Centre: Centre for Lifelong Learning
Medium of Instruction: English
Education : Minimum Std. XII( Any discipline or equivalent to 12th) , with one year experience in youth interventions.
Age : Minimum 21years.
Duration of the Course: One year, Part-time Programme:
Fridays from 6:00 pm to 9:00 pm; and
Saturdays from 10:00 am. to 6:00 pm
Last Date for Submission of Application by Post or in Person is 31 March, 2017, and the Interviews will be held on April 19 to 22, 2017. The Interview Dates will be intimated to the eligible candidates through call letters.
CLICK HERE TO APPLY
DYDSC New Year Flyer 2017
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
About Centre for Lifelong Learning
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
Post Graduate Diploma in Counselling
Diploma in Gerontology
Diploma in Youth Development and Social Change
Diploma in Dance Movement Therapy
Certificate Course in Geriatric Care
Certificate Course in Oncological Care Giving
II. Design and Conduct Customised Short-term Programme.
Some of the current and proposed programmes are in the thematic areas of,
Participatory Training Methodology
Teachers as Mentors
Self-Development and Communication Skill
Developing Leadership Skills for NGOs
Counselling at the Workplace
'Nirantar' ...a Space for Lifelong Learning'
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
Building Capacities of Researchers in South Asia for Publishing in Academic Journals; COMPARE Writing Workshop
Skill Building Workshop : OTO with NUSSD Programme Officers
Training of Trainers Programm on Youth Leadership and People Skills
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.
DIPLOMA IN YOUTH DEVELOPMENT AND SOCIAL CHANGE
Youth form an integral part of any society, and are part and parcel of the development process. India is a young nation, where the youth comprise of more than 40% of the Indian population. India is one of those developing countries which boasts of a youth bulge, which ensures that the absolute number of births will rise even if couples have fewer children. As per Census of India 2001, the size of youth population in the country was 422.3 million, with 219 million males and 203 million females comprising of above 41 percent of the total Indian population. Youth population in the age group 15-34 years is expected to increase over the coming years as per the population projections. The youth population is expected to increase by 77 million while during 2011-21 the number would increase by 34 million.
Till a decade back, youth was never a group which was taken seriously. Their issues were either combined with child welfare programmes [adolescents] or schemes and services for adults [work]. It is only in recent years that that they have been brought into focus and considered a group with specific needs and competencies by the state, policy makers, and civil society.
Definition of youth
Definitions of youth have changed continuously in response to fluctuating political, economic and socio-cultural realities. Globally, there has been no standardized definition of youth-hood as a stage of human development. It has been highly debated in terms of age and characteristics, and has been defined differently in different cultures and societies. The National Youth Policy of 1983 defines those in the age range of 13-35years as youth , while the National Youth Policy of 2014 includes those in the age group of 15-30 years as youth . This age range would have differing social roles and requirements, and, hence age group is divided into two broad sub-groups of 13–19 years[adolescents] and 20–35 years [youth]. In other definitions, the age span of 15-25years is often referred to as Youth, and the age range of 25-35years is considered young adulthood ( UN World Plan of Action for Youth; Commonwealth).The National Youth Policy document of 2003 covered the age group of 13-35 years.
The legal definitions of children, adolescents and youth vary according to the roles expected, and the services to be provided. The Convention for the Rights of the Child defines a child as those up to the age of 18years, which overlaps with the definition of youth. The ICDS considers its beneficiaries [adolescent girls] as those between 11 and 18 years; the Reproductive and Child Health programme defines adolescents as being between 10 -19 years. The legal age for voting in the Central and State elections is 18 years, while the permissible ages for marriage are 18years and 21 years for girls and boys respectively. .
Rationale for the Diploma in Youth Development for Social Change
There are several organizations and individuals who are directly or indirectly engaged with youth development. As stated earlier, nearly all the FAPs of the TISS are engaged with youth and issues [e.g., Prayas with under trials; Koshish with youth beggars; HUM which promotes a youth forum; Sathi which works on health issues; CARAT on HIV/AIDS]. Projects like the interventions with NSS students, the M-Ward project and the vision of the School of Vocational Education also emphasis engagement with youth. Considering the complexities of change and its effects on youth hood, it is felt necessary to offer a certified training for those who are working with youth in various capacities. In addition there could be those youth who feel that they would like to understand their own peers and work towards creating an youth force in the country working towards change.
