Centre: Centre for Lifelong Learning
Medium of Instruction: English
All candidates must be 25 years or on 1st June of the year of admission for the Diploma Programmes.
Preference would be given to those who are working in social work organisations and have two years of work experience.
All NGO personnel involved with geriatric services in fields such as health, mental health and education; administrators of human service organizations and corporate sector personnel.
The Course will cater to all who intend to branch out or initiate services for the elderly.
The Diploma Programme has an interdisciplinary focus and so it will invite those from medical, legal and financial backgrounds who wish to address issues of elderly and to audit specific subjects in particular.
Consideration will be given to candidates in the age group 55+.
CLICK HERE TO APPLY
Last date of submission of application form
10th May, 2020
Displaying the List of short-listed candidates for personal interview
will be announced shortly
Interview date - Skype interview for outstation candidates
will be announced shortly
Interview date - Personal interview at TISS campus for local candidates (Mumbai and Pune)
will be announced shortly
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
Second contact program / II Semester
Conclusion of Program
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 prepare and implement a comprehensive strategy for Lifelong Learning for diverse populations across the life span
To devise and implement relevant certified academic programmes for a range of adult learners to move them towards responsible citizenship and to take on public leadership.
To offers cutting edge courses to meet the demands of adult learners seeking to work with vulnerable groups in society.
To network, collaborate and set up partnerships with public and private sector institutions for teaching, research and extension.
Duration: One year, 2 Semesters, part time (Friday: 6 - 9 pm & Saturdays: 10:00 am to 6:00 pm)
Medium of Instruction:English
DIPLOMA IN GERONTOLOGY
In 1989, sociologist and demographer, Alfred Savvy said that “The 21st century will be the century of ageing of mankind.”
Throughout the 20th century, the proportion of people aged over 60 has increased in all countries of the world. This is also referred to as population ageing. Population ageing all over the world is the result of human victory over death and diseases as well as unwanted child bearing. According to the World Bank, due to improvement in mortality figures and decline in fertility levels, in the 20th century, Older population across major regions of the world, except, Africa has been growing at a rate faster than ever before (Rani, 2001). It is only since the last century that a sizable proportion of population has survived to experience old age. This extension of life has the potential to enrich society provided the wisdom and experience of Older Adults is integrated into life and living. As a consequence, in our time Ageing has become an important issue.
The growth rate of the elderly population is more rapid in developing countries like India than developed countries. Apart from demographic transitions, socio-economic and political changes together with increased individualism have altered living conditions of the elderly. Thus on account of rapid increase of the Ageing population all over the world, ageing and issues relating to Older Adults are increasingly being recognised and studied by people from various disciplines.
Gerontology is a study of late Adulthood and of Older Adults as a special group. Gerontologists are concerned with understanding the many aspects of ageing right from cellular processes involved in improving quality of life of older people. An interdisciplinary approach is not only appropriate but necessary given the complex health and mental health, social and economic concerns of Older Adults.
The elderly population in India is second largest in the world, next only to China. This population which was 77 million according to the 2001 Census (7.5 per cent of the total population), which grew to 104 million in 2011 (2011 Census) and is projected to increase to 137 in 2021. Population projections show that by 2050, the elderly population in India will surpass the population of children below 14 years. The proportion of people over 60 having reached above 7 per cent qualifies India as an ‘ageing’ country (as defined by the United Nations). Three-fourth of the elderly population lives in rural areas. Their annual growth rate is higher (3 per cent) as compared to the growth rate of the entire population (1.9 per cent).
In India, as in many other Asian countries, it had been taken for granted that families would be the most natural living environment for people of all ages including Older Adults. But the traditional family structure is undergoing drastic changes. Urbanisation, migration, industrialisation, women’s entry into labour force and many such social changes have steadily chipped away at the joint family system. Community and caste networks that sustained the elderly within family are also breaking down.
India, with a great deal of heterogeneity and diversity, has to face the challenge of ensuring that needs of Older Adults are adequately met especially with reference to their: health and nutrition; work and finance; security; property and housing; sensitization of family and community towards elderly issues; protection from neglect, violence and destitution (elder abuse); self-fulfillment; death with dignity. It is necessary that these are fulfilled as rights and not as charity.
