Volume 6, Issue 11(2), November 2017
International Journal of Multidisciplinary Educational Research
Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email:
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Editorial Board Editor-in-Chief Dr.K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia.
EDITORIAL BOARD MEMBERS Prof. S.Mahendra Dev
Prof. Fidel Gutierrez Vivanco
Vice Chancellor Indira Gandhi Institute of Development Research Mumbai
Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru
Prof.Y.C. Simhadri Vice Chancellor, Patna University Former Director Institute of Constitutional and Parliamentary Studies, New Delhi & Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University
Prof. (Dr.) Sohan Raj Tater Former Vice Chancellor Singhania University, Rajasthan
Prof.K.Sreerama Murty Department of Economics Andhra University - Visakhapatnam
Dr.V.Venkateswarlu Assistant Professor Dept. of Sociology & Social Work Acharya Nagarjuna University, Guntur
Prof. Igor Kondrashin The Member of The Russian Philosophical Society The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia
Dr. Zoran Vujisiæ Rector St. Gregory Nazianzen Orthodox Institute Universidad Rural de Guatemala, GT, U.S.A
Prof.U.Shameem Department of Zoology Andhra University Visakhapatnam
Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Vizianagaram
Dr. Kameswara Sharma YVR
Prof. P.D.Satya Paul
Asst. Professor Dept. of Zoology Sri. Venkateswara College, Delhi University, Delhi
Department of Anthropology Andhra University – Visakhapatnam
I Ketut Donder
Prof. Josef HÖCHTL
Depasar State Institute of Hindu Dharma Indonesia
Department of Political Economy University of Vienna, Vienna & Ex. Member of the Austrian Parliament Austria
Prof. Roger Wiemers
Prof. Alexander Chumakov
Dr. N.S. Dhanam
Chair of Philosophy Russian Philosophical Society Moscow, Russia
Professor of Education Lipscomb University, Nashville, USA
Department of Philosophy Andhra University Visakhapatnam
Dr.B.S.N.Murthy Department of Mechanical Engineering
GITAM University Visakhapatnam
Dean of Faculty of Teacher Education University of Education, VNU, Hanoi
Dr.S.V Lakshmana Rao
Prof. Chanakya Kumar Department of Computer Science
Coordinator A.P State Resource Center Visakhapatnam
University of Pune,Pune
Prof. Djordje Branko Vukelic
Dr.S.Kannan Department of History Annamalai University Annamalai Nagar, Chidambaram
Prof. Shobha V Huilgol Department of Pharmacology Off- Al- Ameen Medical College, Bijapur
Dr. B. Venkataswamy H.O.D., & Associate Professor Dept. of Telugu, P.A.S. College Pedanandipadu, Guntur, India
Prof.Joseph R.Jayakar
Dr.E. Ashok Kumar Department of Education North- Eastern Hill University, Shillong
Dr.K.Chaitanya Department of Chemistry Nanjing University of Science and Technology People’s Republic of China
Dr.Merina Islam Department of Philosophy Cachar College, Assam
Department of English GITAM University Hyderabad
Prof.Francesco Massoni Department of Public Health Sciences University of Sapienza, Rome
Prof.Mehsin Jabel Atteya Al-Mustansiriyah University College of Education Department of Mathematics, Iraq
Prof. Ronato Sabalza Ballado Department of Mathematics University of Eastern Philippines, Philippines
Dr. Bipasha Sinha S. S. Jalan Girls’ College University of Calcutta, Calcutta Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Dravidian University, Kuppam Andhra Pradesh Dr. K. John Babu Department of Journalism & Mass Comm Central University of Kashmir, Kashmir
Dr.T.V.Ramana Department of Economics, Andhra University Campus, Kakinada
Dr.Ton Quang Cuong
Department for Production Engineering University of Novi Sad, Serbia
Dr.Senthur Velmurugan .V Librarian Kalasalingam University Krishnankovil Tamilnadu Dr.J.B.Chakravarthi Assistant Professor Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Prof. R. Siva Prasadh Institute of Advanced Studies in Education Andhra University, Visakhapatnam
® © Editor-in-Chief, IJMER Typeset and Printed in India www.ijmer.in IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.
CONTENTS Volume 6 S. No 1.
Issue 11(2)
November 2017
Trend of Adult Education Program Implementation Challenge in Yayo Wereda Illu Aba Bor Zone Andualem Mola Maru and Wubayew Dagne Ayenew
Pg. No 1
2.
Liquidation of Companies Under the Insolvency and Bankruptcy Code, 2016 – New Provisions Madhusudan Gubbala and Y. Satyanarayana
17
3.
Stress Management Techniques: Its Impact on Perception of Stressors Among Nursing Students S.Kasthuri
27
4.
Urban Governance and Politics in India A Study of Telangana Amaravadhi Raavalee
43
5.
ెల గ
ా త ంల తత కవ ల – మ నవ
ాదం గం
54 డ
ాస ావ
6.
Relation Between Part III and Part IV of Constitution of India-Changing Trends J.E.Padmaja
60
7.
Knowledge of Information Literacy Among Medical Students: - A Case Study of Maharaja Vinayak Global University, Jaipur, Rajasthan Anamika Mathur and Rajkumar Bhakar
78
8.
Family Planning Adoption and Demographic Transition of Malas in the Select Mandals of Chittoor District, Andhra Pradesh Enamala Ramesh Babu
93
9.
Welfare and Progress of Dalits in Karnataka P.GowthamDevanoor, B.P.Mahesh Chandra Guru, D.Srinivasa and M.Dileep Kumar
109
10.
ద ణ
రత సంప య
టక రంగంల “గ
టక సమ జం”
షత
123
- సుర సవరన సుభప 11.
Knowledge Management: An Academic Library Perceptive Lalitha Aswath and Satyashree.K.S
128
12.
The Role and Responsibilities of Women Sarpanches for Well Being of the Rural People in India – A Review P.Usha and D.Someswara Rao
146
13.
The Role of Human Capital in Knowledge Management Development and its Impact to Organization Performance Ida Ketut Kusumawijaya
158
14.
Provision of Integrated Functional Adult Literacy (IFAL) Programme Implementation in Iluababor Administrative Zone: Challenges and Prospects Kitessa Chemeda and Tekalign Minalu Tirfe
175
15.
Barriers to Access and Success in Execution of Inclusive Education K.Rajeswari
200
16.
Effect of Yoga, Meditation and Brain Training Exercises on Visual Memory of Tribal School Students Joshy P.J
213
17.
GST and its Implications - A Perspective P.Rajkumar Reddy
221
18.
Empowering Women – A Triangular Model Babita Miriam Jacob
231
19.
Rural Women Entrepreneurship in India – A Case Study of Telangana State Sampath Kumar.Y
246
20.
dkfynkl ,oa vkpk;Z dkSfVY; ds jkT; fo"k; fpUru
256
MkW- jkeizlkn oekZ 21.
A Study on Dropout Rates of Tribal Communities of Purulia District of West Bengal Arnab Chowdhury and Jayanta Mete
261
Dr. K. VICTOR BABU M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit)
ISSN : 2277 – 7881 Impact Factor :5.818 (2017) Index Copernicus Value: 5.16
Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.
Editorial…… It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect. The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action. The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute
Dr.K.Victor Babu Editor-in-Chief SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
TREND OF ADULT EDUCATION PROGRAM IMPLEMENTATION CHALLENGE IN YAYO WEREDA ILLU ABA BOR ZONE
Andualem Mola Maru Department of Educational Leadership and Management Institute of Education Mettu University Mettu, Ethiopia
Wubayew Dagne Ayenew Department of Educational Leadership and Management Institute of Education Mettu University Mettu, Ethiopia
Abstract The aim this study was assessing the trend of adult education program implementation challenge in Yayo wereda Illu Aba Bor zone. The design used for the study was purely qualitative. The data sources were both primary (IFAL learners, class room teacher and facilitators of the center) and secondary (document or the attendants’ record that founded in the IFAL centers). Instrument applied for data collection were interview, document analysis and FDG. Technique employed to identify the sample were purposive sampling (to IFAL teaching centers) and stratified sampling (to provide a due consideration for gender balance). The overall finding regarding program provision and implementation; it was ineffective and the achievement standards of the trainers were insufficient from one level to the other and the organization of the program was not integrated to ensure a relationship among the concerned offices to ensure the achievement of the program in between sectors. In the end a suggestion is given to the wereda concerned body to run the program on time allocated and organizing the program rearrangement based on IFAL guide line, and provide training and incentive for teacher/facilitator of the program properly. Key words: - Trend, Andragogy www.ijmer.in
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1. Introduction 1.1.
Background of the study
The goal of adult and non-formal education priority program is: “to create a learning society by providing adult and non-formal education linked to lifelong learning opportunities that meets the diverse learning needs of all and which contributes to personal, societal and economic development”. The high level of illiteracy in the adult and youth population is a barrier to achieving its development goals, particularly that of lower middle income economy status by 2025. Improving adult literacy rates also support other development goals. For making this desire real the National Adult Education Strategy implemented through the ESDP IV put a special policy focus on IFAE (GESDP V). The initial ESDP IV target, based on assessments of literacy conducted prior to ESDP IV plan preparation, was to enroll 36.4 million 15-60 year olds in a two year IFAE program. In 2012, however, the Central Statistical Agency Welfare Monitoring Survey Report estimated there were 20.4 million illiterate youth and adults. The ESDP IV target was accordingly adjusted with an ambition to reach 19.4 million adults and youth in the plan period. During the period, 10.2 million (53%) of the target group completed the first year of the IFAE program (42% of whom were females). Of these, 4.7 million (24% of all illiterate 15-60 year olds) graduated from the two year IFAE program (of which 38% were female) (GESDP V). No coherent model for planning and delivering a relevant continuing education and lifelong learning program at the federal and regional level was developed during ESDP IV. The barriers to establishing an appropriate structure to organize and implement an effective adult continuing education program included: a lack of policy and legislative framework; absence of appropriate adult education structures and unskilled human resources; poor understanding of the contribution of www.ijmer.in
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adult education to other development programs; and inadequate financial and material resource for the implementation of the program (GESDP V). In spite of this, since the launch of the IFAE concept and program, under the National Adult Education Strategy, many efforts have been made to build the technical capacity of IFAE staff at federal and regional levels. At federal level a number of guidelines and directives have been formulated under the National Adult Education Strategy, implemented since 2008. Materials have been developed and training has been conducted. Human resource capacity has been boosted with IFAE focal persons and other technical staff at federal, region and woreda levels. Huge numbers of community facilitators have been recruited and trained and budgets have been allocated to the program though both facilitator numbers and budget allocations remain short of requirements (GESDP V). The main constraints and challenges identified during review of ESDP IV implementation include: 1. The planned institutional system, including the National Adult Education Board, was not fully developed, which resulted in continued fragmentation of adult education provision and meant that efficient implementation, coordination, linkages between programs and monitoring was difficult. 2. Not all regional adult education boards were operating effectively and lacked dedicated experts to lead the program, so most learning centers did not receive technical support 3. In most regions learning materials development was a challenge due to lack of budget, limited capacity among facilitators and facilitator trainers and most did not have facilitators’ guides or handbooks for learners due to budget constraints or ineffective resource allocation by regions. www.ijmer.in
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4. Lack of a post-literacy strategy and curriculum framework may bring relapsing of illiteracy 5. Adult participation in the emerging regions and amongst women, is relatively low 6. Lack of monitoring and evaluation and reporting skills at all levels meant that the quality of the IFAE programs and their relevance to the daily lives of many participants could not be assessed effectively 7. Low transition rates of participants from the first to second years of the IFAE program. To address the challenges identified under GESDP V, five components have been identified for this priority program. These programs focus on: 1. Expanding IFAE and post-IFAE programs in all regions 2. Improving women’s participation in IFAE and post-IFAE programs 3. Expanding continuing education programs in emerging regions 4. Improving the quality of ANFE 5. Creating a strong and efficient institutional system for ANFE at all levels Organization for Economic Co-operation and Development-OECD (1992) defines AE as any learning activity or program deliberately designed by providing agent to satisfy any training need or interest that may be experienced at any stage in his or her life by person that is over the statutory school leaving age and whose principal activity is no longer education. Its ambit thus spans non-vocational, vocational, general, formal and non-formal studies as well as education with a collective social purpose.
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Throughout the Ethiopia, there are over 26 632 000 adults were illiterate due to not getting a chance to attend a non-formal education. Out of those, a significant number are from Oromia regional state. It is a system of formal and non-formal learning approaches that may differ in content, level, and teaching learning method, and it may act as a substitute or a continuation of initial education (UNESCO, 1997). Nearly half of women 48% and 28% of men age 15-49 have no education. More than one third of women 35% and 48% of men have attended primary school, while 12% of women and 15% of men have attended secondary education. Only 6% of women and 9% of men have more than secondary education. About 4in ten women 7 in ten men are literate (2016, Ethiopian Demographic and Health survey key findings). Frameworks for organizing and delivering programs are hardly innovative or forward looking. The inadequacy of physical and instructional facilities in government-owned adult education training centers is indicative of the neglect and marginal status of adult education (Aderinoye, 2002). Inadequate commitment to the development of adult education is not unique to Ethiopia; it is a typical phenomenon in most African countries. A number of factors account for the underdevelopment of adult education and education generally in Africa (Omolewa, 2000; World Bank, 2001). They include “the constraints of funding, lack of continuity of policy, increasing huge debt, problem of gender and language” (Omolewa, 2000). 1.2.
Basic research question
It is undeniable fact that the responsibility to realize the implementation adult and none formal education rests in the hands of national and regional governments; and to some extent in specified regions at the hands of none governmental organization. However, in Oromiya region especially Illu Aba Bor zone Yayo wereda the provision www.ijmer.in
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of IFAL was put into operation by the office of wereda educational office called the agent of national and regional government. To eradicate the situation they play an essential part in providing educational opportunities to communities, and social groups who were marginalized, and fill the gaps in the states‘efforts. In this case, the trend of informal adult education provision in this wereda was inconsistent with the ultimate agenda of the government lay under GTP three. To fill the gap, it is mandatory to analyze the problem and give a possible recommendation for executer of the plan. Thus, this research assessed the trend of adult education program implementation challenge. Accordingly, the study was tried to answer the following basic questions: 1.
To what extent IFAL is implemented according to its plan in Yayo werda?
2.
What are the major challenges to the implementation of the programs? 1.3.
Objective of the study
1.3.1. General objectives of the study The main purpose of this study was assessed the trend of adult education program implementation challenge in Yayo wereda Illu Aba Bor zone. 1.3.2. Specific objectives of the study The study strived specifically to meet the following objectives: 1. Examining IFAL program deliverance trend in relation with the national goal; 2. Investigate the extent to IFAL program challenges in Yayo wereda.
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2. Research Design and Methodology 2.1.
Research Design
The design of this research was purely qualitative. Because qualitative research is a form of social inquiry that focuses on the way people interpret and make sense of their experience the world in which they live. In the words of Atkinson et al. (2001: 7) a number of different approaches exist within the wider framework of this type of research. Most of these have the same aim: to understand the social reality of individuals, groups and cultures. Hence, qualitative research design is preferable for the researcher to acquire enough data from the respondents and to manifest the real judgments expected from the result of the study. 2.2.
Sources of Data
The data sources for this study were primary and secondary. The primary source were the centers of IFAL learners themselves; class room teacher and facilitators of the center who were directly involved in the program and secondary data source were the document or the attendants record that founded in the IFAL centers. 2.3.
Instruments of the Study
2.3.1. Interview Qualitative interviewing is hard, creative and active work (Holstein and Gubrium, 1995). So to investigate the detail issue and make the result concrete it is must to use personal or face-to-face interview for collecting data throughout this research. This type of interview has an advantage for the interviewer to works directly with the respondent in asking questions and records their responses (Anol Bhattacherjee, 2012). Actually, the researchers use this instrument to gather data from the teachers and facilitators of the center.
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2.3.2. Documentary Review Patton (2002) contends that documents prove valuable not only because of what can be learned directly from them but also as stimulus for paths of inquiry that can be pursued only through direct observation and interviewing. Documentary review was seen desirable to make comparisons and matches regarding what have been done and reported concerning the implementation of the program from the center to the wereda. 2.3.3. Focus Group Discussions Focus Group Discussions was conduct to verify, build on and add depth to the result of Key Informant Interviews. The FGDs was conducted with the trainers of IFAL. A total of three FGDs were conducted at the three centers. The sessions were facilitated and guided by the researcher. 2.4.
Sample Size and Sample Technique
2.4.1. Purposive Sampling Patton (2002:230) argues that the logic and power of purposeful sampling lie in selecting information-rich cases for study in depth. Information-rich cases are those from which one can learn a great deal about issues of central importance to the purpose of the inquiry. Purposive sampling was used to get three IFAL teaching centers called Gesha, Magela and Abiyu, 15 male, 13 female, 28 total IFAL teachers/facilitators (for interview) of the centers. 2.4.2. Stratified Sampling Stratified sampling was used to select adult learners who were participated in the study. For the sake of gender balance, adult learners were grouped according to their sex 87 male, 48 female, 135 total fallow the training when researchers were in the center. Hence, it was
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mandatory to include all in the sample of FGD; to make data reliable and to recognize participants were representative. Table 1:- Source of data, total centers population and sample centers population Source data
of Total center/population
Sample center/population
Male
Fema le
Total
Male
Femal e
Tota l
Facilitator
13
17
30
13
17
30
IFAL learner
97
298
395
82
250
332
Total
110
315
425
95
267
362
2.5.
Method f Data Analysis
Views from the sample participant in the interview and FGD experience and with those of the researchers on the issue studied collaboratively analyzed through narration. This would do by setting the genuine words of the respondent responded and the review document carefully. 3. Finding and Discussion of the study This chapter deals with the findings of the study and their interpretations. It presents analysis of interview responses from teacher/facilitator, followed by FGD with IFAL trainers and document review. 3.1.
Provision of adult education program
The period allocation document of the training program was adjusted differently from one center to the other and it shows Geci center provide on Tuesday and Thursday 9:30 - 11:00; Megela Tuesday and Thursday 8:00 – 9:30 and Abiyu Monday and Wednesday 9:30 – 11:00. www.ijmer.in
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Each of them was scheduled to provide two times for three hours in a week. The interview and FDG result disclose that program was ruining with the actual environmental situation and the need of the learner in a single shift after noon. The duration limit of training provision set by the Minister of Education was nine hour per week. The feature they adjust the program according to the interest and need of the learner makes the implementation of the program ineffective and the achievement standard of the trainers insufficient. Additionally, the interviewer forwarded some drawback they face i.e., dropout, absentees and the so on. To alleviate all these through agreement in between both facilitators and learners adjustment of a period into 45 minutes were formed. This adjustment by itself was not solving the problem than aggravating the problem i.e., at least from each center eight individuals were dropping completely and twenty four of them absence in a one day program. 3.2.
Organization of adult education programs
Under the organization of the program all the interviewer replying that it is complex to understand who have which responsibility and who is accountable for the success and failure of the program. Because the IFAL board member at the Kebele level includes developmental agent, health extension worker, kebele manager, community leader, school director, model teacher, youth affair and facilitators. This means that each and every task is doing in a dispersed team without any motivational incentives they say. To justifying the organization gap they raise that the problematic of organization is not only at the kebele level; but at the wereda level government officials such as educational office, health office, agricultural office, women and children affairs, micro enterprise, communication affairs, youth and sport and wereda administrator are assigned to fallow and support IFAL in addition to organizing, managing and mobilizing the program in collaboration. However, except the wereda educational office no one is acting as a www.ijmer.in
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responsible body. All these in the above shows that the existing problem is attitudinal than any other i.e. they represent themselves simply nominally than role player in bringing positive impact. Because of this reason at the kebele and the wereda level from 2006 – 2008 E.C except attending occasional meeting all of them assumes that education office alone running the organization of the program as the only ownership. This show, the organization were not integrated to ensure a relationship among the concerned offices to ensure the achievement of the program, not addresses the needs of adult participants, as well as the needs of society in relation with the agenda of the government. 3.3.
Comprehensiveness of adult education program
The comprehensiveness of the subject matter was divided in the unit based on knowledge and skill they provide for the learners all over the regional state. In other word a single book has different subject which prepared based on the context of the norm and culture of the society. There was a tendency to concentrate efforts in adult education on literacy or basic education. A variety of general education programs and courses were available and offered accordingly the curriculum but in the center researched it was not as listed on curriculum. This is because the focus of facilitators were teaching of how to read and how to write word and sentences by using their indigenous language; and how to calculate (adding, subtracting, multiplying and dividing) numbers than learning a variety of vocational and practical trainings such as in agricultural and health aspects. 3.4.
Personal development of adult learners
Concerning the development of learners or effect of the program on participant’s development the interview and discussion were reveal that they bring change in their way of life by developing problem solving skills in their daily life and they adopt technology i.e. use mobile phone, read different notice and news papers moreover search for new www.ijmer.in
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information daily. The adult learner is responsible for making personal decisions in day-to-day life, in many cases decisions that also affect others. Similarly, adults are assumed to prefer self-direction in determining the goals and outcomes of their learning. Furthermore, adults bring a vast reservoir of experience to the learning situation that should be capitalized on. They also value learning through direct experience. Generally the program brings dynamic change in developing skill, behavioral change and also attitudinal change especially towards work which enable them to improve their livelihood and their social interaction. 3.5.
Teachers or Facilitators commitment for adult
training Regarding the commitment of facilitators what was observed in the study area were that most of the facilitators in the study area were less satisfied on their work. This is because of low salary, and the employment type is contract until they hold diploma. So they were frustrated and this has an impact on their commitment of work directly. In another way, some of them were committed; because they think that they are educating and serving their own society and their relatives positively. The major problem that have an impact on the commitment of the facilitators are less integration of different sectors for the program, absence of enough training given for facilitators especially concerning the issue of andragogy, absence of facility specifically teaching aids and absence of support from the higher officials especially on budget were reasons that limit the commitment of teachers and facilitators to teach as put down on IFAL guide line. 3.6.
Ways to Learn adult education
Adults are typically adopting a learning situation by experience a need in their life, they are accepted to bring a task or problem centered orientation to learning. Approaches to learning can help develop the www.ijmer.in
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understanding of adult learning in different ways; the adult learner should be seen as a whole person and should be considered as more than a mainframe of information, the learning procedure is more than the organized attainment and storage of new information. The learning practice involves learning about oneself and transforming not just what one learns, but also the way in which one learns. Teaching learning process of the program was andragogical method of teaching. To address what was intended in the program were not achieved easily due to the mal application of methodology. 4. Conclusion The paper was geared to assess the trend of adult education program implementation challenge in Yayo wereda Illu Aba Bor zone. The sub topics touched were provision, organization, comprehensiveness of IFAL program and personal development of learners, teachers or facilitators’ commitment and way of learning. Regarding program provision and implementation of the program it was ineffective and the achievement standards of the trainers were insufficient from one level to the other. Organization of the program was not integrated to ensure a relationship among the concerned offices to ensure the achievement of the program in between sectors. The comprehensiveness of the program in practice was not all rounded i.e the program delivery according to the curriculum vertically and horizontally is not keeping its chronology. Advantageously personal developments of learners in improving their life style, improving their understandings of phenomena, improve their livelihood and their social interactions were increasing from day to day. Commitment of teachers and facilitators to guide the learners and arming the theoretical and practical knowledge or arming lifelong learning for their future was insufficient. The impact of teaching methodology and approach were very low in comparing with the skill they grasp from the program.
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5. Recommendation In achieving the ESDP V target and MDG goal each and every educational sector exist at different level have a great role in reducing literacy of those who are marginalized and have not a chance of training. To alleviate the above identified issues in assessing the trend of adult education program implementation the concerned body should take the following recommendation into consideration. 1. As much as possible the program provision time allocation for the theoretical and practical aspect of IFAL must implemented according to the time given to cover each course than facilitating based on the agreement of the trainee and trainer. 2. For the effectiveness of the program, the coordination and integration of different sectors especially the social development sectors like education, health, agriculture and women and youth organization is paramount, therefore, these sectors should have to owned the program and contribute their own share. 3. The organization of the program in the wereda should be rearranged as per the guide line of IFAL prepared and circulate through the MoE in 2011 G.C. Additionally officials should give attention for the program since the impact of the program is high in changing the life of the community and the progress of the program evaluated as indicated by the program objective. 4. Training for teacher and facilitators to update and upgrade their knowledge is mandatory for the success of the program. This is because the knowledge of andragogy for delivering the theoretical and practical aspect of skill grasped from short and long term training than involving directly teaching and facilitating the program. Providing this chance is also increasing their commitment and stay in the profession by having a great interest. www.ijmer.in
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5. The availability of different teaching material is important so the woreda managing board should fulfill the necessary facilities by allocating enough budgets which allow the program to achieve its goal. Reference Aderinoye, R. (2002). Literacy Assessment Practices (LAP) in Selected Developing Countries: Nigeria Case Study. http://www.literacy.org/products/ili/pdf/LAPNigeriaCase_total. pdf Anol Bhattacherjee (2012). Social Science Research: Principles, Methods, and Practices. University of South Florida (Tampa, Florida, USA). Atkison, P., Coffey, A. and Dekamont, S. (2001) A debate about our canon, Qualitative Research, 1(1) 5-21. Ethiopian (2016) Demographic and Health survey key findings. Holstein, J. and Gubrium, J. (1995) The Active Interview, London: Sage. OECD. (1992). Adult Literacy and Economic Performance. Paris: Centre for Educational Research and Innovation Omolewa, M. A. (2000). Setting the Tone of Adult and Continuing Education in Africa. In S. Ndabawa, A. Oduaran, T. Afrik and S. Walters (Eds.), The State of Adult and Continuing Education in Africa, 11-16, Windhoek: Department of Adult and Nonformal Education, University of Namibia. Omolewa, Michael. (2000). Setting the Tone of Adult and Continuing education in Africa. In Indabawa, Sabo, Akpovire Oduaran , Tai Afrik & Shirley Walter. The State of Adult and Continuing
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Education in Africa. Windhoek: University of Namibia. Pp. 1118 Patton, Michael. (2002). Qualitative Research and Evaluation Methods. London: Sage Publications The Federal Democratic Republic of Ethiopia Education Sector Development Programme V (ESDP V) 2015/16 - 2019/20 G.C. Programme Action Plan The Federal Democratic Republic of Ethiopia Education Sector Development Program IV (ESDP IV) 2010/2011 – 2014/2015 2003 E.C – 2007 E.C Program Action Plan UNESCO. Adult Education in a Polarizing World, Education for All, Status and Trends, Paris1997 World Bank (2001). A Chance to Learn: Knowledge and Finance for Education in Sub-Saharan Africa. Washington, D.C., World Bank.
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LIQUIDATION OF COMPANIES UNDER THE INSOLVENCY AND BANKRUPTCY CODE, 2016 – NEW PROVISIONS
Dr. Madhusudan Gubbala Research Scholar, Dr B.R. Ambedkar College of Law Andhra University Visakhapatnam
Prof. Y. Satyanarayana Professor of Law, Dr B.R. Ambedkar College of Law Andhra University Visakhapatnam
Abstract The provisions of the Company Law concerning liquidation are to be applied unless the company’s Memorandum or Articles of Association provide a specific procedure for its liquidation, upon resolving the company’s dissolution an agreement is reached between the partners as to its liquidation-n procedure. Upon the dissolution of a company, it is considered to be in the liquidation stage. While the liquidation procedures are being implemented the company will retain its legal capacity for the implementation of its liquidation. It is imperative to affix the term ‘In Liquidation’ to the company name. As a consequence of the dissolution of the company the authority of its managers or board of directors will also come to an end, they should continue to manage the company but as far as third parties are concerned, they will be considered as liquidators until a liquidator is appointed. During the liquidation, the company’s administrative structure will continue to exist, but it will only perform functions that are not within the jurisdiction of the liquidators. Introduction The Indian Insolvency and bankruptcy regime was highly fragmented, with multiple judicial forums and lacking clarity in terms of jurisdiction and certainty of decisions. Further, decisions are
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appealed, cross appealed and stayed by courts having concurrent and overlapping jurisdictions. It lead to delays in closure of unviable business. Lack of data and information in respect of indebtedness, assets and security situations of companies further aggravated the problems. Therefore, average time to resolve the insolvency in India used to take minimum 4 to 5 years which is very high in comparison to other advanced countries in the world. Although the provisions of the Companies Act, 2013 on winding up of companies made several improvements over the 1956 Act, there are several unresolved issues which have not been appropriately addressed. These issues have to be resolved statutorily, to develop an effective legal regime for winding up of companies under the 2013 Act Viswanathan’s Committee It is against the above ground that a committee under the Chairmanship of Sri T.K.Viswanathan was set up by the Central Government in August, 2014, (Viswanathan’s Committee) to study the corporate bankruptcy legal frame work in India. The objectives of the Committee were to resolve insolvency with (i) lesser time involved, (ii) lesser loss in recovery, and (iii) higher levels of debt financing across a wide variety of debt instruments. Based
on
the
recommendations
of
the
Viswanathan’s
Committee, the Insolvency and Bankruptcy Code, 2016 (the Code) has been enacted by the Parliament. The Code has been enacted to consolidate and amend the laws relating to reorganization and insolvency resolution of corporate persons, partnership firms, and individuals in a time bound manner for maximization of value of assets of such persons, to promote entrepreneurship, availability of credit and balance the interests of all the stakeholders.
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The Code designates the National Company Law Tribunal (NCLT) as the adjudicating authority for corporate persons and DRT as the adjudicating authority for firms and individuals for resolution of insolvency, liquidation and bankruptcy. The Code provides for establishment of Insolvency and Bankruptcy Board of India (Board) for regulation of insolvency professionals, insolvency professional agencies and information utilities. Insolvency professionals will assist in completion of insolvency resolution, liquidation and bankruptcy proceedings envisaged in the Code. Information Utilities would collect, collate, authenticate and disseminate financial information to facilitate such proceedings. Consolidation of existing legal frame work The Code has consolidated the existing legal frame work by repealing the Presidency Towns Insolvency Act, 1909 and the Provincial Insolvency Act, 1920 and amending the Companies Act, 2013, the Limited Liability Partnership Act, 2008, Recovery of Debts due to Banks and Financial Institutions Act, 1993, Securitization and Reconstruction of Financial Assets and Enforcement of Security Interest Act, 2002, the Indian Partnership Act, 1932 and other Acts. Application of the Code The Provisions of the Code shall apply to (a) a company incorporated under the Companies Act, (b) any other company governed by any special Act, (c) any limited Liability partnership, d) such other body corporate as may be specified by the Central Government and (e) Partnership firms and individuals, in relation to their insolvency, liquidation, or bankruptcy, as the case may be. Corporate Insolvency Resolution Process The Code sets out the procedure for initiating corporate insolvency resolution process against a corporate debtor before the www.ijmer.in
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adjudicating authority. It applies to matters relating to insolvency and liquidation of corporate debtors where the minimum amount of default is one lakh rupees. The Central Government may, by notification, specify the minimum amount of default of higher value which shall not be more than one crore rupees. The code provides that where a corporate debtor has defaulted in paying a debt that has become due and payable but not repaid the corporate insolvency resolution process may be initiated in the manner as provided therein in respect of such corporate debtor by a financial creditor, an operational creditor or the corporate debtor itself. A financial creditor can file an application before NCLT along with proof of default and the name of a resolution professional proposed to act as the interim resolution professional in respect of the corporate debtor. The adjudicating authority can, within fourteen days from the date of receipt of the application, ascertain the existence of a default from the records of a regulated information utility. Once the adjudicating authority is satisfied as to the existence of the default and has ensured that the application is complete and no disciplinary proceedings are pending against the proposed resolution professional, it shall admit the application. An operational creditor or a corporate debtor can also initiate insolvency resolution process as provided under the Code. Time-limit for completion of insolvency resolution process A time limit of 180 days, extendable by a further 90 days, is provided under the Code for the completion of corporate insolvency resolution process. The application for the extension can only be made by the resolution professional and has to be supported by a resolution passed at a meeting of the committee of creditors by a majority of 75 per cent of the voting shares. The adjudicating authority shall have no discretion to extend these time-lines (Section 12 of the Code). www.ijmer.in
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Declaration of moratorium and public announcement Once an application for initiating the corporate insolvency resolution process has been admitted, the adjudicating authority shall (a) declare a moratorium in accordance with section 14 of the Code, (b) cause a public announcement of the initiation of corporate insolvency resolution process with respect to the corporate debtor to be made and call for claims in the manner laid down in the Code and (c) appoint the interim resolution professional for the corporate debtor in accordance with the provisions of the Code. Management of affairs of corporate debtor
by
interim
resolution professional Once the interim resolution professional has been appointed, the management of the affairs of the corporate debtor shall vest in him. The powers of the board of directors or the partners of the corporate debtor, as the case may be, are suspended. The officers and managers of the corporate debtor shall report to the interim resolution professional and cooperate with him in providing access to documents and records of the corporate debtor. For effectively discharging the responsibilities, the interim resolution professional is empowered to do all acts and execute documents in the name of the corporate debtor (Section 17). The Code imposes an obligation on the personnel and promoters of the corporate debtor to extend all assistance and co-operation required by the interim resolution professional in the management of the affairs of the corporate debtor (Section 19). Committee of creditors The Code provides for the constitution of a committee of creditors by the interim resolution professional after collation of all claims received against the corporate debtor and determination of the financial position of the corporate debtor. The committee of creditors is composed of all the financial creditors of the corporate debtor, www.ijmer.in
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excluding related parties of the corporate debtor. All decisions of the Committee shall be taken by a vote of not less than seventy- five per cent of the voting shares (Section 21). Appointment of resolution professional One of the main functions of the committee of creditors is the appointment of the resolution professional. At the first meeting which shall be held within seven days of the constitution of the committee of creditors, the committee may decide, by a majority of 75 per cent of voting share of the financial creditors, to appoint the interim resolution professional as the resolution professional or propose the name of another insolvency professional to be appointed as the resolution professional. The resolution professional shall be responsible for carrying out the entire corporate insolvency resolution process and managing the operations of the corporate debtor during such process. Preparation of information memorandum One of the main functions of the resolution professional is preparation of an information memorandum, which shall enable a resolution applicant to prepare a resolution plan. Such an information memorandum is envisaged to be prepared in order that the market participants may provide solutions for resolving the insolvency of the corporate debtor. Submission of resolution plan A resolution applicant may submit a resolution plan to the resolution professional prepared on the basis of the information memorandum. The resolution professional shall examine each resolution plan received by him to confirm that each resolution plan provides for all the requirements under the Code. The resolution professional shall present to the committee of creditors for its approval such resolution plans. The committee of creditors may approve a www.ijmer.in
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
resolution plan by a vote of not less than seventy five per cent of voting shares of the financial creditors. The resolution professional shall submit the resolution plan as approved by the committee of creditors to the Adjudicating Authority. Approval of resolution plan If the Adjudicating Authority is satisfied that the resolution plan as approved by the committee of creditors meets the aforesaid requirements, it shall by order approve the resolution plan which shall be binding on the corporate debtor and its employees, members, creditors, guarantors and other stakeholders involved in the resolution plan. Where the Adjudicating Authority is satisfied that the resolution plan does not confirm to the said requirements, it may, by an order, reject the resolution plan. Initiation of liquidation Process Chapter III of the Insolvency and Bankruptcy Code, 2016 covering Sections 33 to 54 deals with the process of liquidation of the corporate debtor before the adjudicating authority (NCLT). The adjudicating authority shall pass an order for liquidation of the corporate debtor (a) where the adjudicating authority is of the opinion that the resolution plan does not meet the required criteria (b) where the adjudicating authority does not receive a resolution plan on or before the expiry of the maximum period permitted for the completion of the insolvency resolution plan; (c) where, at any time before the confirmation of a resolution plan, the committee of creditors resolve by a 75 per cent majority of voting shares that the corporate debtor is to be liquidated; or (d) where the corporate debtor violates the terms of the resolution plan. The liquidation order shall result in a moratorium on the initiation or continuation of any suit or legal proceeding by or against the corporate debtor. The liquidation order shall also be deemed to be a notice of discharge to the officers, employees and www.ijmer.in
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workmen of the corporate debtor except when the business of the corporate debtor is continued. Appointment of liquidator Where the Adjudicating Authority passes an order for liquidation of the corporate debtor, the resolution professional appointed for the corporate insolvency resolution process shall act as the liquidator for the purposes of liquidation unless replaced by the Adjudicating Authority On the appointment of the liquidator, all powers of the board of directors, key managerial personnel and the partners of the corporate debtor, as the case may be, shall cease to have effect and shall be vested in the liquidator. The personnel of the corporate debtor shall extend all assistance and cooperation to the liquidator as may be required by him in managing the affairs of the corporate debtor (Section 34). Liquidation Estate For the purposes of liquidation, the liquidator shall form an estate of the assets mentioned in Section 36 of the Code which will be called the liquidation estate in relation to the corporate debtor. The liquidator shall hold the liquidation estate as a fiduciary for the benefit of all the creditors. Verification of claims The liquidator shall verify the claims submitted within the prescribed time and after verification of claims, either admit or reject the claims. The liquidator shall communicate his decision of admission or rejection of claims to the creditor and corporate debtor within seven days of such admission or rejection of claims. A creditor may appeal to the Adjudicating Authority against the decision of the liquidator rejecting the claims within fourteen days of the receipt of such decision.
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
Distribution of assets The Code sets out the order of priority in the distribution of assets of the corporate debtor in liquidation. It clearly states that notwithstanding anything to the contrary contained in any law enacted by the Parliament or any State Legislature for the time being in force, the proceeds from the sale of the liquidation assets shall be distributed in the order of priority set out in Section 53 of the Code. Dissolution of corporate debtor Where the assets of the corporate debtor have been completely liquidated, the liquidator shall make an application to the Adjudicating Authority for the dissolution of such corporate debtor. The Adjudicating Authority shall on application filed by the liquidator in this behalf order that the corporate debtor shall be dissolved from the date of that order and the corporate debtor shall be dissolved accordingly. A copy of the said order shall, within seven days from the date of such order, be forwarded to the authority with which the corporate debtor is registered. The dissolution of a company puts an end to the life of the Company. References: Books A Ramaiya
:
Guide To The Companies Act 18th Edition (2015)
A. Ramaiya
:
Company Law Digest - 8th Edition (2014-15)
Commercial
:
The Insolvency And Bankruptcy Code, 2016
Law Young Global’s
Publishers (I) Pvt. Ltd. (2016-17) :
Insolvency And Bankruptcy Code, 2016 Publications
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(Conceptual Analysis & Procedure), June, 2017 Eradi Committee
:
The Report Of High Level Committee On Law Relating to Insolvency And Winding Up Of Companies (2000)
Websites 1. business.gov.in 2. www.allindiareporter.in 3. www.asianlaws.org 4. www.companylawonline.com 5. www.sebi.gov.in 6. www.taxman.com
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
STRESS MANAGEMENT TECHNIQUES: ITS IMPACT ON PERCEPTION OF STRESSORS AMONG NURSING STUDENTS Kasthuri S Professor Gitam Institute of Nursing Gitam University, Visakhapatnam Abstract: The present study was done to know the prevalence of stressors in nursing profession and to observe any changes in the perception of stressors on implementation of stress management techniques. An experimental design was conducted with consent, among 114 nursing students. Among Experimental group, for stressors like academic load, clinical concerns, personal problems, interface worries and Student Nurse Stress Index(SNSI) there was decrease in moderate stress level percentage during post-test compared to pre-test level. There was increase in mild stress percentage during post-test compared to pre-test mild stress level. The present study found out that the stress management techniques were effective in decreasing the perception of stressors among nursing students. Key words: Stressors, Nursing students, SNSI, Academic load, Clinical Concerns. Introduction: Klainberg, et.al (2010-11) reported that college students tend to experience stress because they often juggle outside jobs, family, emotional and financial role responsibilities and the challenges of attaining an education. They also reported that social pressures, learning challenges, new study methods, a change in peer relationships and particularly examinations cause stress.4
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
and
Wolf, et.al., (2015) in their study reported that fear of failure clinical incompetence, problematic relationships and time
management issues were identified as major stressors.6 Henok, S. (2015) reported that most common stressors were from intrapersonal factors.2 Many studies were reported on the stress of nursing students. Few studies reported on the stressors. There are no studies that reported the effectiveness of stress management techniques on the perception of stressors among nursing students. Therefore the researcher was interested to know the prevalence of stressors in nursing profession, and to observe any changes in the perception of stressors on implementation of stress management techniques. Objectives of the study:
To assess prevalence of perception of stressors among B.Sc (Nursing) nursing students
To compare pre-test and post-test perception of stressors among B.Sc (Nursing) nursing students.
To find out the effectiveness of stress management techniques on perception of stressors among B.Sc (Nursing) nursing students.
To find out the association between selected demographic variables and student nurse stress index.
Hypothesis: H0: There is no association between pre-test and post-test perception of stressors among nursing students H1: There is significant decrease in post-test perception of stressors compared to pre-test
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
Methods and Materials: An experimental design was conducted with consent, among 114 nursing students by simple, random, probability sampling technique and through lottery method the students are assigned into control group (58 students) and (56 students) into experimental group. The control group was not given any stress management techniques program. The experimental group received Stress management training program for six weeks, daily. The Pre and post-test questionnaire is used to collect data from the students. Stress management program included seminar on stress and its management, deep breathing exercises, progressive muscle relaxation, massage therapy, visualization, stress diary, role play, stress journal and peer group sharing. Description of the tool: Demographic data: This consists data like age, belonging to which state, year of study, marital status, education of father, education of mother and monthly income of the family Student Nurse Stress Index (SNSI): Martyn C Jones & Derek W. Johnson3 SNSI Scale was used to collect data on stressors. This section consists of 22 items related to stress factors like academic load, clinical concerns, personal problems and interface worries as underlying variables in the form of Likert scale (Tab-1). Each item have responses like not stressful, mild stress, moderate stress, severe stress and extremely stressful. The student marks against each item according to their perception. Under each subscale category, the items of questionnaire are grouped as per the Table-1 for summing and getting the score of each sub scales. Scoring and Interpretation: The SNSI subscale and total scores are calculated using the unit weighting method of scoring.
