Sinha, Shantha2025-05-202025-05-202011-03Sinha, Shantha. (2011). National Curriculum Framework for Adult Education: Report of the Expert Committee.http://192.9.200.215:4000/handle/123456789/786An Expert Committee was constituted by the MHRD, Govt., of India on 30 March 2010, to draft the National Curriculum Framework for Adult Education in the context of 'Saakshar Bharat' the Central Scheme of National Literacy Mission Authority. In its first meeting on 2nd July, 2010, chaired by the Minister for Human Resource Development (MHRD), Shri Kapil Sibal along with Smt. Purandareshwari Devi (MOS) emphasized that the focus of the Expert Committee was to include not just a curriculum framework for literacy but education that would lead to empowerment. He stated that the curriculum should touch the needs of learners and the endeavor for literacy and adult education should lead to true empowerment. The curriculum framework should embed these as pre-requisites and, to that end, the Committee should also take the views of the learners of how literacy could be helpful in their life context.A nation that is literate is one where its citizens are empowered to ask questions, seek information, take decisions, have equal access to education, health, livelihood, and all public institutions, participate in shaping ones realities, create knowledge, participate in the labour force with improved skills, exercise agency fearlessly and as a consequence, deepen democracy. Systems are to be in place to build a nation that builds citizenship which is truly informed and literate and in the process the content of governance, development and democracy is also vitalised. It is only when there is a credible, whole hearted and institutionalized effort on a long term basis that the learner would take the programme of adult education seriously. The first step, therefore, is to understand Adult Education Programme as a continuous and lifelong education programme. It must contain all structures and institutions from national to habitation levels, on a permanent basis, as part of the education department. The structures and processes should be receptive to the learners' needs on the ground. Compared to the model in vogue, these imperatives represent a basic transformation in the character of the programme, with pronounced permanency in learning centres for adult and continuing education in the lifelong learning perspective. This will qualify for the shift from Plan to Non-Plan phasing for planning and budgeting.enAdult Education PolicyLifelong LearningNon-formal EducationAssessment and EvaluationInstitutional FrameworkTechnical Report