In fact, today, Older Adults demand that society should not only ensure independence and participation, but also provide care, fulfillment and dignity. Limited understanding of factors influencing their quality of life is largely responsible for Older Adults being denied a dignified existence. After all, the last stage of life holds as much potential for growth and development as earlier stages.
The Human Rights framework in this course will be taught through the concepts of dignity and justice that identify and acknowledge, stereotypes regarding the elderly, familial biases, social myths and cultural faults. By identifying, these students can understand the issues at hand and develop a perspective on pursuing change in the attitude of society as well as advocate for governmental action to defend the dignity of the Older Adult.
Goals of the Diploma Programme in Gerontology
To prepare learners for interdisciplinary practice with older adults and their families while providing professional leadership in the field of Gerontology.To generate a trained cadre of functionaries for effective intervention based on a Human Rights perspective for enhancing the ‘Quality of Life’ of Older Adults.
The Educational Objectives are as follows:
To offer a comprehensive interdisciplinary ‘rights-based’ perspective in the field of gerontology. To inculcate a holistic understanding of the biological, social, political and economic issues involved in working with Older Adults. To impart the necessary attitudes and skills for making effective interventions in the field of Gerontology.
Work and Employment
Gerontology is a growing and upcoming field—Careers in Ageing are going to be among the next big things in the 21st Century workforce, thus, after graduating the Course participants will be able to some professionals work directly with older persons.
Their activities may include:
Developing programmes such as health promotion, senior theater groups, or intergenerational activities for older persons in senior centers, community agencies, or retirement communities.
Providing direct care to frail, ill, or impaired older persons in hospitals, clinics, nursing homes, or through adult day are or home care programmes.
Counselling older persons and their families about issues of caregiving, employment, death and dying, or mental health.
Advising older clients about estate planning and investments, financing long-term care, or housing options.
Other professionals are less directly involved with older persons, but work on their behalf, educate others, or investigate issues in the field of ageing.
Examples of their activities include:
Conducting research on the ageing processes and diseases associated with ageing such as Alzheimer’s disease or Osteoporosis.
Analysing issues related to older persons such as retirement opportunities, income maintenance, the health care system, and housing alternatives.
Planning, administering, and evaluating community-based services and service delivery systems for older persons.
Teaching courses on ageing to college and university students, health care professionals, and older adults.
Advocating with or on behalf of older persons before legislative bodies or in institutional settings.
Designing products to meet the special interests and needs of older persons.
Advising business, industry, and labour regarding older workers and consumers.
Some professionals devote themselves full time to the field of ageing. Others divide their time between ageing and other areas of interest within their disciplinary, professional, or clinical areas.
Application of the Programme inputs will be possible in all human service organisations: social agencies, medical and educational institutions as well as the whole gamut of initiatives for older adults ranging from Institutional Care to Day Care Centres, Community-based interventions and Senior Citizens’ Associations.
Gerontology: A Multidisciplinary Perspective
Health and Well-being I
Health and Well-being II
Policies, Programmes and Management of Services for Older Adults
Developmental and Therapeutic Interventions with Older Adults & their Families
Collective Action, Advocacy and Networking
Older Adults with Special Needs
Ageing and Media
PIDP: Personal and Interpersonal Development of the Practitioner
Skill workshops, Organizational Visits and Direct Field Work
7 Basic Courses; 2 Credited Seminar Courses
DG 1: GERONTOLOGY: A MULTIDISCIPLINARY PERSPECTIVE
This course will impart a comprehensive and holistic overview of the field of gerontology. It will explain the fundamental concepts from different disciplines such as sociology, psychology, anthropology, social work, education and economics which relate to understanding the issues of the Older Adult. The course will emphasise cognitive and attitudinal aspects of work with older adults within the human rights framework.
The student will
Acquire a conceptual understanding of the interdisciplinary nature of gerontology as a study of Older Adults.
Explain the issues of Older Adults in India and abroad (ageism and situational analysis).
Interpret the significance of the approaches (social theories) which impact the successful ageing process
Relevance of the study of gerontology. Definition and multidisciplinary nature.
Development of the Field of Gerontology: A historical perspective; aspects in the study of gerontology, i.e., biological, social, psychological, clinical, economic security and legal advocacy.
