Centre: Centre for Lifelong Learning
Medium of Instruction: English
Age CriteriaAll candidates must be 25 years completed on 1st June 2017 or more at the time of applying for the Diploma Programmes of the Centre for Lifelong Learning.Educational Criteria
Diploma in Gerontology
12th pass with minimum two years of work experience or graduate in any discipline and minimum age of 25 years. Priority would be given to those who are working in social work organisations.
All NGO personnel involved with geriatric services in fields such as health, mental health and education; administrators of human service organizations and corporate sector personnel.
The Course will cater to all who intend to branch out or initiate services for the elderly.
The Diploma Programme has an interdisciplinary focus and so it will invite those from medical, legal and financial backgrounds who wish to address issues of elderly and to audit specific subjects in particular.
Consideration will be given to candidates in the age group 55+.
Last Date for Submission of Application by Post or in Person is 31st March, 2017, and the Interviews will be held between April 20 to 23, 2017. The Interview Dates will be intimated to the eligible candidates through call letters.
CLICK HERE TO APPLY
Last Date for Receipt of Completed Form at the Institute by Post and in Person
31st May, 2017
Date of announcement of short list
5th June, 2017
5th to 7th June, 2017
Announcement of Selection on TISS Website
8th June, 2017
Orientation and Commencement of Academic Session 2017–2018
Commencement of Academic Session -Semester I
Commencement of Academic Session -Semester II
The Centre for Lifelong Learning (CLL) was established on February 15, 2006, with the objective of providing training for adult learners in the areas of expertise in the Institute. The CLL was earlier known as Department of Extra Mural Studies, which was established in 1981.
It caters to two kinds of adult learners: (a) The Professional groups getting trained for their continuing education and (b) the general population from diverse backgrounds who are outside the formal education system or those who have not had the opportunity to access formal education system and want to access training or goal-oriented short-term vocational programmes.
By promoting the philosophy of lifelong learning, the CLL would maximise the capacities and potential of adult learners to contribute meaningfully as citizens to create a society that promotes and protects the values of dignity, equity, social justice and human rights.
Through extension, training, teaching, and research, the Centre will,
develop lifelong learning as a discipline of study and field of practice, and,
engage with diverse populations of adult learners, irrespective of caste, gender, class, ability and age.
To devise and implement relevant and need based certified training programmes for a range of adult learners towards responsible citizenship.
To prepare and implement a comprehensive strategy for lifelong learning for the elderly and youth populations.
To integrate Information, Communication, Technology (ICT) in the teaching learning processes.
Become a nodal centre in TISS for Distance Education and e-learning.
Centre for Lifelong Learning offers
a) Diploma in Gerontology
b) Diploma in Youth Development and Social Change
c) Post Graduate Diploma in Counselling
d) Certificate Geriatric Care
e) Certificate Dance Movement Therapy
II. Design and Conduct Customised Short-term Programme.
Some of the current and proposed programmes are:
Participatory Training Methodology
Teachers as Mentors
Self-Development and Communication Skill
Developing Leadership Skills for NGOs
Counselling at the Workplace
Some of the recently concluded programmes are:
Capacity Building for Women Managers in Higher Education
National workshop for Peer Counsellors on Prevention of Sexual Harassment at the Workplace for the Reserve Bank of India
Creative Arts for Practitioners
The CLL is part of the Joint Action Committee (JAC), Maharashtra, which has been set up to advocate for the implementation of policies and programmes formulated by the Central Government which remain on paper. These policies include the National Policy on Older Persons (NPOP), 1999; Maintenance and Welfare of Parents and Senior Citizens Act, 2007; and the Indira Gandhi National Old Age Pension Scheme, 2007.
In 1989, sociologist and demographer, Alfred Savvy said that “The 21st century will be the century of ageing of mankind.”
Throughout the 20th century, the proportion of people aged over 60 has increased in all countries of the world. This is also referred to as population ageing. Population ageing all over the world is the result of human victory over death and diseases as well as unwanted child bearing. According to the World Bank, due to improvement in mortality figures and decline in fertility levels, in the 20th century, Older population across major regions of the world, except, Africa has been growing at a rate faster than ever before (Rani, 2001). It is only since the last century that a sizable proportion of population has survived to experience old age. This extension of life has the potential to enrich society provided the wisdom and experience of Older Adults is integrated into life and living. As a consequence, in our time Ageing has become an important issue.
The growth rate of the elderly population is more rapid in developing countries like India than developed countries. Apart from demographic transitions, socio-economic and political changes together with increased individualism have altered living conditions of the elderly. Thus on account of rapid increase of the Ageing population all over the world, ageing and issues relating to Older Adults are increasingly being recognised and studied by people from various disciplines.
Gerontology is a study of late Adulthood and of Older Adults as a special group. Gerontologists are concerned with understanding the many aspects of ageing right from cellular processes involved in improving quality of life of older people. An interdisciplinary approach is not only appropriate but necessary given the complex health and mental health, social and economic concerns of Older Adults.
The elderly population in India is second largest in the world, next only to China. This population which was 77 million according to the 2001 Census (7.5 per cent of the total population), is projected to increase to 137 in 2021. Population projections show that by 2050, the elderly population in India will surpass the population of children below 14 years. The proportion of people over 60 having reached above 7 per cent qualifies India as an ‘ageing’ country (as defined by the United Nations). Three-fourth of the elderly population lives in rural areas. Their annual growth rate is higher (3 per cent) as compared to the growth rate of the entire population (1.9 per cent).