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
SNSI Total: Sum scores on items 1-22 to give an overall total ranging from 22 to 110. Academic Load: Sum scores on items 1,2,3,8,14,18,20 to give a subscale total ranging from 7 to 3. Clinical Concerns: Sum scores on items 12,14,16,17,18,19,20 to give a subscale total ranging from 7 to 35 Personal Problems: Sum scores on items 9,10,11,12 to give a subscale total ranging 4 to 20 Interface worries: Sum scores on items 4,5,6,7,15,21,22 to give a subscale total ranging from 7 to 35. For Academic load, clinical concerns and interface worries, the interpretation is done as follows: Scores
Interpretation
1. 1-7
Not Stressful
2. 8-14
Mild Stress
3. 15-21
Moderate Stress
4. 25-28
Severe Stress
5. 29-35
Extreme Stress
For personal problems, interpretation is done as follows: Scores
Interpretation
1. 1-4
Not Stressful
2. 5-8
Mild Stress
3. 9-12
Moderate Stress
4. 13-16
Severe Stress
5. 17-20
Extreme Stress
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
Table-1: Different items of Student Nurse’s Stressors under each sub-scale. Sub-Scales
Student Nurse’s Stressors under each subscale
Academic load:
Amount of class work to be learned Difficulty of class work material Fear of failure in examination Too much responsibility Atmosphere created by teachers Unsure of what is expected from self
Clinical concerns:
Relation with other professionals Too much responsibility Clients attitude towards self Clients attitude towards nursing profession Atmosphere created by teachers Unsure of what is expected from self
Personal problems:
Interface worries:
Personal health problems Family members physical health Relationships with parents Other personal problems Peer competition Expectations
of
other
personnel
towards
nursing Lack of free time College response towards students need Lack of timely feedback about performance Lack of time for entertainment No time for family
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
Data Analysis: Mean and standard deviations are calculated for continuous data. Wilcoxon signed rank test is used to check the effectiveness of Stress management program among pre-test and post test values for experimental and control group for Student Nurse Stress Index. Mann Whitney U test is used to find the effectiveness of stress management program among experimental and control group for posttest values of student nurse’s stress. Results: Table-2:
Frequency
and
Percentage
distribution
of
demographic data of Experimental (N=56) and Control
S.N O
Group(N=58)
1
2
3
4
5
DEMOGRAPHIC VARIABLES Age 18-20 21-23 >23 State: AP Telangana Tamil nadu Kerala Others Present year of study I year II year III year IV year Marital Status Un married Married Widow Education of Father: I Std to 6th Std 7th Standard to X Std
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EXPERIMENTAL GROUP (N=56) n %
CONTROL GROUP(N=58) n %
37 18 1
66.1 32.1 1.8
35 23 0
60.3 39.6 0
43 0 0 10 3
76.79 0 0 17.86 5.36
27 0 0 36 4
46.55 0 0 62.07 6.90
15 15 12 14
26.78 26.78 21.42 25
15 13 15 15
25.86 22.41 25.86 25.86
54 2 0
96.43 3.57 0
56 2 0
96.55 3.45 0
6 21
10.71 37.5
17 19
29.31 32.76 32
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6
7
Intermediate / + 2/ Pre Degree course Degree Post Graduation Not literate Education of mother: I Std to 6th Std 7th Standard to X Std Intermediate / + 2/ Pre Degree course Degree Post Graduation Not literate Monthly income of family in Rupees/ month Below Rs. 10,000 Rs.10,000 – 20,000 Rs.Above 20,000
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10
17.86
10
17.24
10 1 8
17.86 1.78 14.2
7 0 5
12.07 0 8.62
12 16 8
21.43 28.57 14.29
15 18 9
25.86 31.03 15.52
5 1 14
8.93 1.79 25
3 1 12
5.17 1.72 20.69
17 23 16
30.36 41.07 28.57
28 21 9
48.27 36.20 15.52
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Table-3: Percentage distribution of prevalence of stressors in Experimental (N=56) and
Contr ol
Experimental Group (N=56)
Groups
Control groups (N=58). Student Nurse Stress
NOT STRESSFU L
MILD STRESS
MODERA TE STRESS
SEVERE STRESS
EXTREM E STRESS
n 0
% 0
n 13
% 23.21
n 30
% 53.57
n 10
% 17.57
n % 3 5.35
Post-Test
0
0
33
58.92
15
26.78
8
14.28
0 0
Pre -Test
0
0
24
42.85
26
46.42
5
8.92
1 1.78
Post-Test
1
1.78
34
60.71
20
35.7
1
1.78
0 0
Personal problems
Pre -Test
5
8.92
16
28.57
29
51.78
4
7.14
2 3.57
Post-Test
3
5.35
39
69.64
11
19.64
2
3.57
1 1.78
Interface worries
Pre -Test
0
0
13
23.21
36
64.28
5
8.92
2 3.57
Post-Test
0
0
31
55.35
20
35.71
3
5.35
2 3.57
SNSI
Pre -Test Post-Test
0 0
0 0
12 34
21.43 60.71
34 19
60.71 33.93
10 3
17.85 5.35
0 0 0 0
Academic load
Pre-Test
0
0
12
20.69
38
65.52
8
13.8
0 0
Post-Test
1
1.72
14
24.13
29
50
14
24.14
0 0
Clinical
Pre -Test
1
1.72
23
39.66
29
50
5
8.62
0 0
Academic load Clinical concerns
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Pre-Test
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concerns
Post-Test
1
1.72
16
27.58
34
58.62
7
12.06
0 0
Personal problems
Pre -Test
1
1.72
24
41.38
27
46.6
5
8.62
1 1.72
Post-Test
0
0
25
43.10
27
46.56
6
10.34
0 0
Interface worries
Pre -Test
2
3.44
14
24.13
32
55.17
9
15.52
1 1.72
Post-Test Pre -Test
11 0
18.97 0
35 6
60.34 10.34
12
20.69
0
0
0 0
45
77.59
7
12.06
0 0
Post-Test
0
0
5
8.62
40
68.97
13
22.41
0 0
SNSI
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Control Group(N=58)
Experimental (N=56)
Group
G r
Table-4: Comparison of Means between pre-test and post-test for Student Nurse’s Stressors in Experimental group (N=56) and Control Groups (N=58) Student Nurse’s Stress Pre-Test Academic load Post-Test Pre-Test Clinical concerns Post-Test Pre-Test Personal problems Post-Test Pre-Test Interface worries Post-Test Pre-Test SNSI Post-Test Pre-Test Academic load Post-Test Pre-Test Clinical concerns Post-Test Pre-Test Personal problems Post-Test Pre-Test Interface worries Post-Test Pre-Test SNSI Post-Test
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Mean 18.803 16.143 15.82 13.66 9.125 7.77 17.93 15.94 54.32 47.16 18 18.10 15.93 16.53 9.01 9.24 17.63 17.69 53.34 53.84
SD 4.74 4.46 4.78 3.57 3.24 2.82 5.02 4.62 13.67 10.86 3.92 4.47 4.58 4.39 2.75 2.69 5.10 4.39 11.42 11.20
Z – Value
P-value
Inference
-3.14
0.00084**
HS
-2.66
0.00391**
HS
-2.97
0.00154**
HS
-2.75
0.00298**
HS
-3.07
0.00107**
HS
-0.39
0.348
NS
-1.16
0.121
NS
-0.30
0.378
NS
-0.05
0.476
NS
-0.11
0.452
NS
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Table-5: Comparison of Means of post-test for Student Nurse’s Stressors among experimental (N=56) and control groups (N=58)
Student Nurse’s Stress
Group
Academi c load
Mea n
SD
Experimental Group
16.14
4.61
Control Group
18.10
4.47
Experimental Group
13.66
3.57
Control Group
16.53
4.39
Experimental Group
7.77
2.82
Control Group
9.24
2.69
Interfac e worries
Experimental Group
15.94
4.62
Control Group
17.69
4.39
SNSI
Experimental Group
47.16
10.8 6
53.84
11.2 0
Clinical concerns
Personal problem
Control Group
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Zscor e
Pvalue
Inferenc e
2.49
0.00639 *
HS
3.74
0.00018 *
HS
3.24
0.0006*
HS
2.78
0.00264 *
HS
3.72
0.0002*
HS
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Table-6: Association of Selected demographic variables and pre-test Student Nurse Stress index in Experimental (N=56) and Control (N=58) groups
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0.10
3
9.67
0.13
3 32 2
10 0
1.34
p-value
7.72
X2
1 6 0 3
4
df
11 7 8 8
p-value
5 0 0 4 1
MODERAT E SEVERE
3
26 0 0 6 2
Control group (N=58)
MILD
2
State: Andhra Pradesh 12 Telangana 0 Tamil nadu 0 Kerala 0 Others 0 Present year of study I year 3 II year 2 III year 4 IV year 3 Marital Status Un married 12 Married 0
X2
1
df
MILD
DEMOGRAPHIC VARIABLES
MODERAT E SEVERE
Experimental group (N=56)
2 0 0 3 1
20 0 0 24 1
5 0 0
4
6.53
0.16
1
3
3.36
0.76
1 1 1 3
12 11 11 11
2 1 3 1 3
3.6
0.16
0.51 5 1
44 1
7 0 38
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4
5
Widow Divorce Education of Father: I Std to 6th Std 7th Standard to X Std Intermediate / + 2/ Pre Degree course Degree Post Graduation Not literate Education of mother: I Std to 6th Std 7th Standard to X Std Intermediate / + 2/ Pre Degree course Degree Post Graduation Not literate
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0 0
0 0
0 0
0 0
0 0
0 0
3 2
2 17
1 2
0 5
15 14
2 0
0
7
3
1
6
3
4 0 3
3 1 4
3 0 1
0 0 0
6 0 4
1 0 1
2 1
9 12
1 3
2 3
12 12
1 3
0
6
2
0
8
1
3 0 6
1 0 6
1 1 2
0 0 1
2 1 10
1 0 1
5
5
15.6 4
18.9 0
0.11
0.04*
5
13.6 9
0.09
5
2.83
0.94
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Discussion: Observations in percentage distribution of prevalence of stressors in Experimental and Control groups: (Table-2) Among Experimental group, for stressors like academic load, clinical concerns, personal problems, interface worries and SNSI there was decrease in moderate stress level percentage during post-test compared to pre-test level. There was increase in mild stress percentage during post-test compared to pre-test mild stress level. Among Control group for stressors like academic load, clinical concerns, personal problems, interface worries and SNSI there was no significant decrease in moderate stress level percentage during posttest compared to pre-test level. There was no significant increase in mild stress percentage during post-test compared to pre-test mild stress level. Analysis of pre-test and post-test scores of Student Nurse’s stressors in Experimental group and Control group For Experimental group, the calculated p-value for academic load (p=0.00084), Clinical concerns (p=0.00391), personal problems (p=0.00154), Interface worries (p=0.00298) and SNSI (p= 0.00107) are significant at 0.05 significant level showing a significant decrease between pre-test and post-test means. For Control Group, the calculated p-value for academic load (p=0.34), Clinical concerns (p=0.121), personal problems (p=0.378), Interface worries (p=0.48) and SNSI (p= 0.45) are not significant at 0.05 significant level showing no significant difference between pre-test and post-test means. As there is significant decrease in post-test scores compared to pre-test, the null hypothesis is rejected and alternate hypothesis is accepted, supporting the statement, stress management is effective in reducing perception of student nurse’s stressors.
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Comparison between post-test scores of Student Nurse’s Stressors among Experimental and Control groups: For stressors like Academic load the calculated p-value (p=0.006) , Clinical concerns (p=0.000), Personal problems, (p=0.000), interface worries(0.002), SNSI (p=0.0002) shows high statistical significance difference at 0.05 significance level, showing the effectiveness of stress management techniques on stressors. As there is significant difference in post-test scores, the null hypothesis is rejected and alternate hypothesis is accepted, supporting the statement, stress management is effective in reducing student nurse’s stressors. Conclusion: Nitasha, S and Amandeep, K .(2001) did a study with an objective to identify factors contributing to stress among nursing students. The study revealed that 97% of the students had moderate level of stress where as 3% had severe stress. The factors contributing to stress are environmental factors (40%), interpersonal factors (30%) and academic factors (19%).5 Fernandes et.al (2014) found that stressors are present during the entire program but intensify when students are introduced to care practice with an emphasis on the domain of professional training, related stress was high in all the semesters.1 Since the present study found out that the stress management techniques were effective in decreasing the perception of stressors, training sessions and workshops can be planned for nursing faculty and nursing students. These will promote healthy understanding of the various stressors in nursing profession, enhancing their adjustment capacity and decrease drop outs. With the positive understanding of stress and its manageability, the students and faculty can enhance nurse’s image and motivate more student population to enter into nursing profession, which is very much required to meet growing health requirement of the country. www.ijmer.in
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References: 1. Fernandes Pereira FG, Nunes Caldini L Di ciero Miranda M, Afio caetano J “Assessment of stress in the inclusion of nursing students in hospital practice. 2. Henok Shiferaw N, Susan Anand and Gugsa Nemera N (2015) Stress and coping strategies among generic B.Sc nursing students of JIMMA University, South west Ethiopia. International Journal of Recent Advances in Multidisciplinary Research. 2(7): 511-517 3. Jones, M,C. and Johnston, D,W (1999) The derivation of a brief student nurse stress index. Work and stress 13(2):162-168. 4. Klainberg, M, Ewing, B and Ryan, M (2010-11). Reducing stress on a college campus. Journal of the New York State Association 41(2):4-7. 5. Nitasha Sharma, Amandeep Kaur (2011) Factors associated with stress among nursing students. Nursing and Midwifery Research Journal 7(1). 6.
Wolf L, Stidham AW, Ross R (2015) Predictors of stress and coping strategies of US accelerated Vs generic baccalaureate nursing students: an embedded mixed methods study. Nurse education today. 35(1):201-5.
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URBAN GOVERNANCE AND POLITICS IN INDIA A STUDY OF TELANGANA Amaravadhi Raavalee Research Scholar Department of Public Administration and Human Resource Management Kakatiya University Vidyaranyapuri, Warangal Abstract Municipal Government in India has its roots in pre-historic times. The epoch-making excavations at Harappa and Mohenjodaro reveal that well developed urban civilization existing in the ancient past. The cities had their councils which were elected bodies. In the words of Havel; “The administrative council of the city was modeled upon that of village communities and it may be assumed that like the latter, it was an elected body, though certain matters were reserved for control of Imperial official. India can thus rightly be claimant of the hoariest tradition of local Government in the World. Frank Moraes supports this contention. He writes Democracy was no exotic growth in India and centuries before the advent of British or Mughal Rule the stress was on self-governing institutions and a corporate life. An examination of the functioning of Warangal Municipal Corporation reveals that it is encountering with the problems like poor public health and sanitation, inadequate supply of portable drinking water supply, delay in granting building permission, etc. This research article explore the problem of Urban Governance in India with focus on newly emerged state of Telangana. Key Words: Corporate Administration, Public Health, Sanitation Administration, Budget Allocation, Education Emparities, Upgrading System, Urban Slums. Rural Development, Urban Governance.
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Introduction “Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing
poverty,
promoting
sustainable
development and building good governance. Kofi Annan Almost half of the world population lives in the urban areas and the cities are growing rapidly, both in size and numbers. The trend is especially stronger in developing world, wherein the rate of migration from rural to urban areas migration is high as people flock to cities in search of employment and higher standard of living. Globally, the urban population has grown at an average rate of 8 per cent in the past two decades. However, the overall population growth in developing countries in the 2006s and 2017s too was almost double compared to England during the First Industrial Revolution. In India Urbanization has shown it’s phenomenal growth during post-independence because of pressure of growing population, and rapid industrialization, rural to urban migration and the growing tempo of modernization. As a result new towns are coming up, and existing commercial and industrial towns are expanding to accommodate the continuing influx of the rural population. The rate of urbanization varies over time and space. After Independence with the implementation of five years plans, in 1951, the rate of urbanization reached 17.29 percent with only 62.44 million urban people in 2843 towns. The 2011 population census has recorded 301.45 million urban population which accounts for 37.40 per cent of 1520 million total populations, distributed over 6010 urban agglomerations/towns. The criteria for an urban area given above is not comparable with that of definition of urban area provided in other countries. For instance, in Japan, a place having 30,000 or more inhabitants comes www.ijmer.in
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under urban area whereas. It is only 2,500 population is regarded as an urban area in the U.S.A. The United Nations has identified a place which has 20,000 populations as an urban area. An area having more than 2,000 population and more than 50 per cent of labourers working in non-agricultural activities are identified as an urban area in China. Urbanisation is a world-wide phenomenon and urban population is growing at a faster rate than the average rate of growth of nation. It is a continuous process. Although India is not a highly urbanized country there has been a rapid growth of towns and cities during the last 40 years. The outflow of population in urban areas has resulted in the huge backlog of urban services and the condition is being worsened day by day. The living environments are deteriorating fast due to shortage of the essential civic amenities like roads, water supply, sewerage, housing, public health, and so on, which are to be looked after by the Urban Local Bodies. Growth of Municipal Institutions in India The political objective of urban local government should be the creation of a local administrative machinery which moves forward with dedication and commitment to civic welfare and which is always alive to public expectations and which will establish a lasting partnership between the people and the local administration responsive to civic call. This includes: 1.
Providing information to all citizens about the essential services delivered by the urban local government and the procedure prescribed to avail themselves of those services.
2.
Creating awareness among the public regarding the duties and responsibilities of citizens towards local government so as to play their role effectively and efficiently to enable urban local governments to function to the best possible satisfaction of the general public.
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3.
The creation of an official machinery to receive and redress public grievances within a fixed time frame.
4.
Ensuring the active participation an co-operation of the public in maintaining a citizen-friendly administration.
It is the responsibility for urban local governments to attend public call with promptitude and efficiency duly maintaining the quality of service. It is the responsibility of citizens to play their role as citizens in every sense of the term towards local government. For the inability of urban local governments to assimilate and fulfill the aspirations of tax payers with a positive outlook of foresighted planning and prudent fiscal management is criticized severely by one and all. Therefore, there is need to study the origin of the problem of inefficiency of urban local governments and work out suitable solutions to overcome these deficiencies in order to achieve the objectives set for the complete satisfaction of urban dwellers. Functions of Urban Local Governments Ideally urban local governments should constitute a training ground for state and central governments. It is not forfeited to think so. Many municipal councilors could rise to the membership of Assembly and Parliament. Urban local authorities may become pioneers in various fields of political and social activities. The powers of urban local government enable the local urban community to shape its affairs itself, according to local requirements. Urban local governments, if they have the will and determination, can work for social improvement and development with self-improved and regulated finances. The question before us it why urban local governments in India are unable to function as full fledged local self government units and why are they not accountable to the people whose welfare is their ultimate object to fulfill? Urban Governments being self governing until are closer to the people than state and central governments. They are obliged to be www.ijmer.in
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accountable for the implementation of welfare schemes to the citizens. Though the major policy initiatives are taken by the Central and State governments, their implementation is mostly left to the urban local Governments. Mega urbanization and centralization of power were in a full swing. We have to change the trajcectory and should think of decentralization of power and empowerment of urban local bodies with adequate political power. If we fail to change, it would lead to extension. Continued strengthening of urban economy would lead to stable and sustainable society. Cohesiveness of community and faith in each individual should be ensured to strengthen urban local body. Moreover, power should be given to urban community for better civic governance. It should have legislative, judicial and bureaucratic powers. Urban Local Bodies did not have adequate powers. They could not decide who should cultivate and what should be cultivated. They did not govern actively due to insufficient financial resources and also ineffective urban leadership. Turning now to the theoretical underpinnings of the study, while democracy is related to the form of arrangement of government, functionality, by contrast, is related to the processes of administration or, how actual operations take place within the administrative machinery. These two major concerns have conventionally formed local government reforms. Experience derived from practice over the years, and ideas of governance in general and sustainable resource use in particular, have led to considerable elaboration of both principles and attributes of local government reforms. Jawaharlal Nehru Urban Mission The Central Government in November, 2005, approved the setting up of Rs.1 lakh crore Jawaharlal Nehru National Urban Renewal Mission covering 60 cities with a million plus population. www.ijmer.in
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Billed as the most ambitious programme ever to be taken up for urban development in the country. The mission will be officially launched by Shri Man Mohan Singh, the Prime Minister on December 3rd 2005, covering all state capitals and other cities considered important from a religious, historical and tourist perspective. The mission will give focused attention to the integrated development or urban infrastructure and services with special emphasis on providing basic services to the urban poor, including housing water supply, sanitation, slum improvement and community toilets. Setting up the mission was a commitment made by the Congress led United Progressive Alliance in its National Common Minimum Programme. The estimated Rs.1 lakh crore expenditure will be shared by the central government, state governments and urban local bodies. As per the proposal this combined investment in urban renewal will be made over the next 7 years. However, the central financial assistance has been linked to the implementation of urban reforms by state governments and urban local bodies. They will have to sign a memorandum of understanding of agreement with the central government giving an undertaking to implementation of urban reform agenda. The mission makes it mandatory for states and municipal bodies to undertake reforms with central funds. The centre will initially give a grant-in-aid of Rs.50,000 crores over 7 years. The states will have to raise the rest of funds from market borrowings. Initially 63 cities with over 1 million population and 23 cities of religious and tourist interest will be covered. Tirupati town is also included under this scheme. Telangana State - Adopt ‘Kerala Model’ The State Government is examining the possibility of adopting the “Kerala Model” in decentralizing powers to the urban local bodies. It is studying a report submitted by a two-member team of officials www.ijmer.in
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from the Municipal Administration Department. The team had visited Kerala three months ago to study the implementation of 74th Constitutional Amendment Act. According to the report, the hallmarks of the system in Kerala are people’s participation, transparency and accountability. Kerala became a role model in the country with the transfer of powers, functions and responsibilities to the local bodies. In Kerala, one-third of the plan grant-in-aid of the state has been earmarked for local bodies in the 10th five year plan. For the distribution of the plan grants, a clear formula has been evolved and the share of each local body is mentioned in the State Budget document. Municipalities in Kerala do not supply water. The Kerala Water Authority executed and maintains all the water supply schemes, besides distributing water in all municipalities and corporations. About 13 departments like agriculture, animal husbandry, social forestry, small scale industries, housing, education, public health and sanitation, social welfare eradication of poverty, development of SC/ST, sports and cultural affairs and natural calamity relief have been transferred to municipalities. The services being extended by the municipalities include infrastructure facilities, maintenance of buildings and construction of new buildings, supply of furniture and computers, school laboratories and payment of water and electric charges. Municipalities are permitted to utilize 10 percent of the maintenance grants sanctioned by the government to those departments for purchase of medicines to hospitals. However, staff working in the departments transferred to municipalities continues to be under the control of the parent department and their salaries are also paid by the parent department. The team found that there was dual control of the parent department and the municipality in the performance of the functions of the departments transferred. It also found that District Planning Committee (DPCs) have been constituted in all districts with 15 www.ijmer.in
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members of whom, 12 shall be elected from the elected members of the panchayats and municipalities in the district. Every municipality has to prepare an annual plan with the plan grants sanctioned by the government and with its own funds and get it approved from the DPC. In a democracy of continental dimensions, governance comprises the complex mechanisms, processes and institutions through which people articulate their interests and basic needs, mediate their differences and exercise their rights and obligations. Good governance means rule of law, good policy-making and implementation, transparency, accountability and above all people’s participation. It means strengthening of the instruments of administration, and much more so, the institutions that represent it have also to reach out to the common people in India. Conclusion Empowerment of people and empowerment of the disadvantaged sections are the acclaimed advantages of the 73rd and 74th Constitutional Amendments of 1992. We have not yet begun to capture and document the effects and limitations of empowerment by using the government machinery for social engineering. Constitutional Amendments may further freeze our spirit or enquiry and intellectual capacity to critically examine the existing approach and search for more effective harmonious and sustainable methods of empowerment or upliftment of socially and economically disadvantaged groups. One would also expect that the next 20-25 years of working of local governments under the Constitutional Amendments Acts of 1992 will generate enough momentum behind forces in favour of a review of distribution of functions between Centre, State and local governments. The developments in local government institutions in India have farreaching effect on the institutions of governance of the country. The 74th Constitutional Amendment Act is a major landmark in the progress www.ijmer.in
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towards democratic decentralization in the country. It envisages strengthening of urban bodies and enabling them to function as effective institutions of self governance in their respective jurisdictions. References: 1.
Appa Rao T. Visakhapatnam and its Municipal Government, 1858-1998 Publishers, Sarvani Printers, Srinagar, Visakhapatnam, 2000
2.
Alam, S.N. Prospectives and Urbanization and Migration: India and USSR Allied Publishers, Ahmedabad, 2016.
3.
Avasthi A. Urban Government in India: Some reflections, In A.Avasthi (ed) Municipal Administration in India Publishers, Lakshmi Narain Agarwar, Agra, 1972.
4.
Bava,
BasanthKumar:
Indian
Metropolis,
Urbanization
Planning and Management, Inter-India Publications, New Delhi, 1987. 5.
Damodhar B. Kakatiya Urban Development Authority, (KUDA), Unpublished M.Phil. Thesis (K.U.), 2015.
6.
Hanumantha Rao V.: Andhra Pradesh Varsika Darsini, 1993, Data News Features Publication, Hyderabad.
7.
Kistaiah, M. Public Policy and Administration, Stelring Publishers, New Delhi, 1986.
8.
Maneshwar, Shriram: Local Government in India New Delhi, Orient, Longman, 1971.
9.
Mahesh, Misra: Urban Government and Administration in India, Anu Book Publication, Meerut, 1986.
10.
Mahesh, Misra: Urban Govt. and Administration in India, Anu Book Publication, Meerut, 1986.
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11.
Narain Rao, K.S. Report on civil survey of the Visakhapatnam Municipality, Madras: Superintendent, Government Press, 1925.
12.
Pfinner, John and Pristhuo R.Vance: Public Administration. The Ronald Press, (Third Edition), New York.
13.
Thompson, Waren, “Urbanization” in Seligmour, E.R.A. and Johnson, Alvin (Eds.) Encyclopedia of social schemes, Volume XV, Macmillan New York, 1957, p.189.
14.
Tinker, Hugh: The Foundations of Local Self-Government, Sultan Chand, New Delhi, 1978.
15.
Willoughby W.F.: Principles of Public Administration, New York, 1964.
Reports: 1.
A Report on Development activities of Kakatiya Urban Development Authority, 1982-85.
2.
Annual Administration Reports of Kakatiya Urban Development Authority, Warangal. 1982-83, 1983-84, 19845-85, 1985-86, 1988-89, 1989-90. 2013-14.
3.
Report on Developmental Activities in Warangal Municipal Corporation 2013-2014.
4.
Area Plan Report from Kakatiya Urban Development Authority, Warangal.
5.
Report of the Committees of Boundaries Reforms in Municipal Administration, Government of India, New Delhi, 1974.
6.
Report of the Committee on the training of Municipal Employees, Ministry of Health, Government of India, 1963.
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7.
Report of the Committee of Ministers on Augmentation of Financial Resources of Urban Local Bodies, Ministry of Health, Central Council of Land Self Government, 1963.
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ెల గ
ా త ంల తత కవ ల – మ నవ
ాదం .గ ం
డ
ాస ావ
ెల గ లక ర ఆంధ మ
ిం క
ాల, గ ంట ర
ప చయం మ నవ
ే అ
ంట
డచూ న ి ప ట ,ఆ అ వ
మ లం అ
వన ఒక ాదం ా ర ప
సుప ర ం 5 వ శ బంల
దుక ం మ తం ఆధు క య గంల
ెప వచు . మధ య గం, ఆధు క య గం సం న ప నర
వనం అ క ా లక ,
ఈ మ నవ లబ
ోరణ లక
ాదం. ఈ మ నవత అ
ెప వచు . మధ య గం ఉన
. మ
ి
ట ఒక
పపంచమంతట స ం న సమ జ ె
వన
ం లన
ర.ఈ
ెరల ిం .
వన మ
ామ క ప
ాలంల య ర ాటల
మత
ా
ామ క అంశం ా గ ంచల
అవస ా
ే ాల
గర
గం ా వ
ి ప టనప ట నుం
ిత ల
ల య ర
ప
తత
స ే ూ ఈ
రచనల
ే ిన రచ
తలందర
అ
ిత ల సుమ ర ా
తల మ ా
ఉం
ం ే
ాలక , కట బ టక ి
ందం ా
బలం ా మ ందుక
ి ం ల త ా త ాలంల య ర నుం పపంచమంతట
ామ క స ృహ
ే ాలల
ఈ
ా
స ం
.
ఒక వసువ ా
ీ క ం ర. ా న ఆ ఉ
క
ాలంల
ంతన
ల ఉం ే .
వవ
ాల
ర
సు
అత
ా తం ల
, స తన ధర ం
సంబం ల
ర
గల ఆ ాధన ాల
క న, ఉన త క ల ల ప
ల మత
తత కవ ల
ామ న టత
వవ
మ నవ
రచనల
ేవ డ
ందం ా,
ాల , సంప య ల
తప
ఎట వంట సంబంధం లదు.
, సర మ నవ సమ న
www.ijmer.in
ా మ
ామ న మ నవ డ ఒక ఉత
మ న య అం ాల ెల గ
రత ేశం భ
ామ క, ాజ య ాల ,
ఉం ే .
ా త ం వంట ప
సూ
ఉదరణ ఒక ఆదర ం ా య ే డం
ారం ం ర .
ఈ 54
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
ప
ధ
ా సంల
మ నవ
ా
మధ య గంల
గ ం
తత కవ ల – మ నవ
క
ాం
బ ం ర
వ డం
షల
ాడ క
ెప వచు .
ాలను
దలౖన అం ాల ర ల
ా త ంల
ల ా రచనల ర ించడం,
భ , తత
ేయడం,
ీలక ప ర ష ల
కవ ల
ోరణల
ఏకత ం
ి మత ామర ా
ట
దట తత
క
ా
త ల
రబహ ం క ల వ వసను, వర వ వసను వ
యస
క తను బ ం డ . సర మ నవ సమ
అస ృశ మహ
ష
ేర
ా
ష లను
క
www.ijmer.in
క త ంట న యర
తమ ి
ే ాడ .
ిదు
ో ప దట
ో
ా ం
కృ ి కృ ి
ో
ిదయ
ే ాడ . కక య అ
చం ల ర
ా అ
కలల
న య ౖభవ మ గ
ల అ
ెడ ా ఒ ఒ చుచునుండ ట స స
దుల ఎండ త ఉంట ఒనర
రబహ ం
స ంచుక ంట
ామర ా
ందూ
ీ క ం డ.
తమ నందున ఏక
ి మట
రబ ం డ.
కృ ి
జంత బ
ీ క ం డ . బ హ ణ ల నుం
లర ాళ క ఒక
కక
ాజంబ బ ంప / ం
య భక
హ జను
ల
జ ఢ మంత ంప జయ/దల
పజ ంస వత
ా
ా
. . (సం ా): 1983 : ప ట- XXIII).
ందూ మ సల ను ల భ ంచుట/
నుం
ందుక
ామ న పజ
రబహ ం ెల గ
అ
ామ మ ం .
ే తత కవ ల మ క అడ గ మ ందు
(రం ా
త ల
మహ
క దృక థంల
, కర ాండలను, ఆ ర వ వ
ిసుం . అ
యన
ాదం
క డగట పయత ం, పజల సమ న ప ప
రచనల
వ ం ే పయత ం ే ాను.
భ , తత కవ ల క లత
తత కవ ల
ెడ దువ ా ఒ ఒ
చూచుచుండ ట స స
ాధనను, సంప య లను ఖం ం పబ సున ట
ఈ
ధ
భగవంత
నత
ల
మనసుల
ెల సుం . 55
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
ీ ప ర ష బ లను అ ే ధం ా అయన వ స
ాటంచక ం
ాహ సంస రణల ప
ేయ ల
డ.
ం డ.
దజ నం
ారత క
ీలపట
ీలక
రవ
ా
క
ఉండటం,
ా ం , బ లబ కలక య క వయసు
క
ష కం ఇ
పరష ల
ీ ప ర ష బధం లక ం
అందర
ాట ందవచ
నమ డ . త ల ల
రబహ ం అ
య , దూ ేక ల
అహ దు
,జ
కలల
ా
తన
ిదయ , ఈశ రమ , క మ
సయ
అ
దలౖన
ా
ష ల ా
ీ క ం డ.
ిదప , ప ాశ సు, ఖ జ
క
తత కవ ల ా
నవచు .
దూ ేక ల ిదయ రబహ ం ష ల అగగణ ఒక టన
ా
ిదయ ను
ైన
ిదయ క ల ల లవ , మ ల లవ మ నవ లం
ట డ . మ లల ఉం ే
క బ ధన
ే
హక న
?
ందస
ాలను
ే క లం? అ
ఏ క లమ నను వరమ
అ
ే ఏమ
వ ం డ .ఒక ా
ే
ిదప ...
ెల దు
జనుల ా! ఓ జనుల ా !/ ాల గమ న య ల బ డ చు !
రమ గన
క లమ /మ టబ టం క లమ ! మ టంబ న
ె
ం క లమ
మ ట న హ య మ ట హర డ మ ట న బహ ం మ గ ర మ ర ల మ లమ మ నల
ర గట
(ప
ావ
మ నవ లం కమ
క
బ
ల ండ
ా
షయ
ఎం
లను
తర ం
ి
ావడ
ం న ే
ొ
క లమ ం యన
: 2008: ప ట - 49) అంట
ఒక ట
క లమ ర
ిం డ
క లమ ఒట బ టకమ
ిదయ .
ిదప కమ
ిగ
ిండ
ిం ే క లమ
ఇమ
రబహ ం ాల గప అండ
ె
ిం
www.ijmer.in
ిదప ప ె
క
కల
ద
ల ె సు
ాల
అ
ా
క
ను నం అంట ... 56
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
ఎక లంబ తం బ ం
నను ఎర క
ాడ త
ఎవ
ెప
క
ిగ . ారణం
ొమ
ఒక
తం బ ం
కల
అం ే ాదు అత
సమ ాడ , త
ాప
కల
ఒక ట కమ
ే
లదు అ
ా
ఆడపడ చు
ను
ల : 1983: ప ట – 193) నం
ె
ాడ .
స కల
ెం ం . మ మ ఎర క
ెం న ాడ . మ నవత ం కల ాడ , రంట
ిగ
శ
ే ఇల
త మ ల ాడ , మ అత మ గ క ల కల
క
తమలడ మ య
ాణహంత (జంగయ
ిదప ను అ
క
ెప
ాడ /మ బ వ బలతడ మ నవత డ
ా పడ చు ాంత
ర ావల ఏ క లమ
ర / క లంబ
సర వ త/మ
మ అత మ గ మ మ ఎర క ాప
న
కలగ ాంత,
ాబట
ిం
క లం ెం ం . మ
ాడ , బ వ బ జ
ఏ క లమ
ె
క లం అ ే మ నవత ం అంట డ .
ొమ
శ
ర ా
ా ా
అ
డ . ఇక
మ ంట ం . ఉం ే
ఒకట క లం అ ే మ నవ క లం. మ నవ లంద
మ
ా మ
ి
మ ధవ
.
మ నవత ం. అ ే తన క లమంట డ
ిదప .
అహ దు రబహ ం ాట
ష
ైన ఆహ డ
క ప దం క ఏక మ
: ప ట – 194) దృక థంల క ై ా
ౖ
ాళ
ర ిం డ .
(జంగయ
ల : 1983
హమండ ానకను క టందుక ధరల
ర ణ పరబహ జ
ా వ వడం వ రమ ,
మనుష ల మధ క ల కట బ ట వ రమ ఈకల www.ijmer.in
ాధనను
ా ా లల శంకర డ బ ం న అ ై త
ిసుం .
మ ర
క
ా య ల
క బట
గ
ే ాడ .
స ఉంచలక ం
గ ర వ వల
ందడ గ
తత మ
ాధన మ డ మ
మనుష లందర ఒక టన
కవ ల
అ
క ా సం.
ళ
బ ం ర. ప ె ...
ా క లమ 57
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
లకల
మ క లమ
194 ) అంట మనుష లందర ఒక టన జ
సయ
ష లందర
ప
ట
క
ఇ ే పశ ఎదు
ళ క ఎదుర
తత
బ ం ర.
ే
ేసూ అ క
ేక లం . ఒక
ామ ల
ార .
ామంల సయ
ఆ
ఆయన...
యత ప ట- 194) అంట
బ ధనల
దట పశ
ను త ర
ప
త
ల : 1983 : ప ట-
అ
రబహ ం
ా
(జంగయ
ే
యత త ర
త ర
మనుష ల
ే పరమ త
ా
? త ర
(జంగయ
ల : 1983:
ఈ క ల ల ఆత క , పరమ త క క లం లద
ం డ.
మ ంప తత కవ ల రచనల , బ ధనలల మ నవ ప
ాదన మ ఖ ం ా క
ానం, మ క
ి , ఇహల క
ఈ రక
ప ర
ిసుం . అ
తత
న
ా య ాన
క దృక థం ఎక వ ా
కవ లను మ నవ
ల సుం అ
ాద ల ణ
న సర
మ నవ సమ నత
దృ ిల పరబహ అనడం ట
జ
స ం ేహం.
ేసుక ం . ఈ
పధమ ా రచనల క దృక థ
ాద కవ ల ా ప గణంచ
ాస అడ ా
ెప వచు .
ఉపయ క గం ల : 1. అనంత ామ ా ి ప
ష
: ఆధు క
ెల గ
ా తం ౖ ల క
ల వల ప వం, అర ణ
,గ ంట ర , 2006.
2. అర ణ క మ ఈ
: ఆధు క ెల గ క త ంల మ నవ ంట ,
ాదం –
న
ోరణ ల ,
ద ాబ దు, 1987.
3.
ిఎ
: తత కవ ల , అలకనంద పచురణల , జయ ాడ, 2005.
4.
ాంజ య ల
ా త : ెల గ
ప
ష
, 1989.
,మంగళ
www.ijmer.in
ా త ంల మ డనమ ాల , ాం
58
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
5. రంగ
ర ల
. : ెల గ ల
సమ జ కవ ల , ఆంధ ారస త ప షత ,
ద ాబ దు,1983. 6. గంథం,
ాస ావ గ ం
డ : సమ ా న ల ె గ క త ంల మ నవ
ద ాబ దు ం య శ
www.ijmer.in
లయం,
ాదం, ి ంత
ద ాబ దు.
59
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
RELATION BETWEEN PART III AND PART IV OF CONSTITUTION OF INDIA-CHANGING TRENDS J.E.Padmaja Assistant Professor Dr.B..R.Ambedkar Law College Bhaglingampally Hyderabad, Telangana state
An individual to lead a life requires some rights. Rights have been described as those claims of an individual that are necessary for the development of his oneself and recognized by society or state. Some of rights that are recognized by the state and enshrined in the constitution are called fundamental rights. Fundamental rights are those rights of an individual that are enforceable through courts of law. During the national struggle our leaders indicated that in the constitutional set up in the constitutional set up in the free India people would be granted certain rights. In fact in the various schemes relation to future constitutional set up, there were references of particular rights that the people of India should be granted. The common wealth of India bill (1925), the Nehru committee report, the memorandum of the National trade Union Federation submitted to the joint committee on Indian constitution reforms (1932–33), the memorandum submitted by M. Venkatarangaiah to the Sapru committee and the Sapru committee proposals provided for various fundamental rights that the people of free India should get. The fundamental rights that are provided in the constitution can be divided into six categories are as follows; 1. Right to Equality (Articles 14 to) 2. Right to Freedom (Articles 19-22) 3. Right against Exploitation (Articles 23-24) 4. Right to Freedom of Religion (Articles 25-28) 5. Cultural and Educational Rights (Articles 29-30) 6. Rights to constitutional remedies.
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 11(2), NOVEMBER 2017
Directive principles of state policy are included in part IV of the Indian constitution. Indian constitution is one among few constitution of the world that has incorporated such provisions as a part of the main body of the constitution. The constitution makers were inspired to include directive principles of state policy in the constitution by the constitution of Ireland. One of main objectives of the constitution makers in including such a provision in the constitution was to lay down certain principles for the guidance of the governments. While formulating their policies the Governments are expected to according to these principles. During the freedom struggle of India our national leaders had made promises regarding the fundamental rights that the citizens of free India should get, these fundamental rights included not only civil & political rights but also social & economic rights. But when India got Independence the leaders realized that it would not be possible for them to grant immediately some of the social & economic tights that they had promised in the past. But at the same time they did not want to go back on hurdle. They assigned this task to a sub – committee of the constituent assembly. The sub-committee suggested that the fundamental rights should be divided into two categories. Some rights could be granted immediately and others may be granted in future, if and when the country was in position to grant them. This was the genesis of the two parts of the constitution. Part three of the constitution deals with fundamental rights while part IV relates to directives principles of state policy. The Fundamental Rights are defined as the basic human rights of all citizens. These rights, defined in Part III of the Constitution, apply irrespective of race, place of birth, religion, caste, creed or gender. They are enforceable by the courts, subject to specific restrictions. The Directive Principles of State Policy are guidelines for the framing of laws by the government. These provisions, set out in Part IV of the Constitution, are not enforceable by the courts, but the principles on which they are based are fundamental guidelines for governance that the State is expected to apply in framing and passing laws.
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Purposes for insertion of Part III and IV in the constitution of India The framers of the Indian constitution were aware that there were other constitutions which had given expression to certain ideals as the goal towards which the country should strive and which had defined the principles considered fundamental to the governance of the country. They were aware of the event that had culminated in the charter of United Nations. Universal declaration of Human rights had been adopted by the General Assembly of the United Nations, for India was a signatory to it. It contained a basic and fundamental rights appertaining to all men. These rights were born of the philosophical speculation of the Greek and Roman stoics and nurture by the jurists of ancient Rome. These rights had found expression in a limited form in the accords of 1188 entered into between King Alfonso IX and the cortes of leon, the Magna Carta of 1215 and the guarantees which King Andrew II of Hungary was forced to give by his Golden bull of 1822. The French National Assembly also included the “Declaration of the Rights of Man and of the Citizen”. The first ten amendments to the constitution of the United States of America contained certain rights akin to Human rights. Constitution of Eire, Japan also contained similar rights and Directive principles. Section 8 of the article 1 of the U.S constitution contained a Welfare clause empowering the federal Government to enact laws for the overall general welfare of the people. U.S.A, the U.K and Germany had passed social welfare legislation. The framers of the Indian constitution, therefore, headed the constitution of India with a preamble which declared India’s goal and inserted parts III and IV in the constitution. Concept of Fundamental Rights- Their Origin & Development part III of the constitution of India, titled as “fundamental right” secures to the people of India, certain basic, natural and inalienable rights. These rights have been declared essential rights in order that “human liberty may be preserved, Human personality developed and an effective social and democratic life promoted”. Bhagwati. J in the case of Menaka Gandhi v/s Union of India held that these fundamental rights represent and basic value cherished by the people of this country since the Vedic times and they are calculated to www.ijmer.in
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protect the dignity of the individual and create conditions in which every human being can develop his personality to the fullest extent. They weave a “pattern of guarantees on the basic structure of human rights”, and impose negative obligations on the state not to encroach on individual liberty in its various dimensions. The aim behind having a declaration of fundamental rights is to make inviolable certain elementary rights appertaining to the individual and to keep them unaffected by the shifting majorities in the legislatures. It is to preserve certain basic human rights against interference the state. Justice Jackson of the U.S. Supreme court in West Virginia State Board of Education v/s Barnet The very purpose of a bill of rights was to withdraw certain subjects from the vicissitudes of political controversy to place them beyond the reach of majorities and official and to establish them as legal principles to be applied by the courts. One’s right to life, liberty and property, to freedom of speech, a free press, freedom of worship and assembly and other fundamental rights may not be submitted to vote they depend on the outcome of no elections. The inclusion of a chapter on fundamental rights in the constitution is in accord with the trend of modern democratic thought. These rights are basic to a democratic polity. The object is not only, to ensure the inviolability of certain essential rights against political vicissitudes, but also to impress upon the people the fact of their having reached a new level of national existence. The guarantee of certain basic human rights is an indispensable requirement of a free society. The purpose is to preserve, for the benefit of the people, their fundamental rights against infringement by the institutions created by the constitution. The origin of the concept of fundamental rights may be traced to the 13th century England. It was in 1215 that the people of England revolted against King John at Ranneymade and enforced their demand for reiteration of their claims against the Royal Absolutism. They, for the first time, seceded in extraction assurances, from the King, for respect of their ancient liberties. The King was made to acknowledge that there were certain rights of the subject which could not be violated even by a sovereign in whom all power was legally vested. The Magna Carta, 1215, which evidenced people’s success, was a written document.