Human Rights Perspective on Gerontology: Issues and analysis.
Demographic Aspects: Population Ageing, global trends and cross- country variations.
The Indian Scenario by region, sex, health and education levels, and the implications for the individual and economy.
Differentiating between individual ageing and population ageing.
Myths and Assumptions about Ageing: Ageism as a concept. Vulnerability in the Older Adult: Marginalisation due to class and caste, gender, migration, occupation and disability.
Theories of Ageing: Classic theories including the modernisation theory, disengagement theory and activity theory. Modern understanding on ageing. Relevance of these theories to working with Older Adults.
DG 2: HEALTH AND WELLBEING I
This Course is to familiarise the student with the physical aspects of ageing and its consequences on the ageing individual and his/her family. Changes in body function and physical health play an important role in determining the available energy and adaptive skills of Older Adults. It is necessary to understand the nature of these changes as these are extensive at this stage of life.
Develop conceptual clarity about the nature of physical changes an individual undergoes with advancing age.
Gain an insight about the implications of this aspect of Ageing on an individual and the family.
Concept of Healthy Ageing; Distinction between Normal and Pathological Patterns of Ageing, Factors affecting Healthy Ageing.; Productive Ageing: optimal utilisation of potential and resources.
Concept and Components of ‘Activities of Daily Living’ (ADL) and ‘Quality of Life’ (QoL); ‘Quality of Life Index’ (QoLI): Health-related Quality of Life (HRQoL), Quality Adjusted Life Years (QUALY) and Disability Adjusted Life Years (DALY).
Process of Ageing: Causes and Consequences.
Nature of Degeneration: Diabetes; Cardiovascular Disease; Disability-related issues: Ophthalmologic, Hearing Impairment, Dental problems, difficulties in Speech and Orthopaedic problems like Arthritis and Osteoporosis; Terminal Illnesses; Psycho-neurological issues like Depression, Anxiety, Dementia, Parkinson’s Disease, Alzheimer’s Disease.
Importance of promoting healthy methods of handling changes in physical and mental abilities in the natural process of Ageing.
Sexuality; Hormonal Changes; Menopause including Male menopause.
DG 3: HEALTH AND WELL-BEING II
The psychosocial changes an individual experiences in the process of ageing have a strong impact on his/her overall sense of health and well-being. The way an Older Adult perceives himself/herself influences the way in which he/she regards the ageing process. The student will understand that each individual has a unique personality as also differing life circumstances and, hence, there are a variety of ways of adapting to old age.
Develop conceptual clarity about the nature of psychosocial changes an individual undergoes with advancing age.
Psychosocial Aspects of Ageing; Status of an Older Adult; Value System of an ageing individual; Cultural attitudes held by the elder as well as society at large; Financial Security; Housing and Shelter.
Recreation and Constructive Use of Leisure Time.
Changing Family and Kinship Structure; Transition in Roles and Relationships; Generation Gap; Issues of Acceptance, Rejection and Belongingness.
Self-Concept and Self-Esteem
Bereavement and Coping with Death and Dying; Grief, Loneliness and Pseudo Retardation.
DG 4: POLICIES AND PROGRAMMES FOR OLDER ADULTS
This Course will expose the student to an understanding of national and international policies. Policies are ideological sources intended as a base from which to develop programmes and to set up organisational infrastructure to deliver services. Hence, the Course proceeds from giving a macro-level understanding including the political economy of ageing to teaching the principles of management of services in the public, private as well as the NGO sector.
The student will:
Review and analyse National and International policies designed for Older Adults.
Appraise the major national, state and local level programmes set up for Older Adults.
Interpret the ideological underpinnings with regard to types of services, in the context of the ‘rights-based’ approach.
Understand the basic knowledge and skills required for managing services within an organisational frame.
International policies and provisions for Older Adults in the United Nations: UN Principles for Older Persons (1991), Proclamation on Ageing and the Global Targets for Ageing (2001) and the Universal Declaration of Human Rights (UDHR, 1948).
