above chart shows the data representation of frequency of changing mobile phones. The data was collected separately for mobile phones because it was found in review of literature that the mobile phones are the majorly used e-devices (Abraham, 2022). As per the findings, 74% respondents change their mobile phones within 0-1 year whereas about 21% respondents change their mobile phones in 1-2 years. Only 5% respondents use their mobile phones more than 2 years. As per the literature review, consumers change 3-4 mobile phones within 5 years (Speake Janet, 2015). Thus, confirming the fact about high frequency of changing mobile phones in 1 year. 7. Frequency of replacing laptop/computer/washing machine/Air Conditioner/Microwave Oven (All the household appliances in major) Responses 1-2 years 2-3 years 3 years or more No. of respondents 6 4 90 100 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 6% 4% 90% 100% P a g e | 41 Data representing frequency of changing laptop and other household appliances 3 year or more 2-3 year 1-2 year 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Fig.7. Data representing frequency of changing laptop and other household appliances The above chart represents the data of frequency of changing laptop and other e-devices. 90% respondents change their laptops and other household e-devices after 3 years whereas 6% respondents change them within 1-2 years and remaining 4% in 2-3 years. As per the literature review, consumers change their laptops and other household e-devices after 5 years (Speake Janet, 2015). Thus, it can be said that majority of consumers change their other e-devices after 35 years. 8. Consumer’s response on effect of festive offers on frequency of replacing electronic appliances Response Yes No No. of responses 55 45 100 Percentage 55% 45% 100% Fig.8. Data Data representing consumer's response on effect of festive offers on frequency of replacing electronic devices 45% Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Yes 55% No P a g e | 42 representing consumer's response on effect of festive offers on frequency of replacing electronic devices. Festive offers on e-devices provides special discounts and exchange offers that persuade consumers to buy new e-devices. As per the finding, 55% respondents replace their e-devices because of good festive offers and the remaining 45% don’t have any effect on their frequency of replacing e-devices due to festive offers. In literature review, it was found that consumers wait for the festive seasons because of discounts and replace their electronic items. 9. E-Waste disposal methods used by consumers Response Throw them in garbage Store them Sell them offline/online Passing it to another family member Recycling No. of respondents 5 22 29 42 Percentage 5% 22% 29% 42% 2 100 2% 100% Data representation of E-waste disposal methods used by consumers 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Throw them in garbage Store them without using Column1 Sell them offline/online Column2 Passing it to another family member Recycling Column3 Fig.9. Data representing E-Waste disposal methods used by consumers E-waste disposal requires special handling of e-devices. Therefore, the respondents were asked about their e-waste disposal method practices. 42% respondents ‘pass it on to another family member’ due to sentiments attached to their e-device whereas 29% respondents sell them offline/online. This is followed by ‘storing them without using’ with a response percentage of 26%. 5% respondents throw their od e-devices into garbage and only 2% send them for recycling which has the least response rate. As per literature review, majority of respondents prefer to keep their old e-devices at home and other dump them in the garbage. Thus, calling a need for awareness regarding e-waste management. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 43 10. Consumers’ awareness regarding governmental guidelines on E-waste disposal Response Yes No No. of respondents 44 56 100 Percentage 44% 56% 100% Data representing consumers’ awareness regarding governmental guidelines on E-waste disposal Yes No Fig.10. Data representing consumers’ awareness regrading governmental guidelines on EWaste disposal The above chart represents the data representing consumers’ awareness of governmental guidelines on E-waste disposal. As per the findings, 56 % respondents were not aware about the government guidelines on e-waste management whereas 44% were aware. As per the literature review, majority of respondents are unaware about the e-waste legislation in our country (Nisha, Shajil, Dutta, & Jain, 2022). Thus, the awareness on governmental guidelines on e-waste management has to be increased. 11. Consumers’ perception on effectiveness of governmental schemes in creating safe E-waste disposal Responses Strongly disagree Disagree Undecided Agree Strongly agree No. of respondents 9 10 19 9 8 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 9% 10% 19% 9% 8% P a g e | 44 DATA REPRESENTING CONSUMERS’ PERCEPTION ON EFFECTIVENESS OF GOVERNMENTAL SCHEMES IN CREATING SAFE E-WASTE DISPOSAL Strongly disagree Disagree Undecided 15% Agree Strongly agree 16% 16% 18% 35% Fig.11. Data representing consumers’ perception on effectiveness of governmental schemes in creating safe E-waste disposal The above chart represents the consumers’ perception on effectiveness of governmental scheme in creating safe e-waste disposal. However, consumers are not much aware about the governmental guidelines, respondents were asked to rate the effectiveness level on a rating scale. Majority of respondents chose ‘undecided’ as their response with 35%. The reason behind this is their unawareness on the guidelines. Whereas, 18% strongly agree with the statement and 16% completely disagree. The variation could be seen in the response selection. However, as per literature review, the recycling system hasn’t been made convenient for consumers to deposit the e-waste (Kalyan Bhaskar, 2018). Thus, it can be concluded that due to less awareness majority of respondents could not decide if the guidelines are effective or not. 12. Consumers’ Awareness regarding harmful effects of E-waste on environment Response Yes No Response Rate 81 19 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Percentage 81% 19% P a g e | 45 Data representing consumers’ Awareness regarding harmful effects of E-waste on environment Yes No Fig.12. Data representing consumers’ awareness regarding harmful effects of E-waste on environment The above chart represents the data on the consumers’ awareness on harmful effects of e-waste on environment. As per finding, it can be seen that about 81% respondents are aware about the harmful effects of e-waste on environment whereas the remaining 19% are not aware. The same could be seen in the literature review where majority of consumers are aware about the harmful effects of toxic material generated from e-devices (Goel, 2021). Conclusion: In current era, e- waste and its management has become crucial to mankind. This is not only in consideration with environment but human health as well. Therefore, government rolled out regulations and guidelines to manage e-waste in 2011. However, majority of consumers are not well aware about such guidelines that helps them in recycling their e-device in a proper way. Thus, consumers are not adopting the safe disposal methods. In all kind of e-devices, the majorly used edevice is mobile phone and it has increased more in last few years also due to initiatives like digital India. Mobile phones have become a need of each and every individual. Considering such factors, the number consumers who own e-devices are increasing rapidly. Along with owning the device comes changing it frequently. The frequency of changing e-devices differs from e-device to e-device. However, mobile phones topped the list of the most frequently changed devices followed by laptops and computers. Another reason of changing e-devices are festive offers. Consumers buy such edevices during festive offers in large number due to attractive discounts and low prices. The effectiveness of governmental guidelines in managing and handling the e-waste is not noteworthy. Consumers are aware about the harmful effects of e-waste on their and environment health. Therefore, the awareness programs and educating the consumers about the safe practices of e-waste management can bring a change to environment, human health and safe handling of e-waste. Suggestions: Though the consumers don’t have enough awareness about the E-waste management, getting suggestions from consumers themselves can be fruitful to bring about a change in -waste management practices. The following suggestions by consumers are listed below: Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 46     Privacy issues are one of the consumers. Therefore, guidelines should be made for the privacy so that the consumers can safely dispose their e-waste. Government should start awareness program or campaigns to educate masses about it. They need to explain the whole chain of e-waste management and consumer’s role in it. Also, pop up/google ads/information label can show the ways to safely dispose the e-waste. It will majorly help mobile phone and laptop/computer users. Separate bins for e-waste along with green and blue bins. References  Abraham, R. T. (2022). Electronic Systems. National Investment Promotion & Facilitation Agency.  Anthony Okoye, C. O. (2014). Assessment of the Level of Awareness of E-Waste Management and Concern for the Environment amongst the Populace in Onitsha, Southeastern Nigeria. Journal of Environmental Protection, 120-134.  Bhola Nath, R. K. (2018). A community based study on e-waste disposal in Srinagar, Uttarakhand: assessment of awareness and practices. International Journal of Community Medicine and Public Health, 3429-3434.  Goel, R. S. (2021). Handbook of Solid Waste Management. Singapore: Springer.  Jyoti Tiwari, D. V. (2017). Online and Offline shopping in India:- A study of electronic goods purchase. International Journal of Advanced Research and Innovative Ideas, 19481951.  Kalyan Bhaskar, M. R. (2018). India's E-Waste Rules and Their impact on E-Waste Management Practices: A Case Study. Journal of Industrial Ecology, 930-942.  Nisha, B., Shajil, S., Dutta, R., & Jain, T. (2022, May-Aug). Consumer awareness and perceptions about e-waste management in semi-urban area of northern Tamil Nadu: A mixed-method approach. Journal of Family and Community Medicine, 132-137.  Speake Janet, Y. N. (2015). "What do I do with my old mobile phones? I just put them in drawer": Attitudes and perspective towards the disposal of mobile phones in Liverpool,UK. Human Geographies: Journal of Studies and Research in Human Geography, 241-260.  Swati Kwatra, S. P. (2014). Understanding public knowledge and awareness on e-waste in an urban setting in India: A case study for Delhi. Management of Environmental Quality: An International Journal.  V T Shailashri, D. P. (2018). A study on Online Consumer Buying Behvaior during Festive Seasons in India. National Conference on DEVELOPMENTS IN INFORMATION TECHNOLOGY, MANAGEMENT, SOCIAL SCIENCES AND EDUCATION (pp. 186-193). Mangalore: Advances in Information Technology, Management, Social Sciences and Education. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 47 EMPOWERING THE FUTURE: TRANSFORMING GIRL CHILD EDUCATION IN UTTAR PRADESH - A CRITICAL EXAMINATION OF THE EDUCATION SYSTEM Rajeev Ranjan* *Research Scholar, Department of Continuing Education and Extension, University of Delhi Abstract Education is a critical determinant of socio-economic development, and ensuring quality education for all children, including girls, is essential for empowering individuals and promoting gender equality. This article critically examines the girl child education system in Uttar Pradesh, highlighting the strengths, challenges, and areas for improvement. By analyzing the current state of affairs, we aim to shed light on the barriers faced by girls in accessing education and propose strategies for transforming the education landscape in Uttar Pradesh.It investigates the socio-cultural, economic, and systemic factors that contribute to gender disparities and hinder girls' access to education.Data from national and state-level surveys, such as the Unified District Information System for Education (UDISE), Annual Status of Education Report (ASER), and District Level Household and Facility Survey (DLHS), are analyzed to assess key indicators such as enrollment rates, dropout rates, learning outcomes, and infrastructure gaps. These recommendations encompass policy reforms, community engagement, teacher training, infrastructure development, awareness campaigns, and the integration of gender-responsive teaching practices, life skills education, and vocational training into the curriculum.The Paper aims to contribute to the ongoing discourse on girl child education and inspire transformative actions to empower girls, thus shaping a brighter future for Uttar Pradesh. Key Words: Empowering, Transforming ,Girl Child ,Uttar Pradesh, Education System Introduction: In Uttar Pradesh, the enrollment of girls in primary schools has shown improvement over the years. According to data from the District Information System for Education (DISE) 20192020, the gross enrollment rate for girls at the primary level (Classes I-V) in Uttar Pradesh was 89.6%. However, there are still regional disparities, with some districts reporting lower enrollment rates. While enrollment rates have improved, dropout rates remain a concern in Uttar Pradesh. According to the Annual Status of Education Report (ASER) 2020, the dropout rate among girls in the state stands at 5.3% for Classes I-V and increases to 17.1% for Classes VI-VIII. Economic factors, child marriage, lack of access to quality education, and genderbased discrimination contribute to high dropout rates. Learning outcomes among girls in Uttar Pradesh vary across different districts and socio- economic backgrounds. ASER 2020 data reveals that only 50.5% of girls in Classes III-V can read at least Class I level text, while Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 48 44.7% can do basic arithmetic. These figures indicate the need for focused efforts to improve learning outcomes and ensure quality education for girls in the state. Uttar Pradesh continues to face a gender gap in education. While efforts have been made to bridge this gap, there are disparities in enrollment and access to education between girls and boys. The gender parity index (GPI) at the primary level in 2019-2020 was 0.96, indicating a relatively smaller gender gap. However, regional disparities exist, with certain districts reporting lower enrollment rates for girls compared to boys. Regional disparities within Uttar Pradesh further impact girl child education. Some districts, particularly those with high rates of poverty, low literacy levels, and socio-cultural challenges, face more significant barriers to girls' education. For example, districts like Bahraich, Balrampur, Shravasti, and Siddharthnagar have lower enrollment rates and higher dropout rates among girls compared to other districts in the state. Education is a fundamental right that should be accessible to all, regardless of gender. Promoting girl child education is essential for achieving gender equality. It ensures that girls have the same opportunities as boys to develop their potential, pursue their aspirations, and contribute to society on an equal footing. Education is a powerful tool for empowering girls and women. It provides them with knowledge, skills, and confidence to make informed decisions, exercise their rights, and actively participate in social, economic, and political spheres. Educated girls are more likely to break the cycle of poverty, experience better health outcomes, and have a greater say in their own lives. Girl child education plays a crucial role in driving economic development. When girls receive an education, they are more likely to secure better job opportunities and earn higher incomes. Educated women contribute to the workforce, boost productivity, and promote economic growth. The education of girls has a multiplier effect, positively impacting families, communities, and the entire nation's economy. Education is closely linked to improved health outcomes. Educated girls are more likely to have knowledge about nutrition, hygiene, and healthcare practices, leading to better health for themselves and their families. They are more empowered to make informed decisions about their reproductive health, leading to lower rates of maternal and child mortality. Education also helps girls protect themselves against diseases, including HIV/AIDS. Girl child education brings about positive social and cultural transformation. Education challenges traditional gender roles and discriminatory practices, contributing to more inclusive and equitable societies. Educated girls become agents of change, challenging harmful stereotypes and advocating for women's rights. They become role models for younger generations and inspire others to pursue education and break barriers. Education is a key component of sustainable development. The United Nations Sustainable Development Goals (SDGs) recognize the transformative power of education in achieving all other development goals. Investing in girl child education aligns with the SDGs, particularly those related to gender equality, poverty eradication, health, and quality education. The Sustainable Development Goals (SDGs) explicitly focus on girl child education by recognizing its importance in achieving broader development objectives. Several SDGs directly emphasize and prioritize girl child education, while others indirectly contribute to promoting gender equality in education. Here are some keyways in which the SDGs focus on girl child education: SDG 1 aims to eradicate poverty in all its forms. Girl child education is recognized as a vital means to break the cycle of poverty. By ensuring girls have access to quality education, SDG 1 aims to equip them with knowledge, skills, and opportunities for economic empowerment, thus reducing their vulnerability to poverty. SDG 3 focuses on promoting good health and well-being for all. Girl child education contributes to this goal by improving health outcomes. Education equips girls with knowledge Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 49 about nutrition, hygiene, reproductive health, and disease prevention. Educated girls are more likely to make informed health decisions, resulting in better health for themselves and their families. SDG 4 aims to ensure inclusive and equitable quality education for all. It explicitly recognizes the need to eliminate gender disparities and achieve gender equality in education. By addressing barriers to girl child education, promoting equal access to quality education, and enhancing learning outcomes, SDG 4 prioritizes girls' education as a fundamental component of achieving this goal. SDG 5 specifically focuses on achieving gender equality and empowering all women and girls. It highlights the importance of eliminating gender-based discrimination and violence, ensuring equal opportunities for education, and promoting women's empowerment. Girl child education is a key strategy for advancing SDG 5, as it addresses gender disparities in education and promotes girls' empowerment and equal access to educational opportunities. SDG 10 seeks to reduce inequalities within and among countries. Girl child education is recognized as a critical strategy for achieving this goal. By ensuring equal access to quality education for all girls, regardless of their background, SDG 10 aims to bridge educational disparities, reduce gender inequalities, and promote social inclusion. SDG 16 focuses on promoting peaceful and inclusive societies, providing access to justice, and building effective institutions. Girl child education contributes to SDG 16 by empowering girls to become informed citizens, advocates for justice, and drivers of positive social change. Education enhances their voice, agency, and participation in building strong and inclusive institutions. By explicitly addressing girl child education in these SDGs, the global community acknowledges the importance of investing in girls' education and promoting gender equality. The SDGs provide a framework for countries to prioritize and take action towards ensuring that all girls have equal access to quality education, thereby fostering their empowerment, well-being, and sustainable development. Barriers to Girl Child Education in Uttar Pradesh: Poverty remains a significant barrier to girls' education in Uttar Pradesh. Families facing economic hardships may prioritize limited resources towards the education of boys rather than girls. Financial constraints can lead to girls being engaged in domestic work or being married off at an early age, hindering their access to education. Data and research have shown a correlation between poverty and lower enrollment rates and higher dropout rates among girls. According to the ASER 2020 report, the dropout rate for girls increases with age, indicating the influence of economic factors on their educational trajectory. Child marriage is a prevalent issue in Uttar Pradesh and acts as a major impediment to girls' education. When girls are married off at a young age, they are more likely to discontinue their education. Child marriage perpetuates a cycle of limited opportunities, early motherhood, and increased vulnerability for girls. Data highlights the negative impact of child marriage on girls' education. The National Family Health Survey (NFHS- 4) conducted in 2015-2016 revealed that 35.8% of women in Uttar Pradesh aged 20-24 were married before the legal age of 18. Gender-based violence, including physical, sexual, and emotional abuse, poses a significant barrier to girls' education in Uttar Pradesh. Instances of violence can create an unsafe environment, leading to girls being withdrawn from school for their safety. Data and research show a strong correlation between gender- based violence and reduced Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 50 access to education. Girls who experience violence or fear violence are more likely to miss school, drop out, or have diminished learning outcomes. Societal norms and cultural practices that prioritize traditional gender roles and limit girls' autonomy can hinder their access to education. Discriminatory beliefs and expectations often result in girls being assigned household chores or discouraged from pursuing education beyond a certain level. Data and studies emphasize the influence of social norms on girls' education. For instance, data from the District Level Household and Facility Survey (DLHS-4) conducted in 2012-2013 revealed that 32.9% of girls in Uttar Pradesh were engaged in household chores, limiting their time for schooling. Limited availability of quality schools and inadequate infrastructure, particularly in rural and marginalized areas, presents a barrier to girls' education. Lack of functional toilets, safe transportation, and classrooms can hinder girls' participation and retention in schools. Data highlights the disparities in infrastructure and quality of schools. For instance, the ASER 2020 report revealed that 43.2% of government schools in Uttar Pradesh did not have functional girls' toilets, impacting girls' attendance and retention. Addressing these barriers requires a multi-faceted approach involving community engagement, awareness campaigns, policy reforms, and targeted interventions. By addressing poverty, promoting gender equality, providing safe and inclusive learning environments, and empowering girls, Uttar Pradesh can overcome these barriers and ensure equal access to quality education for all girls. Quality of Education for Girls in Uttar Pradesh The evaluation of learning outcomes is crucial in assessing the quality of education provided to girls in Uttar Pradesh. Data from standardized assessments such as the National Achievement Survey (NAS) and Annual Status of Education Report (ASER) can shed light on the academic achievements of girls. While progress has been made, data shows that there is room for improvement. For example, the ASER 2020 report indicates that only 50.5% of girls in Classes III-V in Uttar Pradesh can read at least Class I level text, and 44.7% can do basic arithmetic. These figures highlight the need to focus on enhancing foundational literacy and numeracy skills among girls. Teacher-student ratios play a vital role in ensuring quality education. When there are too many students per teacher, it