Which specific groups or areas receive special attention in the literacy projects?

AUrban professionals and government employees.

BLearners from coastal, tribal, and scheduled caste areas/settlements.

CChildren under five years old.

DIndividuals with doctoral degrees.

Answer:

The Kerala Model of Development is globally recognized for its emphasis on human development indicators, particularly high literacy rates, universal healthcare, and social welfare, often achieved with lower per capita income compared to many other developed regions.
Kerala was the first state in India to achieve total literacy in 1991 through a massive people's campaign, demonstrating a strong commitment to education as a fundamental right and a tool for social transformation.
While achieving high literacy, the state continues to focus on extending and sustaining literacy gains, particularly among historically marginalized and vulnerable groups, to ensure inclusive development.

Socio-economic Vulnerability: Coastal communities, especially fisherfolk, often face unique socio-economic challenges, including economic insecurity, occupational hazards, and traditional lifestyles that might limit access to formal schooling.
Limited Access: Many individuals in these areas, particularly women and the elderly, may have missed out on formal education due to various historical or social factors.
Functional Literacy: Targeted programs aim to provide functional literacy that empowers them with basic reading, writing, and numeracy skills, which are crucial for accessing information, improving livelihoods, and engaging with social welfare schemes.
Example initiative: The Kerala State Literacy Mission Authority (KSLMA) has specific projects like 'Aksharasagaram' targeting coastal communities.

Geographical Isolation: Tribal communities often reside in remote, hilly, and forested areas, making access to educational institutions difficult.
Linguistic Diversity: Many tribal communities have their own distinct languages and dialects, which can pose a barrier to learning in mainstream education systems. Literacy projects often incorporate mother-tongue based instruction.
Historical Marginalization: These communities have historically faced neglect, discrimination, and a lack of adequate infrastructure and development opportunities.
Cultural Sensitivity: Literacy programs in tribal areas are designed to be culturally sensitive, respecting indigenous knowledge and traditions, and promoting the integration of tribal individuals into the broader socio-economic fabric while preserving their identity.
Constitutional Provision: The Indian Constitution includes special provisions (e.g., Article 46) for the promotion of educational and economic interests of Scheduled Tribes (STs).

Historical Discrimination: Scheduled Castes have historically faced severe social discrimination, exclusion, and economic exploitation, leading to significant educational backwardness.
Economic Deprivation: Many SC communities live in poverty, which can hinder their access to quality education and participation in literacy programs.
Addressing Disparities: Focusing on SC settlements aims to bridge the educational gap and overcome the cumulative disadvantage caused by generations of discrimination and lack of opportunity.
Empowerment: Literacy empowers SC individuals to access their rights, participate in local governance, improve their economic status, and challenge social inequalities.
Role of KSLMA: The KSLMA continues to implement targeted literacy and continuing education programs in SC colonies to ensure universal literacy and promote social mobility.

The Kerala State Literacy Mission Authority (KSLMA) is the primary body responsible for implementing various literacy and continuing education programs in the state, working towards achieving sustainable 100% literacy.
Kerala's continued focus on these groups reflects its commitment to inclusive growth and adherence to the principles of social justice, which are central to the Kerala Model.
The success of these initiatives relies heavily on decentralized planning and the active involvement of Local Self-Governments (LSGs), which play a crucial role in identifying learners and implementing programs at the grassroots level.
These efforts contribute significantly to India's achievement of Sustainable Development Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities).

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