school of youth studies and extension cbcs syllabus m.a ... · rajiv gandhi national institute of...

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RAJIV GANDHI NATIONAL INSTITUTE OF YOUTH DEVELOPMENT (Institute of National Importance by the Act of Parliament No. 35/2012)

Ministry of Youth Affairs & Sports, Government of India Sriperumbudur – 602 105

School of Youth Studies and Extension

CBCS Syllabus

M.A. Youth Empowerment 2013-15

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M.A. YOUTH EMPOWERMENT

The M.A. programme is specially designed to develop a cadre of qualified manpower

with knowledge, attitude and skills in the area of youth development with focus on

Youth Empowerment. It is a new learning programme which incorporates

professionalism in youth work for transforming challenges into opportunities in our

country.

PROGRAMME OBJECTIVES

On successful completion of the programme, the students will be able to:

1. Qualify themselves in the area of Youth Empowerment.

2. Familiarize the concepts and theories in Development Studies and the

principles and methods of Social Work.

3. Equip themselves with theoretical frame, positive attitudes and skills in

the field of youth development.

4. Understand the dimensions of youth issues in the changing social,

economic and political Scenario.

5. Understand basics of research methodology and statistical applications.

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Youth Empowerment

Young people are empowered when they acknowledge that they have or can create

choices in life, are aware of the implications of those choices, make an informed

decision freely, take action based on that decision and accept responsibility for the

consequences of those actions;

Empowering young people means creating and supporting the enabling conditions

under which young people can act on their own behalf, and on their own terms,

rather than at the direction of others. These enabling conditions fall into four broad

categories:

i) an economic and social base;

ii) political will, adequate resource allocation and supportive legal and

administrative frameworks;

iii) a stable environment of equality, peace and democracy; and

iv) access to knowledge, information and skills, and a positive value system.

Empowerment is both an end and a means. Just because not all the conditions of

empowerment have been met in a particular society, it does not mean we cannot

empower young people to help bring those conditions about. What the enabling

conditions affirm, however, is that young people cannot be expected to do the job on

their own and unassisted; empowerment is not about shifting responsibilities of other

stakeholders (such as the state) onto young people’s shoulders.

Source: Commonwealth Youth Programme (CYP)

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M.A. YOUTH EMPOWERMENT (MAYE) SCHEME OF EXAMINATION

Semester

Course Code

Course Title

Common / core

/ elective

Internal

Assessment

End semester

examination

Total Marks

Credits

Semester I

I Sem

MAYE 101 Understanding Society, Polity and Economy Core 40 60 100 4

MAYE 102 Theories of Development Core 40 60 100 4

MAYE 103 Power, Empowerment and Freedom Core 40 60 100 4

MAYE 104 Human Rights and Gender Justice Core 40 60 100 4

MAYE 105 Research Methodology Core 40 60 100 4

MAYD 101 Understanding Youth Common 40 60 100 3

Total

240 360 600 23

Semester II

II Sem

MAYE 106 Youth in Development Work Core 40 60 100 4

MAYE 107 Youth and Community Work Core 40 60 100 4

MAYE 130 Entrepreneurship Development Elective 40 60 100 3

MAYE 108 Human Development Core 40 60 100 4

MAYE 109 Application of Research Method for Youth Development

Core 40 60 100 4

MAYD 102 Positive Psychology for Youth Common 40 60 100 3

INTR 701 Internship -- 50 50 2

Total

240 410 650 24

Semester III

III Sem

MAYE 110 Training and Development Core 40 60 100 4

MAYE 111 Migration and Development Core 40 60 100 4

MAYE 112 Youth Policies and Programmes Core 40 60 100 4

MAYE 131 Working with Youth Organisation (Practicum) Elective 40 60 100 3

MAYE 132 Youth and Peace Building Elective 40 60 100 3

MAYE 133 Marginalised Youth and Social Inclusion Elective 40 60 100 3

MAYE 134 Sustainable Development Elective 40 60 100 3

MAYE 135 Information and Communication Technologies for Youth Practice

Elective 40 60 100 3

Total 280 420 700 24

Semester IV

IV Sem

MAYE 113 Project Management Core 40 60 100 4

MAYE 136 Social Entrepreneurship Elective 40 60 100 3

MAYE 137 Disaster Management Elective 40 60 100 3

MAYE 138 Employability skills for Youth Elective 40 60 100 3

MAYE 139 Working with Development Organization Elective 40 60 100 3

YEPR 114 Dissertation with Viva Core -- 150 150 6

Block Placement with Govt/ Industry/ Civil Society …(4 weeks) NC

Total 160 390 550 19

Total Credits (I Sem + II Sem +III Sem +IV Sem) 90

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Semester I

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Understanding Society, Polity and Economy

Objectives

On successful completion of the course, the student will be able to:

understand and reflect upon different social systems

Analyze and evaluate discourse around the concept of tribe, caste, class, gender and ethnicity in India

Understand the concept of Politics, citizenship and features of economic development.

Unit 1 Understanding Society

Basic concepts: Community, Society, Institution - Social stratification: Concept and Bases; Forms- Caste, Class, Power & Gender - Social Mobility - Social change; Meaning, nature and factors.

Unit 2 Indian society

Village community; features and Characteristics of Indian village, change in village community - Tribe: Characteristics, Problems of Tribes - Caste: Meaning, origin of the caste system, Merits and Demerits of caste system, Caste in modern India - Class: Social class, Marxian analysis.

Unit 3 Political system and Constitution in India

State: Meaning and Concepts - Elements of State: Population, Territory, Government & Sovereignty - Government: Meaning, Organs and Forms (Democratic and undemocratic) - Constitution: Meaning and Types - Making of the Indian Constitution - Major Characteristics- Fundamental Rights and Duties – Directive Principles of State Policy.

Unit 4 Democracy and Decentralisation

Democracy: Meaning and Significance – Types: Direct, Representative and Participatory Democracy - Principles: Pluralism, Citizenship and Respect for Human Rights - Decentralisation: Meaning and Significance.

Unit 5 Economic System

Demographic features and indicators of Economic development – Capitalism; Growth of capitalism and its social consequences - Major features of Indian Economy – development strategies in India’s economy.

Activity 1: Visit to a village and study the socio-economic profile of the community.

Activity 2: Debate on the mainstreaming vs preservation on the Tribal population in India

MAYE 101

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Prescribed readings: Agarwal, B. (1996): A field of one's own: Gender and land rights in South Asia. Cambridge:

Cambridge University Press. Bardahan, P. and Mukhrjee, D. (2007). Decentralisation and local governance in developing countries:

A comparative perspective. New Delhi: Oxford University Press. Baxi, U. and Mendelsohn, O. (1994). The rights of subordinated peoples. New Delhi: Oxford

University Press. Bhusan, Vidhya and Sachdeva, D.R., (2009), An Introduction to Sociology, New Delhi: Kitab Mahal Chatterjee, P. (1993). Nation and its fragments: Colonial and postcolonial histories. Princeton:

Princeton University Press. Dhanagere, D. N. (1993). Themes and perspectives in Indian sociology. New Delhi: Rawat

Publications. Gupta, D. (1991). Social stratification. New Delhi: Oxford University Press. References: Hasan, Z., Sridharan, E. and Sudarshan, R. (2002). India’s living constitution: Ideas, practices and

controversies. New Delhi: Permanent Black. Jayal, N. G. (1999). Democracy and the state: Welfare, secularism and development in contemporary

India. New Delhi: OUP. Jenkins, R. (1999). Democratic politics and economic reform in India. Cambridge: Cambridge

University Press. Khilnani, S. (1997). The idea of India. London: Hamish Hamilton. M.N. Srinivas, Caste in Modern India and other essays (1962), Asia Publishing House Rao, M.S.A. (1978). Social movements in India. New Delhi: Manohar. Rudolph, L. and Rudolph, S. (1984). The modernity of tradition. Chicago: Chicago University Press. Seth, D. L. and Nandy, A. (1996). The multiverse of democracy. New Delhi: Sage Willis, K. (2005). Theories and Practices of Development. New York: Routledge. Journals: Economic and Political Weekly International Journal of Politics, Culture, and Society, Springer Websites: www.inflibnet.ac.in/ www.jstor.org

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Theories of Development

Unit 1 – Classical Theories

Adam Smith – Lassiefaire & Capitalist Development

Recardo – Comparative advantage and Labour theory of value

Mills – Ethical Economics

Karl Polanyi – Primitive accumulation

Weber – Protostatic ethic and capitalism

Unit 2 – Modernization Theory

Economic Perspective – Walt Rostows - Stages of Growth

Sociological Perspective – Talcott Parson’s - Pattern variables

Psychological Perspective - McLelland’s - values and motives

Frederick Cooper – Modernity

Unit 3 – Marxist and Neo-Marxist Theories

Marx – Capital accumulation

Althusser – Structural marxism

Gramcii – Hegemony Unit 4 – Structuralism and Dependency

Prebisch-Singer thesis

Andre Gunder frank – Development of Under Development

Samir Amin – Unequal exchange

Emmanuel Wallerstein – World system theory Unit 5 – Human Development and Social Development Theories

Lipietz – Theories of Regulation

Amartya Sen - Capability

Martha Nussbaum - Capability Theory of Justice

Norman Long - social interface theory Unit 6 – Neo Liberalism and Neo – Institutionalism

Urban growth, Property Rights and Development

Post Development

Uneven ecological exchange

MAYE 102

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Prescribed Readings: Amin, S (1976) Unequal Development. Sussex: Hardvester Press

Banuri, T (1990) Modernization and its Discontent: a cultural perspective on the theories of

Development’, in Apffel-Marglin and Marglin (eds), pp.73-101

Booth, D. (ed.) (1994a) Rethinking social Development. Harlow: Longman.

Frank, A.G.(1996) the underdevelopment of development’, in S. Chew and R. Denemark (eds), The

underdevelopment of development’. London: Sage, pp17-55

Haynes, Jeffrey (2008) Development Studies (Polity Short Introductions). UK: Polity.

Larrain, Jorge (1989) Theories of Development. USA: Blackwell Publishers.

Mikkelsen, Britha (2005) Methods for Development Work and Research. New Delhi: Sage.

Nederveen Pieterse, J. (2004) Globalization or empire? New York: Routledge.

Nederveen Pieterse, J (2nd

edn.) (2010) Development Theory. New Delhi: Sage Publication.

Peet Richard and Hartwick Elaine, (2005) Theories of Development. New Delhi: Rawat Publications

Preston, P.W., (1982) Theories of Development. USA: Routledge

Preston, P.W., (1996) Development Theory; An Introduction. USA: Blackwell Publishers. Chapter 14

References

Amin, S (1997) Capitalism in the age of Globalisation. London: Zed

Apter, D.E (1987) Rethinking Development: Modernization, Dependency and Post Modern Politics.

London: Sage

Arruda, M. (1994) A Creative Approach To Structural Adjustment: Towards A People-Centred

Development. In Cavanagh et al. (eds)

Brohman, J. (1996) Popular Development: rethinking the theory and practice of Development:

Oxford: Blackwell.

Coller, P. (2007) The Bottom Billion: Why the poorest countries are failing and what can done about it.

Oxford: OUP.

Colman, D. and F. Nixson (3rd

edn) (1994) Alternative Views of development: Underdevelopment and

Dependence’, in idem, Economics of change in less developed countries, London: Harvester

Wheatsheaf. pp 48-67

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Power, Empowerment and Freedom

Objectives On successful completion of the course, the student will be able to:

familiarize with theories of Power, freedom and empowerment understand the meaning and concept of empowerment describe the application of empowerment in different domains

Unit 1 Power

Power – conceptual understanding, power and Poverty – power and non-violence – Sociological perspective: Weber, Hanna Arendt-totalitarianism Foucault-Power/knowledge

Unit 2 Freedom

Freedom: Liberal theories – Freedom and Democracy – Developmental theory: Rousseau, Karl Marx – Freire – education, cultural Action for Freedom, education Empowerment – Amartya Sen: Development as freedom, instrumental freedoms.