becomes challenging for teachers to provide individual attention and tailored support to each student, including girls. Data on teacher-student ratios in Uttar Pradesh can help evaluate the adequacy of teacher resources. The Annual Status of Education Report (ASER) and Unified District Information System for Education (UDISE) provide insights into the teacher-student ratios in schools. Lower teacher-student ratios can contribute to improved learning outcomes and a more conducive learning environment for girls. The presence of trained and qualified teachers is essential for delivering quality education. Trained teachers possess the necessary skills and pedagogical knowledge to effectively engage students and meet their learning needs. Data on the availability of trained teachers in Uttar Pradesh can be obtained from various sources, including government records and educational surveys. Analyzing this data can help assess the extent to which schools have access to trained teachers, especially in rural and marginalized areas. The curriculum plays a vital role in shaping the quality of education. A well-designed curriculum should be relevant, inclusive, and provide a comprehensive learning experience for girls. Evaluating the curriculum's effectiveness involves analyzing its alignment with national standards, its inclusivity in addressing gender perspectives, and its responsiveness to the needs and aspirations of girls. Data can be collected through curriculum reviews, stakeholder consultations, and feedback from students, teachers, and parents. Data from standardized assessments, such as state-level board exams and national- level assessments, can provide insights into the Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 51 performance of girls in Uttar Pradesh. Analyzing this data can help identify areas where girls may be facing challenges and areas where improvements have been made. By examining trends in student performance over time and comparing it with national benchmarks, it becomes possible to pinpoint strengths and weaknesses in the education system. This data can guide targeted interventions and policy reforms to enhance the quality of education for girls. Promoting quality education is vital for equipping girls in Uttar Pradesh with essential knowledge and skills for their future. By focusing on improving learning outcomes, reducing teacher-student ratios, ensuring the availability of trained teachers, and enhancing curriculum effectiveness, Uttar Pradesh can provide girls with a robust educational foundation that empowers them to achieve their full potential. Government Policies and Initiatives for Promoting Girl Child Education in Uttar Pradesh: The Beti Bachao, Beti Padhao campaign was launched by the Government of India 2015 to address gender discrimination and improve the status of the girl child. The campaign aims to promote the value of girls, address gender-biased sex selection, and ensure their education and empowerment. Effectiveness: While the campaign has raised awareness about gender discrimination and the importance of girls' education, its impact on improving educational outcomes in Uttar Pradesh requires critical examination. Data and research on the campaign's specific impact on girls' enrollment, retention, and learning outcomes in the state are necessary to assess its effectiveness. Kasturba Gandhi Balika Vidyalaya is a centrally sponsored scheme that provides residential schools for girls from disadvantaged backgrounds. KGBV aims to bridge educational gaps by addressing socio-economic barriers, promoting enrollment, and improving learning outcomes. Effectiveness: Evaluating the effectiveness of KGBV in Uttar Pradesh requires an analysis of available data on enrollment rates, dropout rates, and learning outcomes among girls in KGBV schools. Research studies and monitoring reports can provide insights into the impact of KGBV on girls' education in the state. The National Scheme of Incentive to Girls for Secondary Education provides financial incentives to encourage girls from marginalized communities to pursue secondary education. The scheme offers cash transfers to girls who complete Class VIII and continue their education up to Class XII. Effectiveness: Assessing the effectiveness of the incentive scheme in Uttar Pradesh requires analyzing data on enrollment rates, retention, and completion of secondary education among eligible girls. Research studies can provide insights into the scheme's impact on reducing dropout rates and promoting girls' educational aspirations. Other Initiatives Uttar Pradesh has implemented various other initiatives and programs targeting girls' education, such as scholarships, girls' hostels, menstrual hygiene management initiatives, and skill development programs. These initiatives aim to address specific barriers and promote access to quality education for girls. Effectiveness: Evaluating the impact of these initiatives requires a critical analysis of available data and research findings. Assessing enrollment rates, dropout rates, learning outcomes, and the overall educational experiences of girls benefiting from these programs can provide insights into their effectiveness. While government policies and initiatives in Uttar Pradesh aim to promote girl child education, a critical evaluation of their effectiveness is essential. Assessing the impact of programs such as Beti Bachao, Beti Padhao, Kasturba Gandhi Balika Vidyalaya, and other schemes requires an examination of data on enrollment rates, retention, learning outcomes, Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 52 and research findings. By identifying strengths, weaknesses, and areas for improvement, policymakers and stakeholders can make informed decisions to enhance the impact of these initiatives and ensure inclusive and quality education for girls in Uttar Pradesh. . Addressing Infrastructure and Resource Gaps: Addressing Infrastructure and Resource Gaps in Schools Catering to Girl Child Education in Uttar Pradesh: An analysis of the state of school infrastructure reveals the extent to which schools catering to girl child education in Uttar Pradesh are equipped to provide a conducive learning environment. Key factors to consider include the availability of classrooms, furniture, libraries, laboratories, and playgrounds. Data on school infrastructure can be obtained from sources such as the Unified District Information System for Education (UDISE) and school inspections. Critical evaluation of this data can highlight gaps and deficiencies in infrastructure, especially in rural and marginalized areas. Insufficient infrastructure can hinder girls' access to education and compromise the quality of their learning experiences. Creating safe and inclusive learning spaces is crucial for ensuring girls' educational well-being. It involves assessing factors such as the presence of boundary walls, lighting, security measures, and measures to prevent genderbased violence and bullying. Data on the safety and inclusivity of learning spaces can be collected through surveys, school assessments, and reports from government agencies. Critical evaluation of this data can reveal shortcomings in ensuring safe and inclusive environments for girls in schools. Identification of gaps can inform targeted interventions to improve safety measures and create an inclusive atmosphere that encourages girls' participation and retention. The availability of clean and functional sanitation facilities, including separate toilets for girls, is vital for girls' attendance, retention, and overall well-being in schools. Data on sanitation facilities in schools can be obtained from sources such as UDISE and surveys conducted by government agencies. Critical analysis of this data can reveal disparities in access to proper sanitation facilities and highlight areas where improvements are required. Efforts should focus on ensuring the availability of functional and gender- sensitive toilets in all schools, especially in rural and marginalized areas. Availability and accessibility of learning materials are essential for enhancing the educational experiences of girls. Learning materials include textbooks, library resources, teaching aids, and digital learning resources. Data on the availability of learning materials can be collected through surveys, curriculum reviews, and school assessments. Critical evaluation of this data can reveal gaps in the availability and utilization of learning materials in schools. Addressing these gaps requires targeted efforts to ensure adequate and quality learning materials for girls, promoting interactive and engaging learning experiences. Critically evaluating the allocation and utilization of resources is crucial for improving the education system for girls. This includes assessing the allocation of budgets, teacher deployment, training opportunities, and the utilization of grants and funds aimed at enhancing girl child education. Data on resource allocation and utilization can be obtained from government records and reports. Critical analysis of this data can shed light on discrepancies and inefficiencies in resource management. Ensuring equitable resource allocation and effective utilization is essential to improve infrastructure, enhance learning environments, and provide quality education for girls in Uttar Pradesh. By critically examining the state of infrastructure and resources in schools catering to girl child education in Uttar Pradesh, policymakers and stakeholders can identify gaps and develop Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 53 targeted interventions. This analysis, supported by data, can inform decisions to improve infrastructure, create safe learning spaces, enhance sanitation facilities, and ensure adequate access to learning materials. Ensuring Safety and Security in Educational Institutions for Girls in UttarPradesh: Examining Incidents of Gender-Based Violence, Harassment, and Discrimination. Analyzing data on incidents of gender-based violence, harassment, and discrimination against girls in schools provides a comprehensive understanding of the safety challenges they face. This data can be obtained through reports from educational authorities, surveys, and studies conducted by organizations focused on child rights and gender issues. Evaluating this data enables a critical examination of the prevalence and nature of such incidents. It helps identify the specific forms of violence and discrimination girls experience, such as sexual harassment, verbal abuse, bullying, or biased treatment. Understanding these issues is essential for addressing them effectively. Assessing the effectiveness of existing measures to ensure a safe and conducive learning environment for girls is crucial. This evaluation involves examining the implementation of policies, guidelines, and protocols designed to prevent and address incidents of violence and discrimination. Data on the reporting and resolution of such incidents, along with feedback from students, teachers, and parents, can help gauge the effectiveness of existing measures. Identifying gaps, shortcomings, and areas of improvement is essential to enhance safety and security. To enhance safety and security for girls in educational institutions, several strategies can be implemented. Conduct targeted awareness campaigns to educate students, teachers, parents, and the community about gender-based violence, harassment, and discrimination. These campaigns can raise awareness about girls' rights, respectful behavior, and the importance of reporting incidents. Training Programs: Provide comprehensive training to teachers, administrators, and staff on creating safe and inclusive learning environments, addressing violence and harassment, and responding to incidents effectively. Training should focus on building capacity to prevent, identify, and address such incidents sensitively and promptly. Review and strengthen existing policies and guidelines to ensure they are comprehensive, gender-responsive, and inclusive. This includes incorporating measures to prevent and address violence and discrimination, establishing clear reporting mechanisms, and ensuring appropriate consequences for perpetrators. Student Support Systems: Establish student support systems, such as peer mentoring programs, counseling services, and designated trusted personnel, to provide girls with a safe space to seek assistance and support. Encourage girls to speak up and report incidents without fear of retaliation. Foster collaboration between educational institutions, community organizations, law enforcement agencies, and government authorities to address safety concerns effectively. Engage parents, community leaders, and local stakeholders to create a collective responsibility for ensuring girls' safety. Implement regular monitoring and evaluation mechanisms to assess the effectiveness of safety measures, identify emerging issues, and make necessary adjustments. Collect feedback from students, teachers, and parents to continuously improve safety and security practices. Ensuring safety and security in educational institutions for girls is crucial for creating a conducive learning environment. By examining data on incidents of gender- based violence, harassment, and discrimination, evaluating the effectiveness of existing measures, and implementing strategies such as awareness campaigns, training programs, policy reforms, student support systems, collaboration, and monitoring, Uttar Pradesh can enhance safety and security for girls. By doing so, girls can feel empowered, protected, and confident in pursuing their education and fulfilling their potential. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 54 Importance of Promoting Inclusive and Holistic Education for Girls in UttarPradesh: Promoting inclusive and holistic education for girls in Uttar Pradesh is crucial for achieving equitable and empowering educational opportunities. Here's a critical analysis of the availability of programs that address the specific needs of marginalized groups and the significance of gender-responsive teaching practices, life skills integration, digital literacy, and vocational training in the curriculum: Uttar Pradesh is home to diverse marginalized groups, including girls from SC,ST and OBC , minority communities, and economically disadvantaged backgrounds. It is essential to provide programs that cater to their specific needs to ensure equal access to quality education. While efforts have been made to address the needs of marginalized groups, gaps still exist in the availability and reach of programs. Data and research can be utilized to assess the effectiveness and impact of existing initiatives targeting these groups. Evaluation should focus on enrollment rates, retention, learning outcomes, and the extent to which these programs uplift marginalized girls and provide opportunities for their empowerment. Gender-responsive teaching practices recognize and address the unique needs and challenges faced by girls. It involves creating a supportive and inclusive learning environment that challenges gender stereotypes, promotes girls' active participation, and provides equal opportunities for learning and growth. The implementation of genderresponsive teaching practices in Uttar Pradesh requires a critical assessment of their effectiveness and coverage. Data on the adoption and impact of such practices can be collected through teacher surveys, classroom observations, and student feedback. Evaluation should consider the extent to which gender-responsive teaching practices empower girls, promote their confidence and agency, and foster gender equality within the educational setting. Integrating life skills into the curriculum equips girls with essential competencies for personal development, critical thinking, problem- solving, communication, and decision-making. Life skills education empowers girls to navigate challenges, make informed choices, and lead fulfilling lives. The availability and integration of life skills education in the curriculum need to be critically evaluated. Data on the implementation and impact of life skills programs can be obtained through curriculum reviews, assessments, and student feedback. Evaluation should assess the acquisition of life skills by girls, their application in real-life situations, and the influence of these skills on their overall development and well-being. Digital literacy is crucial in the digital age and empowers girls to access information, communicate effectively, and develop 21st- century skills. It involves providing access to technology, digital resources, and digital literacy training. The extent of digital literacy initiatives for girls in Uttar Pradesh needs to be critically assessed. Data on the availability and effectiveness of digital literacy programs can be obtained through surveys and assessments. Evaluation should consider the impact of digital literacy on girls' educational outcomes, employment prospects, and digital citizenship skills. It should also address any disparities in access to technology and digital resources, particularly for marginalized groups. Vocational training equips girls with practical skills that enhance their employability and economic independence. It provides opportunities to develop skills in sectors that align with their interests and aspirations. The availability and effectiveness of vocational training programs for girls should be critically analyzed. Data on enrollment, retention, completion rates, and employment outcomes can be collected to evaluate the impact of vocational training initiatives. Evaluation should assess whether these programs address the needs and aspirations of girls, lead to sustainable livelihoods, and bridge the gender gap in economic opportunities. Promoting inclusive and holistic education requires a critical examination of the availability, reach, and impact of programs targeting marginalized groups, the implementation Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 55 of gender-responsive teaching practices, the integration of life skills and digital literacy, and the effectiveness of vocational training initiatives. By addressing these aspects, Uttar Pradesh can ensure that girls from all backgrounds have equal opportunities to thrive academically, develop life skills, embrace technology, and pursue meaningful careers, leading to their overall empowerment and societal progress. Few suggestions for improving the status of girl child education in Uttar Pradesh. Infrastructure Development: Invest in improving school infrastructure, especially in rural areas, to provide a conducive learning environment for girls. According to the Annual Status of Education Report (ASER) 2020, about 43.2% of government schools in Uttar Pradesh did not have functional girls' toilets, which hampers girls' attendance and retention. Addressing this gap by providing functional and gender-sensitive sanitation facilities can significantly improve girls' access to education. Teacher Recruitment and Training: Ensure an adequate number of trained teachers, particularly in schools catering to girls. According to the Unified District Information System for Education (UDISE) 2019-20, Uttar Pradesh had a pupil-teacher ratio of 34:1 at the elementary level. Recruiting and deploying more qualified teachers, specifically targeting areas with low enrollment and high dropout rates among girls, can enhance the quality of education. Eliminating Gender-Based Violence: Implement policies and programs to address genderbased violence and create safe and inclusive learning environments for girls. Data from the National Crime Records Bureau indicates that Uttar Pradesh accounted for the highest number of crimes against women in India in 2020. Taking proactive measures such as conducting gendersensitization training for teachers, establishing effective grievance mechanisms, and fostering a culture of respect and equality can help ensure girls' safety and well-being in schools. Vocational and Life Skills Training: Integrate vocational training and life skills education into the curriculum to equip girls with practical skills and enhance their employability. According to the Annual Status of Education Report (ASER) 2020, only 9.8% of girls in the 14-18 age group in Uttar Pradesh could perform at least one practical task related to marketable skills. Incorporating vocational training opportunities, including digital literacy, entrepreneurship skills, and trades that align with local economic needs, can empower girls and provide them with pathways to sustainable livelihoods. Community Engagement and Awareness: Engage with parents, community leaders, and local stakeholders to raise awareness about the importance of girl child education and promote gender equality. Encourage community participation in school management. committees and conduct awareness campaigns highlighting the benefits of educating girls. According to the District Level Household and Facility Survey (DLHS-4) 2012-13, 32.9% of girls in Uttar Pradesh were engaged in household chores, limiting their time for schooling. By involving the community, stereotypes and traditional gender roles can be challenged, creating a supportive environment for girls' education. By implementing these suggestions, Uttar Pradesh can make significant strides in improving the status of girl child education. It is crucial to track progress through regular monitoring and evaluation, using data from sources such as ASER, UDISE, and government surveys, to ensure effective implementation and measure the impact of interventions. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 56 References  Aiyar, Y., & Samadi, A. (2020). The educational gender gap in India: How much can we attribute to socio-economic and school quality differences? World Development, 127, 104751.  ASER. (2016). Annual Status of Education Report (Rural). Retrieved Oct. 15, 2017, from http:// img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202016/ aser_2016.pdf  ASER. (2017). Annual Status of Education Report (Rural). Retrieved March 17, 2018, from http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202017/aser2017 fullreportfinal.pdf  Babu, D. (2014). Right to Education with Special Reference to Article 21 Under the Indian Constitution in the Present Scenario. Bundelkhand University, Institute of Law. Jhansi: http://hdl.handle.net/10603/24954  Chakraborty, A., & Bhan, G. (2020). Gender inequality in educational outcomes: Evidence from India. Journal of Population Economics, 33(4), 1127-1166.  Chitrakar, R. (2009). Overcoming Barriers to Girls' Education in South-Asia: Deepening the Analysis. Nepal, UNICEF ROSA. Retrieved from http://www.unicef.org/rosa  Deka, B. (2016). Right to education and the girl child. Gauhati University, Department of Political Science, Guwahati. Retrieved from http://hdl.handle.net/10603/95989  Desai, S., & Kulkarni, V. (2008). Changing educational inequalities in India in the context of affirmative action. Demography, 45(2), 245-270.  Government of India. (2015). Beti Bachao, Beti Padhao Scheme: Implementation guidelines. Ministry of Women and Child Development.  Iqbal, F. A., & Ayub, A. F. M. (2021). Gender disparity in education: An empirical study of Uttar Pradesh, India. Journal of Applied Research in Higher Education, 13(2), 508521.  Ministry of Education, Government of India. (2021). Unified District Information System for Education (UDISE) 2019-20. Retrieved from http://udiseplus.gov.in/  National Commission for Protection of Child Rights. (2021). Gender Vulnerability Index Report 2020-21. Ministry of Women and Child Development.  Planning Commission, Government of India. (2013). Twelfth Five Year Plan (20122017): Faster, More Inclusive and Sustainable Growth. Sage Publications India.  