Karnataka may be above the national average in terms of literacy rate, but in some pockets of the State, the scenario is as bad as that in Bihar. Some districts such as Gulbarga and Raichur have a female literacy rate of 37.9 and 35.93 per cent, which is well below the national average of 54.16 per cent.

The State’s overall literacy rate is 66.64 per cent (2001 census) compared to the national average of 65.38 per cent. While the male literacy rate is 76 per cent, it is only 57 per cent for females. Female literacy is highest in Dakshina Kannada (77.3) and Bangalore Urban (77.4), however, this is far lower than the highest in the states of Kerala, Tamil Nadu and Maharashtra. The disparity between male and female literacy rates is highest in rural areas. Totally, 12 districts have female literacy below the national average.

Less than average
While the literacy rate in Karnataka increased by 10 per centage points between 1991 and 2001, about one-third of the State’s population is still illiterate. As many as 15 districts (nine in north Karnataka and six in south Karnataka) have a literacy rate that is less than the State average.

According to the Karnataka Human Development Report-2005, one of the reasons for the high levels of illiteracy is the low priority accorded to adult literacy and primary education. Literacy mission itself started very late. The National Adult Education Programme (NAEP) was launched in 1978, more than three decades after Independence, under which funds were made available to states to set up departments of adult education. The next initiative, the National Literacy Mission (NLM) was launched in 1988. “It is now recognised that the NLM could neither eradicate literacy as promised nor make a spectacular impact,” the report states.

Dr Niranjan Aradhya of Centre for Child and Law, National Law School of India University feels the State government should not depend on external funding or grants from the Centre for literacy missions. The State should channelise its own funds to meet the set targets on attaining literacy levels. Dr Aradhya stressed the need for a literacy policy that caters to the requirements and needs of the state.

 On setting right the gender and urban-rural disparities, special focus needs to be given to north Karnataka districts. At the same time education and literacy should be approached differently. “We tend to take both together, which is not correct. While literacy is just reading and writing, education is a process which involves cognitive, effective and psychomotor domains”, Dr Aradhya said.