In India, as in many other Asian countries, it had been taken for granted that families would be the most natural living environment for people of all ages including Older Adults. But the traditional family structure is undergoing drastic changes. Urbanisation, migration, industrialisation, women’s entry into labour force and many such social changes have steadily chipped away at the joint family system. Community and caste networks that sustained the elderly within family are also breaking down.
India, with a great deal of heterogeneity and diversity, has to face the challenge of ensuring that needs of Older Adults are adequately met especially with reference to their: health and nutrition; work and finance; security; property and housing; sensitization of family and community towards elderly issues; protection from neglect, violence and destitution (elder abuse); self-fulfilment; death with dignity. It is necessary that these are fulfilled as rights and not as charity.
In fact, today, Older Adults demand that society should not only ensure independence and participation, but also provide care, fulfilment and dignity. Limited understanding of factors influencing their quality of life is largely responsible for Older Adults being denied a dignified existence. After all, the last stage of life holds as much potential for growth and development as earlier stages.
The Human Rights framework in this course will be taught through the concepts of dignity and justice that identify and acknowledge, stereotypes regarding the elderly, familial biases, social myths and cultural faults. By identifying, these students can understand the issues at hand and develop a perspective on pursuing change in the attitude of society as well as advocate for governmental action to defend the dignity of the Older Adult.
Goals and Objectives
Goals of the Diploma Programme in Gerontology
To prepare learners for interdisciplinary practice with older adults and their families while providing professional leadership in the field of Gerontology.
To generate a trained cadre of functionaries for effective intervention based on a Human Rights perspective for enhancing the ‘Quality of Life’ of Older Adults.
Objectives of the Diploma Programme in Gerontology
The Educational Objectives are as follows:
To offer a comprehensive interdisciplinary ‘rights-based’ perspective in the field of gerontology
To inculcate a holistic understanding of the biological, social, political and economic issues involved in working with Older Adults
To impart the necessary attitudes and skills for making effective interventions in the field of Gerontology.
Weightage: 12 Credits
The student will:
1. Obtain exposure to the heterogeneous nature of Older Adults as a collective, specifically in relation to those with Special Needs.
2. Apply knowledge and skills gained in the classroom based on the ‘Human Rights’ value of framework with an emphasis on making Interventions with Families, Collective Action, Advocacy, Networking, Participatory Training and Use of Creative Arts as facilitative tools.
3. Appreciate the importance of the interdisciplinary team while observing the critical role played by each team member for effective intervention.
4. Examine the organisational aspects of the placement setting in relation to its genesis and structure; viability and relevance as well as readiness for addressing future challenges in service delivery.
The field work process will consist of placements of students in a variety of settings as mentioned above. A continuous performance assessment of student fieldwork will take place through student recordings supervisory reports from the field supervisors. There will be a mid-placement review and feedback as well as a final evaluation of student performance guided by prescribed assessment tools.
As part of Fieldwork, the student will have opportunities to:
Initiate interventions and strengthen ongoing ones along with support and guidance from Agency staff and the student supervisor.
Plan and implement events around important occasions pertaining to Older Adults like World Elder Day, Participation of Elders in the annual Marathon, etc.
Be engaged in direct service delivery with Older Adults, their family members and support networks.
Liaising with governmental and non-governmental agencies to advocate and network for the necessary support to Older Adults.
Facilitate capacity building in self and others through workshops and seminars as well as by experimentation with the creative arts for personal and professional development.
2 skill based workshops on 1) Participatory Training Methodology and 2) Creative Arts for practioners will be offered.
Method of Evaluation
The Block Field Work will be recorded and documented in the form of recording and/or journal writing. These hours of fieldwork will be evaluated for the final grade.
As far as possible, students will be supervised by the faculty of CLL. Suitable organisations for field work have been identified and field assignments will be planned out by the Fieldwork Coordinator of the CLL and the agency personnel.
Work and Employment
Gerontology is a growing and upcoming field—Careers in Ageing are going to be among the next big things in the 21st Century workforce, thus, after graduating the Course participants will be able to some professionals work directly with older persons.
Their activities may include:
Developing programmes such as health promotion, senior theater groups, or intergenerational activities for older persons in senior centers, community agencies, or retirement communities.
Providing direct care to frail, ill, or impaired older persons in hospitals, clinics, nursing homes, or through adult day are or home care programmes.
Counselling older persons and their families about issues of caregiving, employment, death and dying, or mental health.
Advising older clients about estate planning and investments, financing long-term care, or housing options.
Other professionals are less directly involved with older persons, but work on their behalf, educate others, or investigate issues in the field of ageing.
Examples of their activities include:
Conducting research on the ageing processes and diseases associated with ageing such as Alzheimer’s disease or Osteoporosis.
Analysing issues related to older persons such as retirement opportunities, income maintenance, the health care system, and housing alternatives.
Planning, administering, and evaluating community-based services and service delivery systems for older persons.
Teaching courses on ageing to college and university students, health care professionals, and older adults.
Advocating with or on behalf of older persons before legislative bodies or in institutional settings.
Designing products to meet the special interests and needs of older persons.
Advising business, industry, and labour regarding older workers and consumers.
Some professionals devote themselves full time to the field of ageing. Others divide their time between ageing and other areas of interest within their disciplinary, professional, or clinical areas.
Application of the Programme inputs will be possible in all human service organisations: social agencies, medical and educational institutions as well as the whole gamut of initiatives for older adults ranging from Institutional Care to Day Care Centres, Community-based interventions and Senior Citizens’ Associations.
REQUIREMENTS FOR PASSING the DIPLOMAS IN GERONTOLOGY
Candidates admitted to the Institute will be under the discipline of the Director and other concerned officers. The Director will have the power to take disciplinary action including laying of fines, suspensions and/or revocation of registration as a student.
