Online Thesis Search Results

TITLE
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
List of Tables
List of Figures
I. INTRODUCTION
1.1 Introduction
1.2 Objectives and Directions of the Study
1.3 Terms and Concepts Employed in the Study
1.4 Aspects of Hypothesis Used in the Study
1.5 Limitations of the Study
1.6 Conclusion
II. THE NATURE OF NON-FORMAL EDUCATION
2.1 Introduction
2.2 The Concept of Non-Formal Education
2.3 Non-Formal Education in India and Other Countries
2.4 Rural Development and Non-Formal Education
2.5 Role of State and Voluntary Agencies
2.6 Recommendation for NFE in various Education Commissions and National Policies
(a) Kothari Commission (1964-66)
(b) National Policy on Education (1968)
(c) National Policy on Education (1979)
(d) New National Policy on Education (1986)
2.7 Literacy Programme and Adult Education
2.8 Socio-economic and Political Perspectives of NFE
2.9 Teaching Methods and Learning Material for NFE
2.10 Evaluation Scheme of NFE
2.11 Educational Media for NFE
2.12 Open Universities and Distance Education - A New Approach of NFE
2.13 Overlap between Formal, Informal and Non-Formal Education
2.14 Need for Non-Formal Education
2.15 Conclusion
III. PROBLEMS OF THE MASSES IN KERALA WITH REFERENCE TO NON-FORMAL EDUCATION
3.1 Introduction
3.2 Historical Background of Education
3.3 Total Literacy Programmes
3.1 Trend in Literacy -- Kerala 1901-1 991
3.4 Universities in NFE
3.5 Voluntary Organizations in NFE
Kerala Sastra Sahitya Parishat (KSSP)
Contribution of KANFED
3.6 Socio-economic Problems - Unemployment
3.7 The Impact of NFE in the Problems of the Masses
3.8 Conclusion
IV. GANDHI ON EDUCATION AND THE MASSES
4.1 Introduction
4.2 Basic Educational Concepts of Mahatma Gandhi
(a) Concept of Basic Education
(b) Current relevance of Basic Education
4.3 Gandhi an Orientation for Mass Development
4.4 The Role of Literacy in Mass Education
4.5 Rural Education Based on the Craft
4.6 Education for Health and Hygiene
4.7 Rural Development Based on Vocationalisation
4.10 Gandhis Experiments in Education
4.8 The Notion of Personal Swaraj in Education
4.9 Spiritual and Moral Aspect in Gandhian Education
4.11 Conclusion
V. METHODS AND PROCEDURES OF THE STUDY
5.1 Introduction
5.2 The Universe and the Selection of the Sample
5.3 Need and Importance of Tools
5.1 Sample Selected for the Study
5.4 Statistical Analysis of Data
VI. NON-FORMAL EDUCATION AND THE ECONOMIC UPLIFT OF THE RURAL MASSES
(WITH SPECIAL REFERENCE TO THE COASTAL AREA OF ALAPPUZHA DISTRICT)
6.1 Introduction
6.2 Alappuzha District -- A Profile
6.2.1 Population
6.2.2 Socio-economic condition
6.3 Research Problem
6.4 Non-Formal Educational Programmes
6.5 Analysis of Field Information (Data)
(a) Geographical area of the study
6.1 Field Information
6.5.1 Educational qualification of respondents according to sex (Formal and Non Formal)
6.5.2 Job placement of respondents according to sex and education
6.2 Educational Qualification of Respondents According to Sex
6.5.3 Income of the respondents family
6.3 Job Placement of Respondents According to Sex
6.5.4 (a) General employment status of respondents
6.4 Income of Respondents Family
6.5.4 (b) Gender-wise employment status of respondents
6.1 Employment Status of Respondents
6.2 Gender-wise Employment Status
6.5.5 (a) Education and employment relation of respondents
6.5.5 (b) Self employment possibilities below S.S.L.C.
6.5 Education and Employment Relation of Respondents
6.5.5 (c) Employment possibilities after S.S.L.C.