UNESCO Institute for Statistics. (2020). Education for All Global Monitoring Report 2020: Inclusion and Education. Retrieved from https://en.unesco.org/gem-report/  World Bank. (2018). Uttar Pradesh—Education for All Project: Implementation completion and results report. Retrieved from http://documents1.worldbank.org/curated/ en/659481530714031178/pdf/ICR0000215-P130162-India-ICR-002-2018-PUBLIC.pdf Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 57 CO-CURRICULAR ACTIVITIES THROUGH EXTENSION: IMPACT STUDY IN NORTH BENGAL UNIVERSITY AND AFFILIATED COLLEGES Dr. Sidhartha Sankar Laha* *Associate Professor, Lifelong Learning and Extension,University of North Bengal, Darjeeling, West Bengal, Abstract Recognition of extension as one of the pivots of teaching and research has emerged from the growing realization that universities and colleges possessing better infrastructural facilities - manpower and physical facilities - have an obligation to promote the developmental activities of the community. Accordingly, modern approaches to education emphasise all-round or holistic development of the students. The praxis is that the process of education is not something static or a one-time measure rather, a continuous and lifelong endeavour that can be attained through co-curricular and extension activities. The purpose of this study is to investigate and explore the efficacy and impact of extension and cocurriculum activities among the students, particularly of the University of North Bengal. It is a qualitative and quantitative case study focusing on co-curricular activities being arranged at the graduate and postgraduate levels. The study has been conducted by using the questionnaire filling technique that was distributed beforehand among primary stakeholders. The data are analysed using some statistical tools so as to proffer meaningful results on the basis of the socio-economic parameters and benefits gained through extension activities. The study concludes that the overall effects and impacts of co-curricular activities on the student’s academic performance and personality development are both encouraging and positive. And such endeavour reinforces the fruition of education’s primary goal of bringing change in students’ behaviour. Key wards: Extension, Co-Curricular, Qualitative and Quantitative INTRODUCTION Recognition of Extension as equal in importance to teaching and research has emerged out of the growing realization that universities and colleges possessing better infrastructural facilitiesmanpower and physical facilities- have an obligation to promote developmental activities of the community. The most important need of any country is to achieve the effective utilization of resources. Men, money, material have been classified as principal resources and among the three resources the most important one is man. Fortunately, India has enormous amount of human resources. India is the second populist country in the world. Till now 102 crores of peoples are living here, but only 2% of the peoples are having the opportunity for higher education. So, the other people also should be educated in some other way. Community development through extension education by the educational institution is one of the best ways of educating people. Extension work of all dimensions will lead to the total development of the country. It may be of adult education programme, awareness programme, skill development programme, agricultural programme, women development programme, childcare programme, Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 58 supplementary programme, health programme, refresher courses of short duration, peoples education, etc., Co-curricularactivitiesplaypivotalroleincurriculum; these activities broaden experiences and enrich intellectual domains of the students.“Co-curricular activities can be defined as the activities that enhance and enrich the regular curriculum during the normal school hours. All cocurricular activities are organized with specificpurpose which vary according to the nature and form of such activities” (Madalli2014). The modern education system emphasizes that child comes to school for holistic development and better adaptability. The development of the total personality of the child is the basic aim of the modern education system and for that, educational institutions facilitate their students.”In this era of globalization co-curricular activities play a vital role for the performance of students”(Habib2012). Co- curricular activities provide passion, strength, optimistic thinking and cooperation which in turn, contribute to behaviordevelopment. Co-curricular activities can assist inthedev elopment of “various domains of personality and mind such as intellectual development ,emotional development, social development and aesthetic development” (KhanandIqbal2014). Most educators felt that involvement in co-curricular activities helped to develop student’s con fidence in a better way which is essential in their academic process through extension activity- Campus to Community approach. The process of extension or spreading of knowledge through educating the farmers, housewives, women, or village community and not through compulsion or coercion or force education of rural people involves convincing them about the new knowledge in their fields or any situations to produce more or bring in change for a better life. The extension may also involve closer interaction with society and could be dovetailed with the programmes of rural development. The educational institutions at all levels generate new knowledge and consider this as the prime task. Education should aim at taking the results of research in the schools, colleges and universities for the field testing at the community level. The acceptance and new knowledge will alone prove the worthiness of any research undertaken in the laboratories of the educational institutions. Extension work can take many forms. It is often regarded as merely social or community service, which enables the teachers and students to participate actively in national development. Such services can be organized through various programmes like National Service Scheme (NSS), National Adult Education Programme (NAEP), National Cadet Corps (NCC), Disaster Management Activities, Programme for Flood or Drought Relief, Each One Teach One, Community Health Programmes, Social Forestry. All these programmes provide ample opportunities to teachers and students to render useful service to the community. STATEMENT OF THE PROBLEM This study have attempted to gather facts and figures on the various types of campus to community approaches and different models adopted by in North Bengal University and affiliated Colleges in the state of West Bengal. Based on this data, the outcome of the extension activities of the students and its influence on the curriculum are also analysed and suitable changes may also be made in already existing model according to their needs and environment. Thus, this study would help the policy makers to concretize and develop a comprehensive model on extension activities. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 59 OBJECTIVES OF THE STUDY The specific objectives of the study are: 1. To enlist the various types of extension and co-curricular activities implemented through campus to community approach by the selected colleges under North Bengal University. 2. To understand the influence of Campus to Community Approach as a part of the curriculum of in the North Bengal University and affiliated Colleges. 3. To find out the socio-economic profile of the students and their involvement and attitude towards the Campus to Community. 4. To find out the constraints and problems which are encountered in implementing the extension activities in the North Bengal University and affiliated Colleges. HYPOTHESES 1. There is a significant association between the selected students' socio-economic variables (sex, age, branch of studying, the area of servicing, and mode of residing) and benefits gained through extension activities. 2. There is a significant association between the selected students' socio-economic, variables (sex, age, branch of studying, the area of servicing, and mode of residing) and attitude towards their extension works through campus to community approach. 3. There is a significant association between the selected students' socio-economic variables (sex, age, branch of studying, the area of servicing, and mode of residing) and their involvement in extension and co-curricular activities through campus to community. METHODOLOGY In the present study, exploratory and survey research design was adopted. A sample of 300 respondents was taken up as the sample size for the present study and they were selected through purposive sampling method. The research tool used for the present study is questionnaire. The respondents were personally interviewed by the researchers through structured interview schedule, which is developed specially for the collection of primary data. Qualitative research was also carried out through focus group discussion and case study to evaluate the importance of co-curricular activities through extension. Used five points Likert scale for the assessment of survey respondent’s attitudes.Likert scaling presumes the existence of an underlying (or latent or natural) continuous variable whose value characterizes the respondents’ attitudes and opinions. The data were analysed using percentages and chi-square test for interpreting the data and to give meaningful results. FINDINGS OF THE STUDY General Findings • • • The majority of the respondents (72.0%) of the present study belong to the age group of 1921. Only 21 per cent of the respondents are in the age of above 21 years. It is found that highest numbers of the respondents (57.0%) are of social science group followed by 43.0% of the respondents of science group. It is found that majority of the respondents are from the rural area i.e. (79.0%) and only 21% of the respondents belong to the urban area. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 60 • • • • • It is found that only 30.0% of the respondents are involved in N.S.S Activities. It is found that only 25.0% of the respondents are involved in N.C.C Activities. It is found that only (9.0%) of the respondents are involved in the Activities related to Physical Related Co-curricular Activities. Some of the respondents (38.0%) are involved in other activities likeAcademic Related Co-curricular Activities, Civic Values Related Co-curricular Activities (Organizing camps, such as first aid camp, cleanliness week), Arts and Craft Related Co-curricular Activities, Social development Related Co-curricular Activities and Physical Related Co-curricular Activities. Most of the respondents (84.0%) agreed that the extension activities through Campus to Community Approach helps in improving positive attitude. Majority of the respondents (80.0%) agreed that the extension activity through Campus to Community Approach helps in providing future employment. Table-1: BenefitsofCo-curricularActivities through Extension (N=300) Responses Agree Strongly Agree Disagree Frequency/ Frequency/% Frequency/ % % Academics 154(52%) 134(46%) 12(4%) 180(60%) 06(12%) Knowledge of 84(28%) National and International Issues Benefits Attendance and Annual Results Health of students Leadershi p Qualities in Students, and Confidenc e in Students Socialization Sense of Responsibility Punctuality Strongly Disagree Frequency/ % 0 (0%) 0 (0%) Neutral Frequency/ % 0 (0%) 0 (0%) 66(22%) 30(10%) 138(46%) 66(22%) 0 (0%) 108(36%) 168(56%) 18(6%) 6(2%) 0 (0%) 120(40%) 162(54%) 18(6%) 0 (0%) 0 (0%) 174(58%) 168(56%) 108(36%) 102(34%) 12(4%) 30(10%) 6(2%) 0 (0%) 0 (0%) 0 (0%) 157(56%) 95(32%) 24 (8%) 12(4%) 0 (0%) Source: Field Survey Using focus group discussion method, in the above table 52% respondents agree that the Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 61 seminar, conferences and drama competitions helps in academics. These activities improve their results and performance. 46% respondents strongly agreed that these activities are helpful in academics. Only 2% disagree to this statement. Sports department also mentioned this fact that if university gives opportunity to the students, they not only excel in the games but also in studies. Around 28% respondents agree that activities like seminars; Conferences increase the knowledge of students about national and international issues.60% students strongly agreed with this point of view. Only 12% respondents were disagreeing with this view. About 46% people disagreed that co- curricular activities negatively affect attendance and annual results, 22% agreed this view, 22% strongly disagree, only 10% strongly agree. I had an interview with the spokesperson of sports office he told that the students who participate in cocurricular activities are regular in their routine life. Co-curricular activities help them to organize their studies orderly. The students who are physically active demonstrate high academic achievements. According to this table 56% of respondents strongly agree that participation in cocurricular activities like physical activities are beneficial for health of the students. 36% agree, 6% disagree and only 2% strongly disagreed. Spokesperson from sports office told that physical activities Improved motor skills and physical fitness and enhance of normal mental and emotional health. Physical activities help to maintain strong bones, muscles, and joints, control weight, build lean muscle, and reduce fat. High blood pressure and hypertension in adolescents can prevent with the help of these physical activities. The fifth statement is addressing three issues Co- curricular activities stop students from antisocial activities, built leadership qualities in students, and confidence in students. The table shows that 54% respondents strongly agree, 40% agree, only 6% disagree. Sports department of the university claimed that if we will have enough funds to organize the physical activities, 70% anti-social activities in the university can be overcome. Team games can play imperative role to provide opportunities for students’ to learn group membership and leadership skills, attitudes, and behaviours. Participation in physical activities vitalizes students to take on challenges. Physical activity also provides them opportunities to develop resilience, to communicate to cooperate with other people and in addition to enrich their life experience, which enhance their self-confidence. The above table shows that 58% respondents agree that students learn to socialize and interact through these activities, 36% strongly agree, only 4% disagreed and only 2% strongly disagreed Students from different social classes and ideas come together around a common theme. They uncover ways to work in collaboration and efficiently with others whose points of view may be different from their own. They begin to recognize that they contribute to part of a larger community. Their participation in these activities provides the opportunity to socialize and collaborate with other members of the society. Approximately 56% respondents think that students acquire a sense of responsibility due to taking part in co- curricular activities, 37% strongly agree, only 10% disagree. When students take part in co- curricular activities like conferences, debates, drama competition, where students are given responsibilities to organize these activities, students learn responsibility in these activities. They can play a vital role in practical life for themselves and society also. Nearly 56% respondents agree that Co-curricular activities develop a sense of competitive spirit, co-operation, punctuality, and team-spirit as well as to provide a backdrop for the Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 62 development of their creative talents.32% strongly agree; only 8% disagree the statement. Students, who participate in the co-curricular activities, can manage their time skilfully. Time management is basic need ofthese activities. This Time management adds fruits in their future life. These activities develop a sense of competitive spirit in students, they do not beat other students but they compete with them, that competition leads them to hard work. Hypotheses Related Findings Table -2: Chi-Square Test of Respondents Socio-Economic Variables and Benefits Gained through Extension Activities (N=300) SL. No 1 2 3 Parameters Sex Age Group Branch of Studying 4 5 Area of Service Residence Benefits Gained through Extension Activities 0.561 0.540 0.029* 0.121 0.012* *Significant at 5% level of significance It is found that there is a significant association between selected students' socio economic variables like branch of studying and mode of residing and benefits gained through extension activities of the selected respondents in the study area. Table -3 Chi-Square Test of Respondents' Socio-Economic Variables and Attitude towards through Extension Works (N=300) SL.No 1 2 Parameters Sex Age Group 3 4 Branch of Studying Area of Service 5 Residence Attitude towards Extension Activities 0.831 0.021* 0.189 0.039* 0.005* *Significant at 5% level of significance It is found that there exists a significant association between selected students' socio economic variables like age, the area of service and mode of residing and attitude towards their extension works through campus to community approach. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 63 Table -4: Chi-Square Test of Respondents' Socio-Economic Variable and Involvement in Extension and Co-Curricular Activities SL. No 1 2 Parameters Sex Age Group 3 4 5 Branch of Studying Area of Service Residence Attitude towards Extension Activities 0.489 0.034* 0.074 0.562 -0.379 *Significant at 5% level of significance It is found that there is a significant association between the selected students' socio- economic variables like age and their involvement in extension and co-curricular activities through campus to community. DISCUSSION AND CONCLUSION The present study highlights about the different forms of extension activities carried out through Campus to Com munity Approaches. It mainly states that the extension activities helps not only to have close contact with the community but also in identifying the problems faced by the society and to give proper solution to it through various approaches. The researcher from the study found that the major extension activiües adopted by the autonomous colleges are N.S.S. and N.C.C. The present study shows that both the college selected for the study have a peculiar type of extension work named as SHEPERD (Science and Humanities for The People Development) & RESCAPE(Rural Enrichment Through Student and Community) and they made this as part of the curriculum for all the students in the college. Both of the colleges have separate extension programme with separate faculties appointed to co-ordinate these activities and they are doing the extension activities in an excellent manner. The study suggested that adequate finance/ grant for the extension programme at college level should be provided and the Extension Departments should be linked with the village schools. Though almost all the higher educational institutions are executing the extension work to the neighboring community yet they need further improvement in their approaches, i.e. in further motivating the students through giving proper awareness about the approaches and also in providing the necessary help at the required time to the public. If the educational institution works in concern with the community then the entire societal development can be achieved. REFERENCES  Agarwal, Lt. Gen. G. C. (1993). Autonomous Colleges in Indian Universities. New Delhi: Sterling Publishers PVT. Ltd.  Pankajam, G. (2000). Extension: Third Dimension of Education. New Delhi: Gyan Publishing House. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 64  Parthasarathy, K. (1997). Extension in Higher Education. IUACE News, 17(4-6), New Delhi.  Parthasarathy, K. (1998). Mobilization and Involvement of Students and Teachers in Implementing AE Programmes at the Grass-Root Level With Special Reference To Bharathidasan University, Tiruchirappalli, India-A Case Study. ERIC, US Department of Education, Columbia.  Parthasarathy, K., Anadamoorthy, V., & Harikumar, V. (Eds.). (2003). Literacy and Development (Vol. 1). Chennai: State Resource Centre for NonFormal, Adult and Continuing Education (SRC) and Centre for Adult, Continuing Education and Extension, Bharathidasan University, Tiruchirappalli.  Parthasarathy, K., Anadamoorthy, V., & Harikumar, V. (Eds.). (2004). Research on Literacy - Literacy and Development (Vol. 2). Chennai: State Resource Centre for NonFormal, Adult and Continuing Education (SRC) and Centre for Adult, Continuing Education and Extension, Bharathidasan University, Tiruchirappalli.  Parthasarathy, K., Harikumar, V., & Balasubramanian, S. (2006). Continuing education. Chennai: State Resource Centre for Non-Formal, Adult and Continuing Education (SRC) and Centre for Adult, Continuing Education and Extension, Bharathidasan University, Tiruchirappalli.  Parthasarathy, K. (Ed.). (2006). Experiments in Community Empowerment. Tiruchirappalli: Centre for Adult, Continuing Education and Extension, Bharathidasan University.  Parthasarathy, K. (2006). Foundations of Adult & Continuing Education. Tiruchirappalli: Centre for Adult, Continuing Education and Extension, Bharathidasan University.  Prabhudass (1997). Extension activity models adopted by students teachers of autonomous colleges in TamilNadu, India - an unpublished Ph.D. dissertation submitted to Bharathidasan University, Tiruchirappalli. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 65 ACCESS TO CLEAN FUEL FOR COOKING IN RURAL INDIA: A STUDY ON ENERGY POVERTY AND POLICY INTERVENTIONS Vivek Kumar Chahar* *Research Scholar, Department of Continuing Education and Extension, University of Delhi, India. Abstract Access to clean fuel for cooking is a critical issue in rural India where households continue to rely on traditional biomass fuels such as firewood, crop residues, cow dung, etc. These fuels not only contribute to indoor air pollution but also exacerbate energy poverty, particularly among women and children. Sustainable Development Goal (SDG) - 7.1.2, refers to a specific target under the SDG - 7, which focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. More specifically, it aims to increase the proportion of people who have access to clean cooking fuels and technologies. This research paper aims to analyze the current state of access to clean fuel for cooking in rural India. The extent of energy poverty, and the policy interventions that have been implemented to address the issue. The study draws on a range of secondary data sources, including government survey reports, ministry reports, and academic literature. The findings suggest that while there has been progress in increasing access to clean cooking fuel in rural India, the issue of energy poverty remains acute. Pradhan Mantri Ujjwala Yojana, Unnat Chulha Abhiyanand were the policy for the promotion of solar cookers and solar stoves have been successful in expanding access to clean fuels, but there is a need for a more comprehensive and integrated approach that addresses the multiple dimensions of energy poverty. Key Words- Clean Energy, Sustainable Development, Energy Poverty, Clean fuels. Introduction According to the National Sample Survey (2011-12), about 78% of rural households rely on traditional biomass fuels such as firewood, crop residues, and animal (cow) dung for cooking. The World Health Organization (WHO) in a report says indoor air pollution caused by using traditional biomass fuels is responsible for over 1.3 million premature deaths in India each year and around 4.3 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 66 million deaths worldwide, with India accounting for the largest share (World Health Organisation, 2016). Indoor air pollution caused by traditional biomass fuels is linked to respiratory illnesses, such as chronic bronchitis and pneumonia, and eye infections (WHO, 2016) Clean fuels for cooking are fuels that produce less pollution and are more sustainable compared to traditional fuels such as wood, charcoal, or kerosene. These fuels can include liquefied petroleum gas (LPG), biogas, ethanol, and electricity. Liquid Petroleum Gas is a clean-burning fuel that is commonly used for cooking. It produces less smoke and harmful emissions compared to traditional fuels, making it a safer and healthier option. Fuel such as biogas is produced from the decomposition of organic matter such as animal manure, food waste, or sewage. It is a renewable fuel that can be used for cooking, heating, and electricity generation. Biogas is a clean fuel since it does not emit harmful pollutants. Ethanol is made from plant materials such as sugarcane, corn, or switchgrass. It is a clean-burning fuel that produces less pollution compared to fossil fuels. Ethanol can be used as a fuel for stoves and cookers. Electricity is another clean option for cooking, especially when it comes from renewable sources such as solar, wind, or hydropower. Electric stoves and cookers are efficient and do not produce emissions or pollutants. Clean fuels for cooking are alternatives to traditional fuels that produce less pollution and are more sustainable. They can include LPG, biogas, ethanol, and electricity from renewable sources. Energy poverty, being