Unit 3 Empowerment

Framework for Empowerment - Agency and Opportunity Structure for empowerment - Domains and levels of Empowerment - Indicators for assessing empowerment –direct indicators and indirect indicators- measuring empowerment

Unit 4 Empowerment Outcomes

Empowerment and poverty reduction- Assets and Capability of Poor- role of institutions- access to information, inclusion and participation, accountability transparency and local organizational capacity – Naila Kabeer- resources agency and women empowerment

Unit 5 Applications of Empowerment

Community Empowerment: Social Capital, Community - driven development. Gandhian approach to empowerment: Grama Swaraj Sarvodaya, Trusteeship concept and Antyodaya. Concept of Conscientisation – Paulo Freire. Participation and Empowerment

Activity: Country Case Studies on Empowerment and Resilience: 1) Malaysia

2) Botswana

MAYE 103

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References: Lukes, Steven, 1974 Power: A Radical View, London: Macmillan Alsop, Ruth, 2005 Power,Rights and Poverty: Concepts and Connections, Washington DC: World Bank Berlin, Isaiah, 1990, Four Essays on Liberty, New York: Oxford University Press Stewart R Clegg and Mark Haugaard, 2009, The Sage Handbook of Power: New Delhi: Sage Publishers Michael Foucault, 2000, Power: Volume 3 Essential works of Foucault series: Allen Lane Christie McDonald and Stanley Hoffman,2010, Rousseau and Freedom, Camebridge: Camebridge University Press Gerald Allan Cohen, 1988, History, Labour, and Freedom: Themes from Marx, Oxford: Oxford University Press Paulo Freire, 2000, Cultural Action for Freedom, Harvard: Harvard Educational Review ----, 2006, Pedagogy of the Oppressed, London: Continuum Press Amartya Sen, 1999, Development As Freedom, Oxford: Oxford University Press Naila Kabeer, 2003, Gender Mainstreaming in Poverty Eradication and the Millennium Development Goals, London: Commonwealth Secretariat Deepa Narayan, 2000, Empowerment and poverty reduction: A sourcebook, Washington DC: World Bank Solavan Ibrahim and Sabina Alkire, Agency and Empowerment: A proposal for internationally comparable indicators, OPHI working Paper series, Oxford. Ruth Alsop and Nina Heinsohn, Measuring Empowerment in Practice : Structuring analysis and framing indicators, World Bank Policy Research Working Paper3510, World Bank, Washington DC P.V. Sarma, 2008, Gandhian Philosophy And Human Development, Delhi: Kanishka Publishers

http://www.google.co.in/search?tbo=p&tbm=bks&q=inauthor:%22Paulo+Freire%22

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Human Rights and Gender Justice


understanding on Human Rights and its violations

familiarize institutions for protection of human rights.

develop gender sensitivity

liaison with the institutions for gender justice and protection of human rights.

Unit 1 An Overview of Human Rights

Human Rights: Magna Carta & Universal Declaration of Human Rights - Human Rights: Meaning and Significance - Major Classifications: Civil and Political, Economic, Social & Cultural

Unit 2 Human Rights in Select Settings & Institutions for its Protection

Rights of Women - Rights of Children - Rights relating to Development - Right to Information - The Protection of Human Rights Act, 1993 - Human Rights Commissions - NGOs: International & National level

Unit 3 Introduction to Gender Justice

Concept of Gender and Sex – Overview of the census data – Indian Context: Status of Women (Inequality, Dependence, Subordination) – Gender: Education, Work, Health, Family, Marriage, Divorce, Property, Media – Sexual harassment. Gender Justice: Meaning and Scope

Unit 4 Indian Constitution, Institutions working for the Rights of Women

Gender Justice in Indian Constitution: Right to Equality, Equal pay for equal work, Maternity benefits, Uniform civil code and Reservation of seats in Central & State legislatures - Women’s Commission - Legal Service Authorities - Case studies: Issues of Women

Unit 5 Measures to Ensure Gender Justice

Initiatives of United Nations: Convention on Elimination of all forms of Discrimination against Women(CEDWA) and Beijing Declaration - Initiatives made in India: Child marriage restraint, Abolition of Sati, Dowry prohibition, Promotion of women employment, Promotion of education and participation in local governance

Activity 1 Documentation of Human Rights violations

Activity 2 Collect information on various Redressal mechanisms in various institutions and

sectors in India

MAYE 104

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Prescribed Readings Bishoyi, Deepak. (2007), Dimensions of Gender Problems – Policies and Prospects, Discovery

Publishing House, New Delhi. Ganihar, Noorjehan, N and Shahtaj Begum. (2007), Gender Issues and Women Empowerment,

Discovery Publishing House, New Delhi. Joshi, S.C. (Ed.) (2006), Human Rights : Concepts, Issues and Laws, Akansha Publishing House,

New Delhi. Parvin, M Razia (2005), Empowerment of Women : Strategies & Systems for Gender Justice,

Dominant Publishers & Distibuters, New Delhi – 110002 Woodiwiss, Anthony. (2005), Human Rights, Routledge, London and New York. References

Gopalakrishnan, B. (2004), Rights of Children, Aavishkar Publishers Distributors, Jaipur. Govt. of India (2002), Consumer Protection (Amendment) Act Govt. of India (2005), Right to information Act. Govt. of India (2006), Protection of Human Rights (Amendment) Act. Harsh, B.L. (2008), Human Rights Law in India - Protection and Implementation of Human Rights Act,

1993, Regal Publications, New Delhi - 27. Joshi, S.C. (Ed.) (2006), Human Rights : Concepts, Issues and Laws, Akansha Publishing House,

New Delhi. Kaul, Jawahar, L. (Ed.) (1995), Human Rights – Issues and Perspectives, Regency Publications, New

Delhi. Levin, Leah. (1998), Human Rights – Questions and Answers, National Book Trust, New Delhi. Mehta, P.L. and Neena Verma. (1999), Human Rights under the Indian Constitution – The Philosphy

and Judical Gerrymandering, Deep and Deep Publications, New Delhi. Saksena, K.P. (Ed.), (1999), Human Rights – Fifty Years of Independence, Gyan Publishing House,

New Delhi. Shah, Giriraj and K.N.Gupta (2001), Human Rights - Free and Equal, Anmol Publications Pvt. Ltd.,

New Delhi - 2. Sharma, Arvind. (2006), Are Human Rights Western?, Oxford University Press, New Delhi.

Websites:

www.nhrc.nic.in/

www.amnesty.org/

www.hrw.org/

http://www.nhrc.nic.in/

http://www.amnesty.org/

http://www.hrw.org/

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Research Methodology


Conceptualize and operationalize the of Research problem

Design quantitative and qualitative studies with appropriate methodology

Prepare scientific research reports Unit I: Introduction Fundamentals of Social Science Research: Meaning, Characteristics and Functions - Goals of Research - Need and Importance of Social Science Research - Steps in scientific investigation - Types of Social Science Research: Pure, Applied and Action - Approaches: Inductive and Deductive, Quantitative and Qualitative – Ethical considerations in Social Science Research Unit II: Research Problem, Design and Hypothesis Research problem: Identification, Review of Literature - Formulation of research problem: Objectives, Variables - Framing Research Questions – Hypothesis: Definition, Characteristics of Good hypothesis - Statement of Hypothesis and its role in research – Research Design – Types of Research Design: Exploratory, Descriptive, Diagnostic, Explanatory and Experimental Unit III: Sampling Universe of Study – Need for Sampling in Research – Census Vs Sample Surveys – Sample Size - Sampling Methods: Probability and Non-probability - Probability Sampling Methods: Simple Random, Systematic, Stratified Random, Cluster, Area - Non-Probability Sampling Methods: Purposive, Snow ball, Accidental, Quota – Errors in Sampling Unit IV: Data Collection and Processing Secondary data: Sources – Data Collection: Quantitative and Qualitative Methods – Quantitative Methods: Interview, Questionnaire - Qualitative Methods: Observation, Focus Group Interviews, Oral History, Narratives, Content Analysis, Case Study - Triangulation - Data Processing: Coding, Data entry, Editing and Tabulation - Data Analysis, Interpretation and Drawing Inferences - Diagrammatic representation of data: Frequency tables, Line graphs, Pie charts and Bar diagrams - Use of Computers: Excel and SPSS Unit V: Report Writing Research Report: Structure and Contents – Requisites of a good report - Referencing: Bibliography and footnotes

Activity 1: News Paper Analysis- Popular research report Activity 2: Discuss the major activities and programmes of ICSSR/UGC

MAYE 105

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Prescribed Readings Babbie Earl. (2008), The Basics of Social Research, Printed at Thomson Higher Education, USA Biber Sharlene N.H and Leavy Patricia (2011). The Practice of Qualitative Research, Second Edition, Sage Publication, Los Angeles Bhattacherjee, Anol (2012), Social Science Research: Principles, Methods, and Practices 2

nd Edition,

USF Tampa Bay Open Access Textbooks Collection . http://scholarcommons.usf.edu/oa_textbooks/3 David A de Vaus, Research Design in Social Research, Sage, New Delhi, 2005. Eric L Einsprunch, An introductory Guide to SPSS for Windows, Sage, New Delhi, 2005. Kothari, CR, Research Methodology – Methods and Techniques, New Age International (P) Limited Publishers, New Delhi, 2004. Leonard Cargan, Doing Social Research, Rawat Publications, Jaipur, 2008. Sotirios Sarantakos, Social Research 3

rd Edition, Palgrave Macmillan, New York, 2005.

Miller DC and Neil J Salkind (2002), Handbook of Research Design and Social Measurement 6th

Edition, Sage, California. Wilkinson and Bhandarkar, Methodology and Techniques of Social Research, Bombay: Himalaya, 2009. Suggested Readings Elliott, Alan C. and Woodward Wayne A. (2007). Statistical Analysis-Quick Reference Guidebook, Sage Publications, New Delhi. Gomm Roger. (2008). Social Research Methodology: A Critical Introduction, Palgrave Macmillian, New York. Osborne W. Jason. (2008). Best Practices in Quantitative Methods, Sage Publications, London.

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Understanding Youth Objectives On successful completion of the course, the student will be able to:

understand the concept and perspective of Youth.

familiarize the different approaches to youth

analyse the inherent power of youth Unit 1 Introduction

Defining Youth Social Construction of Youth Changing conceptions of Youth

Unit 2 Perspectives of Youth

Cultural Perspective Comparative Perspective Biographic Perspective

Unit 3 Approaches to Youth

Youth as Action Youth as Identity Youth as Transition Youth and Inequality Youth and Dependence Youth in Society Youth Culture

Unit 4 Identities

Gender Belonging Well Being

Unit 5 Youth Power

Youth Demographics Youth and Socio-political Movements Youth as Social – Capital Youth as Change agents Youth in the context of globalisation

Activity 1: Collect details on the contributions of leaders like Mahatma Gandhi, Swami Vivekananda in Youth development. Activity 2: Organise debate/ discussion on shift in value system.

MAYD 101

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Prescribed Readings Balan K., (1985), Youth Power in the Modern World, Ajanta Publications, New Delhi Jones Gill, (2009), Youth, Polity Press, UK Kehily Jane Mary (Etd.) (2007), Understanding Youth: Perspectives, Identities and Practices, Sage

Publication, London Landis H. Paul, (2011), Adolescence and Youth: The Process of Maturing, Sarup Book Publishers Pvt.

Ltd., New Delhi. Rajendran Vasanthi & Paul David (2006), Youth and Globalisation, Proceedings of the Workshop on

Youth and Globalisation, Rajiv Gandhi National Institute of Youth Development, Sriperumbudur and Tata Institute of Social Sciences, Mumbai

Verma.M.L., (2010) Youth and Revolutionary Upsurge, Sarup Book Publishers Pvt. Ltd., New Delhi.

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Semester II

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Youth in Development Work


understand the basic concept of Youth development

familiarize the different models of youth development

analyse the roles of youth and organization for development

Unit 1 Introduction: Youth Development: Foundations of Youth Development and Conceptual Understanding –Profile of Indian Youth - Youth and Demographic Transition: Global Perspective and Indian Context – Gender, Youth and Development – Youth and Health Unit 2 Models of Youth development Relational and development system model - Selection, optimization and compensation (SOC) model, Social Development Framework - Fifth space model of Pravah, Voluntarism – Contemporary models of youth development and problem prevention; prevention, resiliency and positive youth development (Competence, Character, Confidence, Connection and Caring). Unit 3 Youth in Development Work: Principles and practice of Youth in Development Work – Policy planning and Implementation – Youth Employment, Unemployment and Decent Work –Youth Development Index: Method and Application - Youth and Post MDG - Monitoring and Evaluation of Development Projects Unit 4 Role of Youth for Development: Facilitation, advocacy, active-partner, participation in decision making – Tools and techniques for development works; Social Assessment and Social Auditing, Stakeholder Analysis, Participatory Rural Appraisal, Participatory Monitoring and Evaluation, Institutional Capacity Development Unit 5 Role of organisations for Youth development: Roles of Government, community based organization, NGOs, INGOs and faith-based organization.

Activity 1: Case study of Center for Youth and Social Development.

Activity 2: Debate on draft National Youth policy 2012

MAYE 106

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Reference: 1. Eccles, J., & Gootman, J.A., (Eds.). (2002) Community Programs to Promote Youth

Development. Washington, DC: National Academy Press.

2. Small, S. & and Memmo, M. (2004, Vol. 53) Contemporary Models of Youth Development and

Problem Prevention: Toward an Integration of Terms, Concepts, and Models, Family

Relations, 3-11.

3. Delgado, Melvin, New Frontiers for Youth Development in the Twenty-first Century (2002),

Columbia University Press, New York

4. Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2001) Preventing Problems,

Promoting Development, Encouraging Engagement: Competing Priorities or Inseparable

Goals? [Electronic version]. Forum for Youth Investment.

