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  • Title
  • DECLARATION
  • CERTIFICATE
  • Preface
  • ACKNOWLEDGEMENT
  • CONTENTS
  • ABBREVIATIONS
  • LIST OF FIGURES
  • Section 1 THE CONCEPTS
  • ABSTRACT
  • 1.1.1 Introduction
  • 1.1.2 Background
  • 1.1.2.1 The Social Goals of Education in India
  • 1.1.2.2 The University System Today, a Critique
  • 1.1.2.3 The Widening Gap
  • 1.1.2.4 The Relevance of Paulo Freire
  • 1.1.2.5 Freire and Gandhi
  • 1.1.2.6 Views of Modem Educationists
  • 1.1.3 Modes of Intervention for Communitizing Education
  • 1.1.3.1 Education for Community Action and/or Development
  • 1.1.3.2 Education in the Community
  • 1.1.3.3 Adult Education beyond the Walls
  • 1.1.4 Communitizing Education
  • 1.1.4.1 The Term Communitizing Education
  • 1.1.4.2 Concept of Community
  • 1.1.4.3 Aspects of Communitizing Education
  • 1.1.4.4 The Value-content of Communitizing
  • 1.1.4.5 Communitizing is a Matter of Relationship
  • 1.1.4.6 The Catalyst Role
  • 1.1.4.7 A Servicing Cell
  • 1.1.4.8 Expected Short-term Impact on the Community
  • 1.1.5 Conclusion
  • Notes and References
  • 2 The Research Design
  • ABSTRACT
  • 1.2.1 Introduction: Quest for the Light that Liberates
  • 1.2.2 Background of the Study: The International Scenario
  • 1.2.2.1 Changes in the Idea of a University
  • 1.2.2.2 From University to Multiversity
  • 1.2.2.3 Dearing Report: Emphasis on Social Goals
  • 1.2.2.4 UNESCOs Observation: Call for More Involvement withSociety
  • 1.2.2.5 The National Scenario: UGCs Guidelines
  • 1.2.3 The Basic Premises of the Study
  • 1.2.4 The Rationale
  • 1.2.5 The Problem
  • 1.2.6 Objectives of the Study
  • 1.2.7 Methodology
  • 1.2.8 Assumptions
  • 1.2.9 Limitations of the Study
  • 1.2.10 Chapterization
  • 1.2.11 Conclusion
  • Notes and References
  • 3 Community Oriented Education In India -A Historical Overview
  • ABSTRACT
  • 1.3.1 ANCIENT INDIAN TRADITION
  • 1.3.1.1 Schools in Ancient India
  • 1.3.1.2 Socialization through Schools
  • 1.3.1.3 The Gurukulas
  • 1.3.1.4 Growing Relationship between School and Community duringBuddhist Period
  • 1.3.1.5 School Community Relations in Medieval India
  • 1.3.1.6 Bhakti Movement and the Element of Extension Education
  • 1.3.1.7 Education for the &lite
  • 1.3.1.8 Concept of Knowledge and Education
  • 1.3.2 THE BRITISH TWIST
  • 1.3.2.1 Objectives of British Education in India
  • 1.3.2.2 Macaulays Speech in the House of Commons
  • 1.3.2.3 The Minutes of Macaulay
  • 1.3.2.4 The Filtration theory of Education
  • 1.3.2.5 Other Important Landmarks of Education in British India
  • 1.3.3 THE GANDHIAN RE-ORIENTATION
  • 1.3.3.1 Gandhian Critique of British Education
  • 1.3.3.2 Basic Education
  • 1.3.3.3 Genesis of Adult Education in India
  • 1.3.3.4 Other Experiments in Gandhian Education
  • 1.3.4 THE POST-INDEPENDENCE SCENE
  • 1.3.4.1 University Education Commission
