Centre: Centre for Lifelong Learning
Medium of Instruction:- English
Eligibility:- Minimum Std. XII
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About the 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.
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
Duration:- The learner may join at the Std. XII level and will have the option to exit after earning a 'Certificate degree' in one semester. The successful completion of a 2 semester programme would lead to the award of the Diploma.
Thus, the course will be offered in a ladder manner, from Certificate level to a Diploma.
Mode of delivery
The course will be offered;
a)In Open and Distance mode
The Certificate course will be offered in contact mode.
The Diploma will be offered through on line mode.
Youth form an integral part of any society, and are part and parcel of the development process. As per the Census data of India 2011,India is a young nation, The adolescent and the youth population constitute a critical segments of the Indian population as the future demographic, social, economic and political development depends on them.
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. Therefore, investing in them seems to be the best way to leverage the nation’s competitive advantage for reaping the benefits of the demographic dividend.
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 18 years, 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 Leadership and Social Change
Ministry of Youth Affairs and Sports has collated eight flagship programmes under one scheme entitled Rashtriya Yuva Sashaktikaran Karayakram (RYSK). The programmes included under these are; Nehru Yuva Kendra Sangathan (NYKS), National Youth Corps (NYC), National Programme for Adolescents Development (NPYAD), International cooperation (IC), Youth Hostels (YH), Assistance to Scouting & Guiding Organisations, National Young Leaders Programme (NYLP), National Discipline Scheme (NDS). Apart from these, the National Service Scheme(NSS) and Rajiv Gandhi National Institute of Youth Development (RGNIYD) are critical youth programmes of the Government in India.
The RYSK will now act as the flagship umbrella programme of the department, for empowerment of the youth to enable them, to realise their potential and in the process contribute to the National building processess. All these programmes definitely require manpower at the grass roots to run them.
Apart from these programmes since the last five years increasing importance has been given to Skill Development and Employment programme for youth. The National Skill Development Corporation and National Vocational Education Training under the National Skill Development Mission are strongly spearheading skill programmes for youth. The potential for employment at the grass root level for Diploma holders in youth development is very high.
Further, there are several Organizations and Individuals who are directly or indirectly engaged with youth development work. Nearly all the FAPs of the TISS are engaged with youth and issues [e.g., Prayas with under trials; Koshish with youth beggars; Sathi which works on health issues; Projects like the interventions with NSS students (NUSSD), 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/ youth workers in various capacities.
hence the summary;
Youth workers who work with government, non government, educational, and other organisations; provides support to young people throughout adolescence. Some youth leaders/workers who focus more on organising and running structured programs, while others having a less structured role perhaps focused on providing psychological support for a particular youth demographic (eg. unemployed youth, young offenders, homeless youth, etc.
Objectives and Learner Outcomes
Overall Objective: To provide certified training to youth workers, in order to promote the understanding and practice of social change through self empowerment and development of leadership qualities..
1. Provide knowledge about youth issues and challenges, thereby contextualize these issues and challenges in contemporary India.
2. Develop analytical skills so that learners may begin the process of critically reflecting upon the institutions/policies/cultural beliefs that influence youth and their lives in the process of participating in social change.
3. Build leadership capacities of learners to empower youth to identify their rights and responsibilities and facilitate their participation in social, political and cultural issues affecting them.
4. Equip the trainees with a range of practice skills required when intervening on issues of social change and development.
At the end of the course, the learners would be able to,
The above mentioned learning outcomes will be developed in an academic curriculum which is based upon the following core values.
Core values: human dignity; social justice; non-violence; sustainability; democratic participation; equity; acceptance of diversity; practice of non-discrimination; people-centred;
The dimensions of wellbeing and participation will be addressed in relation to the diverse categories through which society views youth based on class, caste, religion, gender, ability and location.
The methodology for organizing the programme would be based on a participatory, reflective, field based and self-directed learning mode of teaching.
Duration and Pedagogy of the Course
Keeping in mind the principles of adult and lifelong learning, the Certificate will be a first step in the Certification process. It is proposed to bring in flexibility into system by allowing multiple exit options.
The learner may join at the Std. XII level and will have the option to exit after earning a 'Certificate degree' in one semester. The successful completion of a 2 semester programme would lead to the award of the Diploma.