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It enjoined “respect for the law by the king; for bade denial of or delayed justice; prohibited unlawful detention and excessive fines. In 1628, the petition of rights was presented to King Charles I, which was the first step in the transfer of sovereignty from the King to parliament. It was passed as the bill of rights, 1689, which dealt with rights and liberties of the British people. In England the concept of “Rule of Law” forms the very bed-rock of British constitution, “Rule of Law” explains that an individual in England has the right and freedom to take whatever action he likes, so long as he does not violate any rule of the ordinary law of the land. The rights of the individual are secured by the ordinary law there. The proclamations of certain rights of the people, made from time to time, in the form of charters such as Magna Carta 1215, and the Bill of rights, 1689 are therefore, merely declaratory. These charters are binding on the executive but impose no limitation on the power of parliament. The protection of the rights and freedoms of the individual in England therefore, rests not on constitutional guarantees, but on public opinion good sense of the people, strong common law traditions and the sagacity of parliament itself. The American adopted the constitution making for securing their bill of rights. The original constitution framed in 1787 and brought into force in 1789, did not contain any fundamental rights for Americans. It was met with serious condemnation. Consequently, the first ten amendments were enacted in 1791, incorporating the fundamental rights. These amendments have been described as the American “Bill of Rights” the rights are binding on the executive as well as the legislature. The courts of America therefore are competent to declare, an act of the congress as unconstitutional, on the ground of violation of any provision of their bill of rights. Fundamental rights in India The framers of the Indian constitution followed the American model in adopting and incorporating the fundaments rights for the people of India. The constitution, not only secures the fundamental rights, but also, provides a speedy and effective remedy for their enforcement. In the preamble to the constitution, wherein the people of India solemnly resolved to constitute India into a Sovereign, Socialist, www.ijmer.in
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Secular, Democratic, Republic and to secure to themselves justice, liberty, equality and fraternity. They have been said to be the very foundation and the corner-stone of the democratic way of life ushered in this country by the constitution. These rights have been declared as sacrosanct, inalienable and inviolable. The minorities regard these rights as the bedrock of their political existence, while the majorities consider them as guarantee for their way of life. A significant feature of the Indian Bill of Rights is that the remedy for the enforcement of the fundamental rights is itself declared a fundamental right and is included in the very chapter on fundamental rights. An act of the state whether legislative or executive, if inconsistent with a fundamental rights is declared to be null and void the nullity of such an act does not rest upon judicial pronouncement but upon the express provision contained in Article 13. The very purpose to withdraw certain subjects from the changing pattern of political controversy, to place them beyond the reach of a majority in a legislature and officials in the government and to establish them as legal principles to be applied by the courts. For, if the danger of personal rule by despotic rulers has more or less disappeared as a result of representative institutions coming into their own, that from legislative interference has correspondingly increased because of the high handed manner in which majorities might manage affairs in legislature. A dominant group of legislators could pass any discriminatory or unjust legislation and prejudice the interests of considerable section of the people. This meant in reality the substitution of one kind of tyranny by another replacement of personal rule of the monarch by the tyranny; of the legislative majority. One’s right to life, liberty and property, to free speech and free expression, freedom of worship and assembly and other fundamental rights are not subjects to be submitted to vote. They should not depend on the outcome of elections. When legislatures were prohibited form encroaching upon certain rights through constitutional safeguards, the protection of these rights was achieved against the arbitrary conduct of both the executive and the legislature. When and independent judiciary was made the guardian of these rights was completely and enjoyment of these rights by all irrespective of wealth or social status, race or religious belief, was fully ensured. Herein lays the importance of fundamental rights. The www.ijmer.in
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United States has led many countries in this respect. Today, the idea of a list of a list of written rights as an integral part of new constitution has been generally adopted. Even the British do not seriously contest the wisdom of this arrangement and are prepared to concede is value at least to a limited extent. Directive principles of state policy Part IV article 36-51 of the India constitution says about directive principles of state policy. It sets forth the ideals and objectives to be achieved by the state for setting up in India a social welfare state, as distinguished from a mere police state, which aims at social welfare state, as distinguished from the common good and the secure to al its citizens, justice socio and economic. The inspiration to include directive principles of state policy is drawn from the constitution of Ireland. The basic aim of the welfare state is the attainment of the substantial degree of social, economic and political equalities the assumption by community acting through the state, as its responsibility to provide the means, whereby all members can reach minimum standard of economic security, civilized living capacity to secure social status and culture to keep good health. Object and purpose behind the directive principles The founding fathers were aware of the drawbacks; the country had been suffering from such as poverty unemployment, lack of education, social, economic, and political backwardness. They in order to eradicate these evils, set forth in the very preamble, the ideals and objectives to be achieved. The intention of the constitution framers was to establish in India a democracy political, economic and social.To achieve this cherished goal, the framers were unanimous to secure to the people practically all the prevailing political social and economic rights. These rights were broadly speaking divided into two categories. Political and Civil Rights Social and Economic Rights The political and Civil rights which were in opinion, with the reach of the individual were provisional as fundamental rights and the latter being considered beyond individual’s reach under the prevailing circumstances, were titled as Directive Principles of State Policy.
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Dr. B.R. Ambedkar while explaining the object underlying the Directive principles of State Policy observed While we have established political democracy, it is also the desire that we should law down as our ideal, economic democracy. We do not want merely to lay down a mechanism to enable people to come and capture power. The constitution also wishes to lay down an ideal before those who would be forming the Government. That is ideal is economic democracy, whereby, so far as I am concerned, I understand to mean one man one vote. By this it is clear that the main object behind the Directive Principle sis to achieve the ideal of Economic democracy. Nature of Directive Principles In view of the non-enforceability, the directive principles have been described by some critics as “pious expressions” or “resolution made by the new years day”. To other they appear as an “instrument of instructions”. These expressions however, betray the ignorance of the critics about the legal utility of the Directives. Though they are nonenforceable, the directives are the fundamental principles of governance and all the branches of government. The executive, the legislature and the judiciary, have to take cognizance of them. In fact, the judiciary has followed the principle of the harmonious construction between the fundamental rights and the Directive principles of State policy. Judiciary has also taken the help of the Directives while interpreting the various provisions of the constitution. While dealing with relationship between the fundamental rights and the directive principles, Chandrachud, chief Justice of India then, stated in Minerva Mill’s case, “the Indian constitution is founded on the bedrock of the balance between Parts III and IV to give absolute primacy to one over the other is to disturb the harmony of the constitution. This harmony and balance between fundamental rights and Directive principles is an essential feature of the basic structure of the constitution. The executive has also resorted to them while justifying its (executive) actions. For instance, in the case of Champakam Doriarajan v/s State of Madras, while defending the communal order, of the Madras government, the plea was taken that it was done to promote the interest of the weaker sections of the society as per Directive Principle of the State Policy provided in Article 46 of the constitution of India.
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The parliament also referred them while justifying its legislative measure. For instance, in cases of Shankari Prasad and Golaknath, the government of India pleaded before the Supreme Court while defending the constitution (First Amendment Act, 1957) and the constitution (Fourth Amendment Act, 1955 respective that they were enacted to five effects to the directive principles of the state policy. Now directive principles of the state policy are related to political policies, economic policies educational and cultural policies and health policies. Enforcement of Directive Principles – Role of Judiciary The Directive principles, as has been earlier seen, impose positive delegation on the state. These directives are address to the state. The term state has been defined by article 36 to have the same meaning as is given to this term in part III of the constitution relating to the fundamental rights. It thus means that the term State not only includes the legislature and the executive organs of the government, but it also include its agencies and instrumentalities. It follows that the directive principles can be implemented by executive action, so long as these do not contravene any law. For the same reason, the local authorities or the state instrumentalities shall have a moral obligation to follow these directives and to act in consonance with these directives. Since the term, state includes judiciary also; the courts or the statutory tribunals would be equally under a duty to give effect to the directives. Relation between part III and part IV of the Indian constitution The genesis and objectives underlying part III and part IV have common desideratum in responding to the social consciousness rest with the constitution making force. Which fundamental rights focus on interests of personality, the Directives principles look on to the welfare of society. Judicial remedies for fundamental rights and non justice able of directive principles are the deliberate strategies of the constitution. The dichotomy between part III and part IV and the supremacy of former over the latter a theory based on formalistic and too textual an interpretation in Champakam Dorairajan did not last for long time. A government order of the Madras government divided seats in colleges on the basis of religion and caste. This was repugnant to article 29(2). www.ijmer.in
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But it was argued that the government order could be supported on the basis of article 46 of the constitution which makes the state responsible for promoting the education interests of the weaker sections of people. The Supreme Court held that the fundamental rights under Article 29(2) over the Directive principle under article 46. So the government order was struck down. It was held that in case of any conflict between part III and part IV, the part III would prevail. These observations of the court were based on the literal interpretation of the provision of article 37 which declares the directive principle not justifiable. A remarkable change had come over in the judicial attitude on the question of inter relationship. In Inre Kerala Education bill The Supreme Court observed “though the directive principles can not override the fundamental rights, nevertheless, in determining the scope and ambit of fundamental rights the court could not entirely ignore the directive principle but should adopt the principle of harmonious construction and should attempt to give effect to both as much as possible. The Supreme Court began to assert that there is “no conflict on the whole” between the fundamental rights and the directive principles. They are complementary and supplementary to each other. In Chandrabhavan and Kesavananda Bharati cases inaugurated a new era of integrationist approach which could emphasis the under pinning of interrelated value of part III and part IV, Kesavananda Bharati’s case stood for penetration of the notion of distributive justice under Article 39(b) and (c) into the property relations by upholding the constitutionality of Article 31c. the legislative contributions through agrarian and economic reforms, labor welfare and other social justice statutes have by focusing on social welfare, ultimately enhanced the worth of fundamental rights. Judicial review, by removing unreasonable provisions monitored this process. In practice, the interconnections of rights are more sensitized when the government takes the directive principles of state policy seriously. In Minerva Mills Limited v/s Union of India The court observed that the constitution was founded on the bed-rock of balance between part III and part IV. To give absolute primacy to www.ijmer.in
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one over the other was to disturb the harmony of the constitution. This harmony and balance between fundamental rights and the directive principles is an essential feature of the basic structure of the constitution. Both the fundamental and directive principles of the state policy are embodying the philosophy of our constitution, the philosophy of justice social economic and political. They are the two wheels of the chariot as an aid to make social and economic democracy a truism. In Bandhua Mukti Morcha v/s Union of India The approach of sticking to strict legalism in the implementation of laws enforcing directive principles, which in turn promote fundamental rights, has increased the role of directive principles in the interrelationship doctrine. The integrative approach towards fundamental rights and directive principles or that the both should be interpreted and read together has now come to hold the field. It has now become a judicial strategy to read fundamental rights along with Directive principles with a view to define the scope and the ambit of the former. Mostly, directive principles have been used to broaden and to give depth to some fundamental rights and to imply some more rights therein for the people over and what are expressly stated in the fundamental rights. By reading article 21 with the directive principles, the Supreme Court has expanded the horizon of article 21 and derived there from different rights of the citizen. Some of them are; Right to life includes the right to enjoy pollution free water, air and environments. The court has derived this right by reading article 21 with article 48A. Right to health has been recognized as fundamental rights of the workers under article 21. Article 23 and 24 deal with right against exploitation. Those articles reflect the principles of article 39c. the directive principles that the tender age of children and not abused and the children are given opportunities and facilities to develop in a healthy manner and in conditions of freedom and dignity and that childhood and youth are protected against exploitation and against moral and material abandonment are supported by the post Maneka jurisprudence of rights of children under article 21 and 24. In Asad and Salal Hydro project cases, the Supreme Court applied article 24 along www.ijmer.in
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with article 21 to prohibit child labor being influence by the above directive principles. Right to education under article 21A is to be understood with reference to directive principles contained in article 41 and 45. It is necessary to look into interrelationship between specific directive principles and fundamental rights in active practice. The central theme of directive principles is human development with distributive justice, aims at upward movement of the entire social system by making more people better off without making others worse off. The interrelationship between the two results in greater freedom and autonomy to all people, reduction of disparity in access to resources and opportunities and sustainability of environment. Although directives principles is a policy, because of its importance to human rights values, its elevation to principle has taken place through the inter-relationship, at least in core areas. I. Directive Principles of state policy, which are related to distributive justice, molded the property relations by influencing the interrelationship doctrine both directly strive for promoting justice, social, economic and political, in the social order. According to article 39(b) and (c), the state shall direct its policy towards equitable distribution of the material resources of the community, and non-concentration of wealth and means of production to the common detriment. Article 38(2) directs state to minimize inequalities in income and status amongst individuals and groups of people residing in different areas or engaged in different vocations. The protection of agrarian reform legislations under Article 31(4) and (6) was a manifestation of achieving these goals in property relations. The post Kameshwar Singh development of incorporating articles 31A and 31B into the constitution was for promoting the policy of distributive justice. This meant the philosophy underlying article 39b and (c) in the sphere of property relations became established after the incorporation of article 31c. This provision immunizes the laws providing for implementation of Directive principles enshrined in Article 39(b) and (c) from any challenges based on articles 14, 19 and 31. It was in 1971 that the first step was taken to provide supremacy for directive principles in the form of article 31c which was added to the constitution by the constitution twenty fifth amendments Act, 1971 www.ijmer.in
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The effect of the insertion of articles 31c was to provide supremacy for directive principles contained in articles and 39(c) over fundamental rights contained in articles 14, 19 and 31. It enhanced the utility of directive principles which had stood the testimony of the Supreme Court in Kesavananda Bharti v/s State of Kerala The Court observed: In building up a just and social order it is sometimes imperative that the fundamental rights shared be subordinated to directive principles, economic goals have no uncontestable claims for priority over ideological ones on the ground that excellence comes only after existence. It is only if men exist that there can be fundamental rights. To further widen the scope of the Directive principles, the constitution (42nd Amendment) Act 1976, amended article 31c for providing supremacy for all the directive principles. The effect of amendment was to give overriding effect to directive principles and to make them immune from being declared as violative of the rights guaranteed by articles 14, 19 & 31. However, the change incorporated by 42nd Amendment was struck down by the Supreme Court in Minerva Mills Ltd v/s UOI The Court thus restored Article 31c to its original State as inserted by Twenty fifth amendments, 1971. It thus follows that the Directive principles contained articles 39(b) and 39(c) shall have supremacy on the fundamental rights contained in articles 14 & 19. II. The inter-relationship doctrine is very much influenced by article 39A providing for equal justice and free legal aid the justice delivery system. According to article 39A. The state shall secure that the operation of the legal system promotes justice, on a basis of equal opportunity and shall in particular provide free legal aid, by suitable legislation or schemes or in any other way to ensure that opportunities for securing or other disabilities. The role of this provision was pivotal in removing the impediment of poverty in one’s access to grievance redressed system In M.H Hoskot Hussainara Khatoon in number of public interest litigation cases, this provision was relied upon to bring the principle of equality into effect in the system of access to justice. www.ijmer.in
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In M.H. Hoskot the court held that “free legal assistance at state cost is a fundamental right of person accused of an offence which may involve jeopardy to his life or personally liberty and his fundamental rights is implicit in the requirement of reasonable fair and just procedure prescribed by article 21. III. The directive principles that the state shall strive to secure its citizens right to an adequate means of livelihood and make effective provision for securing rights to work article 41 provided a basis for the supreme court in olga tellis to locate right to livelihood in right to life under article 21, at least the circumstance of deprivation of that right. The post Maneka approach of just a fair and reasonable procedure become a handy instrument in this regard similarly various positive rights of life like right to food, health, environment and education were evolved by emphasizing on the relevant directive principles of state policy. It is important to note that the language of these provisions hinted the limitation of the scope of the positive rights also. This enabled a pragmatic approach with regard to positive rights. IV. The directive principle that “tender age of children are not abused” and article 39(f) could give impetus to and also get supported by the post Maneka jurisprudence of rights of children under articles 21 and 24. In Asiad construction and Salal hydro project cases the Supreme Court applied Article 24 in collaboration with article 21 to prohibit child labor being partly influenced by the above directive principles. In Lakshmikanth Pandey a case concerning transnational adoption to conform to article 14, and 21 The PIL cases relating to rights of children under custodial detention also reflect similar approach. V. The directive principles of “Equal pay for equal work” and “participation of workers in management” were received through right to equality under article 14 into part III in Randhir Singh v/s UOI and national textile workers Union v/s P.R. Ramakrishna cases, and in turn assisted freedom of occupation under article 19(1) or right to livelihood under Article 21. In consumer education and research centre v/s UOI by reading article 21 with articles 39(c), 41, 43 and 48A K. Ramaswamy J held for the court, “The health and strength of the worker is an integral facet of right to life”.
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VI. The directive principles relating to uniform civil code has to potentiality of using the interrelationship doctrine for its implementation. Application of articles 14, 19, 21 in examining the constitutionality rights or right to maintenance has shown the permeability of these noble principles into personal laws will be compelled to conform to these standards, and hence uniform of constitutional spirit will persuade for uniform standards. In John Vallmattam v/s UOI where section 118 of Indian success Act 1925 which discriminated between religious communities in the matter of allowing death bed bequests was struck down as violative of articles 14, 15, 16 and 26. The Supreme Court emphasized the need to effectuate the policy of uniform civil code. VII. Articles 46 of DPSP provides a guidance for affirmative actions under articles 15(4) and 16(4) and a pointer for resonant the tension between formal and substantive equality by laying emphasis on infusing of strength and ability to compete, through education and training to the weaker sections. VIII. The directives principles that the state shall Endeavour to foster respect for international law and treaty obligations articles 51 has a great potentiality of absorbing the international principle relating to guarantee of human rights , and thus influence the inter-relationship doctrine. In Air India statutory Corporation v/s United Labor Union, it has been held that the directive principles in the constitution are forerunners of the UNO convention on right to development as inalienable human rights and every person and all people are entitled to participate in contribute to and enjoy economic, social, cultural and political development in which all human rights, fundamental freedoms would be fully realized. These principles are embedded as integral part of the constitution in the directive principles. Therefore, the directive principles now stand elevated to inalienable fundamental human rights. Distinction between fundamental principles of state policy
rights
and
directive
Fundamental Rights Directive principles of State Policy
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Fundamental rights are enforceable through courts of law. (justice able) Directive principles of State policy are not enforceable (non-justice able) Fundamental rights prohibit the state from doing certain things. Directives are affirmative instruction to the State to do certain things. Civil and political rights are predominant in fundamental rights. Economic and social rights are predominant in the directive principle Contravention of any fundamental rights can be rescinded by the court. The courts cannot declare any law as void on the ground that it contravenes any of the directive principles. Courts can strike down an act of Government violative of any fundamental right and can enforce the right against the Government. Directives do no confer upon or take away any legislative power from the appropriate legislature. Conclusion: The inter-relationship doctrine between fundamental rights and directive principles of state policy is not only theoretical but also practical and rewarding. Fundamental rights provide for political freedoms to the citizens by protecting them against excessive state action while directive principles are to securing social and economic freedom by appropriated action both are inspiration of reform legislation. The fundamental rights should be interpreted in the light of directive principles to observe the limits set by directive principles in the scope of the fundamental rights. For example article 39, 39-A can be interpreted with article 21 of the constitution and article 46 can be interpreted with article 29 and 30 of the constitution. The judicial attitude has undergone transformation where courts are very active to uphold the fundamental rights enshrined in the constitution thereby interpreting the provisions of part-IV i.e. Directive Principles of State Policy. Initially, the courts adopted a strict and literal legal position in interpreting part-III with part-IV of the constitution which is reflected in State of Madras V/S Champakam Dorairajan. It was held in case of conflict between part-III and part – IV the fundamental rights will prevail. In the course of time, change www.ijmer.in
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came over the judicial attitude as the apex court views the interplay between part-III and part-IV in different manner from that of Champakam Dorairajan’s case and held that there is good deal of value for directive principles of state policy from legal point of view and started to have harmonize between the two parts of constitution. The author has made an attempt to show core area of interaction part-III and Part-IV in the above paragraphs of this article.In the recent decisions of the apex and high courts there has been a changing trend by making a harmonious construction between part-III and part-IV of the constitution making directive principles of state policy justifiable and enforceable on par with fundamental rights of the constitution. References: http://en.wikipedia.org/wiki/Fundamental_Rights,_Directive_Principles _and_Fundamental_Duties_of_India # AIR 1978 SC 597. # (1942) 319 US 624. # P.D.K.M Samithy V/S State of West Bengal AIR 1996 SC2426 # CAD III 495-495 # AIR 1951 SC 226; 1951 SCR 525 # Granville Austin Indian constitution Cornerstone of Nation # AIR 1958 SC 956 # Chandrabhuvan boarding and lodging v/s State of Mysore AIR 1970 SC 2042 # AIR 1973 SC # AIR 1980 SC 1789. # AIR 1984 SC 802, (1984) 2 SCC 161. .# M.P Jain, Indian Constitutional Law, Lexis Nexus Butterworths, Wadhwa Nagpur, 6h edition P1370 # AIR 1978 SC597 # Kameshwar Singh V/S State of Bihar AIR 1950 Pat 329. # AIR 1973 SC 1461 www.ijmer.in
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# AIR 1980 SC 1789 # M.H Hoskot v/s State of Maharashtra AIR 1978 SC 1548 # Hussainara khatoon v/s state of Bihar AIR 1979 SC 1369 # Olga tellis v.s Bombay Municipal corporation AIR 1986 SC 180 # PUDR v/s UOI AIR 1982 SC 1473 # M.R Balaji v/s State of Mysore AIR 1963 SC 649 at 664 # AIR 1997 SC 645.
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KNOWLEDGE OF INFORMATION LITERACY AMONG MEDICAL STUDENTS: - A CASE STUDY OF MAHARAJA VINAYAK GLOBAL UNIVERSITY, JAIPUR, RAJASTHAN
Anamika Mathur Research Scholar Maharaja Vinayak Global University Jaipur
Dr Rajkumar Bhakar Chief Librarian Ananta Institute of Medical Science & Research Center Rajasmand, Rajasthan
Abstract: - Modern era is the knowledge era and uses of information are increasing day to day. Today information literacy has become a crucial issue for the every field like political, economic, social and cultural development in all countries. Information literacy is a global phenomenon today and knowledge of information literacy is a compulsory requirement for the present users. The objectives of present paper are too highlights to concept of literacy, information literacy, e-information literacy and to specify objectives, hypothesis, limitations and finding of the study. Some suggestions also given to improvement of the information literacy. Key Words:-Information, Information literacy, Information and Communication Technology, MVGU Jaipur. 1. Introduction Present century is having been facing challenges for keep of information. Knowledge of use of information is must for every user. The growth of information is increasing very speedily, so we need to knowledge of information literacy is a must. Need of information of the society is must to every people to become information literacy means that they should not only be able to www.ijmer.in
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recognize when information is needed but also be able to identity, locate, evaluate and use effectively information needed for decision making or fulfilling the different goals. Information literacy is increasingly important in the present context of the information explosion and related uncertainties about its authenticity, validity and reliability. Today information literacy (IL) has become a crucial issue for every area of the society. Information literacy can help for development of the society. Information literacy can have defined with Recognize a need for information. Identity and locate appropriate information sources. Know how to gain access to the information contained in those sources. Valuate the quality of information obtained. Organized the information. Use of information effectively (Doule,1992) In today’s rapidly changing society, students must have the opportunity to develop the ability to retrieve, assess and apply information. As we equip, students with these skills we will help ensure that learning does not end with the completion of formal education, but continuous throughout life. As per CILIP, “information literacy as information literacy knows when and why you need information, where to find it and how to evaluate, use and communicate it in an ethical manner”. The various types of information literacy can be…. 1)
Media literacy
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2)
Computer literacy
3)
Visual literacy
4)
Tool literacy
5)
Resource literacy
6)
Social literacy
7)
Research literacy
8)
Publishing literacy
9)
Energy literacy
10)
Critical literacy
2. Scope of the study: - It has been shown that there be a must need that knowledge of information literacy is must to medical students. Proper knowledge of use of medical information should have needy to the user the main scope of the study to know the information literacy knowledge of the students of various streams of Maharaja Vinayak Global University, Jaipur. The study included BDS, BPT, Nursing B. Pharma and students of various courses. The study has included medical area students only. 3. Objective of the study: -The present study, Knowledge of Information Literacy in among medical students: - A case study of Maharaja Vinayak Global University, Jaipur, Rajasthan has tried to find out and analysis the information literacy among the medical students. Following objective of the study are. 1. To know the knowledge of information literacy among of the medical students. 2. To know the use of e-information by the students. 3.
To know the frequency library visited.
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4. To find out the area where students are the looking knowledge of information literacy. 5. Make suggestion how the information literacy skills increased to the medical students of the MVGU, Jaipur. 4. Research methodology: - Present study has used survey method. The population for the study was the medical students of the Maharaja Vinayak Global University, Jaipur. There are many courses providing in area of Medical, Dental, Law, Arts, HMCT and Education. For the study, researcher has selected only BPT, B Pharma, BDS and BSC nursing Students only. The researcher has selected 40 students, from each course. A structured questionnaire has designed to collect the data from the respondents. Questionnaires were in multiple questions and simple in English. Each of schools to questionnaire was distributed among the medical students. Total 200 questionnaires were distributed to 5 schools of MVGU, Jaipur. Out of 200 questionnaires, 180 questionnaires received back. The response rate was the 90 %, 4 questionnaires were rejected due to insufficient information. Finally, 176 questionnaires taken for research study. 5. Hypothesis: -Hypothesis of the study is to study the extent of information literacy in medical students of the various schools in Maharaja Vinayak Global University, Jaipur. 6. Limitation of the study: -The study on Knowledge of Information Literacy in among medical students: - A case study of Maharaja Vinayak Global University, Jaipur Rajasthan only. The researcher has collected data only from the various schools like Dental Science, Bachelor of Physiotherapy, Bachelor of Occupational therapy, bachelor of D. Pharma and BSC nursing only. The study is limited to Maharaja Vinayak Global University, Jaipur.
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7. Analysis and data interpretation: The result and analysis are described as the following tables Table 1. Distribution of Questionnaires Total questionnaires
Received back
Rejected
S.no
Taken for study
1.
200
180
4
176
2.
100%
90%
0.02%
88%
Table no. 1: - Show the distribution of questionnaires to the users. Total 200 questionnaires were distributed to 5 schools. 40 questionnaires were distributed to 5 school. Out of 200 questionnaires, 180 back received and 176 for taken for study. BOT, B. Pharma, BPT, BDS, and B.Sc. nursing Table no. 2 – School wise distribution of questionnaires S.no
Schools
Distribution Percentage
Rejected
Total
1.
BDS
40
100%
1
39
2.
BP
40
100%
0
40
3.
BOT
40
100%
2
38
4.
BPT
40
100%
1
39
5.
BSC.
40
100%
0
40
Total
200
100%
2
176%
Table no. 2: - Revealed the school wise distribution of questionnaire. Each of school, 40 questionnaires have distributed. After rejected of 4 questionnaires, 176 has taken for study
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Table no.3 – Frequency of visit of library S.no
Frequency
Total
Percentage
1.
Daily
52
29.54%
2.
Twice a day
68
38%
3.
Two in one week
27
16%
4.
Once in week
16
9.09%
5.
Once in month
13
7.38%
Total
176
100%
Graph – 3
Frequency of visit to library Once in week 9%
Once in month 7% Daily 30%
Two in one week 15%
Twice a day 39% Daily
Twice a day
Two in one week
Once in week
Once in month
Table no. 3 & Graph: - Shown the visits of library by the users. Highest of 39% users visited in two times in one week and 29.54% users visited daily. The analysis show that medical students also need the good library facilities.
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Table no. 4 -- Use of documents in library S.no
Type of document
Total
Percentage
1.
Text books
112
63.63
2.
Referee books
16
9.09
3.
Newspaper
118
67.04
4.
Periodicals
108
59.09
5.
Thesis dissertations
and 64
Total
36.36
418
100%
Graph - 4
Use of Document in Library Thesis and dissertations 15%
Periodicals 26%
Text books 27%
Referee books 4%
Text books
Newspaper 28% Referee books
Newspaper
Periodicals
Thesis and dissertations
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Table no. 4 & Graph reveals the use of documents in library. In the modern electronics and internet era, most of the students use text books in the library. Highest of 122 (63.63%) Respondents used the text books on a priority basis, 67.04% newspapers, 59.09 % also used periodicals, 36.36% respondents used thesis and dissertations. Table no. 5 Frequency of using computers in library S.no
no
of users
Percentage
1.
Yes
158
89.77%
2.
Not
18
10.23%
Total
176
100 %
Table no. 5: -Shown the frequency of using computer in library. Out of 176,158 (89.77%) users are fluent with using of computers. Only (10.23%) users given their opinion that they have don’t know about computer.
Table no. 6 Frequency of using internet S.no
Time Spent
No. of users
Percentage
1.
Less than 1 hour
36
20.45%
2.
2-4 hour
108
61.36%
3.
5-6 hour
13
7.38%
4.
7-9 hour
0
0%
5.
Not fix
19
10.79%
Total
176
100%
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Graph - 6
7-9 hour 0% 5-6 hour 7%
Canting 11%
Less than 1 hour 21%
Less than 1 hour 2-4 hour 5-6 hour 7-9 hour Canting
Frequency of using internet
2-4 hour 61%
Graph and above Table no. 6 Shown the frequency of using internet. Most of the students are using internet 2-4 hours, 108 (61.36 %) students 2-4 hours, 36 (20.45 %) up to one hour and 10.79% not fixing the time of the use of internet. Table no.7 -Place of accessing internet S.no
Place
Users
Percentage
1.
Library
45
25.56%
2.
Computer
93
52.84%
3.
Department
29
16.47%
4.
other
9
5.11%
Total
176
100%
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Graph - 7
Place of Accessing Internet other 5%
Library 26%
Department 16%
Library
Computer
[CATEGORY NAME] [PERCENTAGE] other Department
Graph and table no.7 Revealed about place of accessing internet. Computer is the most preferred place for use of internet, 25.56% students were accessing internet at library, 16.47% students at departmental lab. Table no.8 - Satisfaction level of using internet S.no
Satisfaction
Users
Percentage
1.
Fully
114
64.77%
2.
Partiality
46
26.13%
3.
Least satisfied
7
3.97%
4.
Not Satisfied
9
5.11%
Total
176
100%
Table no. 8:- Shown the satisfaction level of using internet, 114 (64.77 %) respondents fully satisfied with services of internet, 46 (26.13 %) partially satisfied and 3.97% are least satisfied.
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Table no.9 - Awareness of use of internet S.no
Skills
No. users
of Percentage
1.
Excellent
146
82.95%
2.
Very good
19
10.79%
3.
Good
8
4.54%
4.
Fair
3
1.70%
Total
176
100%
Table 9 Shows the awareness of use of internet, 146 (82.95 %) respondents have excellent skills of the use of internet. Table no.10 Use of search engines S.no
Search engines
Users
Percentage
1.
Google
171
97.72%
2.
Yahoo
5
3.28%
3.
Bingo
0
0%
4.
Other
0
0%
Total
176
100%
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Graph - 10
Use fo Search Engines Other Bingo 0%
Google
Yahoo 3%
0%
Google 97% Yahoo Bingo
Other
Graph and table no. 10 Reveals the use of search the use of search engines, 172 (97.72 %) respondents used Google as a search engines and only 6 (3.28 %) were yahoo and others. Table no. - 11 preferable format for downloading S.no
Format
No. fuses
Percentage
1.
PDF
153
86.93%
2.
HTMC
11
6.25%
3.
DOC
5
2.85%
4.
RTF
0
0
5.
Others
7
3.98
Total
176
100%
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Graph - 11 DOC HTMC 3% 6%
RTF 0%
Others 4%
PDF HTMC DOC RTF
PDF 87%
Others
Preferable Format for Downloading Table and table 11 Shows the preferable format for downloading 86.93% of respondents given preference in PDF format, remaining, 13 (7.38 %) in HTML format when they were downloading the documents. Findings of the study The major findings of the study are as followings 1. 29.54% students visiting daily in the library. 2. 63.63% respondents are using text books, 67.04% are using newspapers and 59.09 are using periodicals in library. 3. 87.77% respondents accepted that they have well in using of library. 4. 61.36% respondents using internet 2-4 hours in library. 5. 52.84% respondents accessing internet in computer lab. 6. 64.77% respondents fully satisfy with using internet. 7. 82.95% respondents are aware about internet.
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8. 97.72 % respondents are using Google search engine for their preferred search engines. 9. 86.93 % respondents are using PDF format for saving the downloading matter. Conclusion and Suggestion: - Information literacy is a very important tool for students, facilities researcher by information literacy, students must reply to the teacher to dispense information. They learn to recognize that information is packaged using a variety of technology that it serves a variety of interests and that it contains a variety of value messages. Information literate students; especially medical students are more critical when they make decisions about the resources they use. The university should provide more and more facilities for use of online resources. References 1. Abbot, C (1994), Performance Measurement in Library and Information Services, London, ASLIB, p-16 2. Bhoop Singh & Bhakar, Raj Kumar (2014), Knowledge and Awareness of Information Literacy Among B.Tech. Students: A Case Study of Engineering Colleges of Jaipur, Rajasthan in International Journal of Digital Library Services, Vol 4 issue 4 pp 22-30. 3. Chandhran.D (2005): Information literacy modals in libraries, information literacy and lifelong learning example by R Choudhary and others, 51th ILA All India Conference papers. Kurukshetra 1618, Dec 2005 Delhi, ILA. 4. Pandiv vijaya and Sharma ,S.K (2006) e-learning and information literacy in Q M. konguramath example. Information commons impact on the implications for libraries and information centers. 52th Indian library association conference 26-29 Dec 2006. www.ijmer.in
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5. Linsha, M & Varsha, K (2015), Information Literacy among Postgraduate students in a Rural University in 60th ILA International Conference Chandigarh, 2015. 6.
Proceeding
at
Punjab
University,
Wikipedia: https://en.wikipedia.org/wiki/Information_literacy
7. MVGU -- www.mvgu.ac.in
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FAMILY PLANNING ADOPTION AND DEMOGRAPHIC TRANSITION OF MALAS IN THE SELECT MANDALS OF CHITTOOR DISTRICT, ANDHRA PRADESH Dr. Enamala Ramesh Babu Department of Anthropology Sri Venkateswara University Tirupathi
Abstract : An attempt is made to study the bio-demography status of two endogamous groups of the Mala of Chittoor District of Andhra Pradesh. A total of 1500 households have been studied for two endogamous population of the Mala, namely the Pokanati and the Rampala (750 households each). The intergroup comparison showed the overall advancement of Pokanati than Rampala. The percent of education levels is almost double in Pokanati in comparison to Rampala. The level of consanguinity is high in Rampala and the family planning methods is very low when compared to Pokanati Mala. The inter group difference also showed a wide margin of differences in total fertility, infant mortality, child mortality and maternal mortality rates. Introduction Population explosion and impending threat of scarce resources prompted governments in developing countries to encourage adoption of family planning voluntarily or forcefully among its people. Family planning includes several aspects such as spacing, limitation of births and other health aspects.
A change in demography can result if an
appreciable
population
fraction
of
practices
family
planning.
Demographic, demo-genetic and family planning aspects in tribal population are reported in Indian studies (Veerraju, 1973; Das 1982 and Narahari, 1982).
The unique feature of India is that it has
innumerable populations inhabiting various habitats and experiencing wide socio-economic disparities. There is an urgent need to see the www.ijmer.in
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status of various rural populations in terms of their progress in limiting fertility and mortality through family planning (Reddy, K.N. et al., 1999). Distribution of subjects as per family planning in Rampala Mala is shown in table-30. 96% of females and 4% of males of Pokanati Mala have undergone sterilization. Higher percent of females (50.88%) who were sterilized belong to 25-29 age group and in case of males it is 3034 age group in which they adopted sterilization predominantly. Though all the couples are aware of family planning, the percentage of couples who have practiced it is only (27.14%). Higher percentage of females (57.61%) undergone sterilization in 25-29 age group, whereas majority of males (2.17%) belongs to 30-34 and 40-44 age groups respectively.
However, the total percentage of couples in Rampala
Malas who practiced family planning adoption is only (14.60%). Thus, the two populations differ significantly for the parameter (z-value : 1.8236). It is obvious in the present study that a definite change in reproductive performance has taken place in these populations. Bringing a comparison between the two Mala populations, Pokanati and Rampala, the Pokanati women are forward in accepting the family planning measure more than Rampala women, thus considered to be more developed than the Rampala Mala population.
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Table - 1 Indices of Opportunity of Selection In Some Andhra Populations Sl. No. 1. 2. 3. 4.
Population
Selection Potential Im If I 0.03 0.76 0.58 0.30 0.07 0.39 0.07 0.34 0.33 0.80 0.38 1.19
Mukherjee, 1974 Mukherjee, 1974 Mukherjee, 1974 Murthy & Ramesh, 1978
0.54
0.47
1.01
Murthy & Ramesh, 1978
0.35 0.24 0.34 0.44
0.38 0.43 0.19 0.35
0.72 0.77 0.73 0.94
0.17
0.16
0.35
0.21
0.22
0.54
0.39 0.20 0.61 0.20 0.24 0.81 0.01
0.23 0.21 0.27 0.27 0.45 0.42 0.21
0.61 0.61 1.05 0.66 0.78 1.18 0.24
Source
12. 13. 14. 15. 16. 17. 18.
Vodde – I Madiga – I Vodde – II Pardhan* Manne Kolam* Raj gond* Madiga – II Palli Reddy Yerukala* Pokanati Reddi Pedakanti Reddi Sugali* Dhobi Pattapu Reddi Yadava Thoti* Mala – I
19.
Mala – II
0.22
0.29
0.58
20. 21.
Reddy Vodde Mala : Pokanati Mala : Rampala
0.17 0.23
0.37 0.16
0.79 0.73
Murthy & Ramesh, 1978 Chengal Reddy, 1979 Subhashini, 1981 Narahari, 1982 Rami Reddy & Chandrasekhar Reddy, 1978 Rami Reddy & Chandrasekhar Reddy, 1978 Ramachandra Reddy, 1984 Subhashini, 1986 Manohar, 1989 Surendranatha Reddy, 1993 R. Gopal, 1996 A.M. Elizabeth et, al, 2000 Mukharjee, 1974 Chengal Reddy & Lakshmanudu, 1979 Sudarsan Reddy, 1979 Sudarsan Reddy, 1979
0.20
0.39
0.65
Present Study
0.33
0.70
0.93
Present Study
5. 6. 7. 8. 9. 10. 11.
22. 23.
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Inter Population Variations An attempt is made to study the inter population differences for various demographic parameters and the statistical results are given in table–1. The demographic variables significantly differ between Pokanati and Rampala sub-castes and these are attributed to the influence of socio-economic conditions of populations. For certain variables like, age at menarche, marriage, menopause and matrimonial distance the ‘t’ and ‘p’ values indicate 1% level of significance and for the family size the level of significance is at 5% level. Like the same, for the other demographic variables, the z-values are calculated. The education, income levels, GFR, IMR and MMR show 1% level of significance while the others like consanguinity, family planning adoption, dependency ratio, total fertility rate, child mortality rate and others establish 5 % level of significance. The above statistical analyses clearly indicate the significant inter-population differences for most of the demographic variables. The results strengthen the view that the socio-economic disparities of the two populations have also influenced the demographic variables. 4.6.1 Intra and Inter Population Correlations Correlations have been drawn for within the population (table-2) and between the populations (table-3) taking income and education (social factors) as independent variables and bio-demographic parameters such as age at menarche, marriage and menopause, age specific fertility, infant mortality, child mortality and maternal mortality; consanguinity matrimonial distance and family planning adoption (biological factors) as dependent variables. Evaluation of correlation
coefficients
between
dependent
and
non-dependent
variables indicates high positive correlations for all variables within the categories of both the populations. While low positive to negative correlations are established for the same variables of dependent and independent between the categories at intra and inter population www.ijmer.in
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groups. The results indicate that the positive correlations for all variables within the categories indicate the influence of independent variables (social factors : Income and Education) on biological characteristics (dependent variables). For example, the lower or upper income groups of Pokanati and Rampala exhibit high positive correlation (table-2) and the same when looked for the lower versus upper categories, the correlation becomes low and sometimes establish negative (table-3). Which means, better the economy and education the dependent variables get influenced by independent variables.
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Table – 2 Statistical Considerations Showing Inter Population Differences For Various Demographic Parameters Demographic Variable Age at Menarche Age at Menopause Matrimonial Distance Family Size Age at marriage
Male Femal e
Consanguinity Family planning adoption Education(Literacy Rate) Income Levels
Mean SD Pokanati Rampala 13.22 1.22 14.18 1.58 49.13 1.90 47.06 1.98 36.09 10.73 15.80 12.02 4.57 1.97 4.38 1.76 24.39 3.03 23.24 3.56 20.98 2.78 18.57 3.23
Percentage Pokanati Rampala 37.73 45.07 27.14 14.60 78.73 47.86 Rs.995/Rs.809/-
Pokanati & Rampala t- value P - value * 13.170 0.0000 20.658* 0.0000 * 34.487 0.0000 1.970** 0.0491 * 16.470 0.0000 18.519* 0.0000
Pokanati & Rampala Z – value 1.8474** 1.8236** 2.503* 5.3027*
Ratios Aging Index Dependency Ratio
36.36 50.70
16.99 67.24
0.7874** 0.0329**
Rates www.ijmer.in
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Fertility: General Fertility Rate(GFR) Total Fertility Rate(TFR)
105 2.75
146 4.80
2.5617* 0.7483**
147 102 44
184 206 76
2.528* 0.7178** 2.5853*
Density
235(pskm)
205(pskm)
2.4663**
Age Sex Structure
Cylindrical
Traditional Pyramid
Mortality: Infant Mortality Rate(IMR) Child Mortality Rate(CMR) Maternal Mortality Rate(MMR)
Note: * indicates 1% level of significance ** indicates 5% level of significance
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Table – 3 Chi – Square And Coefficient Of Correlation (r) Values For Dependent And Independent Variables Of Pokanati And Rampala (Inter Population Variation)
Dependent variables Age at Menarche Age at Menopause Age at Marriage Age Specific Fertility Infant Mortality Rate Child Mortality Rate Maternal Mortality Rate Matrimonial Distance Family Planning Adoption Consanguinity
Independent variables Income Education Lower-Upper Lower-Upper Pokana Rampa Rampal Pokanati ti la a 92.26 58.06 92.91 32.58 (0.0572) (0.0959) (0.0591) (0.0452) 37.72 6.62 12.52 49.17 (0.0910) (0.0024) (0.0217) (0.0248) 9.305 13.65 21.69 22.17 (0.0195) (0.0255) (0.0098) (0.0611) 4.08 4.69 5.90 8.52 (0.0913) (0.0851) (0.0899) (0.0425) 1.88 1.26 0 0.20 (0.0889) (0.0958) 0.00 (0.0136) -
-
-
-
18.00 (0.2011) 1.88 (0.0889) 7.10 (0.1279)
34.38 (0.2319) 1.26 (0.0958) 0.37 (0.0247)
38.15 (0.2502) 3.92 (0.1744) 57.168 (0.2013)
58.12 (0.1107) 2.10 (0.1580) 86.675 (0.2775)
Statistically the two populations, Pokanati and Rampala stand apart in terms of dependent and independent bio-demographic variables. The study helps in understanding bio-demography of populations who are put to socio-economic changes.
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Bio-demographic study among two sub groups of Malas (Pokanati and Rampala), a Scheduled Caste population in Chittoor district of Andhra Pradesh, is the topic chosen to decipher the influence of socio-economic conditions on biological characteristics, i.e., biodemographic events. The Malas, a major Scheduled Caste population of Andhra Pradesh has been selected for the present study to discern the nature of demographic profiles that the sub-groups of Mala populations in contrast, are maintained. The larger Mala population consists several endogamous groups, divided on the basis of economic and cultural reasons or criteria, namely Pokanati, Reddyboomula, Gampasati, Maladasari and Rampala. All these sub-groups of larger Mala caste are said to be Telugu speaking groups, apart from the other, namely, Tamil Mala caste (Thangala) which has no sub castes. For the purpose of present study, the two sub-groups namely, Pokanati and Rampala are considered as they are socio-economically contrast to each other though they were the off-shoots of the larger population. The Pokanati Malas are socio-economically a better off section and forward than the Rampala Mala population. The aim of the study is to find the influence of socio-economic parameters of the population on the demographic variables by covering two sub-castes of the larger caste. The inter-population variations with respect to bio-socio demographic features of the two sub-castes, Pokanati and Rampala of the caste Mala are also accounted for population development. The objectives of the study, are, to evaluate socio-economic conditions, to assess age-sex structure of two populations and study important components like, aging index, dependency ratio besides over all age-structure models; to account mating types and mean matrimonial distance, to measure important fertility and mortality rates and ratios and compare the levels and differences for population development and to determine the family planning adoption among the two groups and ascertain population development.
