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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