OBJECTIVES AND LEARNER OUTCOMES
Overall objective: To provide certified training to those engaging with youth, and youth themselves, in order to maximize social change through youth development and empowerment
Specific training objectives
1. Provide knowledge about the issues related to youth, and enable the trainees to contextualize these issues and gain critical awareness of challenges in today’s world.
2. Help the trainees to reflect on the institutions/policies/cultural beliefs that influence the lives of youth in the process of effecting desired change.
3. Provide the trainees with an understanding of the range of practice skills required when intervening with youth.
4. Build capacities of the trainees to empower youth to identify their rights and responsibilities and facilitate their participation in issues affecting them.
5. Help trainees to understand and identify with the value framework underlying the concepts of social development and the direction of social change.
Learning Outcomes or Competencies
At the end of the course, the trainees would be able to
apply the learnings and upgrade their skills, in their interventions with youth at their current work situation;
be motivated to reach out to youth populations and use their training to empower large number of youth, through awareness and skill training.
utilize the learning experiences during the course, for their personal growth and transformation.
Thematic Representation of Knowledge and Skills for the Course
The overarching perspective would be integral to the entire curriculum, and would be based on the
Human rights perspective and practice
Constitution of India
Vision of TISS
Core values: human dignity; peace; social justice, sustainability; democratic and participation; equity; acceptance of diversity and non-discrimination; people-centred.
The dimensions of wellbeing and participation will be addressed in relation to the different categories of youth based on location, gender, class, caste , and ability
All the themes will have a strong element of self introspection and awareness.
The students will be able to reflect and process the knowledge domains and gain skills as shown in the table below. There will be a greater weightage on skills outcomes.
Youth and Development
Concept of development; Global and India’s approaches to development; position of youth in development processes; globalization and impact on youth ; processes of marginalization and exploitation caused by the approach to development
Cognitive and analytical skills to process information and arrive at a personal understanding of ‘development’
Policies and programmes
National Policies and programmes related to youth ; key international policies, programmes and action plans .
Gain skills to read a policy, and the steps to formulating a policy
Youth Identity and Construction of youth-hood
Construction of Youth hood from different perspectives; characteristics of youth; heterogeneity of youth ; formation of personal and social identity;
Cognitive and analytical skills for understanding youth-hood from various lens. Ability to begin a process of self reflection and self awareness
Dimensions of Growth
Family life cycle and the role and relationships of youth at each stage.
Planning and implementing family life education programmes; counselling skills for youth at each stage –pre- marriage, marriage, parenting, elderly
Formal , non-formal, higher education, continuing education; concept of a learning society
Planning and implementing life skills education; non-formal programmes
Concept of health and healthy living; nutritional needs of youth; reproductive health; mental health; policies and schemes; HIV/AIDS; crime;
Awareness and counselling for specific health issues such as HIV/AIDS; drugs; contraception. Beginning assessment of mental health symptoms; peer counselling;
Work as economic participation and contribution to society; Situational analysis of livelihoods and unemployment; opportunities for youth employability; entrepreneurship; policies and schemes; work and social identity
Financial literacy, skills for starting a social and financial entrepreneurship ; accessing finance ; career counseling; training module for career planning – finances, goal setting; literacy; financial literacy, computer skills, life skills
Culture and Lifestyle
Scope and Impact of media; social networks; indigenous culture and local art forms
Creative use of media; use of art based interventions
b) Citizenship and Participation
Civil society initiatives and movements; Social advocacy and social action
Skills in social action ; media advocacy;
Social and Political
Factors creating Conflict at the local to global levels; concept of non-violent social change; role of youth in social and political change; peace initiatives;
Conflict resolution skills; conscious peace building skills; building a peace culture in organizations
Skills for Development Practice
The students will gain competencies in the core practice skills required for working with youth. These include: communication; relationship building; building resilience; work with individuals, groups, communities; skills for working in and with organizations; mobilisation and social action skills; skills related to collection and interpretation of data; art based interventions.