5. Patel, Ashraf, et.al (2013),The Ocean in a drop: Inside – out Youth Leadership, Sage

publication, New Delhi

6. Youth Development Index (2010), RGNIYD, Sriperumbudur

7. Rietbergen, Jennifer et. Al (1998), Participation and social assessment; tools and techniques,

Washington DC

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Youth and Community Work

Objectives: On successful completion of the course, the student will be able to

Understand the concept and nature of a community and the knowledge of developing a community profile

Understand the process of organizing a community and the skills, strategies and tactics necessary for it.

Develop knowledge on different roles to be played by the youth worker in the community and community development programmes.

Unit 1 INTRODUTION TO COMMUNITY

Community – Meaning, Definition, features. Types of Communities – geographical, ideological and spatial communities, Communitarianism and Multiculturalism. Indigenous approaches to community work – Gopalakrishna Gokhale Gandhi, Vinoba, Ambedkar and radical groups, Community dynamics – Integrated and dis-integrated forces. Community Power structure.

Unit 2 COMMUNITY ORGANIZATION AND PROCESS

Community Organization – concept, meaning, definition, Philosophy, characteristics, scope and principles. Historical development of community Organization – USA and UK. Models/Approaches – Jack Rothman and M.G. Ross. Dimensions of power relevant to community organization. Process of community organization – study, analysis, assessment, discussion, Organization, action, reflection, modification and continuation. Skills needed for community Organization. Select methods. Community participation. Developing community profile and guidelines for community profile. Difference between community Organization and Community Development.

Unit 3 ROLE OF YOUTH IN COMMUNITY WORK

Youth work- Meaning, definition, methods and models. Roles of youth workers: – Enabler, facilitator, broker, advocate and teacher. Planning community work. Setting goals and objectives, action plans, resource mobilization, developing indicators. Promoting community participation. Ethical conduct in community work.

Unit 4 STRATEGIES AND TACTICS IN COMMUNITY WORK

Strategies and Tactics in Community Work – Negotiation, conflict resolution, conscientization, legal procedures, collaboration, peace initiative, advocacy and lobbying and social action. Youth Work Practice – Organizing, communication, training, consultation, public relations, resource mobilizations, liaison and participatory techniques.

Unit 5 SOCIAL PLANNING

Basics of Social Planning. Community Social Planning. Stages in Community Social Planning Process. Programme Planning in community Organization. Role of Youth worker in community development Programmes.

Activity: 1. Case Study on Sarvadhaya Samadhana – Self Governance Movement in Sri Lanka. 2. Case Study on Collaboration and the Small Community: Arthur Morgan, (Chairman of

Tennessee Valley Authority - TVA) : and the Mitraniketan Project in Kerala

MAYE 107

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Prescribed Readings:

1. Chowdhry, D. P. 2001. Introduction to Social Work. New Delhi: Atma Ram. 2. Christopher, A.J., and Thomas William, 2006. Community Organization and Social Action. New

Delhi: Himalaya Publications. 3. Sanjay Battacharya, (2009), Social Work: An Integrated Approach, Deep & Deep Publications,

Pvt., Ltd. 4. Gore, M.S (2011), Social Work and Social Education, Rawat Publiction, Jaipur 5. Gangrade, K.D (1971) Community Organization in India, Mumbai: popular Prakashan 6. Siddiqui H.Y(1997) Working with Communities, Hira Publications, New Delhi, 1997 7. Ross, Murray & Lappin, Ben (1967) Community Organization; Theory, Principles, and Practice,

New York: Harper & Row Publications 8. Khinduka, S. K & Coughlin, Bernard (1965) Social Work in India , New Delhi: Kitab Mahal 9. Madan G.R., (2003), Indian Social Problems Vol I, 6

th Edition, Allied Publishers, New Delhi.

10. Ram Ahuja, (2003), Social Problems in India, 2nd

Edition, Rawat Publication, Jaipur Reference: 1. Biklen, D. 1983 Community Organizing: Theory and Practice. Englewood Cliffs, N. J.: Prentice

Hall. 2. Dunham Arthur (1962) Community Welfare Organization: Principles and Practice, New York:

Thomas Crowell. 3. Eichler, Mike (1980) Consensus Organizing, Building Communities of Mutual Self-Interest, New

York. 4. Encyclopaedia of Social Work in India, Ministry of welfare, Govt. of India, New Delhi, 1987. 5. Encyclopaedia of social Work 20

th Edition, Volumes I-III, NASW Press, Oxford 18.

6. Encyclopaedia of Social Work – 1987, Encyclopaedia of Social work in India, New Delhi : Ministry of Welfare.

7. Freire, Paulo. 1970. Education for the Oppressed. New York: Seaburg Press. 8. Friedlander W. A., Introduction to Social Welfare, Popular Prakashan, New Delhi. 9. Ganguli B. N., Gandhi’s Social Philosophy, Vikas Publishing House, Delhi, 1973. 10. Gore M. S., Social Work and Social Work Education, Bombay: Asia Publishing House, 1965 11. Hardina, Donna (2000) Analytical Skills for Community Organization Practice, New Jersey:

Prentice Hall. 12. Hardcastle, D. A., Powers, P. R. & Wenocur, S. 2004 Community Practice: Theories and Skills for

Social Workers. New York: Oxford University Press. 13. Weil, M. (ed,) 1996 Community Practice: Conceptual Models. New York: The Haworth Press Inc. 14. Intervention’ Strategies for Community Organization, Micro Practice, Michigan: F.E. 15. Friere, P. (2000). Pedagogy of the Oppressed (3rd edition). New York: Continuum. 16. Ohmer, M. and Demasi, K. (2009). Consensus organizing: A community development workbook.

Los Angeles: Sage Publications. 17. Siddique, H.Y. (1984) Social Work and Social Action, New Delhi: Harnam Publications 18. Ross. M.G. 1955. Community Organization. Theories, Principles, and Practices. New York:

Harper and Row, Publictions 19. Rothman Jack, Erlich John & Tropman John (1987) Strategies of Community. 20. Friedlander, W.A. (1978) Concepts and Methods in Social Work, Eaglewood Cliffs, New Delhi :

Prentice Hall International Inc. Peacock Publishers

Recommended Journals 1. Community Development Journal: An Alternative Forum, UK, Oxford University Press 2. Community development journal an international forum UK Oxford University 3. Presses 4. Development and Change Hague Blackwell publishers 5. Kurukshetra, A journal on Rural Development(G.L) 6. Social Action, A Quarterly Review of Social Trends and Social Action Trust, Delhi(G.L) 7. Journal of Social Work, Sage Publication, (G.L) 8. Journal of Rural Development, by director NIRD, Hyderabad. 9. Journal of Community guidance & Research, Neel Kamal Publication(G.L) 10. Journal of Youth Studies, Routledge, Taylors & Francis(G.L) 11. Yojana, Director, Publications House, Prentice Hall, New Delhi (G.L) 12. Youth and Society, Sage Publication (G.L)

26

Entrepreneurship Development

Objectives: On successful completion of the course, the student will be able to:

acquire basic knowledge on the concept of livelihood system;

gain scientific know-how to promote micro/small enterprises;

gain awareness, understanding and access to the various incentives and infrastructural

facilities provided by government; and

learn modern management principles and practices for setting up enterprises and enhance

livelihood opportunities for youth and others.

Unit 1 Entrepreneurship

Meaning and definition of the concept, ‘entrepreneurship’, Characteristics of a successful Entrepreneur, Problems faced by Entrepreneurs and capacity building for Entrepreneurship, Risk analysis and risk mitigation in business, The Scope of Entrepreneurship in India, Profiles of successful Entrepreneurs.

Unit 2 Developing Enterprises Creativity and Ideation, Effectual Reasoning, Entrepreneurial skill and competences, Effectual Reasoning, Identifying the Business Opportunities, Feasibility study, Market Survey and Research, Assess demand and selecting the Right Project, Developing Business Plans, Techno-Economic feasibility assessment, Determine the Resources required, Finance, Technology & Legal Formalities, Preparation of Project Report.

Unit 3 Managing the Enterprise

Management-Meaning of the concept and definition, Difference between managerial

and entrepreneurial behavior, Management Process- Planning, Organizing, Directing,

Coordinating and Controlling - Personal qualities of a manager- Marketing Plan-

Operational Plan - Organizational plan – financial plan - Cash Budget, Working

capital, Projected Profit and Loss Account, Cash flow Forecast, Projected Balance

Sheet, Break-Even Analysis and Ratio Analysis

Unit 4 Steps in Promoting Micro-enterprises Roles and responsibilities of developmental agencies in promoting micro-enterprises – Formation of self-help groups of men/women of economically deprived families – Orientation on the basic characteristics of micro-finance and micro-enterprise and its effective management

Unit 5 Institutional support for setting up enterprises District Industries Centre, National Bank for agriculture and Rural Development, Rural and Women Enterprise. National Small Industries Corporation. Small Scale Industries. Small Industries Development Bank of India. Small Industries Service Institute, Development Commissioner of Small Scale and Banks, Management institutes and the EDP of the various Governments, Incentives and subsidies earmarked for SC, ST and women entrepreneurs.

Activity 1: Identify and describe any two livelihood promotion programmes of developmental

agencies such as the Department for International Development (DFID, UK), Asian Development Bank (ADB), World Bank and local GOs & NGOs.

Activity 2: Prepare a model business project proposal with cost-estimate and risk-analysis

MAYE 130

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Prescribed Reading Shreshta, Sunit and Sailendra Dev Appanah (2007), Innovative Problem Solving Guide, Youth Social Enterprise Initiative, Bangkok. Kaliyamoorthy, S and K Chandrasekar (Eds.) (2007), Entrepreneurial Training – Theory and Practices, Kanishka Publishers & Distributors, New Delhi – 2.

References: Kimball, Dexter Simpson (1947), Principles of Industrial Organization, McGraw Hill. Drucker, Peter F (1954), The Practice of Management, Harper. Narasaiah, M.L. (2004), Employment Generation in Industrial Sector, Discovery Publishing House, New Delhi. Chadha, G.K (1994), Employment, Earning and Poverty – A Study of Rural India and Indonesia, Sage Publications, New Delhi. Shreshta, Sunit and Sailendra Dev Appanah (2007), Social Enterprise Plan – The Guide, Youth Social Enterprise Initiative, Bangkok.

28

Human Development


understand the key concepts of the Human Development (HD) approach

develop the key dimensions and measurement of human development

analyse India’s experience on HD

UNIT-1: Introduction to Human Development: Growth, Development and Social Perspectives of Development - Conceptual Foundations of Human Development - choices, functions, capabilities, Human Capital and its formation - Approaches to Human Development: Utility Approach, Quality of life Approach, Basic needs Approach, Rawlsian Approach, Capability Approach, Human Rights and Human Development UNIT-II: Dimensions of Human Development: Empowerment –Cooperation – Equity –Sustainability – Security- Productivity – Participation: forms, exclusion UNIT-III : Measuring Human Development and HD reports : Measures of Human Development: Earlier Indices – physical quality of Life Index, Disability Adjusted Life years, Social capability Index- Human Development Index & Critique of Human Development Index -Human Poverty Index, Gender Related Index & Gender Empowerment Measures- Human Development Reports: Highlights - Global Reports - Regional Reports - National Human Development Report – India - Sub-National Reports - State Human Development Reports UNIT –IV : India’s Experiences: Human Development Approach in National Plan:Education – low enrolments & dropout Physical Infrastructure & Quality of education- State response – National Literacy Mission Sarva Siksha Abhiyan, Vocational education & skill Development - Health : Morbidity, disability, Access & Utilisation Health care services, Health & Poverty, Health Security & Insurance - Social Security : Type of security – in organized & unorganized sectors -Food Security – Nutrition intake, Nutritional deficiency, Government programmes, PDS, Midday Meal, Nutritional meal work for Food- Environmental degradation: Institutional response & Community participation- Gender Equity – Gender Disparities, State response, Poverty Reduction UNIT – V: Select Issues in Human Development: Impact of Globalization on Human Development in India: Employment, Livelihood, Worker’s rights, Inequality and Social Exclusion – Technology and Human Development: Human Knowledge, Economic Opportunities and Participation – Migration and Human Development: Polarisation of migrants between low-end and high end jobs, feminization of migration

Activities: 1. Mapping of Human Development in nearby Village 2. Workshop on Sen’s Development as Freedom

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Prescribed readings: Engendering Development – Thrash Gender Equity on Rights Resources and Voice (2000). World Bank. Human Development Reports. (2003) UNDP New York: OUP

Clarke, Mathew (2012) Millenium Development Goals. New York: Taylor and Francis.

Fakuda – Parr, S. (2013) Millenium Development Goals: For a People Centred Development Agenda.

New York: Routledge.

Haq, Mehbub ul (1998) The Reflection on Human Development. Delhi: OUP Nusbaum, Martha (2000) Women and Human Development – The Capabilities Approach. Cambridge : Cambridge University Press. Ponzio, Richard (2012) Human Development. New York: Taylor and Francis.