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The study has been conducted in three Tehsils of Chittoor district namely Chandragiri, Madanapalli and Chittoor covering seven local
Mandals namely, Sodum, Piler, Kalikiri, Thavanampalli,
Bangarupalem, Irala and Puthalapattu.
A simple random sampling
method is used in selecting 750 couples from each population, spread in 13 villages in each population. Thus, a total of 26 villages were surveyed to cover a total of 1500 couples in the two populations, Pokanati and Rampala and a sample of 10% in total district population and 1% of total population of Mala population in the state are covered in the present study so as to make the sample a representative one. The ethnographic and demographic information consisting household survey, education, occupation, income particulars and details of fertility and mortality through genealogies have been collected by using schedule method.
The data thus collected have been subjected to
various statistical treatments and results thus obtained are subjected to various inferences. The major results of the ‘bio-demographic study of Malas are summarised. Socio-economically the Pokanati Malas are better off and advanced than the Rampala Malas. The per capita income per month for the Pokanati Mala is Rs.995/- while it is Rs.809/- for Rampala Mala. The literacy rate among Pokanati Malas is high (78.73) than the Rampala (47.86). In terms of economy and education both groups are distinct and differ significantly (z-values : 5.3027 and 2.503 respectively). The two Mala endogamous groups are socially contrast, the Pokanati are better in their economy, education and employment while Rampala are backward in these fronts and are mostly agricultural labourers. The two Mala sub-castes differ in their age-sex structure. The Pokanati Malas exhibit a near cylindrical structure in contrast to Rampala Malas where the characteristic traditional pyramid structure is present. These structures imply that Pokanati Malas are progressive by way of containing mortality and thereby exhibit low fertility rate at www.ijmer.in
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the initial years. Whereas, in Rampala Malas, the base of the pyramid is broad indicating high fertility and mortality. The aging index and dependency ratio for both Mala populations are 36.36 and 16.99 and 50.70 and 67.24 for Pokanati and Rampala respectively.
The results have statistical significance (z-
values : 0.7874 and 0.0329). The difference of the two populations for these two parameters indicates the influence of socio-economic conditions on biological well-being of populations. Results of some of bio-demographic events, like, age at menarche, marriage and menopause also bring the following distinctions between the two Mala populations, Pokanati and Rampala. The mean age at menarche for the Pokanati Mala women is 13.22 1.22 and 14.18 1.58 for Rampala women. Thus, the Pokanati Mala women experience early menarche than the Rampala women and both differ significantly for the character (t-value : 13.170 and P-value 0.0000) . This can be attributed to better socio-economic conditions and better nutrition among them, i.e., the Mala Pokanati. The mean age at marriage for males among Pokanati Mala is 24.39 years and 20.98 years for females. In case of Rampala Mala males this is 23.24 years and 18.57 years for females. The results of these parameters show statistical significance and both populations thus differ (t-values: 16.470 for males and 18.519 for females) The mean age at menopause for the Pokanati Mala women is 49.13 years and 47.06 years for the Rampala Mala women. Statistically the two populations differ significantly (t-value : 20.658; P-value : 0.0000). The results of the above three bio-demographic parameters are strongly influenced by the socio-economic conditions of populations. The aspects of mating patterns, consanguinity and matrimonial distance are covered in the present study to interpret and draw inference with regard to the extent of mating area and the www.ijmer.in
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influence of socio-economic conditions upon them and breakdown in the practice of inbreeding. Out of 750 marriages in each Mala population, 37.73% of them are consanguineous among the Pokanati Malas and in case of Rampala Malas, 45.07% of marriages are consanguineous. The Pokanati Malas show decreased trend of consanguinity, while the Rampala Mala prefer to be more consanguineous. This is clearly reflected in the results of matrimonial distance (MD) also where the mean Matrimonial Distance for the Pokanati Mala is 36.09 kms, and for Rampala Mala, this is 15.80 kms. The results show that the Pokanati Malas are more progressive in terms of extending the mating area than the Rampala Malas, and these naturally result consequent to the populations’ progress in the fields of socio-economic conditions and education. Both parameters, consanguinity and matrimonial distance indicate significant statistical difference (Z-value: 1.8474 and t-value : 34.487 with P-value : 0.0000 respectively). The mean inbreeding coefficient (F) for the Pokanati Mala population is 0.026 and 0.032 for the Rampala Malas. Further, the consanguineous and non-consanguineous ratio for the Pokanati Mala population is 60.60 and 82.04 for the Rampala Mala population. The fertility and mortality are two important measures in human life and are now being considered as important indicators for the development of a population and the Nation as well. Today is the era of modernity and populations choose to have smaller families by limiting their fertility and increasing the survivorship of the offspring. Several developing nations have already formulated higher age for marriage and further propagating a family norm of two children as a part of checking the population explosion.
This has brought a
tremendous change in the use and utility of reproductive life of the couples, especially females. These interesting demographic aspects which influence human life are
thoroughly covered in the present
study of Mala populations, Pokanati and Rampala. www.ijmer.in
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The General Fertility Rates (GFR) of Pokanati (105.43) and Rampala (146.03) show statistically significant results (Z-value : 2.5617) indicating limited number of live births for Pokanati women over the Rampala women. The Total Fertility Rates (TFR) calculated from age-specific fertility rates for women of both Mala populations are 2.75 for Pokanati and 4.80 for Rampala. The present analyses of agespecific fertility rates indicate that on the whole the Pokanati Mala women’s total fertility in the reproductive age yields to 2.75, i.e., 3 children, while it is 4.80, i.e., 5 children to the Rampala Mala women. The two populations differ significantly as the z-value of the parameter is 2.5617 which indicates 1% level of significance. Thus, analyses of fertility measures among the Mala populations, the Pokanati and Rampala, exhibit the trends of fertility among them and the state of various measures in relation to the age-structure of the respective populations. On the whole, the Pokanati Mala population differs from Rampala significantly in terms of live births, thus bring changes in the composition of population. Socio-economic improvements and their progress in education have led to changes in bio-events of Pokanati Mala population. The Pokanati Malas could be described as positive and developed population over the Rampala Mala population as the former establishes progressive trend of modern population. Containing mortality in a population is also a true measure of development. The analyses of mortality measures among the two Mala populations, Pokanati and Rampala bring out the following results. The three important mortality measures, Infant Mortality Rate (IMR), Child Mortality Rate (CMR) and Maternal Mortality Rate (MMR), speak about population’s life conditions, socio-economic improvements, education and health.
These mortality measures for both the
populations are : 147, 102 and 44 for Pokanati Malas and 184, 206 and 76 for Rampala Mala population. The results show that the Pokanti www.ijmer.in
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Malas have altogether statistically significant lower values for all mortality measures over the Rampala Malas (Z-values : 2.528; 0.7178, 2.5853). This leads us to conclude that the Pokanati Malas are progressive and a developing population. The fertility and mortality measures have demographic implications and this can be ascertained through the calculation of opportunity of selection or selection potential. Selection is a measure of fitness of particular population in a particular environment in the ongoing patterns of fertility and mortality. Further, selection intensity is a measure of total potential of the population. The index of total selection intensity (I) among both Mala populations shows that the Pokanati Malas have low fertility and mortality indices (0.393 and 0.207) than the Rampala Malas (0.700 and 0.336). The Rampala Mala women in particular have higher fertility variance and also have experienced moderate mortality over the Pokanati Mala women. The results of this parameter strengthen the fertility and mortality differentials of the two Mala populations. The analysis of family planning adoption and reproductive change has resulted a change in demography as appreciable fraction of population practices family planning measures. In the present series of Mala populations, 27% of Pokanati Malas and 15% of Rampala Malas have undergone family planning measures. It is predominantly females (95%) rather than males (5%) who have undergone sterilization in both Pokanati and Rampala Mala populations. The two populations, however, differ significantly for the said parameter (z-value : 1.8236) indicating the progressive measures of Pokanati population over the Rampala. The statistical evaluation of correlations of dependent variables (demographic) with independent variables (socio-economic variables and ecological (density of the population) at inter and intra population levels establishes significant results. The results emphasize the influence of socio-economic factors on bio-demographic characters. www.ijmer.in
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Conclusion Thus, the bio-demographic study of Malas, help to locate the present demographic condition of the two dichotomised endogamous populations, Pokanati and Rampala Malas in relation to their socioeconomic progress with respect to number of bio-demographic characteristics. The differences in the socio-economic conditions of these two sub-castes have also influenced the demographic processes so much so that the bio-demographic patterns of these populations stand quite distinct from each other. The changing bio-demographic events stand testimony to independent variables like economy and education and these added together can be envisaged rise in life standards. The results emphasize the need for further comparative studies on specific populations as well sub-groups of the larger specific populations, so as to take stock of situation in domains of biological and economic wellbeing. This is necessary because the economic well-being of the people as also the quality of life styles are well indicated by the changes in the bio-demographic picture of the population. Demographic studies, thus, contribute to the Nation’s development by examining the populations demographically with regards to the utilization of country’s advancement in the fields of technology, education and health. This is especially useful for a multiethnic, multilingual and multireligious country like India which is in the throes of development. References Chengal Reddy, P. 1979. Population Structure and genetic variation of Malas of Chittoor District, Andhra Pradesh. Ph.D. Thesis (unpublished), S. V. University, Tirupati, Andhra Pradesh. Das, S. K. 1982.
Demography and Demographical Genetics of Two
Isolated Mountain Villages of Northern Sikkim.
J. Ind.
Anthropol. Soc. 17, 155-162.
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Mukherjee, D. P. 1974. Fourth Annual Report on the Genetic Studies in Relation to Fertility, ICMR Project, New Delhi. Murthy, J. S., and Ramesh. 1978. Selection intensities among the tribal populations of Adilabad district. Andhra Pradesh, India. Social. Biol. 25, 302-305. Narahari, S. 1982. A genetic study among the Yerukalas of Andhra Pradesh, India. Ph.D. Thesis submitted to Sri Venkateswara University, Tirupati. Reddy, K. N., K.S.N.Reddy and D.Brunda Devi. 1999. Mortality as a measure of development : A cross-cultural study from Andhra Populations. Anthropologist: 1(2), 109-112. Reddy, V.R. and B.K.C.Reddy. 1978. Consanguinity Effect on Fertility and Mortality Rates among the Reddis of Chittoor District (A.P), South India. Proc.X ICAES 2:252. Veerraju, P. 1973. A genetic study of the Konda Reddis. Ph.D. thesis (unpublished), Andhra University, Waltair.
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WELFARE AND PROGRESS OF DALITS IN KARNATAKA
P.Gowtham Devanoor Research Scholar Department of Studies in Communication and Journalism University of Mysore Manasagangotri, Mysore
Prof.B.P.Mahesh Chandra Guru Professor Department of Studies in Communication and Journalism University of Mysore Manasagangotri, Mysore
D.Srinivasa RGNF Research Scholar Department of Studies in Social Work University of Mysore Manasagangotri, Mysore
Dr.M.Dileep Kumar Guest Faculty Department of Studies in Communication and Journalism University of Mysore Manasagangotri, Mysore
Abstract The Social Welfare Department implements educational, economic and social welfare schemes for the benefit of the Scheduled Castes and Scheduled Tribes in Karnataka state. A large number of Dalits who live in the countryside with very little access to education, have not benefited much. Most of the Dalits in Karnataka do not enjoy the benefit of land ownership due to poor implementation of land reforms act. The trend of occupational diversification also reveals a dismal picture since they are found in unorganized sector where they remain vulnerable to various forms of exploitation. The role played by the central and state governments in the transformation of the lives of Dalits is insignificant. The social capital of Dalits needs to be developed in the state on the basis of progressive legislations and development programmes. The state has put in place laws, policies and programmes without which even the modest progress in the overall situation would not have been possible. However, these welfare measures are quite inadequate and have to be more effectively implemented in order to
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enable the Scheduled Castes to overcome the continued subordination, exclusion and exploitation in India society. Preamble Karnataka state is regarded as a model state in the country from the points of view of social transformation and empowerment of weaker sections of the society. Basava, Nalvadi Krishna Raja Vodeyar, Devaraj Urs, Basavalingappa, Abdul Nazeer Sab and others have laid a strong foundation for the development of the state. Karnataka has also witnessed several progressive movements including Dalit movement over a period of time. The Scheduled Castes and Scheduled Tribes are considered as ‘Dalits’ since they are the most marginalized sections of society in the state. The Government of Karnataka, through Social Welfare Department, formulated various programmes and schemes for the development of Dalits in the post-independence era. The Department of Social Welfare was established in 1959 to implement various development programmes for the integrated development of Dalits. The empowerment of Dalits in Karnataka state is primarily evaluated in this article on the basis of qualitative research methodology. Status of Scheduled Castes and Scheduled Tribes The SC/ST population is the single largest community in Karnataka state (SC – 18% and ST 7%) according to the latest statistics furnished by caste based census agency. The SC/ST population are known by different names in different parts of the state and comprise many sub-castes and communities. At present there are about 101 subcastes that have been recognized as Scheduled Castes who are the largest single group in the state. But they are also the weakest in terms of political, economic, social and cultural resources. They are largely concentrated in the rural areas and depend upon agricultural labor or agriculture related activities for subsistence. The ST population www.ijmer.in
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consists of about 7% in the state. The SC households constituted a mere 10.9% while the ST households constituted a meager percent in the state. The rural SC/ST population primarily depends on agriculture and cottage industrial sector for livelihood opportunities. The urban SC/ST population depends on construction work, street sweeping and other manual labour which are not economically remunerative. The reservation benefits are received by the higher echelons of the power structure that constitute a microscopic minority among the Scheduled Castes. The majority of them languishes in low-end jobs and remains below the poverty line according to the empirical evidence. The ownership of agricultural land is minimal and the majority of the land holders have small and unviable holdings (Bhat, 2005). The income levels of SC/STs reveals a wide gap when compared to other sections of society in the state. The expenditure level is also low because of limited income generating opportunities. More than half of the ST population is in the workforce in the unorganized and non-remunerative sectors. The STs largely own lowproductivity assets. They have not developed vocational skills and pushed into jobs with poor remuneration. The largest percentage of ST women is in household industries and agricultural labour. A majority of STs have small units with low productivity and sources of income generation. The rural Scheduled Tribes have the lowest per capita income and expenditure pattern due to limited resources and opportunities (Chandrashekar, 2004:05). The community also suffers from infant and maternal deaths due to poverty, hunger, malnutrition and other constraints. There are inadequate educational and healthcare institutions in the tribal areas. The women’s access to antenatal care has worsened over a period of time. There is a marginal increase in the institutional deliveries in the recent times. The community suffers from certain genetic and other
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diseases due to inadequate healthcare facilities. The nutritional status of women and children is also very poor due to declining access of the tribal people to forest resources. The percentage of STs living in permanent houses with better civic amenities is lower when compared to SCs and other population. They have acquired land through land purchase scheme to a limited extent. They also have limited self employment opportunities. The nongovernment organizations and government organizations have not developed a healthy partnership for the integrated development of tribes in the state. The human development status of the Scheduled Tribes is not satisfactory (Kumar, 2005:07). Welfare Schemes for Dalits The Social Welfare Department implements educational, economic and social welfare schemes for the benefit of the Scheduled Castes and Scheduled Tribes in Karnataka state. Educational Programmes The department implements several educational programmes for the improvement of the educational status of SC/ST population. Prominent educational programmes include: The department manages hostels in the urban and rural areas to facilitate the educational progress of the SC/ST communities. The students receive scholarship, food, clothing, shelter and other basic needs in the Pre-Metric and Post-Metric hostels throughout the state. In addition to this, several voluntary agencies are also encouraged to run hostels where ever necessary, by giving them only food charges, building rent and honorarium to the staff. These are called Grant-InAid Hostels. The department also provides prize money for the meritorious students, cash prize for rank holders, financial assistance to the students in higher educational institutions, extra study tour www.ijmer.in
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charges, and financial assistance to study in abroad and allied facilities. The department also organizes several training programmes for the academic and professional development of SC/ST students and youth. They are called as training centers for the development of proficiency. The students are also trained for the competitive examinations at various levels. There are no adequate coaching centre’s established across the state to improve the proficiency of SC/ST students. It shows the negligent attitude of the state government towards better human resources development in the field education. The pre-metric and postmetric hostels are also not adequate enough to meet the educational developmental needs of SC/ST students across the state. The residential schools are also not adequate to meet the growing educational needs of these communities. Experience reveals that most of these hostels are not properly managed in terms of basic needs, infrastructural development, training, orientation, health and security of the students in the present times. Most of these hostels do not have well equipped rooms, toilet facilities, libraries, sports wings and other amenities due to lack of political will and social activism (Guru et. al. 2015:06). There is no systematic monitoring and evaluation of the educational facilities given to the students of these marginalized sections of society. Besides this, the scholarship amount given to matriculation students (Rs.380), degree students (Rs.570), professional course students (Rs.820), post-graduate students (Rs.1200) is not adequate to provide healthy food and allied facilities (Rajamma, 2008:08). The Scheduled Caste/Scheduled Tribe adolescent girls faced numerous barriers to education at macro and micro levels. The main macro level barriers to education included the belief that a girl should
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stop schooling after reaching puberty. The main micro level barriers to education included the influence of peers in dropping out of school as well as a girl not valuing education herself. The girls are deprived of supportive school and family environment and positive peer role models. The need for involving multiple stakeholders to overcome the barriers to education of SC/ST girls has arisen prominently. The mindset of the girls and their family members should also be changed to improve the quality of girl education in Karnataka state. The educational progress of Dalit women would bring an end to a lot of social evils which impede their progress. The education would lead to awareness through which Dalits and other marginalized sections of society can benefit from the government schemes. The thrust all these years has been more on employment for Dalits and less on development of skills. A large number of Dalits who live in the countryside with very little access to education, have not benefited much. The need of the hour is to enable more Dalits to get vocational, professional and technical training programmes to gain the benefit of employability in modern times. Economic Development Programmes The department implements certain development programmes to improve the economic status of the marginalized SC/ST sections of the society. Prominent among them include: Self employment schemes for educated unemployed SC Youths. Apprenticeship to certificate holders of ITI, Eng. Degree and Diploma so as to develop their skill in the trade in which they acquired technical qualifications Advocate grants Free legal aid facilities and related programmes.
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The department also implements certain programmes to promote cottage industries and economic status of SC/ST population. Prominent among the benefits include - (a) provisions of financial assistance for improving their own trade and business, (b) provision of marketing facilities and technical guidance, and (c) setting up training and production centers for giving training in trades like rope-making, basket making, weaving and tailoring. The department also provides professional assistance for the empowerment of SC/ST population under different categories such as industry-centered development and agriculture – centered development across the state. The department provides financial assistance to the poor and needy persons. Loans and subsidies are also provided to the beneficiaries to improve agriculture, cottage industry and self-employment programmes undertaken by the beneficiaries. The research and development activities are also undertaken to evaluate the social and economic status of these sections. The directorate provides financial assistance for the infrastructure development in the localities having SC/ST population. The department of social welfare has spent about Rs.8402.00 lakh for the development of SC/ST population through central and state funds. The total amount spent for the development of these communities under Special Component Plan stood at Rs.87500.00 lakh. The contribution of Government of India is nil since it is totally funded by the state government. The sub-plan amount for SC/ST welfare is Rs.3500.00 lakh. Dr.B.R.Ambedkar development corporation has spent Rs.10539.00 lakh under central and state funds for the development of these communities. The Banjara Development Corporation has spent Rs.150.00lakh for the development of Banjara community which comes under Scheduled Caste (Guru et. al. 2015:06). The amount spent for the development of these marginalized sections is inadequate when compared to the population of these communities. Adequate funds are not earmarked for the welfare and www.ijmer.in
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progress of SC/ST communities in the new millennium with reference to Karnataka state. The entitlement of Dalits to basic resources, land holding, loan and subsidy, skill development, entrepreneurship development and consumption of goods and services is not satisfactory. Most of the Dalits in Karnataka do not enjoy the benefit of land ownership due to poor implementation of land reforms act. They depend on agriculture, cottage industry and unorganized sector for their livelihood opportunities. The trend of occupational diversification also reveals a dismal picture since they are found in unorganized sector where they remain vulnerable to various forms of exploitation. Social Development Programmes The department monitors the human rights violations in the form of bonded labor, human trafficking and other anti-development practices that would worsen the lives of SC/ST population. The department implements certain programmes to improve the social status of SC/ST population in the state. Prominent among them include:
Housing grant to houseless scheduled castes
Interest free housing loan
Financial assistance to inter caste married couples
Commemoration of temple entry proclamation
Payment of financial assistance from minister’s distress relief fund to persons who are suffering from incurable diseases.
Financial assistance for the publication of books written by authors belonging to Scheduled Castes community
Rehabilitation of victims of Atrocities
Purchase of Agricultural land
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Advocates Grant.
Related other schemes.
The Directorate provides Rs.50000/- to the couple to promote inter-caste marriages and eradicate untouchability. It also provides pension benefit to the widows, unmarried women and disabled women of these communities. There is also provision for the rehabilitation of disabled and disadvantaged SC/ST women. Financial assistance is also provided to the unemployed youth to undertake self-employment programmes. Irrigation and electricity facilities are also extended to the farmers of these communities. The Department of Social Welfare had spent Rs.4932.00 lakh on the construction of houses for the poor and needy SC/ST people through state government financial assistance. The directorate has Rs.400.00lakh for the relief and rehabilitation activities in times of disasters and crisis. Rs.300lakh were spent on eradication of untouchability related activities. Rs.300.00lakh were spent on civil rights enforcement activities. Rs.100.00lakh were spent on SC/ST commission activities. Another Rs.100.00lakh was spent on organization of seminars and conferences on Dalit related issues and concerns (Guru et. al. 2015:06). Adequate funds are not spent on various socially beneficial activities by the Department of Social Welfare. The contribution of Central Government is absolutely inadequate for the social empowerment of SC/ST population (Chakaraborty, 2000:04). The prevalence of caste system in the country has impeded the social transformation and development of Dalits. They have suffered from social stigma due to untouchability and thus been socially excluded from the mainstream of life. The historically rooted different forms of exclusion have very important implications for the present-day nature and causes of social backwardness of Dalits in Karnataka and other www.ijmer.in
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parts of India. The role played by the central and state governments in the transformation of the lives of Dalits is insignificant. The social capital of Dalits needs to be developed in the state on the basis of progressive legislations and development programmes. Other Initiatives The department also implements several schemes for the uplift of the SC/ST population. They include:
provision for adequate facilities, including legal aid, to the persons subjected to atrocities to enable them to avail themselves of justice;
provisions for travelling and maintenance expenses to witnesses, including the victims of atrocities, during investigation and trial of offences under the Act;
provision for the economic and social rehabilitation of the victims of the atrocities;
appointment of officers for initiating or exercising supervision over prosecutions for the contravention of the provisions of the Act; Capacity Building for Conflict Resolution
setting up of Committees at appropriate levels as the State Government may think necessary to assist the Government in formulation of such measures;
provision for a periodic assessment of the working of this Act with a view to suggesting measures for its better implementation; and
Identification of atrocity prone areas.
There is an imbalance in terms of distribution of funds under plan and non-plan activities for the development of SC/ST communities in various districts of Karnataka state. The districts which have more www.ijmer.in
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population of SC/ST communities such as Bengaluru (rural), Chitradurga, Kolar, Mysuru, Bijapur, Kalburgi, Bellary, Raichur and other have received inadequate funds for the development of SC/ST communities. The districts which are close to the power structure such as Bengaluru (urban), Tumkur, Mandya, Hassan and Shivamoga have received more funds for political reasons. Moreover, funds are not allocated according to the percentage of the population of SC/ST communities in the state. Planned and deliberate efforts are not made for the integrated development of SC/ST communities in Karnataka state. The Social Welfare Department has not been considered as a prominent department from development point of view in Karnataka in the post independence era (Arles, 2001:02). Special Component Plan The concept of Special Component Plan was introduced in the VI Five Year Plan to facilitate the economic upliftment of SC/ST population in the country. Karnataka has implemented this plan and all development departments are directed to earmark 15% of their total budget allocation for the welfare of SC/ST people. Agriculture, soil conservation, horticulture, sericulture, forest, cooperation, fisheries, rural development and panchayat raj, industries and commerce, housing, employment and training, women and child welfare and other departments implement the SCP in the state. The special area programmes and target group oriented programmes are not effectively implemented for the benefit of these communities (Anand, 2012:01). The present government headed by Mr.Siddaramaiah conducted the first-ever socio-economic survey of state population, including caste enumeration to assess their social, educational and economic status. The SC/ST population constitutes the single largest community in the state. The government passed a SC/ST and Tribal Sub-Plan Act to www.ijmer.in
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ensure plan allocations in accordance with their population. This has led to 24.1 % of the total plan budget to be allocated for the welfare of Dalits in Karnataka. The road ahead comes with the promise of an efficient, transparent and sincere administration with clear priorities for development while also ensuring equity, access and social justice in Karnataka. The Government of Karnataka has not achieved notable progress from the point of view of integrated development of Scheduled Castes and Scheduled Tribes who are the most disadvantaged sections of society. Scholars and activists have identified several loopholes from this point of view. They have urged the state government to bring amendments to the Karnataka Scheduled Castes Sub-Plan and Tribal Sub-Plan (Planning, Allocation and Utilization of Financial Resources), Act, 2013. The government has not allocated 25.0% funds proportionate to the population of the SC/ST communities so far. Conclusion The constitutional safeguards have apparently helped Dalits in protecting their legitimate interests and accelerated their socioeconomic development. All the constitutional safeguards have, apparently been provided to facilitate the implementation of the Directive Principles of State Policy contained in Article 46 of the Constitution. The primary objective of the reservation policy is to eradicate the social, educational, economic and political inequalities which have existed from time immemorial in different social segments of Indian society. Even after 70 years of independence, a majority of Scheduled Castes and Scheduled Tribes in India could not enjoy the benefit of reservation. From the very dawn of the independence, the governments have been taking certain remedial steps for the upliftment of the socio-economic status of Scheduled Castes in India. The state has put in place laws, policies and programmes without
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which even the modest progress in the overall situation would not have been possible. However, these welfare measures are quite inadequate and have to be more effectively implemented in order to enable the Scheduled Castes to overcome the continued subordination, exclusion and exploitation in India society. It is necessary to ensure proper allocation of funds and utilization of funds for the welfare and progress of SC/ST communities in Karnataka state. It is necessary to earmark adequate funds and implement various development programmes on the basis of social commitment and responsibility (Guru et. al. 2015:06). The elected representatives and officials who are responsible for non-utilization of funds and non-performance should be brought to the book to prevent any misuse and misappropriation of funds meant for the development of SC/ST communities in the state of Karnataka. References 1. Anand, A. (2012) A Case for Bhim Rajya, www.outlookindia.com 2. Arles, J.P (2001) Economic and Social Promotion of the Scheduled Castes and Tribes in India, International Labour, 103(1):29-64. 3. Bhat, Umesh (2005) Dalits: From Marginalisation to Mainstreams, New Delhi: Vista International Publishing House. 4. Chakraborty, Gurupada (2000) Development of SCs and STs: The Success So Far, Social Change, 30(3-4): 143-162. 5. Chandrashekhar, T.R (2004) Tribal Development: Some Notes (ed), A.S.Prabhakar, Aesthetics of Tribal Development , Prasaranga, Kannada University, Hampi, Karnataka, India, p.14. 6. Guru, Mahesh Chandra B.P., Shanmugam V., Somanna and Dileep Kumar M. (2015) SC/ST Development in India, EPRA www.ijmer.in
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International Journal of Economic and Business Review, 3(10):70-78, ISSN (P):2349-0187, October 2015. 7. Kumar, Ashok (2005) Struggle for Economic Freedom and Social Justice of Scheduled Castes in South India, Delhi: Kolpur Publications, India. 8. Rajamma, N (2008) An Economic Analysis of Development Programmes for SC/ST – A Case Study of Mysore District, unpublished Ph.D thesis, University of Mysore, Karnataka, India.
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KNOWLEDGE MANAGEMENT: AN ACADEMIC LIBRARY PERCEPTIVE
Dr. Lalitha Aswath Professor Department of Library & Information Science Bangalore University, Bengaluru Karnataka
Mrs. Satyashree K S Research Scholar Department of Library & Information Science Bangalore University, Bengaluru Karnataka
Abstract: In the recent past, the Knowledge management has become hottest topic in the ever-growing digital environment. The effective knowledge management system is required in improving the services rendered for the users by the libraries. Library professionals can make use of ICT to enhance information or knowledge access to user community in an efficient way. Here an attempt made to understand knowledge management in academic libraries perceptive. The article describes types, models, process and life cycle of KM and skills required for library professionals in Knowledge Management System. Keywords: Knowledge Management; Information Management 1. Introduction: Knowledge management is a hot topic to discuss since last quarter of the 20th century, but not a very new concept as many successful managers have realized the value of knowledge management long before the concepts like best practices; expert systems etc had come into use. There is a realization that any organizational/institutional asset is not just its buildings or financial strength but the Human Resource - their skills, knowledge, that the organization possesses.
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In the process of application of computers for information storage and retrieval, the storage is not a real problem, but sorting out required information from exponentially growing mountains of information will be a difficult task for library professionals.1 Ranganathan’s five laws of library science assist in effective management of libraries to the extent possible. During Ranganathan’s period, i. e from 1924 to 1972 traditional document management was in vogue and gradually changed to information management, and later information management has expanded to become knowledge management in electronic/digital environment and led to wisdom management later.
Thus, in any
library/information system management every information carrier (document, website, and index/system) becomes essential element of management. 2. Knowledge Management: Knowledge management is a concept debated often by academicians and managers working in different environments. Knowledge is a mixture of personal experiences, values, insights, intuition that provides for an understanding of the environment in which one lives. The collection in libraries is an extension of human knowledge engraved in print and not-print forms intended for reciprocation amongst users. In the beginning it was called ‘collection management’, later ‘information management’ and at present it is being claimed as knowledge management and those who are managing such knowledge, boundless in libraries are called as knowledge managers. Knowledge management is not a newly emerged concept in librarianship. It was there in different forms like document management, collection management, information management and knowledge management, all refers to handing and directing the flow of information for better use. 1
Cronin, B. (1986). Information Society: ASLIB Proceedings, 38(4) 121-129.
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The difference between different terms being used - collection management (emphasized on physical collection-mostly print), information management (emphasized on different forms of information packages) and knowledge management (emphasizes on both tacit and explicit). Information management intends in managing information production and integration into a system, while knowledge management along with information incorporates into its gamete the tacit knowledge too i.e skills, values, attitude, experience of people in the organization etc. Knowledge management is an emerging interdisciplinary process emphasizes on the knowledge production, knowledge integration, knowledge lifecycle with an intention of integrating the collective expertise to the right people at right time in the right direction. Practically, knowledge management is the process of identification and mapping of intellectual assets available in an organization and efficient use of it for generating new knowledge and in the process, it deals with all aspects of knowledge creation, codification, organization, sharing and transforming the activities that promote learning and innovation in any environment. Knowledge management has defined by many people differently. Definition 1: Knowledge management is a collection of process that governs the creation, dissemination and utilization of knowledge.2 Definition 2: It is the capabilities of an organization to create new knowledge disseminate it throughout the organization and embed it in products, services and systems.3 2
Newman, B. (2016 April 7). The knowledge management forum: An open discussion of Knowledge management, http://www.km-forum.org/what_id.htm www.ijmer.in
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In libraries context it is a process of creating, capturing, storing, organizing and use of knowledge (both tacit and explicit) for the benefit of its users as well as staff. Eventually helping librarians/information professionals to carry out library tasks more efficiently and effectively by avoiding duplication of efforts and achieve goals in a more economical way. Knowledge can be categorized into two major groups – 1. Tacit knowledge and 2.
Explicit knowledge
2.1 Tacit knowledge: Michael Polanyi has been widely acknowledged as a founding father of tacit knowledge. His significant work on tacit knowledge called, as ‘we know more than we can tell’: a pre-logical phase of knowing as ‘tacit knowledge’.4 This knowledge is highly personalized, context specific and difficult to formalize, record or articulate and resides in the human mind. In addition, it has gained through personal experience and experimentation. Tacit knowledge could be the expertise, memories, values, beliefs, viewpoints etc. difficult to capture and share, and difficult to explain how they apply their knowledge to resolve new challenges/problems. Expert knowledge is hard to duplicate, replace or interpret, as it is part of one’s experience, research and understanding. Accumulated experiences and learning process of an individual is difficult to be shared or reproduced is called tacit knowledge.5
3
Nonaka, I. and Takeuchi, H. (1995). Knowledge creating company: How Japanese companies create the dynamics of innovation: Oxford university Press, New York. 4 Polanyi, M.(1966). The Tacit Dimension: Rout Ledge Keagen Paul, London. 5 Baumard, P (1999). Tacit Knowledge in organizations: Sage, London. www.ijmer.in
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2.2 Explicit knowledge: On the other hand is a documented knowledge, easily expressed, codified, shared in an explicit formats like - written formats of books, databases, project reports, theses, manuals etc., this knowledge can be easily managed, retrieved and used with much ease. Some have called it migratory knowledge.6 Explicit knowledge has two major forms1. Declarative knowledge i.e. a set of principles and facts which are explained to others and 2. Procedural knowledge that enables application of skills. Many work roles of library professionals generally, based on processing, producing/disseminating information/knowledge within/beyond workplace. Hence, library professionals who spend most of their time in identifying, generating, applying and conveying knowledge are called knowledge workers.7 There are many other ways of Knowledge classificationBased on the nature of knowledge i.e 1. General 2. Context specific or 1. Individual 2. Collective Based on the type of knowledge i.e. 6
Diman, Anil Kumar and Dharma, Hemant (2009). Knowledge Management for libraries: Ess Ess Publications, New Delhi,38. 7 Bruning, R H & et.al.(1999). Cognitive Psychology and interaction: 3rded; Printice hall, Columbia.
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1. Declarative (know about) 2. Procedural (know how) 3. Causal (know why) 4. Conditional (know when) 5. Relational (know with) Whatever may be the typology one try to use in categorization of knowledge, one need to understand that knowledge is a complex phenomenon and initially it is in the tacit form. 3. Knowledge Management in Academic Libraries: Academic libraries are the information centers attached to educational institutions like schools, colleges, universities. Their main aim is to assist in the teaching, learning and research activities of students and faculty in their respective institutions. Moreover, this is being done by providing information contents for curricular and cocurricular activities of individuals and groups. Libraries, originated with the basic idea of knowledge classification and cataloguing, which are the fundamental principles for practicing librarianship as a profession. With the advent of internet and related technologies in the last few decades, there is an enhancement of information generation and vigorous flow in all directions with a significant digital dimension. Knowledge management has emerged as an additional influence on the library practice of creation of new products and services where in librarians add value. The knowledge of librarians is construed as a process of translating information and experience into a meaningful set of relationships that are understood, and applied in information transaction. The managerial techniques they apply are the processes of identifying, capturing, organizing and disseminating the intellectual assets in meeting the goals of the organization are, perceived under the umbrella of knowledge management. www.ijmer.in
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Objectives of Knowledge management in Academic libraries: To make librarians job innovative, creative and simplistic To share information, ideas, experience etc., of individuals working in the system, also who get benefitted from the system To ensure informed/intelligent decision making by exhausting all information resources available To ensure improvement in efficiency and effectiveness of the system by reducing the need for rediscovery of methods and procedures To enable librarians to improve quality of service and reduce the cost of service by reducing the need for rediscovery of knowledge To ensure that the libraries have the clear understanding of the value of services their system provides to users. To ensures maintenance of knowledge Management Service System (KMSS) to exercise control over the data, information and knowledge reciprocated to user groups. Operationally knowledge management has two important factors1. Content management (both explicit and tacit) - where people, content and technology are brought together in the creation of knowledge repository. 2. Usability approach to content i.e. creation of platform with which the knowledge repositories so created, exploited to the full. The concept of knowledge itself is not new as such it is the base for all the developments seen in culture, civilization, philosophies and religions too. However, the technology particularly IT has changed the way the knowledge is being used/transacted. What we get to
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understand in LIS schools is the pyramid structure, where the data is at the bottom like a foundation, next on it is the information (organized data), then comes knowledge and then is the wisdom which is a smallest tip on the top.8 Knowledge, harnessed from the data and information, experience and experimentation of information can create knowledge. It leads to wisdom or knowledge could be a descendent of wisdom too. 4. Knowledge Model
Knowledge, crystallized into tangible items and crystallization of knowledge needs identification of knowledge assets. -
Knowledge of the environment in which one works
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Identification of products and services required
8
Liong, Thowyick. The Basic entity model: In Encyclopedia of Library and information science. Ed by Allen Kent and others. www.ijmer.in
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-
Procedures and processes for converting information to knowledge
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Use of technology (both for present and for future) for knowledge management
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The processes that govern the creation, dissemination and use of knowledge9
The capability of an organization to create new knowledge and its dissemination throughout the organization and embed it in the products and services of the system is knowledge management. Nonaka’s four modes of knowledge conversion, in which he explains in 2x2 matrixes i.e. the knowledge creation, can take place between-
1. Tacit to tacit – is Socialization 2. Tacit to explicit – is externalization 3. Explicit to tacit – is internalization 4. Explicit to explicit – is combination10
There are innumerable number of sources and procedures with which knowledge can be created in libraries. Pre- requisite at this stage is awareness of sources available within and outside the library environment and their accessibility by the library staff. The people,
9
Newman, B (1991). The Knowledge management forum: An open discussion of KM;http://www.km-forum.org/what-is.htm). 10 Nonaka, I & Takeuchi, H. (1995). Knowledge creating company: How Japanese companies create the dynamics of innovation: oxford university press, New York.
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process and technology together constitute important components of knowledge management in libraries.
Knowledge Management Components 4.1 People: Professional staffs are the significant/vital component of any library. They create, facilitate, use both tacit and explicit or any type of information/ knowledge mentioned earlier. One to one communication is the channel with which two individuals can express and extract tacit knowledge. Success of this component results in knowledge sharing practices within the organization and varies from person to person and institution to institution. 4.2 Process: Process is a set of knowledge management activities involving, creation, capture, identification, organization, storing and usage in libraries. Process connects people and technology together to achieve success in knowledge management. 4.3 Technology: Technology is an essential element for processing, storing and retrieval of information/knowledge in academic libraries. Technology makes knowledge management to work in a much easier way and enhances the speed of knowledge generation, codification and
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transfer. Some of the technologies used are groupware, internet, data warehouse, etc. 5. Knowledge Management Life Cycle Knowledge management life cycle may be identified in five stagesknowledge creation, knowledge capture, knowledge preservation and knowledge sharing.
Knowledge Sharing
Knowledge Creation
Knowledge Preservatio n
Knowledge Capture
Knowledge Organizatio n
Knowledge Management Life Cycle 5.1. Knowledge Creation: Requires identification and recognition of the value of useful data and information, the organization and its members working in the organization possess. Then proceed to transform the information available with them to knowledge through continuous dialogue between tacit and explicit knowledge/information. Favorable conditions for the creation of knowledge are through incentive schemes, training programs, project debriefs and social events. It is said that knowledge in the context of academic library, can
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be created through an understanding of the user needs and requirements as well as understanding the institutional objectives.11 Generally, knowledge creation is visualized in two ways -one highlights the knowledge created by individuals and the second indicates that the group of people who create knowledge together in an organization. The new knowledge created through interaction between and among tacit, explicit and implicit knowledge takes place in four modes i.e. Socialization, Externalization, Internalization and Combination.12 In socialization mode, knowledge transaction is in the tacit level i.e. tacit to tacit- conversational. In the externalization mode, knowledge transfer is from tacit to explicit - in the form of writings, A/V recordings etc. In the internalization mode, it is from explicit to tacit, may by reading the explicit information available in books and other forms of documents. And, the last mode is combination i.e. explicit to explicit compilation of bibliographies, directories etc. There are many sources and procedures available for creation of knowledge in libraries i.e. about the user communication (user & user culture), information, and pattern of information and its growth, store, policies, continuous knowledge of policy and procedures in organizational management. In general, knowledge creation/innovation requires libraries perspectives include three major aspects - theoretical aspects, technical aspects and organizational aspects. These are measuring to enrich and enlarge the theoretical and practical aspects of librarianship by pursuing through current trends in information technology. 11
Maponya,Pearl M. (2004). Knowledge Management Practices in Academic Libraries: A case study of the University of Natal, Pietermaritzburg libraries, South Africa, 31. 12 Nonaka, I.A (1995). Dynamic theory of organizational knowledge creation: Organization Science, 5(1) 37. www.ijmer.in
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5.2 Knowledge Capture: Is process of recording of the thoughts of experts and their experiences or may be, simply said as applied brain drain or a demanding mental process in which a knowledge developer interacts with the expert to convert the expertise in to a coded program. There are many methods available for capturing the created knowledge. The most common methods are establishing knowledge links or networks to capture new knowledge, attending seminars, training programs, workshops, conferences etc., at local, national and international levels to capture tacit as well as explicit knowledge. And knowledge can also be captured in multiple formats like research reports, theses/dissertations, conference/seminar proceedings, project reports, textbooks, CD ROMS etc. Capturing tacit knowledge and converting it into usable explicit knowledge with the aid of computers is a costly business. Important tools used are13 –
Expert evaluation
Deciding relationship with experts
Fuzzy Reasoning and quality of knowledge capture
Interviewing as tacit knowledge capture tool
Brain storming
protocol analysis (Think aloud)
Consensus decision making
Delphi technique
13
Dhiman, Anil Kumar and Sharma, Hemant (2009). Knowledge Management for Librarians: Ess Ess publication,185.
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Concept mapping
Black boarding etc.
5.3 Knowledge Organization: It is the preliminary step in assessing any library on the base of its arrangement. Resource organization is generally by different classification systems such as DDC, UDC, CC, Taxonomies, Anthologies and Vocabularies etc, used to arrange the documents both in print and in e-environments. Also, the catalogues and OPACs, that will help users to find their information/knowledge quickly and easily. Knowledge organization process is a tool to navigate in the ocean of both tacit and explicit knowledge sources by establishing relationships between the stores of knowledge and usage dynamics. 5.4 Knowledge Preservation: Knowledge creation is a long-term value to the organization particularly, and society in general. Knowledge must be stored for subsequent use by people and preserved for posterity, likely storage locations of knowledge created are in individual memories, organizational culture, transformation in policies by which work procedures are managed. Generally, four categories of stores have been identified they are1. Brain ware (knowledge in individual minds) 2. Hardware (equipment’s, prototypes) 3. Groupware (knowledge shared by people- rules shared by group of people) 4. Document ware (Print/ E-information storage) Knowledge preservation program take into consideration factors like physical medium in which information/knowledge resources are housed. Disaster control mechanisms’, pest control methods, handling of resources by library staff and users, access control, conservation, www.ijmer.in
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reformatting, routine maintenance and updating, library security, user education for posterity. 5.5 Knowledge Sharing: One of the fundamental premises on which knowledge management is construed is the methods of sharing information/knowledge through agents, artifacts and transformations. Knowledge can be shared formally by training or informally by roleplaying or on the job learning, where personal face-to-face interactions can transmit much of the knowledge/information (facial expressions, voice variations, language etc.,) than just the documents/ records. Knowledge shared within the organization enhances knowledge diversity and leads to innovation. Important factors that influence the knowledge sharing are motivations, opportunity and ability to share. Tools that would help in knowledge sharing/transfer are the creation of a context in which knowledge can be shared (via. dialogue, discussions, email) - information technology, databases, documents and documentation. Knowledge sharing process will enhance the efficiency and leads to improvement in any establishment. Some of the techniques used to share knowledge in libraries are team meetings, video screening sessions, training programs, workshops/seminars/conferences and expert networks etc. knowledge sharing reduces duplication of efforts, helps in problem solving and decision making and cordial human resource development. 6. Role of Information Professionals/ librarians in Knowledge Management The traditional librarianship has given way for Cybrarianship to include the tasks of scanning, filtering, selecting, organizing, packaging and repackaging the flood of information/knowledge that is being generated in all fields of universe of knowledge both in print and electronic forms. Present role of librarians, demands for insulating the relationship between the floods of information/knowledge to everwww.ijmer.in
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growing information/knowledge requirement of user community. Here library professionals have to take a participative role in development of expert system, artificial intelligence, knowledge based management systems to become knowledge managers, consultants, analysts, facilitators, specialists, knowledge navigators, marketers, etc.
product
planners,
Most of the academic libraries in India in general and Karnataka in particular are still having major collection in paper forms even though many are being computerized their activities to create more and more e-context and to speed up dissemination of information/knowledge. 7. Skills required for Information Professionals The success of academic libraries depends on the skills and capabilities of human resource to serve the academic communities in an efficient and effective manner. To be successful academic libraries need to have a combination of both old and new skills such as1. Mix of technical, communication skills
organizational
and
interpersonal
2. Inquiry and innovative mind 3. Analytical and lateral thinking ability 4. IT skills 5. Adoptability to change 6. Long term vision etc., to help in becoming knowledge managers 8. Conclusion Efficient knowledge management skills help in improving the services rendered and focus on the right information/knowledge to right people at right time. Library professionals need thorough training in
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the use of modern technology, so that they can take advantage of the technology in enhancing the library services. Librarians can gradually make use of databases, social networks, email service, online access, groupware, wireless technology, video-audio conferencing, content management systems etc., This will enable library professionals to become more competent in knowledge creation, knowledge capture, knowledge preservation and knowledge sharing and help users in enhancing access to information/knowledge . References 1. Awad, Elias M. and Ghaziri, Hassan (2009). Knowledge Management: Pearson, New Delhi. 2. Newman, B. (2016 April 7).“The knowledge management forum: An open discussion of knowledge URL:http://www.kmforum.org/what_is.htm
management.”