  • 1.3.4.2 The Origin of University Grants Commission (UGC)
  • 1.3.4.3 The Kothari Commission
  • 1.3.4.4 National Adult Education Programme (NAEP)
  • 1.3.4.5 National Literacy Mission
  • 1.3.5 Conclusion
  • Notes and References
  • 4 National Service Scheme - Evolution and Basic Concepts
  • ABSTRACT
  • 1.4.1 Introduction
  • 1.4.1.1 Social Content of Education
  • 1.4.1.2 Introduction of NSS in Our Universities
  • 1.4.2 History and Growth of NSS
  • 1.4.2.1 The Radhakrishnan Commission (1948)
  • 1.4.2.2 Central Advisory Board of Education (CABE) (1950)
  • 1.4.2.3 Education Ministers Conference (1959)
  • 1.4.2.4 C.D. Deshmukhs Recommendations (1959)
  • 1.4.2.5 K.G. Saiyidains Report (1960)
  • 1.4.2.6 Kotharis Recommendations (1966)
  • 1.4.2.7 Vice Chancellors Conference (1967)
  • 1.4.2.8 National Service Scheme Launched (1969)
  • 1.4.3 Special emphasis in National Policy on Education, 1986. (Revised 1992)
  • 1.4.4 Basic Concepts of NSS
  • 1.4.4.1 Broad Objectives
  • 1.4.4.2 Programme Planning in NSS
  • 1.4.4.3 The Motto
  • 1.4.4.4 NSS Symbol
  • 1.4.4.5 Operational Objectives
  • 1.4.4.6 Village Adoption by NSS
  • 1.4.4.7 Training in NSS
  • 1.4.5 Conclusion
  • Notes and References
  • Fig. 1 NSS symbol
  • 5 Development Perspective for National Service Scheme
  • ABSTRACT
  • 1.5.1 Introduction - An Organizational Analysis of NSS
  • 1.5.1.1 NSS is in a Period of Lull
  • 1.5.2 A Development Perspective Defined
  • 1.5.2.1 Definition
  • Fig. 2 Stages of growth of organizations
  • 1.5.2.2 Tenet 1: Adoption of Social Development Paradigm
  • 1.5.2.3. Tenet 11: De-centralization and Devolution of Power
  • 1.5.2.4 Tenet 111: Human Development
  • 1.5.2.5 Tenet IV: The Sustainability Dimension
  • 1.5.2.6 Tenet V: Cons~ientization~CommunitPya rticipation
  • 1.5.2.7. Tenet VI: The Value-perspective
  • 1.5.3 Conclusion
  • Notes and References
  • 6 Concepts of Sustainability, Participation and Empowerment
  • ABSTRACT
  • 1.6.1 Introduction: Development Re-visited
  • 1.6.1.1 Search for New Paradigms
  • 1.6.2 Sustainability
  • 1.6.2.1 The Ecological and Economic Dimension
  • 1.6.2.2 The Social Dimension
  • 1.6.3 Participation
  • 1.6.3.1 Participation at Micro and Macro Levels
  • 1.6.3.2 Definitions of Participation - a Review
  • 1.6.3.3 Participation in the Indian Context
  • 1.6.3.4 Peoples Participation in Development: Stages of Evolution
  • Fig. 3 Evolution of the concept of peoples participation
  • 1.6.4 Empowerment
  • 1.6.4.1 People are Capable
  • 1.6.4.2. The Powers to be Restored to People
  • Notes and References
  • Section 2 THE EXPERIENCES
  • 7 Communitizing Education - A Few Cases
  • ABSTRACT
  • 2.7.1 The Pauta Experiment
  • 2.7.1.7 The Community
  • 2.7.1.2 The Institution
  • 2.7.1.3 The Interaction
  • 2.7.1.4 Positive Responses
  • 2.7.1.5 Beyond the School
  • 2.7.1.6 Putting People First: Not me, but Thou.