Shivkumar, A.K. (ed) (2003) Reading in Human Development. New Delhi: OUP Wilkinson, R. and Hulme, D. (2012) Millennium Development Goals and Beyond. New York: Taylor

and Francis.

Websites Global HDRs http://hdr.undp.org/reports/view_reports.cfm?year=0&country=0&region=0&type=1&theme=0 Regional HDRs http://hdr.undp.org/reports/view_reports.cfm?year=0&country=0&region=0&type=2&theme=0 National HDRs http://hdr.undp.org/reports/view_reports.cfm?year=0&country=0&region=0&type=3&theme=0 State HDRs

31

Application of Research Method for Youth Development


Understand the basics of statistics and scaling techniques

Identify the different steps in the data processing and report preparation.

Understand the application of Statistics in social science research.

Use appropriate statistical tests and interpretation of result. Unit I: Scaling Techniques Nominal, Ordinal, Interval and Ratio scale - Ranking and Rating - Likert-type, Thurstone, Bogardus scale, SES. Unit II: Measures of Central Tendency and Dispersion Central Tendency: Arithmetic Mean, Median, Mode - Dispersion: Range, Quartile Deviation, Mean Deviation, Standard Deviation - Their relative merits demerits - Properties and applications of Normal probability curve, Skewness and Kurtosis Unit III: Correlation, Regression and inferential statistics Correlation and Regression: Concept and methods - Scatter diagram, Spearman Rank correlation, Pearson product moment correlation, Linear Regression Line, contingency coefficient - Parametric and Non-parametric tests: “t” test, Chi Square test - Statistical inferences and draw of results - Use of SPSS. Unit IV: Qualitative and Participatory Methods Distinction between qualitative and quantitative research - Features of qualitative research - Ethnography, Grounded Theory, Content Analysis and and Narrative - SWOT analysis - Participatory methods: RRA, PRA principles and process - Venn diagram, Time Line, Social and Resource Mapping, Seasonal Calendar - PLA and Participatory Action Research - Triangulation, credibility, dependability of qualitative data Unit V: Research Applicable to youth development Research in Youth Development: Dimensions, trends and current Issues - Application and practice of various research designs in youth research - Need for interdisciplinary and intervention research - Presentation of a Project report and assessment of its merits and demerits. PRACTICUM Activity 1: Preparation of a research proposal. Activity 2: Develop charts, diagrams on major issues related to youth development in India.

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Prescribed Readings: Agarwal. Y.P. Statistical Methods, New Delhi: Sultan Chand & Sons, 1996. Delgado, Melvin, Design and Methods for Youth led Research, New Delhi, 2006. Edwards L. A. Techniques of Attitude Scale Construction, Mumbai:Vakils, Feffer, 2009. Gupta, S.C. Fundamentals of Statistics, Mumbai: Himalaya publication, 2006. Hans Raj, Theory and practice in Social Research, Delhi :Surjeet Pub, 2002. Kothari.C.R. Quantitative Techniques, New Delhi, Vikas Publishing House, 1998. Sadhu A.N. and Singh, A. Research Mythology in Social Sciences, Mumbai: Himalaya, 2005. Siegel, Sidney, Non-Parametric Statistics for Behavioral Sciences, New Delhi: McGraw Hill, 2006. Suggested Readings: Agarwal.J.C., Evaluation Tests and Measurement, New Delhi: Vikas, 2007. Blalock ,H.N., Social Statistics, New York: McGraw Hill, 2000. Bogadan.R.C. Qualitative Research for Education, New Delhi: PHI learning Pvt Ltd., 2011. Garrett, H.E, Statistics in Psychology and Education, Vakils, Feffer Mumbai, 2005 Guilford, J.P Fundamental Statistics in Psychology and Education, New York: McGraw Hill, 2002. J.Moris & J.Copestake, Qualitative Enquiry for Rural Development, Intermediate Technology Publication, London, 1993. Mangal,S.K. Statistics in Psychology and Education, New Delhi: PHI learning Pvt Ltd, 2012. Nigel G.Fielding, Raymond M.Lee, Using Computers in Qualitative Research, SAGE Publication, New Delhi, 1991. Norman K.Denzin, Y.S.Lincoin, Handbook of Qualitative Research, SAGE Publication, New Delhi, 1994. Pertti Alasuutari, Researching Culture Qualitative Method and Cultural Studies, SAGE Publication, New Delhi, 1995 Walker H,M and J.Lev, Statistical Inference, New York: Henry Holt, 1993.

34

Positive Psychology for Youth

Objectives: On successful completion of the course, students will be able to:

Obtain knowledge on the concepts and perspectives in Positive psychology

Articulate the implications Positive Psychology in the process of Psycho-social development of Human development.

To learn the various factors involved in of positive youth development.

Acquire skills through applied Positive psychology.

UNIT-1 Historical overview and development of Positive psychology:

The history of positive psychology.

Humanistic psychology.

Where positive psychology stands

Foundational Concepts, Definitions, The scope and aim of positive psychology.

An overview and critiques of Positive psychology and their relevance in Indian context. UNIT-2 Understanding Strengths:

Positive Psychology at Individual level, group level and social level,

Renewing Strength and Virtue

Signature Strengths

Positive Psychology and Mental Health

Strengths-based Development and Engagement UNIT-3 Emotion and Self-Based Approaches to Positive psychology:

Emotion –Focused Approach: Subjective wellbeing, Science of Happiness and life Satisfaction, Resilience in Development, The Concept of Flow, Positive Affectivity, Positive Emotions, Social Construction of Self Esteem, positive Psychology for Emotional Intelligence, Emotional Creativity and The Adaptive Potential of Coping Through Emotional Approach

Self-Based Approach: Reality Negotiation, Authenticity, Uniqueness Seeking and Humility. UNIT-4 Cognitive and Interpersonal focused Approaches to Positive psychology:

Cognitive-focused Approach: Creativity, wellbeing- Mindfulness, Optimism, Hope Theory, Self- Efficacy, Problem Solving Appraisal and Psychological Adjustments, Setting Goals for Life and Happiness and The Role of Personal Control in Adaptive Functioning

Interpersonal Approaches: Relationship connection, Compassion, Psychology of Forgiveness, Gratitude, Love, Empathy and Altruism, Moral and Sources of Moral Motivation, Mediation and Positive Psychology.

UNIT-5 Positive Youth Development

Positive Youth Development- Perspectives and practices, The Psychology of Hope, Optimism, Wellbeing and Resilience, Productive processes, promotion and community development. Pro-social behaviour - volunteering, The Science of Positive Psychology through Recreation and Volunteering. Positive Ethics for meaningfulness in life.

Practicum: Write a Positive Case study about a Youth Awardee/ Youth Achiever Applying Positive Youth Development Model. (Or) Design a community development program utilizing Positive Youth Development Model.

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Prescribed References:

1. Alan Carr (2004), Positive Psychology: The Science of Happiness and Human Strength,

Brunner Routledge. 2. Gillham, J.E. (Ed). (2000). The Science of Optimism and Hope: Research Essays in Honor of

Martin E. P. Seligman Radnor, PA: Templeton Foundation Press. 3. Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and

classification. Washington, D.C.: American Psychological Association. 4. Peterson, Christopher & Seligman, M.E.P. (2004). Character Strengths and Virtues A

Handbook and Classification Washington, D.C.: APA Press and Oxford University Press. 5. Snyder and Shane .J. Lopez 2007 Positive psychology – The Scientific Pratical Exploration

of Human strengths, Sage publications, New Delhi. 6. Snyder and Shane .J. Lopez 2007 Positive psychology – The Scientific Pratical Exploration

of Human strengths, Sage publications, New Delhi. 7. Snyder, C. R., & Lopez, S. J. (Eds.). (2002). Handbook of positive psychology. New York:

Oxford University Press.

Suggested References: 1. Anthony D. Ong and Manfred H.M. Van Dulmen, 2006 , Oxford Handbook of Methods in

Positive Psychology, Oxford Positive Psychology Series, USA 2. Rich Gilman (Editor), E. Scott Huebner (Editor), Michael J. Furlong (Editor) Handbook of

Positive Psychology in Schools. 3. Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press. 4. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An 5. Seligman, M.E.P. (1998). Learned optimism: Pocket Books (Simon and Schuster). 6. Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to

Realize Your Potential for Lasting Fulfillment New York: Free Press. 7. Seligman, M.E.P., Reivich, K., Jaycox, L., & Gillham, J. (1996). The Optimistic Child New

York: Harper Collins. 8. Shane J. Lopez (Editor), C. R. Snyder Positive Psychological Assessment: A Handbook of

Models and Measures. 9. Snyder, C. R., & Lopez, S. J. (Eds.). (2002). Handbook of positive psychology. New York:

Oxford University Press. 10. Stewart l. Donaldson and Mihaly Csikzentmihalyi et al,. 2011, Applied Positive psychology –

improving Everyday life, health, Schools, Work and Society. Routedge, New Delhi. 11. The Journal of Positive Psychology

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Shane%20J.%20Lopez&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=C.%20R.%20Snyder&search-alias=books&sort=relevancerank

36

Semester III

38

Training and development Objectives On successful completion of the course, the student will be able to:

Understand the meaning and concept of training.

Design a training programme for youth, according to the need.

apply different methods of training Unit 1 Training and Learning

Meaning of the concepts: Education, Training and Development as applied to the youth, Training - Conventional and Participatory. - Learning Theories: Cognitive, Social lerning and collaborative learning, lifelong learning, Triple contingency theory and transformative learning theory

Unit 2 Training Needs and Design

Training Need Analysis (TNA): Meaning and concept. Training needs, Organisational, Group and Individual training needs – Competency analysis – Performance analysis. Training objectives – Meaning and importance – Types of training objectives, Writing a specific training objective – defining a task – identifying the components of task - elements and qualities of specific training objectives. Designing a Training programme, important factors – framework of Training design Designing a learning event – Roles and functions of Trainer. Stages of Training-Pre, During, and Post training activities

Unit 3 Training Methodology:

Importance of appropriate Methods in training, Knowledge – Lecturer, Seminar, A.V.Presentation, Buzz, Question & Answer session, Brainstorming, Self study. Attitude – Small group discussion, group work, role play, Experience sharing, field visit, case study, games, experiential learning. Skill – Describe, Demonstration, Practice,(DDP) Apprenticeship, Project work, Training Methodology specific to Youth needs

Unit 4 Materials for training

Materials for training – Printed materials, Audio-Visual materials, Electronic materials, Improvised low cost materials, Application of appropriate materials for training.: brochure, booklet, monograph, compendium, manual, fact sheets, Guide. Low cost and no cost materials, Development ot Training modules and manuals

Unit 5 Monitoring, Evaluation & Documentation

Tools and techniques, Patterns and Practices - Follow-up activities, Evaluation report Process Documentation and Report Writing – Documentation: Meaning, importance, Procedure of Documentation , and presentation styles. Types of Documents and Reports: Executive summary, Preparation of report, reviews

Activity – 1: Develop a training module for school children Activity – 2: Organize a training programme for the school Children based on the module developed

MAYE 110

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Prescribed Readings

Agochiya Devendra (2007), Ellesy Trainer’s Hand Book, Sage publication, California Dugan Laird (2007), Approaches to Training and Development, Rawat Publishers, Jaipur – 4 Lawson Karen (2008), The Trainers Handbook, Jossey – Bass, USA Robert F Mager (1999), HRD Training and Development – Vol 4, Jaico Publishing House, Mumbai Robert F Mager (1999), HRD Training and Development – Vol 5 (Goal Analysis), Jaico Publishing Rao P L (2008), Enriching Human Capital through Training and Development, Excel Books, New Delhi.

References

William J Rothwell (2007), Beyond Training and Development, Jaico Publishing House, Mumbai Robert F Mager and Pete Pipe (1999), HRD Training and Development – Vol I (Analysing Performance Problems), Jaico Publishing House, Mumbai Foshay, R Wellesley, Silber, H Kenneth, Stelnicki, B Michael, (2003), Writing Training Materials that Work, Jossey – Bass, USA Landale, Anthony (2004), Training and Development, Infinity Books. Race, Phil, McDowell, Steve (2004), 500 Computing Tips for Trainers, Crest Publishing House, New Delhi. Newby, Tony (2005), Handbook of Cost Effective Training, Crest Publishing House, New Delhi.

Atikinson Hilgard,(1996), Introduction to Psychology, Harcourt Brace College Publishers . Gautham Vinaser, Training Development. Website:

www.businessballs.com

http://www.businessballs.com/

40

Migration and Development Objectives

On successful completion of the course, the students shall be able to

Understand migration in the context of development and displacement

Explore current and emerging trends on internal and International migrations

Acquire knowledge on determinants of migration and rights of Migrants

Debate and discuss the different views on the relationship between migration and

development

Unit 1 Introduction

Basic concepts and definition of migration, Causes and Consequences, types; Theories of Migration; Historical Migration in India: Bangladeshi and Pakistani Migrants in India. Bonded Labour Act 1976, Interstate Workmen Act 1978. Development and Displacement, Distress Migration

Unit 2 Labour Migration

Definition, Types, Issues and challenges – poverty, seasonal, displacement, unemployment. Labour Migration in India. Migrant workers and Human Rights, Role and Functions of Labour Department, NSSO; ILO convention and recommendations. Migration and Development. Managing Migration.