3. Nonaka, I and Takeuchi, H (1995). Knowledge creating company: How Japanese companies create the dynamics of innovation: Oxford University press, New York. 4. Polanyi, M. (1966). The Tacit Dimension; Rout ledge keagen Paul; London, 1966. 5. Maponya, pearl M.(2004). Knowledge management practices in academic libraries: a case study of the University of natal, Pietermaritzburg libraries, South Africa, 31. 6. Nonaka, I. (1995). A dynamic theory of organizational knowledge creation; organization science, 5(1), 37. 7. Williams, A et al., (2004). Using knowledge management practices to develop a state of the art digital library; Med Info; 11 (1), 99-103.
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8. Ismail, H I (2006). Access and preserve: Kekal a badi; 25(1/2), 15. 9. Gurteen, David (1999). Evangelising knowledge management: Learned information knowledge management conference, London. 10. Reardon, D. (1998 August). Knowledge management: The discipline for information and library science professionals; International federation of library associations and institutions general conference, Amsterdam. 11. Raina (2000) .Changing role of LIS Professionals in the knowledge management life cycle: Second national convention of MANLIBNET on challenges 2000: Challenges and Opportunities for management Librarians in the New millennium; Ghaziabad, 17. 12. Sreekumar, M G (2005). Digital Libraries in knowledge management: Ess Ess Publications; New Delhi, 163-180. 13. Vyas, S D and Singh D K (2003). Knowledge management: Challenges for library and information professionals in 21st century: Library Herald; 41 (1), 12-21. 14. Subhashkhode and Umeshkumarsingh (2006). Knowledge management and Academic libraries: ILA Bulletin; 42(1) ,27-31. 15. http://www.academia.edu/3308329/role-of-libraries-in-knowledgemanagement. 16. http://www.gurteen.com/gurteen/gurteen.nsf/id/ksculture
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THE ROLE AND RESPONSIBILITIES OF WOMEN SARPANCHES FOR WELL BEING OF THE RURAL PEOPLE IN INDIA – A REVIEW
Dr.P.Usha Assistant Professor Dr.Durgabai Deshmukh Centre for Women’s Studies Andhra University Visakhapatnam
D.Someswara Rao Post Graduate Student Dr.Durgabai Deshmukh Centre for Women’s Studies Andhra University Visakhapatnam
The future of India lies in the villages - Mahatma Gandhi Gandhiji strongly believed that, the rebuilding of the nation could be achieved only by reconstructing villages from the lowest level with the poorest and the weakest. Development of urban areas , without the development of rural areas is meaningless because villages are the backbone to economic development of a nation. In India nearly 70% of population lives in rural areas as agriculture is the main occupation . 28.5% of the Indian population lives below the poverty line and farm workers in villages are still very poor condition. India’s rural unemployment rate stood at 7.15%. The government have been implementing various rural development programmes for the eradication of rural poverty and unemployment in order to improve the welfare of the rural people. Despite of the steps taken by the government, 70% of agricultural households cannot meet their low consumption needs even given diverse sources of income (Amit Basole 2017) .It results in transitional trends in the rural economy which encourage the trend of migration. Of course , any transitional trend may have both positive and negative impact on individuals in particular and on the economy in general. But if the trend continues, the rural structure of the economy would be collapsed and it increases pressure on urban life. Hence there is a need for focusing on the development of villages. And when the needs of the rural people of all ages are fulfilled in all directions, the rural people would stay in their own villages and www.ijmer.in
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they could contribute for the development of their villages and they can make them as ‘smart villages’ which is the dream of Gandhiji , as well as the goal of the government. In India, Grama panchayats are the basic units of local administration which was formalized in 1992 by the 73rd amendment to the Indian Constitution. Mahatma Gandhi advocated Panchayat Raj as the foundation of India’s political system, as a decentralized form of government in which each village would be responsible for its own affairs. (Sisodia R.S.1971).The development of the villages mainly vested in the hands of Village Sarpanches who are the elected members and are generally considered as king or queen of their villages as they have supreme power and authority to develop the villages and have the moral responsibility for the wellbeing of the people. It is the fact that , the village sarpanches are the main instruments for the well being of the people as they have direct approach with the villagers and can assess the requirements for their development. When we glance into the present conditions of villages in the 21st century , the physical progress of the villages seems that they are developing , as many villages are connected to urban areas by having roads and transport facilities , and infrastructural facilities for education and health sectors by having pucca buildings for schools and hospitals . Whereas all these are the physical progress , but it is different to the welfare of the rural people because of the prevalence of poverty , unemployment, illiteracy, low productivity which in turn reflecting in their low standard of living. Here some research questions will raised . Research Questions 1) Are the village sarpanches performing their functions according to the guidelines of the constitution? 2) Are they fulfilling their responsibilities for the welfare of the rural people? 3) What they have to do for well being of the rural people? In this context, the present paper made an attempt to review the functions of the village sarpanches and highlight the
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possible ways for the well being of the rural people and there by achieving the sustenance of the rural economy. AIM The basic aim of the present paper is to analyze the conditions of rural economy and study the issues and challenges of the villages in the process of development. The paper aims to frame a strategic framework for the development of the rural economy to become self sufficient and maintain sustenance and achieve human goals for better existence. For this, the functions of sarpanches are reviewed so that the sarpanches can assess their performance and involve in the activities for the progress of the rural people. Objectives and Methodology The present paper is mainly based on observation method and focus group discussions in order to assess the functioning of the village panchayats which are headed by the village sarpanches. Secondary data pertaining to the government acts and amendments of constitution of India was obtained from the journals, books , government reports and web sites. The present scenario of the progress of the villages and the activities of the village sarpanches are assessed through the observation method. The educated youth, who belong to the rural areas are interviewed and obtained their opinion for the better functioning of the village panchayats. The researchers have interacted with the youth who have come from rural areas and pursuing University education. From the interaction it came to understand that in most of the villages, the functions of village panchayats are remained on paper, in reality , the villagers are not getting benefit from the government policies and programmes .Of course, it may be due to financial constraints which can be solved by rising own funds by following the development techniques. If the youth involve in the administration of their own villages, they can change the villages with their dynamic aspirations and thoughts. For this, they no need to hold any public office / position but if they participate in the identification of the prevailing problems within their own villages and help the administrators in decision making process to solve the problems. The same aspect has been considered and obtained the views of the educated youth about the development of the villages. From their discussion, the factors which www.ijmer.in
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are lagging behind the rural development and the gap between the initiation and implementation of the government rural programmes are identified and derived the measures for well being of the rural people. Limitations The present paper is confined to the villages located in north coastal Andhra Pradesh as majority of the students are belong to the districts of Visakhapatnam , Vizianagaram and Srikakulam . The Government has been initiating and implementing various schemes/programmes for the development of rural people and rural areas. Unfortunately, these schemes and programmes are not reaching the needy people due to their illiteracy and ignorance. Here , the sarpanches have to play a very crucial role in bringing the schemes into the lime light to the target groups by conducting regular ‘Grama Sabhas’or Grama Panchayat meetings which is one of the important functions of the sarpanches. The ‘Grama Sabhas’ are the right platform for disseminating the government programmes to the rural people for improving their living conditions. But it was observed that ,in many villages the sarpanches are not conducting the grama sabhas regularly, if at all they conduct the sabhas or meetings , they are failing to motivate the villagers to attend for the sabhas . This is the main reason for not reaching the government programmes to the needy people. Hence, the village sarpanches should conduct the sabhas in regular intervals and motivate the villagers to attend for the sabhas and encourage them to discuss their problems and assure them to solve with their limits or bring into the notice of the higher level of administration. The effective functioning of the village panchayats lies on the fact that, every village panchayat should maintain panchayat office in their respective villages with the equipment like computer operating system with internet facilities and technical personnel. They should have email id in the name of the village panchayats and linkup to the district collectors’ office or state secretariat office which facilitates to know the government policies , schemes or programmes directly without any lapse. And by conducting the grama sabhas or panchayat meetings they can reveal the schemes to the villagers and explain the benefits of the schemes/programmes and identify the eligible people
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and enroll them under the scheme. So that the target group can avail the programmes and get benefited by it. The Need For Self-Assessment Of The Role And Responsibilities Of Village Sarpanches By taking every village as a unit and by considering the needs of every category of people especially agriculturists, daily wage workers, unemployed youth, women, children, elderly people etc., so that the entire village unit will be developed in all directions. Here , whether the duty comes in the purview of his/her functions or not, the sarpanch must feel that it is his/her responsibility to look after the welfare of the people in his/her village .It requires the self-assessment of the functioning of the village sarpanches in order to improve cultivation, for the progress of rural women to reduce rural unemployment problem and for the welfare of children and elderly people. To Improve Cultivation In India, the agriculturists whose main occupation is cultivation are not getting benefit from their profession because of low agricultural productivity which is especially due to lack of knowledge regarding the cropping pattern, lack of irrigation facilities and lack of investment. Agriculture requires sufficient quantity of fertile soil , sufficient water and investment for purchasing seeds , fertilizers and pesticides etc. Sometimes , the farmers cannot assess the cropping pattern that is suitable for the soil and climate . Here , the village sarpanches have to take the initiative to consult with the agricultural research centres who can assess the fertility of soil and guide the agriculturists which type of crops they can cultivate , which type of seeds they have to use , how to improve the fertility of the soil and how to protect the crops from pesticides etc. Obviously, it will improve the productivity. One of the main problems of the cultivation in India is lack of irrigational facilities. Still most of the farmers in India are mainly depend upon monsoons which are uncertain. The farmers who are not availing the government subsidy pump sets and motors may go for other alternative facilities like solar pump sheds which is cost effective so as the government bear a major portion of its investment and provide credit facilitates through financial institutions , since the initial www.ijmer.in
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investment is huge. Here the sarpanches have to take the steps to educate the farmers to install the solar pump sheds in their farms and must see that the farmers have to get benefits from the government programme. Another major problem is investment on agriculture which is the major financial burden on the farmers since most of them are marginal and small farmers. Despite of the facilities provided by the government through rural credit institutions, ware housing facilities , agricultural marketing etc. majority of the farmers still depend upon money lenders or middle men who forced them to sell their agriculture produce below market prices. The central and state governments have introduced a number of programmes for assisting the farmers financially. The sarpanches have to identify the farmers who are eligible to avail the financial assistance from the government and see that the programmes are beneficial to the needy people at right time. Though green revolution have brought drastic changes in the agricultural operations, the fruits have not been reached to all farmers especially in case of using modern equipment and machinery in the agricultural operations , due to poverty and small size of land holdings. In this regard, if the sarpanches purchase the machinery and equipment in the name of the panchayat as joint property, by using either central or state government grants or else from the revenue of the village panchayat, all farmers can cultivate the land throughout the year and produce more agricultural output. For the progress of rural women The village sarpanches have to see that , all women in the village should get the benefits from various government schemes and programmes viz. Self-Help Groups, Anganwadi Centres , Skill Development Centres etc. in the villages. The women must linkup with the Self-Help Groups which help women to become independent and self-sustained by engaging in handicrafts or petty business . The Anganwadi centres provide nutrious food to the pregnant and lactic mothers and also provide health services including regular health checkups and free food supplements to the anemic adolescent girls and women . These centres also educate the women about the reproductive health issues . Now-a-days the government has been giving much importance to skill development of the people, hence it took the www.ijmer.in
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initiative to establish the skill development centres in all places including in the villages with a view to train the people to get job opportunities. When the sarpanches take care about the performance of Self-Help Groups and functioning of the Anganwadi Centres and Skill Development Centres, then there is the possibility of successful implementation of the schemes. To reduce unemployment Unemployment is the major problem in rural India. The rural youth are remaining unemployed despite of the numerous government schemes/programmes. Majority of the rural youth are completing higher secondary education or graduation but they are unable to get job opportunities due to lack of proper guidance and awareness to meet the present demand for market. Hence when the sarpanches take the initiative to provide career guidance to the youth by providing library, computer and soft skills facilities then they can effort towards their goal. The sarpanch as a village headman ,if he/she should take the initiative to invite the persons who are the native of their village and reached higher positions in their fields and arrange interactive sessions with the youth, they will get inspired by their successful stories and they work for their goals. In case of uneducated youth, the sarpanches can involve in providing them work opportunities by joining them in rural employment guarantee programmes, or by encouraging village and cottage industries by providing training to them. When the sarpanches motivate the persons those who belong to the respective village and settled in higher position in employment or a as business men, should contribute something towards their mother village either in the form of donation to village panchayats for its development or by giving suggestions and advises how to lift the rural people for their progress . -
For the improvement in the lives of daily wage workers
Many of the rural people especially small and marginal farmers are migrating to other places and working in construction fields as daily wage workers with low wages. In order to make the labour to work in their own villages, the sarpanches have to linkup them to the MGNREGS , Government rural development programme or to the www.ijmer.in
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cottage industries, sources.
so that , they will become income generating
For the child welfare One of the problems of rural India is lack of nutrious food to the children due to poverty. Hence, the sarpanch have to see that the eligible children should enroll in the anganwadi scheme and the children who are above the age of 5 years should admit in the school and see that the children should cover under mid-day-meals scheme and check the acivities of the anaganwadi centres . When the sarpanches pursue the activities and attendance of teachers and students then there would be progress in education and health of the children. And though it is not the duty of the sarpanch , he/she see that, there should not be any dropouts and see that whether games/ sports and cultural activities are giving preference in schools or not , in order to encourage the talents among the children and continue their education. For the welfare of the elderly people The village sarpanches have to see that whether the elderly people in their respective village are linkup with the old age pension scheme or not. If any problem arise in receiving the pension, he/she has to bring it into the notice of the head office and see that they should get the pension regularly. The sarpanches should see that the village community hall or function hall should be maintained in the village by providing the facilities for entertainment like television etc. and it can be used by the elderly people for their regular meetings as they need a common place to discuss about their common problems. Since the government allots grants for the establishment of parks in the village, the sarpanch has to see that it is properly maintained and useful to the children and elderly people. Government Schemes/Programmes People
for the Welfare of the
Since eradication of poverty is one of the development goals of India , the government have been initiated a number of schemes for the welfare of the people. It is the responsibility of the village sarpanches to make avail the government schemes by the eligible people and see that they will get benefitted by it. Many of the www.ijmer.in
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government schemes are not reaching to the needy people mainly because of lack of awareness about the schemes. The sarpanches by conducting the Grama Sabhas , educate the rural people about the government policies and create awareness about the government schemes and link up them with the concerned departments and monitor them until they get benefitted by the scheme. The following are the Government Schemes for the well fare of the people. Government Schemes for Farmers Pradhan Mantri Fasal Bima Yojana is the central government scheme to provide insurance coverage and financial support to the farmers in the event of failure of any of the notified crop as a result of natural calamities, pests and diseases. The following are the AP state government schemes for farmers. -
Soil Health Card Scheme aimed to give each farmer soil nutrient status of land holdings and advise him/her on the dosage of fertilizers.
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Rythu Bandhu Padhakam is for agricultural marketing by providing godown facilities to the farmers inorder to facilitate him to wait for better prices.
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Rythu Runa Mafi Padhakam is for waive crop loans for the farmers.
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Rythu Ratham Scheme is to supply tractors to small and marginal farmers
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Polam Pilustundi Scheme agriculture.
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Neeru-chettu scheme aimed to provide water to the crops through its system comprising reservoirs , canals and other sources.
is
for farmers for modernizing
Government Schemes for poor The following are the AP state government and government schemes for poor -
the central
Pradhan Mantri-Chandranna Bima Padhakam for unorganized sector labourers in case of accident or death.
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PMAY-NTR Nagar Housing Scheme to provide independent house for the poor.
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Anna Canteens aimed at providing subsidized meal to daily wage workers, small time employees and poor people in the state.
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Pradhan Mantri Jan Dhan Yojana to ensure access to financial services, namely banking/savings and deposit accounts, remittance, credit, insurance, pension in an affordable manner.
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PM Jeevan Jyothi Bhima Yojana is a one year life insurance scheme for death only and hence benefit will accrue only to the nominee.
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PM Suraksha Bhima Yojana disability insurance scheme.
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Atal Pension Yojana to help the unorganized section of the Indian society to opt for pension which would benefit them during their old age.
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Pradhan Mandtri Mudra Yojana to provide funding to the noncorporate , non-form sector income generating activities of micro and small enterprises.
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NTR Bharosa scheme to secure dignified life to all the poor infirm and to support their minimum needs to bring happiness in their lives.
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NTR Arogya Seva Padhakam to provide quality health care for all the BPL families.
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NTR Vaidya Pariksha to provide free essential laboratory investigations to all the patients visiting public health facilities.
is
an accidental death and
Government Schemes for Unemployed Youth -
Deenadayal Upadyaya Grameena Kaushalya Yojana aims to skill rural youth who are poor and provide them with jobs having regular monthly wages or above the minimum wages.
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Pradhan Mantri Kaushal Vikas Yojna to enable large number of Indian youth to take up industry-relevant skill training that will help them in securing a better livelihood.
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Ustad Yojana is for up gradation of skills and training in ancestral arts/crafts for development which aimed at minorities.
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Digital India Week aims at transform India into digitally empowered society and knowledge economy.
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Shyam Prasad Mukherji Rurban Mission ensuring availabilities of amenities to rural population resides in villages.
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Start up India aimed at promoting bank financing for start up ventures to boost entrepreneurship and encourage start ups with jobs creation.
Government Schemes for Women -
DWCRA (Development of Women and Child in Rural Areas) aimed at involving the women in development activities by organizing them into groups viz. Self-Help Groups .
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Arogya Samrakshana Padhakam promotes and facilitates the activities of Self-Help Groups in the state.
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PM Ujjwal Yojana aims at provide LPG connections to BPL household in the country.
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Sukanya Samriddhi Account Yojana is a Small Savings Deposit Scheme for girl children
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Beti Bachao Beti Padavo scheme to ensure survival , protection and empowerment of the girl child.
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Stand up India entrepreneurs.
scheme
for
financing
SC/ST
women
The success of any government scheme depends on the awareness of the people which make them to avail. Hence the sarpanch should feel that it is his/her responsibility to educate the rural people and see that they will enjoy the benefits from the schemes. In addition to the general functions of the sarpanches like providing the basic amenities like water and electricity facilities including street lights , roads and maintenance of sanitation etc., when every village sarpanch work with commitment and dedication the village will become a ‘model village’ and he/she will become a role model to others .
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Conclusion At present there are about 3 million elected representatives at all levels of the panchayat, one-half of which are women. In reality , majority of women in rural India are illiterates or less educated. The constitution of India provide the women , half of the seats in panchayat raj elections with a view to bring gender equality in political participation. Whereas in the male dominant society, the spouses of the women sarpanches are dominating even in village politics , though they are not possessing power and authority . It was observed that even in official meetings, the spouses are occupying the place of women sarpanches and they are using their own discretion in village administration. In this situation the women sarpanches are playing only a nominal role and they are not having direct approach to the villagers and not involving in the village development activities. Hence, there should be change in the attitude of men and women, and women should actively participate in politics and should understand the challenges being faced by the rural economy and justify their role as village sarpanches and contribute their services for the development of the villages and thereby well being of the rural people. References: 1. Amit Basole (2017) “ What Does the Rural Economy Need?” Analysis of the Promises for Rural india , EPW .Vo.52.Issue No.9.04 Mar,2017. 2. Government of India (2015): Income, Expenditure and Productive Assets of Farmer Households, Report No.497,59th Round, National Sample Survey Office, Ministry of Statistics and Programme Implementation. 3. (2014 a) : Key Indicators of Situation of Agricultureal Households in India, Report KI 70/33,70th Round , National Sample Survey Office, Ministry of Performance and Emerging Challenge. 4. Rajeev Muyal(2013) “ Local Self-Government: A Boon for Democracy” Wednesday,16, October,www.daily pioneer.com 5. Sisodia, R.S (1971), “ Gandhiji’s Vision of Panchayti Raj” , Panchayat Aur Insan, 3(2): 9-10. 6. Press Information Bureau Government of India, Ministry of Statistics & Programme Implementation 31-May-2016 .
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THE ROLE OF HUMAN CAPITAL IN KNOWLEDGE MANAGEMENT DEVELOPMENT AND ITS IMPACT TO ORGANIZATION PERFORMANCE
Ida Ketut Kusumawijaya STIETriatma Mulya Bali, Indonesia Abstract The purpose of this study is to examine the effect of human capital on knowledge management, Test the influence of human capital on organizational performance, And examine the effect of knowledge management on organizational performance. Until now it is difficult to find find research that provides empirical evidence of human capital and knowledge management relationships to improve organizational performance. Therefore it is necessary to develop a model that connects human capital management and effective knowledge management so that the that the organization's performance will be improved by testing the research research hypothesis as follows: H1: Human capital has positive effect on on knowledge management, H2: Human capital positively affects organizational performance, H3: Knowledge management positively affects affects organizational performance. The population of this study are all small small and medium enterprises (SMEs) export oriented in Badung Regency as Regency as much as 200 with purposive sampling motive. This research uses uses subject data type (self report data) with data source is primary data. data. Primary data was collected using survey method with questionnaires questionnaires data collection technique, that is by sending questionnaire questionnaire through mail survey and contact person to the respondent. respondent. Hypothesis test is done by using structural equation modeling modeling (SEM) with the help of AMOS 7.0 and SPSS 17.0 software. The results The results of this study revealed that human capital positively insignificant insignificant effect on knowledge management. Based on this, individual individual knowledge of tacit employees and more concrete organizational organizational knowledge, as well as external knowledge of the organization organization has not been able to significantly facilitate the acquisition, creation, transfer, and use of knowledge. Human capital found to have negative effect is not significant to organizational performance. This shows shows that human capital requires media to be creative so that organizational www.ijmer.in
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organizational performance can be improved significantly. Knowledge management positively insignificant effect on organizational performance. performance. Thus, knowledge management as a process of creating, acquiring, understanding, sharing, and using knowledge, wherever the knowledge is located can not improve learning and organizational performance. The result of this research is expected to give theoretical contribution to the development of intellectual capital model and concept of concept of knowledge management related to performance measurement of measurement of business organization. Keywords: human capital, knowledge management, performance.
organizational
1. Introduction 1.1 Introduce the Problem Intellectual capital and knowledge management in the knowledgebased economy, be a primary source of competitive advantage and organisational performance (Nonaka, et al, 2000; Marr, et al, 2004; Curado, 2008; Shih, et al, 2010). The phenomenon has claimed organisation to apply knowledge management in accumulate intellectual capital especially human capital in increasingly environmental change (Shih et al, 2010). Conceptually, knowledge management has a relationship with human capital, because both covering the activity to create and movement of knowledge (Huang and Wu, 2010; Zhou and Fink, 2003; Nonaka et al, 2000). The relation between human capital and knowledge management is the crucial for organisation effectiveness (Shih et al, 2010; Rastogi, 2000; Zhou and Fink, 2003). When activity knowledge management applied to develop and looks after human capital, hence knowledge management will become a resource for the attainment of competitive excellence (Seleim and Khalil, 2007). On the other side, when human capital applied and exploited carefully, hence human capital can increase organisation internalisation capacity which in the end able to facilitate knowledge management.
Intellectual capital defined as intellectual source (knowledge, information, intellectual property, experience) which applicable to create create properties, and it’s a collective strength or a set utilizable knowledge. knowledge. There is 3 (three) element in intellectual capital, that is (1) human human capital, (2) customer capital, and (3) structural capital. Human capital www.ijmer.in
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capital is organization collective ability as a filter solution for the best of of individual knowledge. Customer capital refers to organization end user user satisfaction and loyalty, while structural capital can be considered to the to the organization ability to fulfil the requirement of the market. Knowledge management is processing creates, obtains, understands, shares, and applies knowledge, it doesn't matter the knowledge stays to increase organization learning and performance (Scarborough, et al, 1999). Marr, et al, (2003) arises that knowledge management is fundamental activity to grow and maintain organization human capital. Knowledge management has dynamic meaning from learning organization, innovation, competency, expertise, and capability increasing organization human capital development (Rastogi, 2000). The relation of human capital and knowledge management in increasing organization performance explainable by using two viewpoints of the human capital theory. Roos, et al (1997) arises that theoretically there are two viewpoints to explain human capital, that is 1) strategic stream, what focussed at creation and knowledge usage, as does relation between knowledge and value creation, and 2) measurement stream, what focussed knowledge management at tactical implementation and knowledge operational relates to acquirement facility activity, creation, transfer, and knowledge usage and affects at human capital accumulation (Zhou and Fink, 2003; Wiig, 1997). Human capital accumulateed from daily decision and experience of work process, instruction, and note with the different knowledge management mechanism (Huss, 2004). For example organization must develop relationship with partner, like consumer, supplier, competitor, which is the source of knowledge acquisition and knowledge creation. Besides, that organization creates value carefully, organization must manage knowledge through knowledge creation and knowledge transfer. The existing finite, difficult to find research giving empirical evidence evidence about the relation of human capital and knowledge management to management to increase organization performance. This causes, many organizations has not understand how actually is organizational creates and and collect human capital actually and manages knowledge dynamically (Marr (Marr et al, 2003; Nonaka et al, 2000). For the reason need to develop a model www.ijmer.in
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model that connecting antecedent condition for human capital management management effectively (Issac, et al, 2009). The need to be develop theoretical relationship between human capital and knowledge management, management, because the knowledge management process can facilitate and facilitate and accumulation of human capital, so that will increase the organization performance. 1.2 Research Question To be able to contribute in development concept and human capital model, this research tests the role of human capital in knowledge management development and its impact to organization performance. The research issue formulated in research question: (1) Does human capital positive influential to knowledge management?, (2) Does human capital positive influential to organization performance?, (3) Does knowledge management positive influential to organization performance? 2. Literature Review and Conceptual Framework 2.1 Theories Underlying Human Capital and Knowledge Management Thought The contribution theory to the human capital and knowledge management importance for organization is source based theory or resource based theory and knowledge based theory, which applicable to answer question that often emerges in organization " does organizational have enough competency to reach what targeted?". Competitiveness concept based on competency developed by Penrose (1959) what assumed gives contribution to modern theory that based on resources. The supporter sees that organization is gathering of unique individual resource (Nelson and Winter, 1982; Barney, 1991) which then increases knowledge (Roos et al, 2000; Lev, 2001; Sveiby, 2001; Marr and Schiuma, 2001). Organization knowledge is built the organization strategy fundamentally. Knowldege should become important resouce for organization profitability (Grant, 1991). Organization should identify and develops its knowledge to strengthen or maintains competitive advantage and improve its effectively (Peteraf, 1993; Prahalad and Hamel, 1990; Teece, et al, 1997). This is interpreted that knowledge should understand as fundamental resource of income (Grant, 1991; Spender and Grant, 1996; Spender, 1994). 2.2 Definition of Core Concept www.ijmer.in
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2.2.1
Human Capital
Human capital is term given to combine intangible asset from market, intellectual property, infrastructure and center man who is making an organization can function (Brooking, 1996). Human capital is intellectual material (knowledge, information, intellectual property, experience) which applicable to create properties ( Stewart, 1997) and is pursuit the effective usage of knowledge (product) as opposition to information (raw material) (Bontis, 1998) and considered to be an element of organizational market value and market premium (Olve, et al, 1999). Human capital defined as knowledge, skill, and experience which employee brings when leaving organization (Starovic and Marr, 2004). Further, Starovic and Marr (2004) said that some of the knowledges haves a unique character for every individual, and some other had the general character. For example, innovation capacities, creativity, know-how and experience, cooperation capacities, employee flexibility, ambiguisity tolerance, motivation, satisfaction, learning capacities, loyalty, formal education. People produce human capital through competency, attitude and intellectual intellegence (Roos, et al, 1997). 2.2.2
Knowledge Management
Knowledge is combine from experience, value, contextual information, expert opinion and basic intuition giving environment and framework to evaluate and unites new experience and information (Davenport and Laurence, 1997). Knowledge obtained from knowing individual or knowers group and often in regular organizational activity and submitted through structural media like document book, personal contact from discussion until apprenticeship. Two types knowledge, that is: a). tacit knowledge, knowledge which is not easy to seen and expressed, personnaly characteristic, difficult to formulated and codification, and save in individual thinking, so that difficult to communicated and divided to others, for example subjective opinionf, intuition, prejudice, estimation, hunch, and body language. b) Explicit knowledge, a systematic and formal, can expressed in word and also number, and easy to be communicated in so many form, has been codification in document, database, e-mail, photograph, painting. There is 4 level of knowledge, that is: 1) Know what, illustrates cognitive knowledge. Knowledge is very importance, but insufficient to win www.ijmer.in
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win competition, obtained through training, learning, and formal qualification. qualification. 2). Know how, illustrates the ability to translate knowledge from knowledge from theoretical to the real world, so called as practical application application level. 3). Know why, illustrates the deepest knowledge of causality causality which underlies the range of employee responsibilities. This level level called as system understanding level that enabling every individual individual moving from work to greater and more complex problem solving solving and creating solutions to new problems. 4). Care why, illustrates the illustrates the self-creativity that exists within the organization, allowing allowing radical innovations to occur through imaginative leaps and lateral lateral thinking. Knowledge management is defined as the process or practice of creating, acquiring, capturing, sharing, and using knowledge, wherever the knowledge is to enhance learning and organizational performance (Scarborough, et al, 1999), including identification, creation, acquisition, transfer, sharing and knowledge exploitation (Chyntia et al, 2005). Knowledge management is vital to work on projects efficiently and to improve organizational competitiveness (Egbu, 2000, 2001). Knowledge management introduces innovation and entrepreneurship, helps manage change, and gives employees the freedom and authority (Nonaka and Takeuchi, 1995). Tiwana (1999) defines knowledge management as the process of managing the organization's knowledge to create business value and support competitive advantage through the creation, communications and application of knowledge gained from consumer interaction to maximize growth and business value. Knowledge management can be seen as the basis for integrating the four pillars that affect an organization, namely leadership, organization, technology, and learning to improve overall organizational performance. There are five knowledge management processes, namely 1). Knowledge acquisition, 2). Knowledge creation, 3). Knowledge documentation, 4). Transfer of knowledge (knowledge transfer), and 5). Knowledge application. Knowledge acquisition can be defined as the activity activity of selecting and obtaining knowledge from external sources (Seleim (Seleim and Khalil, 2007) for internal use. Knowledge acquisition can also be also be defined as the process of creating, moving, developing, building and and composing knowledge internally (David and Joseph, 2008). In this definition, knowledge acquisition is a process for generating useful new www.ijmer.in
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insights and ideas. Knowledge creation is an activity that develops and creates creates understanding, skills, and relationships within the organization as well as well as generating internal knowledge. Knowledge documentation is an an activity documenting knowledge in the form of an organizational record so record so that knowledge can be transferred and reused in the future. Knowledge transfer is an activity that enables the exchange of knowledge knowledge among individuals, groups, and organizational units at different different levels of the organization, while the knowldege application is defined defined as an activity using the knowledge available to improve processes, processes, products and services, and organizational performance. 2.2.3
Organization Performance
In formal control systems performance measures include financial and non-financial measures (Fisher, 1998). The financial size actually shows the various actions that occur outside the financial field. Increased financial return is the result of various operational performance which include increasing consumer confidence in the products produced by the organization, the increasing cost effectiveness of internal business processes used by the organization to produce products and increase productivity and employee commitment (Mulyadi and Setyawan, 2001). Thus, if an organization aims to obtain financial performance, then the organization should be able to motivate employees in a non-financial perspective, because in perspective there is the real drivers long-term financial performance. 2.3 Research Hypothesis H1: Human capital has a positive effect on knowledge management H2: Human capital positively affects organizational performance H3: Knowledge management positively affects organizational performance The research design is shown in a theoretical framework that describes the formulation of the research hypothesis and is illustrated in Figure 1.
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Figure 1 Theoretical Thinking Framework 3.
Method
The population of this study are all small and medium enterprises (SMEs) export orientation that registered in the Department of Industry and Trade of Badung Regency as a sampling framework. Sampling pattern by purposive sampling, with sample number 200. This research use self-report data with data source is primary data. Primary data was collected by survey method with questionnaire data collection technique, that is by sending questionnaire through mail survey and contact person to respondent. 3.1 Research Instruments The human capital variables were measured using instruments adopted from Bontis (1997), Youndt (1998), Reed (2000), and Bueno, et al, (2004). Knowledge management variables were measured using modified instruments developed by Filius, et al, (2000). Organizational performance variables were measured using instruments developed by Bontis (1997). Hypothesis test is done by using structural equation modeling (SEM) with the help of AMOS 7.0 and SPSS 17.0 software. 4. Results 4.1 Analysis of Full Structural Equation Modeling (SEM) All assumptions of structural equation modeling (SEM), ie assumption of normality, outlier, multicollinearity and singularity have been fulfilled. Full latent variable model estimation results are shown in Figure 2.
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e11
.64
e12
.53
e14
.22
.23
.25
x79 X8
X11
X12
.47 .73 .80 .50
.48 .02 .56
X14
-.11
HC
KO .14
.21
KM
.77.76.62 .60 .58
e82
.30
.86x85 .73
e85
x86
e86
Z1
.48.70 .23 .49
chi-square=66.555 df=62 probability=.323 GFI=.928 AGFI=.894 CMIN/DF=1.073 RMSEA=.024 NFI=.852 TLI=.985
x82
.55
Z2
.05
e79
.31
.38
x49
x51
x52
x53
x54
e49
e51
e52
e53
e54
Figure 2 Structural Equation Modeling The Role of Human Capital in Developing Knowledge Management and Its Impact On Organizational Performance In accordance with the AMOS 7.0 output, the evaluation of the goodness-of-fit model is presented in Table 1. Table 1 Overall Evaluation Model Fit Human Capital Role In Development Knowledge Management And Its Impact On Organizational Performance Fit Measure
Discrepancy Degrees of freedom P Discrepancy/d f GFI Adjusted GFI RMSEA Tucker-Lewis index Normed fit index
Defaul t Model 66,555
Saturate d
Indepe ndence
0,000
62
0
0,323 1,073
Cut off
Macro
Keterangan
451,025
CMIN
78
DF
(62;0,05)=81,3 81* Good
0,000 5,782
< 2,00
0,928 0,894 0,024 0,985
1,000
0,595 0,527 0,193 0,000
> 0,90 > 0,90 < 0,08 > 0,95
P CMIND F GFI AGFI RMSEA TLI
0,852
1,000
0,000
> 0,90
NFI
Good Good Good Good Good Good Good
* Chi-Square tabel at α = 0,05 with df = 62 www.ijmer.in
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Source: Primary Data Processed, 2012 4.2 Hypothesis Testing The results of hypothesis testing are shown in Table 2 below. Table 2 Results of Analysis and Interpretation of Estimation Parameters for SEM Model Estimate
S.E.
C.R.
P
Information
Conclusion
KM <--- HC
.215
.105
1.814
.070 Not significant
H1 rejected
KO <--- HC
-.106
.078
-.907
.364 Not significant
H2 rejected
.087
1.172
.241 Not significant
H3 rejected
KO <--- KM .137
Source: Primary Data Processed, 2012 5. Discussion 5.1 Discussion of Hypothesis Testing Results 1: Human Capital positive effect on Knowledge Management The results of hypothesis 1 testing indicate and give an idea that the human capital of SMEs in Badung Regency can improve knowledge management is not significant. SME employees in Badung Regency are smart, creative, have leadership, work integrated in a team, and develop and maintain relationships with other employees, not able to improve the process of knowledge management, especially knowledge transfer, for example in distributing knowledge formally and informally as well can inform a positive experience about the method of doing work among employees. This finding is understandable, because in SMEs, the beliefs and cultural values of employees can be affected by the owner. This will be a problem when the owner does not trust his employees or does not encourage the emergence of sharing culture and knowledge transfer (Partiwi and Kusumawijaya, 2012). The results of this study contradict Seleim and Khalil (2007) who found a significant positive relationship between human capital and knowledge management, particularly in knowledge transfer.
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5.2 Discussion of Hypothesis Testing Results 2: Human Capital positive effect on Organization Performance Management of human capital SMEs in Badung Regency is able to create value (value creation) is not significant. The results of hypothesis 2 testing of this study indicate and provide a picture that human capital without any support from other intellectual capital elements has not been able to improve organizational performance significantly, especially in industry leadership, profit growth, return on sales after tax, and overall response to competition. Although the employees of SMEs in Badung Regency are creative, intelligent, and have leadership spirit, but without the existence of structural capital as creative medium, for example the availability of software to store knowledge, adequate database, the existence of knowledge sharing mechanism and mechanism, then organizational performance can not be formed with well anyway. The results of this study in accordance with Bontis (1998) which with simplistic specification model found a positive relationship not significant human capital to organizational performance.
5.3 Discussion of Hypothesis Testing Results 3: Knowledge Management positive effect on Organization Performance The results of this hypothesis 3 test indicate and give an illustration that although SMEs in Badung Regency have been distributing organizational knowledge in formal and informal manner, employee mutual inform positive experience and success of method in carrying out work, organization also has expressed organizational experience and inform other employee, It has not been able to improve the industry leadership, profit growth, return on sales after tax and the response of the competition to the competition. Although not significant, but obtaining positive coefficients in this hypothesis test can confirm Alawneh et al (2009) which suggests that knowledge management can be viewed as a strategy that creates, obtains, transfers, leads to the use of knowledge in order to improve organizational performance. This positive coefficient also confirmed Davenport and Prusak (1998) which suggests that one of the benefits of implementing knowledge management for SMEs is the building of sustainable competitive advantage.
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Human capital was found to have no significant positive effect on knowledge management. Based on this, the tacit knowledge of individual employees and concrete organizational knowledge, as well as external knowledge of the organization has not been able to significantly facilitate the acquisition, creation, transfer, and use of knowledge. Human capital is also found to have an insignificant negative effect on organizational performance, which shows that human capital requires media or means to be creative so that organizational performance can increase significantly. Knowledge management is found to have an insignificant positive effect on organizational performance. Thus, knowledge management as a process of creating, acquiring, understanding, sharing, and using knowledge, wherever the knowledge is located can not improve learning and organizational performance. The results of this study provide theoretical implications for academics and researchers to conduct a deeper exploration of human capital and knowledge management relationships, so that theories about human capital can be obtained and provide a role in the creation of scientifically sound, defendable, And can invite scientific discussion in the context of pros and cons (opposability) and find the concept of logical relations relations or empirical consequence. The next theoretical implication of future research agenda is that academics and researchers can conduct similar research by taking a wider object. The need to develop the theoretical relationship between human capital and knowledge management, because the knowledge management process can facilitate the development and accumulation of human capital, so that organizational performance will increase. This study uses the object of research located in Badung Regency, so it has the possibility of reducing the ability generalization of the findings of this study. Other limitations in this study, because there are some indicators used to measure the constructs of the study is subjective or based on the perception of respondents, so it can cause problems if the perception of respondents is different from the actual situation. References Alawneh, A.A., Abuali, A., and Almarabeh, T.Y. 2009. The Role of Knowledge Knowledge Management in Enhancing the Competitiveness of Small www.ijmer.in
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Starovic, D. and Marr, B. 2004. Understanding Corporate Value : Managing and Reporting Intellectual Capital. Chartered Institute of Management Accountants. Stewart, A.T. 1997. Intellectual Capital: The New Wealth of Organizations. Bantan Doubleday Dell Publishing Group, New York, NY. Sunarta, I Nyoman., dan Partiwi Dwi Astuti. 2007. Pengaruh Intellectual Capital Terhadap Business Performance (Studi Pada Perusahaan Jasa di Propinsi Daerah Tingkat I Bali). Fakultas Ekonomi, Universitas Pendidikan Nasional Denpasar. Sveiby, K.-E. (2001). Intellectual capital and knowledge management. Retrieved June 2, 2003, http://www.sveiby.com/articles/intellectualcapital.html
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Teece, D.J., Pisano, G. and Shuen, A. (1997), Dynamic capabilities and strategic management, Strategic Management Journal, 18: 509-33 Tiwana, A. 1999. The Knowledge Management Toolkit. Second Edition, Prentice Hall. United States of America. Wiig, K. 1997. Integrating Intellectual Capital and Knowledge Management. Long Range Planning, 30(3): 399-405. Youndt, M.A. 1998. Human Resource Management Systems, Intellectual Capital, and Organizations Performance. International Journal of Technology Management 30 (1-2): 147-71. Zhou, A.Z. and Fink, D. 2003. Knowledge Management and Intellectual Capital: an Empirical Examination of Current Practice in Australia. Knowledge Management Research&Practice, 1(2): 86-94.