Constitutional provisions and policies for Older Adults in India: Persons with Disabilities (equal opportunities, protection of rights and full participation) Act, 1995; National Policy on Older Persons (1999); Older Persons (Maintenance, Care & Protection) Bill, 2005; The Maintenance and Welfare of Parents and Senior Citizens Bill, 2007.
Programmes for the Older Adults over the Five-Year Plans
Welfare Schemes; Shelter and Housing: Indira Avas Yojana and others; Health-Insurance, Disability, Nutrition: Annapurna, PDS, National Widow Program; Public Transport Infrastructure – subsidies and facilities; Care: NPHCE, NHP, RSBY, Vaccination; Financial Provisions: National Pension Programme, Tax Rebate, Savings on FD, Reverse Mortgage; Safety & Security – Police, FIR, Legal aid
Issues in access to these programmes and denial of Rights.
DG 5: Developmental and Therapeutic Interventions with Family and Older Adults
This Course is specifically to look at the issues of ageing individuals in the context of their immediate life environment. Hence, the Course is for preparing students to develop appropriate skills in planning and implementing developmental and therapeutic interventions. It will equip the student with knowledge and skills to create opportunities that facilitate the experience of ageing as an enriching one.
The students will be able to:
Explain normative development in later life with a commitment to the well-being of Older Adults.
Identify the key features and relevance of the different intervention models: Therapeutic (Remedial), Preventive, Developmental.
Recognise and respond appropriately to the needs of Older Adults living within and away from the family environment.
Acquire skills for preparation of care givers to provide quality care
(i) Lifespan Perspective on Human Development:
Nature and Pattern of ageing in the lifespan
Life Transitions and related needs.
Concept of Life Skills and its Components: Self Development; Spirituality; Ability to Relate to Others; Critical Thinking; Interpersonal Communication and Negotiation; Problem Solving; Decision Making; Goal Setting and Coping with Life Transitions (alternations in health status and other losses experienced in the process of Ageing).
(ii) Therapeutic and Preventive Interventions:
Physical Issues (Physiotherapy, Yoga, Laughter Club, Respite Care, Hormone Replacement, Medicines and Exercise, Nutritional Care, Education on adoption of healthy lifestyle behaviours)
Mental Issues (Conflict Resolution, Coping with loss, Stress Management, Building Self Concept, Development of Skills in Relationship building, Assertiveness and Negotiation, early identification and appropriate referral of mental ill-health)
(iii) Skills for with Older Adults:
Expectations from workers in gerontology, Defining role and functions. Specific areas: health and disability, psychological aspects (work-related, self-esteem and mental health), social and cultural aspects (social roles and support, family relationships leisure, handling technology), economic security (dependency, housing, retirement and reduction in income, unorganised sector), legal and advocacy issues (legal problems, wills, rights of older people, advocacy for legal aid).
(iv) Skills for Work with Caregivers
Enabling the development of appropriate attitudes in caring for older adults (viewing older adults with dignity and worth, accepting the onset of old age and subsequent physical and mental debilitation). Education about the nature of ageing and its impact on an individual and the family unit including end of life issues. Facilitating the acquisition of skills to perform necessary roles and responsibilities for effective caregiving. Helping to acquire appropriate attributes especially patience in caring for older adults. Self care issues: respite care; readiness to institutionalise older adults when necessary; adopting measures of prevention of burnout
DG 6: Collective Action, Advocacy and Networking
This Course will focus on the dynamics of working with Groups and Communities. It will sensitize students to the need for advocacy and networking and equip them with skills for community engagement.
The student will be able to:
Appreciate the significance of Collective Action such as Group and Community intervention and Advocacy and Networking in the context of Older Adults
Acquire the requisite skills for effective Collective Action, Advocacy and Networking.
Nature and Scope of Collective Action; Types of Collective Action (Groups, intra- and inter-Community mobilization); group dynamics and processes as indicators of group development.
Concepts of Advocacy and Networking.
Skills for advocating the integration of Older Adults in society and creating spaces for active ageing to occur
Developing and sustaining Self Help Groups with a special emphasis on Older Women
Networking with Organisations of Citizens’ Groups and those working with Citizens’ Associations.