the primary reason refers to the lack of access to modern energy services, including clean cooking fuels, which has adverse effects on health, education, and livelihoods. Despite the policy interventions, the issue of energy poverty remains acute in rural India. According to the International Energy Agency, around 240 million people in India lacked access to electricity in 2017 (International Energy Agency, 2019). Additionally, around 800 million people in India rely on traditional biomass fuels, such as firewood and cow dung, for cooking (IEA, 2019). Energy poverty also has economic impacts, as households without access to modern energy sources spend a significant portion of their income on traditional biomass fuels which are often expensive and time-consuming to collect. According to a report by the Council on Energy, Environment and Water, households in rural India spend an average of 5% of their income on traditional biomass fuels (Council on Energy, Environment and Water, 2017). To address the problem of energy poverty in India, the government has launched several initiatives, such as the Pradhan Mantri Sahaj Bijli Har Ghar Yojana (Saubhagya), which aims to provide electricity connections to all households in India by 2022 (Ministry of Power, 2019). Additionally, Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 67 the Pradhan Mantri Ujjwala Yojana, launched in 2016, aims to provide LPG connections to 80 million households by 2020, with a particular focus on rural households (Ministry of Petroleum and Natural Gas, 2016). Despite these initiatives, significant challenges remain in improving access to modern energy sources in rural India which includes high cost of LPG cylinders, inadequate infrastructure, and a lack of awareness about the benefits of clean cooking fuels. Moreover, the implementation of small-scale renewable energy projects such as biogas plants and solar cookers can provide sustainable and clean sources of energy but require significant investment and policy support. The government in collaboration with local communities and other stakeholders should implement targeted interventions such as increased subsidies for LPG cylinders, promotion of small-scale renewable energy projects, improved infrastructure, and public awareness campaigns, to ensure that rural households have access to clean energy, which is essential for their health, environment, and economy. Clean fuel adoption in rural India "Clean fuel for cooking in rural India: a review of current practices and future prospects" (Kumar, et al., 2021) This literature review provides an overview of the current status of clean fuel adoption in rural India and identifies the barriers to widespread adoption. The authors also discuss the potential for innovative solutions, such as biogas and solar cookstoves, to increase access to clean cooking fuel. "Clean cooking fuels in India: a review of recent research" (Patel, et al., 2019). This review summarizes recent research on clean cooking fuel adoption in rural India, including studies on user preferences, supply chain challenges, and health impacts. The authors also discuss policy interventions aimed at promoting clean cooking fuel adoption. "The role of women in clean fuel adoption in rural India: a review of the literature" (Aarti Singh et al., 2017). This review focuses on the gender dynamics of clean fuel adoption in rural India. The authors examine the challenges faced by women in accessing and using clean cooking fuels, as well as the potential benefits of empowering women to take a leading role in the transition to clean energy. "Clean fuel technologies for cooking in rural India: a systematic review" (Gupta, et al., 2016). This systematic review synthesizes existing studies on a range of clean cooking technologies, including Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 68 biogas, LPG, and improved cookstoves. The authors identify key factors that influence adoption and provide recommendations for policymakers and practitioners. "Barriers and drivers of clean fuel adoption in rural India: a scoping review" (Venkatesh, et al., 2017) This scoping review provides a broad overview of the factors that influence clean fuel adoption in rural India, including economic, social, and cultural factors. The authors highlight the need for context-specific solutions that address the unique challenges faced by different communities. "The National Biogas and Manure Management Programme in India: A Review of Progress and Challenges" (Chakraborty, et al., 2019). This literature review provides a detailed analysis of the National Biogas and Manure Management Programme in India, focusing on its progress and challenges. The authors highlight the achievements of the programme in promoting renewable energy, environmental conservation, and rural livelihoods, and examine the challenges faced by the programme, such as inadequate awareness and capacity-building, poor quality and maintenance of biogas plants, and insufficient availability of raw materials. The review concludes by emphasizing the need for a multi-stakeholder approach in promoting biogas technology, and the importance of addressing the challenges faced by the programme through policy and programmatic interventions. According to the International Energy Agency (IEA), in 2019, 840 million people in India lacked access to clean cooking fuel, which is the largest number in the world (IEA, 2021). Schemes and programmes under States and Government of India Access to clean fuel for cooking is not only a global mandate but its importance can also be traced from the Constitution of India in following manner. Pradhan Mantri Ujjwala Yojana (PMUY) PMUY is a flagship scheme launched by government of India in 2016, to provide five crore LPG connections to below poverty line households by the year 2019. The scheme aims to reduce the exposure of rural women to indoor air pollution and provide them with a cleaner and safer alternative for cooking. It is implemented by Ministry of Petroleum and Natural Gas through the network of Oil Marketing Companies (OMCs) such as Indian Oil Corp Ltd. (IOCL), Bharat Petroleum Corp Ltd. (BPCL) and Hindustan Petroleum (HP) Corp Ltd. The OMCs are responsible for the distribution of LPG connections with KYC know your customer documentation and customer service. The scheme provides for financial assistance of Rs.1600 per connection to the BPL households and provides an option for EMI (Equated Monthly Instalment) payment to cover the cost of stoves and the first refill, Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 69 making it affordable for household with low incomes. The beneficiaries were identified through the socio-economic caste census SECC data. According to Ministry of Petroleum and Natural Gas, more than 10.5 crore LPG connections have been provided to the BPL households under the scheme till March, 2022. The scheme has also created new employment opportunities in the rural areas. The OMCs have appointed more than 10,000 LPG distributors under the scheme, which has generated new job opportunities for the rural youth. Thus, PMUY has had a significant impact on the health and well-being of women and children, as well as on the environment. It has led to a reduction in indoor air pollution, which is a major cause of respiratory illness, and has reduced the demand for firewood, leading to conservation of forest. The budget allocation for the scheme has increased over the years, from Rs.2000 crore in 2016-17 to Rs.4000 crore in 2021-22, indicating the government ‘s commitment to the scheme and its impact on the lives of the beneficiaries. The scheme has led to an increase in the usage of LPG in the country. According to Ministry of Petroleum and Natural Gas, the consumption of LPG in the country has increased from 21.8 million metric tons in 2015-16 to 27.7 million metric ton in 2019-20 which is a growth of over 27%. Factors responsible for biomass fuel for cooking. Pradhan Mantri Ujjwala Yojana 2.0 Pradhan Mantri Ujjwala Yojana 2.0 was announced by the Indian Finance Minister Nirmala Sitharaman during the Union Budget 2021-22. The scheme aims to provide 1 crore LPG connections to beneficiaries from economically weaker sections and backward classes in the next three years till 2024 and has an allocation of Rs. 10,000 crores for the next three years. Like earlier it will be implemented by the Ministry of Petroleum and Natural Gas. The scheme will prioritize the distribution of LPG connections to women beneficiaries from the Scheduled Castes and Scheduled Tribes. Under the scheme, beneficiaries will also receive support for the purchase of gas stoves and refills. This will also contribute to environmental conservation by reducing indoor air pollution caused by traditional stoves. The scheme will provide a boost to the LPG industry in the country by increasing the demand for LPG cylinders and will be implemented with the support of various stakeholders, including oil marketing companies, state governments, and non-governmental organizations. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 70 Unnat Chulha Abhiyaan The Unnat Chulha Abhiyan was launched in 2016 by the Ministry of New and Renewable Energy (MNRE). The objective of the program is to replace traditional cookstoves with modern, efficient, and clean burning cookstoves. According to the MNRE, the use of traditional cookstoves contributes significantly to indoor air pollution, which can have serious health implications, especially for women and children. Under the program, the MNRE provides financial support to rural households for the purchase of improved cookstoves. The program also includes a component for training rural artisans to manufacture and market improved cookstoves, which has the potential to create employment opportunities in rural areas. As of December 2020, the MNRE had distributed over 1.5 million improved cookstoves under the Unnat Chulha Abhiyan. The MNRE has set a target to distribute a total of 10 million improved cookstoves by 2022 under the program. The improved cookstoves promoted under the program are estimated to be 50-60% more efficient than traditional cookstoves, which can lead to significant savings in fuelwood consumption and reduce the pressure on forests. According to a study conducted by the Council on Energy, Environment and Water (CEEW, 2018), the adoption of improved cookstoves under the program has the potential to reduce carbon dioxide emissions by up to 40 million tons per year by 2022. The Unnat Chulha Abhiyan is one of several initiatives launched by the Indian government to promote clean cooking solutions in the country, including the Pradhan Mantri Ujjwala Yojana, which provides free LPG connections to rural households. The Unnat Chulha Abhiyan also aims to reduce the dependence on non-renewable sources of energy such as kerosene, which is commonly used as a cooking fuel in rural areas. The program has a focus on providing access to improved cookstoves to women, who are often the primary users of traditional cookstoves and are disproportionately affected by indoor air pollution. The MNRE has partnered with state governments, non-governmental organizations, and private sector companies to implement the program and ensure its success. The program has received recognition and support from international organizations such as the United Nations Development Programme (UNDP) and the Global Alliance for Clean Cookstoves. The Unnat Chulha Abhiyan is part of the Indian government's larger efforts to promote sustainable development and address environmental and health challenges in the country. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 71 According to a report by the World Health Organization (WHO, 2016) indoor air pollution is responsible for the deaths of over 4 million people worldwide each year, with the majority of deaths occurring in low and middle-income countries. Improved cookstoves promoted under the Unnat Chulha Abhiyan are designed to burn fuel more efficiently and emit fewer pollutants, thereby reducing the exposure of households to indoor air pollution. The program has a positive impact on the environment by reducing deforestation and reducing carbon dioxide emissions, which contribute to climate change. The MNRE has also introduced a subsidy for the installation of solar cookstoves under the Unnat Chulha Abhiyan, which provides households with a clean and sustainable alternative to traditional cooking fuels. Solar Cookers and Solar Stoves Solar cookers and solar stoves are devices that use sunlight to cook food or heat water. They work by concentrating sunlight onto a cooking vessel, which absorbs the energy and converts it into heat. There are several types of solar cookers and stoves, including box cookers, parabolic cookers, and panel cookers. The use of solar cookers and stoves is necessary for several reasons: Environmental benefits: Solar cookers and stoves do not produce any emissions or pollution, making them a clean and sustainable way to cook food. They also reduce the need for traditional sources of fuel like firewood, charcoal, or kerosene, which contribute to deforestation and indoor air pollution. Health benefits: Traditional cookstoves emit harmful smoke and fumes that can cause respiratory problems, eye irritation, and other health hazards. Solar cookers and stoves provide a safe and healthy alternative that does not produce any harmful emissions. Energy access: Solar cookers and stoves provide a reliable source of energy for cooking and other household needs, especially in rural areas where access to electricity or other modern sources of energy is limited. Economic benefits: Solar cookers and stoves can help households save money on fuel expenses and reduce the time and effort required to collect firewood or other fuels. They also provide opportunities for income generation through the production and sale of solar cookers and stoves. Climate change: The use of traditional cookstoves and fuels also contributes to climate change by emitting greenhouse gases and contributing to deforestation. Solar cookers and stoves, on the other hand, are powered by renewable energy and do not produce any harmful emissions. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 72 Research hypothesis Hypothesis 1: Policy interventions aimed at improving access to clean fuel for cooking will reduce energy poverty levels in rural India. Hypothesis 2: The adoption of clean cooking fuels in rural India is influenced by a range of factors, including household income, education, awareness, and cultural practices. Policy interventions must address these contextual factors to effectively improve access to clean fuel for cooking. Methodology The study is based on a descriptive research design which involves the analysis of secondary data collected from various sources.The secondary data used for the study include published reports, academic articles, government documents, and statistical databases related to the three government programs - Pradhan Mantri Ujjwala Yojana, Unnat Chulha Abhiyan, and Promotion of solar gas and solar stoves in rural India. The data collection process involved searching for and gathering relevant secondary data from various sources. The analysis focused on identifying the effectiveness of the three government programs in promoting clean fuel access in rural India and the impact of energy poverty on the adoption of clean cooking technologies. Results and Findings Pradhan Mantri Ujjwala Yojana Under Ujjwala 1.0, by March 2020, 50 million women from families living below the poverty line (BPL) were to be provided with clean cooking fuel such as LPG connections. However, in August 2018, seven other categories of women were included in the ambit of the scheme. SC/ST under Pradhan Mantri Awas Yojana (PMAY), beneficiaries of Antyodaya Anna Yojana (AAY), most backward classes, islands and tea gardeners, forest dwellers. An additional 10 million LPG connections will be provided to the beneficiaries under the Ujjwala 2.0 scheme. The government has also set a target of connecting 2.1 crore households in 50 districts with the pipeline. Around 8 million BPL households which includes tribal and Dalit communities got free LPG gas connection in the first phase of PMUY. In the last six years, more than 11,000 new LPG supply centers have been provided across the country. Reassuring the sustainable use of LPG remains a major challenge, and low consumption at LPG gas stations hinders recovery of loans outstanding under the scheme. The average annual replenishment expense as on December 31, 2018 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 73 was only Rs.3.21. There are deficiencies in the issuance of connections to unintended beneficiaries, problems in the software of state oil marketing companies to identify intended beneficiaries, and deficiencies in the duplication process. Unnat Chulha Abhiyaan Improved Health and Wellbeing: The Unnat Chulha Abhiyan has had a significant impact on the health and wellbeing of rural households in India. The use of traditional cookstoves in rural areas is a significant contributor to indoor air pollution, which can cause respiratory diseases, eye problems, and other health issues. The improved cookstoves promoted under the Unnat Chulha Abhiyan are designed to burn fuel more efficiently and emit fewer pollutants, thereby reducing the exposure of households to indoor air pollution. According to a study by the Council on Energy, Environment, and Water (CEEW), the adoption of improved cookstoves under the Unnat Chulha Abhiyan has led to a 17% reduction in the concentration of fine particulate matter (PM2.5) in rural households, thereby improving the health and wellbeing of rural communities. Environmental Impact: The Unnat Chulha Abhiyan has also had a positive impact on the environment by reducing deforestation and reducing carbon dioxide emissions, which contribute to climate change. The use of traditional cooking fuels such as wood and charcoal is a significant contributor to deforestation in rural areas. The improved cookstoves promoted under the Unnat Chulha Abhiyan are designed to burn fuel more efficiently, thereby reducing the amount of fuel required for cooking and reducing the dependence on wood and charcoal. According to a study by the World Bank, the adoption of improved cookstoves under the Unnat Chulha Abhiyan has led to a 20% reduction in fuelwood consumption, thereby reducing deforestation in rural areas. Economic Impact: The Unnat Chulha Abhiyan has created employment opportunities in rural areas by training local artisans to manufacture and market improved cookstoves. This has not only provided a source of income for rural communities but has also helped to promote the adoption of clean cooking solutions. According to a study by the CEEW, the Unnat Chulha Abhiyan has the potential to create over 100,000 jobs in the clean cooking sector in rural India. Gender Empowerment: The Unnat Chulha Abhiyan has also helped to bridge the gender gap in rural areas by promoting the use of improved cookstoves among women. This has not only improved their health and wellbeing but has also given them more time to engage in other productive activities. According to a study by the International Energy Agency (IEA), women in rural areas spend an average of 3-4 hours a day collecting firewood, which can be reduced to less than an hour with the Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 74 use of improved cookstoves. This has given women more time to engage in income-generating activities, education, and other productive activities. Challenges: Despite the progress made under the Unnat Chulha Abhiyan, there are still challenges that need to be addressed. The adoption of improved cookstoves is still low in many rural areas due to a lack of awareness, affordability, and availability. Many rural households still rely on traditional cooking fuels such as wood and charcoal, which are readily available and affordable. There is also a need to address the issue of maintenance and repair of improved cookstoves, which can be a barrier to adoption in rural areas. Promotion of Solar Cookers and Solar Stoves There are several barriers to the adoption of solar cooking tools in rural India, including: High initial cost: The initial cost of solar cooking tools is relatively high, which can be a significant barrier for rural households with limited incomes. Many households in rural India may not be able to afford the upfront cost of purchasing a solar stove or cooker. Weather conditions: The efficiency of solar cooking tools can be affected by weather conditions, such as cloudy or rainy days, which can limit their use. In areas with limited sunlight or frequent inclement weather, solar cooking may not be a viable option. Lack of awareness and knowledge: Many people in rural India may not be aware of the benefits of solar cooking tools, or they may not know how to use them effectively. This lack of awareness and knowledge can hinder their adoption in rural communities. Dependence on traditional cooking methods: Many households in rural India have been using traditional cooking methods, such as using biomass fuels, for generations. This can create a resistance to change and a reluctance to adopt new technologies. Availability and accessibility: The availability and accessibility of solar cooking tools can be a significant barrier to their adoption in rural communities. In some areas, solar cooking tools may not be readily available, or they may be too far away from rural communities to be easily accessible. Maintenance and repair: Maintenance and repair of solar cooking tools can be a challenge in rural areas where there may be limited access to technical expertise or replacement parts. Overall, these barriers can hinder the adoption of solar cooking tools in rural India and addressing them will be crucial to promoting the use of sustainable cooking practices in rural communities. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 75 Policy implications and way forward 1. Awareness and Capacity-building: The government and other stakeholders need to continue to invest in awareness and capacity-building activities to promote the adoption of biogas technology among rural households. These activities should be tailored to the specific needs and preferences of different regions and communities. 2. Quality and Maintenance of Biogas Plants: The quality and maintenance of biogas plants need to be improved to ensure their longevity and effectiveness. This can be achieved through better monitoring and evaluation mechanisms, as well as through the provision of technical support and training to biogas plant owners. 3. Availability of Raw Materials: The availability of raw materials for biogas production needs to be ensured through the promotion of sustainable livestock management practices and the development of supply chains for organic waste. This can be achieved through the involvement of local communities and the private sector in the production and distribution of organic waste. 4. Financing Mechanisms: The government and other stakeholders need to explore innovative financing mechanisms, such as subsidies and microfinance, to support the adoption and maintenance of biogas plants by rural households. 5. Policy and Regulatory Framework: The government needs to develop a comprehensive policy and regulatory framework for the promotion and regulation of biogas technology. This framework should include guidelines for the quality and maintenance of biogas plants, standards for the production and distribution of organic waste, and incentives for the adoption of biogas technology. Conclusion To promote the use of solar cooking tools in rural India, the research suggests several recommendations, such as providing incentives for the production and distribution of solar cooking tools, making financing options available to rural households, organizing awareness and educational campaigns, and establishing partnerships between government agencies, NGOs, and private sector entities. Overall, the research findings suggest that solar cooking tools have the potential to contribute to a sustainable and healthy future for rural India by promoting sustainable cooking practices, reducing health risks, and reducing the dependence on biomass fuels. 