  • 2.7.1.7 The Withdrawal
  • 2.7.2 The HMT Colony Experiment
  • 2.7.2.1 The Institution
  • 2.7.2.2 The Entry
  • 2.7.2.3 Interface with NSS Programme Officers
  • 2.7.2.4 The Survey
  • 2.7.2.5 Meetings of Neighbourhood Groups (NGs)
  • 2.7.2.6 Development Seminar
  • 2.7.2.7 Development Action
  • 2.7.2.8 Problems
  • 2.7.3 The Kottayam Literary campaign4
  • 2.7.3.1 Kottayam Declared as the First Fully Literate Town in India
  • 2.7.3.2 A Campaign Organized by NSS
  • 2.7.3.3 The Strategy
  • 2.7.3.4 Peoples Education and Literacy
  • 2.7.3.5 The Objectives
  • 2.7.3.6 The District Collectors Help Solicited
  • 2.7.3.7 The Idea of 100 Days Comes in
  • 2.7.3.8 The Campaign Brigade
  • 2.7.3.9 Training
  • 2.7.3.10 Formal Inauguration
  • 2.7.3.11 Mass Awareness Programme
  • 2.7.3.12 The Media
  • 2.7.3.13 Folk Art Forms
  • 2.7.3.14 Creativity in Awareness Generation
  • 2.7.3.15 The Instruction
  • 2.7.3.16 The Linguistic Minorities
  • 2.7.3.17 Monitoring and Evaluation
  • 2.7.3.18 Peoples Education Campaigns
  • 2.7.4 The Nalpathimala Experiment
  • 2.7.4.1 The Community
  • 2.7.4.2 NSS Enters the Community
  • 2.7.4.3 Major National Integration Camp and the Home Stay Idea
  • 2.7.4.4 Turning Point: An Exposure Programme
  • 2.7.4.5 The Seeds of Change
  • 2.7.4.6 Summer School
  • 2.7.4.7 Small Savings
  • 2.7.4.8 Neighbourhood Groups
  • 2.7.4.9 Fact Finding
  • 2.7.4.10 Help from SAFP
  • 2.7.4.1 1 A Failure Story
  • 2.7.4.12 Home Stay Programme
  • 2.7.4.13 SAARC Camp at Nalpathimala
  • 2.7.4.14 Toddy Shop Closed
  • 2.7.4.15 Some Observations
  • 2.7.5 PRA on Strengths And Weaknesses ofthe Nalpathimala Experiment
  • 2.7.5.1 Methodology: Participatory Rural Appraisal (PRA)
  • 2.7.5.2 The Strengths
  • (a) New Image for the Village
  • (b) Co-operation and Social Harmony
  • (c) Training and Promotion of Self Employment
  • (d) Conscientization, Knowledge for Life and Childrens Education
  • (e) Improved Facilities for Living
  • (f) Womens Development
  • 2.7.5.3 Weaknesses
  • (a) Failures in the Past
  • (b) Men Folk not Sufficiently Involved
  • (c) Lack of Co-operation from the University
  • (d) Self Employment
  • (e) Poor Co-operation from Erlier Beneficiaries
  • (f) Sustainability Factor not Sufficiently Emphasized
  • 2.7.6 Conclusion
  • Notes and References
  • 8 Learning from Experiences
  • ABSTRACT
  • 2.8.1 Introduction
  • 2.8.2 Learning from Pauta Experience
  • 2.8.2.1 Motivation is a Key Factor
  • 2.8.2.2 Start with What the People have
  • 2.8.2.3 Relationship is of Pivotal Importance
  • 2.8.2.4 Triple Faith
  • 2.8.2.5 Educators are Generally Acceptable
  • 2.8.2.6 Empowering Leads to Sustainability
  • 2.8.3 Learning from HMT Colony Experience
  • 2.8.3.1 If the Approach is Good, the Response is Good
  • 2.8.3.2 The Spirit of being a Change Agent
  • 2.8.3.3 Survey becomes Participatory Research
  • 2.8.3.4 The Entry Point
  • 2.8.3.5 Getting Invited into the Community
  • 2.8.3.6 Skills for Facilitating Development
  • 2.8.4 Learning from Kottayam Literacy Campaign
  • 2.8.4.1 Appropriateness of Campaign Approach in NSS
  • 2.8.4.2 National Service Volunteers
  • 2.8.4.3 Attractive Target, Catchy Slogan
  • 2.8.4.4 Using the Media
  • 2.8.4.5 Motivating People to Participate
  • 2.8.4.6 Combining Creativity with Commitment
  • 2.8.5 Learning from Nalpathimala
  • 2.8.5.1 Creating the Necessary Administrative Will
