Centre: Centre for Lifelong Learning
Eligibility for Enrollment
Age : 25 years
Medium of Instruction: English & Hindi
Intake : 25 (Including GOI Reservation)
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Last Date of submission of application form
25th April, 2021
Displaying the list of short-listed candidates for personal interview
30th April, 2021
Interview date - Personal interview at TISS campus for local candidates (Mumbai and Pune)
6th May, 2021
Declaration of Selection list with waiting list (On TISS website)
Last date for completing admission procedure for selected candidates
Date of commencement of program
First Contact program / I Semester Classes
First Semester Exam
Block Field Work
Conclusion of Program
Participatory training Methodology is an educational strategy in which learners are active participants in the training or educational process, and their needs and questions, their reflection and analysis, and their strategies for change carry the process forward. Participatory training sees itself as making an educational intervention. Rather than being a formal education process, it is a non-formal, ongoing process of growth and discovery; a process which activates both trainers and learners in a common learning situation. It aims to facilitate learning and critical thinking processes about relations of power. In doing so, it leads to a clearer understanding of the totality of an individual’s situation, and their potential role in the process of social change. Its methodology is learner-centred,experience-based and open-ended.
Participatory training Methodology when practice d, helps in confidence-building among learners; it recognizes and builds upon their experience, knowledge and skill; brings them together and thus empowers the group. Thus, participatory training and learning encourages people to critically examine their own experiences, to derive insights through analysis.
Participatory Training Methodology (PTM) has long been linked to Social Development. Social Development in it simplest sense is about improving the well-being of every individual in society so they can reach their full potential. This requires strengthening human and social infrastructure for which structured preparation is essential. Development Workers operate in a culture that values service and sharing. Most of them unlike the management groups hail from rural and semi-urban lower middle class backgrounds, where private space of the individual is limited and not so valued (Staley,1982)1. PTM that is related to Social Development not only focus on information giving or building skills- but also encourages the development workers and people to articulate their own knowledge and need to learn more. PTM thus involves strengthening of human and social infrastructure which necessitates changes in attitudes, behaviour, skills, capacities, knowledge, information etc.
The Participatory Training Methodology programme is aimed at developing an understanding of participatory learning and facilitation skills and practice of these skills such that they equip the learners to carry out training and development with economically & socially marginalized groups.
Training has become an intergral component of most development programmes whether in areas of community health or improvement in agricultural production, social foresty or income generation, organizing of the poor, landless, women etc. Both Governmental and Non Governmental organizations in the country use forms of training extensively, with varying and diverse impacts. The current training scenario in the country also throws up a number of serious issues and concerns. The purpose of training is to support the learning of a group of learners individually and collectively. However, many a times it has been noticed that increased attention and resources available for training have made it predominantly a trainer centred activity. Time has also witnessed commercialization of training where vested interests of the trainer or the sponsoring organization is given importance rather than to promote individual and social change. These issues demand that development professionals develop an critical perspective to engage with trainees in a way that increases their ability to develop and grow.
Participatory Methodology is a learning approach. It is seen as a promising option which is based on partnerships and commitment and sharing of knowledge, expertise, and critical resources to facilitate solution to community problems. Learning through hands-on experiences facilitates the learning process, especially when the topics are related to everyday practices. Knowledge obtained this way is more easily internalised and put into practice. Also it may be observed that there are no university level teaching programmes on Participatory Training Skills in the country. Practice coupled with strong theoretical background is the urgent need of today to enhance the quality of training and this in turn calls for a proper teaching programme in Participatory Training Methodology for Social Development.
Theoretical basis of Participatory Training Methodology: Participatory Training deals with Adults. Adult Learning theories; behaviorism, cognitivism, and constructivism forms the base of understanding adult learning. Andragogy by Malcom Knowles which refers to the art and science of learning by adults provides principles and conditions different from the formal set of learning principles.