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WHO indoor air quality guidelines: household fuel combustion. World Health Organization. mailto:https://www.who.int/publications/i/item/9789241548885 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) Retrieved from P a g e | 78 SUBJECTIVE WELL-BEING AND TRAINING: A CASE STUDY OF “ALPVIRAM” (Part of the research project funded by Rajya Anand Sansthan, Govt. of MP) Nitish Anand* *Principal Investigator of the Research project on” Impact Evaluation of Alpviram. Program” funded by Rajya Anand Sansthan, Govt. of MP to IC Centre for Governance, New Delhi. Abstract The paper explores the complex terrain of subjective well-being (SWB) and mental health issues encountered by Indian youth, a crucial demographic for the progress and advancement of the nation. The article highlights "Alpviram," a program administered by the Rajya Anand Sansthan of the Madhya Pradesh Government, which specifically targets subjective well-being. Alpviram is a program that encourages government people to engage in self-reflection and isolation in order to foster introspection and develop a good mentality. The program adheres to the World Health Organization's advocacy for comprehensive mental health treatment, with a focus on communitydriven initiatives. The essay enhances comprehension of subjective well-being and mental health difficulties among Indian adolescents. By considering cultural diversity, personal characteristics, and the concepts of positive psychology, it supports a comprehensive approach to well-being. Practical initiatives such as Alpviram are implemented to foster enduring happiness and contentment. Introduction According to the United Nations (2019), more than 40% of the world's population is less than 24 years old. Global statistics indicate that 20% of young individuals have mental problems (WHO, 2001). The vast majority of these young individuals live in low- and middle-income countries (LMIC) and have limited access to healthcare (Lu et al., 2018). Based on the decennial Census of India (2011), 20% of the population in India is classified as adolescents (1019 years old), while 33% comes into the category of youth (10-24 years old) which is pinnacle to the succession of India in terms of growth and development. This also highlights the prevailing portrayal of young individuals within the India populace. In addition, the Mental Health Action Plan for 2013-2020 by the World Health Organization (WHO) promotes the provision of comprehensive and inclusive mental health and social care, which includes community-based programs to encourage this population to participate in wellbeing activities. Mental health is defined as the condition of being in a state of well-being where an individual is aware of their own capabilities, can effectively handle the typical pressures of Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 79 life, can be productive in their employment, and can contribute to their community (WHO, 2018). The concept of subjective well-being, as described by Diener (2000), refers to a comprehensive cognitive and emotional assessment of individuals' satisfaction with their lives and their perception of both positive and negative states. Recently understanding the gravity of the problem in fast moving world various governmental and non-governmental organizations has started to intervene in the domain of subjective wellbeing Noticing the different studies on subjective well-being issues in India many institutions have started to work for orienting through different training methods. Rajya Anand Sansthan under the Madhya Pradesh Government is one such department working for the subjective well- being of the people. Alpviram: Engaging in a period of reflection and solitude to focus on inward introspection. It is an initiative that seeks to cultivate a positive mind-set among the general public and specifically among government personnel and officials. In addition to purifying oneself inside and experiencing personal growth, it also brings people more happiness. An employee who is content and satisfied consistently produces superior results. The calibre of his job at the workplace might serve as an indication of the lifestyle he leads1. In a fast-paced world, the quest for happiness is a universal and eternal desire. The foreground of this pursuit is occupied by subjective well-being, which encompasses an individual's judgment of their life, feelings, and general sense of contentment. As academics explore the depths of comprehending the complexities of well-being, a multifaceted network of components becomes apparent, illuminating the elements that contribute to our happiness and satisfaction.Subjective well-being (SWB) is a complex concept that includes both cognitive and emotional assessments of an individual's existence. SWB fundamentally entails a subjective evaluation of how individuals perceive and encounter their own lives. This encompasses their affective states, subjective well-being, and holistic feeling of contentment (Diener, 1984). Components of Subjective Well-Being The concept of subjective well-being (SWB) was initially used by Diener (1984) to describe the branch of psychology that aims to comprehend individuals' assessments of their quality of life (QOL), encompassing both their cognitive evaluations and emotional responses (Diener, Suh, & Oishi, 1997). The word "subjective well-being," coined by Diener (1984), is frequently used synonymously with, or as a means to circumvent the vague connotations of, the term "happiness." The literature on subjective well-being (SWB) encompasses research that have employed several words, including happiness, hedonic level, contentment with life, moral, and positive affect. It can also be understood through various components i.e. Life Satisfaction: This aspect pertains to an individual's cognitive assessment of their whole existence. This process entails evaluating one's present circumstances in relation to individual aspirations and objectives. Positive emotions:such as pleasure, appreciation, and love, have a major impact on subjective well-being. These emotions not only improve immediate well-being but also have enduring impacts on overall life satisfaction. Negative Emotions: Although good emotions are important, it is also essential to effectively handle negative emotions. Coping strategies and the ability to bounce back play crucial roles in reducing the effects of adverse events on one's overall state of well- being. 1 https://anandsansthanmp.in/en/anand-alp-viram Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 80 The Pursuit of Happiness The pursuit of happiness is an enduring endeavour that has captivated philosophers, scholars, and individuals across many civilizations, who have pondered its essence and origins. The concept of happiness has undergone a transformation from the time of ancient Greek philosophers, such as Aristotle, to modern positive psychology researchers. This evolution has highlighted the significance of subjective well-being. Hubert Hermans and Frans Meijers conducted a study in 2019. The study of subjective well-being has emphasized the different elements involved in comprehending the pursuit of happiness. Cultural variations Cultural factors significantly impact the way happiness is manifested and sought after. Certain cultures prioritize individual accomplishments and personal satisfaction, whilst others emphasize community unity and social relationships. Gaining an understanding of these cultural variances offers valuable insights into the various ways in which individuals strive for personal well-being. Subjective well-being is undeniably influenced by external factors, such as socioeconomic status, health, and interpersonal connections. Nevertheless, the connection between these environmental influences and pleasure is intricate. Income and social standing Although financial stability might enhance life pleasure, the relationship between the two is not strictly proportional. Continuing to strive for excessive riches may result in a decline in overall well-being. Moreover, elements like as work satisfaction and a feeling of purpose can surpass mere financial benefits. Physical and mental wellness Subjective well-being is closely intertwined with both physical and mental health. Individuals who possess effective coping skills can retain a reasonably high degree of well-being despite health setbacks, such as chronic diseases or mental health issues. Interpersonal Relationships Humans are innately gregarious organisms, and the caliber of interpersonal connections significantly influences one's state of well-being. Positive interpersonal relationships offer emotional support, foster a sense of belonging, and create chances for shared experiences, all of which are essential components in the quest for happiness. Subjective well-being is significantly influenced by individual attributes and decisions, independent of external conditions. Characteristics of an individual's behavior and temperament: Optimism, thankfulness, and resilience are linked to elevated levels of well-being. Developing these characteristics via mindfulness exercises, gratitude diaries, and positive affirmations can enhance an individual's overall sense of well-being. Self-improvement and significance: Subjective well-being is directly correlated with a feeling of purpose and personal development. Participating in endeavors that are in line with personal ideals and contribute to a larger purpose may cultivate a profound feeling of significance, so Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 81 augmenting general contentment with life. Role of Positive psychology Positive psychology, a contemporary field of psychology, is dedicated to examining and advancing the elements that enhance human thriving and overall well-being. Scientists in this area investigate methods and strategies that help boost personal happiness, providing useful resources for those aiming to better their overall contentment with life. Interventions and practices Positive psychology therapies comprise a variety of activities, including gratitude exercises, mindfulness meditation, and acts of kindness. These therapies seek to redirect individuals' attention towards positive parts of their life, promoting a more optimistic perspective and eventually enhancing levels of subjective well-being. Challenges to positive well-being The endeavour to achieve pleasure is not devoid of obstacles. External stresses, cultural expectations, and personal disappointments might hinder one's well-being. According to Reddy (2023), there are several challenges in terms of positive well-being in the modern world, that can be explained in different ways; Hedonic adaptation refers to the psychological phenomenon where individuals tend to return to their baseline level of happiness or satisfaction, even after experiencing positive or negative events or changes in their lives. Hedonic adaptation refers to the tendency of humans to revert to their baseline level of happiness, regardless of pleasant or negative life events. This highlights the significance of continuous endeavours to improve well-being instead of just depending on external factors. External influences and expectations imposed by society. Occasionally, societal conventions and anticipated behaviours may deviate from an individual's principles, resulting in a clash that might potentially undermine one's overall welfare. Achieving a harmonious equilibrium between cultural norms and personal satisfaction is a subtle undertaking that needs introspection and genuineness. Case of Alpviram Training and Methods to relook the subjective wellbeing. Rajya AnandSansthan of Madhya Pradesh organises a five-days ‘Alpaviram’ Programme. It is a five day comprehensive training programme that includes various sessions to relook the inner self for positive wellbeing. Under it, each individual day includes a bunch of sessions that focus on living a positive life, a life without stress, a life with good and healthy relationships, a life that can serve other needy people, ‘Aanadam’ (Joy) of helping, balanced and focused lifestyle etc. This five-day programme is not like ‘Pravachana’ (Giving lectures). Sessions included two-way communication so that each participant can share their personal lifestyle, problems and personal meaning of happiness. The inaugural day focuses on talks-based solutions to challenges of modern life, difficulties in making a balance between personal life and the stress of the workplace, serving humans and shaping humankind. The second day is focused on making self-life happy and joyful by managing family income, tips for taking care of credit-debit, helping the needy etc. During five days, it is a goal of the programme to narrate problems and solutions of people by people. Moderators are there for helping the participants in expression of problems and to give initial tips of solutions. ‘Alpaviram’ helps Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 82 individuals to speak out the things that make them happy or sad. Sad because of the behavior of society, because of personal problems, because of darkness inside us. In fact it is a programme that focuses on individual shortcomings and help to visualize the internal manifestation of happiness. Perhaps, it helps individual to see inside out. The whole five-day comprehensive program has various activities like musical therapy, experience sharing and demonstration. The philosophy of learning by doing is key concept of this programme to enabling the self. Alpaviram programme believes in human abilities. It reflects, Problems in our life are like a series of never-ending mountains and we are travellers. Metaphorically speaking this programme train people in groups and individual people in being a good hiker that can hike over any ever straight mountain of problem. If we take credits of words of famous poet Harivanshraibachchan, we can say that solo purpose of ‘Alpaviram’ programme is making individual capable in thinking of – “Hai Andheri Raat par diyajalanakab mana hai?” After this five days ‘Alpaviram’ programme, there is feedback session. Participants provided their important and perusal feedbacks. Conclusion Subjective well-being is a complex and varied concept that represents the nuanced interaction between internal and external influences. Although external factors undoubtedly impact happiness, individual decisions, perspective, and the development of good qualities are equally essential. As we negotiate the intricacies of contemporary existence, comprehending and improving subjective well-being becomes not simply an individual aspiration but also a societal necessity. By adopting a comprehensive strategy that takes into account cultural diversity, personal distinctions, and the tenets of positive psychology, people can engage in a purposeful quest for enduring pleasure and satisfaction. Alpviram is such a program that allying with the people to facilitate them to relook their inner self to live a balance and happy life. Reference  Ahuja, K. K., Dhillon, M., Juneja, A., & Sharma, B. (2017). Breaking barriers: An education and contact intervention to reduce mental illness stigma among Indian college students. Psycho-social Intervention, 26(2), 103–109. https://doi.org/10.1016/j.psi.2016.11.003  Antaramian, S. (2017). The importance of very high life satisfaction for students' academic success. Cogent. Education. https://doi.org/10.1080/2331186x.2017.1307622  Armstrong, C., Hill, M., & Secker, J. (2000). Young people’s perceptions of mental health. Children and Society, 14, 60–72. https://doi.org/10.1111/j.10990860.2000.tb00151.x  Bibi, F., Chaudhry, A. G., & Awan, E. A. (2015). Impact of gender, age and culture on life satisfaction. Pakistan Association of Anthropology, 27(2), 1649–1652.  Brannan, D., Biswas-Diener, R., Mohr, C. D., Mortazavi, S., & Stein, N. (2013). Friends and family: A cross-cultural investigation of social support and subjective wellbeing among college students.  Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 83 https://doi.org/10.1037/0033-2909.95.3.542  Lu, C., Li, Z., & Patel, V. (2018). Global child and adolescent mental health: The orphan of development assistance for health. PLoS Medicine, 15(3), e1002524. https://doi.org/10.1371/journal.pmed.1002524  Mehrotra, S. (2020). Indian higher education and youth mental health: Challenges and opportunities. Journal of Global Health. https://doi.org/10.7189/jogh.10.020307  Mehrotra, S., Hammed, N., Kumar, S. C. R., & Devdutt, J. (2017). Field notes on youth pro: An initiative for youth mental health promotion in India. Journal of the Indian Academy of Applied Psychology, 43(2), 326–330.  Mehrotra, S., Tripathi, R., & Elias, J. K. (2013). Lay meanings of mental health in urban Indian college youth: Insights for mental health promotion. Journal of Community & Applied Social Psychology, 23(4), 286–299. https://doi.org/10.1002/casp.2119  Proctor, C. (2014). Subjective Well-Being (SWB). In: Michalos, A.C. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_2905  Reddy, N.Y. (2023). Perceived Wellbeing, Happiness, and Related Challenges among Indian College Students. Psychol Stud 68, 70–81. https://doi.org/10.1007/s12646-02200705-3  World Health Organization. (2013). Mental Health Action Plan 2013–2020. World Health Organization.  World Health Organization. (2014). Adolescence: A period needing special attention Recognising adolescence. World Health Organization. https://apps.who.int/adolescent/second-decade/section2/page1/recognizingadolescence.html  World Health Organization. (2018). Mental health: Strengthening our response. World Health Organization. https://www.who.int/news-room/factsheets/detail/mental-healthstrengthening-our-response  Xu, F., & Huang, L. (2022). Impacts of stress response and negative emotion on mental health of college students during the COVID-19 outbreak. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2021.784661. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 84 EXPLORING LIFELONG LEARNING OPPORTUNITIES UNDER NEW EDUCATION POLICY 2020 FOR VULNERABLE POPULATION: AN EMPIRICAL STUDY OF DELHI/NCR Rajesh* Jitendra Mishra** Poonam Rajput*** *Prof. Rajesh, Principal Investigator and HoD, Department of Adult, Continuing Education and Extension, University of Delhi **Dr. Jitendra Mishra, Joint Director, Targeted Intervention Program, Delhi State Aids Control Society ***Poonam Rajput, Research Scholar, Department of Adult, Continuing Education and Extension, University of Delhi Abstract In the contemporary world, methods of solicitation have transitioned from conventional geographical sites like brothels and streets to virtual platforms facilitated by mobile phones and the internet. Despite these advancements, the underlying reasons prompting individuals, particularly young girls, to enter this profession remain unchanged. Girls hailing from marginalized backgrounds often lacking formal education, are compelled to enter the sex trade to support their families and children. This study highlights the heightened vulnerability of Female Sex Workers (FSWs) specifically focusing on the risk of HIV/AIDS transmission and their socio-economic marginalization. Despite interventions from the National AIDS Control Organization's Targeted Intervention (TI) program, many FSWs encounter barriers in accessing essential healthcare services due to the nature of their work. Examining the demographics of FSWs in Delhi/NCR, the research highlights educational and economic disparities, with a significant percentage lacking formal education and vocational training. The study advocates for lifelong learning initiatives in line with the New Education Policy 2020, emphasizing the transformative potential of continuous education and skill development in empowering FSWs. Moreover, it stresses the significance of community-based initiatives, like community labs, in equipping marginalized communities with new skills, digital literacy, and health awareness, fostering empowerment and inclusion. In conclusion, the paper emphasizes the urgency of scaling up interventions aligned with NEP 2020’s vision, advocating for a comprehensive approach to lifelong learning. It emphasizes that by providing educational and vocational Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 85 opportunities, marginalized populations, including FSWs, can overcome social exclusion, enhance their socio-economic status, and make valuable contributions to society. Keywords: Lifelong Learning, Vulnerable Populations, New Education Policy 2020, HIV/AIDS Risk, Community Labs. Introduction Representation of women during the Vedic period was relatively substantial. The Rig Veda and Upanishads mention numerous women sages and deities, similar as Gargi, Aditi, Usha and Maitreyi. The Vedic women enjoyed high status in society, and they were handed openings to attain high intellectualists and spiritual norms. The representation of women remained prominent in medieval and independent India, Jyoti bai Phule, Savitri Bai, Mata Sundari, Gargi and various such women represented our philosophy and culture really well. If we look at the other aspect, women have also been represented in temples as devadasis and in the royal courts as court dancers. In the social system prevailing in ancient India, courtesans and their profession enjoyed social acceptance. For centuries the devadasis or dancing girls serving in temples were tutored music and dancing with all wealth of detailed technique. As they were heritable employees of the temples, they enjoyed economic security. Unfortunately, the system deteriorated, and Devadasis came to be increasingly identified with prostitution. Poor, low-caste girls, initially vended at private auctions, were latterly devoted to the temples. They were then initiated into prostitution. This practice still continues to thrive in Karnataka, Andhra Pradesh and other parts of South India. This last kind of women has frequently been described in modern literature as ancient sex workers or prostitutes or sacred concubines. (V. Bharti and M.Priyamvadha, 2015-16) In modern times, prostitution has undergone several changes, the concepts, the form and the system has vastly changed from then till now. The mode of solicitation has changed from hotspots based geographical locations such as brothels, highways, streets to virtual networking with the increased use of mobile phones, internet and social media, where sex workers and clients negotiate deals over the phone and meet at a pre-determined rented location. Although the method of sex work may have changed, the reasons for girls choosing this profession are still the same. Most girls who come from Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 86 poor or marginalized backgrounds and are less educated are impelled to engage in this work to support their families and children's livelihood. High risk groups It is estimated that more than 90% of HIV transmission in India 2 is related to unprotected sexual intercourse or sharing of injecting equipment between an infected and an uninfected individual. Much of the HIV transmission in India occurs within groups or networks of individuals who have higher levels of risk due to a higher number of sexual partners or the sharing of injection drug equipment. In this regards, female sex workers (FSWs) are among the most vulnerable population who are most at risk of HIV infection. India is estimated (HIV Sentinel surveillance) 3 to have around 24.01 lakh people living with HIV/AIDS (PLHIV) with overall adult prevalence of 0.21% in 2021. Around 63 thousand new HIV infections were estimated in 2021 out of which 24.55 thousand were among women (aged 15 years and above). If we look specifically at the data for Female Sex Workers then as per the preliminary analysis of data from HSS (HIV Sentinel surveillance) 2017, the HIV prevalence among Female Sex Workers was 1.56%, which increased to 1.85% in 2021. In Delhi, as per HSS around 55.8 thousand people are living with HIV/AIDS with adult prevalence of 0.31% (which is above national average) in 2021, while HIV prevalence among FSW is 0.85% in 2021. National AIDS Control Organization (NACO) under the National AIDS Control Program (NACP) focused upon FSWs through Targeted interventions (TI). TI programme is designed to provide information and means to these vulnerable groups so that the risk of HIV transmission can be minimized, and they can easily get the necessary treatment services and support. As per NACP III guidelines, FSWs are categorized as: street-based, brothel-based, lodge-based, dhaba-based, homebased and highway-based sex workers, based on the way they operate. In Delhi, TI programme was started in 2001 by Delhi State Aids Control Society (DSCAS) with a target of covering 2000 FSWs Targeted intervention under NACP III, IV, Operational guidelines for core high-risk groups. (2022). National AIDS Control Organization 3 The HIV sentinel surveillance (HSS) in India was initiated in 1985 among the blood donors and patients with STIs by the Indian Council of Medical Research (ICMR). It is one of the largest HSS systems in the world which helps to understand the dynamics of the HIV epidemic and monitor the trends among different population groups and geographical areas. It provides inputs to the programme for strengthening prevention and control activities. 