COURSES AND METHODOLOGY
Principles for Training
The training would be youth centred, wherein youth would be viewed as
A group that has specific life goals and tasks related to their stage of growth (e.g. education, identity, work, family).
A group that can be mobilized for social and cultural change (e.g., participation in societal issues).
All categories of youth would be included in the curriculum. However, there would be a greater emphasis on groups that are marginalized and vulnerable. The courses will also address the needs of different categories of youth based on location, gender, class, caste, and ability. Emphasis would be on youth in the age groups of 20-30 years of age.
(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.
TISS had set up a Student Cell in 1986, with the financial assistance from the then Ministry of Welfare, government of India, to assist the students from the Scheduled Castes (SCs) and Scheduled Tribes (STs) for improving their academic performance and optimizing their development in their personal and social life at the Institute. In 1988, the Institute obtained approval of the University Grants Commission to set up a Special Cell for SCs and STs, which started functioning in 1989. Recently, the Institute has incorporated the Other Backward Classes (OBCs) and the Persons with Disability (PWD) into the Cell with similar objectives.
The Cell is headed by a Liaison Officer on behalf of the Cell facilitates the overall welfare of the students, staff and faculty belonging to these communities. Besides him, the Cell consists of a Section Officer and a Statistical Assistant.
For further details please contact Liaison Officer, Prof. Vijay Raghavan (Ext. 5461) and or Section Officer, Mr. Vinayak Shinde (Extn. 5233).
Scheduled Caste, Scheduled Tribe and OBC Candidates
As per the GoI requirements, 15%, 7.5% and 27,% seats are reserved for SC, ST and OBC candidates, respectively, in all the programmes.
Persons With Disability (PWD)
3% seats are reserved for PWD of which 1% each is reserved for (a) Low Vision/Blindness, (b) Hearing Impairment, and (c) Locomotor Disability/Cerebral Palsy.
REQUIREMENTS FOR PASSING the DIPLOMAS IN youth development and social change
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.
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.
A grade point of 4.0 is the minimum requirement for passing in Individual courses, including in fieldwork/ internship/research project. A minimum grade point average (GPA) of 4.0 is required for passing in a Semester. Letter Grades and corresponding qualifying descriptions and grade point range are given below.
Level of Performance/Competence
Grade Point Range
Outstanding Performance-demonstrating high level mastery and ability to apply concepts to new situations
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
3.0 - 3.9
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-completion 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)
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:
written examinations conducted by the Institute at the end of the semester,
written assignments in lieu of examinations, and/or
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:
Field work/internship recording of the student.
Field work/internship diary of the student.
Records of supervisory conferences submitted by the student.
Supervisory diary maintained by the supervisor.
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 offense 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 offense 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 offense involving violence or moral turpitude.
FEES AND DEPOSITS AND OTHER CHARGES
Payment of Fees
The fees and deposits should be paid by Fee Chalan 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 16, November 2017 and an official receipt to be obtained.
FEES FOR DIPLOMA in Youth Development and Social Change
Fees and Deposits
Library Deposit (Refundable)
Computer Infrastructure Use
Equipment Security Deposit
Students Medical Insurance Premium
The two Mumbai Campuses of TISS — the Main Campus and the Malti and Jal A.D. Naoroji Campus Annexe — are both located in Deonar in the North-East Section of Greater Mumbai. The Main Campus is situated opposite to the Deonar Bus Depot on V.N. Purav Marg (also earlier known as the Sion–Trombay Road). The Main Campus houses most of the Schools, Centres and the Administration. The Naoroji Campus is situated off V.N. Purav Marg on Deonar Farms Road.
The nearest local railway station is ‘Govandi’. State Transport (ST) buses from Kolhapur, Solapur, Goa, Pune, and other cities pass by the Institute and the nearest ST bus stop is ‘Maitri Park’. The BEST bus stop near to TISS is ‘Deonar Bus Depot’.
Location Bus Routes
From Dadar Station : 92, 93, 504, 506, 521 (all Ltd.)