(a) Regularity: Every student is normally expected to maintain full attendance in the class as well as field work. Also, the fulfillment of required assignment(s) is expected of all students. Any irregularity in this regard or absence without prior permission will affect the evaluation of the student concerned and may entail disciplinary action.
(b) Absence from Class: A student is allowed to sit for examinations provided he/she fulfills the attendance requirements. The minimum required attendance is 75 percent for each course, i.e., 23 hours of a 30 hours Course (2 credits). In the case of those who exceed 25 per cent of absence but are within 33 per cent, the Chairperson will decide based on the genuineness of the reasons of the absence whether to permit the student to sit for the examination. In addition the student will need to do additional course work as decided by the Course Teacher, to compensate for this absence. If the student’s absence exceeds that of the maximum 33 per cent, then he/she will not be permitted to sit for the examination. A student, who fails to meet the minimum attendance requirements in a semester, will not be allowed to appear for the examination in that semester. He/She will be permitted only in the next academic year.
(c) Absence from Field Work Training: A student, who is absent for more than two days in field work for any reason, will have to compensate the days of his/her absence in consultation with the field work instructor concerned with information to the Field Work Co-ordinator of CLL.
Each course of study, credited or non-credited, taught or field related, or research study, will be assessed through the following assessment unit types with prescribed weightages, as per a pre-defined schedule, which is provided at the commencement of a semester. These may involve individual or group work:
(a) Assignments—which are held in the course of the semester, conducted as individual or group assessments.
(b) Class presentations—individual or group which are held during the semester.
(c) Reflective journals or field diaries
(d) Reports or dissertations or productions
(e) Faculty assessment of class participation or field work, or process aspects of field work or dissertation/research.
(f) Written tests (open book, closed book, take home) conducted during or at the end of the semester
(g) Viva/oral test or examination
(h) Observation by faculty/supervisor
(i) Non-credited compulsory requirements of programmes require certificates of participation/completion and also include evaluative components, which may be mentioned in testimonials.
(j) No course has only one type of evaluation instrument. Each course has at least an assignment and end semester examination. The end semester examination weightage will not exceed 60% of the course.
(k) In general the total number of assessment units will not exceed the number of credits of the course. For e.g. a two credit course is assessed by two units of assessment—an assignment and an examination or two assignments or two tests.
(l) A student is required to attempt each mode of assessment independently.
(m) Non-submission of an assignment will be treated as failed in the course and the student will be given supplementary for that course after completion of all modes of assessment.
(n) In case of failure in courses exceeding 4 credits (that is, failure in 3 courses of 2 credits each or in 5 courses of 1 credit each) in a semester, the student will not be allowed to proceed to the next semester and will have to drop studies for the academic year and rejoin the same semester in the next academic year. This will be shown as "Repeat Semester" in the Grade sheet.
(a) An eleven point grading scheme from 0-10 is used for grading all assessment units.
(b) The following is the scheme of letter grades, equivalent grade point and qualitative description of the same.
Level of Performance / Competence
Grade Point Range
Outstanding performance-demonstrating high level mastery and ability to apply concepts to new situtations
9.0 - 10.0
Excellent-demonstrating mastery of all learning or assessment situations
8.0 - 8.9
Very good-demonstrating mastery of most learning or assessment situations.
7.0 - 7.9
Good-demonstrating thorough competence in most situations.
6.0 - 6.9
Moderate-showing reasonably acceptable competence in some situations, minimal competence in others
5.0 - 5.9
Average competence-demonstrating minimal competence in most situations, while showing considerable capacity for improvement in others
4.0 - 4.9
Below Average Competence-Not passing, but still showing some capacity for improvement or development
Unsatisfactory Competence-Below satisfaction level performance marked by lack of engagement or inability to apply concepts.
2.0 - 2.9
Highly Unsatisfactory competence-Complete lack of engagement and comprehension; also frequent absence
1.0 - 1.9
Unacceptable-Non-comletion of assignments or blank responses in a test or blank answer sheets
0 - 0.9
Remarks in the Semester Grade Sheet
S1 - Supplementary - 1
S2 - Supplementary - 2
Re - Repeat Course / Fieldwork / Internship / Research Project
I - Improvement Examination
R - Re-evaluation
M - Mandatory
OP - Optional
Au - Audit
EC - Extra Credit
Semester Result Description
PP - Passed and Promoted (Passed in all courses, fieldwork / internship and research project)
FS - Failed and allowed to keep Semester (that is, failed in up to two courses or 4 credits)
FR - Failed and Repeat Semester (that is, failed in 3 or more courses or more than 4 credits)
(c) The grade point of a course is computed by taking the weighted average of the grade point received on each assessment unit and rounding off to the higher grade—without any decimal place.
(d) A student must receive a minimum grade of C+ equivalent to 4 points, to be considered pass in a given course.
Programme Completion/Credit Requirements Fulfillment
(a) The cumulative grade point average (CGPA) is computed as the credit-weighted average over all courses undertaken over previous and current semesters, of all credits accumulated until that assessment period. The CGPA is reported to one place of decimal and is also reported at the end of each semester on the semester grade card.
(b) A student must obtain a minimum CGPA of 4 (equivalent to C+) and satisfactorily complete the courses equivalent to a minimum of 50% of credits in the first semester, in order to retain his/her seat in the programme.
(c) A student must maintain a CGPA of 4 (equivalent to C+) in each semester, in order to remain in the programme.
(d) After obtaining the minimum requirement for the first semester, a student may temporarily withdraw from the programme, through a written application and with adequate reasons for the same.