2 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 87 in the state. In March 2020, the program has reached out to 51248 FSWs. At present, the programme is being implemented through 32 TI in Delhi through various Non-Government Organizations. The Study “Barriers in service uptake by Network based Sex Workers in Delhi”: The Department of Adult and Continuing Education and Extension (DACEE) at Delhi University in collaboration with Delhi State Aids Control Society (DSACS) conducted an exploratory research study “Barriers in service uptake by Network based Sex Workers in Delhi” on 48 sex workers covered under Targeted intervention Programme in Delhi. The study aimed to generate insights into the specific challenges faced by network-based sex workers in receiving health and other services and the role of TIs in bridging the gaps. Methodology: The study used exploratory research method to understand the barriers in service uptake by Network based approach. Employing both primary and secondary sources of information, the study adopted a qualitative research method to gather data from primary participants. A Semi-structured Interview schedule comprising open-ended questions was formulated and employed for data collection. Additionally, the study conducted Focus Group Discussions (FGDs) with Female Sex Workers to produce information. A Case Study Lakshmi, 28 years old, is from the Purnia district of Bihar. She was brought to Delhi by an agent who lured her with the promise of a good job but instead forced her into sex work. We met Lakshmi through an NGO that is working as Targeted intervention (TI) for the Delhi State AIDS Control Society (DSACS). This NGO is one of several involved in the program. When we met Lakshmi, her face was covered with a veil, and we could only see her eyes. We asked her several questions, but she struggled to answer any of them. She just kept looking at the research team with her silent eyes. It seemed like she hadn’t slept well the previous night and appeared exhausted, perhaps indicating that she had consumed something intoxicating. During the study, it was very challenging to talk to sex workers and learn their stories. There were other sex workers like Lakshmi who were not ready to easily engage in conversations. They have various fears in their Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 88 minds including fear of being exposed, social stigma, the fear of being judged for their work, and the fear of being raided by the police or DCW. But after a short conversation, the ice was broken, and she started responding to our questions. when asked about her education, she mentioned that she has only studied until the fourth grade. When we questioned her about why she chose to work as a sex worker, she responded casually, asking in return if there was any other job available that could provide her with enough money to feed her two kids as her husband has been in jail for the past two years. Findings: The present research paper presents the key findings of research study which include challenges faced by FSWs, and critically analyses the Lifelong Learning opportunities available for them under NEP 2020. Lakshmi is one of those sex workers who were brought to Delhi under various pretexts such as, marriage, employment, love or a better life only to be forced into sex work. Delhi's well-developed transportation network enhances connectivity within the city and with other parts of the country, also, city's growing economy and urban development provide employment prospects that attract migrants seeking better livelihood options and economic opportunities. These factors collectively make Delhi an attractive destination for migrants, leading to a significant influx of people from different parts of India. The study revealed that approximately 44 percent of the sex workers are from Uttar Pradesh, making it the state with the highest representation in the sample. After Uttar Pradesh, the highest number of girls were brought to Delhi from Bihar, Jharkhand, West Bengal, and Odisha. Why did these girls become willing to come to Delhi? Primarily, the main reason for these girls coming to Delhi was the promise of finding employment opportunities. Another main reason was that they were brought to Delhi under the pretext of love or marriage, and in most cases, the person who brought them disappeared without informing them after some time. Twenty percent of the women were those who came to Delhi after getting married but were compelled to engage in this work due to financial difficulties. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 89 The graph below illustrated the reasons for these girls coming to Delhi. Sources: Authors’ compilation based on interviews conducted with 48 FSWs Education and Employment: One common factor among all these categories is that these women did not have educational opportunities in their villages or states, and their families were not financially stable. The study reveals that more than 70 percent of these girls were unable to complete their elementary education, only ten percent of the sex workers were able to pursue education beyond the tenth grade or higher. Out of the remaining twenty percent, some had never attended school, while others did not respond regarding their educational background. Sources: Authors’ compilation based on interviews conducted with 48 FSWs According to Periodic Labour Force Survey4, 2020-21, more than 90% females in the age 15-29 years in rural and around 88% females in urban areas did not receive any vocational/technical training. Source: Periodic Labour Force Survey, National Statistical Office, Ministry of Statistics and Programme Implementation. 4 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 90 ASER5 report 2022 conducted in the 616 rural districts of the country states that approximately 34 percent mothers never attended schools, 36 % have achieved elementary education while only 16 % have studied above 10th standard. All these statistics shows a clear gap in access to education and employment opportunities for rural population specially girls. If they had better opportunities for education, literacy, and employment in their villages or states, perhaps they wouldn't have been compelled to choose this profession. Challenges faced by FSWs Once they entre sex work, their challenges, struggle and vulnerabilities increase even further. The biggest challenge is the risk of getting infected with HIV/AIDS or sexually transmitted diseases and the threat of other illnesses. Stigma, discrimination, violence, harassment and social equity issues are other critical concerns of FSWs. This study reveals that FSWs face several barriers in accessing HIV prevention and care services provided by TI intervention mainly due to the nature of their work. Some of the key findings form the study are as follows:  The average age of entering into sex work is typically between 22 and 25 years. Of the surveyed sex workers, 25 percent were in the age group of 20 to 30, while 60 percent were in the 30 to 40 age range, and the remaining 15 percent were over the age of 40.  Among the FSWs surveyed, 45% identified as housewives, 29% worked as house help, 18% were employed in factories, and 6% worked in shops. This data again indicates that, in order to fulfil their family's financial needs, these women often choose sex work as an alternative livelihood. This is because they lack education or skills, making it difficult for them to find other employment opportunities that provide both flexibility and the potential for earning a good income.  Although, majority of FSWs demonstrated awareness about the HIV prevention services and counselling offered by the Targeted Intervention (TI)program. Yet, approximately 10-15 percent of sex workers remain excluded from these services. This is mainly because the changing nature of sex work where sex workers frequently change their location, another reason that deters sex workers from reaching the TI office or contacting outreach workers is the fear of being exposed. ASER – Annual Status of Education Report, facilitated by Pratham, an NGO, is a nation-wide household survey that capture the status of children’s’ enrolment and learning outcomes in rural India every year. 5 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 91  Also, as most of the FSWs are working secretly, they don’t find any common physical space for expressing their problems and concerns and don’t get any mutual support as they used to get earlier. Now, as the sex work pattern has changed from geographical to virtual network, the need of health literacy, financial and digital literacy increases manifold for female sex workers. During the study several FSWs expressed their preference to receive information about services through phone or WhatsApp, similar to how they receive information about their clients. The imperative of lifelong learning for sex workers extends far beyond mere financial management and availing government subsidies. It encompasses a profound need for them to remain well-informed about health-related risks and to proactively embrace preventive measures, using digital mediums to reach out to health consultants or counsellors which can also reduce the fear of being exposed, completing important paperwork such as getting Aadhaar card/other identification documents, or applying for pensions. It can be said that the network-based approach has made the educational and learning needs of sex workers even more essential and necessary. Also, Skill development and entrepreneurship initiatives can serve as beacons of hope, offering sex workers alternative pathways to dignified livelihoods. These efforts not only have the potential to uplift them from the margins of society but also contribute to their sustainable development. Lifelong Learning: Need and Opportunities: The concept of lifelong learning emphasizes the importance of continuous education and skill development throughout a person's life, beyond formal schooling. Lifelong learning recognizes that learning opportunities should be accessible and available to individuals of all ages, backgrounds, and stages of life. The idea of lifelong learning in India is supported by various initiatives and programs. The National Skill Development Mission, launched in 2015, aims to provide skill training and vocational education to enhance employability and promote lifelong learning. The government has also established the National Institute of Open Schooling (NIOS), which offers flexible learning options for individuals who want to pursue education outside the traditional schooling system. Various government schemes, such as the Pradhan Mantri Kaushal Vikas Yojana (PMKVY), provide skill development training to enhance employability and promote lifelong learning among youth and Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 92 adults. Additionally, private organizations, NGOs, and community-based initiatives also contribute to promoting lifelong learning through skill training, vocational courses, and adult literacy programs. Furthermore, numerous universities, colleges, and educational institutions in India offer distance learning programs, adult education courses, and continuing education opportunities. These programs cater to the diverse learning needs of individuals who want to upgrade their skills, pursue higher education, or acquire new knowledge in specific areas. Community extension and outreach programmes if executed well may bring significant improvement in the lives of those disadvantage community members who are far away from the mainstream education system. Community labs are one such example which creates and support relationship between the community and the higher education institutions that is mutually beneficial in the areas of sustainability, service, growth and education. Community lab is a participatory approach that provide learners with an experiential learning opportunity that enhance their skill and education experiences on one hand and empower educators/university students to apply classroom learned theories into real life situation and also become an active and committed member of the community. Sex workers and vulnerable populations often struggle with social and economic exclusion, and their ability to access education and information is limited. However, acquiring functional literacy (the ability to read, write, and understand essential information), digital literacy (the ability to navigate and use digital technologies effectively) and health literacy (Health literacy is the ability to obtain, read, understand, and use healthcare information in order to make appropriate health decisions and follow instructions for treatment) has become crucial for them. These skills not only enhance their employability but also empower them to understand and assert their rights. Community labs can play a pivotal role in this context. It can create and supports relationships between the community and the students at the University/higher education institutions that is mutually beneficial in the areas of sustainability, service, growth, and education. The Community Learning Labs (CLL)6 at the University of Illinois can be seen as best practice here. These CLL facilitate and foster connections between the university's students and the community in a mutually beneficial partnership. Students from the School of Social Work, University of Illinois are 6 The CLL was started with grant support from the University of Illinois office of Public Engagement(https://socialwork.illinois.edu/community-partnerships/student-focused-partnerships/community-learninglab/) Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 93 actively engaged with more than 100 community partners through CLL, providing them with excellent opportunities to apply their classroom learning to real-life situations. It enables them to initiate professional networking, and actively participate as dedicated members of the community. On the other hand, these labs also help community members learn and grow professionally by partnering with the university and getting guidance. Community labs can be beneficial in many ways for vulnerable populations. They can learn new skills there, interact with their nearby community and other stakeholders. It will also provide them with a mutual platform where they can share their problems and concerns. Altogether, community labs will help in enhancing their social acceptance. A study conducted by the Department of Adult, Continuing Education and Extension, University of Delhi in 2009 to examine continuing education provided for sex workers and to explore their empowerment opportunities through educational programs. This study was conducted with 250 female sex workers in two districts of Delhi covered under Targeted Intervention project of National Aids Control Programme. The two organizations which were running the TI programme for these sex workers had organized several courses for the capacity building of the sex workers and also linked them with Sakshar Bharat Mission7. The study concluded that continuing education of sex workers helped in empowering them and increased education level helped them in decision making process and they demanded better health facilities for them. Their involvement in skill and vocational education increased and they also shown interest in changing their profession. If interventions of this kind are carried out on a larger scale, which is currently needed given the existing circumstances, they can bring about positive changes in their lives. National Education Policy 2020 The National Education Policy of 2020 did well to emphasise importance of foundational literacy and numeracy. It recommends strong and innovative government initiatives in the field of adult education, with a specific focus on encouraging community participation and effectively integrating technology. The main goal is to expedite the crucial aim of achieving 100% literacy as soon as possible. Sakshar Bharat Mission, launched in 2009 is a centrally sponsored scheme, which aims to impart functional literacy to 70 million non-literate adults in the age group of 15 years and beyond. 7 Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 94 NEP-2020 has also recommended to build an Adult Education Framework by NCERT which will include five components of Adult Education i.e. (a) foundational literacy and numeracy; (b) critical life skills (including financial literacy, digital literacy, commercial skills, health care and awareness, child care and education, and family welfare); (c) vocational skills development (d) basic education and (e) continuing education (including engaging holistic adult education courses in arts, sciences, technology, culture, sports, and recreation, as well as other topics of interest or use to local learners, such as more advanced material on critical life skills). It also aims to provide suitable infrastructure and easy access to all the adult learners, for these reasons, Adult Education Centres (AECs) could also be included within other public institutions such as HEIs, vocational training centres, etc. The existing digital platforms and ongoing ICT-based educational initiatives must be optimized and expanded to meet the current and future challenges in providing quality education for all and adequately addresses concerns of equity. Conclusion While addressing the challenges faced by vulnerable populations, this study concludes with the necessity of multifaceted approach. Firstly, fostering awareness and acceptance within communities is crucial to combat prevalent prejudices and stigmas associated with these populations. Promoting understanding and empathy within society can create an environment conducive to support and acceptance. Secondly, prioritizing education as a fundamental element requires the development of specialized programs aimed at expanding educational prospects and designing proper Information, Education, and Communication (IEC) resources to raise broader awareness about the issue. Thirdly, establishing connections between FSWs and various stakeholders is crucial. Collaborating with governmental bodies, NGOs, and higher education institutions is essential to develop holistic programs meeting diverse FSW needs. Fostering supportive environments within local communities is vital for building networks and opportunities for vulnerable groups. Formation of community labs by higher education institutions in targeted areas can be a very good practice. Finally, emphasizing digital, financial, and skill-based literacy alongside health education is imperative. Equipping vulnerable populations with these competencies enhances employability and Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 95 economic independence while alternative livelihood avenues through skill development are crucial. Integrating these efforts with health literacy ensures informed health decisions, contributing to overall well-being. In sum, a holistic strategy that combines awareness, education, stakeholder engagement, community support, and skill development is essential to address the challenges faced by vulnerable groups and this can be achieved through lifelong learning opportunities weaved under NEP 2020. References:  DSACS and India Health Action Trust (IHAT). (2015). Changing Female Sex Work Patterns in Delhi: Geographical to Virtual Network - A Study, retrieved from - https://www.ihat.in/resources/changing-female-sex-work-patterns-in-delhi-geographical-tovirtual-network.  3Exploitation of Women as Devadasis and its Associated Evils submitted to National Comission for Women, New Delhi by V. Bharathi Harishankar and M. Priyamvadha, University of Madras, 2015-16. (https://ncwapps.nic.in/pdfReports/Exploitation_of_Women_as_Devadasis_and_its_Associat ed_Evils_Report.pdf).  Ministry of Education, Government of India. (2020). National Education Policy 2020. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf.  National AIDS Control Organization. (Year). TI programme performance analysis report (2009-10 and 2010-11). Retrieved from https://naco.gov.in/sites/default/files/TI%20PERFORMANCE%20REPORT%20201011.pdf.  National AIDS Control Organization. (2022). Sankalak- Status of National Aids Response (Fourth edition 2022). Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 96  National AIDS Control Organization. (2022). Targeted intervention under NACP III, IV, Operational guidelines for core high-risk groups. Retrieved from https://naco.gov.in/sites/default/files/NACP-III.pdf.  Rajesh (2006). Non-Brothel based sex workers and their perceptions of HIV/AIDS and Sexually Transmitted Infections – An Empirical Study.  The Network Operator Approach - Strengthening the outreach of HIV & AIDS Prevention and Control Services for Female Sex Workers in Delhi, An Implementation Note. (2020). India Health Action Trust (IHAT) and National AIDS Control Organization. Retrieved from https://www.ihat.in/wp-content/uploads/2021/03/The-Network-Operator-ApproachImplementation_web-version.pdf Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 97 LIFELONG LEARNING AT SNDTWU FOR UNDERGRADUATE LEVEL AS A DISCIPLINE Dr. Prabhakar Chavan* *Professor and Director, Department of Lifelong Learning & Extension, SNDT Women’s University, Mumbai-400020 Abstract This research paper is highlights on Lifelong Learning experiment at SNDT Women’s University. This prestigious university is founded by Maharshi Dr. DhondoKeshavKarve in 1916 for a noble cause of Women’s Education. The first five women graduated in 1921 from this University. The University Headquarters is in Churchgate Campus, Mumbai and the other four campuses of this University are at Juhu, Mumbai and Karve Road, Pune, Shrivardhan and Chandrapur. In a century old existence, the university has grown into a multidisciplinary institution hosting diverse professional, technical and liberal arts programmes from K12 to PhD. SNDTWU is probably one such university where there is a Nursery school as laboratory for Human Development. The Department of Lifelong Learning and Extension (DLLE) was established in 1971 and offers various undergraduate, post graduate and community level programmes. Such as Diploma in Interior designing, Diploma in Fashion designing, Diploma in early childhood care and education, Diploma in Music and Diploma in Dance. All undergraduate programme offer by the DLLE are discipline based. The dept. works in the field of Non- Formal Education, Adult Education, Continuing Education, Population Education and Lifelong learning. Department has vision is to contribute to a learning society by creating trained manpower to take charge of the facilities that provide for opportunities for individual or community development through need- based education. Concept of Lifelong Learning (CLL): Lifelong Learning is an approach to learning whether in personal or professional contexts that is continuous and self-motivated. Lifelong Learning can be formal or informal and takes place throughout an individual's life and provides the opportunity for everyone to acquire excellent basic skills from cradle to grave. DLLEs all diplomas are Undergraduate Level as a Discipline discipline-based diploma programmes such as Diploma in Early Childhood Care and Education (ECCE). It includes content, core concepts with holistic ideas for the development of the students. Enabling deep knowledge and understanding of the content and the application of what is learned by the students are continuously evaluated. Learners consider accepted key disciplinary knowledge and apply distinctive ways of thinking and become increasingly independent learners. Keywords: Lifelong Learning, Community, Assessment, Discipline Professional etc. Introduction: SNDT Women’s University’s the Department of Lifelong Learning and Extension offers lifelong learning programmers and activities as well as community level programs at undergraduate level as discipline. Diploma in Early Childhood Care and Education (ECCE) are one of the undergraduate level programs. Early Childhood Care and Education (ECCE) areglobally recognized as a crucial element of education for all. Therefore, countries have intensely pursued it. After many efforts, progress towards ensuring ECCE is apparent in many countries in the Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 98 world. But most of them& could not either completely achieve this goal or compromised its quality due to inadequate resources, improper planning and ineffective implementation strategies, especially a vast and populous country like India. A number of initiatives have been taken by the Government of India for bringing quality in the form of policies, plans, constitutional amendments, acts, development of quality standards and curriculum framework, schemes and flagship programs like Integrated Child Development Services (ICDS); District Primary Education Programme (DPEP) and SarvaShikshaAbhiyan (Gulati Renu – net/publication/322206452) Evidence-based approaches are needed to address these challenges. Yet, limited information is available on ECCE teachers, including their training and professional development, classroom practices, and working conditions in low- and middle-income countries (LMICs) (UNESCO, 2012). Existing data tend to focus on easier-to measure indicators of structural quality, such as class size, child–teacher ratios, teacher education and training, and much less on indicators of process quality, such as the pedagogical approaches used in early childhood settings and the nature of the interactions between children and teachers (Myers, 2006; UNESCO, 2006). This literature review seeks to synthesize what is currently known and identify knowledge gaps about pre-primary teachers and the settings in which they work in developing countries. The Diploma in Early Childhood Care and Education (ECCE) course aims to acquaint a trainee teacher with the fundamentals of child development in the early years, 0-6 years. It provides theoretical and practical knowledge and understanding of principles of early childhood education, based on child development. It will enable student teachers to acquire attitudes, skills, insights and techniques necessary to deal with pre-school children. Concept of Lifelong Learning: Lifelong learning concept has been described as a process that includes people learning in different contexts. These environments do not only include schools but also homes, workplaces, and even locations where people pursue leisure activities. However, while the learning process can be applied to learners of all ages, there is a focus on adults who are returning to organized learning. There are programs based on its framework that address the different needs of learners, such as United Nations Sustainable Development Goal and the UNESCO Institute for Lifelong Learning which caters to the needs of the disadvantaged and marginalized learners. Lifelong learning process learner can be learned new basic skills such as self-awareness. –knowing and living with others secondly interpersonal skills such as thinking, soft, creativity and problem-solving skills etc. 3. Lifelong Learning Programme: Lifelong learning means gaining knowledge and acquiring new skills or self-motivated learning is called as Lifelong Learning (LL) and it is self-education, or it should be voluntary. Lifelong learning programmes included skills and awareness programmesorganized at community level as per community need. Early Childhood Care and Education (ECCE) programme also provided new skills and knowledge, or some PG programmes also included in Lifelong learning programme such as master of Lifelong learning and extension programme. 