Unit 3 Youth Migration – Division of Labour, Brain drain, Feminization of Migration,

Migration and Development. Internal and International Migrants - Types, Push and

pull factors, patterns and Trends, illegal migrants and Human Trafficking

Unit 4 International Migration Polices

Globalization and Migration; Trends in International Migration; Skill and Gender composition of migration flows - India Diaspora – Remittances – Socio Cultural implications – UN International Migration Policies. OECD. Role and Functions of Ministry of Oversees Affairs. IOM Indian Emigration Policy, Indian Passport Act 2008. International Migration Law.

Unit 5 Forced Migration

War and Migration – Refugees and displaced persons. Asylum seekers and fugitives. Return Migration – Challenges and Opportunities. Status of Refugees – Human Rights issues- UN High Commission for Refugee. Legal conditions of Refugees in India –Bangladeshi, Srilankan, Nepal and Tibetan refugees. Role and Functions of Department of Rehabilitation. The Refugee Convention, 1951 – UNHCR. Climate change, Natural Disaster, displacement and Migration

Activity 1: Discussion on Positive and Negative aspects of Migration.

Activity 2: Case study on Aajeevika

MAYE 111

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Prescribed Readings:

1. Amal Datta, Human Migration: A Social Phenomenon, Mittal Publications, 2003

2. Caroline B. Brettel, James F. Hollifield (eds) Migration Theory: talking across disciplines,

Routledge, 2000, 239 pages.

3. Devesh Kapur, 2010, Diaspora, Development, and Democracy: The Domestic Impact of

International Migration from India, Princeton University Press,

4. Glenda Tibe Bonifacio, 2012 Feminism and Migration: Cross-Cultural Engagements,

International Perspectives on Migration

Volume 1

5. Loes Schenk – Sand Bergen (ed.): Women and Seasonal Labour Migration, Sage

Publication, New Delhi, London, 1995.

6. A. S. Oberai, Pradhan H. Prasad, M. G. Sardana, Determinants and consequences of internal

migration in India, Oxford University Press, 1989

7. Surendra Nath Misra, Dynamics of Rural- Urban Migration in India, Anmol Publications, 1998

8. Taylor, J. Edward, Joaquin Arango, Graeme Hugo, Ali Kouaouci, Douglas S. Massey, and

Adela Pellegrino, “International Migration and National Development,” Population Index 62(2),

Summer 1996.

Reference:

1. David.J.Siddle, Migration, Mobility and Modernisation, Liverpool University Press, 2000,

Routledge, 2012

2. R. Mansell Prothero and Murray Chapman: Circulation in Third World Countries, Routledge

and Kegan Paul, London, 1983.

3. Myria Georgiou, Gender, Migration and the Media

4. Internal Migration in India, Workshop Compendium Vol 1 & 2, UNICEF in collaboration with

ICSSR, SDTT.

5. Internal Migration in India- Initiative for a better Inclusion of Internal Migration in India- Policy

Briefs.

6. India Migration Report 2009- Past, Present and the Future Outlook, Cambridge University

Press, New Delhi.

Journals:

1. Ethnicity, Identity and Migration Studies, Routledge, Taylor & Francis Group.

2. Migration and Development, Routledge, Taylor & Francis Group.

3. Migration Studies is an international refereed journal, Oxford University Pres.

4. Journal of International Migration and Integration, Population Studies, Springer

5. Journal of Immigrant & Refugee Studies, Routledge, Taylor & Francis Group.

6. Crossings: Journal of Migration and Culture, Intellect Publishers, USA

42

Youth Policies and Programmes

Objectives On successful completion of the programme, the student will be able to:

- Understand the importance and scope of Youth Policy. - Analyse national policies related to Youth development - Discuss programmes related to youth development in India.

Unit 1: Youth Policy: Nature, Importance characteristics and scope, Policy development frame work,

essential features of youth policy.

Unit 2: National Youth Policy: Genesis of Youth Policy in India, National Youth Policy : 1988, 2003, 2014 - Comparative Youth Policy – with special reference to Malaysia and Germany. Unit 3: National Policies related to Youth Development: National Educational policy 1992, National Population Policy 2000, National Health Policy 2002, National Employment Policy, National Tribal Policy (draft) and National policy on Voluntary sector 2007, National Policy on Skill Development Unit 4: Programmes for Youth Development in India (i): Youth development programs in India: An overview – Education: Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), Rashtriya Uchchatar Shiksha Abhiyan (RUSA), Saakshar Bharat – Employment Generation: Pradhan Mantri Gram Sadak Yojana (PMGSY), Indira Awaas Yojana (IAY), Swarnjayanti Gram Swarozgar Yojana (SGSY), Swarna Jayanti Shahari Rozgar Yojana (SJSRY), MGNREGS, PMEGP, National Rural Livelihood mission Unit 5: Programmes for Youth Development in India (ii): Skill Development programme: National Council for Vocational Training, Task force for Skill development – Health; National Rural Health MISSION –- Art, Culture and Recreation. Activity 1: Debate on the relevance of national Youth Policy 2014.

Activity 2: Review on World Programme of Action for Youth.

MAYE 112

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Prescribed Readings Singh, Katar (2008), Rural Development: Principles, Policies and Management, Third Edition, Sage publication, New Delhi Venkata Ravi. R, et al (Eds.) (2006), Empowering Rural India – Experiments and Experiences, Kanishka Publishers Distributors, New Delhi – 2. Pikunis, J. (1969), Human Development, McGraw Hill. Renuka Singh. (2005), Problems of Youth, Serials Publications, New Delhi. Siddique, C.M.and Darcy C, (1984), Adolescence, stress and Psychological well being in Journal of Youth and Adolescence 13:459 – 74 Saraswathi, S. (2008), Indian Youth in the New Millennium, Rajiv Gandhi National Institute of Youth Development, Sriperumbudur. Youth Policy Framework 2004 UNESCO UNDP, Human Development Report 1990 to 2010 References: Adamson C. And Coleman, J.C. (1992). The Nature of Adolescence. 2nd ed. Routlodge. London. Conger, Jone Janeway, (1977), Adolescence and Youth – Psychological Development in a Changing World, Harper and Row. Elizabeth Hurlock, (1968), Developmental Psychology, McGraw Hill. Govt. of India (2003), National Policy for Youth. Kapadia, Kanailal Motilal, (1996), Marriage and Family in India, Oxford University Press, Calcutta. Kashyap, Subhash, C. (2005), Our Constitution (4

th Edition), National Book Trust, New Delhi.

Nagla, Bhupendra Kumar (1991), Women, Crime and Law, Rawat Publications. Robert Mac Donald and Jane Marsh (2005), Disconnected Youth – Growing up in Britain’s Poor Neighbourhoods, Palgrave Mac Millan, New York. RK Pruthi (Ed.) (2006), Drugs and Youth – A Global Perspective, Arise Publishers and Distributors, New Delhi – 2. UNDP, (2000), Human Development Report 2000, Oxford University Press, New Delhi. UNDP, (2007/08), Human Development Report. UN (2007), World Youth Report. Gore, M.S, (1997), Indian Youth Vishwa Yuvak Kendra, New Delhi.

Journals: Vulnerable Children and Youth Studies, London, New York, 2006 Indian Journals of Youth Affairs , Govt of India (July 2008) Youth Involvement in Community Violent Prevention, Community Youth Development (2005) Journal of Youth Development, National Association of Extension 4-H Agents Endeavor, Rajiv Gandhi National Institute of Youth Development Website: http://www.ids.ac.uk/elds/pra/main. Html

http://rgniyd-ahdp.gov.in

http://youthportal.gov.in

45

Working with Youth Organisations (Practicum)

Objectives: On successful completion of the course, the students will be able to:

Understand the functioning of different youth organizations.

Enhance their observation and inter-personal communication skills.

Develop capacity to interact with the youth workers and officials effectively.

Understand the process documentation. Each student is expected to carry out a minimum of Four activities from the following

(a) Study Visit to a Youth Club, interact with its key functionaries, understanding their objectives, activities, issues and solutions; and record them. Develop a profile of a youth club – membership, organizational structure, activities, finance and outputs

(b) Study Visit to a NGO with specialization in areas like Community Development,

Entrepreneurship Development, Gender Justice, Human Rights, Social Harmony, etc. and interact with its key functionaries, understand their objectives, activities, issues and solutions; and record them. Prepare a funding proposal for any one activity – a micro project on job skills for rural or urban youth, awareness programme on human rights, water shed management.

(c) Study Visit a National Service Scheme unit in the Colleges/ Higher Secondary

Schools, understand their activities, issues and solutions; and record them. Prepare an operational plan for one year – both for regular activities and special camping programme – of an NSS unit involving the Programme officer, Unit leaders and NSS Volunteers

(d) Interact with an important youth personality in areas like politics, entrepreneurship,

gender, human rights, institution building, sports, etc. and record it as a case study. Prepare an interview schedule or an interview guide and conduct an interview with District Sports Officer or a Revenue Divisional officer and prepare a report on the schemes available for youth with the government

(e) Organise interview with a Youth Official (Youth Officer/ NSS.PO./SLO/

Prog.Coordinator) using a structured schedule and record. Prepare an interview schedule or an interview guide and conduct an interview with Youth official.

(f) Carry out monitoring/ evaluation of any scheme taken up by the Central / State

Government in the field and analyze its operationalisation. Prepare an evidence report (which evaluates objectives, programme strategy, funds and manpower utilized versus outcomes) of the programme/ Scheme.

(g) Carry out an activity (planning, organanising, implementing and evaluating) in an

urban area/ semi urban/ peri urban/ urban slum; Organize and conduct any one of the following activities in any urban slum in Chennai- blood donation camp, street play, awareness campaign on use of mobile phones while driving, training programme on life skills, career guidance

MAYE 131

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(h) Study visit to an urban area/ semi urban/ peri urban/ urban slum and conduct

community need assessment Prepare an interview schedule and Conduct need analysis of the community. (i) Study visit to a village and carry out PRA activities

Conduct Need analysis of a village using any one of the PRA techniques – Social mapping, resource mapping, seasonal mapping – and submit a report

Prescribed Reading

Karen Healy, Joan Mulholland. (2007), Writing Skills For Social Workers, Sage Publications, London

Mort, Simon.(1995), Professional report writing, Gower Publishers, UK

48

Youth and Peace Building

Objectives:


Understand meaning, concept and dynamics of conflict

acquire the various ways of conflict management and resolution

identify the role of youth and various agencies in conflict management. Unit 1 Understanding Conflict

Conflict: Concept, meaning and definition; Sources and types of conflict; conflict as both constructive and destructive, Theories of Conflict; Cycles of conflict. Conflicts in various settings: Establishments, organization, state, regional, national & international – Scenario of social conflict in India.

Unit 2 Youth and Conflict

Youth as both participants and victims – Issues of Youth exclusion and violence: Structural factors; Demography: the significance of the youth bulge, lack of livelihood opportunities, Education and skills, poor governance and weak political participation, Gender inequalities and legacy of past violence.

Unit 3 Conflict management and Peaceful resolution

Conflict management: Meaning, Definition and Strategies to manage conflict: Avoidance, competition, accommodation, compromise and collaboration - Conflict transformation – Conflict Prevention - Peaceful means for conflict resolution: Negotiation, Mediation, Arbitration and Hybrid - Gandhian way of conflict resolution

Unit 4 Peace Building

Peace; Meaning, Nature and Philosophy - Peace Keeping, Peace Making, Peace Building - Peace Movement in India and Abroad; Mahatma Gandhi, Vinobha Babe, Irom Sharmila Devi, Nelson Mandela, Martin Luther King and Aung Saan Suu Kyi.

Unit 5 Role of youth and development organizations in Peace Building

Role of GOs, NGOs, Civil Society, International Voluntary Organisations, Faith-based organisations – Youth as ambassadors of peace – Shanti Sena.

Activity 1: News paper analysis - types of conflict. Activity 2: Case study –any two historic events of Peace Building.