(e) Under any circumstances a student must complete all requirements and accumulate all requisite credits of a particular programme within five years from the date of admission into the programme.
(f) A student must satisfactorily complete all compulsory requirements, and accumulate the requisite credits of a particular programme in order to become eligible for the degree.
(g) The programme requirements include credited and non-credited activities.
(h) A student must receive a CGPA of 4 points (equivalent to C+) to be considered to have completed the programme successfully.
Credit Requirements Fulfillment
(a) The grade earned by a given course will be credited to the student only if he/she has the requisite attendance.
(b) Students with less than the required attendance will be considered as failed and will be assigned a zero grade point in the course, even if assignments have been submitted and tests have been taken. Students will have to repeat the course in a future semester.
(c) Any course may be assessed by a variety of assessment units.
(d) All assignments must be completed and submitted as per the predefined schedule.
(e) Assignments that are submitted after the prescribed limit decided by each programme (i.e. after the Assignment Due Date, but before an Assignment Closure Date), may be assessed and a penalty of lowering of grade by 1.00 point may be applied.
(f) No assignment submissions are permitted beyond the assignment closure date, as prescribed by each programme. Student will be given ‘0’ grade and the assignment will be considered submitted as supplementary.
(g) A student must receive a minimum grade of C+ equivalent to 4 points, to be considered pass in a given course. A student who receives a grade below C+ is expected to improve the grade by appearing for the improvement exam.
Supplementary and Improvement
(a) Supplementary and Improvement assessment will be announced along with the declaration of semester results.
(b) Students will apply for supplementary, if they have failed in a given course, or if they have had to miss examination for any valid reason (sanctioned by the Dean on recommendation of the Programme Coordinator), or for improvement if they wish to improve their grades.
(c) The supplementary/improvement assessment will be conducted as per a prescribed schedule involving submission of assignments or examination as prescribed for each course.
(d) In the case of improvement, the better grade will be considered.
(e) If the student fails to complete a course satisfactorily through supplementary, then the student will be required to register for Supplementary-2 as per the schedule announced.
(f) If the student fails to complete the course satisfactorily through Supplementary-2, then he/she will be declared as failed in the course and will be required to complete the course in a future semester, along with the requisite attendance, etc.
(g) For all courses completed through supplementary mode, an ‘S’ will appear on the grade card, next to the grade. For all courses, where grade is improved through improvement assessment, an ‘I’ will appear on the grade card next to the grade. For all courses completed through Supplementary-2 mode, an S2 will appear on the grade card next to the grade.
(h) Grades received through supplementary/improvement mode will not be considered for award of prizes and other mentions of academic achievement of the institute.
A student, who desires to have a re-evaluation of his/her answer papers, research project, or field work/internship performance, shall be required to apply for re-evaluation within 10 working days after the declaration of results of the semester, by paying the requisite fees. Re-evaluation means verification of grades and/or reassessment of answer papers, research project, assignments, field work/internship performance.
(i) A Committee, with the power to co-opt, shall be constituted by the Dean of the School/Chairperson of Independent Centre to consider the requests for re-evaluation of grades in courses/research project/field work/internship.
(ii) The Re-evaluation Committee will ordinarily invite a member of the faculty of the Institute to re-evaluate, unless it decides for some reason, to invite an outsider. The re-evaluator, however, will not be a member of the re-evaluation committee and he/she will not be a member of the Centre to which either the student or his/her examiner belongs to.
(iii) The Committee appointed for considering the requests for re-evaluation in theory courses/research project/field work/internship, will meet to appoint examiners based on the expertise required for requests for re-evaluation in the specific courses or the area of research/field work/internship.
(iv) Courses: Re-evaluation in courses will be:
(a) written examinations conducted by the Institute at the end of the semester,
(b) written assignments in lieu of examinations, and/or
(c) written assignments utilised as a part of internal evaluation, in addition to the examination.
The concerned faculty member, who taught the course and assessed the student, will submit a note along with the grade sheet and answer book/assignments, with a view to enlighten the re-evaluator on the course content and the emphasis given by him/her, while teaching the course, and the broad criteria followed in the assessment. The answer book of the highest, lowest and average grades shall accompany the re-evaluation answer book.
(vi) Field Work/Internship: In case of field work/internship, the re-examiner will review the following:
(a) Field work/internship recording of the student.
(b) Field work/internship diary of the student.
(c) Records of supervisory conferences submitted by the student.
(d) Supervisory diary maintained by the supervisor.
(e) Mid-term and final evaluation form maintained by student and the supervisor.
The re-examiner will meet the student concerned and get a verbal report as regards the work he/she has done. The re-examiner may also ask questions so as to assess the student’s field work/internship knowledge, skills and attitudes. The re-examiner will also meet the supervisor and get a verbal report about the student’s performance. The re-examiner will meet the student and the supervisor at a joint meeting, if necessary. When a student is placed for field work/internship in an agency, where the social worker/senior administrator of the agency directly supervises the student’s field work/internship, there is generally a faculty member who is in charge of the student’s placement. In such a case, the re-examiner may meet the supervisor and the faculty member who is in charge of the student together. The re-examiner may also meet others concerned, such as the School’s Field Work/Internship Coordinator.
(f) A student who has applied for the re-evaluation of grade points in a particular course/research project or field work/internship will be first shown the verified grade point. If the student is satisfied with the verified grade point, and gives in writing that he/she is not interested in re-evaluation, no re-evaluation will be done.
(g) A student, who applies for re-evaluation of a Semester III course(s) after the diploma has been awarded, should return the diploma certificates and the grade card. The re-evaluation will be completed within 6 months.