4. Objectives of the study: To understand issues and challenge faces by promramme offering agencies to Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 99 know how they overcome of these challenges 5. Concept of Monitoring: Monitoring is the systematic process of collecting, analyzing and using information to track a programme's progress toward reaching its objectives and to guide management decisions. Every year dept. of LLE has midterm monitoring of the said programme. The Department of Lifelong Learning &Extension offers Diploma Early childhood care & Education following places. Sr. No 01 02 03 04 Name of the Agency IWSA WIT MMC Navranag Location Vashi Panvel Colaba Surat Eligibility 12 th pass 12 th pass 12 th pass 12 th pass 6. Scope of the early childhood care and education programme: The early childhood care and education programme can be useful for the following reasons. 1. Budding Edupreneurs who run or intend to start their own preschool. 2. Teachers need to supplement their practical knowledge with the relevant theory that helps them understand the mechanics of their job better. 3. Homemakers who desire to enhance their parenting skills. 4. College-Going Students who aspire to gain professional qualification. 5. Mid-Career Professionals seeking a change in profession. 7. Teaching Learning Methodology: In this programme following pedagogy can be used. • Phonics • Story telling • CV making • Facing interviews • Personality grooming • Curriculum development • Bloom’s taxonomy • Classroom engagement • Virtual pedagogy • Special education and upcoming opportunities • Concerns faced by children and management strategies. 8. Career Opportunities: The course prepares the students to pursue career as Teacher in preschool/primary • Day care facilitator • Academic coordinator • Curriculum planner • Educational Manager • Academic Consultant • 9. Research Methodology: In this research method case work/study has been used by the researcher. Annual reports as well as monitoring reports of the agencies had been used as secondary data. Data can be collected by using other sources also such as newsletters & Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 100 journals. Observation is very important with check list. 10. Data Analysis: In research process data analysis is very important and it is a systematic process. Whatever data collected during monitoring of ECCE course that data was analysed by using stranded process of data analysing. On the basis of the analysis researcher could give some important recommendation cum finding. 11. Conclusion: The early childhood care and educationis discipline base program. This program is now included in NEP-2020.Lifelong Learning programmes are very important for every individual. Through such programme learners can be learnt new skills as well as acquiring gaining knowledge. While monitoring ECCE programme there are some impotent findings that institute offering ECCE programme very effectively while few are facing problems such as student’s enrolment and teaching faculty. Some students are facing fess issues also. One our partnership institute is providing scholarship to the students. All institutes are maintaining proper all records and through this programme students can be learned new lifelong learning skills which skills help them throughout their life. While implementing educational programmes in the community, needs assessment methods are very effective and save effort, money, and travel time, so they recommend using need assessment methods before implementing any lifelong learning programme educational needs should be assess within the community. References:  Aspin, D. N., Chapman, J., Hatton, M., & Sawano, Y. (Eds.). (2001). International handbook of lifelong learning. New York: Springer.  Avrupa Komisyonu. (2002). European report on quality indicators of lifelong learning: Fifteen quality indicators. European Commission report, Directorate-General for Education and Culture, Brussels.  Bandura, A. (2004). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.  Bax, M. R. N., & Hassan, M. N. A. (2003). Lifelong learning in Malaysia. NA International Policy Seminar Co-Organised by IIEP/UNESCO and KRIVET on Making Lifelong Learning a Reality. UNESCO.  Bhatnagar, R. (2005). Little steps. National Council for Educational Research and Training, New Delhi.  Claxton, G. (2000). Wise up: The challenge of lifelong learning. New York: Bloomsbury.  Hus, V. (2011). Development of ICT competences in the environmental studies subject in Slovenia. World Journal on Educational Technology, 3(3), 190-198.  Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: RoutledgeFalmer.  Jedlikowska, D. (2014). The students and teachers' mobility in the context of education. Global Journal of Information Technology, 4(2), 38-43. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 101  Kaplan, A. (2016). Lifelong learning: Conclusions from a literature review. International Online Journal of Primary Education, Institute of Graduate Studies & Research, European University of Lefke, North Cyprus. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 102 THE ROLE OF ADULT EDUCATORS IN FOSTERING TRANSFORMATIVE AND CRITICAL LEARNING Parinita Batra* *Ph.D. Research Scholar, Department of Continuing Education and Extension (DCEE), University of Delhi. Abstract Adult education has witnessed a significant paradigm shift in recent decades, moving beyond traditional, teacher-centred approaches towards learner-centric, transformative, and critical learning methodologies. At the heart of this transformation lies the crucial role of adult educators, who serve as facilitators, mentors, and catalysts for transformative and critical learning experiences. This involves empowering learners in the educational process to identify areas of knowledge deficits and leverage existing knowledge for further development. Rooted in critical theory, adult educators possess the potential to operate within the framework of curriculum redefinition and become agents of change. The primary objective of this paper is to highlight the significance of the identity of adult educators and emphasize their role in reshaping education, particularly in the context of a knowledge society where lifelong learning serves as the linchpin for individual and societal transformation. Keywords: Adult Educators, transformative learning, critical reflection, social change Introduction Adult education, encompassing the lifelong learning of individuals beyond their formal schooling years, has gained immense recognition for its transformative potential and its role in shaping a skilled, engaged, and adaptable citizenry. The field has witnessed a paradigm shift, moving away from traditional, teacher-centred approaches towards learnercentric, transformative, and critical learning methodologies (Brookfield, 2017). According to the theory of Andragogy, an adult educator is obliged to make the learners understand the reason why they have entered the educational process. Through a completely experiential training that utilizes the learners’ experiences that have pre- existed or have been taken place during the educational course by interacting in the team. The educator tries to inspire in the learners, free expression and connection to matters that derive from the social framework from where they come (Mezirow, 1991). Furthermore, it is also a learning source combined with the selected methods; it contributes to a more positive completion of the teaching process (Mezirow, 1990). Adult educators serve as catalysts for lifelong learning, democratizing access to knowledge and opportunities for personal growth (Knowles, 1970). They create inclusive learning environments that cater to the diverse needs and learning styles of adult learners (Mezirow, 2000). By fostering a culture of critical thinking, reflection, and collaboration, adult educators empower learners to become active participants in shaping their own learning experiences (Taylor, 2017). In today's rapidly changing world, adult education plays a critical role in bridging the skills gap between the workforce and the demands of the 21st-century economy (Brookfield, Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 103 2017). Adult educators provide individuals with the necessary skills and knowledge to adapt to technological advancements, navigate the complexities of the modern workplace, and remain competitive in their chosen fields (Knowles, 1970). Adult education extends beyond the realm of skills development, empowering individuals to become informed, engaged, and responsible citizens (Mezirow, 2000). The educators promote social awareness, critical thinking, and civic engagement, enabling learners to contribute positively to their communities and address societal challenges (Taylor, 2017). Therefore, adult education serves as a powerful tool for addressing social inequities and promoting inclusion (Brookfield, 2017) and adult educators work tirelessly to break down barriers to education and ensure that all individuals, regardless of their backgrounds or circumstances, have access to opportunities for lifelong learning (Knowles, 1970). The impact of adult educators extends beyond the individual, transforming lives and communities as a whole (Mezirow, 2000). By empowering individuals to reach their full potential, adult education contributes to economic development, social progress, and cultural enrichment (Taylor, 2017). Adult educators are the driving force behind a more just, equitable, and prosperous society. Adult educators are indispensable partners in the pursuit of lifelong learning, playing a crucial role in empowering individuals, bridging the skills gap, and fostering social equity (Brookfield, 2017; Knowles, 1970; Mezirow, 2000; Taylor, 2017). Their dedication to transformative learning experiences is essential for building a more informed, engaged, and adaptable nationhood, capable of navigating the challenges and seizing the opportunities of the 21st century. Scope This paper focuses on understanding the multifaceted role of adult educators in facilitating transformative and critical learning experiences. It explores the diverse strategies, methodologies, and pedagogical approaches employed by adult educators to nurture these progressive learning paradigms. The article aims to synthesize existing research, highlighting the effectiveness and challenges associated with implementing transformative and critical learning in adult education settings. Objectives The primary objective of this article is to analyse and synthesize existing research on adult educators' contributions to transformative and critical learning processes. The article seeks to: 1. Identify and examine key theories and findings related to transformative and critical learning in adult education; 2. Analyse the diverse strategies and methodologies employed by adult educators to foster transformative and critical learning experiences; 3. Discuss the challenges and opportunities faced by adult educators in implementing transformative and critical learning approaches; 4. Provide implications for refining educational practices to support transformative and critical learning in adult education. Methodology A systematic search was conducted across electronic databases to identify relevant literature. The search strategy employed a combination of keywords such as "adult education," “adult educators,” Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 104 "transformative learning," "critical pedagogy," "andragogy," and "critical reflection". Identified articles were carefully screened for their relevance and primary consideration was given to articles that directly addressed the role of adult educators in fostering transformative and critical learning. Articles were also evaluated for their methodological rigour, empirical evidence, and theoretical contributions to the field. Transformative Learning in Adult Education Transformative learning, as conceptualized by Jack Mezirow, emphasizes a profound shift in perspectives, values, and self-awareness, leading to a more inclusive and empowered understanding of the world (Mezirow, 2000). Critical pedagogy, championed by Paulo Freire, advocates for a liberatory approach to education, challenging societal norms, fostering dialogue, and empowering learners to become agents of social change (Freire, 2000). It is based on the questioning of the up-to-now date and through critical thinking which they gain from learning how to understand reality and its problems and then to transform it (Knowles, Holton and Swanson, 1998). Through this teaching process, the educator creates the proper learning conditions; he promotes discussion that is centred on the participants’ problems (Knowles, 2000). In the framework of transformative learning, the participants who intend to change their way of socializing and organizing, look for other people to share their ambition to create ways of resisting the unedited cultural norms of the organizations, societies, families and political life; they become active subjects in cultural change (Rogers, 1996). The adult educators must support and broaden the rules, the social practices, the institutions and the systems that empower a more complete and open participation in intellectual discussion, in transformative learning, contemplative action and to a greater activation of the participants (Mezirow, 2007). They are obliged to give and empower opportunities with rules that support a more free and complete participation in discussion, and in a social and political democratic life (Kokkos, 2005). It is also necessary for them to work towards making a positive change. This can be achieved from the moment they distinguish their goals and expectations from those of the educators and to promote discussion and the learners’ participation in it, avoiding dogmatism (Navridis, 1994). The educator must act as a coordinator of the teaching-learning process, as a stimulator & as a guide on the path to knowledge in order to elaborate the learners’ knowledge experiences and admissions (Navridis, 2005). Transformative learning, in the hands of adult educators, emerges as a potent tool for facilitating profound changes in individuals' perspectives, contributing significantly to the evolution of a more enlightened society. As adult educators navigate this dynamic landscape, their commitment to ongoing learning, adaptability, and responsiveness to evolving educational paradigms becomes paramount. In their role as transformative educators, adult educators possess the potential to not only adapt to change but also to steer it, creating a transformative ripple effect across individuals and communities alike. Concept of Change: A Critical Discourse on Adult Educators as Catalysts of Change Miller and Lawton (2002) characterize change agents as imperceptible hands adept at translating vision into actionable strategies. They operate with a distinct focus on cultivating, applying, and championing practices deemed efficacious and virtuous. Notably, these agents possess the foresight to proffer specific solutions well in advance. Furthermore, the second category of change agents adopts an orientation centred on fostering mutual understanding and collaborative decision-making with stakeholders (Ackoff, 1981). Intriguingly, Kurt Lewin's pioneering work in the 1940s delved into the intricacies of Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 105 change theory (Burnes, 2004; Kritsonis, 2004-2005), the concept of a change agent has gained increasing prominence as a distinct social category. This designation refers to individuals or groups wielding significant influence in instigating, overseeing, or executing transformative processes (Caldwell, 2003; 2005). Despite its ubiquity, the term "change agent" lacks a singular and universally accepted definition, taking on varied meanings across different contexts. This versatile concept encompasses a spectrum, ranging from individual actors within a group or team to professionals equipped with specialized skills in change management. Additionally, it extends to individuals with visionary capacities, those external to a specific system or organization, and those invited to spearhead particular changes within an organizational framework (Lunenburg, 2010). This nuanced perspective underscores the multifaceted nature of change agents, emphasizing their adaptability and dynamic roles within diverse settings. It illuminates the intricate interplay between these agents and the contexts in which they operate, transcending simplistic definitions to provide a richer understanding of their influence and contributions. By dissecting the dimensions of change agency, we unravel a tapestry of roles, from individual actors effecting micro-level shifts to professionals orchestrating macro-level transformations. This expanded exploration serves to underscore the depth and complexity inherent in the concept of change agents, navigating the diverse terrains of transformative endeavours with finesse and insight. The ambiguity inherent in the concept is accentuated by the diverse interpretations of change, encompassing both profound transformations and subtle innovations or interventions at both macro and micro levels (Caldwell, 2005). Analyzing the multifaceted nature of change reveals a plethora of perspectives, with nearly as many conceptualizations of the change process as there are authors scrutinizing this intricate phenomenon. Change extends beyond the organizational realm, permeating environmental structures, technologies, and human dynamics. It encompasses a spectrum ranging from incremental innovations to sweeping overhauls. Moreover, change is intertwined with innovation, with its overarching objective being the enhancement of outcomes through transformative shifts in practice (Shen, 2008; Kritsonis, 2004-2005). Conceptualizing change as a dynamic process involves learning and the implementation of novel ideas to refine practical experiences continually. This iterative process strives to introduce improvements and refine existing practices for more effective outcomes. The expansive nature of change is further highlighted by its potential scope, transcending geographical, institutional, and individual boundaries. Changes can be initiated on various scales, from the state and community levels to specific institutions, groups, or individuals. Moreover, the diverse facets of change encompass social, political, climatic, educational, technological, communicative, familial, and other dimensions, illustrating its comprehensive and multifaceted nature. This nuanced exploration emphasizes that change is not a monolithic concept but a multifaceted phenomenon with far-reaching implications across diverse domains. Top of Form In the ongoing discourse surrounding the pivotal role of change agents, it becomes evident that a precise definition remains elusive, creating a landscape where scholarly perspectives diverge. Despite this lack of consensus on a rigid characterization, there is unanimous acknowledgment among scholars of the crucial importance of change agents as facilitators of success in organizational and group dynamics (Van Poeck, Læssře, and Block, 2017). This research significantly orients its focus toward the intrinsic adaptability observed across various dimensions of human existence, with a particular emphasis on the transformative landscape Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 106 within the realm of adult education. The central figures steering this transformative journey are identified as adult educators, individuals singled out as primary drivers for change. Expanding beyond the confines of adult education, these adult educators, recognized as qualified professionals, extend their influence across diverse sectors. The impetus to redefine adult educators arises organically from the ever-evolving terrain of educational practices, which intermittently demands a clear delineation of target groups. Delving into the intricacies of adult educators forging a professional identity, this process is intricately intertwined with the age of the students they engage with, with the upper and lower age limits sculpted by narratives crafted by educational policymakers (Ranzijn, 2010). The necessity for this redefinition becomes all the more apparent with respect to The New Education Policy (NEP) 2020 which not explicitly define a specific age range for adult learners. Instead, it adopts a more inclusive approach, recognizing that individuals of any age beyond the traditional school-going age can be considered adult learners. This broader definition reflects the NEP's emphasis on lifelong learning and the recognition that individuals may seek education and skill development at different stages of their lives (NEP 2020). Persisting in the face of the persistent ambiguity surrounding their identity, the prevailing understanding posits that anyone engaged in adult education inherently assumes the mantle of an adult educator. The study, grounded in this perspective, contends that adult educators, irrespective of their professional context, emerge as professional’s adept at instigating change (Reischmann, 2017; 2017a). A nuanced analysis peels back the layers, delving deeper into individual