CLL experience with teaching PTM: Participatory Training Methodology which is a two credit course has been one of the flagship courses of the Centre since long. Earlier it was offered to Social Work Students of TISS. Currently it is part of all the three core teaching programmes of the Centre. In addition, it is also one of the most popular courses offered to the MA students of the Institute through Choice Based Credit System. ‘Diploma in Experiential Learning and Participatory Training Methodology’ was one of the programmes proposed by the Centre in the World Class University Proposal of TISS. Further, in the past this programme has been offered in partnership with several organizations like SVE, CALTM (Pratham), Sales Academy etc and has been universally appreciated as a hands on skill-based course by adult learners as well as PG students.
Several demands have been received by individuals and organizations to extend the course to a fully developed academic programme. Several NGO’s in this country conduct trainings to give an understanding of participatory approach like PRIA, PRAVAH etc, but there is no academic programme on this subject. SVE runs a programme in ‘Post Graduate Diploma in Training and Development’, however, the focus of the programme is on Training methods, Training Delivery, Learning Mangagement systems and on Evaluation.
Overall Objective: To provide Certified Training in understanding Participatory Learning and Facilitation Skills and Practice of these Skills for Social Development.
At the end of the course, the learners will,
Distribution of Credit Hours:
The methodology of the Certificate in Participatory Training Methodology for Social Development will employ the tools and techniques which learners are expected to acquire. Students will be taught through small group discussions, use of audio visuals, and role plays for skill training apart from interactive lectures and field work.
Duration and Pedagogy of the Course
The programme will be a three months full time programme from Monday to Thursday, 10:00 am to 5:00 pm (6 hours per day, with a break for lunch).
Perspectives on Development
Introduction to Adult Learning and Participatory Training
Personal and Interpersonal Development of a Practioner
Developing a Training Design & Facilitation Skills
Introduction to Technology in Training and Development
Total Course Credits/Hours
12 credits/ 180 hours
8 credits/ 240 hours
20 credits/ 420hours
* Classroom Teaching : 1 Credit = 15hours
Field Work : 1 Credit= 30hours
PTMSD I: Perspectives on Development
This course will enable the learners to understand the social structure, complexities and problems that exist in Indian society. It will allow them to look at various issues of caste, class, gender from a developmental perspective. It will also focus upon an understanding and analysis of Sustainable Development Goals especially in the Indian context.
By the end of this course, the learner will be able to,
Develop sensitivity to social realities in the developmental sector and the challenges faced in this ecosystem.
Reflect and critically analyse issues of caste, class and gender in India so as to be able to integrate this understanding in their work.
To enumerate and debate the applicability of Sustainable Development Goals in the Indian context.
Sustainable Development: Meaning and Concept of Development, Framework for Understanding Social Problems, Gender, Caste & Class, Understanding Human Rights Perspective and Practice,
The Perspective on Sustainable Development Goals; Role of Government & Civil Society, Environmental issues: climate change.
Evolution of Participatory Training in the Indian Context.
Assessment: The assessement mode for this course will be Individual Assignment & Written Examination.
PTMSD II. Introduction to Adult Learning and Participatory Training
This module gives an overview of the different approaches in the field of training and development. It seeks to impart the values and ideas of Participatory training for social development. It covers the significance of adult learning principles in the context of participatory training.
Learn to differentiate between Conventional & Alternative Approaches to Training and Development.
Take a critical look at Adult learning theories: Behaviourism, Cognitism, Constructivism.
Demonstrate the Experiential Learning Cycle and Principles of Adult Learning in work with socially and economically marginalized groups.
Understanding the adult learner in the learning context: differentiating between education, learning and training.
The Adult Learning theories; behaviorism, cognitivism, and constructivism. Principles of Adult Learning; Andragogy by Malcom Knowles.
Understanding the Participatory Training Approaches - Ideology behind Participatory Training, Scope and limitations of using Participatory Training Methodology.
Assessment: The mode of assessment for this course will be Individual Assignment and Group Assignment.
PTMSD III. Personal and Interpersonal Development of a Practioner
Engaging with people 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 to enhance practice skills. The self is viewed as a composite whole of the physical, emotional, social, intellectual and consciousness.
The methodology is process oriented, with emphasis on self- reflection and awareness; and one's own experiences through the journey of life.
By the end of this course, learners will be able to
Gain an enhanced understanding of self and will be able to engage in self reflection.