From Chhatrapati Shivaji Terminus (CST): 6
From Bandra Station 352, 358, 505 (all Ltd.) and 371
From Kurla Station 362 and 501 Ltd.
Taxi Fares (Approximate)
Dadar to TISS : Rs. 170/-
CST to TISS : Rs. 260/-
Bombay Central to TISS : Rs. 280/-
Bandra to TISS : Rs. 190/-
Kurla to TISS : Rs. 70/-
Fax : 91-22-2552 5050
E-mail : email@example.com
URL : https://admissions.tiss.edu
1. TISS Care
Tel. No.: 2552 5252
For further information, please contact or write to:
2. Prof. Nasreen Rustomfram
Centre for Lifelong Learning
Tata Institute of Social Sciences
V.N. Purav Marg, Deonar, Mumbai - 400 088
Tel. No.: 2552 5681
E-Mail : firstname.lastname@example.org
3. Section Officer Short-Term Programmes Tata Institute of Social Sciences V.N. Purav Marg, Deonar, Mumbai - 400 088. Tel.: No.: 2552 5253 E-mail: email@example.com Fax: 91-22-2552 5050 URL: http://www.tiss.edu
4. Centre for Lifelong Learning Veena Shinde firstname.lastname@example.org Ritesh Vaity email@example.com Tel. No.: 2552 5682
The courses are largely aligned to the thematic areas mentioned earlier. However, there are certain areas of knowledge and skills which are merged with certain themes, or integrated with the skills courses.
Youth Identity and Development
Family & Health
Education, Work & Livelihood
Personal and Interpersonal Development of the Practitioner
Participatory Teaching Methodology for Development
Creative Arts for Development
Youth Gender and Sexuality
Citizenship and Participation
Programmes, Policies, Schemes and Services for Youth
Skills for working with Youth
Youth and Crime
Total: 22 credits
Field Practicum [could be related to the electives the student selects]
DYDSC 1 : Youth Identity and Development[2 credits]
This course gives an overview of the status of youth in India and the systems & issues influencing their development. It also looks at the construction of youth-hood from different perspectives and disciplines.
To understand the development paradigm in India and Global Scenario relation to youth
To develop a holistic profile of youth in India and the construction of youth-hood from different perspectives.
To gain insights into the critical issues affecting youth and to understand the influence of societal systems on youth.
To develop sensitivity to youth in the marginalized and vulnerable populations.
To understand the processes of identity formation in youth.
The development paradigm: national and global scenario in relation to youth
Definition of youth: UN; WPAY; NYP; various schemes
Youth culture: young people’s participation, understanding and meanings of subcultures, life- styles, and identity
Situational analysis of youth in India: Characteristics of youth based on location urban, rural, tribal; role: student ,non-student, ; gender; class; caste; ability.,
Construction of youth-hood at the national and global levels : key ideas and debates on youth from several perspectives such as, in the social sciences, psychology, feminist ideology and sociological.
Identity formation and significance in adolescence and youth-hood.
Influence of societal systems on youth: Family, Education, Health, Work, Politics, Media, Information technology
DYDSC 2 : Family and Health
This course will familiarize the students about the significance of Family as an institution, and the roles and relationships that the youth experience as a member of a family. This course will also familiarize the student with the health situation of youth in the country, and the major health issues facing the youth. The concept of health will include physical, mental, nutritional, and reproductive health.
Understand the family life cycle and the significance of each stage in a youth’s life.
Gain skills for conducting family life education programmes.
Understand the concept of holistic health and need for healthy living.
Comprehend the various aspect of health- physical, mental, nutritional, reproductive health
Understand concepts of deviance in relation to health and consequences such as crime, substance abuse.
Conceptual understanding of ‘family’ as a social institution – types of families in India; laws and policies related to the family in India.
Family life cycle and the role and relationships of youth at each stage- pre-marriage; marriage; parenting- child, adolescent; responsibilities for the elders; changing roles and relationships at each stage.
Family life education : Planning and implementing a family life education programme; counselling skills for youth during the family life cycle.