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Prescribed Readings

Bercovitch Jacov, Kremenyuk Victor and Zartman, I William, (2009), The Sage Handbook of Conflict Resolution, Sage publication

Galtung, Johan, Transcend and Transform; An Introduction to Conflict Work (2004), Pluto Press, London

Furlong, Gary T, (2005), The Conflict Resolution Toolbox, John Wiley & Son, New Delhi

Hilker, Lyndsay McLean and Fraser, Erika (2009) Youth exclusion, violence, conflict and fragile states, DFID

Joseph, Siby K and Mahodaya Bharat (Ed.), (2007), Essays on Conflict Resolution, Institute of Gandhian Studies, Wardha S

References

Barman Prateeti and Goswami Triveni (Ed.), (2009), Document on Peace Education, Akansha Publishing House, New Delhi

Sharma Anand, (2007), Gandhian Way, Academic Foundation

Pattnaik, Sukanti Priya, (1993), Strike, a study of conflict, Gyan Publishing House

Huntington, Samuel P, (1996), The Clash of Civilizations and the Remaking of World Order, Simon & Schuster

Websites: www.satp.org/satporgtp/icm/index. http://www.un.org/esa/socdev/unyin/documents/ch14.pdf http://www.crin.org/docs/edu_youth_conflict.pdf

http://www.satp.org/satporgtp/icm/index

http://www.un.org/esa/socdev/unyin/documents/ch14.pdf

http://www.crin.org/docs/edu_youth_conflict.pdf

51

Marginalised Youth and Social Inclusion

Objectives

On successful completion of the course the student will be able to:

Understand the theoretical overview of the concept marginalization and social inclusion and the need to study about marginalized youth.

Identify the social-economic and political disparities in the Indian society.

understand the problems and issues of marginalised and socially excluded youth

Understand constitutional remedies and inclusive programmes for the empowerment of marginalised and socially excluded youth.

Unit I Marginalization

Conceptual understanding of Marginalization – Meaning, Definitions, ideological aspects.

Theoretical understanding of Marginalization: Marxist feminism, Theory of alienation, Social conflict theory, Institutional theory, Structural strain theory, Critical theory, Labeling theory,

Patterns and Forms of Marginalization: Sources and dimensions of Marginalization. Internal and External Marginalization in the aspects of, class, caste, gender, race, religion and ethnicity etc.,

UNIT II Social Inclusion

Conceptual understanding of Social Inclusion: Meaning and Definitions and forms of Social Inclusion.

Theoretical understanding of Social Inclusion: Socialism, Social control theory, Social development theory, social identity Theory, Utilitarianism, Welfarism, Error theory, Will theorists, Justice as Fairness, Libertarian theory, Social network theory and Social Constructivism

Areas of Inclusion – Housing, employment, health care, cultural activities, civic engagement, democratic participation, research and development.

UNIT III Marginalized Youth categories

Scheduled Caste – Untouchability, poverty, landlessness and social oppression.

Scheduled Tribes - Poverty, Land alienation, Exploitation.

Nomadic – Lack of Identity, Unemployment, Poverty, livelihood issues, Homelessness.

Differently abled – Isolation, lack of acceptance, social security, unemployment and livelihood issues.

LGBT – Lack of acceptance, social security, health issues, social stigma, lack of policy frame work

Minorities – discrimination, pseudo–secularism, political opportunism, denial or opportunities.

Women – Gender Discrimination, domestic violence, sexual harassment at workplace, trafficking.

Youth in Conflict with law - Juvenile delinquents parental alcoholism, poverty, social isolation, breakdown of the family, overcrowding, abusive conditions in the home, the growing HIV/AIDS, death of parents, housing and lack of basic necessities and institutional support

Migrant/Displaced Youth – Forced eviction, Low earnings, poor livelihood and poor quality of life, unemployment, health issues, lack of basic amenities in workplace, human rights violations

Street Youth – poverty, broken families, family violence, homelessness, illiteracy, alcoholism, drug use, and unemployment, physical and sexual abuse, lack of protection, beggary act.

Slum Youth – Housing, social security, lack of awareness, Employment Health Education, Water and Sanitation.

UNIT IV Inclusive Policies

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http://en.wikipedia.org/wiki/Utilitarianism

http://en.wikipedia.org/wiki/Welfarism

52

Scheduled Caste – Reservation policies, The Protection of Civil Rights (PCR) Act 1955, The Scheduled Castes and Scheduled Tribes (Prevention of Atrocities): POA Act, 1989, Special component Plan, 73

rd and 74

th Amendments (1993).

Scheduled Tribes - Reservation policies, Prevention of Atrocities Act, Wildlife Protection Act,

1972 and the Forest (Conservation) Act, 1980, Scheduled Tribes and Other Traditional Forest

Dwellers (Recognition of Forest Rights) Act, 2006, Special Component Plan, TRIFED.

Nomadic – Criminal Tribes Act, 1871, The Prevention of Begging Act 1959, Wildlife Protection

Act, 1972 and the Forest (Conservation) Act, 1980, Scheduled Tribes and Other Traditional

Forest Dwellers (Recognition of Forest Rights) Act, 2006

Differently abled – Reservation policies, Disability Act 1955, Rehabilitation programmes

Assistance to Disabled Persons for Purchase / Fitting of Aids and Appliances (ADIP Scheme)

LGBT – National Youth Policy 2012 (draft), inclusive HR policies for Lesbian, Gay, Bisexual & Transgender community, Education, Helpline, Commonwealth and the Organization for Security and Co-operation in Europe (OSCE).

Minorities – Reservation policies, State Wakf Board, Multi-sectoral development programmes (2007-13)

Women – Dowry Prohibition Act, 1961, The National Commission for Women Act, 1990, National policy for the empowerment of women-2001, Domestic violence Act- 2005, Vishaka guidelines – 1992, 73

rd and 74

th Amendments (1993), The Indecent Representation of Women

(Prohibition) Act, 1986, Women Component Plan, Gender Sub-Plan

Youth in Conflict with law - Juvenile Justice Amendment Act 2006, Indian Penal Code 1860, Criminal Law (Amendment Act 2013), Police Act 1861, Code of Criminal Procedure 1973, Child Labour (Prohibition and Regulation) Act, 1986, National Policy on child Labour, 1987

Migrant/Displaced Youth – Contract Labour (Regulation and abolition) Act 1970 Bonded Labour System (Abolition Act) 1976, Interstate Workmen Act 1978. The Workmen’s Compensation Act 1923.

Street Youth – UN Convention on the Rights of the Child 1990, Prevention of beggary Act, Universal Declaration of Human Rights. The Apprentices Act (1961), The Factories Act (1948), Child (Prohibition and Regulation) Act, 1986, and The Commissions for the Protection of Child Rights Act, 2005.

Slum Youth- Rajeev Aawaz Yojana (RAY) and the draft Model Property Rights to Slum Dwellers Bill 2011

UNIT V Institutions and programmes

Institutions: Ministries of Social Justice and Empowerment, Home Affairs, Health & Family

Welfare, Rural Development, Urban Development, Youth Affairs & Sports, Railways, Science &

Technology, Statistics & Programme Implementation, Labour, Panchayati Raj and Women

&Child Development and Departments of Elementary Education & Literacy, Secondary &

Higher Education, Road Transport & Highways, Public Enterprises, Revenue, Information

Technology and Personnel & Training. Judiciary and District Administration, Planning

Commission- State/Central, Social Welfare Departments, Welfare Boards - Slum Clearance

Board, Labour Welfare Board, Human Rights Commission, National Commissions for

Marginalised groups (SC/ST, Women, Minorities), orphanages, juvenile homes/ correctional

institutions, shelter/rehabilitation homes, refugee camps. Community Health care systems,

Local Governance – Panchayats and Gram Sabha.

Programmes: Scholarships, Housing and employment opportunities, Vocational training, Skill development programmes, National Health Policy (2002), The National Environment Policy (2006) The National Policy on Education (1986) National Nutrition Policy (1993) National Population Policy (2000) Sakshar Bharat /National Literacy Mission, Women and child development programmes – PHC, ICDS, Counselling services, social security, relief and rehabilitation programmes, Credit-cum subsidy scheme, basic minimum services, information and technology, community development and participative programmes, Drought prone area programme, MLA/MP-local area development programme cultural participation. Child helpline, JNNRUM, National Urban Sanitation Policy, Rajiv Gandhi Scheme for empowerment of Adolescent Girls SABLA, Ministry of Housing & Urban Poverty Alleviation, Scheme for Urban Infrastructure in Satellite Town around seven mega cities, Youth exchange programmes – NSS, NYKS, Prime Minister’s New 15 Point Programme for Welfare of Minorities.

http://www.hindustantimes.com/India-news/NewDelhi/Bill-on-property-rights-to-slumdwellers-in-the-works/Article1-952380.aspx

http://www.hindustantimes.com/India-news/NewDelhi/Bill-on-property-rights-to-slumdwellers-in-the-works/Article1-952380.aspx

53

Prescribed Books for Reading

1. Byrne, D. S. 2005. Social exclusion, Open University Press , Maidenhead England ; New York: 2. Chatterjee. C and Sheoran, G (2007), vulnerable group in India. The centre for enquire to Health

& allied theories (CEHAT), Mumbai. 3. Debel K. Singha Roy, (2001), Social Development and the empowerment of Marginalized group,

perspectives and strategies, Sage Publications, New Delhi. 4. Grusky, David, (2001) Social Stratification: Race, Class, and Gender in Sociological Perspective.

Colorado: Westview Press. 5. Gupta, Dipankar (1991), Social Stratification, Oxford University Press, New Delhi. 6. Kirsch, Max, ed., Inclusion and Exclusion in the Global Arena, New York: Routledge, 2006 7. Le Grand & Piachaud 2002, Understanding Social Exclusion, ed. Hills, Oxford University Press 8. Sen A: ‘Social exclusion: Concept application and scrutiny, Asian Development Bank, 2003 9. Silver, H. (1994). “Social Exclusion and Social Solidarity: Three Paradigms” in International

Labour Review, 10. Young, I. M. (2000). Five faces of oppression. In M. Adams, (Ed.), Readings for Diversity and

Social Justice (pp. 35–49). New York: Routledge.

Reference

11. Crow, Graham. 2002. Social solidarities: theories, identities, and social change. Buckingham England; Philadelphia, PA: Open University Press.

12. Francis, P. (1997). “Social Capital, Civil Society and Social Exclusion” in Kothari, Uma and Matin Minouge (eds) “Development Theory and Practice: Critical Perspectives”, Hampshire: Palgrave

13. Kahn, Joel S., Modernity and Exclusion, London: Sage, 2001. 14. Kasi Easwarappa, Ziyauddin K.M. (Ed) 2009, Dimensions of Social Exclusion: Ethnographic

exploration, Cambridge Scholars. 15. Ghanshyam Shah, et al, (2006), Rural Untouchability in India, New Delhi: Sage, 16. Thorat S.K.: Caste exclusion/Discrimination and deprivation: The situation of Dalit in India

Concept paper for DFID Delhi. 17. Thorat S.K.: Dalits in Inda – Search for common Destiny, Sage Publication, 2009 18. Thorat, Sukhadeo and Umakant, eds., Caste, Race and Discrimination – Discourses in

International Context, Jaipur and New Delhi: Rawat Publications, 2004. 19. Stewart, F., ‘Social exclusion and conflict: Analysis and policy implications’, Report prepared for

the UK Department for International Development, London, 2004. 20. Students will be asked to assignment on analysing existing welfare policies and implications 21. Students will be asked to do societal analysis to understand social stratification exclusion.

Journals

1. The Sociology of So-cial Inclusion, Dan Allman Sage Publications, SAGE Open January-March 2013: 1–16 University of Toronto, Ontario, Canada

2. Concepts of social inclusion, exclusion and mental health: a review of the international literature, Issue , Journal of Psychiatric and Mental Health Nursing, Blackwell Publishing

3. Strengthening youth citizenship and social inclusion practice — The Australian case: Towards rights based and inclusive practice in services for marginalized young people, Children and Youth Services Review - CHILD YOUTH SERV REV , vol. 33, no. 4, pp. 534-540, 2011

4. Complexities of inclusion and exclusion: Dalit students and higher education in India, anil Malikapurath Neelakandan, Smita Margeshwar Patil, Vol 3, No 1 (2012), Journal of Social Inclusion, School of Human Services and Social Work, Griffith University

5. Social Inclusion and Exclusion: A Review, Nabin Rawal, Dhaulagiri Journal of Sociology and

Anthropology Vol.2

6. Tackling Social Exclusion, By John Pierson, Questia, Routledge, 2002

6. Websites:

1. Prevention of Atrocities Act, -http://tribal.nic.in/WriteReadData/CMS/Documents/ 2. 201303131039493105468poaact989E4227472861.pdf 3. Mandal Commission report - socialjustice.nic.in/pdf/Chapter5.pdf 4. Persons with disability Act - http://www.lvpei.org/patientcare/vision-

rehabilitation/images/disabilities-act1995.pdf

http://academic.research.microsoft.com/Journal/10290/child-youth-serv-rev-children-and-youth-services-review

http://academic.research.microsoft.com/Journal/10290/child-youth-serv-rev-children-and-youth-services-review

http://www104.griffith.edu.au/index.php/inclusion/issue/view/32

http://www.questia.com/searchglobal?q=publisher%21Routledge%21AllWords

http://www.lvpei.org/patientcare/vision-rehabilitation/images/disabilities-act1995.pdf

http://www.lvpei.org/patientcare/vision-rehabilitation/images/disabilities-act1995.pdf