(h) The re-evaluation procedure will be completed within a time frame that facilitates the possibility of the student opting for an improvement/supplementary exam.
(i) A student can opt for improvement examination after the declaration of re-evaluation results, if the grade is not up to the satisfaction.
(j) In case, the student attempts to re-evaluate a failed grade and is declared failed in revaluation, then the student is expected to appear for supplementary exam.
(k) Re-evaluated grades are considered for the award of prizes, etc. of the Institute.
Pursuit of Unfair Means
(a) If a student is found copying/cheating/plagiarising in any assessment unit, he/she will be deemed to have failed in the course and will be required to appear for supplementary evaluation.
(b) If the same student is found copying/cheating/plagiarising in an assessment unit in any other following semester/s, he/she will be deemed to have withdrawn from the programme.
(c) If a student is found copying/cheating/plagiarising in a research project, he/she will be deemed to have failed in the research project and will be required either to do a research in another area with the guidance of the Guide, or opt for additional courses in lieu of research project, in the next academic year.
(e) If a student is found reporting falsely in the field work/internship recordings, he/she will be deemed to have failed in the field work/internship and will be required to repeat the field work/internship in another field work/internship agency in the next academic year in consultation with the Dean/Chairperson and the field work/internship supervisor.
Award of Diploma
(a) Students who have successfully completed their programme of study will be admitted to the degree only at the Annual Convocation.
(b) Notwithstanding anything contained in these rules, the Academic Council may, on the recommendation of the Director, by a resolution passed with the concurrence of not less than two-thirds of the members voting, withhold for such a period as they may deem fit, conferment of any degree to any successful candidate at an examination of the Institute, for reasons, which, in their opinion, justify such withholding, e.g., unruly or disorderly conduct, or violence on the Institute campuses, or conviction for an offence involving violence or moral turpitude.
Rules Prohibiting Ragging
1. Ragging in any form is strictly prohibited, within the Institute premises or any part of the Institute system, as well as on public transport.
2. Meaning: Display of noisy, disorderly conduct, teasing, excitement by rough or rude treatment or handling, indulging in rowdy, undisciplined activities which cause or is likely to cause annoyance, undue hardship, physical or psychological harm or raise apprehension or fear in a fresher, or asking the students to do any act or perform something which such a student will not do in the ordinary course and which causes him/her shame or embarrassment or danger to his/her life. Causing, inducing, compelling or forcing a student, whether by way of a practical joke or otherwise, to do any act which detracts from human dignity or violates his/her person or exposes him/her to ridicule or forbear from doing any lawful act, by intimidating, wrongfully restraining, wrongfully confining, or injuring him/her or by using criminal force to him/her or by holding out to him/her any threat of such intimidation, wrongful restraint, wrongful confinement, injury or the use of criminal force.
The following shall be the punishments for those who are found guilty of participation in or abetment of ragging. The quantum of punishment shall, naturally, depend upon the nature and gravity of the offence as established by the Disciplinary Committee or the court of law.
(i) Cancellation of admission.
(ii) Suspension from attending classes.
(iii) Withholding/withdrawing scholarship/fellowship and other benefits.
(iv) Debarring from appearing in any test/examination or other evaluation process.
(v) Withholding results.
(vi) Debarring from representing the Institute in any national or international meet, tournament, youth festival, etc.
(vii) Suspension/expulsion from the hostel.
(viii) Rustication from the Institute for periods varying from 1–4 semesters.
(ix) Expulsion from the Institute and consequent debarring from admission to any other Institute.
(x) Fine up to Rs. 25,000/-.
(xi) Rigorous imprisonment up to three years by a court of law.
While the first 10 types of punishment would be given by the appropriate authority of the Institute itself, the last punishment would be given only by a court of law.
Withdrawal of Diploma
The Governing Board, on the recommendation of the Academic Council of the Institute, by a resolution passed with the concurrence of not less than two-thirds of the members voting, can withdraw any degree, conferred by the Institute.
Withholding Conferment of Diploma/Certificate
Notwithstanding anything contained in these rules, the Academic Council may, on the recommendation of the Director, by a resolution passed with the concurrence of not less than two-thirds of the members voting, withhold for such a period as they may deem fit, conferment of any diploma/certificate to any successful candidate at an examination of the Institute, for reasons, which, in their opinion, justify such withholding, e.g., unruly or disorderly conduct, or violence on the Institute campuses, or conviction for an offence involving violence or moral turpitude.
FEES AND DEPOSITS AND OTHER CHARGES
Payment of Fees
The fees and deposits should be paid by Fee Chalaan to any branch of SBI all over India. Fees for First Semester should be paid before 30th May, 2017 and for Second Semester fees to be paid on or before 16th November, 2017, and an official receipt to be obtained.
Gerontology: A Multidisciplinary Perspective
Health and Well-being I
Health and Well-being II
Policies, Programmes and Management of Services for Older Adults
Developmental and Therapeutic Interventions with Family and Older Adults
Collective Action, Advocacy and Networking
Older Adults with Special Needs
Ageing and Media
PIDP: Personal and Interpersonal Development of the Practitioner
Field Practicum and Direct Field workshop on PTM, Creative Arts and Direct Field Work
7 Basic Courses; 2 Credited Seminar Courses
DG 1: GERONTOLOGY: A MULTIDISCIPLINARY PERSPECTIVE
This course will impart a comprehensive and holistic overview of the field of gerontology. It will explain the fundamental concepts from different disciplines such as sociology, psychology, anthropology, social work, education and economics which relate to understanding the issues of the Older Adult. The course will emphasise cognitive and attitudinal aspects of work with older adults within the human rights framework.