Concept of health and disease ; common illnesses of youth [anemia; T.B.]; disability;
Nutrition and health : causes of malnutrition , measurements of positive health -BMI,
Introduction to reproductive health : maternal health, mortality and morbidity, reproductive rights; contraception; youth sexual and reproductive health behaviour and risks; issues related to adolescent health
Concept of mental health- shift from mental illness to mental health; common mental disorders; suicides; substance abuse;
Policies and programmes : Brief exposure on National health policy, reproductive health policies and programmes; mental health policy; National Population policy ; access and utilization of programmes.
DYDSC 3 : Education, WORK and LIVELIHOOD
In this course, the student will be able to comprehend the various systems of learning, through the formal, non- formal, informal systems of education. He/she will understand the specific significance of lifelong learning in today’s context. The course also aims to understand the significance of work to a youth’s identity and well-being. It looks at the specific challenges created by the global market and the newer forms of livelihoods, with emphasis on entrepreneurship.
Understand the different systems in India for education with emphasis on Non Formal Education/Secondary and Higher Education
Comprehend the importance of lifelong learning in today’s context. To gain an understanding of the trends related to the status of work ,work participation, and opportunities for youth employability.
To know the factors which support/inhibit choices for youth in terms of nature and forms of work and the effects on youth identity, aspirations, life goals and well-being.
Situational analysis of livelihoods and unemployment.
To gain information about the policies and programmes for youth in relation to work.
To be exposed to civil society initiatives related to youth and work.
To gain an understanding and skills about social and financial entrepreneurship.
To gain skills for career counselling-workshop
Concepts of learning, teaching and education; purposes of education -knowledge, values, action.
Education in a democracy and as a tool for social change.
Types of learning : formal , non-formal and informal . The formal system of education in India. Vocational education.
Lifelong learning and the concept of a learning society.
Status of work and employment in India. Factors which influence the opportunities for youth work and the choices available to them - location, political, socio-cultural factors Work and social identity, and effects of unemployment in terms of economic, physiological and psychological health.
Social and financial entrepreneurship: Financial education; need for social and financial empowerment; consumer choices and its implications on personal economy; society; environment, various schemes for access to finances, savings, budgeting and social enterprise, financial products and services, planning and budgeting tools, skills to understand financial statements.
Skills for starting an enterprise.
Career counselling; career exploration, career change, personal career development and other career related issues,understanding aptitude, personality, interest and skills.
DYDSC 4 : Citizenship and Participation
This course believes in the power of youth as mobilisers of change and focuses on their role in community building and collective action through voluntary action. In this course, the student will learn about the significance of youth participation as a dimension of growth and development. She/he will be exposed to various civil society initiatives and movements using social action. This course will address the concept of peace and the causes of conflicts at the personal, community, and national levels, and will help participants understand and participate more effectively in movements for non-violent social change.
Be convinced about the need for youth participation for self-growth and contribution to society and social change.
To understand the skills and tools required for mobilising youth for social change
To understand the skills required for volunteer management
Understand the factors creating conflict and the need for peace initiatives.
Be exposed to civil society initiatives and movements and the strategies used.
Concepts of citizenship and participation: political and social participation; roles and responsibilities as citizens.
Civil society initiatives and movements and strategies used
Factors which create conflict at the personal, community, and national levels.
Skills for mobilisation of people, and social action – awareness, advocacy, lobbying, networking, use of media, strategies for protest, policy intervention.
Skills for creative and non-destructive ways conflict resolution, and live in harmony; theories of non-violence
Rights based approach to interventions; instruments and strategies: RTI, PIL,
Building volunteerism among youth
Political engagement of youth: historical understanding of democratic politics in India; party and non-party engagements;
Programme cycle: Programme planning, Implementation, Monitoring and Evaluation
DYDSC 5 : Programmes, Policies, schemes and Services for Youth
This course will examine briefly the various federal and state policies designed specifically for youth. Students will examine how and why policies are constructed. They will learn now to evaluate existing state and national policies and gauge the factors that contribute to, or act as, barriers to the desired goals.
The course will give an understanding of the schemes available for youth group and will also discuss the theoretical, methodological, and pragmatic issues involved in conducting youth programmes.
To understand the concept of social policy and its impact on youth development.
To be aware of of the Policies for Youth in the country and at the International level.