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PROVISION OF INTEGRATED FUNCTIONAL ADULT LITERACY (IFAL) PROGRAMME IMPLEMENTATION IN ILUABABOR ADMINISTRATIVE ZONE: CHALLENGES AND PROSPECTS
Dr Kitessa Chemeda (Associate Professor) Mettu University Institute of Education and Professional Development Studies Department of Educational Leadership and Management
Dr Tekalign Minalu Tirfe (Assistant Professor) Mettu University Institute of Education and Professional Development Studies Department of Educational Leadership and Management
Mettu University Institute of Education and Professional Development Studies Department of Educational Leadership and Management Abstract The purpose of the study was to assess provision of integrated functional adult literacy programme implementation in Iluababor administrative zone. The research methods were both quantitative and qualitative. The research design used was concurrent embedded/nested design to gather both qualitative and quantitative data during the same phase to integrate the interpretation phase side by side where the qualitative data was used to help explain or better understand the quantitative data. Out of 14 districts 6 districts, were selected by random sampling from six geographically clustered district administrations. Then again, out of a total of 459 sample populations, 154 research participants were selected by random sampling/lottery method, 112 male and 42 female. The sampling size was 33.55%. The respondents comprised of zone education experts, district expert supervisors, teachers, and facilitators were asked to complete questionnaires. Interviews were also used to collect data and, for interviews, one zone non – formal education expert, 14 district experts and 6 districts supervisors were selected by purposive sampling technique. Focus groups were also used as a data collection tool and 25 adult learners were selected by the purposeful sampling technique from 4 clustered geographical locations for the discussions. Consequently, the total participants in the study were 200 and they participated in the study by filling in questionnaires, interviews and focus group discussions respectively. The collected data was analysed using statistical programme for social science software (SPSS) version 20. To analyse the data from questionnaires, descriptive statistical analysis like frequencies, percentile, mean values, and standard deviation were used. At the same time as, qualitative data generated from interviews and focus group discussions were transcribed, coded and interpreted thematically. The findings indicated that with regards to the www.ijmer.in
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quantitative data analysis, the performances of integrated functional adult literacy programme in the study disclosed that there was poor management and organization of integrated functional adult literacy programme with regards to planning, monitoring, evaluating and getting feedback of the programme outcome. Besides, there were lack of motivation and willingness of adults/ learners to participate in the program, absence of initial training that many of the facilitators did not take training which equips them with the necessary skills and knowhow of teaching for instructional planning and classroom management. More to the point, the study confirmed that there was inadequate budget allocation for integrated adult literacy program that could enable coordinators and facilitators to accomplish the desired task in each year. Moreover, the study also verified that there was absence of collaboration among stakeholders who run the program with due attention and great consideration. The qualitative data analyses as well disclosed problems such as absence of systematic ways to manage and control integrated functional adult literacy programme; nonexistence of capacity building; sector agencies unable to pool (team) their human and material resources and work together wherever an integrated functional adult literacy programme is offered. In addition, the findings revealed that even though district education offices put a lot of effort towards averting the challenges in integrated functional adult literacy programme, it could hardly bear fruit due to lack of collaboration among stakeholders. In conclusion due to the above mentioned problems the integrated functional adult literacy programme performances were lagging behind the set goals and targets. Based on the findings, it is recommended that Regional Education Bureau, Zone Education office, District administrations, line sectors, supervisors, experts, teachers, and facilitators ought to be well equipped with basic knowledge and skills on the integrated functional adult literacy programme. This could help in fostering critical thinking and the problem solving capacity of the adult learners. In addition, the board of non – formal adult education, the adult learners centres committee and district board of integrated functional adult literacy programme and line ministries have to collaborate together so as to alleviate the challenges encountered in the programme. Above and beyond, it is also recommended that in order to get better adult learners achievement, a strong team spirit should be established among all stakeholders at all levels. Accordingly, the Ministry of Education, Regional Education Bureau, Zone Education office, District Education offices, District administration offices, and adult learners’ centres have to plan for continuous awareness, training and orientation on the nature, practice and significance of integrated functional adult literacy programme implementation. Key words: Management, integrated functional adult literacy programme, adult learners, teaching and learning processes, and learning environment
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Only after we start to know what the problem is, we can take steps to solve it (Edward Vockel and William Asher, 1995:18) Chapter one - Introduction to the Study 1.1 Introduction This chapter presents the background to the study, which gives a summary of the implementation of the Integrated Functional Adult Literacy (IFAL) in Iluababor Zone. This is followed by a problem statement, and basic research questions. The scope of the study, limitations, delimitations and the key terms are then discussed in detail and, finally, an overview of the study is presented, followed by a summary of the chapter. 1.2 Background to the Study Education plays a key role in accelerating development. The introduction of formal education to Ethiopia goes back to more than 100 years. Educational development, however, has been limited to urban communities. But over last two decades, many schools as well as alternative basic education programmes (for out of schools children) have taken education to rural communities and those ill served previously (MOE, 2011:2). Developing human capacity in general and the productive adult population in urban and rural Ethiopia in particular are necessary both to further these efforts and realise the development goals. Hence, it essential to provide an integrated functional adult literacy (IFAL) programme, that is, not only intimately related to daily life, health, income generation, productivity, etc, but also improves these and other aspects of life (MOE, 2011:3). Integrated Functional Adult Literacy (IFAL) is based on teaching occupational groups through adult learners’ everyday economic activity. For example, farmers, fishermen, traders, small scale micro enterprises etc. are taught through their occupation to read and write as well as to improve their trades and occupation. This programme was originally introduced as an experiential World Literacy programme by UNESCO in Collaboration with the UNDP between 1967 and 1973 (UNESCO, 1993 & UNDP, 2001). Its target was to reach one million adults ‘but only 120, 000 actually attained literacy (Agun, 1980:20). One of the major factors given to explain to explain the failure of that experiment was the high cost of planning and implementation, although the potential benefits of the experiment in terms of providing job – related skills, innovation and competencies to learners were not in any doubt ( Indabawa, S., and Mpofu, S., 2006:84). Ethiopia has launched a new adult education strategy in March 2008. The strategy was developed, enriched and finalized by involving many actors that are engaged in adult education in one way or another. For the first time in the history of the country, a national adult education strategy was endorsed by six government ministries who are involved in adult education directly or indirectly. Following the national strategy, the Ministry of Education has developed a Functional Adult Education guideline and a three-year national www.ijmer.in
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action plan to expand functional adult literacy in Ethiopia with the active involvement of stakeholders. Functional Adult Literacy (FAL) in Ethiopia is an approach designed to impart reading, writing and numeracy skills among adults side by side with other functional knowledge and skills in agriculture, health and other livelihood activities. Again, Integrated Functional Adult Literacy (IFAL) program is being implemented at national level in Ethiopia for it has been regarded as an integral part of development endeavour of the country since 2008. IFAL program is new in its kind in that government tried to bring different stakeholders like education, health, agricultural sectors and many others who are engaged in building the capacity of adults (Kebede Soressa Guta and Muhamedhusen Hasan, 2016:128). The Integrated Functional Adult Education (IFAE) programme is a functional literacy programme that reaches out to adults and young people aged 15 or older and is available to women, the disabled, and minority groups. The main goals of the programme are to increase literacy rates, to promote women’s empowerment, to improve participants’ health and to raise the general standards of living within communities. The programme consists of two eightmonth courses that participants complete within two years. Topics taught include literacy, gender issues, environmental protection, civic and ethical education, health, disease prevention, family planning, and agriculture (MOE, 2010:7). The National Adult Education Strategy implemented through ESDP IV put a special policy focus on Integrated Functional Adult Education (IFAE). The two-year IFAE programme for 15– 60 year-olds provides mother tongue reading, writing and arithmetic skills development integrated with practical knowledge and skills. It is designed to make use of inputs from other development workers (agriculture, health, etc.) and builds on indigenous knowledge. It seeks to link numeracy and literacy skills to livelihoods and skills training in agriculture (including off-farm activities), health, civic and cultural education and requires delivery by various governmental and nongovernmental service providers (MOE, 2010:17). Education sector Development Programme (ESDPV) state that: IFAL is designed to make use of inputs from other development workers (agriculture, health, etc.) and builds on indigenous knowledge. It seeks to link numeracy and literacy skills to livelihoods and skills training in agriculture (including off-farm activities), health, civic and cultural education and requires delivery by various governmental and non-governmental service providers. A a target group of 13.2 million adults (9.2 million females and 4.0 million males) to complete the twoyear IFAL course in the period of ESDP V (MOE, ESDPV, 2015:18). In this case, the goal IFAL is: “to create a learning society by providing adult and non-formal education linked to lifelong learning opportunities that meets www.ijmer.in
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the diverse learning needs of all and contributes to personal, societal and economic development” (ESDP V, 2015:36). Furthermore, as Education Sector Development (ESDP V) state that: The key policy objective is to increase participation in Integrated Functional Adult Literacy (IFAL) programmes. Some encouraging progress is being made. As a result of the expansion of primary schooling over the last decade, the youth literacy rate has increased from 34% in 2000 to 52% in 2011 but this is still one of the lowest rates in Sub-Saharan Africa and there is a considerable way to go (ESDPV, 2015:36). Based on the above literature the study, therefore, the researches assessed IFAE (Integrated Functional Adult Education) programme literature on what works and what does not work in relation the provision of IFAL programme to Iluabaor administrative zones. Accordingly, it is hoped that this investigation will allow the researchers to draw some conclusions with regards to trends, challenges of and prospects in implementing integrated functional adult literacy (IFAE) in Iluababor administrative zone. It is expected that by carrying out this study adult educators, experts in this area and facilitators may gain a better understanding of how to implement successful and effective IFAE (Integrated Functional Adult Education) programmes that elevate the outcomes of the adult learners, and empower of women at large. 1.3 Statement of the problem Nowadays, lack of integrated functional adult literacy (IFAL) is one of the major problems that influence all countries in the world, particularly the poor nations. It has no restrictions and it exists in every race and ethnicity, age group, and economic class. Overall numbers, 774 million adults lacked basic education in 2011. Of all these, 493 million or 66 percent, were women. Among youth, 123 million are unskilled; out of this, 76 million are women. Despite the fact that the extent of uneducated population is shrinking, the female extent has remained virtually steady at 63 percent to 64 percent (UNESCO, 2008; Teshome Gudissa, 2016:13). According to Ministry of Education the major Challenges facing Integrated Functional Ault Literacy programme include: high staff turnover due to small salaries; lack of trained personnel; lack of collaboration among facilitators and partners; lack of comprehensive textbooks and manuals to run the programme; in some districts there is less support for the empowerment of women due to cultural prejudice; participant drop-out rates as well as of lack awareness (MOE, 2010:12). In most Sub-Sahara African countries, factors like negative attitude towards adult learners in the participation of Integrated Functional Adult Literacy programme blocked millions from guaranteeing adult learners essential human rights and fundamental education during their early ages. This has www.ijmer.in
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resulted in a high rate of unemployment among a huge number of economically dynamic citizens in most African nations, including Ethiopia (UNESCO, 2013:15). Besides, the training and development of the district and lower level facilitators’ support system is the most critical factor for long-term success of the program. Successful implementation of IFAL program requires competent facilitators who can identify and tell learners need and interest. To do so facilitators should get proper training. Facilitators who get proper training will be able to identify community needs and potential, learners learning needs, train tutors, develop materials, design curriculum, organize groups and manage the programme. On top of that facilitators have to be able to adapt the training materials prepared at regional and zone levels to satisfy the learning needs of participants of IFAL programme (Kebede Soressa Guta and Muhamedhusen Hasan 2016:129). To triumph over the difficulties of the absence of adult learners’ life skills integrated functional adult education literacy (IFAL) is perceived as vital instruments to enhance the socio – economic empowerment of adult learners. Thus, Integrated Functional Adult literacy (IFAL) programme is seen by many as one of the most powerful instruments for reducing poverty and inequality. It lays the basis for sustained economic growth and development of community at large. In its ESDP IV, the Government of Ethiopia indicated that Integrated Functional Adult Literacy is its one of its Priority Areas (MOE, 2010). However, only few studies were conducted in the areas of the implementation of IFAE since then. Among those studies were Merga (2011), Simret (2012). The implementation of IFAE in Ethiopia studied the structure and management of IFAE and its curriculum where the research gap lies in the lack of comprehensiveness. Thus, to the knowledge of the researchers few studies were conducted on the challenges of IFAE in Iluabaor administrative zone. Currently in Ilababor administrative zone there are 978 IFAE centres with facilitators of 571 and 46710 (Male = 19955, Female = 26755) (Iluababor Education office, 2017). Thus, the researchers have selected Iluababor administrative zone as the study area. The main reason to conduct this study in Iluababor administrative zone is to investigate the provision of integrated Functional Adult Literacy (IFAL) programme trends, challenges and prospects in Iluabaor administrative zone. This study addresses the following main research question: 1. To what extent do Integrated Functional Adult Literacy (IFAL) programme implemented in Iluababor Administrative zone? 2. What are the major challenges that affect Integrated Functional Adult Literacy (IFAL) programme in the study area? 1.4 Objectives of the study 1.4.1 General of the study www.ijmer.in
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The general objective of this study is to explore the provision of integrated functional adult literacy (IFAL) programme; its trends, challenges and prospects for socioeconomic empowerment of adult learners in order to achieve the following objectives. 1.4.2 Specific Objectives of the study The objectives of the study are: 1. To explore the status of integrated functional adult literacy (IFAL) programme implementation. 2. To identify challenges that hinder adult learners empowerment process through Integrated Functional Adult Literacy) in the study area. 1.5 Significance of the Study This study will identify trends, challenges and prospects in the areas of Integrated Functional Adult Literacy programme (IFAL) programme implementation and recommend possible solutions to the challenges facing the programme implementation that hopefully contribute to better implementation of the programme. Above and beyond, the study will hopefully improve the practice of Integrated Functional Adult Literacy (IFAL) programme. Finally, it will also serve as a springboard for other researchers to carry out in-depth studies in the Integrated Functional Adult Literacy Programme. 1.6 Delimitation of the Study The proposed study was delimited to assess the status, the participation of adult learners, adult learners skills to generate and manage income of their own and challenges that hinder adult learners empowerment process in Integrated Functional Adult Literacy (IFAL) programme. In the study will be delimited to only 6 Districts out of 14 districts in Iluababor administrative zone. 2. Research Design and Methodology In this study, the researchers’ intention will be to explore the implementation of Integrated Functional Adult Literacy programme and adult learners’ socioeconomic empowerment, as research done in this area in Ethiopian context in particular Ilabobor administrative zone was very scanty. In the study the mixed research method was used that is both quantitative and qualitative data together provide a better understanding of our research problem than either type by itself. It is also used when one type of research (quantitative or qualitative) is not enough to address the research problem or answer the research questions (Creswell, 2012:7-9). Gibbs (2007:3) further explains that the mixed research method design is a pragmatic paradigm with practicality; multiple view points; biased and unbiased; subjective and objective in nature. It is also used to incorporate a qualitative component into an otherwise quantitative study. Then again, it is to build from one phase of study to another to explore qualitatively then develop an instrument; and to www.ijmer.in
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follow-up a quantitative study qualitatively to obtain more detailed information (Creswell, 2012:10-12). The research design used was Concurrent embedded/nested design. This design gathers both qualitative and quantitative data during the same phase. In this study qualitative and qualitative methods are integrated in the interpretation phase side by side (Creswell and Plano Clark, 2007:85). In the study the qualitative data is used to help explain or better understand the quantitative data. In this case continuous collection of both sorts of data may focus on similar themes or on different themes. 2.2 Research Population and Sampling Out of 14 districts 6 districts, were selected by random sampling from six geographically clustered District Administrations. Then again, out of a total of 459 sample populations, 154 research participants were selected by random sampling/lottery method, 112 male and 42 female. The sampling size was 33.55%. The respondents comprised of zone education experts, district expert supervisors, teachers, and facilitators were asked to complete questionnaires. Interviews were also used to collect data and, for interviews, one zone non – formal education expert, 14 district experts and 6 districts supervisors were selected by purposive sampling technique. Focus groups were also used as a data collection tool and 25 adult learners were selected by the purposeful sampling technique from 4 clustered geographical locations for the discussions. Consequently, the total participants in the study were 200 and they participated in the study by filling in questionnaires, interviews and focus group discussions respectively. 2.3 Data Collection Tools Data collection is a process that includes many activities ranging from finding people and places to collect good and credible information to arranging them in a good way. It is aimed at collecting credible information to answer the research questions raised by the researcher (Baxter and Jack, 2008). In this study, major data collection tools were questionnaire, interview, and focus group discussion. Questionnaires were also employed for gaining insight into the feelings and opinions of the larger group and observations - collecting data on the behaviour of participants. Semi - structured interviews were employed for gaining an in-depth understanding of the lived experiences of the supervisors, experts, teachers and facilitators giving an overview of issues of integrated functional adult literacy programme as experienced by the groups represented. Besides, focus group discussions were also made with adult learners for collecting data from the adult learners’ personal perspectives and their experiences in participating in the integrated functional adult literacy programme. Chapter 3: Analysis and Interpretation of Data 3.1 Introduction This chapter analyses and interprets data in line with the research questions, aims and objectives of the research study. The interpretation and analysis of www.ijmer.in
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data were both quantitative and qualitative. The research design used was concurrent embedded/nested design to gather both qualitative and quantitative data during the same phase to integrate the interpretation phase side by side. In the study the qualitative data is used to help explain or better understand the quantitative data. The collected data was analysed using SPSS Software version 20. To analyse the data of the questionnaire output, descriptive statistical analysis like frequencies, percentile, mean values, and standard deviation were used to analyse the result of elements in the domains of the integrated functional adult literacy programme. Documents such as annul reports of the Iluababor education office were also used to enrich the quantitative and qualitative data collected from the questionnaire, interviews and focused group discussions. Besides, 154 questionnaires were designed and distributed to the participants in the study area and the questionnaire consisted of close-ended and open-ended questions. All the distributed questionnaires were properly filled and returned with a 100% retention rate. The next section presents the findings of the study in thematic form, tables and figures. 3.1 Access to Integrated Functional Adult Literacy Programme Access to integrated functional adult literacy programme makes participants read and write agreed planned sentences reflecting their daily life activities. In this approach adults learn how to read, write, and compute about their individual, community, and national agenda (MOE, 2100:9). The next table presents access of integrated function adult literacy programme. Table 2 Access of integrated function adult literacy programme Item N Mean Std. Deviatio n Adult learners participate in the programme 154 1.9935 0.897 adequately The adult learners completion rate 154 1.6688 0.627 The attrition rate of adults learners 154 2.071 1.178 In the learner centres adult learners assigned 154 1.707 0.646 according to their needs and levels The place where lessons were given, classes and the time were convenience for the 154 2.812 0.962 participants Adult learners change their life by participating in the integrated functional adult 154 2.656 0.6506 literacy program with their neighbours’
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Participating adult learners in integrated functional adult literacy program helped to make change in keeping (health, agriculture, income generation and community empowerment) etc Adult learners participating in integrated functional adult literacy program could help changing families’ life
154
3.383
1.279
154
3.305
1.420
In the table 1 above whether adult learners participate in the programme adequately the results 154 (Mean = 1.9935; SD = 0.897) the results were less than 2.50 since the respondents disagree and the low standard deviation shows that the data is clustered around the mean indicate it is more reliable that shows adult learners did not participate in integrated functional adult literacy programme. Concerning the adult learners completion rate the results from 154 (Mean = 1.669, SD = 0.627) indicated that there was less significant performance where the low standard deviation showed that the data is crowded together around the mean that designate it was more trustworthy that shows adult learners the adult completion rate very low integrated functional adult literacy programme. With regards to the attrition rate of adult learners the results 154 (Mean = 2.071, SD = 1.178) confirm that the mean value below 2.50 that indicate there was under performance. The value of the standard deviation with respect to the completion rate of adult learners close to the average mean that shows there was low completion rate of adult learners. Pertaining to the place where lessons were given, classes and the time were convenience for the participants the mean value and standard deviation 154 (Mean = 2.812, SD = 0.962) indicated that the response of the respondents were neither disagree nor agree and low standard deviation showed the data were crowded together closely around the confirm it was more reliable. In the learners centres adult learners assigned according to their needs the results of mean and standard deviation 154 (Mean = 1.707, SD = 0.646) indicated that 1.707 less than 2.50 indicated that there was poor performance indicator in terms of adult learners need assessment. A low standard deviation means that most of numbers are very close to the average mean point toward reliability of the result. With regards to whether adult learners change their life by participating in the integrated functional adult literacy program with their neighbours’ 154 (Mean = 2.656, SD = 0.650) authenticate that the respondents neither disagree nor agree with regards to changes in adult learners life. Besides, low standard deviation validated that there was low standard deviation means that most of the data are very close to the average that give an idea about it was trustworthy. Pertaining to the participation of adult learners in integrated www.ijmer.in
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functional adult literacy program helped to make change in keeping (health, agriculture, income generation and community empowerment) etc results 154 (Mean = 3.383, SD = 1.279) substantiate that the respondents response were neither disagree nor agree. More to the point, high standard deviation verified that the numbers around the mean were spread out or less reliable. With regards to adult learners participation in integrated functional adult literacy program could help changing families’ life the mean and standard deviation values 154 (Mean = 3.305, SD = 1.420) validated that respondents were neither disagree nor agree. Likewise, the high standard deviation authenticated that the data were spread out around the mean or less reliable. The qualitative data collected from interview results of from zone Education experts 3; supervisors 6; district experts (Male = 14; Female = 4) concurrently confirmed that due lack awareness creation for teachers, supervisions, stakeholders, committee members to bring common understanding; and absence providing continuous trainings for the facilitators of the programme by concerned bodies; and due to lack of community mobilization with regards to the programme of integrated functional adult literacy programme there were very weak adult learners participate in the programme. 3.3 Training of facilitators Training – is set of activities that provide the opportunity to acquire and improve job-related skills. It is also a type of activity which is planned, systematic and it results in enhanced level of skill, knowledge and competency that are necessary to perform work effectively (Gordon 1992). The next table 7 presents training of facilitators. Table 2 Training of facilitators Item N Mean Std. Deviation Integrated functional adult literacy 154 programme facilitators have access to training on basic facilitation skills
1.7078
0.73142
For newly employed facilitators there is access 154 to training on how to teach adult learners and facilitation skills
1.6753
0.64558
Facilitators themselves
2.9286
0.92959
who
teach
adults
update 154
In table 2 integrated functional adult literacy programme facilitators have access to training on basic facilitation skills the values of the mean and standard deviation were 154 (Mean = 1.708, SD = 0.731). Pertaining to facilitators training the mean value indicated that was no planned, systematic www.ijmer.in
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actions to enhance level of skill, knowledge and competency of facilitators. The result of standard deviation very low indicated that the mean value was more reliable. Concerning the training for newly employed facilitators whether there is access to training on how to teach adult learners and facilitation skills the mean and standard deviation values 154 (Mean = 1.675, SD = 0.656). The mean value result indicated that 1.675 is less than 2.50 which confirm us the almost there was no training on how to teach adult learners for newly employed facilitators. The low standard deviation data also bear out that the mean value was reliable. Relating to whether facilitators who teach adults update themselves the mean and standard deviation values were 154 (Mean = 2.929, SD 0.929). In this case the respondents’ responses were neither disagree nor agree about upgrading scheme. Besides, the qualitative data collected from interview results of from zone Education experts 2; supervisors 3; district experts (Male = 10; Female = 2) concomitantly confirmed that lack of training (skills on helping adults) was the major problem of integrated functional adult literacy programme. The next paragraph presents use of teaching methods in the classroom. 3.4 Use of Teaching Methods in the Classroom Effective teaching and learning requires the use of different methodologies and strategies to meet the demands of adult learners. The use of effective teaching methods engages adult learners in the learning process and helps them develop critical thinking skills (MOE, 2010:24). Table 8 presents the use of teaching methods in the classroom as follows: Table 3 Use of teaching methods in the classroom Variable related to the use of teaching methods in the N Mean Std. classroom for adult learners Deviati on 154 3.66 1.24 Lecture method - passively listening to teachers lecture using a highly teacher-centred method of teaching. Class discussion learning method can be used with a 154 reasonable class size to make the learners to think critically on the subject being discussed and to use logic to evaluate their and others’ positions. Think/pair/share learning method is undertaken for 154 adult learners to take time to think about what has just been presented by the teacher and then discuss it with one or more of the adult learners who are sitting next to them followed by a class discussion (share).
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1.248
2.47
1.182
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Learning cell method is used where a pair of adult 154 learners study and learn together by asking and answering questions on common reading materials. Collaborative learning group method is used when the 154 teacher assigns adult learners into groups of 3-6 learners and then gives each group an assignment or task to work on together. Class game learning method is used as an energetic 154 way to learn for adult learners and helps them to enjoy learning about a topic.
2.33
1.151
2.59
1.284
2.37
1.244
The curriculum reform aims to address overlapping issues and sequencing of the content, with additional focus on more active learning methodologies. Facilitators of adult learners should use active learning methods in the classroom to realise improved learning results. It is also designed to be responsive to international economic realities, national democracy and gender equity (MOE, 2008:11; ESDP, 2010:23). Concerning the use of teaching methods in the classroom, in Table 3 the results confirm that the values related to mean and standard deviation are as follows: the first is in connection with the lecture method, that is, passively listening to teachers’ lectures using high teacher-centred methods of teaching, the mean value and standard deviation 154 (Mean = 3.66; SD = 1.24) respectively confirmed that facilitators integrated functional adult literacy programme precisely determine the aims, content, organisation, pace and direction of presentation of the teaching – learning process. This places adult learners in a passive rather than an active role which hinders learning and encourages one way communication. Secondly, on whether the class discussion learning method can be used with a certain class size to make the adult learners to think critically on the subject being discussed and to use logic to evaluate their and others’ positions, the mean value and standard deviation 154 (Mean = 2.45; SD = 1.25) correspondingly verified that adult learners’ understanding was not enhanced. Thirdly, with regards to the think/pair/share learning method with one or more of the adult learners who are sitting next to one another followed by a class discussion (share), the mean value and standard deviation 154 (Mean = 2.47; SD = 1.18) disclosed that this indicator of practice was also at its lowest stage of performance. Fourth, the cooperative /peer/ learning method, where a pair of adult learners study and learn together by asking and answering questions on common reading materials, the mean value and standard deviation 154 (Mean = 2.33; SD = 1.51) revealed that the cooperative /peer/ learning method in integrated functional adult literacy programmes were at a very poor juncture of performance. Fifth, with regards to collaborative learning/group method, that the facilitators assigns adult learners into groups of 3-6 people and then gives www.ijmer.in
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each group an assignment or task to work on together, the mean value and standard deviation 154 (Mean = 2.59; SD = 1.284) verified that the result was above the middling cut-off point, but still needs immense effort to change the current performance. Sixth, with regards to the class game learning method as an energetic way to learn for adult learners and help them to enjoy learning about a topic, the mean value and standard deviation 154 (Mean = 2.37; SD = 1.24) was below the average cut-off point, calling for concerted efforts to change the present performance. Additionally, consistent with the above ideas, results from the qualitative written open ended questionnaires show that 68 (23.69%) adult learners facilitators, and teachers revealed that facilitators were very weak in eliciting responses from the adult learners; in checking and follow up adult learners participation; in giving constructive feedback to adult learners; and they lack interest to support adult learners with low learning performance. They also disclosed those adult learners’ lack of interest in participating in active learning greatly due to shortage of time and lack of resources. The next paragraph presents regarding the management, organization and supervision of integrated functional adult literacy programme. 2.5 The management of integrated functional adult literacy programme Planning of integrated functional adult literacy Programme is a process of preparing a set of decisions for action in the future, directed at achieving the goals up by optional means. In view of this idea, the well prepared planning process in the integrated functional adult literacy programme bridges the gap from where it is, to where it want to go(MOE, 2010:19). Besides , organizing integrated functional adult literacy programme may result in ensuring cohesiveness and order in the stakeholders, facilitate effective communication among them, foster co-ordination and improves efficiency and quality of the program implementation through synergism (MOE, 2015:21). The above idea indicate that in the absence of well- organized cluster supervision, it is unthinkable to undertake the day –today teaching-learning process in integrated functional adult literacy centres in an effective and efficient manner. Then, the next table 4 presents the management of integrated functional adult literacy programme. Table 4 - The management of integrated functional adult literacy programme Item N Mean Std. Deviation Adult learners needs are assessed before 154 planning
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0.520
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Facilitators implement activities based on the 154 guideline of integrated functional adult literacy programme curriculum framework
2.656
0.005
Stakeholders and communities are aware of 154 and encouraged to participate in the integrated functional adult literacy programme
2.234
0.645
Effective integrated functional adult literacy curriculum implementation is required to provide regular professional support for the facilitators and integrated functional adult literacy centre management. Cluster supervision as well play key roles in coordinating communities and the concerned education offices in overcoming the challenges that might be faced in integrated functional adult literacy program implementation (Tekalign, 2010:130). Adult learners needs are assessed before planning the mean and standard deviation values substantiate 154 (Mean = 2.286, SD = 0.520). In this case the mean value point toward that there was poor need assessment at the beginning. In relation to whether facilitators’ implement activities based on the guideline of integrated functional adult literacy programme curriculum framework the mean and standard deviation values were 154 ( Mean = 2.656, SD = 0.005). The respondents’ response validated that facilitators of adult learners were not implemented integrated functional adult literacy based on the curriculum framework. Besides, low standard deviation showed that the data were clustered closely around the mean (more reliable). With regards to whether stakeholders’ and communities are aware of and encouraged to participate in the integrated functional adult literacy programme the mean and standard deviation were 154 (Mean = 2.234, 0.645). According to the respondents response this performance indicator confirm that stakeholders and communities lack awareness and encouragement to participate in the integrated functional adult literacy programme. The low standard deviation value verified that the data clustered closely around the mean verified that the result was trustworthy. That is, every one of the responsible bodies was not involved in the implementation of the programme. The qualitative data of interview results from 6 adult education supervisors, 15 (Male = 13, Female = 2) integrated functional adult literacy programme teachers/facilitators, and focus group discussion with adult learners 25 (Male = 15, Female =10) concomitantly verified that “there is the organization of the programme of non – formal adult education structures at different level staffed with the appropriate personnel. The reporting systems of the different chains of management available in integrated functional adult literacy programme running were according to the given standard. However, there was no regular system of supervision in integrated functional adult literacy programme.” www.ijmer.in
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Besides, the qualitative data of interview results from 6 adult education supervisors, 5 (Male = 4, Female = 1) verified that “the different stakeholders who were in the (health sector, agriculture sector etc) responsible for the supervision of the programme were not regularly performed the roles expected of them. Then again, the focus group discussion made with adult learners 25 (Male = 15, Female =10) made sure that even though there were roles and duties for every stakeholders that are clearly described equally the collaboration among stakeholders to implement integrated functional adult literacy programme to run as arranged in the guide line of the programme and as well the community participation was not facilitated for integrated functional literacy programs were not effectively performed.” Then again, the next paragraph presents the major challenges in integrated functional adult literacy programme. 3.6 Major challenges in integrated functional adult literacy Programme According to Ministry of Education (MOE, 2015:24) the major challenges in integrated functional adult literacy programmes were: The first point was facility related problems, that is, lack of learning materials such as books, manuals, poor class room facilities, distance of literacy centre from home, shortage of equipment such as:-class room, desk, chairs, and black boards. The second problem were learner related problems such as lack of interest to participate in integrated functional adult literacy program, lack of awareness on the integrated functional adult literacy programme, child care and domestic duties, need to harvest farm, and other related issues. The third main problems were facilitators related problems such as lack of training (skills on helping adults), lack of motivation or interest, absence of adequate payment or other incentives /the salary paid for facilitator was not satisfactory, discipline problem (lack of discipline); lack of knowledge and skills on how to teach adults. Forth, stakeholders related problem for example absence of responsible bodies to implement the integrated functional adult literacy Program; absence of co-ordination to work together; and lack of commitment to implement in integrated functional adult literacy program. Then the next table 5 presents major challenges of integrated functional adult literacy. Table 5 Major challenges of integrated functional adult literacy programme Item N Mean Std. Deviation There is less allocation of budget, even the less amount budget and resources are not effectively 154 1.084 0.278 used the programme
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Scarcity of time to participate in the programme of integrated functional adult literacy due to other routine works There is trained personnel / skilled experts, teachers and facilitators/ to run integrated functional adult literacy programme There is a collaboration among facilitators and partners integrated functional adult literacy programme There is a motivation of adult learners to participate in the integrated adult literacy programme The district administration support planning, monitoring and evaluation of integrated functional adult literacy programme.
154
1.409
0.611
154
1.065
0.247
154
1.344
0.490
154
1.351
0.479
154
1.435
0.976
Concerning whether there is less allocation of budget, even the less amount budget and resources are not effectively used the programme the mean and standard deviation values were 154 (Mean = 1.084, SD = 0.278). The respondents’ response in the case of this performance indicator the mean value 1.084 substantiate that there was less allocation budget for integrated functional adult literacy programme. The low standard deviation value 0.278 verified that the data points tend to be close to the mean of the set which is more reliable meaning there was less allocation of budget and still the a smaller amount resources were not effectively used for integrated functional adult literacy programme. With reference to the scarcity of time for adult learners to participate in the programme of integrated functional adult literacy due to other routine works the mean and standard deviation values were 154 (Mean = 1.409, SD = 0.611). The respondents’ response with regards to the mean value 1.409 corroborated that adult learners were not fruitfully participated in the in the programme due to scarcity of time. The low standard deviation value 0.611as well substantiated that the data points closely to the mean that showed it is reliable. In relation to whether there is trained personnel / skilled experts, teachers and facilitators/ to run integrated functional adult literacy programme the mean and standard deviation values were 154 (Mean = 1.065, SD = 0.247). The respondents’ response verified that the mean value 1.065 substantiated that there is still lack of trained manpower to run integrated functional adult literacy programme. The low standard deviation indicated that the data was closely around the mean validated that the mean value is trustworthy. With reference to whether there is collaboration among facilitators and partners integrated functional adult literacy programme the mean and www.ijmer.in
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standard deviation values were 154 (Mean = 1.344, SD = 0.490). The respondents’ response mean value 1.344 indicated that there were no collaborations among facilitators and partners of integrated functional adult literacy programme. Besides, low standard deviation value 0.490 validated that the data was very close to the mean that confirmed the mean value is reliable. In relation to whether there is a motivation of adult learners to participate in the integrated adult literacy programme the mean and standard deviation values were 154 (Mean = 1.351, SD = 0.479). Respondents’ response from the mean value 1.351 verified that there was no motivation of adult learners’ to participate in the integrated functional adult literacy programme. In this case the low standard deviation value 0.479 substantiated that data points tend to be close to the mean value was more trustworthy. Concerning whether the district administration support planning, monitoring and evaluation of integrated functional adult literacy programme the mean and standard deviation values were 154 (Mean = 1.435, SD = 0.976). Respondents’ response in this performance indicator the mean value 1.435 substantiated that there were very poor support of districts administration in planning, monitoring, evaluation and getting feedback of the outcome of integrated functional adult literacy programme. Above and beyond, the low standard deviation value 0.976 validated that the data were clustered closely around the mean value 1.435 shows it more reliable. The qualitative data from interview results from 6 adult education supervisors, 15 (Male = 13, Female = 2) integrated functional adult literacy programme teachers/facilitators, and focus group discussion with adult learners 25 (Male = 15, Female =10) concomitantly verified that the major challenges of integrated functional adult literacy programme were as follows: Although, there is a political will which is conducive to the provision of integrated functional adult literacy programme the respondents’ response with regards to the challenges of the programmes were: “Absence of systematic ways to manage and control integrated functional adult literacy programme; The facilitators working in integrated functional adult literacy programme were not equipped enough to facilitate adult learning which makes adults not to attracted in the programme; Sector agencies unable to pool (team) their human and material resources and work together wherever an integrated functional adult literacy programme is offered; Problems related to time schedule makes the problem to run integrated adult literacy programme; High staff turnover due to small salaries; Less/no attention given to integrated functional adult literacy from administrative bodies and other stakeholders.” www.ijmer.in
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Besides, the qualitative data of interview results from 6 adult education supervisors, teachers and facilitators 15 (Male = 13, Female = 2) validated that there are opportunities of integrated functional adult literacy programme that include: “There is vision, mission, and values to be achieved on integrated functional adult literacy programme by ministry of Education as a national agenda; There is a government strategy and policy framework; There is a political will conducive for the provision of integrated functional adult literacy programme; and There is a national curriculum, supervision, facilitators training manual, textbook for adult learners etc.” Chapter 4: Summary, Conclusions and Recommendation of the Study 4.1 Introduction The purpose of this chapter is to summarise the main findings of the research. The problem statement of the study as formulated in chapter 1 will be correlated with the findings as set out in this chapter, and the summary arising from the findings will show that the research basic questions have been effectively addressed. The chapter as well proposes a solution based on the research findings for evaluating, maintaining and enhancing integrated functional adult literacy programme and its outcomes in the Iluababor administrative zone. Finally, the chapter concludes and proposes recommendations for further research. The following paragraphs will provide a summary of the findings of the statistical analyses, interviews, and focus group discussions. The biographical data indicated that 154 questionnaire booklets were distributed to facilitators and teachers and experts’ non – formal adult education. Additionally, interviews were carried out with 6 adult education supervisors, 15 (Male = 13, Female = 2) teachers/facilitators. In total, 21 respondents were asked questions with similar content. Focus group discussions in 4 centres made with 25 (Male = 15, Female =10) were carried out. The total participants of the study were 200 and these participated through filling in questionnaires, interviews and focus group discussions respectively. 4.2 Summary of the Study The purpose of this study was to determine the Provision of Integrated Functional Adult Literacy (IFAL) Programme Implementation in Iluababor Administrative zone: Challenges and prospects. In order to fulfil the aims, the following main research questions were raised: 1. To what extent do Integrated Functional Adult Literacy (IFAL) programme implemented in Iluababor Administrative zone? 2. What are the major challenges that affect Integrated Functional Adult Literacy (IFAL) programme in the study area?
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The following section discusses summary of Provision of Integrated Functional Adult Literacy (IFAL) Programme Implementation in Iluababor Administrative zone. In the study the data collected from the questionnaire, interview and focus group discussion revealed that the national integrated functional adult literacy programme guidelines, curriculum framework and the content of integrated functional adult literacy class learning about the learners identity, family work, health, agriculture, about civic and ethic education, as regards to income generating activities, gender and in relation to environmental protection activities are fully appropriate. Then again, the study disclosed that poor management and organization of integrated functional adult literacy programme with regards to planning, monitoring, evaluating and getting feedback of the programme outcome; there was no trend of need assessment, using the need of local community, that is, involving community and learners and using coordinators and facilitators to plan; lack of motivation and willingness of adults/ learners to participate in the program, absence of initial training that many of the facilitators did not take initial training which equips them with the necessary skills and knowhow of teaching ,instructional planning, classroom management. Besides, the study confirmed that there was inadequate budget allocation to the integrated adult literacy program that could enable coordinators and facilitators to accomplish the desired task in each year. Moreover, the study also verified that there was absence of collaboration among stakeholders who run the program with due attention and great consideration. Above and beyond, the study disclosed that there was less awareness of the programme vision, mission, goals and its objective at all levels. Nevertheless, the distance between the literacy centre and the learners’ home, lack of integration between stakeholders to support the program, high rate of absenteeism of learners from the program due to child care and domestic duties. The qualitative data from interview results from 6 adult education supervisors, 15 (Male = 13, Female = 2) integrated functional adult literacy programme teachers/facilitators, and focus group discussion with adult learners 25 (Male = 15, Female =10) concomitantly verified that the major challenges of integrated functional adult literacy programme were as follows: Although, there is a political will which is conducive to the provision of integrated functional adult literacy programme the respondents’ response with regards to challenges of the programmes were: “Absence of systematic ways to manage and control integrated functional adult literacy programme; The facilitators working in integrated functional adult literacy programme were not equipped enough to facilitate adult
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learning which makes adults not to attracted in the programme; Sector agencies unable to pool (team) their human and material resources and work together wherever an integrated functional adult literacy programme is offered; Problems related to time schedule makes the problem to run integrated adult literacy programme; High staff turnover due to small salaries; Less/no attention given to integrated functional adult literacy from administrative bodies and other stakeholders.” Besides, the qualitative data from interview results from 6 adult education supervisors, 15 (Male = 13, Female = 2) integrated functional adult literacy programme teachers/facilitators commonly agreed that there are opportunities of integrated functional adult literacy programme as follows: “There is vision, mission, and values to be achieved on integrated functional adult literacy programme by ministry of Education as a national agenda There is a government strategy and policy framework There is a political will conducive for the provision of integrated functional adult literacy programme There is a national curriculum, supervision, facilitators training manual, textbook for adult learners etc.” 4.3 Conclusion of the Study This section deals with the basic research questions showing how the integrated functional adult literacy programme in the Iluababor administrative zone can be supported to be more successful. The findings of this study are based on research from questionnaires, interviews, and focus group discussions analysis to inform the integrated functional adult literacy programme implementation and its output. The following paragraphs deal with brief concluding remarks of the basic question as follows: The study disclosed that poor management and organization of integrated functional adult literacy programme with regards to planning, monitoring, evaluating and getting feedback of the programme outcome due to the absence the participation of different stakeholders in need assessment, planning, monitoring and evaluation of the programme. Even if there is good quality the national integrated functional adult literacy programme guidelines, curriculum framework and the content of class learning about the learners identity, family work, health, agriculture, about civic and ethical education, income generating direction, gender and in relation to environmental protection activities are fully appropriate. However, the challenges that encountered the implementation of integrated functional adult literacy program the majority of the respondents agreed that there is lack of budget, lack of awareness of community, inconvenient location of www.ijmer.in
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integrated functional adult literacy program centres, inconvenient time table, lack of facilities, lack of incentives for facilitators, lack of capacity building training for facilitators, lack of commitment of facilitators and lack of motivation of facilitators were challenges that encountered in the implementation of integrated functional adult literacy programme that needs concerted efforts of the concerned bodies at all levels to overcome the problems. 4.4 Recommendations In the interpretation and data analysis, summary and conclusions several issues were raised that call for serious attention regarding integrated functional adult literacy programme. These issues include challenges and opportunities that require action from different stakeholders, particularly at national level, and these include zone education officers, district education officers, teachers, facilitators, adult learners and the community at large. The recommendations presented below emanate from the findings and conclusions reached in the study. Thus, based on the major findings and conclusion drown, the following recommendations are forwarded. All the concerned program implementers ought to improve of integrated functional adult literacy programme management in the areas of need assessment, planning, monitoring and evaluation. Allocating resources (human, finance, materials) for the programme were not adequate. Hence, District administration and district education office and other stakeholders should follow up and ensure the utilization of budget for the programme. To overcome high turnover rate of the staff integrated functional adult literacy programme implementation guide lines, appropriate and sufficient salary, and incentives ought to be made in place to the facilitators, supervisors and teachers. Ministry of Education, Regional Education Bureau, Zone Education, District administration, line sectors in the district, district education office ought to keep on to facilitate and to encourage non government organisations to participate in the integrated functional adult literacy programme. More to the point, Regional Education Bureau, Zone Education office, District administration, line sectors in the district, district education office and adult learners centres should work closely work with Mettu University so that the need of human power could be trained for integrated functional adult literacy programme which would make the programme further approachable and applicable to the day to day lives of the adult learners. Facilitation for integrated functional adult literacy needs expertise and knowledge; hence in addition to the cultural issues, concern should be taken with regards to the knowledge, skills, behaviour facilitators while recruiting them to endow with quality implementation of the programme which subsequently help adults live improved life. The time schedule of integrated functional adult literacy has to be made according to correct time that is www.ijmer.in
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favourable with the life of adults that districts education office has to give help on ways of reducing adult dropout from integrated functional adult literacy programme. District administrators, line sectors, and education office have to develop strategy, tactics and do on ways of increasing adults’ motivation for adult education and minimizing their dissatisfaction on adult education. To resolve the challenges with regards to the involvement of stakeholders in integrated functional adult literacy programme. There should be provision of massive awareness creation about gender equality for adult learners and the local communities Regional Education Bureau, Zone Education office, District administration, line sectors in the district, district education office and adult learners centres should collaborate to design and deliver appropriate programmes which can help the train full – fledged coordinators, teachers, and facilitators who trained in all the core issues of how to teach adult learners surrounding their lives. Besides, Regional education Bureau, zone education office and district education offices in coordination with health, agriculture, labour and social affairs and youth and Sport sectors should supply the necessary facilities for integrated functional adult literacy programme implementation. Therefore, integrated functional adult literacy centres as a site of service delivery can have full facilities that can help it for effective service. Finally, enhancing the awareness of the entire society on integrated functional adult literacy should get priority in integrated functional adult literacy implementation activities. Therefore, from Regional Education Bureau up to the adult learners centres levels there should be devotion of time and effort for awareness creation activities of integrated functional adult literacy. In this research the objectives and basic research question of the study have addressed in the sections above that help to improve the practices of the integrated functional adult literacy programme in Iluababor administrative zone in Ethiopia. Finally, further in-depth research has to be conducted to manage the challenges of integrated functional adult literacy programme systematically by other researchers. List of References Bedaso, M. (2016). Implementation of Integrated Functional Adult Literacy in Dodola Woreda, West Arsi zone, Oromia National Regional State Harar: unpublished thesis Haramaya University. Bidika, K. (2016). An Investigation on the Practice of Integrated functional Adult Literacy in Benishangul Gumuz Region. Global Journal of Human - Social Science: G Linguistics & Education Double Blind Peer Reviewed International Research Journal Global Journals Inc. (USA), 1-17. Comfort, W. A. (2013). Adult Literacy and the Need for Post-Adult Literacy Institution in Nigeria. Department of Educational Foundations Rivers www.ijmer.in
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State University of Science and Technology Port Harcourt: Mediterranean Journal of Social Sciences, 1-6. Gelana, G. (2014). An Assessment of Ethiopia’s Progress towards Attaining Integrated Functional Adult Literacy Functional Adult Literacy. Department of Adult Education & Community Development Faculty of Educational & Behavioral Sciences Bahir Dar University, 1-14. Indabawa, S., & Stanley, M. (2006). The social Context of Adult Learning in Afirica. Botswana: UNESCO. Kebede Soressa Guta, & Muhamedhusen Hasan. (2016). The Practices of Integrated Functional Adult Literacy Program in Ethiopia: The Case of Oromia. International Journal of Inovative Research and Development, 1- 6. McCaffery, J. Merrifield, J and Millican, J. (2007.). Developing literacy: Approaches to Planning, Implementing, and Delivering Literacy Initiatives. USA: OXFAM. MOE (2011). Functional Adult Literacy (FAL) Implementation Guidelines. Addis Abeba: Ministry of Education . MOE (2011, September ). Integrated Functional Adult Literacy Curriculum Framework. Addis Abeba: Ministry of Education. MOE. (1994). Education and Training Policy. Addid Ababa: Minstry of Education. MOE. (2008). National Adult Education Strategy. Addis Ababa: Ministry of Education . MOE. (2010). Education Sector Development Program IV (ESDP IV). Addis Ababa: Ministry of Education. MOE. (2015). Education Sector Development Programme V (ESDP V). Addis Ababa: Ministry of Education Nafukho, F., Maurtice, A., & Ruth, O. (2005). Foundations of Adult Education in Africa. Cape Town : UNESCO. Niwagaba, E. (2007). Participation of Adults in Learning Programmes: A case study done in Two Adult Learning Centres in Uganda. Oslo: Un Puplished Thesis University of Oslo, Norway. Rogers, A. (2008). Report of Consultancy on Functional Adult Literacy Programme in Kalangala and Buvuma Islands Provided by the Government of Uganda Ministry of Gender, Labour and Social Development and Supported by ICEIDA. Kalangala: ICEIDA. Tirfe, T. M. (2010). The practices and Challenges in the Managment of Community Skill Training Centers in Selected Districts of Iluabaor zone of Oromia regional State. Addis Ababa University : Unpublished MA Thesis. Yemane, H. (2014). The Practics and Challenges of Integrated Functional Adult Education in Nifas Silk Lafto Sub-city Addis Ababa: Unpublished Thesis Addis Ababa University. www.ijmer.in
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Acknowledgements We would like to express our heartfelt and sincere appreciation to Iluababor Education zone office, Districts education offices for their valuable assistance and encouragement during the course of this study. Moreover, our thanks go to supervisors, experts, facilitators and district education experts who helped us to get valuable data for the study. Above all, we want to thank Almighty God who supported in giving us the strength, vision, courage to cope and complete the study and thus far has the Lord helped me.