The student will
1. Acquire a conceptual understanding of the interdisciplinary nature of gerontology as a study of Older Adults.
2 Understand the issues which affect Older Adults.
3 Develop the ability to analyse and apply relevant approaches to work with Older Adults.
Relevance of the study of gerontology. Definition and multidisciplinary nature.
Development of the Field of Gerontology: A historical perspective; aspects in the study of gerontology, i.e., biological, social, psychological, clinical, economic security and legal advocacy.
Human Rights Perspective on Gerontology: Issues and analysis.
Demographic Aspects: Population Ageing, global trends and cross- country variations.
The Indian Scenario by region, sex, health and education levels, and the implications for the individual and economy.
Differentiating between individual ageing and population ageing.
Myths and Assumptions about Ageing: Ageism as a concept.
Theories of Ageing: Classic theories including the modernisation theory, disengagement theory and activity theory. Modern understanding on ageing. Relevance of these theories to working with Older Adults.
Approaches: Psycho-dynamic, ecological and lifespan.
Vulnerability in the Older Adult: Marginalisation due to class and caste, gender, migration, occupation and disability.
Working with Older Adults: Expectations from workers in gerontology, Defining role and functions. Specific areas — health and disability, psychological aspects (work-related, self-esteem and mental health), social and cultural aspects (social roles and support, family relationships leisure, handling technology), economic security (dependency, housing, retirement and reduction in income, unorganised sector), legal and advocacy issues (legal problems, wills, rights of older people, advocacy for legal aid).
Developmental Issues: continuum of care, institutionalisation, issues of care-giving and care-taking end of life issues.
DG 2: HEALTH AND WELLBEING I
This Course is to familiarise the student with the physical aspects of ageing and its consequences on the ageing individual and his/her family. Changes in body function and physical health play an important role in determining the available energy and adaptive skills of Older Adults. It is necessary to understand the nature of these changes as these are extensive at this stage of life.
1. Develop conceptual clarity about the nature of physical changes an individual undergoes with advancing age.
2. Gain an insight about the implications of this aspect of Ageing on an individual and the family.
Concept of Healthy Ageing; Distinction between Normal and Pathological Patterns of Ageing, Factors affecting Healthy Ageing.
Concept and Components of ‘Activities of Daily Living’ (ADL) and ‘Quality of Life’ (QoL); ‘Quality of Life Index’ (QoLI): Health-related Quality of Life (HRQoL), Quality Adjusted Life Years (QUALY) and Disability Adjusted Life Years (DALY).
Process of Ageing: Causes and Consequences.
Nature of Degeneration: Diabetes; Cardiovascular Disease; Disability-related issues: Ophthalmologic, Hearing Impairment, Dental problems, difficulties in Speech and Orthopaedic problems like Arthritis and Osteoporosis; Terminal Illnesses; Psycho-neurological issues like Depression, Anxiety, Dementia, Parkinson’s Disease, Alzheimer’s Disease.
Importance of promoting healthy methods of handling changes in physical and mental abilities in the natural process of Ageing.
Sexuality; Hormonal Changes; Menopause including Male menopause.
Nutritional Care and Healthy Living: Fitness and Activity, Physical Exercise, Weight Reduction, Balanced Diet, Immunity and Drugs.
DG 3: HEALTH AND WELL-BEING II
The psychosocial changes an individual experiences in the process of ageing have a strong impact on his/her overall sense of health and well-being. The way an Older Adult perceives himself/herself influences the way in which he/she regards the ageing process. The student will understand that each individual has a unique personality as also differing life circumstances and, hence, there are a variety of ways of adapting to old age.
1. Develop conceptual clarity about the nature of psychosocial changes an individual undergoes with advancing age.
Psychosocial Aspects of Ageing; Status of an Older Adult; Value System of an ageing individual; Cultural attitudes held by the elder as well as society at large; Financial Security; Housing and Shelter.
Recreation and Use of Leisure Time.
Changing Family and Kinship Structure; Transition in Roles and Relationships; Generation Gap; Issues of Acceptance, Rejection and Belongingness.
Self-Concept and Self-Esteem; Bereavement and Coping with Death and Dying; Grief, Loneliness and Pseudo Retardation.
DG 4: POLICIES, PROGRAMMES AND MANAGEMENT OF SERVICES FOR OLDER ADULTS
This Course will expose the student to an understanding of national and international policies. Policies are ideological sources intended as a base from which to develop programmes and to set up organisational infrastructure to deliver services. Hence, the Course proceeds from giving a macro-level understanding including the political economy of ageing to teaching the principles of management of services in the public, private as well as the NGO sector.
1. Review and analyse National and International policies designed for Older Adults.
2. Appraise the major national, state and local level programmes set up for Older Adults.
3. Interpret the ideological underpinnings with regard to types of services, in the context of the ‘rights-based’ approach.
4. Understand the basic knowledge and skills required for managing services within an organisational frame.
International policies and provisions for Older Adults in the United Nations: UN Principles for Older Persons (1991), Proclamation on Ageing and the Global Targets for Ageing (2001) and the Universal Declaration of Human Rights (UDHR, 1948).
Constitutional provisions and policies for Older Adults in India: Persons with Disabilities (equal opportunities, protection of rights and full participation) Act, 1995; National Policy on Older Persons (1999); Older Persons (Maintenance, Care & Protection) Bill, 2005; The Maintenance and Welfare of Parents and Senior Citizens Bill, 2007.
Programmes for the Older Adults over the Five-Year Plans: Welfare Schemes; Shelter and Housing; Health and Disability; Health Insurance; Pension and Retirement; Legal Aid. Issues in access to these programmes and denial of Rights.