54

5. Protection of women from Domestic violence, Act 2005 -http://wcd.nic.in/wdvact.pdf

6. http://socialjustice.nic.in/schemespro3.php

7. http://planningcommission.nic.in/sectors/sj/SCSP_TSP%20Guidelines.pdf 8. http://socialjustice.nic.in/scatoscp.php 9. http://tribal.nic.in/index2.asp?sublinkid=691&langid=1 10. http://tribal.nic.in/index2.asp?sublinkid=431&langid=1

http://socialjustice.nic.in/schemespro3.php

http://planningcommission.nic.in/sectors/sj/SCSP_TSP%20Guidelines.pdf

http://socialjustice.nic.in/scatoscp.php

http://tribal.nic.in/index2.asp?sublinkid=691&langid=1

http://tribal.nic.in/index2.asp?sublinkid=431&langid=1

55

Sustainable Development

Objectives


understand the fundamentals of sustainable development

understand the various dimensions related to sustainable development

identify the issues for sustainable development

Unit 1: Understanding sustainable development:

Evolution of Concept of Sustainable Development, Definition and concept of Sustainable Development - Limits of Growth - Silent Spring - Kyoto Protocol - Dimensions of sustainable development – Environmental ethics - The rationale for MDGs and its link with Sustainable Development. Unit 2: Issues and challenges: Impact of population explosion on environment – trends in poverty and its environmental effect – pressure on land and land degradation, declining per capita forest and agricultural land, habitat destruction and loss of biodiversity, increasing vehicles, rising demand for energy, overuse of water, expansion of urbanization and rapid industrialization – Youth perspective on environment. Unit 3: Natural Resources and Environmental Management Concept of institutions, rights and entitlements; issues involved in common property resources management, Environmental Management and Climate Change, Environment laws and policies; environmental Impact Assessment. Unit 4: Sustainable Livelihood Meaning, Concept and Definition - Sustainable Livelihoods approach to poverty - UNDP, CARE and DFID approach to Sustainable Livelihood - Strengths and weaknesses – Sustainable livelihood projects in India. Unit 5: Economic Growth and Urbanisation Growth in GDP; Sectorial Growth (agriculture, manufacturing & services); Distribution aspects of economic growth; Demographic changes and implications; increasing urbanization; trends in migration and growth of cities, urban stress, relationship between economic growth, consumption and well-being.

Activity 1: Case study on Bio Happiness initiated by MSSRF, Chennai

Activity 2: Case study on the activities of EX Nora, Chennai.

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Prescribed Readings: Baker S. (2006) The concept of sustainable development, Sustainable Development London, Routledge Hjorth P. and Bagheri A. (2006) Navigating towards sustainable development: A system dynamic approach Parkin S., Sommer F. and Uren S. (2003) Sustainable Development: understanding the concept and practical challenge, Engineering Sustainability Thakur, Kailash(1999), Environmental Protection Law and Policy in India, Deep & Deep, New Delhi

Roosa, Stephan A,(2008), Sustainable Development Handbook, The Fairmont Press, Lilburn

Baker S. (2006) The concept of sustainable development, Routledge, London,

Elliot, Jennifer A (2013), An Introduction to Sustainable Development, Oxon, Routledge

References: Redclift M. (2005) Sustainable Development (1987-2005): An Oxymoron Comes of Age Sustainable Development Shiva V. (2002) Water Wars Cambridge MA, Southend Press. United Nations Human Settlements Programme (2005) Water and Sanitation in the World’s Cities London and Sterling, Earthscan. World Commission on Environment and Development (1987) Towards Sustainable Development, Chapter 2 in Our Common Future Oxford, Oxford University Press Agenda 21 (1992), United Nation Sustainable Development

Human Development Report, 2013, UNDP Websites:

www.undp.org.in/

www.un.org/millenniumgoals/

www.ipcc.ch/

www.un.org/millenniumgoals

http://www.undp.org.in/

http://www.un.org/millenniumgoals/

http://www.ipcc.ch/

58

Information and Communication Technologies for Youth Practice

Objectives

On successful completion of the course, the student will be able to: ● appreciate the concept, relevance and use of Information and Communication

Technologies (ICTs) ● understand the importance of ICT devices for programme management ● understand the role of ICT in Youth Development

UNIT 1 Introduction

Concept meaning, scope and application of ICT, Spectrum of ICTs and concept of convergence.

ICT4D - Capturing technologies, Storage technologies, Processing technologies, Communication

technologies, Display technologies.

New socio-economic system - and changing technologies - Technologies for Social Development /

Growth – Concept- Rural –urban Technological divide-Need for Resource/ Information Centers- VKC-

YRC-Center based approach- types of Information Centers- rural- urban Technology for Empowering

the masses- Technology in education and capacity building- outreach- technology in agriculture-

business and marketing-Disaster Management- early warning system - Developed and Developing

countries- Global foundations - Public Private Partnership (PPP)

Unit: 2 ICT for Employment Generation ICT as a tool of employment generation -Enabling environment for ICT growth- emerging ICT sectors- Tele working- Internet- M-Governance Sector- ICT as largest employment provider- Skill deficit- countering Skill deficit Highlights from Asia- pacific region – Commonwealth states and Russia- revitalizing educational technologies for ICT futures – Importance of reaching out to women and girls Unit: 3 Emerging Sectors of Innovative Technology Frame work for conscious linking choice of technology- identifying indigenous and appropriate technology for socio-economic growth- Alternative technologies- prioritizing for ranking alternative technologies Case studies of various innovative technologies -universal translation- distributed storage- cloud data base- domestic, agriculture- energy conservation and transport sectors Unit: 4 Technologies Transfer for Social Development Meaning and concept- Technology Transfer within and outside the organisation- International technology transfer-various forms of technology transfer-horizontal and vertical Transfer- significance technology transfer for third world economies. From technology transfer to technological learning capabilities-Policy dimension and regulatory framework-provisions of technology transfer- Trade-Related Aspects of Intellectual Property Rights (TRIPS) - World Trade Organization (WTO) and the United Nations Framework Convention on Climate Change (UNFCCC)

Unit 5 ICT for Youth Development

Role of ICT for development & strategies, ICT and the third world, Information Technology Enabled Services (ITES) and Youth. UN Global Alliance for ICT in Development (UNGAID) project - One Laptop per Child (OLPC) - Socio-Economic Issues - Digital Divide - Capacity Building - Best Practices of Youth development

Activity 1: Virtual India- A study on Indian Youth in IT Sector and the resulting changes.

Activity 2: Case study - ICTs for Enhancing Rural Livelihoods (Kuppam i-community of Andhra Pradesh, ITC eChoupal of Karnataka, etc.)

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Prescribed Readings

Anuradha Rajivan, Ramesh Gampat, Elena Borsatti, Achila Imchen and Susan Howes (Eds.) (2005), Regional Human Development Report – Promoting ICT for Human Development in Asia - Realising the Millennium Development Goals, UNDP. C.P. Chandrasekhar, Simran Kumar and Kiran Karnik (2004), National Human Development Report – Promoting ICT for Human Development in Asia - Realising the Millennium Development Goals – India, UNDP. Henry C Lucas Jr (2001), Information Technology for Management,7

th Edition, Tata McGraw-Hill

Publishing Company Limited, New Delhi. Jason Cole and Helen Foster (2007), Using Moodle, 2

nd Edition, O’Reilly.

Bhatnagar, Subash (2004) E-Government from Vision to Implementation: A Practical Guide with Case Studies, Sage Publications,New Delhi. Unwin Tim (2009), ICT4D: Information and Communication Technology for Development, Cambridge University Press, Cambridge, UK. Cooper, W. (2002) Information Technology and Internet Culture. The Journal of Virtual Environments, 6(1). Creating a Development Dynamic: Final Report of the Digital Opportunity Initiative, July 2001. Accenture, Markle Foundation, United Nations Development Programme. Davis, K. and Ochieng, C. (2006) ICTs as Appropriate Technologies for African Development. IFC / FT First Annual Essay Competition, Business and Development: The Private Path to Prosperity, 42-55 Fallah, M. H. and Al-Atiqi, A. K. (2002) Information Economy and Developing Countries: Can They Overcome the Technology Barrier? International Association for Management of Technology. The Journal of Technology Transfer, Springer Publications References: Tan wooi Tong (2004), Free/Open Source Software Education, UNDP-APDIP, Elsevier. Kenneth Wong and Phet Sayo (2004), Free/Open Source Software – A general Introduction, UNDP-APDIP. Amit Jain, Samrat Sharma, Saurabh Baneerjee and V.K.Gupta(editor)(2002) Microsoft Power Point for Beginners, NISCOM. N.Ravi (Ed) (1993), The Hindu Speaks on Information Technology, Kasturi & Sons Ltd. Williams, Sawyer and Hutchinson(1999) Using Information Technology – a practical introduction to computers and communication, 3

rd Edition, Irwin McGraw Hill.

OP Dahama and OP Bhatnagar (1985), Education and Communication for Development Second Edition, Oxford and IBH Publishing Company Private Limited, New Delhi.

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Semester IV

63

Project Management

Objectives On successful completion of the course, the students will be able to:

understand the process in management of projects.

conduct situation analysis

frame project objectives, operational plan and design a project

develop knowledge on various aspects of project execution, monitoring and evaluation

Unit 1 Project Management Process

Project: Meaning, Definition, Scope and Essential features –Pre Project Analysis- Situation analysis, need analysis and problem analysis.

Unit 2 Project Life Cycle

Project Management Cycle: Phases – define – design – implement – analyze/adopt – share. Planning: basic parameters, objectives, process and expected outputs. Project context – access threats and opportunities – stakeholder analysis - proposed interventions by determining action plans - monitoring plan, operational plan Implementation - Directing, Controlling, Monitoring, Evaluation and Reviewing. Sharing information with key stakeholders

Unit 3 Techniques for Project Management

Formulating Project Proposal – Logical frame work analysis (Log Frame) - Programme Evaluation and Review Techniques (PERT), Gantt Charts & Planner - Types of evaluation: Process and Result Oriented. Developing indicators of evaluation - Participatory Monitoring & Evaluation

Unit 4 Resource Management

Drafting funding proposal - Fund raising strategy and techniques - Classification of donors - Creating donor profile donor relationship -accounting procedure and cost supervision.

Unit 5 Personnel Management

Selection and Training of project personnel - managing performance - Reporting system to donors and other stakeholders

Activity 1: Prepare detailed project report on revamping of Youth Welfare board of your state Activity 2: Prepare a Draft project proposal for Funding

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Prescribed Readings Chandra Prasanna. (1995), Projects: Planning, Analysis, Selection, Implementation and Review.

Delhi. Tata McGraw Hill Pub.Co. Ltd.

Lock Dennis. (1997), Handbook on Project Management. Delhi. Jaico Publishing House.

Vasant Desai. , (1997), Project Management: Preparations, Appraisal, Finance and Policy. Delhi.

Himalaya Publishing House

References:

Harold Koontz & Heinz Weihrich, (1998), “Essentials of Management”, Tata McGraw-Hill,

Ireland, Lewis R. (2006), Project Management, McGraw-Hill Education - Europe

James P. Lewis, (2007), The Project Manager’s Desk Reference, 3 E. Mc Graw Hill Pub. Co.

Marwah, JagMohan (2005), Resource Planning for Development, Adhyan Publishers and Distributors, New Delhi.

Moshin, M. (1997), Project Planning and Control. Delhi. Vikas Publishing House,

Singh B.K (2007), Planning and Designing Project, Adhyan Publishers and Distributors, New Delhi. Wysok Robert.K (2004), Project Management Process improvement, Artech House INC, Norwood.

