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responsibilities throughout life, irrespective of content, level and methods used . However, there is a felt need for special educational programmes, in view of the increasing rate of economic development, the changes in labour force, the emergence of trade unions and other phenomena of social and technological change. The above factors demand from the worker an increased capacity to meet the challenge of new opportunities, to participate actively in economic and social life and to deal effectively with the problems confronting him and his fellow workers. The need for coping with the changed circumstances and socio-economic development, and developing the one's awareness about her his predicament in the cultural milieu has necessitated the emergence of a new form of education to meet the needs of the workers as it was felt the prevalent adult education programmes were too broad based to cater to the specific needs of the workers.
Workers Education As in case of other progressive movements, the impetus for extending education to workers came from England. In the backdrop of the industrial revolution and the resultant rise of social problems, education was seen as one of the remedies for combating social decay. The workers' education programme is an attempt to neutralize the dehumanizing effects of factory labour. It consisted of programmes aimed at offering working people with a quality of liberal arts education outside of school system which excluded them Harriet Katz 1978 23. The seminal ideas on workers education can be found in Peffer's 1924 24 work. According to him the workers in their desire to progress themselves as a class desire selfimprovement, of course, like other adults who give part of their leisure to learning but they desire it as members of a class with a special interest, in the belief that by educating themselves they will be better able to advance their collective interest, to modify, if not to remould their social order at least to understand it. Workers' education is adult education arising out of a social impulse and having a social purpose. Such an education is aimed to produce concrete results in training the worker in labour leadership. Walter Vrooman25 in his opening address of Ruskin College for Workers' education in 1899 envisaged We shall take men who have been merely condemning our institutions and will teach them how, instead, to transform those institutions so that in place of talking against the world, they will begin methodically and scientifically to possess the world, to refashion it, and