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BARRIERS TO ACCESS AND SUCCESS IN EXECUTION OF INCLUSIVE EDUCATION K.Rajeswari Abstract
The principle of basic education as a human right has been accepted internationally. However, the experience in many developing countries shows that a large number of children are not able to complete minimum number of school years. They face variety of barriers before coming to school and even within the school. Does ‘inclusive education’ offer a solution? The paper has attempted a response by analyzing the origin, concept and practices of inclusive education, as also the nature of barriers children, particularly those at risk and from the disadvantaged sections have to confront when they want to access school education. Introduction Origin of inclusive education: The ‘Salamanca Statement’ adopted at the ‘World Conference on Special Educational Needs: Access and Quality’ called upon all governments and urged them to: Adopt as a matter of law or policy the principles of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise. There are two distinct perspectives on inclusive education. First, emerging largely from the developed countries, and the second, owing to the felt need and circumstances prevailing in the developing world. In richer developed countries, education is largely inclusive of girls, the disadvantaged and the ethnic groups. Children with disabilities physical and mental and learning difficulties, earlier getting education in separate special schools, are now being recommended to regular schools with inclusive orientation. Therefore, the discourse on inclusive education in developed countries mostly centers on the extension of special education, or at most a reform in special education. The underlying approach in this perspective has been that children’s
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disabilities are due to medical factors that need to be rectified in order to fit them in the organized school, its curriculum and pedagogy. However, plethora of literature has emerged recently, which look at the inclusive education from educational reforms perspectives. Schools should respond to diverse needs of all children and fit themselves in children’s learning styles and needs, and not the other way. Ferguson (1996), Udavi-Solner (1996), Thomas et al (1998), Ainscow (1999) and Mittler (2000) have extensively dealt on the school reforms perspectives to develop the concept and practices of inclusive education. Continuing with this approach, Sebba and Ainscow (1996) have offered a definition of inclusion: Inclusion describes the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organization and provision. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils The presumption in this definition is that most students from the local community would ‘wish to attend’ the neighborhood regular schools. Those who do not may be going either to special schools or the public (private) boarding schools. In the UK, on an average seven percent pupil attend private schools
Inclusion in developing countries: The approach has to be different in respect of the developing countries where large proportion of children is still out of school. Those who get enrolled are unable to complete minimum prescribed number of school years. The 1994 UNESCO World Conference also realized this situation when it argued that a school should …accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic, or cultural minorities and children from other disadvantaged or marginalized area and groups. (UNESCO, 1994, Framework for Action on Special Needs Education, www.ijmer.in
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These inclusive schools, … must recognize and respond to the diverse needs of their students, accommodating both different styles of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with their communities. (UNESCO, 1994, Framework for Action on Special Needs Education, Special Educational Needs: From the UNESCO Salamanca Statement and the Framework of Action, there does not appears any ambiguity in regard to approach and perspectives on inclusive education. The confusion presumably has arisen from the terminology special needs education used for the title of the world conference, leading to the Framework for Action ‘on principles, policy and practice in special needs education.’ A similar term and the concept, to be specific, ‘special educational needs’ or the SEN was introduced by the Warnock Committee in 1978 in the UK, which later on got defined in the 1981 Education Act as follows: A child has ‘special educational needs’ if he/she has a learning difficulty, which calls for special educational provision to be made for him/her. A child had learning difficulty if he/she: (a) has significantly greater difficulty in learning than the majority of children of the same age; (b) Has a disability which either prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority. The SEN concept was a progress on educating children with disabilities in the UK earlier done mostly in separate special schools as a matter of policy. Warnock abolished the eleven categories of children at that time, but increased the proportion of children needing special educational treatment from two percent to twenty percent. It considered variety of factors that might contribute to learning difficulties but was ‘forbidden to count social deprivation as in any way contributing to educational needs’. In developing countries, the aspect of social and economic deprivation cannot be ignored, and taking that into account, the SEN children in these countries might constitute even a majority! The www.ijmer.in
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concept of SEN and identification of children with special educational needs under the statutory ‘code of practice’ has been critiqued by several commentators and educationists in Britain (Tomlinson, 1982;Galloway et al., 1994; Vlachou, 1997; Booth et al.1998; Mitler, 2000). Mitller (2000) sees the identification of children with special educational needs as labeling and discriminatory. Ainscow sees the very concept of ‘special educational needs’as ‘barriers’ to inclusion. He says: I think the concept of special educational needs, particularly as it is seen in this country, becomes another barrier. I don’t think it has a productive contribution to make to the inclusive education agenda. If anything, it is one of the barriers to moving forward (Clough and Corbett, 2000). The Salamanca Framework of Action did refer to a move from the term ‘special educational needs’ to inclusive education, when it said, In the context of this Framework, the term ‘special educational needs’ refers to all those children and youth whose needs arise from disabilities or learning difficulties…There is an emerging consensus that children and youth with special educational needs should be included in the educational arrangements made for the majority of children. This has led to the concept of the inclusive school. (UNESCO, 1994, Framework for Action on Special Needs Education. However, without significant changes in the policies and curricular arrangements in the schools including in the West, the ultimate objectives of inclusive education cannot be achieved. Prof Sally Tomlinson has observed in the following words, There is considerable anxiety that despite rhetoric of inclusive education, education policies in developed countries continue to ensure that vulnerable and disadvantaged groups are often excluded from forms of education regarded as most valuable, and from gaining qualifications that can be exchanged for good employment, income and security. There is, in particular, a growing awareness that creating competitive markets in education, with schools competing for the most desirable pupils and resources, is incompatible with inclusive education (Foreword by Sally Tomlinson in Jha, 2002). The World Conference on Special Needs Education noted the need for reforms in school education, in both the developing as well as in the developed countries: Special Needs Education – an issue of equal www.ijmer.in
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concern to countries of the North and of the South – cannot advance in isolation. It has to form part of an overall educational strategy and, indeed, of new social and economic policies. It calls for major reform of ordinary schools. . Barriers in schools: There are walls between schools and children before they get enrolled, they face walls with curriculum inside the classrooms and finally ‘they face more walls when they have to take examinations which determine how successful they will be in life’ (Jha, 2002)! On walls and barriers confronting the school system today, it is further observed: Removing barriers and bringing all children together in school irrespective of their physical and mental abilities, or social and economic status, and securing their participation in learning activities leads to the initiation of the process of inclusive education. Once walls within schools are broken, schools move out of their boundaries, end isolation and reach out to the communities. The distance between formal schools, nonformal schools, special schools and open schools will be eliminated. The most school systems are confronting two types of barriers, external and internal. Children face external barriers before coming to and getting enrolled in schools. The nature of such barriers could be physical location of schools, social stigmatization or economic conditions of children. Sometimes non-availability of school or its location in area that cannot be accessed becomes the major barrier for children to get education. Children with disabilities face barriers if the building has not been constructed with their mobility needs in mind. Schools offer variety of reasons, particularly in countries, which do not have strong neighborhood school policy, for rejecting students’ admissions. It could be elimination during the selection test or on the ground that the school does not have facilities particularly for children with disabilities or because parents are not able to pay high fees, particularly in case of private schools. These barriers can be taken care of by strong public policy interventions. Countries have enacted laws, which call for education of children with disabilities in regular schools as far as possible. Special schools exist for the severely disabled only. Developed countries are able to organize neighborhood or comprehensive school concept where most children go to publicly www.ijmer.in
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funded local schools in the neighborhood. Such equity in regard to the access may not be visible in developing countries. The common school system policy is yet to be extended to private schools in India, which enroll 9 percent of secondary students, while 46 percent of the secondary enrolment is in private aided schools, followed by 45 percent in government schools. These different sets of schools offer differential levels of facilities and support thus creating inequities not only in access but also in success. Those able to access private schools have higher possibility of success as compared to those who have no choice but to go to government schools. Children face barriers within schools and classrooms owing to organization of curriculum and teaching methodologies. At times, they are assessed and ‘identified’ and thereafter isolated within schools, or even classrooms, to receive discriminatory curriculum. In England, under the existing policy more than 20 percent children are being identified and labeled as ‘special educational needs’ with or without ‘statements’. Statement children more than often are sent out of schools. Curriculum in many developing countries is not child friendly or relevant to the needs of children. It is content based and children learn by rote and memorization. Linguistics and logical-mathematical areas of learning are overemphasized, while other areas of intelligence remain unexplored. Realization is coming in many countries, such as in the economically forward countries of East Asia that present system of school and curricular organization may not be able to cope with the challenges of the 21st century. A recent Time magazine survey of East Asian schools reports on ‘Japan completing its radical (educational) restructuring, abolishing Saturday classes, encouraging volunteerism and allowing schools to experiment with different curricula; Taiwan scrapping its university entrance exam system in favor of a more holistic approach that considers grades, essays and extracurricular activities, and South Korea picking up to a third of incoming college students not for their test scores but for their unique talents’ (Beech, 2002). Elliot (2002) reports on changes being attempted in American schools where students ‘learn social skills and group work in environment that celebrates diversity.’ Examination scores judge the success in the present model of schooling. Such definition of success is bound to be a barrier by itself. In an scenario prevailing in India, Examinations also drive out many www.ijmer.in
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children, particularly the rural, the disadvantaged and the disabled, out of the school. It is a great filtering mechanism. It suits the system, since only a select few students, largely from the urban middle class, get high scores, thanks to the system of tuitions and coaching, in order to get admission into higher academic institutions, which have limited seats. Inclusion: a solution to barriers and success? Inclusive schools are designed with a vision and principle that believe in the culture of rights, social justice and equity. It believes that all children are not the same, and accepts diversity as strength rather than a problem. It believes in certain basic pedagogy that children learn in different ways, and relates success more with the learning of life and social skills than scoring high marks in exams. The admission policy of such schools would accept children from a diverse community rather than reject on the ground of admission test scores or other physical, social and economic factors. Inclusive schools follow flexible curricula that would respond to the diverse needs of children. Child-centered pedagogy and application of Gardner’s (1993) Multiple Intelligence (MI) theory are other major departure from the traditional schools that inclusive schools would follow. The UNESCO Framework has again highlighted the need of child-centered pedagogy for addressing the educational needs of the disadvantaged and the disabled: The challenge confronting the inclusive school is that of developing a child –centered pedagogy capable of successfully educating all children, including those who have serious disadvantages and disabilities. The merit of such schools is not that they are capable of providing quality education to all children; their establishment is a crucial step in helping to change discriminatory attitudes, in creating welcoming communities and in developing an inclusive society. (UNESCO, 1994, Framework for Action on Special Needs Education. Traditional schools offer scope for the use of only two types of intelligences-linguistic and logical-mathematical. This approach itself creates learning barriers for a large number of children particularly those belonging to the first generation learners, the disadvantaged and the disabled, for Gardner (1993) has identified seven types of intelligences: linguistic or verbal, logical-mathematical, spatial or visual, musical, kinesthetic, interpersonal and intra-personal. Schools encouraging the identification and application of these intelligences www.ijmer.in
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would be able to remove unseen and internal barriers that children face in traditional schools. Inclusive schools use variety of innovative practices to get children involved and participating in learning processes. Some of the inclusion strategies are listed as under
Whole class inclusive teaching
Group/cooperative/collaborative learning
Peer tutoring/child-to-child learning
Activity based learning
Team approach/problem solving
Equity in assessment/examinations
Inclusive education and its evolution in school system as a process for removing barriers to access and success is a growing phenomenon. The strategies suggested above have been tried out in many schools across the countries and have also conceptual and pedagogical backing. However, it is yet to be shaped into a reform movement or as a replacement of the traditional school system. Quality with Equity: There is one more dimension to the inclusion concept. It addresses the issue of quality in consonance with equity. In traditional style of schooling quality and excellence are divorced from equity. The institution of the school as a public system for mass education has its origin in the industrial era. It grew on the production line factory model in a period when democracy was yet to flower fully; elitism, hierarchy and even feudalism guided the social and economic fabrics of the society and its institutions. School was not an exception. It borrowed not only vocabularies from the industries, such as ‘products’, ‘performance’, ‘standard’, ‘test’ etc., but also its ethos. Admittedly, now we are in the 21st century, and in the information age. Hence, it calls for a re-look at the institution of school. Skrtic (1991), Lipsky and Gartner (1999) and Llyod (2000) have questioned the ‘adequacy, relevance and appropriateness’ of the public education system that was shaped and influenced by the needs of the industrial era. The postindustrial work place of rapid technological change and development require more of collaborative, problem solving and teamwork skills. www.ijmer.in
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Besides, authors have established a linkage between collaboration, equity and excellence in the 21st century schools. ‘Collaboration means learning collaboratively with and from persons with varying interests, abilities, skills and cultural perspectives’ (Skrtic, 1991). Equity, therefore, becomes pre-condition for the postindustrial era schools. The author further observes, The successful schools in the postindustrial era will be ones that achieve excellence and equity simultaneously – indeed one that recognizes equity as the way to excellence. Open education: Open education is characterized by the removal of ‘restrictions, exclusions and privileges’ (Richardson, 2000). It provides an alternative curricular route to students who are not able to cope with the rigid curriculum and fixed timeframe of the traditional school system. To many students and parents, however, it is regarded as a secondary choice, considered after they have not been able to access or secure ‘success’ in the existing regular school system. It is considered as a noncontact educational delivery system, though its interactive learning materials are more learner friendly than the textbooks as the sole means of learning in many schools. The growth of information and communication technology in recent years and its application in education is reducing the distance between open education system and ‘not-open’ system. Children in regular schools are accessing information with the help of modern educational technology and the Internet. They are becoming active partners in knowledge production, as they would do in the open system. Teachers are changing their role and are becoming facilitators. Schools are becoming learning places for dialogues and exchanges. Inclusive education in its philosophy as also in practice is closer to the open education system. In India’s ‘national open school’, students have demolished the myth that ‘open school’ must correspond to the mode of ‘distance education’, whereby students should not assemble daily at a place and teachers should not be around to help them. Many children with disabilities in special schools as also non-disabled students in some regular schools are opting for open school curriculum in preference to the traditional school boards’ curricula. Such open schools are removing barriers to access for a cross section of students and are www.ijmer.in
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assuring success that might have been denied by the traditional school system. Case examples: Two schools in India have been studied closely as examples. They have addressed the issues of equity and quality simultaneously and are close to the concept of inclusive schooling, though they remain within the confines of the school boards. Loreto Day School, Sealdah (Kolakata) is affiliated with the West Bengal State School Board, but is not like many other private or partially aided schools in the country. In 1979, it had 90 poor and non-fee paying students out of a total of 790 on its roll. In 1998, the school roll had 1400 students, and 700 were non-fee paying. These students are subsidized by the fee-paying students, sponsors and donors and by the West Bengal Government for the dearness allowance as they give to other registered private schools. This increase in percentage of non-fee paying students is not just a numerical or mechanical exercise aimed to open access to these students by an established reputed school. It flows from a vision and value system that school has created for itself. Its other programmes include the ‘Rainbow School’- a school-within-a-school for street children, which is not a tag- on afternoon programme to take care of equity, but is a structured and integral programme of curriculum development and child-to-child teaching and learning. The street children are individually tutored by ‘regular’ pupils from class V to X as a part of their work experience time slot. Many ‘rainbow children’ succeed in getting enrolled in regular schools, and others have found secure jobs in organized or unorganized professions. The school runs many other programmes and activities to reach out to the community. Loreto challenges a fixed view of school and its structure by seeking to live out a set of values which continually challenges parents, teachers and pupils of the school to build an outward looking community, to be flexible, and to live in simplicity…flexibility places utmost value on people…simplicity places the resources at Loreto’s disposal in the broader context …it therefore stands against acquisitiveness, consumerism and the trappings of modern life in favor of valuing people and relationships
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The school has also maintained the conventional academic performance by its students, 50% scoring first class annually at XII class public exam conducted by the school board. Loreto has succeeded in breaking the conventional mindset that creates barriers to access by poor students as also the very concept of quality and success. ‘There are lessons for all schools, worldwide, rich and poor, in the boundary breaking strategies which Loreto has adopted to maximize its resources’. (Source: Jessop, 1998). There are many schools in Kolkata and other cities in India which bring better off children in face to face with children from weaker sections, though not to the extent and in the manner Loreto does. The point being made is that breaking the barriers to access may not be an isolated strategy but could be made a systemic issue to bring in inclusion, equity and redefined quality as the philosophy and vision of the educational institutions. St. Mary’s school in New Delhi got into inclusion mode with the admission of Komal Ghosh, a student with cerebral palsy of severe nature, who was earlier in a special school. ‘Komal’s presence helped school become more humane’, says principal Annie Koshy. Since then school has opened its gate to other type of children with disabilities, orphans and poor students. The priority in admission is given to neighborhood students and all children learn together in the same classroom. The school’s teachers evolve variety of teaching methodologies to actively involve children in learning activities. The school has not kept high score by their students in the central board exam as its main motto. Teachers meet frequently to share their experiences in a problem-solving mode and as a team for taking care of the learning needs of all children. In addition the school has also outreach programmes whereby it helps children and adults from underprivileged groups in literacy and skill building. The two examples suggest adoption of the inclusion processes by the schools in a natural way, which have helped them in breaking barriers that are created by rigid policy and structures in most schools. As a matter of policy the Indian law requires that children with disabilities be educated in regular schools as far as possible. Many schools, including some private schools, are following this policy by giving admission to these children. But, in the absence of a vision and orientation, children get isolated and many times they are segregated in separate units or even if in the same class they do not feel included. The concept inclusion, though initiated in the background of education www.ijmer.in
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of children with disabilities and special needs, goes beyond special school, particularly when one thinks of children in developing countries. It takes into its fold the vulnerable and the children at risk, for whom access is not just a question of physical availability of space in schools and services of teachers and success does not mean only passing public examinations. Conclusion: Barriers to access and success can be viewed in physical as well as structural sense. But more than that, it is the curriculum, the pedagogy, the examination and the school’s approach, which create barriers. Unless these unseen barriers are taken care of, access to all children and an assurance of success to all would remain a far cry. The inclusive education movement, combined with technological development and a new approach to open schooling has come at this crucial juncture. Countries and school systems choosing a holistic approach to access and success are more likely to succeed in reaching education for all. References Ainscow, M. (1999) Understanding the development of inclusive schools. London: Falmer Beech, H (2002) School Daze. Time, April 15, 2002,Vol.159, No.14 Booth, T., Ainscow, M. and Dyson, A. (1998) ‘England: inclusion and exclusion in a competitive system’ in Booth, T. and Ainscow, M. (eds.) From Them to Us: An international study of inclusion in education. London: Routledge Clough, P. and Corbett, J. (2000) Theories of Inclusive Education: A Student’s Guide London: Paul Chapman. Elliott, M (2002) Test Scores Don’t Say It All. Time, April 15, 2002,Vol.159, No.14
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Ferguson, D.L. (1996) ‘Is it inclusion yet? Bursting the bubbles’ in Berres, M.S., Ferguson, D.L., Knoblock, P. and Woods, C. (eds.) Creating Tomorrow’s Schools Today: Stories of Inclusion, Change, and Renewal. New York: Teacher College Press. Galloway, D., Armstrong, D. and Tomlinson S. (1994) The assessment of special educational needs: whose problem? London: Longman Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligence London: Fontana Press Jessop, T (1998) A Model for Best Practice at Loreto Day School, Sealdah, Calcutta Education Sector Group: DfID (India) Jha, M.M. (2002) School Without Walls: Inclusive Education for All. Oxford: Heinemann
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EFFECT OF YOGA, MEDITATION AND BRAIN TRAINING EXERCISES ON VISUAL MEMORY OF TRIBAL SCHOOL STUDENTS Joshy P.J PhD Scholar (Regular) Department of Physical Education and Health Sciences Alagappa University Karaikudi
Abstract The purpose of the study was to find out the effect of yoga, meditation and brain training exercises on visual memory of tribal school students. To achieve the purpose of the present study, eighty tribal school students from Palakkad District, Kerala, India were selected as subjects at random and their ages ranged from 14 to 17 years. The subjects were divided into four equal groups of twenty each. Group I acted as Experimental Group I (Yoga Training), Group II acted as Experimental Group II (Meditation Training), Group III acted as Experimental Group III (Brain Training Exercises) and Group IV acted as Control Group. The requirement of the experiment procedures, testing as well as exercise schedule was explained to the subjects so as to get full cooperation of the effort required on their part and prior to the administration of the study. Experimental groups underwent their respective experimental training on three days in a week for sixteen weeks. After the experimental treatment, all the eighty subjects were tested on their visual memory. This final test scores formed as post test scores of the subjects. The pre test and post test scores were subjected to statistical analysis using Analysis of Covariance (ANCOVA) to find out the significance among the mean differences, whenever the ‘F’ ratio for adjusted test was found to be significant, Scheffe’s post hoc test was used. In all cases 0.05 level of significance was fixed to test hypotheses. www.ijmer.in
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The brain training exercises group had shown significant improvement in the visual memory of tribal school students than the yoga training, brain training and control groups. KEY WORDS: Yoga, Meditation, Brain Fitness, visual memory, Tribal Students Introduction Survival and success of man has always depended upon his mental and physical energy. Today in the modern age the importance of sports and games is much more than it was in the past. The impact of machine growing comforts of life, sports and games provide us the opportunities of physical exercise along with enjoyment. It is obvious that healthy individuals make a healthy nation and nobody can deny that, “Health is wealth”. The sports are popular among all classes of people; the reason is that sports influence a man physically and mentally as well as morally. In all kind of sports, the muscles of the body are engaged and so the body is developed. Different organs of the body are given exercise and as a result, eyes become sharper’ hearing is made keener and so on. It is quite obvious how sports influence the body but sports do much more. As Hippocrates said, “sport is a preserver of health”. Playing games and sports has important advantages in a way that it socializes our lives. For example, when people intend to play basketball, they do it in groups. That will give them team spirit and a chance to identify each other very well and make friendships and relationships. So it is true that any of sports and games has advantages, since they decrease the stress, teach us skills that we need, satisfy us, and socialize our lives. And to get the most of the benefits, they should be practiced daily. A person who is fit is capable of living life to its fullest extent. Physical and mental fitness play very important roles in your lives and people who are both, physically and mentally fit are less prone to medical conditions as well.
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Fitness does not only refer to being physically fit, but also refers to a person’s mental state as well. Methodology The purpose of the study was to find out the effect of yoga, meditation and brain training exercises on visual memory of tribal school students. To achieve the purpose of the present study, eighty tribal school students from Palakkad District, Kerala, India were selected as subjects at random and their ages ranged from 14 to 17 years. The subjects were divided into four equal groups of twenty each. Group I acted as Experimental Group I (Yoga Training), Group II acted as Experimental Group II (Meditation Training), Group III acted as Experimental Group III (Brain Training Exercises) and Group IV acted as Control Group. The requirement of the experiment procedures, testing as well as exercise schedule was explained to the subjects so as to get full co-operation of the effort required on their part and prior to the administration of the study. The study was formulated as a true random group design, consisting of a pre-test and post-test. Pre-test was conducted for all the subjects on visual memory, this initial test scores formed as pre-test scores of the subjects. The groups were assigned as Experimental Group I, Experimental Group II and Control Group in an equivalent manner. Experimental Group I was exposed to yoga training, Experimental Group II was exposed to meditation training, Experimental Group III was exposed to brain training exercises and Control Group was not exposed to any experimental training other than their regular daily activities. Experimental groups underwent their respective experimental training on three days in a week for sixteen weeks. After the experimental treatment, all the eighty subjects were tested on their visual memory. This final test scores formed as post test scores of the subjects. The pre-test and post test scores were subjected
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to statistical analysis using Analysis of Covariance (ANCOVA) to find out the significance among the mean differences, whenever the ‘F’ ratio for adjusted test was found to be significant, Scheffe’s post hoc test was used. In all cases 0.05 level of significance was fixed to test hypotheses. Results Table - I Computation of analysis of covariance of yoga, meditation, brain training exercises and control groups on visual memory of tribal school students
YTG
MTG
BTEG
CG
Source of Variance BG
PreTest Means
9.95
10.40
10.30
10.20
13.20
13.10
16.20
10.45
Adjuste d PostTest Means
WG
13.06
16.18
10.45
3
F-ratio
0.74
77.15 331.33
76 3
1.01 110.44 78.33*
WG BG
13.24
2.23
df
Means Squares
0.73
BG PostTest Means
Sum of Squares
107.15 329.00
76 3
1.41 109.66 78.73*
WG
104.46
75
1.39
BG- Between Group * Significant at 0.05 level WG- Within Group (Table Value for 0.05 Level for df 3 & 76 = 2.72) df- Degrees of Freedom (Table Value for 0.05 Level for df 3 & 75 = 2.72)
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Results Of Visual Memory An examination of table - I indicated that the pre-test means of yoga, meditation, brain training exercises and control groups were 9.95, 10.40, 10.30 and 10.20 respectively. The obtained F-ratio for the pretest was 0.73 and the table F-ratio was 2.72. Hence the pre-test mean F-ratio was insignificant at 0.05 level of confidence for the degree of freedom 3 and 76. This proved that there were no significant difference between the experimental and control groups indicating, that the process of randomization of the groups was perfect while assigning the subjects to groups. The post-test means of the yoga, meditation, brain training exercises and control groups were 13.20, 13.10, 16.20 and 10.45 respectively. The obtained F-ratio for the post-test was 78.33 and the table F-ratio was 2.72. Hence the post-test mean F-ratio was significant at 0.05 level of confidence for the degree of freedom 3 and 76. This proved that the differences between the post-test means of the subjects were significant. The adjusted post-test means of the yoga, meditation, brain training exercises and control groups were 13.24, 13.06, 16.18 and 10.45 respectively. The obtained F-ratio for the adjusted post-test means was 78.73 and the table F-ratio was 2.72. Hence the adjusted post-test mean F-ratio was significant at 0.05 level of confidence for the degree of freedom 3 and 75. This proved that there was a significant difference among the means due to the experimental trainings on visual memory. Since significant difference were recorded, the result were subjected to post hoc analysis by using Scheff ’s post hoc test. The result were presented in Table-II.
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Table –ii The scheffe’s test for the differences between the adjusted post-test means on visual memory Adjusted Post-Test Means
Mean
Confidence
YTG
MTG
BTEG
CG
Difference Interval
13.24
13.06
---
---
0.18
13.24
---
16.18
---
2.94*
13.24
---
---
10.45
2.79*
---
13.06
16.18
---
3.12*
---
13.06
---
10.45
2.61*
---
---
16.18
10.45
5.73*
1.06
* Significant at 0.05 level The multiple comparisons showed in Table II proved that there existed significant differences between the adjusted means of yoga training group and brain training exercises group (2.94),yoga training group and control group (2.79), meditation training group and brain training exercises group (3.12), meditation training group and control group (2.61),brain training exercises group and control group (5.73). There was no significant difference between yoga training group and meditation training group (0.18) at 0.05 level of confidence with the confidence interval value of 1.06.
The pre, post and adjusted means on visual memory span were presented through bar diagram for better understanding of the results of this study in Figure-I
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Figure - i Pre post and adjusted post-test differences of yoga meditation brain training exercises and control groups on visual memory
Discussion On Visual Memory The results presented in table II showed that obtained adjusted means on visual memory among brain training exercises group was 16.18 followed by yoga training group with mean value of 13.24, followed by meditation training group with the mean value of 13.06 and control group with mean value of 10.45. The differences among pre-test scores, post-test scores and adjusted mean scores of the subjects were statistically treated using ANCOVA and the obtained F values were 0.73, 78.33 and 78.73 respectively. It was found that obtained F value on pre test scores were not significant and the obtained F values on post-test and adjusted means were significant at 0.05 level of confidence as these were greater than the required table F value of 2.72 and 2.72. The post hoc analysis through Scheffe’s Confidence test proved that due to twelve weeks training of yoga training, meditation training and brain training exercises groups has improved career decision making www.ijmer.in
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than the control group and the differences were significant at 0.05 level. Further, the post hoc analysis showed that there was significant differences exist between the experimental groups, clearly indicating that brain training exercises group was significantly better than yoga training group, meditation training group and control group in improving visual memory span of the tribal students. Conclusion The brain training exercises group had shown significant improvement in visual memory of tribal school students than the yoga training, brain training and control groups. References 1. Hyatt.K.J(2007). Brain Gym@: Building strong brains or wishful thing. Remedial and Special education, 28(2), 117-124. 2. Kocher.H.C (1979). Effect of yoga practices on immediate memory. society for the National Institutes of physical education and sports Journal, 2(2), 36-38. 3. Brain Gym International (BGI), (2003). A chronology of annotated research study summaries in the field of educational kinesiology. The educational kinesiology foundation: Ventura .C.A.
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GST AND ITS IMPLICATIONS - A PERSPECTIVE P. Raj Kumar Reddy Lecturer in Commerce Layola Academy,HYD Abstract: Goods and Services Tax (GST) system of tax is the most preferred tax at the moment throughout the globe. More than 160 countries have opted for this system of taxation. India is the most recent country to take up an initiative for its implementation. The need for the country to take this system of tax is to remove the hurdles like tax-terrorism, Double taxation, corruption and much more. GST is one of the taxes which will collate all the types of taxes into one tax for charging on both goods and services. This paper attempts to examine the implementation of GST in India and its impact on the Indian economy. It also discusses the various transitional aspects that needs to be looked into and the challenges that the businesses face in doing the same. The analysis of data is done using simple average method. The implementation process may go through a teething phase and therefore a few strategies have been suggested. Key Words: GST, Tax-Terrorism, Double taxation, Initiative, strategies. Introduction:: “A KING SHOULD BEHAVE LIKE A BEE AND COLLECT HONEY WITHOUT CAUSING HARM TO THE FLOWER” -Sage Ved Vyas Taxes in India existed since ancient times. India has a complex and unique system of taxation which comprises of a basket of different taxes (25 taxes) such as Income tax, Capital Gain tax etc. To simplify the tax structure in India and reduce the tax burden on the common man it was proposed to introduce a singular tax. GST is one such comprehensive Indirect tax which is levied on the manufacture, sale and consumption of goods at the National Level. Its implementation will serve as a catalyst to move the country forward and help the nation www.ijmer.in
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to root out corruption and curb black money. It will also enhance transparency and introduce a simplified tax structure which would reduce the double taxation on Goods and Services. The current paper analyzes the impact of GST on the Indian economy. It covers various domains such as history of taxation system, different types of taxes, the need to have a uniform tax structure through the establishment of GST and suggest strategies to overcome the teething problems in the implementation of GST. Objectives of the study:
To study the present tax structure of India
To determine the reason behind the introduction of GST and the teething problems faced during its implementation.
To analyze the impact of GST on the Indian economy.
To suggest strategies implementation process.
to
overcome
problems
in
the
Research methodology: This paper entirely deals with taxation system of India wherein data is analyzed from both primary and secondary sources. The primary source of data is collected through questionnaires and secondary data is collected using books, web sources and blogs. The time for conducting the study was very brief therefore the number of questionnaires were just limited to 50 persons – male and female category. The respondents were asked a number of questions to test their awareness on GST and its implementation. History of indian taxation: The history of taxation in India has been enforced in ancient times. The references for the variety of tax measures is taken from Manu Smriti and Arthasastra. Manu, the ancient sage and lawgiver expressed that King can levy tax according to Sastras. He laid down percentage according to the different category of people such as 1/5th of profits should be paid by traders and artisans, agriculturists depending on their circumstances need to pay 1/6th, 1/10th of their produce. www.ijmer.in
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Kautilya’s Arthasastra also deals with a different form of payment of tax. They are- Taxes collected by the state on agricultural produce, forest produces, mining of metals and customsduties. The taxes collected by the administration include ‘Vanikpath’ from road and traffic polls, ‘Dvarodaya’ for importing the foreign goods, ‘Yatravetana’ on pilgrims and General sales tax. According to him, the tax payment is not compulsory but it is based on Dharma. The Income Tax Act 1922 gave for the first time a proper system of administering the tax. Central board and Commissioners of Income tax were appointed in 1940 with a view to exercising effective control over the inspection and progress of Income tax. In this way the progress of the taxation system has been developing. Types of Taxes: The Indian Economy deals with different types of indirect taxes. They are: A) Direct Tax: 1. Income tax: This tax is levied on the income of an individual. This is levied on every individual whoever receives income. Based on the slab rates apportionment will be done. 2. Capital Gains tax: This tax is levied on profit i.e., when the asset is sold for more than the purchase price is capital gains. There are 2 types of capital gains tax. They are Short term gains and Long-term gains. 3. Securities Transaction tax: This is applicable on every transaction that will be done in stock exchange. Ex: equity shares, mutual funds etc. 4. Perquisite tax: The non-monetary benefits provided the company comes under this category. All those benefits are taxable. www.ijmer.in
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5. Corporate tax: These are annual taxes payable on the income of a corporate operating in India. B) Indirect Tax: 6. Sales tax: Sales tax are charged on the sale of movable goods. There are 2 types under this. Interstate sale and intrastate sale. CST is payable on interstate sale is @ 2%. 7. Service tax: These are paid on the services which we obtain from a service render. The current rate of service tax is 14.5%. 8. Value Added Tax: This is imposed on the value that is added to the particular product. This is additional to the price of goods. 9. Customs duty and Octroi (on goods): This duty is often payable at the port for the purpose of export and import of goods. 10. Excise duty: This is opposite to customs duty. This type of tax is charged on goods produced within the country. The other name for this is CENVAT. 11. Anti-Dumping Duty: Dumping is said to occur when goods are exported from a country to another country at a price lower than its normal value. In order to ratify this, the government imposes the antidumping duty. C) Other Taxes: Professional tax, Dividend Distribution tax, Municipal tax, Entertainment tax, Stamp duty, Education CESS, Gift tax, Wealth tax, Toll tax, Swachh Bharat Cess, Krishi Kalyan Cess, Dividend tax, Infrastructure Cess, Entry tax. www.ijmer.in
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The taxes which are subsumed into GST are as follows:
Central level: Central Excise Duty, Additional Excise Duty, Service Tax, Additional Customs duty, special additional duty of customs
State level: Subsuming of state VAT, Entertainment tax, Octroi and entry tax, Purchase tax, Luxury tax and taxes on lottery, betting & gambling.
Need to have a uniform tax structure: The varied tax system in India has always been mind boggling and complex. The tax charged until now had to be paid on levels of production, because of this the ultimate burden would rely on the final consumer. This is known as the cascading effect of taxes. A few years ago, to reduce the burden of ‘TAX ON TAX’ many traders & manufacturers fixed the prices of goods and other commodity using the VAT system. This system enables to provide for the credit of tax paid at an earlier stage against a dealer’s tax liability for the consequent stage. Such other concepts can be seen in central excise duty. MODVAT which is now called the CENVAT credit scheme also follows the above concept. It allowed the payment of credit of excise duty made at the input stage to be set off on the liability of excise at a later stage. From 2004 the traders and dealers were allowed to utilize credit of excise duty for service tax as well as credit given for service tax for excise duty. This helped in reducing the tax burden. There is a dire need to rationalize the various taxes into one comprehensive tax system, which is simple to comply with, lower the burden on the common man, boost exports and reduce fiscal deficit. Thus it is imperative that we need a uniform tax structure to overcome the aforesaid problems and avoid being taxed at every juncture. Hence we believe that GST will be the panacea for our problems. GST is the country’s best bet to achieve fiscal consolidation. Impact Of Gst On Indian Economy: The Constitution Amendment Bill for Goods and Services Tax (GST) has been accepted by The President of India post its passage in the Parliament (Rajya Sabha on 3 August 2016 and Lok Sabha on 8 August 2016) and ratified by more than 50 percent of state legislatures. The www.ijmer.in
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Government of India is committed to replace all the indirect taxes levied on goods and services by the Centre and States and implement GST by April 2017. The GST will be a comprehensive tax base covering goods and services, with minimum tax exemptions. It will be a game changing era bringing in positive reforms which will reduce the cascading effect of tax on the cost of goods and services. It will impact the tax structure, tax incidence, tax computation, tax payment, compliance, credit utilization and reporting, leading to a complete overhaul of the current indirect tax system. Its impact will be far reaching on all sectors of the economy. Its implementation will eliminate multiplicity of taxes, harmonize state and central tax administrations of compliance procedures, simplify understanding of the complex tax system and ultimately result in efficiency and effectiveness of the system. The GST structure would use the destination principle, wherein imports would be subject to GST, while exports would be nil. In the case of inter-state transactions within India, State tax would apply in the state of destination as opposed to that of origin. Findings: The following are the Major findings from the study:
From the study it is found that the impact of GST will be mostly seen on the necessities.
Aviation and IT Sector are the fields where impact of GST will be more.
The tax burden will be mostly on the consumers than on the manufacturers and retailers.
About 80% suggest that there will be an increase in state revenue.
The greatest benefit for the Indian economy in implementing GST is that it will simplify the tax structure.
Implementation Of The Gst: Challenges: GST will be the most sweeping reform in the Indian taxation since 1947, but there are many issues for its successful implementation. They are as under: www.ijmer.in
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Being mentally prepared as a nation to accept and grapple with the change: The State and the Union Government should come to a common consensus on its implementation mode. This is a herculean task
The second success rate factor is to arrive at the Revenue Neutral Rate (RNR) and fix the threshold limit for GST so as to minimize the “taxing” burden on the people.
A fitting IT network needs to be visualized to ensure technological support for registration, return filing, tax payments etc.
Effective training should be given to the tax administration staff both at the Centre and state for proper implementation of the GST procedure.
Implementation of GST requires a lot of hard work, mental preparation and determination on the part of the Government and the common man. The impact of GST will have vast consequences on all the sectors of the country. It is a known fact that GST is the biggest complex system of tax (in terms of fiscal policies) that Independent India is going to witness. There has been a constant debate as to the benefits that this taxation would have on the fast growing economy like India. The removal of the “cascading affect” is what GST in the 21st century economic India is all about. GST is set to expel the burden of tax, improve the tax governance and reduce the inflationary rate, setting a road map for transparency and progress for the country. It can also be seen that the GST will lead to the following challenges:
service tax in India is 15% but GST will be about 18 -20%
Finalizing the GST transition model
The tax rate should be devised regularly based on the expenditure of the state.
Re structuring the business model.
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When the Government is ready to answer these challenges, then the GST will be a workable solution to the cumbersome existing tax system. Strategies To Overcome The Teething Problems: The implementation of GST calls for an upheaval tax reform as well as a complete business reform. It is like walking on a tight rope which involves changing the historical ways of doing business calls and being ready to take up the challenging mantle with an increased sense of responsibility as any slip up can also have the business continuity/ survival risks.
Finalizing the transition model:
For a business organization, transitional model can be decided based on following models: 1. In – House implementation Model: This is done by developing a core GST team within the organization. 2. Out – Source implementation model: This is done by outside professionals who inspects the GST transition from Planning to execution. 3. In House + Outsource implementation model: This is the combination of above mentioned models.
Formulation of tax rates:
Under the proposed GST, a dual system of tax is being proposed i.e., Central Goods &Service Tax (CGST) and State Goods & Service Tax (SGST). Based on the need, Location and other resources the rate of tax will be differed for each state. Thus enhances equality in the regional trade.