  • 2.8.5.2 Camps are Tools for Communitizing Education
  • 2.8.5.3 Motivating Volunteers
  • 2.8.5.4 Institutionalizing the Interaction
  • 2.8.5.5 Creative Use of Exposures
  • 2.8.5.6 Success Breeds Success
  • 2.8.6 Commonalities in the Four Experiences
  • 2.8.6.1 Proximity of the Target Area and Urgency of the Situation
  • 2.8.6.2 Initiative and its Social Costs
  • 2.8.6.3 Studentss Involvement
  • 2.8.6.4 The Nature of the Community Organization Process
  • 2.8.6.5 Networking as a Strategy
  • 2.8.6.6 The Making of a Social Movement
  • 2.8.6.7 Vision and Mission Animating the Process
  • 2.8.6.8 NSS and Structural Change in Society
  • 2.8.6.9 Built-in Strengths of NSS which Makes it a Suitable Agency forCornrnunitizing Education
  • 2.8.6.10 Major Hurdles and Challenges
  • 2.8.6.11 Theory of Education Adopted in the Process
  • 2.8.6.12 Visible Results from the Interventions
  • 2.8.7 Conclusion
  • Notes and References
  • Section 3 RECOMMENDATIONS
  • 9 Recommendations
  • ABSTRACT
  • 3.9.1 Introduction: Organization Development (OD) in NSS
  • 3.9.1.1 Organization Development Defined
  • 3.9.1.2 Factors Necessitating Change in NSS
  • 3.9.1.3 lnterventions for Organizational Change in NSS
  • 3.9.1.4 Objectives of the Intervention
  • 3.9.2 Recommendation No. I: Consultations to ~ e f i nDe etails of Intervention
  • 3.9.2.1 Zonal Consultations
  • 3.9.2.2 National Consultation
  • 3.9.3 Recommendation No. 11: Membership in NSS
  • 3.9.4 Recommendation No. 111: NSS should be made a Curricular Activity
  • 3.9.5 Recommendations Regarding Training in NSS
  • 3.9.5.1 Recommendation No. IV: A Training Philosophy for NSS
  • 3.9.5.2 Introducing TCI
  • Fig. 4 TCI symbol
  • (a) The Hallmark of TCI: Living Learning
  • (b) TCIs Major Axioms
  • (c) TCI: the I-We-It-Globe Constellation
  • 3.9.5.3 Appropriateness of TCI in NSS.
  • 3.9.6 Recommendation No. V: National Training and Orientation Centre (NTOC) for NSS
  • 3.9.7 Recommendation No. VI: Structural / Managerial Aspects: Directorate of NSS
  • Fig. 5 Organizational structure for NSS
  • Notes and References
  • 10 A Model for Communitizing Education
  • ABSTRACT
  • 3.10. I Introduction
  • 3.10.2 Networking
  • 3.10.2.1 The Message of Nalpathirnala Experiment
  • 3.10.2.2 NGOs cannot be Ignored
  • Fig. 6 Strengths of NGOs
  • 3.10.2.5 Networkrng: Possible 3ynergy Uutput.
  • 3.10.3 The Networking Model
  • Fig. 7 Networking for communitizing education
  • The Interaction Process
  • 3.10.4 Community Placement Programme (CPP)
  • 3.10.4.1 Objectives of Community Placement
  • 3.10.4.2 Expected Outcome
  • 3.10.4.3 Suggested Course Content
  • 3.10.4.4 Suggested Modus-operandi
  • Fig. 8 Co-ordination of community placement programme
  • 3.10.4.6 Policy-making and Co-ordination
  • 3.10.5 Conclusions
  • Section 4 ANNEXURES & BIBLIOGRAPHY
  • A. Annexures
  • 1) Policy Statement of UGC
  • 2) Area Approach of Social Development A note on Involvement of University Community
  • 3) NSS Regular Activities in Adopted Villages
  • 4) National Policy on Education, 1986
  • 5) New Guidelines on Adult Education
  • 6) UGC Guidelines on Eradication of Illiteracy
  • 7) UGC Guidelines on Population Education
  • 8) UGC Guidelines on Planning Forum
  • 9) IIPA Report on NSS
  • 10) Human Development in India: a Partial Balance Sheet
  • B. Select Bibliography