To know the Government Schemes for youth
To know the relevant legislations when working with youth
Understand the role of policy, legislation and gain skills in studying these and steps in policy formulation.
Social policy : concept , scope and impact
The need and relevance of a youth policy
National Youth Policy in India -its objectives, focus areas, and implementation
International instruments influencing the youth e.g,. the MDGs,UNWPAY
Structure of governance and relevant legislations pertaining to youth – RTI, National Skills Commission
Government schemes for youth; issues involved with these schemes.
Programmes for Youth; various developmental and preventive strategies and programmes for youth; Contribution of NGOs and NGO Networks in the field of education, health and recreation of Youth, NSS, NCC, Nehru Yuva Kendra, Youth clubs, Scout, Guides .
DYDSC 6 : Youth, Sexuality and Gender
This course is designed to prompt an exploration of common behaviours and attitudes towards sexuality and gender differences. This course aims to improve the ability of participants to reduce gender inequalities in their various homes, organisation and communities. The course also gives an understanding of how race, class, and sexual orientation and gender intersect with each other to create social meaning and political impact.
At the end of this course the learner will be able to
To develop an understanding and perspective on patriarchy
Identify the manifestations of patriarchy and consequences on gender inequity.
Be aware of the link between sexuality and violence, and be sensitive to the factors causing violence against women .
Youth and sexuality: sexual development and experiences; Sexual preferences, variations, roles, power, exploration, sex education. Contemporary perspectives on the study of gender and sexuality, LGBT population
Sexuality : concepts of sex and sexuality; sexuality and violence; sexuality and power, class, caste.
Social construction of gender; gender and identity, basic concepts in gender studies, gender development
Issues of rape, pornography, trafficking of female youth and initiatives to confront these.
Regulation of sexuality and reproduction by the State.: contraception, moral policing, consumerism
Working with women and feminist practice : principles of feminist practice; gender audit; interventions with trans-genders, LGBT groups, women in prostitution. ; civil society initiatives and movements Legislation, policies, programmes and schemes for women : CEDAW, Domestic Violence Act
DYDSC 7: Youth and Crime
This course aims to explore patterns of offenses committed by young people. It also tries to examine theories which have been put forward to explain offending in childhood and adolescence; and assess the interventions and institutions which have been developed to deal with youth crime. The course will also try to critically examine the criminal justice system existing in our country.
This course will attempt to familiarize the learners with the importance and relevance of crime prevention especially in the context of young offenders.
To understand a few theories dealing with youth deviance.
To understand crimes committed by young persons and the reasons for the same, especially in the Indian context.
To understand the structure and functioning of the criminal justice system in India, and correctional policies and programmes.
To reflect on the crime prevention strategies in the global and Indian context.
Youth in conflict with law; youth in conflict areas
Concept of youth deviance; major theories in delinquency and youth deviance, and high risk behaviour
Criminal Justice System - The legal framework; Indian Penal Code, Code of Criminal Procedure and Evidence Act, The system - police, prison, judiciary and corrections. Rights of persons arrested. Issues and trends in Juvenile and Youth justice; issues and strategies in providing services to youth.
Crime prevention; relevance of crime prevention in context of globalization, combating cyber crimes, terrorism, drug trafficking, family and community role in prevention.
Seminar Courses (SC)
Duration : 120 hrs.
Total Credits : 8
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 course offer a wide gamut of experiential learning opportunities to strengthen their competency for effective work with youth. Seminar courses have thus been proposed as follows:
SC 1 (2 credits) - Skills for working with Youth-I: Personal and Interpersonal Skills as a Practitioner
SC 2 (2 credits) - Skills of working with Youth-II: Core Practice Skills for Working with Youth
SC 3 (2 credits)-Skills of working with Youth-III: Participatory Training Methodology for Development
SC 4 (2 credits)- Skills of working with Youth-IV Creative Arts for Development
SC 1: Personal and Interpersonal Development of the Practitioner [2 credits]
Engaging with youth and development work requires the practitioner to have insights into oneself and as a worker. Working with people also mandates the use of self as a tool for change . Hence, this course helps the student to consciously reflect on oneself ‘ performance to enhance practice skills.