agency and exploring the myriad measures individuals can employ to amplify their effectiveness as agents of change, even within systems that inherently operate at a slower pace. The study underscores the necessity for adult educators to operate autonomously, detached from systemic constraints, thereby highlighting the incongruence of waiting for systemic changes with the pursuit of sustainable, emancipatory education. This multifaceted exploration not only illuminates the intricate dynamics of adult educators as change agents but also underscores the need for a comprehensive understanding of their role in advocating transformative practices within the realm of education. Transformative Power of Adult Educators to Teach Effectively Within the global landscape of educational reforms, a discernible trend has emerged, designating teachers as explicit change agents in many countries. This marked shift is of profound significance, especially considering the prevailing policy climate that previously aimed at the de-professionalization of teachers. Historically perceived as mere executors of prescribed curricula, teachers were ensnared in a system driven by a repressive testing regime and the imperative to meet external evaluation criteria (Priestley, Biesta & Robinson, 2012; Guilherme, 2008; Freire, 2002). The redefinition of teachers as change agents is a paradigmatic transformation spurred by the discourse of critical emancipatory pedagogy (Freire, 2002). This conceptual shift embeds the role of teachers within a framework that necessitates not only action but also critical thinking, anchoring them as integral components in specific contexts. Adult educators, within this discourse, assume the mantle of change agents, propelled by their commitment to emancipation, liberation, and the cultivation of critical awareness regarding oppression. Their transformative power extends into the realm of reflective analysis on educational policies and official curricula, challenging established norms and prompting a re-evaluation of accepted Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 107 models of thinking. The adult educator, often synonymous with the teacher in this context, strategically engages in activities aimed at empowering adult learners to envision the radical possibilities inherent in educated minds and enlightened citizenship. This involves the adept utilization of analytical tools that facilitate questioning and resistance against entrenched modes of thought. Adopting a constructivist lens, adult educators can leverage their agency to redesign the curriculum, fostering an environment where participants across diverse segments can pinpoint areas of knowledge deficits and build upon pre-existing knowledge. This approach transcends traditional pedagogy by promoting active engagement and collaborative knowledge construction, aligning with the principles of constructivist theory. In essence, this multifaceted exploration illuminates the transformative potential of adult educators as change agents within the critical emancipatory discourse, underscoring their pivotal role in reshaping the educational landscape. Traditional pedagogy operates within a complex paradigm of power relations, establishing a stark dichotomy between those who wield knowledge and those relegated to a state of relative ignorance. In this educational framework, knowledge becomes a potent tool in the hands of those in authority, shaping the narrative of curricula and the dissemination of information to suit the vested interests of the ruling class. This process, as elucidated by Antonio Gramsci, transcends mere education; it becomes a strategic political practice, a continuous endeavour by the ruling class to not only preserve their power but also assert intellectual and moral dominance over the societal discourse (Sućeska, 2013:40). Gramsci's insightful perspective suggests that the ruling class functions as a sophisticated organism capable of absorbing and moulding the entire societal structure to conform to its predefined cultural and economic norms. This assimilation, facilitated through the mechanism of hegemony, positions the state as an active educator, influencing not only the individual components of society but also shaping the collective cultural and economic ethos (Sućeska, 2013). Intellectuals, in this context, emerge as architects of this hegemonic structure, wielding significant influence over moral and intellectual life. Their role extends beyond the realms of specific job descriptions, evolving into a multifaceted function of both political and technical leadership. The intertwining of theory and practice, culture and politics, research and achievement within the educational sphere underscores its pivotal role in societal evolution (Ferreira and Bittar, 2008). Knowledge, far from being a neutral entity, undergoes a selective and ideological colouring process as it traverses through various societal institutions. Universities, as bastions of knowledge, play a dual role - they act as conduits for reproducing new generations through education and, concurrently, as architects of explicit epistemological frameworks. These frameworks contribute to the standardization of theoretical methods employed to acquire new knowledge (Ferreira and Bittar, 2008). Theory, in this intricate web, transcends its conventional role as a mere instrument for understanding reality; it metamorphoses into an ideology, a comprehensive set of moral principles directing actions and human behaviour. The technicity approach adopted by education further delineates its trajectory, wherein students and teachers are meticulously shaped to prioritize technical proficiency over the fostering of ideals such as freedom, democracy, or criticism. This educational paradigm reflects broader societal trends wherein the instrumentalization of education serves specific ends, often sidelining the promotion of critical thinking and democratic values, thereby influencing the collective consciousness of future generations. Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 108 In the realm of education, the dissemination of knowledge often becomes a prism through which distorted worldviews are projected, inadvertently perpetuating societal marginalization based on class, sexuality, gender, and other defining attributes (Hayes et al., 2011). This distortion isn't merely a byproduct but a systemic issue, manifested. in the curriculum's oversight or intentional exclusion of essential contributions made by women and marginalized groups, hindering a comprehensive understanding of societal dynamics. Critical theorists argue that this omission isn't accidental; rather, it aligns with a curriculum intentionally tailored to cater to the perspectives and needs of dominant groups, effectively acting as a gatekeeper to the acquisition of influential knowledge (Young, 2014). Critical pedagogy emerges as a transformative force, challenging traditional teaching methods by considering education and knowledge as dynamic practices fostering autonomy in personality development, individual thought, and the capacity for independent decisionmaking and action. This paradigm seeks to create an educational environment that not only recognizes but also values diverse experiences, empowering individuals to assert freedom in defining their authentic identities (Vrcelj, 2018). Within this framework, the adult educator’s role becomes crucial, necessitating the integration of the emotional and intellectual autobiographies of adult learners into meticulously crafted work plans. These autobiographies should play an important role in guiding the selection of models and methods within the intricate landscape of adult education. The authentic identities and personal narratives of individuals, when given due consideration, create a fertile ground for adult educators to emerge as potent change agents. Their transformative influence becomes evident in fostering emancipation, liberation, and nurturing critical awareness regarding systemic oppression. By critically engaging with and reflecting upon educational policies and official curricula, adult educators can actively contribute to reshaping educational paradigms, promoting inclusivity, and empowering learners in a holistic manner. This multi-faceted approach extends beyond conventional educational norms, envisioning a learning landscape that truly embraces the diversity of human experiences and perspectives, laying the foundation for a more equitable society. Official curricula a r e frequently inadequately tailored for individuals, creating a gap in teaching content that is well-suited for adult learners. In the intricate process of redesigning curricula, it is imperative to meticulously consider the diverse learning experiences and contexts that educational institutions offer, with a specific focus on adapting these for implementation in adult education settings. Rooted in the principles of constructivist theory, adult educators play a central role in reshaping curricula, providing participants across various segments with the tools to identify knowledge deficits and effectively build upon existing knowledge. Adult educators or teachers, within this framework, necessitate not just physical space but also intellectual freedom to contribute substantively to the community. This involves fostering the creation of national and global values that champion fairness and exhibit a heightened level of tolerance, especially toward diverse perspectives. A curricular shift that prioritizes change empowers adult educators, ensuring they are not merely facilitators but active agents fostering genuine growth and emancipation among individuals (Watkins, 2010). Consequently, as curricula are implemented, adult educators should integrate their deeply held beliefs into the evaluation process, envisioning a community characterized. By sustainable, long-term positive outcomes for everyone, transcending the confines of educational hegemony (Siegel, 2006; White, 2014). Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 109 Drawing from Dewey's (1966) philosophy, education emerges as a force that contributes not only to social integration but also to holistic societal improvement, acting as a catalyst for individuals to unlock their full potential. Within the emancipatory discourse of education, adult educators wield a versatile arsenal of methods and modalities to introduce and cultivate social competencies in the preparation and ongoing enhancement of educational curricula. Engaging in critical thinking, they evolve into change agents in social competences critical for collective learning and societal interactions. A profound space is perceived to be carved out for adult educators within the transformative learning journey, a concept pioneered by Freire and embraced by Mezirow (1991). This transformative learning process represents a monumental shift in the frame of reference, wherein adults assimilate a cohesive experience comprising associations, concepts, values, and emotions - ultimately shaping their worldview and defining their reality. Reference frames are the foundational scaffolding that underpins our comprehension of experiences, acting as structural assumptions that delineate our expectations, perceptions, insights, and subsequent courses of action (Mezirow, 1991). Within the expansive realm of transformative learning theory, critical reflection emerges as the central pillar, identified by scholars like Imel (2000) and Mezirow (1991) as the most crucial characteristic of adult learning. Critical reflection becomes the gateway through which individuals can not only acknowledge but also dissect the limitations imposed by their own biographies, a skill that typically matures in the realm of adulthood. Falling prey to a constraining autobiography, as outlined by Mezirow (1991), entails viewing one's past not just as a part of one's narrative but as a defining factor shaping present circumstances and future trajectories. Amidst this theoretical tapestry, Jürgen Habermas's trifold classification of learning instrumental, communicative, and emancipatory or reflective - takes the center stage. Each category of learning serves distinctive purposes, and instrumental learning, being goaloriented, unfolds through intricate problem-solving and discernment of cause-and-effect relationships. This form of learning imparts knowledge on the strategic manipulation of the environment or other individuals, ultimately geared towards performance enhancement. In stark contrast, communicative learning revolves around understanding the perspectives and meanings of others during communication, primarily enmeshing aspects such as feelings, values, ideals, moral decisions, and freedom (Jovanovic, 2014; Mezirow, 1991). Habermas's third form of learning, which is emancipatory undergoes a transformation in the hands of Mezirow (1991), evolving into a more dynamic and encompassing transformative process. The transformative learning journey unfolds across multiple phases: Disorientation and Doubt: External factors that disrupt the status quo, such as traumatic events like the death of a relative, divorce, separation, or unemployment, act as catalysts for change, challenging existing paradigms. Self-Examination: This phase involves grappling with complex emotions - fear, guilt, or shame - propelling individuals into an introspective exploration of their beliefs. Critical Evaluation: Individuals embark on a profound evaluation of the assumptions underpinning their roles and experiences, unravelling feelings of alienation concerning traditional societal expectations. Shared Recognition: The transformative process involves shared recognition, a realization that dissatisfaction is a common thread binding individuals facing similar challenges. Exploration: This phase sees individuals actively seeking new roles, relationships, and Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 110 actions as they navigate uncharted territories. Action Planning: Deliberate planning of actions becomes pivotal, aligning newfound perspectives with tangible steps towards change. Competency Acquisition: The journey necessitates acquiring the competencies essential for the planned actions, marking a transformative growth in skills and understanding. Temporary Experimentation: Individuals experiment with new roles, relationships, and actions, valuing the insights garnered from these temporary forays. Building Competence and Confidence: This phase involves a deliberate process of developing competence and confidence in playing new roles, marking a profound evolution in self-perception. Reintegration: The final stage marks the reintegration into society, now guided by a transformed perspective that encompasses a more nuanced understanding of oneself and the world. In essence, Mezirow's transformative learning model transcends a mere theoretical construct; it becomes a comprehensive roadmap for individuals navigating profound shifts in their beliefs and perspectives. The transformative journey encompasses a rich spectrum of experiences, from the initial disorientation that challenges existing paradigms to the eventual reintegration into society with a transformed worldview. Each phase contributes to the development of a more nuanced and evolved understanding of oneself and the world, showcasing the dynamic nature of adult learning. Rooted in critical reflection and the deliberate dismantling of constraining assumptions, this theoretical framework underscores the potent capacity of adult learning to serve as a catalyst for not just personal but also societal transformation, encapsulating a myriad of possibilities for growth, self- discovery, and collective progress. The transformative learning theory, although subject to criticism for its foundational assumption that development occurs through rectifying perceived wrongs, instigates a profound journey of change that extends beyond mere adaptation to current circumstances (Maksimovic, 2012). The theory posits a transformative process that calls for a re-evaluation of personal narratives and societal constructs, urging individuals to transcend the constraints of their existing realities and reimagine their roles within the broader socio-cultural context. This perspective prompts an exploration of the nuanced role played by adult educators in supporting marginalized groups, with the democratic discourse emerging as a linchpin of transformative learning (Mezirow, 1991). The culmination of transformative learning is encapsulated in the overarching concept of change. O'Sullivan, Morrel, and O'Connor (2002, as cited in Gregorcic, 2019) delineate this change across five fundamental categories, spanning alterations in foundational beliefs and cognitive frameworks to shifts in emotional responses, actions, and overall awareness. The transformative journey extends further, fostering a broader, cosmopolitan worldview that transcends conventional boundaries and embraces a more interconnected perception of the world. For adult educators navigating the terrain of transformative learning, a nuanced understanding of the needs and aspirations of their adult learners is paramount. The prime role of adult educators lies in facilitating a space for critical reflection, enabling adult learners to deliberate on their future actions with a heightened sense of autonomy. This emphasis on autonomy aligns with autopoietic practices, characterized by the independent formation of personality, freedom of individual thought, autonomous decision-making, and purposeful Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 111 action. However, the transformative process encounters various limitations, primarily due to the inherent entanglement of education within the complex fabric of theoretical and practical considerations. While transformative learning often grapples with external constraints and systemic limitations, it is crucial to recognize that achievement-oriented education, often evaluated through standardized tests and aligned with market demands, does acknowledge and respect the rich tapestry of adults' prior experiences. The relationships cultivated in the educational process, when approached with an emancipatory lens, contribute to a holistic transformation that transcends mere academic achievements, embracing the multifaceted dimensions of personal growth and societal progression. As such, transformative learning becomes a dynamic force that not only reshapes individuals but also contributes to the broader evolution of societal norms and values. Conclusion In the intricate tapestry of modern education, where bureaucratic complexities intertwine with institutional structures, the nuanced role of governance unfolds. The regulatory landscape, shaped by laws and directives undergoes a symphony of influences, ranging from political intricacies to economic imperatives, ideological currents, and cultural dynamics. Amid this elaborate ensemble, the determination of educational goals, becomes a complex interplay dominated by factors beyond didactic, andragogical, and pedagogical considerations. Within the ever-evolving context of educational crises and the subsequent quest for reform, the role of the adult educators undergoes a transformative redefinition, transcending its traditional function as a facilitator of adult learning. The delineation of barriers to adult education, a focal point of the adult educator’s endeavours, emerges with heightened clarity, demanding strategic navigation and dismantling. At the heart of this evolution lies a profound recognition - realization that the emotional and intellectual autobiographies of adults serve as foundational guides for the adult educator’s work. This insight necessitates a deliberate and strategic integration of these autobiographical narratives into the very fabric of work plans, enhancing both the depth and effectiveness of the adult educator’s impact and solidifying their role as adept change agents steering educational evolution. While the social context may, at times, present challenges to the work of adult educators, their role in cultivating critical thinking and socio-cultural education tailored to adult life practices becomes increasingly significant. This concerted effort not only fosters democratization within educational settings but also strives to achieve a harmonious equilibrium between internal, external, and personal perspectives on change. Importantly, the transformative influence of adult educators extends beyond the confines of specialized adult education institutions, permeating diverse spheres of societal life. Andragogy, with its expansive scope and dynamic responsibilities, transcends the conventional boundaries of educational frameworks. The adult educator emerges as a linchpin in steering society towards a knowledge-centric paradigm, emphasizing lifelong learning as the cornerstone for individual transformation and broader societal evolution. Adult educators play a crucial role in the realm of adult education in India, contributing significantly to the development and empowerment of individuals in their later stages of life. The importance of adult educators in the context of adult education in India, can be seen as follows: Addressing Diverse Learning Needs: Adult educators are adept at recognizing and addressing the diverse learning needs of adults. They understand that adult learners come with Vol. 5 (No. 01) April 2023 to March 2024 (IJLLLEG) P a g e | 112 varied experiences, backgrounds, and learning styles, and tailor their teaching methods accordingly. Facilitating Lifelong Learning: Lifelong learning is a central tenet of adult education, and adult educators are instrumental in fostering a culture of continuous learning. They help adults acquire new skills, update existing ones, and stay relevant in a rapidly evolving job market. Promoting Critical Thinking: Adult educators encourage critical thinking and independent learning among adult students. They create an environment that fosters reflection, analysis, and the application of knowledge to real-life situations, empowering adults to think critically about the world around them. Customizing Learning Paths: Recognizing that adults often have specific goals and aspirations, adult educators work to customize learning paths. They engage learners in setting goals, designing curriculum content, and selecting learning approaches that align with individual needs and objectives. Supporting Career Advancement: Adult education, facilitated by adult educators, plays a central role in supporting career advancement. Whether through skill development programs, vocational training, or degree completion courses, adult educators contribute to enhancing the employability of adults. Building Self-Esteem and Confidence: Many adult learners may face challenges such as returning to education after a hiatus. Adult educators create a supportive and encouraging atmosphere that helps build the self-esteem and confidence of adult learners, motivating them to overcome obstacles. Enhancing Social and Civic Engagement: Adult education goes beyond individual development; it contributes to societal progress. Adult educators play a role in enhancing social and civic engagement among adults, fostering a sense of community responsibility and active participation. Adapting to Technology: With the increasing integration of technology in education, adult educators play a vital role in helping adult learners adapt to digital tools. This is particularly relevant in the context of online courses, webinars, and digital resources that enable flexible learning opportunities. Meeting the Needs of Diverse Learners: India is culturally diverse with various linguistic and regional differences. Adult educators, with cultural sensitivity, address the unique needs of diverse learners, ensuring inclusivity in adult education programs. Contributing to Nation’s Overall Development: Adult education, guided by skilled adult educators, contributes to the overall development of the nation. It enhances the skill sets of the workforce, promotes economic growth, and supports the government's initiatives for a knowledgeable and skilled citizenry. This multifaceted role, extending beyond traditional educational settings, positions adult educators as instrumental architects of a dynamic future wherein continual learning becomes the catalyst for change at both individual and social level. Through their diverse responsibilities, adult educators play a crucial role in sculpting a vibrant educational landscape that fosters adaptability, critical thinking, and continual growth. 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