Business Model Re structuring:
All business organizations need to revamp its structure of the tax system according to the GST models proposed. This will enable the organization to understand the regime of GST and will enable the smooth implementation of the GST system. In embracing change Communication and connectivity will be the success mantra for businesses, professionals and Government www.ijmer.in
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officials. The law making bodies should continually update people about the revamped laws, rules, procedures, formats so that the change process can be implemented smoothly and quickly. The approval by GST council, will enable each state to come up with its own GST laws so as to set rules, procedures etc. Businesses and professionals need to stay updated with the current rules and procedures of the government by having a continuous learning and training system in place. Some master trainers can be appointed in each department to undertake indepth training of the changes and impart the same across the organization. Conclusions: The Tax system in India is very complex and peculiar as all categories of people were taxed multiple times for the same activity. This led to the concept of being doubly taxed. The emergence of GST is set to overcome these constraints. Since this concept is still in its pioneering stage, it will take some time for it to take off. This subject is vast and there is a lot of scope for its amendment to suit the common man in future. The initiative taken by the government should be based on the acceptability and satisfaction of the general public. Once the implementation is in on, the system will undergo changes and the path will get smoother and smoother for the growth of the nation. Organizations need to be watchful in order to reap the benefits of the GST. As implementing the system could result in capturing new markets, expanding profit margins as every challenge is an opportunity for success. The industry also has homework to do, that is, to prepare for the new tax and be ready for managing the significant changes it will bring from the perspective of information technology requirements and transitioning to the new system References: 1. The Management Accountant – Journals for CMA’S (12-012017) 2. http://www.businessbatao.com/2016/08/gst-bill-advantages-anddisadvantages.html?m=1 3. http://www.mapsofindia.com/my-india/government/gst-one-steptowards-simplifying-the-muddled-up-tax-system www.ijmer.in
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4. http://www.ey.com/in/en/services/ey-goods-and-services-tax-gst 5. https://gst.caknowledge.in/gst-india-challenges-success-india/ 6. https://www.taxmanagementindia.com/visitor/detail_article.asp? ArticleID=7224&kw=Transitional-Challenges-in-GSTimplementation. 7. http://www.ey.com/gl/en/services/tax/international-tax/alert-indian-gst-council-reaches-consensus-on-certain-key-issues-inimplementation-of-gst 8. http://blogs.timesofindia.indiatimes.com/cash-flow/gstdemystified/ 9. https://www.quora.com/What-exactly-is-GST-How-will-itbenefit-India
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EMPOWERING WOMEN – A TRIANGULAR MODEL Babita Miriam Jacob Abstract Gender equality and women empowerment are the key elements in the path of progress of any nation to be considered ‘developed’. Despite all the efforts, to mainstream women, the current scenario in India, provided a legitimate point of reference for a desperate need of further addressing of gender inequalities and atrocities against women at all levels of life. Can empowerment, if taken as manifested in assertiveness, be boosted among women in a younger age? This was precisely the question around which this particular study revolved. The author attempted to empower young girls by boosting up their assertiveness through imparting life skills and assertiveness training. Techniques borrowed from the primary methods of Social Work were used as the medium. The result was the Triangular Model of Women Empowerment which states that the level of assertiveness can be raised in an adolescent girl in three levels – level 1 – the base of the triangle; level 2 – the body and level 3- the apex, which focuses on knowledge, skill and attitude respectively. Introduction In a society as complex as India the baggage of the old patriarchal system, male hegemony and other socio-cultural hurdles, still remain undercurrents capable of moderating the interactions between the gender and social groups. The inequalities that prevailed everywhere had resulted in the exclusion of women, girls, people with disabilities and other vulnerable groups from actively participating in certain sectors and at certain levels of the development process of the country. A review of the facts and findings however necessitated a policy shift from women’s development perspective to a rights’ based perspective that considers women empowerment and gender equality. Putting all these together we need to take on board, issues with implication of gender equality , such as new aid modalities, inter sectoral approach to planning, effective service delivery through decentralization, publicprivate partnership and civil service reforms etc besides the Millennium Development Goals (MDGs). The development of gender and women empowerment and gender-related policies, as well as www.ijmer.in
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strengthening of national gender machineries to fully undertake the challenging mandates, were crucial actions particularly needed in addressing structural relationships of inequality between men and women. The National Policy for the Empowerment of Women, 2001 views empowerment as an enabling process that must lead to the economic as well as social transformation of women. They have to be strengthened with adequate level of assertiveness that will equip them for this transformation. Government supported by non-governmental bodies and policy makers has sought to operationalise this approach through legislative and programmatic interventions as well as by mainstreaming gender into the development planning process. Gender equality does not imply that all women and men must be the same. Instead, it entails equipping both with equal access to capabilities; so that they have the freedom to choose opportunities that improve their lives. It means that women have equal access to resources and rights as men, and vice versa. For this, women should develop assertiveness from younger ages.(Source: Power, Voice and Rights 2010, Asia Pacific Human Development Report, UNDP). The current situation in India, if allowed to perpetuate could not only severely restrict the development and contribution of the Indian woman but would also adversely affect the growth and progress of the nation as a whole. Therefore in order to pave the way for a healthier and more progressive future of the nation it is imperative to help women rise from their shackles and to empower them so that they may be able to constructively and significantly contribute to society. This unfortunate state of affairs is also seen in the state of Kerala, which claims a higher literacy rate and a better health care system as compared to other states. Also, though the sex ratio of 1040 females for every 1000 males is favourable to women in Kerala when compared to other states, unfortunately the same cannot be said for their higher status in real life. Empowerment is a process of awareness and capacity building leading to greater participation, to greater decision-making power and control, and to transformative action. According to Pillai(1995) empowerment is an active multidimensional process, which enables women to realize their full identity and powers in all spheres of life. The process of www.ijmer.in
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empowerment is both individual and collective, since it is through involvement in groups that people must often begin to develop their awareness and the ability to organise to take action and bring about change. The process of empowerment involves not just an improvement in physical and social conditions, but also equal participation in decision-making process, control over resources and mechanisms for sustaining these gains (Sushama Sahay, 1998). Longwe's (1990) classification of the five levels of empowerment, namely, welfare, access, conscientisation, participation and control, and the need to move from the level of welfare to control is a useful one. When one talks of women's development and women's status, it is important to recognize that interventions at all levels namely, social, cultural, political and economic are required and are possible only if changes take place in the existing system and social structures, which are not at all favourable to the women today. The process of women's empowerment begins in the mind, by changing women's consciousness. Empowerment is an active, multidimensional process, which enables women to realize their full identity and potential in all spheres of life. If so, can empowerment, if taken as manifested in assertiveness, be boosted among women in a younger age? This was precisely the question around which this particular study revolved. It is presumed that girls at younger ages could not stand up for themselves; they shy off from frames where they were supposed to showcase their boldness; they would not complain even when they were not satisfied, or when they felt the pain of certain actions taken by people around them which affected them. They find it difficult even when it comes to saying a strong “no!” even if it is regarding their own body and life. That was the real cause for any infringement on her rights. Girls, majority of them had have the tendency to hide their feelings rather than conveying a strong affirmation when upset. She was not able to raise an argument in the classroom or at home, even when she has the conviction that the teacher or the parent is wrong. In the present study the author attempts to empower young girls by boosting up their assertiveness through imparting life skills and assertiveness training. Techniques borrowed from the primary methods of Social Work were used as the medium. The expected outcome was a model for women empowerment that could be simulated through ICDS Adolescent Girls’ Clubs. www.ijmer.in
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How was the question addressed:The experimental study adopted One group before-after design (BA), where the same adolescent girls were assigned at random into experimental group as well as the control group. The level of empowerment of the members was measured before and after being exposed to the newly designed model. The before-after study gave a clear variation in the level of empowerment of the participants over an interval of 9 months’ time, when almost all extraneous variables remained constant. After identifying the control group and the experimental group, the pre-test was conducted to assess their pre-interventional status. Subsequently, the pre-designed seven-stage intervention was administered to the experimental group and assessment was done systematically in all the seven-stages. The data was analysed using Statistical Package for Social Sciences (SPSS). The seven stage plan was designed with interactive sessions of 3 hr duration organized on every 2nd and 4th Saturdays for a period of nine months. The research availed both primary as well as secondary data. The data served as the bases for analysis in the study, without which the specific inferences could not be drawn on the questions under study. Primary data was originally sourced directly from the identified group, before and after the intervention. It provided first-hand information relevant for the study. A pre-test was conducted to get the status of the participants. Then came the intervention followed up by a post-test which was conducted at the end of the intervention. The difference between both the data indicated the efficiency of the model in increasing the assertiveness of young girls. The universe of the study comprised of all adolescent girl children of the age group 13-18 who were members in the Anganwadi Adolescent Girls’ group under the ICDS, in Kottayam district, of Kerala. The sample for this particular study comprised of 15 adolescent girls who were members in the AG club of the ICDS anganawadi centre No: 81 at Mattom Colony in Changanacherry Municipality area. The club was selected for the proximity and proximity and familiarity with the beneficiaries; hence the study followed a convenience sampling design with non-probability sampling approach.
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In this experimental study, the before-after data was collected using the semi-structured questionnaire. In the first part of the questionnaire included five questions to record the primary details of the respondent like name, age, class in which the respondents study, their financial background- APL or BPL, as well as their practice religion. Second part included parental details – their age, educational qualification and occupation, whether the family was run by single parent or having both the parents. Ordinal position of the respondent was asked for. Next eight questions checked certain personal interests and choices of the respondents. It included, parent to whom the respondent was attached, parenting style, hobbies of the respondent, prominent skills identified in the respondent by self, number of friends as identified by the respondent, self assessed leadership quality and finally, whether the respondents had clear assessment about their career plans or not. Last set of questions contained Rathus Assertiveness Scale with 30 questions which assessed the assertiveness of an individual. The data collected during the pre-test when analysed gave the following
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Pre Test
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30 20 10
6.7
6.7
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Very Much High
Pre Test
0 Very Much Low
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results: Then the 7-stage intervention was experimented. The Seven Stage Intervention: The first stage focused on the theme ‘adolescence’; the what and why of adolescence was discussed in detail. The respondents were given adequate insights on the 5-dimensional changes - physical, emotional, social, intellectual and spiritual - that happened during adolescence. The second stage was set apart for the introduction of life skills. Through various games and exercises the 10 life skills were given to them. In the third stage the focus was more towards the most important life skill, that is, self-awareness. The uniqueness of an individual, SWOT, individuality and body-self-image were dealt with. The 7-stage model smoothly shifted to empathy in the fourth stage, which was the basic element in healthy and happier interpersonal relationship. Relationship management skills were given to the group by making them experience 7 types of love. During the fifth stage, the highlight was on problem solving and decision making with the help of critical thinking and creative thinking. Sixth stage dealt communication- the passive, aggressive & the assertive styles. Plays and skits were performed by them to practice saying NO gracefully. Current socially relevant issues like sexual abuse, early experimenting of sex, drug usage and mobile phone and internet based exploitation were brought into the discussion. The final stage focused on attitudinal change. Outcome By the end of the first stage of the 7-stage training programme, all the respondents became insightful regarding adolescence and the 5 phases of growth. The group called it as the 5D model of personality. Second stage helped the participants to realize the 10 WHO recommended skills for an adolescent and the role they played in handling day –to – day challenges an adolescent girl usually come across. Majority of them, who were conscious about their weaknesses and threats alone, started identifying their strengths and opportunities during the sessions that handled self awareness, in the third stage. Selfawareness was given due importance because assertiveness of an individual fountains from realizing and accepting the self. www.ijmer.in
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4th to 6th stages - the participants went through a self-analysis and identified where their relationships and friendship stood. Many realized that their ‘love’ was only an infatuation. Most of them reflected that they need to be more empathetic with their parents and siblings. Difference between passive, aggressive and assertive communication were understood by the group. Role plays enabled them to say “no!” whenever they wanted to say so. Situations in Rathus Assertiveness Scale were role played so that the participants got a hand-on-experience in how to say “no!”. After recording the pre-test, the same test was administered to the group in the third & sixth month respectively, which indicated marked change in scores and finally, at the end posttest was given. The seven-stages were presented in a triangle with three phases. Phase I – the knowledge – comprised of the first stage ie, the knowledge building phase with inputs regarding adolescence. Phase II - the skills- comprised of the 2nd to 6th stages of the seven-stage intervention programme which added the 10 life skills in the participants. Phase III – the attitude – included the final stage which included role plays that helped the participants in attitudinal change. Level of assertivenesss The triangular model
Phase I
Phase II
Phase III
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Knowledge
Skills
Attitude
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The data collected during the pre-test when analysed gave the following results:
50 40
Post Test
40 26.7
30 20
20
13.3 Post Test
10 0
Very Much Somewhat Somewhat Very Much Low Low High High
Distribution of the Level of assertiveness in pretest and posttest stages
60 50 40
53.3 40 33.3 26.7
30
Pre Test
20
20
13.3 6.7
10
Post Test
6.7
0 Very Much Low
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Somewhat Low
Somewhat High
Very Much High
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The table depicted an ordinal level distribution of the Level of assertiveness. It can be seen that the percentage of respondents who were found with very much low and somewhat low assertiveness decreased in the post test scenario and percentage of respondents reported with level of assertiveness as somewhat high and very much high increased when compared to the pre-test result. This essentially indicated an increase in the level of assertiveness among the respondents. Comparison of Level of Assertiveness in Pre-test and Post-test stages Mean
Std. deviation
Level Significance
Post test
70.0667
13.66156
.000
Pre Test
45.8667
10.39826
of
Source: Primary Data A Paired Sample t-Test has been conducted on the level of assertiveness between the post-test and pre-test groups. And it had been reported that the level of significance is .000; which meant that there was significant difference between the level of assertiveness in pre-test and post-test groups. Then Comparing the mean value for level of assertiveness, it could be seen that the mean score for level of assertiveness in the post-test scenario was 70.0667, and while that of pre-test was 45.8667, which essentially meant that the level of assertiveness had increased in the post-test.
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Analysis of Variance of Self-Eesteem in Children and their Socio-Economic Background Socio Economic Background
Pre test
Post test
(Level of (Level of significance significance) ) Assertiveness and Age of Respondent
.613
.406
Assertiveness and Class of Study
.535
.517
Assertiveness and Economic Status
.000
.001
Assertiveness and Religion
.494
.493
Assertiveness and Father’s Age
.284
.913
Assertiveness and Father’s Education
.000
.012
Assertiveness and Father’s Occupation
.000
.016
Assertiveness and Mother’s Age
.085
.338
Assertiveness and Mother’s Education
.001
.015
Assertiveness and Mother’s Occupation
.013
.094
Assertiveness and Ordinal Position of the .972 Child
.763
Assertiveness and Type of Family
.019
.206
Assertiveness and attachment with parent
.285
.934
Assertiveness and style of parenting.
.444
.304
Source: Primary Data This section analyses the Level of assertiveness against different demographic variables of the respondents before and after the intervention. An Analysis of Variance Test (ANOVA) had been conducted on the level of assertiveness and different socio demographic variables. Interestingly, there was a significant difference in level of assertiveness with respect to Mother’s Occupation in the Pretest group www.ijmer.in
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(sig value .013) but during the post test, after the intervention, it could be seen that there was no significant difference in level of assertiveness and mother’s occupation. (Sig Value .094) Type of the family was another variable which had shown significant difference in level of assertiveness in the pretest (sig value .019) and in the post test it showed that there was no significant difference in level of assertiveness across different types of families to which children belonged. Another major observation to be made here was that in all the variables the significance value for the post test group is higher than that of the pretest group which essentially pointed that the influence of those variables on the level of assertiveness was decreasing and it meant the program is the factor which acted upon the assertiveness level of the children. Major Findings:
The research showed that the percentage of respondents who were found with very much low and somewhat low assertiveness decreased in the post test scenario and percentage of respondents reported with level of assertiveness as somewhat high and very much high increased when compared to the pre-test group. This essentially indicated an increase in the level of assertiveness among the respondents as a result of the intervention.
The paired Sample T Test has been conducted on the level of assertiveness between the post test and pre test groups and it had been reported that the level of significance is .000 which meant that there was significant difference between the level of assertiveness in pretest and post test groups. Then comparing the mean value for level of assertiveness it can be seen that the mean score for level of assertiveness in the post test scenario was 70.0667 and that of pre test was 45.8667 which essentially meant that the level of assertiveness had increased in the post test.
This section analyses the Level of assertiveness against different demographic variables of the respondents before and after the intervention. An Analysis of Variance Test (ANOVA) had been conducted on the level of assertiveness and different socio
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demographic variables. Interestingly, there was a significant difference in level of assertiveness with respect to Mother’s Occupation in the Pretest group (sig value .013) but during the post test, after the intervention, it can be seen that the there was no significant difference in level of assertiveness and mother’s occupation. (Sig Value .094) Type of the family was another variable which had shown significant difference in level of assertiveness in the pretest group (sig value .019) and in the post test group it showed that there was no significant difference in level of assertiveness across different types of families to which children belonged. Another major observation to be made here was that in all the variables the significance value for the post test group is higher than that of the pre-test group which essentially pointed that the influence of those variables on the level of assertiveness was decreasing and it meant the program is the factor which acted upon the assertiveness level of the children. Suggestions:
Adolescent Girls’ Club in ICDS Anganawadis need to be strengthened with active participation of all eligible girl children in the community.
Three day TOT has to be conducted for the selected Anganawadi Workers in a district to sensitize them and equip them with the triangular model of women empowerment which has been developed through this research.
These specially trained Anganawadi workers can facilitate the adolescent training in various AG Clubs on Saturdays.
District Child Protection Unit can monitor and evaluate the programme in a district.
Conclusion Women empowerment and gender equality being the key factor for the nation to be driven to the status of a developed country, the need of the hour is to work towards that end. This particular study is a small step in nation building. More and more efforts should come in this direction.
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Bibliography Books:1. Desai, Neera, Changing Status of Women, Policies and Programmes in Amit Kumar Gupta (ed) Women and Society, Development Perspective, New Delhi, Quiterion Publishers, 1986 2. Desai, Neera and Gupta Kumar, Amit , Women and Society in India, New Delhi, Ajantha Publications. 3. KalbaghChetana, “A Better Deal for Women by 2000 AD”, in KalbaghChetana (ed)., Social and Economic Dimensions of Women’s Development, New Delhi, Discovery Publishing House, 1992, p. 124. 4. Frank, Anne, The Diary of a Young Girl, Otto H. Frank, MirjamPressler (ed), Haryana, Penguin Books India, 2001. 5. Shah, Chayanika, Merchant Raj, Mahajan, Shals, Nevatia, Smriti, No Outlaws in the Gender Galaxy, New Delhi: Zubaan, 2015. 6. Kiyosaki, Robert T, Second Chance, USA: Plata Publishers, 2015 7. Levoy, Gregg, Vital Signs, New York: Penguin, 2015 8. Ninan, T.N, The Turn of the Tortoise, Manipal: Penguin Random House Company, 2015 9. Padel, Felix, Dandekar, Ajay, Unni, Jeemol, Ecology Economy, New Delhi: Orient Black Swan, 2013. 10. Ferguson, Alex, Mortis, Micheal, Leading, London: Hodder& Stoughton, 2015 11. Thomas, K.V, Sonia-The Beloved of Masses, Kottayam: DC Books, 2014 12. Pitroda, Sam, Chanoff, David, Dreaming Big-My Journey to Connect India, Haryana: Penguin Books, 2015. 13. Yousafzai, Malala, Lamb, Christina, I am Malala, London: Orion Books, 2014. 14. Arora, Ravi, Making Innovations Happen, Manipal: Penguin India, 2015 15. Hammond, S John, Keeney, L Ralph, Raiffa, Howard, Smart Choices, USA: Harvard Business School Press, 1999. 16. Jacob, K.K, Methods & Fields of Social Work in India, Bombay: Asia Publishing House, 1965. www.ijmer.in
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17. Kalindi, Rekha, Ennaimi, Mouhssine, The Strength To Say No, New Delhi: Penguin-Viking, 2015. 18. Hamilton, Gorden, Theory & Practice of Social Case Work, New York: Columbia University Press, 1956. 19. Perlman, Helen Harris, Social Case Work- A Problem Solving Process, Chicago: The University of Chicago Press, 1957. 20. Konopka, G, Social Group Work- A Helping Process, Englewood Cliffs: Prentice Hall, 1963. 21. Konopka, G, Group Work in the Institution – A Modern Challenge, New York: Whiteside Inc, 1954. 22. Trecker, H.B, Social Group Work-Principles & Practices, New York: Association Press, 1955 23. Ross, M.G, Conceptual Problems in Community Organisations, Social Service review, 1956, p 180. Journals:1. Kitchlu, T.N., ‘Women rights, Legislative Measures’.Yojana,New Delhi,Publication Division, Government of India Nov. 15, 1991, vol. 35, No. 20. 2. Widge M.K., “Gender issue in Development” Yojana. New Delhi,Publication Division, Govt. of India June 15, 1992, Vol. 37, No. 10. 3. “Towards Equality”, Report of the Committee on Status of Women in India, op.cit., p. 308. 4. National Perspective Plan for Women 1988 – 2000 AD, op.cit, p.13. 5. Government of India, Seventh Five Year Plan 1985 – 90, Socio-Economic Programmes for India, Planning Commissioner, New Delhi, p. 123. 6. Government of India, Eighth Five Year Plan 1992 – 97, Planning Commission, New Delhi, 1992, pp. 291 – 292. 7. Anand, Anitha,“Engendering the Plan” in the Hindu, April 6, 1997, p.4. 8. Government of India, Country Report, Fourth World Conference on Women, Beijing 1995, Department of Women and Child Development, New Delhi, p. 27. 9.Peerzade, SayedAfzal and PremaParnade, ‘Economic Empowerment of Women’, Theory and Practice’ Southern Economist, March 2005– 1, pp. 9 – 10. www.ijmer.in
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10. Singh, Kapil Deep,Sinha, Jayanty K, The Indian Economic Association 89th Annual Conference (2006)Volume Part – 2, pp. 1070 – 1071. 11. Govt. of India. Integrated Child Development Services (1995): Dept. of Women and Child Development, Ministry of Human Resources Development, New Delhi, 124.
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RURAL WOMEN ENTREPRENEURSHIP IN INDIA – A CASE STUDY OF TELANGANA STATE
Sampath Kumar Y Dept of Master of Social Work Kakatiya University, Warangal Abstract A rural woman encounters many constraints in the transformation process. Genders issues tend to regard the rural areas tend to be more traditional and is a stronger hindrance to potential female entrepreneurs than urban areas. Self-esteem and managerial skills being lower, access to external financial resources more difficult than in urban areas, assistance to technical and financial constraints should be developed to meet the needs of rural women. Rural woman constitutes the family, which leads to society and Nation. Social and economic development of women is necessary for overall economic development of any society or a country. Entrepreneurship is the state of mind which every woman has in her but has not been capitalized in India in way in which it should be. Due to change in environment, now people are more comfortable to accept leading role of women in our society. Our increasing dependency on service sector has created many entrepreneurial opportunities especially for women where they can excel their skills with maintaining balance in their life. This study is intended to find out various Problems, motivating and de-motivating factors of women entrepreneurship. It will also suggest the way of eliminating and reducing hurdles of the women entrepreneurship development in Indian Context. Keywords:
Entrepreneurship,
Women,
Business,
Economic
Development.
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Entrepreneurship Entrepreneurship plays an imperative role in the growth of any society. Development of entrepreneurship culture and qualitative business development services are the major requirements for industrials growth. Entrepreneurship emerges from an individual’s creative spirit into long-term business ownership, employment creation, capital formation and economic security. Entrepreneurial skills are essential for industrialization and for alleviation of mass unemployment and poverty. The origin of the basic word ―Entrepreneurship is from a French word ―Entrepreneurship, where it cradled and originally meant to designate an organizer of certain musical or other entertainments. The Oxford English Dictionary (of 1897) defines the term ―Entrepreneur‖ in similar way as the director or a manager of a public musical institution, one who gets-up entertainment arranged , especially musical performance. Initially in the early 16th century, it was applied to those who were engaged in military expeditions. In 17th century. It was extended to cover civil engineering activities such as construction and fortification. Entrepreneurship refers to the act of setting up a new business or reviving an existing business so as to take advantages from new opportunities. Thus, entrepreneurs shape the economy by creating new wealth and new jobs and by inventing new products and services. However, an insight study reveals that it is not about making money, having the greatest ideas, knowing the best sales pitch, applying the best marketing strategy. It is in reality an attitude to create something new and an activity which creates value in the entire social eco-system. It is the psyche makeup of a person. It is a state of mind, which develops naturally, based on his/ her surrounding and experiences, which makes him/ her think about life and career in a given way. The women have achieved immense development in their state of mind. With increase in dependency on service sector, many entrepreneurial www.ijmer.in
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opportunities especially for women have been created where they can excel their skills with maintaining balance in their life. Accordingly, during the last two decades, increasing numbers of Indian women have entered the field of entrepreneurship and also they are gradually changing the face of business of today, both literally and figuratively. But still they have not capitalized their potential in India the way it should be. A person creating new combinations of production factors in new market and new organizational forms is known as an entrepreneur. He is also termed as a person who is willing to take risks by exploiting market opportunities and operates a business on own. Entrepreneurship is most important for the rural area as it is necessary to bear in mind the entrepreneurial skills to improve the quality of life for individuals, families and communities. The technological and organizational edge by entering into markets is risk-taking for entrepreneurs. A well-developed ability to recognise unexploited market opportunities as a stabilising force limits rural entrepreneurship in operating a business. The possibility of entrepreneurial behaviour by women who have lack of knowledge as per entrepreneurial base in rural area face lot of challenges in the new started business. Entrepreneurship needs nothing new from a global perspective. The adoption of new forms of business, technologies and goods not previously available at a location is considered to be a prime mover in development of nations, regions and communities by providing identity to the women promoting entrepreneurship development. Women entrepreneurship A woman entrepreneur is an adult who owns and runs an enterprise, especially a commercial one, often at personal financial risk. The ILO defined the women‘s enterprise as a small unit where one or more
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women entrepreneurs have not less than 50 per cent financial holdings. The concept of women entrepreneurship is becoming a global phenomenon playing a vital role in the business community. In India, women have made a comparatively late entry into business scenario mainly due to the orthodox and traditional socio-cultural environment. Although women face various problems in the process of establishing, developing and running their enterprises, nevertheless, their scope of development is very high in India, especially in rural areas with more women making development oriented programme viz. Development of Women and Children in Rural Areas (DWCRA) which was launched in 1982-83. In what follows, an attempt is made to analyse the success of such a scheme in terms of its survival, growth and development of women entrepreneurs and identify the problems faced by the women entrepreneurs. Rani (1986), in her study’ Potential Women Entrepreneurs’ found that the desire to do something independently was the prime motivating factor to start business activity amongst the sample respondents. The women in her sample reiterated their capability to take independent decisions and told that the thought of entering into entrepreneurial areas was their own and were not influenced by others. Chandra
(1991)
In
her
study
on
“Development
of
Women
Entrepreneurship in India: A Study of Public Policies and Programmes” has mainly described the institutional services available for the women entrepreneur and the role of such organizations in the development of entrepreneurship. The study also presents a socioeconomic profile of women entrepreneurs, the nature of their enterprises, motivation, factors crucial for success and the assistance from Government and Non-Governmental agencies. Sangita Kamdar, (2002) in the study “Women and Economic Development” highlighted that women’s development is blocked by the
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gender rotted segregation in occupations. This segregation has not usually decreased and it remains a central issue to women’s economic development though education has helped to bridge the gap to certain extent. The only way to reduce gender inequality is by making her more independent in various fields through education and skill formation. K. Lavanya Latha (2006) suggested that the hard work, self confidence, self determination,personality traits and availability of timely financial support were entrepreneurs.
the
important
factors
for
success
of
women
Objectives of the Study 1. To evaluate the factors responsible for encouraging women to become entrepreneurs. 2. To study the impact of assistance by the government on women's entrepreneurship. Methodology The study is based on secondary data which is collected from the published reports of RBI, NABARD, Census Surveys, SSI Reports, newspapers, journals, websites, etc. A Woman Entrepreneurship in Telangana:
The scheme,
Development of Women and Children in Rural Areas (DWCRA), launched in 1982-83, inaugurated an era for systematically organizing women in groups for providing them opportunities of self-employment on a sustained basis. Several thousands of rural women from the length and breadth of the state participate in this programme and they have taken up a number of trades under DWCRA banner. Since entrepreneurship
development
involves
provision
of
additional
channels of funds in the form of working capital and credit, training, management skill etc., DWCRA, with an entrepreneurial development www.ijmer.in
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of women, provides all these inputs by considering women as critical to development. This intervention aims at not only raising the income of rural women of poor households, but also enabling organized participation of groups in the programme of credit, skill training and infrastructure support for self employment in groups who cannot take up economic activities, individually on their own. Indian women are in no way inferior to men in all walks of life and they can be as good entrepreneurs as men in the country. Therefore, it is essential to exploit the potentials of Indian women. Women‘s participation in trade, industry and commerce, requiring entrepreneurship, is still poor mainly because of the problems associated with their gender roles. Therefore, promotion of entrepreneurship and economic empowerment of women poses a challenge to the government, funding agencies and non-government organizations. It is important for these people to focus on the limitations faced by women and to plan supporting system Women Entrepreneurship in India Empowering women has become the key element in the development of any economy. It is been found that there are various forums and NGOs that are working hard towards this end. There are lots of research studies supporting this view. The Indian economy has been substantially liberalised in recent years with an increasing role for small-scale private enterprise. Alongside economic liberalisation has come a drive to enhance the role of women with moves to ensure that women have at least 30 per cent of seats in local councils and many other elected bodies. Women have a unique position in every society. Real development cannot take place if it bypasses women who not only represent one half of a country‘s population but also the kernels around which societal revolution take place. Entrepreneurship enhances financial independence and self esteem of women. Around 50 per cent
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of India‘s population is women, yet business spheres such as trade, commerce and industry is still considered a male preserve. Entrepreneurial work has also been predominantly a man‘s world in India. This is based on the fact that only seven per cent of the total entrepreneurs in India are women. Among the states, Gujarat, Telangana, Maharashtra and Karnataka have more women entrepreneurs. Indian women are in no way inferior to men in all walks of life and they can be as good entrepreneurs as men in the country. Therefore, it is essential to exploit the potential of Indian women. Women‘s participation in trade, industry and commerce, requiring entrepreneurship, is still poor, mainly because of the problems associated with their gender roles. Therefore, promotion of entrepreneurship and economic empowerment of women poses a challenge to the government, funding agencies and non- government organizations. It is important for these people to focus on the limitations faced by the women and to plan supporting systems to enhance women entrepreneurship in India. Need and importance of women entrepreneurs: It is imperative to note the participation of women in economic activities as self employed individuals. Many of the traditional occupations open to women are mainly based on caste, creed and the nature of self-employment is based on the standard of living. At present, women are generating employment for themselves in unorganized sectors and other category of women provides employment for others. The country needs to mobilize and utilize fully all its resources including human resources. The participation of women in economic activities is necessary not only from a human resource point of view but also is essential even from the objective of raising the status of women in the society. The economic status of the women is now accepted as an indicator of a society‘s stage of development and therefore it becomes imperative for the government to frame policies www.ijmer.in
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for development of entrepreneurship among women. The long-term objectives of the development programmes for women should aim to raise their economic and social status in order to bring them into the mainstream of national life and development. For this, due recognition has to be accorded to the role and contribution of women in the various social economic and political and cultural activities. Women Entrepreneurship in Telangana Entrepreneurship development is reflected mainly in the growth of the SSI sector at the state level. Small Scale Industries form a significant part of Andhra Pradesh economy. This sector contributes around 6 percent of gross state domestic product and employs about 2.5 Lakhs people. In keeping with the general policy towards the development of small scale sector and its policies to develop women and disadvantaged groups, entrepreneurship among these loops is being encouraged. Emphasis will be laid on identifying industrial activity suitable to the area in which disadvantaged groups live and to the creation of infrastructure, augmentation of credit and capability building for these groups. This will include helping them to acquire technical and managerial skills through training programme. In the earlier plan special emphasis was laid on promoting small scale and labour intensive industries to provide greater employment opportunities particularly in rural areas. The approach adapted during the seventh plan was to insure fair dispersal of industries reducing inequalities between regions. Challenges before Women entrepreneurs in Telangana: The following are the major challenges before women entrepreneurs in Telangana. 1. Choice between family and career 2. Illiteracy or low level of Education www.ijmer.in
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3. Dearth of financial assistance 4. Socio-cultural barriers In developing countries like India women work long hours daily, carrying out family chores such as cleaning, cooking, bringing up children along with concentrating on their income generating activities. Such family responsibilities prevent them from becoming successful entrepreneurs. As regards illiteracy among women, available statistics reveal that two-third of the world‘s 876 million illiterates are women In India of the 59.5 per cent of total population that is illiterate, women comprise 48.3 per cent (Estimated in 2003). Conclusion Women entrepreneurship in India has gained sharp momentum in recent years but the doubt is that whether these figures include only enterprises owned and run by women or enterprises owned by women and run by men. Desire to be independent; achievement orientation, etc. are some of the common motivating factors of women entrepreneurs across geographical boundaries. Women entrepreneurs in India have to face many problems at start up as well as operating stage. Scope and need for rural women entrepreneurs is high in India. Hence the development of Rural Women Entrepreneurship is the need of the hour. They also help in producing eco-friendly and pollution free products which are necessary as pollution and global warming are a very serious and burning topics today. Business opportunities are not created by external intervention - they arise from market and entrepreneurial capabilities. The issue is to enable rural women entrepreneurs to take advantage of market opportunities. Many government policies, reservations and opportunities are being exploited and are used by males making their wife or mother as instruments in the process i.e., business will be run in his wife's or mother's name but www.ijmer.in
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the ropes will be in his hands. Reducing Urban – Rural inequalities and gender inequalities is essential for the development of any Country. Mobilizing the potential productivity of rural women by developing them as entrepreneurs is one of the best solutions and is indispensable to achieve the resilient economic growth that will pull people above the poverty line. References: 1.
Sreenivasa Rao Behara, K. Niranjan, International Journal of Computational Engineering & Management, Vol. 15 Issue 6, November 2012
2. Rani, C., 1986, Potential Women Entrepreneurs- A study, SEDME 13 (3), pp.13-32. 3. Chandra, Shanti Kohli, 1991, Development of women Entrepreneurship in India, Mittal Publications, New Delhi, p.70. 4. Sangita Kamdar . Women and Economic Development one India one People, May 2004. 5. K. Lavanya Latha , “A study on service enterprises”, The PRP Journal of Human Rights, Vol.10, No.2, April-June 2006, p.35. 6. Aravinda.C, and Renuka S, Women Entrepreneurs: An Exploratory Study, SEDME Journal, September, Vol.28, No.3, 2001,pp. 1-7. 7. Behara Sreenivasa R and Niranjan K.(2012), Rural Women Entrepreneurship in India, IJCEM International Journal of Computational Engineering & Management, November.Vol. 15, Issue 6.
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A STUDY ON DROPOUT RATES OF TRIBAL COMMUNITIES OF PURULIA DISTRICT OF WEST BENGAL
Arnab Chowdhury Student Dept of Education University of Kalyani Kalyani Nadia
Jayanta Mete Dept of Education University of Kalyani Kalyani Nadia
Abstract: Scheduled Tribes in India are generally considered to be ‘Adivasis,’ meaning indigenous people or original inhabitants of country. The tribes have been confined to low status and are often physically and socially isolated instead of being absorbed in the mainstream Hindu population. Psychologically, the Scheduled Tribes often experience passive indifference that may take the form of exclusion from educational opportunities, social participation, and access to their own land. All tribal communities are not alike. They are products of different historical and social conditions. While making an analysis regarding our present study it is revealed that in 2008-09 drop out rate is highest in LAVPUR i.e 35.8% and least in JHALDA i.e 32.5%,2009-10 drop out rate is highest in JHALDA i.e 32.1% and least in ARSHA i.e 30.6% and in 2010-11 drop out rate is highest in ARSHA i.e 31.0% and least in LAVPUR i.e 29.9%. The study revealed that drop out rate is more or less stagnant and remarkable improvement is invisible. This paper also highlights various reasons of drop out as identified by teachers. Out of 11 reasons as identified the most prominent reason is lack of interest in study and least reason is lack of proper guidance. Key words: Adivasis, tribal culture, Dropout, Mainstream culture
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Introduction India is homeland to a number of tribal communities with diverse ecocultural, socio-economic and geographical backgrounds. According to the 2001 Census, Scheduled Tribes (notified by the Government of India under Article 342 of the Indian Constitution) constitute 8.14% of the total population of the country, numbering 84.51 million. In the state of West Bengal, 2% of the total population is tribal population, comprising of 32 unique Scheduled Tribes (ST) whose livelihoods are also varied: hunting-gathering, shifting cultivation, settled agriculture, contract labour, etc., are some of them. According to the 2001 Census, the literacy rate of the Scheduled Tribes of India is only 42.10%. Against the National literacy rate of 61.8%, this is appalling. Even in the State of West Bengal with a low literacy rate at 20.92%, that of the Scheduled Tribes is far behind, at only 12.5%. Realizing that Scheduled Tribes are one of the most deprived and marginalized groups with respect to education, a host of programmes and measures have been initiated ever since independence of the country. Education of ST children is important not just due to a Constitutional obligation to equality of its citizen or special entitlements to ST, but because it is a crucial input in the nation‘s strategy of total development of tribal communities. However, despite nation‘s efforts to ensure constitutional equality, dignity and development that they themselves wish for, the tribal people have lagged behind in education owing to external as well as internal constraints, socio-economic and cultural background of the tribals and psychological problems of first generation learners etc. Tribal education has many problems to face as hindrance for development. These are external constraints and internal constraints. External constrains: ST students constitutes 0.2 percent of the total enrollment in schools. The perspective adopted for educational development among tribal communities fails to adequately address the
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specific disadvantages characterizing tribal population .For instance, the population and distance norms formed by the government have not been beneficial to tribal locations because of their sparse population and sporadic residential patterns. Thogh West Bengal performance compares low with those of other states. The disparities between the marginalized communities and other social groups in terms of quantitative and qualitative indicators. The disparities increase at higher and higher levels of education, particularly in technical and professional education remunerative jobs.
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Internal constraints: The internal problems of tribal education refer to the quality of school provision, suitable teachers, relevance of content and curriculum, medium of instruction, pedagogy, and special supervision. A majority of schools in tribal areas are without basic infrastructure facilities. Normally, school buildings in tribal areas have thatched roofs, dilapidated walls, and non-plastered floors. Research evidence shows that a large number of tribal schools do not have teaching-learning materials, or even blackboards. In tribal areas the opening of a school is equated with the posting of a teacher and same is the case with 'ashram' schools. Review of Literature Review of related literature is pre-requisite to actual planning of any scientific research. It allows the researcher to acquaint himself with current knowledge in the field or area in which he is going to conduct his research. A comparison of the traditional and modern system and tribal higher education was made by Narmadeswer Prased (1991) who found that the tribe’s men desire an education which may enables them to fit in to the modern world. Most of the students are dropping their education because of lack of suitability of present education with the tribal www.ijmer.in
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culture. The author suggested that the tribe’s men should concentrate more on skilled occupations. Another important suggestion was for the setting up of special schools for them where adequate attention for them is ensured. Bairathi (1991) has examined the role of education for tribal upliftment has said that the condition of school particularly in the interior parts of tribal settlements is worse. These are not well managed and there is shortage of teachers in most of the schools at all time. Primary level schools are managed by a single teacher. The teacher has to take care of not only the management of school, but also to teach many classes simultaneously in one big room. In such a condition a good standard of education cannot be attained. Shortage of teachers, lack of basic amenities as sitting arrangements, drinking water facilities, and high distance from home to school leads them to loose the interest in education and this force them to drop their study. He made the suggestion for improving the infrastructure facilities to improve the conditions of education and to remove Drop-out. Objectives of the study 1. To examine the educational facilities available to the tribal students in higher education in West Bengal. 2. To study the constraints in tribal education 3. To find out the causes of Drop-out among Tribal students in West Bengal. 4. To document the policies and programmes initiated by the Government to improve the educational attainments of Tribal students. Hypothesis 1. There is a positive relationship between the cultural factors and educational attainment among tribal students in West Bengal.
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2. There is an exclusionary disparity between the STs and non STs in terms of enrollment and attainment in higher education. Table 1: Dropout rate in Purulia in % Location
2008-09
2009-10
2010-11
Jhalda
32.5
32.1
30.5
Bagmundi
33.8
31.8
30.9
Arsha
35.7
30.6
31.0
Lavpur
35.8
30.7
29.9
Source: Survey Data Tribes folk in Purulia Tribal hamlets of Purulia are found in all the Four panchayaths, namely, Jhalda, Bagmundi, Arsha and Lavpur. Table 2: Reasons for dropout from the perception of teachers Reasons
Percent
Rank
Lack of interest 70 in study
100.0
1
Economic Problem
63
90.0
2
Health Problem
52
74.3
3
Distance from 48 Home to School
68.6
4
Increases Household Responsibilities
42
60.0
5
of 37 of
52.9
6
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Crime activities 31 in school
44.3
7
Language Problem
29
41.4
8
Earlr marriage
27
38.6
9
Lack of food
22
31.4
10
proper 20
28.6
11
Lack of guidance
Source: Survey Data Reasons for Drop-out among tribal students 1.Low socio-economic status: - Tribals enjoy low socio-economic status. Miller (1988) has identified four major classes of variables such as cognitive variables, physical variables and motivational variables where disadvantaged learners show poor performance as compared with the advantaged groups. 2. Tribal concepts of pleasure:- Tribals are giving more importance for their pleasure such as dance, music and other types of entertainments prevalent in the society. 3. Existence of ethnic stereotypes: - Stereo typing is a natural and inevitable. It helps us to organize life. But such typing turns in to prejudice or stereotypes when based on little facts and it is used as a mechanism to establish the myth of racial or cultural superiority. 4. Linguistic problems:-Tribal languages, except a very few, belong to Austro-Asiatic language family and are different from dominant non tribal languages of India which belong either to the Indo European or the Dravidian family. In most of the time tribals face acute problems in language.
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5. Indifferent attitude of tribal parents: - Tribal parents are mostly illiterate. They always show a very indifferent attitude towards the education of their children. They are interested in providing household responsibilities to their children a very early stage of their education. “The parents of these students do not have any relationship with the society outside and are unaware of the importance of education. All teachers are talented. Teaching such children is a herculean task”. In addition to all the above causes some other causes can also be cited as the background for the reasons for Drop-out. They are: 1. Extreme level of poverty, deprivation and vulnerability 2. High levels of exclusion, developmental, social and economic 3. Extremely low level of empowerment-political, social and economic 4. Low level of access to entitlement 5. Practically zero participation in development matters with no autonomy in any form of decision-making. 6. Poor human development with low level of literacy and access to health care 7. Rapid alienation of land Conclusion In a broad sense, the socio-economic and cultural factors among tribals can be outlined as poverty and poor economic conditions, social customs, cultural ethos, lack of awareness and understanding of the value of formal education, conflict and gap between the home and school, etc. Studies on educational deprivation of tribals have inevitably linked it to their poor economic condition and poverty. Education of tribals cannot be left to short-term Plan strategies. It is important that planners take a long-term view which is embedded in a www.ijmer.in
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meaningful policy framework. The most important need to improve the educational status of STs is to improve the strength of the students in school levels. Following are some important findings on tribal education for policy framework. • Emphasis should be on quality and equity rather than quantity as has been the case in the past. The prime focus should be on provision of quality education that makes tribal communities economically effective and independent. • In the tribal context, it is essential that the school schedule be prepared as per local requirement rather than following a directive from the state. • Though it has been highlighted time and again, non concrete step has been taken to provide locally relevant material to tribal students. Availability of locally relevant materials will not only facilitate faster learning but also help children develop a sense of affiliation to school. • In order to make education effective and sustainable, partnership between the community and the government is important • Environment building is of immense importance in the context of educational development among tribal communities. Community awareness and community mobilization, which are its core elements, should received equate importance and attention. References 1. N.K Ambasht, “ Impact of education on tribal cultures”, ‘Indian science Congress,New Delhi,199,pp.34-45 2. Alaxander, K.C, Prasad R.R and Jahagirdar, M.P. Tribal Education andTribal Development”, Tribal culture in India. Rawat publications, New Delhi. (1984), pp.23-29’
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3. Bapat, N.V, “A few thoughts on Tribal Education”, Vanyajathi Journal,(1994), pp.54-49’ 4. Budhadeb chaudhari.,Contemporary Society in Tribal Studies, Tribals in Meghalaya, Concept publishing company, (1987). 5. Chaudhari.
(1992).
“Socio-Economic
and
Educational
development”, India Publications, New Delhi, pp.22-34. 6. Christoph Von Haimendorf, The problems of Tribal education, Tribes of India, the struggle for survival, Oxford University Press, Walton street, Oxford OX26DP, pp.67-74. 7. Shashi Bairathi,Status of education among tribals,‘Tribal culture, economy and health, Rawat publications, New Delhi, (1992). 8. Gardner, P. M, (1966), “Symmetric Respect and Memorate Knowledge, the Structure and Ecology of Individualistic Culture”, South Western Journal of Anthropology, Volume 2, PP.389-415.
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