DG 7: Older Adults with Special Needs
This course will address specific sections amongst the elderly who require special understanding and attention. In our country the significant groups who comprise these amongst the elderly are women, rural and tribal elderly, and victims of abuse and neglect that socially and economically deprived groups such as SCs and STs, and those living in hilly and inaccessible areas.
Develop a perspective on the socio-economic-political causes leading to marginalisation of groups such as women, rural and tribal elderly and others mentioned above.
Acquire a conceptual understanding of abuse, neglect and exploitation of older persons.
Critically look at programmes and services offered to these special groups and suggest measures to strengthen/address and to improve the same.
Overview of socio-economic development, since 1947, and its impact on rural elderly and socio-economic deprived groups such as Scheduled Castes, Scheduled Tribes and Women.
Rural and Scheduled Caste Elderly: Demography, nature of regional differences, Rural Society and caste discrimination, labour relations, migration, ageing in villages, economic security with an emphasis on landless latent and unorganised labour. Governmental and non-governmental schemes for rural elderly.
Tribal Elderly: Political, economic and social factors associated with tribal society. Concepts of empowerment and self governance and status of the tribal elderly, exploitation and about relations. Governmental and non-governmental schemes.
Elderly Women: Patriarchy in society and its implication for older women, demographic profile, physical and mental health for older women with emphasis on health as a human right issue, economic security of older women.
Elder Abuse: Conceptual understanding (Definition) of Maltreatment (abuse, neglect, violence and exploitation) of Older Adults.
Typology of Elder Abuse: Physical abuse, Economic abuse, psychological abuse. Characteristics of victims based on gender, marital status, health, chronological age, substance abuse, living arrangements, psychological factors, problem behaviour, dependence isolation, etc. Assessment of Maltreatment (skill of identifying the symptoms of maltreatment).
Interventions at the preventive level (emphasis on public sensitization, developing appropriate public attitudes and advocacy) and therapeutic level.
Social and Mental Health consequences of maltreatment.
SEMINAR COURSE (DG-SC)
Duration: 60 Hours
Weightage: 4 Credits
The Seminar Courses are designed for enabling students to integrate classroom inputs into their repertoire of knowledge and skills in a practical manner. Thus, the Seminar Courses offer a wide gamut of Experiential Learning opportunities to strengthen their competency for effective work with Older Adults. Seminar Courses have thus been proposed as follows:
DG–SC I: AGEING AND MEDIA
Along with the Family, School and Peers, Media is an important agent for socialisation. It has the potential to shape thoughts and impact attitudes. Also, it can mobilise people in a desired direction. This course will expand the students understanding of how Media stereotypes Older Adults and their issues. It will equip the student to appropriately use Media in breaking such stereotypes and advocate an image that portrays Older Adults as distinct and resourceful.
Develop a perspective about semiology so as to apply the insights and methods thus obtained to critically examine how ageing and the elderly are represented in a range of media.
Understand the scope and possibilities of media advocacy, with special focus on issues pertaining to the aged.
Learn the use of media advocacy techniques with focus on the print media.
Gain insight about the basic principles of visual design, with focus on designing posters.
Critical Analysis of Media Representations of Ageing
Introduction to semiology, sign, codes, texts
Analysis of selected texts: Commercials, feature films, print media.
Media Advocacy on issues of ageing
Introduction to media advocacy
Print media advocacy: Writing press releases, holding a press conference, etc.
Group exercise in working on an issue.
Introduction to visual design
Principles of design
Layout and types
Designing different types of posters.
DG–SC II: Personal And Interpersonal Development of the Practitioner
Rationale for the Course
Effective practice requires deep insight into one’s self both as a person and as a professional. It becomes vital to understand the interplay of the personal and professional selves of the individual. In order to be able to do so, a counsellor should be equipped to look into one’s self, introspect, and gain insights into one’s functioning and skills of interaction. The counsellor needs to be aware of his/her values/attitudes/prejudices related to caste, class, gender, well-being, health and disability and ways in which these influence the counselling process. This self-awareness is expected to sharpen and enhance one’s intuition and empowers the counsellor to be sensitive to one’s own strengths and needs, and, thus, be more effective in understanding that of the others. This is done in the context of the socio-cultural environment from which one comes, and influences the personal and professional self of the individual.