Management of services for long and short-term stay with an emphasis on maintaining records and writing reports; budgeting and financial management; resource mobilisation and back office administration.
Programme planning, implementation, monitoring and evaluation.
Public Relations and Agency Staff Management (including system of accountability reporting and staff development).
Writing Proposals for Resource Mobilisation and Project Management.
Directories and Networks of Senior Citizens Association.
DG 5: Developmental and Therapeutic Interventions with Family and Older Adults
This Course is specifically to look at the issues of ageing individuals in the context of their immediate life environment. Hence, the Course is for preparing students to develop appropriate skills in planning and implementing developmental and therapeutic interventions. It will equip the student with knowledge and skills to create opportunities that facilitate the experience of ageing as an enriching one.
1. To understand the normative development in later life with a commitment to the well-being of Older Adults.
2. To identify the key features and relevance of the different intervention models: Therapeutic (Remedial), Preventive, Developmental.
3. To recognise and respond appropriately to the needs of Older Adults living within and away from the family environment.
4. To acquire skills for preparation of care givers to provide quality care.
5. To develop skills to design and implement need-based developmental interventions for Older Adults.
Lifespan Perspective on Human Development:
Life Transitions and related needs.
The family as a context for the Older Adult, Functions of the Family, Needs and issues of Older Adults with specific focus on economic issues and financial management, retirement and the social and emotional relationships within the family.
Productive Ageing; optimal utilisation of potential and resources.
Concept of Life Skills and its Components: Self Development; Spirituality; Ability to Relate to Others; Critical Thinking; Interpersonal Communication and Negotiation; Problem Solving; Decision Making; Goal Setting and Coping with Life Transitions (alternations in health status and other losses experienced in the process of Ageing).
Steps in designing and implementing developmental interventions: Understanding the context; Assessment of the needs of the target group; Formulation of objectives of intervention; Preparation of the programme schedule; Evaluation strategy.
Working with Older Adults
Principles Plan, Process and Techniques of working with individuals, conflict resolution in the context of familial relationships and the ‘generation gap’.
Skills for Dealing with Specific Physical Mental and Emotional Issues
Therapeutic Interventions: Physiotherapy, Yoga, Laughter Club, Respite Care, Hormone Replacement, Medicines and Exercise.
Preventive Interventions: Nutritional Care, Retirement Planning, Educational Presentations on Healthy Ageing and Lifespan Skills.
Mental and Emotional Issues
Therapeutic Interventions: Conflict Resolution, Intervention Skills, Preparation for Death and Dying, Skills for Managing Stress, Building up Self-Esteem and Self-Image and Art-based Therapy.
Preventive Interventions: Development of Relational Skills, Reminisces to Boost Self Confidence, Rise of Self as a Resourceful Entity, Skills in Assertiveness and Negotiation, Individual Rights and Re-socialisation.
Skills for Work with Caregivers
Enabling the development of appropriate attitudes in caring for older adults (viewing older adults with dignity and worth, accepting the onset of old age and subsequent physical and mental debilitation);
Education about the nature of Ageing and its impact on an individual and the family unit;
Facilitating the acquisition of skills to perform necessary roles, responsibilities for effective caregiving;
Helping to acquire appropriate attributes especially patience in caring for older adults;
Developing the ability in caregivers to accept the need for respite care and institutionalisation of Older Adults when necessary as well as to identify avenues to prevent burnout; and
Motivating caregivers to join Self Help Groups for Caregivers.
Preparing caregivers and Older Adults to deal with issues of death and dying.
DG 6: COLLECTIVE ACTION, ADVOCACY AND NETWORKING
This Course will focus on the dynamics of working with Groups and Communities. It will sensitize students to the need for advocacy and networking and equip them with skills for community engagement.
1. Understand the significance of Collective Action through Group and Community Mobilisation in the context of Older Adults
2. Understand the concept of Advocacy and Networking
3. Acquire the requisite skills for effective Collective Action, Advocacy and Networking.
Nature and Scope of Collective Action; Types of Collective Action (Groups, intra- and inter-Community mobilization); group dynamics and processes as indicators of group development.
Concepts of Advocacy and Networking.
Developing and sustaining Self Help Groups with a special emphasis on Older Women; Advocating for Creating space and integration of Older Adults in Society.
Networking with Organisations of Citizens’ Groups and those working with Citizens’ Associations.
Assignment linked to the field placement: 50%
DG 7: OLDER ADULTS WITH SPECIAL NEEDS
This course will address specific sections amongst the elderly who require special understanding and attention. In our country the significant groups who comprise these amongst the elderly are women, rural and tribal elderly, and victims of abuse and neglect that socially and economically deprived groups such as SCs and STs, and those living in hilly and inaccessible areas.
1. Develop a perspective on the socio-economic-political causes leading to marginalisation of groups such as women, rural and tribal elderly and others mentioned above.
2. Acquire a conceptual understanding of abuse, neglect and exploitation of older persons.
3. Critically look at programmes and services offered to these special groups and suggest measures to strengthen/address and to improve the same.
Overview of socio-economic development, since 1947, and its impact on rural elderly and socio-economic deprived groups such as Scheduled Castes, Scheduled Tribes and Women.
Rural and Scheduled Caste Elderly: Demography, nature of regional differences, Rural Society and caste discrimination, labour relations, migration, ageing in villages, economic security with an emphasis on landless latent and unorganised labour. Governmental and non-governmental schemes for rural elderly.
Tribal Elderly: Political, economic and social factors associated with tribal society. Concepts of empowerment and self governance and status of the tribal elderly, exploitation and about relations. Governmental and non-governmental schemes.