65

Social Entrepreneurship

Oblectives

o To understand Social Entrepreneurship

o To identify the functions and activities of Social Entrepreneurship

o To acquire the skills of promoting and working with social entrepreneurship

UNIT I Understanding Social Entrepreneurship Social Entrepreneurship - Difference between Business Entrepreneurship and Social Entrepreneurship, Social Entrepreneur - Behavioral Attributes, Social Sensitiveness, Risk Taking, Staying with Social Problem, Innovation & Thinking Differently - Values

UNIT II Types and Models of Social Enterprise Social Enterprises by Mission Orientation, Mission Centric Social Enterprise, Mission Related Social Enterprise, Social Enterprise Unrelated to Mission -Social Enterprise Models - Embedded Social Enterprise, Integrated Social Enterprise, External Social Enterprise

Unit III Social Youth Entrepreneurship Social Youth Entrepreneurship: Definition, Values, Goals, Elements, and Approaches/Considerations - case examples from the Field, Young Aspirations/Young Artists UNIT IV Innovative Social Entrepreneurship and development GOs and NGOs – Various Programs: Health, Education, Employment, and Environment. Implications for Youth and Career Development: Field Practice, Professional Education, Social Innovation: Evidence from OASiS, Case Study on SELCO, case study on Annapurna UNIT V Case studies of Social Entrepreneurs Gandhiji and Khadi movement – Muhammad’s Grameen Bank - Dr. Verghese Kurien Father of the White Revolution - Barefoot College of Bunker Roy - Ela Bhatt’s Self-Employed Women’s Association (SEWA) - Infosys, TISS, TISCO

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Prescribed Readings –

1. Bornsetin, David (2004): How to Change the World: Social Entrepreneurs and the Power of New

Ideas, Oxford University Press

2. Bornsetin, David (2010): Social Entrepreneurship: What Everyone Needs to Know, Oxford

University Press

3. Dees, Gregory J (2002): Strategic Tolls for Social Entrepreneurs, Wiley

4. Mort, G. S., Weerawardena, J. and Carnegie, K. (2003): Social Entrepreneurship: Towards

conceptualization, International Journal of Nonprofit and Voluntary Sector Marketing, 8(1), 76-88

5. Nicholls, Alex (ed.) (2006): Social Entrepreneurship: New Models of Sustainable Change, Oxford

University Press

6. Dees, Gregory J (1998): The Meaning of Social Entrepreneurship, available at

http://faculty.fuqua.duke.edu/centers/case/files/dees.SE.pdf

Reference Readings -

1. Corner P. D. and Ho, M. (2010): How Opportunities Develop Social Entrepreneurship,

Entrepreneurship: Theory and Practice, 34(4), 635-659

2. Dart R. (2004): Legitimacy of Social Enterprise, Non-Profit Management and Leadership, 14(4),

411-424

3. Dorado S. (2006): Social entrepreneurial ventures: different values so different processes of

creation, Journal of Development Entrepreneurship, 11(4), 319-343

4. Goldstein J., Hazy K. J. and Silberstang, J. (2010): A complexity science model of social innovation

in social enterprise, Journal of Social Entrepreneurship, 1, 101-125

5. Weerawardena, J. and Mort, G. S. (2006): Investigating social entrepreneurship: a multidimensional

model, Journal of World Business, 41(1), 21-35

Websites:

1. http://ashoka.org/files/innovations8.5x11FINAL_0.pdf

2. www.gpnnet.com/perspective/social_entrepreneurship.htm

http://faculty.fuqua.duke.edu/centers/case/files/dees.SE.pdf

http://ashoka.org/files/innovations8.5x11FINAL_0.pdf

http://www.gpnnet.com/perspective/social_entrepreneurship.htm

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Disaster Management


● understand the dynamic factors of disasters and their Economic, social and psychological impact at an individual and societal level

● develop awareness on disaster preparedness, crisis management, risk reduction ● identify the role and functions of different agencies and disaster manager in

disaster management.

Unit 1 Understanding Disasters

Disasters: Natural, Manmade and other disasters - Types of Disasters: Water & Climate – Related, Geological, Biological, Chemical and Man-made - Economic Impact of Disasters Social impact, Psychological impact, spatial impact – Global, National. District and Individual level Disaster vulnerability of India (Lessons from Bhopal Gas Tragedy, Gujarat Earthquake, Orissa Super Cyclone and Tsunami)

Unit 2 Disaster Management: Preparedness, Risk Reduction, Strategies and Tools

Disaster Management Cycle: preparedness, mitigation, resuce and response, rehabilitation and reconstruction - Disaster preparedness at National, State and District levels Community response in Disasters – Factors influencing disaster Preparedness and responses - Vulnerability Analysis – Creating awareness through IEC and Media Training of youth (CPR, Fire Fighting and Mock drills)

Unit 3 Relief, Rescue, Rehabilitation and Restoration:

Disaster Relief: Rapid damage assessment, Search and rescue operation, Evacuation and Shelter, Food and Medical Supply, Mass Media Coverage, Relief Aid, Maintaining public order – Restoration of livelihood – Income generation activities and housing. Recovery after disasters; Disaster Insurance – Insurance as an agency for disaster mitigation – Psycho-social rehabilitation, Survival skills. Organization of relief camps – site preparation - Directors office, Technical stores, Food, Medical facilities- Communication room- Place for children- Sanitation facility – Volunteer’s rest rooms.

Unit 4 Role of Agencies in Disaster Management

Disaster Management Policy, Disaster Management Act (2005) and Constitution of National Disaster Management Authority Role of specialized agencies – Working of Disaster Management Authority at National, State and District levels – Role of District Administration in Disaster Management – Role of Local Government constitutions in Disaster Management Role of International Organisations, NGOs and Civil Society (Youth Organisations Role of Youth Organisations: NCC, NSS, Scouts & Guides and Youth Clubs – Observance of Important Days/events: Disaster Management Day, Blood Donation Day, Red Cross Day and Fire fighting fortnight

Unit 5 Development planning and Role of Youth organizations

Disaster and development - Disaster and development Continuum – Development

planning for Disaster Management - Role of Youth as Social capital in development

planning – Methods of mobilizing Social capital of Youth

Activity 1: Profile of Disaster prone areas – India. Activity 2: Review of one disaster management programme.

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Prescribed Reading Jaur, Ramkant (2008), Disaster Management, GNOSIS, Delhi Goel SL and Kumar, Ram (2001), Disaster Management, Deep & Deep Publication, New Delhi Pinkowskai, D M Jack (Ed) (2008), Disaster Management – A Handbook, CRC Press References:

Singh, Shailendra K, Subhash C Kundu and Shobha Singh (Eds.) (1998), Disaster Management, Mittal Publications, New Delhi - 59. Kumar, Amit (2009), Disaster Management, Sonali Publication, New Delhi. Singh, S R (2009), Disaster Management, APH Publication, New Delhi. Carter W, Nick (1992), Disaster Management Handbook, Asian Development Bank Taori, Kanal, Disaster Management through Panchayat Raj,

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Employability Skills for Youth

Objectives On successful completion of the programme, the student will be able to:

Differentiate and understand the concept of employment and employability.

understand the set of skills, assets and their importance that constitute employability

Know how to apply these skills and assets in day to day work.

Unit 1 Understanding Youth and Employment

Youth job characteristics, Status and sector of youth employment – Social protection policies and programmes - Youth employment policies and programmes - Concept, needs and evolution of Employment, employability- Reasons for unemployability - the need to enhance employability in order to gain, retain and excel in employment

Unit 2 Determinants of Youth Employment outcomes

Education – Gender - Household Characteristics - Local labor Supply and demand - Place of Residence - Human capital and youth employment outcomes - Youth Education levels and unemployment - Education levels and job quality - Education level and wages - Relative position of youth in the labour market - Labour market participation of youth and adult workers - Job characteristics of youth and adult workers

Unit 3 Skills for Employment

Various skills pertaining to employability - concepts of working communication, team work, decision-making, problem solving and conflict resolution.

Unit 4 Employability Assets

a) Positive attitude, b) Reliability, c) Confidence, c) Lifelong learning d) Personal responsibility, e) Self presentation f) Motivation and g) Managing for time.

Unit 5 Job Surfing Skills

Career planning - Resume and covering letter - Tips and techniques for facing interviews - Group discussion – deployment of personality in a systematic way for gainful employment

Activity 1: Develop a competitive resume for an individual to face job interview Activity 2: Mock group discussion in a professional manner

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Prescribed Readings

Dutta. R.C., Sony Pellissery & Bino Paul G.D: Employability: concepts, indicators and practices, ATLMRI Discussion paper, Tata Institute of Social sciences, Mumbai.

Jacquelyn P.Robinson, (2000), What are Employability skills?, The work place, Vol I, Issue 3, September 15,

References:

Ann Gravells, Delivering Employability skills in the Lifelong Learning sector, Learning matters, UK.

Brown, P and Hesketh, (2004), A The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy: Oxford University Press, Oxford,

David Hind and Stuart Moss, Employability skills, Business Education Publishers.

David Hind and Stuart Moss, Employability skills, Business Education Publishers.

Ranganathan. V and Gauthaman. B.R. (2008) Daily digest for personal excellence, Ananya, Chennai.

Schneider, K. and Otto, (2009),H-U From Employability Towards Capability: Luxembourg

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Working with Development Organizations

Objectives


understand the essential features and typology of Development organisations

identify the sources for finance with thrust on social accountability.

understand dynamics of GO-NGO partnership in development.

understand the scope of NGOs for youth empowerment. Unit 1 Voluntary Sector

Voluntarism: Meaning and concept - History and growth of Voluntary Sector in India - Experiences (Sevagram, Ramakrishna Mission and Marthandam). National Policy on Voluntary Sector, 2007: Features and Scope for youth organizations – NGO, Youth clubs, Lions club, Rotary club - Role of Planning Commission

Unit 2 Development organizations: Types and Registration

Meaning and concept of Development Organizations - Features of NGOs (Non-Government, Non-profit making & Self-governing) - Types (By orientation, Levels of operation and Focus) Registration Procedures: Societies Registration Act, 1860; Charitable Trusts Act, 1912; Section 25 of Indian Companies Act, 1956.

Unit 3 Management Process

Administrative Structure: Features, Constitution and Basic Constituents (General Body and Governing Body) Mobilisation of financial resources: Grants-in-aid & other major sources - Grants-in-aid: Objectives and Eligibility Criteria - State Funding: Options and issues; FCRA: Methods (Registration and Prior Permission) - Exemption from Income Tax - Social Accountability Mechanisms

Unit 4 Role of Development organizations in Youth Empowerment

Selected Experiences - Micro Finance, Micro Enterprise and Community Action: Grameen Bank (Bangladesh) and Self-Employed Women’s Association (Gujarat) – Natural Resource Management: Ralegan Siddhi (Maharashtra) and Tarun Bharat Sangh (Rajasthan) – Village Knowledge Centres: MS Swaminathan Research Foundation (Tamil Nadu) Youth Volunteers: UN Volunteers, National Service Volunteers and Community Volunteers – Attributes / Qualities of a Volunteer

Unit 5 Partnership between GOs and NGOs

Scope – Mechanisms: Consultations, Strategic Collaborations and Project funding - Advantages and Limitations – Networking of NGOs – Examples of Networks: Voluntary Action Network of India (VANI) and Campaign Against Child Labour (CACL)

Activity 1 : Collect data regarding NGOs working in areas like education, skill development, health, gender, tribal, differently abled, migrants, environment, placement services, ICT and networking.

Activity 2 : Prepare model project proposals on different areas/ issues

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Prescribed Readings Chandra, Puran. (2007), NGOs : Formation and Resource Mobilization, Akansha Publishing House, New Delhi. Chandra, Snehlata (2003), Guidelines for NGOs management in India, Kanishka Publishers, New Delhi. Gupta, R.K. (2008), Funding of NGOs – How to Manage?, Mahaveer and Sons, New Delhi. Padaki, Vijay & Manjulika Vaz (2005), Management Development in Non-Profit Organisation, New Delhi, Sage Publications. References Dharmarajan, Shivani, (2007), NGOs as Prime Movers Sectoral action for Social Development, Kanishka Publishers, New Delhi. Foster, Jane and Kumi Naidoo (2001), Young People at the Centre : Participation and Social Change, Commonwealth Secretariat. Gangrade, K.D, (2005), Gandhian Approach to Development and Social Work, Concept, New Delhi. Govt. of India. (2007), National Policy on Voluntary Sector. Govt. of India. (2003), National Youth Policy. Lakshmi Narasaiah, M. (2008), Child Labour and NGOs, Sonali Publications, New Delhi. Lewis, David & Wallace, Tina, (Eds) (2000), New Roles and relevance; Development of NGOs and Challenge of Change, Kumarian Press. Narasaiah,M.L (2005), NGOs and Rural Poverty, Discovery Publishing House, New Delhi. Panigrahy, Rajib Lochan (2006), NGOs for Rural Development, Mohit Publications, New Delhi. Ravichandran, N. (2007), Sustainability of NGOs and Globalisation, Rawat Publications, Jaipur. Ravishankar Kumar Singh (2003), Role of NGOs in Socio-Economic Development, Abhijeet Publications, Delhi. Roy, Sam M. (2002), Project Planning and Management Focusing on proposal Writing, The Catholic Health Association of India, Secunderabad. Sen, Amartya (2005), Human rights and Human Development, UNDP Human Development Report. Sutton, Margaret and Robert F Arnove (2004), Civil Society or Shadow State? : State/NGO relations in Education, IAP. United Nations (2007), World Youth Report.

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Dissertation

The dissertation will be carried out by the student under the guidance and

supervision of a designated Faculty from the School. At the end of 3rd Semester, the

student is expected to submit the synopsis of dissertation with a brief introduction,

scope, objectives and research methodology after carrying out the review of related

literature to the School through the Faculty Supervisor. During the interim period

between 3rd and 4th Semesters, the student is expected to carry out the data

collection from the field. Data analysis and interpretations will be carried out during

the 4th Semester. At the end of 4th Semester, the dissertation need to be submitted

through the Faculty Supervisor to the School. Guidelines and format of the

dissertation are indicated in the Handbook and Programme Guide.

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