Helping professions, counselling mandate the use of self as a tool for building and maintaining relationships as well as bringing about change. Enhanced understanding of the self would ensure the conscious use of self in the counselling process and enable greater efficiency on the part of the practitioner.
The students will
gain an enhanced awareness about the self.
engage in a continuous process of self-reflection and critical self-analysis.
be able to explain components such as communication, emotions, and values that influences the self.
appreciate the role of the self in relationship building and maintenance.
describe the social and cultural factors that influence the development of the self.
be able to make connections between the personal and professional self.
Understanding the self, strengths and attributes; self-awareness; communication patterns and styles, body language, feedback, space; understanding personal style; emotional regulation and display.
Detailed Course Contents
Unit I: Self
Understanding the self-strengths, attributes review, talents, gifts, johari window. self-awareness/exploration, values, beliefs, prejudice, stereotypes. (5 hours)
Weaknesses and problem areas of the self, areas of improvement, scope for change. (5 hours)
Factors which help determine the self: family peer group, media, gender and sexuality, disability, caste, class, life experiences. (self-study)
Unit II: Communication
Patterns and styles of communication, congruence between thinking, feeling and doing. Blocks in communication. Sharpening awareness of others, active listening and responding/reflecting skills, asking questions. Body language and gestures. Control, authority, power and assertion. Negotiation. Territoriality and use of space. Using silence. Giving and receiving feedback.
Unit III: Emotions
Handling emotions of self and others, emotional intelligence, emotional display and regulation.
Unit IV: Boundaries and demarcating boundaries while working with people
Unit V: Teamwork
Field Instruction provides an opportunity for students to integrate theory with practice. It is here that the experiential nature of the learning process comes to life as students have the opportunity to test out in ‘reality’, the relevance and applicability of knowledge, values and skills obtained in the classroom. Thus the Field Practicum enables students to undergo the complete Experiential Learning Cycle by moving from the ‘concrete act of doing’ to ‘making observations’ for ‘reflection’ and ‘developing insights’ to decide on ‘action plans’ that once again can be verified in the real world for effective practice.
Further, it offers avenues for reviewing the quality of interventions in the practice arena along with the opportunity for examining one’s own knowledge, values and competency in a practical setting.
Weightage: 12 Credits
Obtain exposure to the heterogeneous nature of Older Adults as a collective, specifically in relation to those with Special Needs
Apply knowledge and skills gained in the classroom based on the ‘Human Rights’ value of framework with an emphasis on making Interventions with Families, Collective Action, Advocacy, Networking, Participatory Training and Use of Creative Arts as facilitative tools
Appreciate the importance of the interdisciplinary team while observing the critical role played by each team member for effective intervention
Examine the organisational aspects of the placement setting in relation to its genesis and structure; viability and relevance as well as readiness for addressing future challenges in service delivery.
Field Practicum consists of skill workshops, organisational visits and direct block field work.
The direct block field work process will consist of placements of students in a variety of settings as mentioned above. A continuous performance assessment of student fieldwork will take place through student recordings supervisory reports from the field supervisors. There will be a mid-placement review and feedback as well as a final evaluation of student performance guided by prescribed assessment tools. The student will have opportunities to:
Initiate interventions and strengthen ongoing ones along with support and guidance from Agency staff and the student supervisor.
Plan and implement events around important occasions pertaining to Older Adults like World Elder Day, Participation of Elders in the annual Marathon, etc.
Be engaged in direct service delivery with Older Adults, their family members and support networks.
Liaising with governmental and non-governmental agencies to advocate and network for the necessary support to Older Adults.
Facilitate capacity building in self and others through workshops and seminars as well as by experimentation with the creative arts for personal and professional development.
Method of Evaluation
The Block Field Work will be recorded and documented in the form of recording and/or journal writing. These hours of fieldwork will be evaluated for the final grade.
As far as possible, students will be supervised by the faculty of CLL. Suitable organisations for field work have been identified and field assignments will be planned out by the Fieldwork Coordinator of the CLL and the agency personnel.
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)
Semester I : Rs. 15,600/-
Semester II : Rs. 13, 300/-
Total Rs. 28,900/-
Fees and Deposits
Computer Infrastructure Use
Equipment Security Deposit
Students Medical Insurance Premium
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