Elderly Women: Patriarchy in society and its implication for older women, demographic profile, physical and mental health for older women with emphasis on health as a human right issue, economic security of older women.
Elder Abuse: Conceptual understanding (Definition) of Maltreatment (abuse, neglect, violence and exploitation) of Older Adults.
Typology of Elder Abuse: Physical abuse, Economic abuse, psychological abuse.
Characteristics of victims based on gender, marital status, health, chronological age, substance abuse, living arrangements, psychological factors, problem behaviour, dependence isolation, etc.
Assessment of Maltreatment (skill of identifying the symptoms of maltreatment).
Interventions at the preventive level (emphasis on public sensitization, developing appropriate public attitudes and advocacy) and therapeutic level.
Social and Mental Health consequences of maltreatment.
SEMINAR COURSE (DG-SC)
Duration: 90 Hours
Weightage: 6 Credits
The Seminar Courses are designed for enabling students to integrate classroom inputs into their repertoire of knowledge and skills in a practical manner. Thus, the Seminar Courses offer a wide gamut of Experiential Learning opportunities to strengthen their competency for effective work with Older Adults. Seminar Courses have thus been proposed as follows:
DG–SC I: AGEING AND MEDIA
Along with the Family, School and Peers, Media is an important agent for socialisation. It has the potential to shape thoughts and impact attitudes. Also, it can mobilise people in a desired direction. This course will expand the students understanding of how Media stereotypes Older Adults and their issues. It will equip the student to appropriately use Media in breaking such stereotypes and advocate an image that portrays Older Adults as distinct and resourceful.
1. Develop a perspective about semiology so as to apply the insights and methods thus obtained to critically examine how ageing and the elderly are represented in a range of media.
2. Understand the scope and possibilities of media advocacy, with special focus on issues pertaining to the aged.
3. Learn the use of media advocacy techniques with focus on the print media.
4. Gain insight about the basic principles of visual design, with focus on designing posters.
Critical Analysis of Media Representations of Ageing
Introduction to semiology, sign, codes, texts
Analysis of selected texts: Commercials, feature films, print media.
Media Advocacy on issues of ageing
Introduction to media advocacy
Print media advocacy: Writing press releases, holding a press conference, etc.
Group exercise in working on an issue.
Introduction to visual design
Principles of design
Layout and types
Designing different types of posters.
Individual Assignment in Critical Media Analysis (40%).
Group assignment in media advocacy on a relevant issue (40%).
DG–SC II: PERSONAL AND INTERPERSONAL DEVELOPMENT OF THE practitioner
Rationale for the Course
Effective practice requires deep insight into one’s self both as a person and as a professional. It becomes vital to understand the interplay of the personal and professional selves of the individual. In order to be able to do so, a counsellor should be equipped to look into one’s self, introspect, and gain insights into one’s functioning and skills of interaction. The counsellor needs to be aware of his/her values/attitudes/prejudices related to caste, class, gender, well-being, health and disability and ways in which these influence the counselling process. This self-awareness is expected to sharpen and enhance one’s intuition and empowers the counsellor to be sensitive to one’s own strengths and needs, and, thus, be more effective in understanding that of the others. This is done in the context of the socio-cultural environment from which one comes, and influences the personal and professional self of the individual.
Helping professions, counselling mandate the use of self as a tool for building and maintaining relationships as well as bringing about change. Enhanced understanding of the self would ensure the conscious use of self in the counselling process and enable greater efficiency on the part of the practitioner.
Objectives of the Course
To gain an understanding and enhanced awareness about the self.
To encourage a continuous process of self-reflection and critical self-analysis.
To understand components such as communication, emotions, and values that influences the self.
To appreciate the role of the self in relationship building and maintenance.
To understand the social and cultural factors that influences the development of the self.
To be able to make connections between the personal and professional self.
Understanding the self, strengths and attributes; self-awareness; communication patterns and styles, body language, feedback, space; understanding personal style; emotional regulation and display.
Detailed Course Contents
Unit I: Self
Understanding the self-strengths, attributes review, talents, gifts, johari window. self-awareness/exploration, values, beliefs, prejudice, stereotypes. (5 hours)
Weaknesses and problem areas of the self, areas of improvement, scope for change. (5 hours)
Factors which help determine the self: family peer group, media, gender and sexuality, disability, caste, class, life experiences. (self-study)
Unit II: Communication
Patterns and styles of communication, congruence between thinking, feeling and doing. Blocks in communication. Sharpening awareness of others, active listening and responding/reflecting skills, asking questions. Body language and gestures. Control, authority, power and assertion. Negotiation. Territoriality and use of space. Using silence. Giving and receiving feedback.
Unit III: Emotions
Handling emotions of self and others, emotional intelligence, emotional display and regulation.
Unit IV: Boundaries and demarcating boundaries in the counselling situation
Unit V: Teamwork
Field Instruction provides an opportunity for students to integrate theory with practice. It is here that the experiential nature of the learning process comes to life as students have the opportunity to test out in ‘reality’, the relevance and applicability of knowledge, values and skills obtained in the classroom. Thus the Field Practicum enables students to undergo the complete Experiential Learning Cycle by moving from the ‘concrete act of doing’ to ‘making observations’ for ‘reflection’ and ‘developing insights’ to decide on ‘action plans’ that once again can be verified in the real world for effective practice.
Further, it offers avenues for reviewing the quality of interventions in the practice arena along with the opportunity for examining one’s own knowledge, values and competency in a practical setting.
Fees and Deposits
Computer Infrastructure Use
Equipment Security Deposit
Students Medical Insurance Premium
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