Mode of delivery
1. The course will be offered;
a) In dual mode; Contact and Online (blended)
The Diploma will be offered through an online mode(blended)
Distribution of Credit Hours:
LIST OF COURSES AND DISTRIBUTION OF CREDITS
CERTIFICATE PROGRAMME IN YOUTH LEADERSHIP AND SOCIAL CHANGE
Youth Identity and Human Development
Citizenship and Participation
Programmes, Policies, Schemes and Services for Youth
Education and Livelihood
Core Leadership Skills for working with Youth
Participatory Teaching Methodology for Social Development
Total Course Credits/hours
Total Credits/ hours
DIPLOMA PROGRAMME IN YOUTH LEADERSHIP AND SOCIAL CHANGE
Youth and Sexualtity
Youth and Crime
Total Credits offered in Certificate Mode is 20 (420 hours).
Total Credits offered in Diploma Mode is 30 (720 hours).
* Course number YLSC - VII and YLSC - VII will be offered through online mode.
* Curse number YLSC - PW is the project work / field based assignments of 180 hours. Students are expected to undertake two projects, one individual and one as group.
YLSC I : Youth Identity and Human Development
This course gives an overview of the status of youth in India and the ecological systems influencing their development. It also looks at the issues in construction of youth-hood from the ecological perspective. The focus is on developing an ability to appraise and appreciate diversity while understanding individual developmental tasks.
At the end of the course, the learner will, be able to,
The National developmental paradigm in relation to youth:Demographic perspective, Diversity; caste, class, gender, ability and region. Indian Scenario in Education, Employment and Livelihood.
YLSC II : Citizenship and Participation
This course believes in the power of youth as leaders and mobilisers of change and focuses on their role in community building and collective action through voluntary initiatives. In this course, the student will learn about the significance of youth leadership and participation as a dimension of growth and development. The learner will be exposed to various civil society initiatives and movements using diverse methods of mobilization. The course will also introduce the learner to the constitutional mechanisms of participation enshrined in the three tier system of Panchayati Raj.
At the end of the course, the learner, will be able to,
YLSC III : Programmes, Policies, Schemes and Services for Youth
This course will examine the various central and state policies designed specifically for youth. It will discuss the processes that lead to policy formulation. They will learn to analyse existing policies and factors that contribute to, or act as, barriers to the desired goals. The course will enlist and explain the schemes available for youth as a group and will also discuss the pragmatic issues involved in conducting youth programmes.
YLSC IV : Education and Livelihood
In this course, the learner will be enabled to comprehend the various systems of learning, through the formal, non- formal, informal systems of education. They will study the significance of lifelong learning in today’s context. The course will also focus upon the significance of social & psychological dimensions of employment to a youth’s identity and well-being.
At the end of the course, the learner will be,
YLSC V : Core Leadership Skills for Working with Youth
This course believes in the power of youth as leaders and mobilisers of change and focuses on their role in community building and collective action through voluntary initiative. It focuses on the skills required for mobilisation of people at the local, community level and moving forword towards large scale change.
The core leadership and people skills focused upon are for youth leadership at the community & public level.
YLSC VI : Participatory Training Methodology for Social Development
This course would focus on skills related to facilitation 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.
At the end of the course, the learner, willl be able to,
A distinctive feature of the certificate 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.Record writing is equally significant and emphasized.
The learner will be placed in community/ agency setting which engages in the class inputs provided.
Duration : 240 hrs
Weightage : 8 credits
At the end of the field practicum the learner will be able to;
There will be final evaluation of the learners performance guided by prescribed assessment tools. ________________________________________________________________________________
YLSC VII : Youth and Sexuality
This course is designed to prompt an exploration of common behaviours and attitudes towards sexuality and gender differences. It aims to improve the ability of participants to reduce gender inequalities at the personal, organisational and community level. The course also gives an understanding of how class, caste, 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,
YLSC VIII : Youth and Crime
This course aims to explore patterns of offenses committed by young people. It also tries to 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.
This is an important component of the Youth Leadership and Empowernment- envisioning social change programme. The project work enables students to undertake two projects from the basket of suggested projects. It creates a bridge to independent learning for students through online mode.
This component will develop their skills in organizing, basic research skills (survey), critical thinking skills, anaylytical skills and the expression of their own ideas.With appropriate facilitation and planning, project work will be made more meaningful where the students will carry out work independently and in groups and the final outcome will be a knowledge production in the form of a report or an article which will contribute to the thematic domain of youth. Equal emphasis will be laid on the task as well as the creating of it.
The learner will be given one independent and one group task of equal weightage (3 credits each)_______________________________________________________________________________
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.
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)
[These rules are under review for Short Term programms]
Fee Structure of the Certificate in Youth Leadership and Social Change
Fees and Deposits
Library Deposit (Refundable)
Computer Infrastructure Use
Equipment Security Deposit
Students Medical Insurance Premium
For the Diploma programme travel & accommodation for students will be in addition to the above
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