Get sensitized to the values framework when working with youth
Recognize stress and learn techniques for coping with it.
Self as an instrument of Change :Understanding the self; strengths and attributes; self-awareness.
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, Emotional self , management of emotions, emotional intelligence, Skills for Stress management.
Assessment: The modes of assessment for this course will be Individual Assignment and Journall Writing.
PTMSD IV. Developing a Training Design & Facilitation Skills
This course involves planning and designing a training programme. Designing a successful training programe requires a thorough understanding of the training problem, but also a well thought out plan for achieving the results.It will cover the steps of designing training programmes including assessing training needs and evaluating the training.
By the end of the course, participants will be able to;
Design and deliver a training programme
Frame actionable objectives and create appropriate content.
Understand the role of a trainer vs facilitator to create a learning environment.
Use facilitation skills.
Manage group dynamics within the learning group.
Understand and use diverse methods to evaluate training programmes.
Understanding the Training context, Introduction to designing training. The learner: Learner Motivation- Needs and level of Learning, Profile of the learners, Learning styles.
Designing and Conducting a Participatory Training Programme: Understanding the Training Cycle: a. Conducting a Training Needs Assessment (TNA) b. Developing Training Objectives and Learning Outcomes c. Planning and sequencing the content d. Selection of appropriate processes and methods e. Evaluating the training, Logistics to deliver trainings.
Working with Groups: What is a group? Characteristics of a learning group. - Stages of group formation. Group dynamics, handling conflict and building concensus.
Methods of Training: Ice breakers, Energizers, Brainstorming, Interactive lectures, Large Group discussion. Small Group discussion, Fish Bowl, Role Play, Structured Exercises.
Facilitation: Role of the Facilitator - Skills and Characteristics of an Effective Facilitator - Challenges in the use of a participatory training approach.
Evaluation and Follow up of the Training Programme: Significance of feedback and Evaluation - Method of evaluation: What and When to evaluate - Blocks to effective evaluation. Reporting and Follow up.
Assessment: The assessment mode for this course will be Designing a Training Programme as Group (Presentation) and Demonstration of Facilitation Skills (Individual).
PTMSD V: Introduction to Technology in Training and Development
With the passage of time, technology mediated education is becoming the norm rather than an exception. Learning management system, e-learning, online delivery of coursewares over the internet is getting popular. This course will acquaint learners with the process of designing courseware for various media. It will help develop a cadre of teachers, trainers and other professionals equipped with the knowledge and skills for organizing teaching and training with the help of appropriate technologies.
Develop an understanding of the nature of Educational Technology and its impact on the development work.
Build an awareness about the various Educational Technologies and their pedagogic uniqueness.
Appreciate and use Learning Management Systems for learning.
Design and Develop courseware using different technologies for various media.
Assessment: The mode of assessment for this course will be Individual Assignment and Group Assignment/Presentation.
Course Content :
Concept of Educational Technology; Meaning, Nature, Scope and Approach to Teaching and Training, its Impact in the Development Sector.
Pedagogic Foundations of Technology; Communication and Information Technology; Scope, Nature and its limitations. Mode of delivery of instructions: Face to Face, Distance mode, Blended mode of learning.
Learning Management Systems; Computer Technology, Digital Resources, Web Applications, Learning environment, network, and communities, Multimedia.
Instructional Design; Processes of Designing Courseware, Evaluation, Management.
The Field work will be a supervised and guided process. It will provide 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 work will enable learners to have the experience of designing a training programme. They will 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.
Two Organizational visits will be part of the Field Experience. Students will be placed in selected agencies to develop a need based training program and deliver it.
Learners will be placed with NGO’s and other Civil Society organizations.
At the end of the field experience, the learner, will be able to,
Develop confidence to work with diverse populations and design training appropriate to their needs.
Develop the self awareness necessary to assess one’s own values and attitudes while using facilitation skills.
Apply knowledge and skills of designing participatory training programme obtained in the classroom to the field.
There will be final evaluation of the learners performance guided by prescribed assessment tools.
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.
-: 13 :-
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)
Fees and Deposits
Computer Infrastructure use
Equipment Security Deposit
Students Medical Insurance
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