Gains an enhanced understanding of self and is able to engage in self reflection.
Is sensitized to the values framework when working with youth
Realizes the need to recognize stress and time management and learn ways of stress management
Recognises the links between personal and professional self and behaviours
Self as an instrument of Change :Understanding the self; strengths and attributes; self-awareness; physical, emotional, social, intellectual and spiritual self.
Self and the other: relationships; prejudices and stereotypes, Values and beliefs;
Value framework for youth work; ethical dilemma;
Communication patterns and skills ; blocks in communication; skills for giving feedback; non violent communication.
Emotional self , management of emotions, emotional intelligence
Skills for Stress and Time Management
SC 2 : Core practice skills for working with youth
This course believes in the power of youth as mobilisers of change and focuses on their role in community building and collective action through voluntary action. It focuses on the skills required for mobilisation of people at the community and linking with other initiatives towards large scale change.
This course focuses on the core people skills that a practitioner requires in youth work. This would include working with youth at an individual level, in groups, communities and large youth populations. These skills would enable the student to function effectively at the micro level and also at a larger macro level. These skills will be understood in the context of human rights practice principles
Understand the human rights practice framework
Understand the skills and tools required for mobilising youth for social change
Gain skills for working with youth at the individual, group, community and organization levels.
Gain skills for working with a variety of groups
Gain skills for working with youth in a community setting
Gain skills for working in an organization
Perspectives for interventions: human rights practice, Eco-systems model; strengths approach
Phases of work : initial , assessment, problem solving, termination , evaluation, follow up and transformation.
Skills of individual work with youth: basic skills of developmental counselling
Working with youth groups: significance, definition, types of groups. Use of programme media; group phases and dynamics; principles and techniques of group work
Interventions in a community context: concept of a community; analysis of a community; community dynamics- leadership, power, control, politics of participation,role of youth groups, strategies of community organisation
Programme Cycle skills
SC 3 : Participatory training methodology for development
This course would focus on skills related to training and group empowerment . These would be specialized modules related to the thematic areas of the course. The modules would relate to life skills education which is based on the principle of lifelong learning.
Methodology: The skills will be taught through workshops which will be experiential in nature.
Be able to develop and implement a programme for life skills education.
Be aware and gain beginning skills to use participatory training technology
Steps in planning and implementing a life skills programme.
Participatory training technology
SC 4 : Creative Arts for Development
This course recognizes the role of art forms in social change. It will impart the knowledge and skills of the systematic use of art forms to learn about oneself and to be able to be comfortable with oneself.
Be able to develop and gain art based skills
Be able to apply basic components of art based interventions
Types of art forms: chief features and the scope of utilizing them.
Art based interventions/therapies – dance, music, drama, story telling, painting and drawing.
Field Practicum [FP]
A distinctive feature of the diploma programme is the emphasis laid on the Field practicum. Field practicum enables the students to integrate and reinforce the knowledge acquired in the classroom with actual practice in the field under competent supervisor. It offers avenue to the students to test out in reality what is actually learnt in the class, its a complete experiential learning process.. These strategies focus on observations, reflections and developing insights , and also aims to intervene and plan strategies in the practice area.
The learner will be placed in an agency/setting which engages in at least one of the thematic areas of the Optional Courses selected by her/him.
Duration : 240 hrs
Weightage : 8 credits
At the end of the field practicum the learner will be able to;
Apply knowledge and skills obtained in the classroom based on ‘human rights framework” on making appropriate interventions.
To understand the agency/organization: its philosophy, structure, functions, activities, and its resource base
To develop an understanding of the problems and opportunities in working with diverse populations and with youth population in particular
To develop the self awareness necessary to assess ones own values, attitudes, feelings, strengths, limitations, interests and performance.
Field Practicum has several processes through which the learner have to move towards completion of learning of field realities and developing requisite skills to address them.
Field Work: will consist of supervised placements of students in a variety of settings. A continuous performance assessment of student fieldwork will take place through learner recordings supervisory reports from the field supervisors. There will be final evaluation of the learners performance guided by prescribed assessment tools.
Total Fees : Rs.25,400/-
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