6.6 Self-employment Possibilities Below SSLC
6.7 Employment Possibilities After SSLC
6.5.6 Employment chances according to geographical set-up
6.5.7 Stipend training and non-stipend training relationship
6.3 Stipend and non-stipend training with employment relation
6.5.8 Religion of respondents according to sex
6.5.9 Family income of the respondents
6.8 Religion of Respondents According to Sex
6.6 Non-Formal Education - By Government
6.6.1 Literacy and continuing education programmes
(a) Literacy beneficiaries and literary workers
(b) Employment status of literary trainers
6.10 Literacy Beneficiaries and Literacy Workers
6.4 Employment status of neo-literates
(c) Principal jobs of neo-literates according to sex
(d) From literacy to development
6.11 Category-wise Employment Distribution
6.6.2 Job-oriented training - TRYSEM
6.12 Trends in Literacy-Kerala and Alappuzha District (1961-1991)
(a) Sex-wise distribution of respondents
6.13 Sex-wise and Year-wise Distribution of Pattanakad Block
6.14 Sex-wise and Year-wise Distribution of Kanjikuzhy Block
6.15 Sex-wise and Year-wise Distribution of Aryad Block
6.16 Sex-wise and Year-wise Distribution of Ambalappuzha Block
(b) Sex and age-wise distribution of respondents
6.17 Age and Sex-wise Distribution of Respondents
(c) Age and employment relation
6.18 Age and Employment-wise Distribution of Respondents
(d) Educational background of the trainees
(e) Selection of beneficiaries to various trade
6.19 Respondents Educational Background
(f) Training institutions
6.20 Selection of Beneficiaries to Various Trade
6.21 Attitude towards Training Institutions
(g) Training and employment relation
6.22 Training and Employment Relation
(h) Block-wise employment status
6.6.3 Development of women and children in rural areas (DWCRA)
(a) DWCRA in coastal blocks of Alappuzha district
6.5 Area-wise employment status of TRYSEM
6.23 DWCRA Units in Kerala
6.24 Ambalappuzha Block
6.25 Aryad Block
6.26 Kanjikuzhy Block
(b) Employment possibilities through DWCRA
6.27 Pattanakkad Block
(c) Age and employment relation
6.28 Employment Possibilities through DWCRA
6.6.4 Self employment possibilities after IRDP infrastructure training
6.29 Age and Employment Relation
6.30 Self-employment Possibilities after IRDP infra training
(a) Age and employment status of IRDP infrastructure training
6.7 Employment Possibilities Through Correspondence Courses
6.31 Age and Employment Status - IRDP Infrastructure
6.8 Transformation of IRD to SGSY
6.8.1 Swarnajayanthi Gramswarozgar Yojana
6.32 Employment Possibilities through Distance Education
6.9 NFE - By Non-Governmental Institutions
6.9.1 NFE by Matsyafed
6.33 District-wise Scheme for Ornamental Fish Farming
(a) Age and education relation of respondents
6.34 Age and Education Relation
(b) Age and employment relation
6.35 Age and Employment Relation
6.9.2 NFE by KERDA (Kerala Rural Development Association)
(a) Sex and employment relation
6.36 Sex and Employment Relation of KERDA Trainees
(b) Age and employment relation
6.37 Age and Employment Relation of KERDA trainees Table
6.10 Functions of Libraries
6.11 Conclusion
VII. SOCIO-CULTURAL UPLIFT OF THE RURAL MASSES
7.1 Introduction
7.2 Social Aspect of Non-Formal Education
7.3 Social and Cultural Problems of Coastal Area
7.4 Social Significance of Non-Formal Education
7.4.1 Socio-cultural aspect of literacy programme
7.4.2 Socio-cultural aspect of DWCRA training
7.4.3 Socio-cultural aspect of Mothers training through ICDS
7.4.4 Socio-cultural aspect of NGOs training (Matsyafed and KERDA)
7.4.5 Socio-cultural aspect of distance education and correspondence courses
7.5 Analysis of Socio-Cultural and Political Benefit
7.5.1 Social awareness of neo-literates
7.1 Social Awareness of Literacy Beneficiaries
7.5.1a Age and sex relation of neo-literates
7.1 Age and sex relation of literacy beneficiaries
7.5.2 Social awareness of TRYSEM beneficiaries
7.5.3 Social awareness of DWCRA beneficiaries
7.2 Social Awareness of TRYSEM Beneficiaries
7.5.4 Social awareness of IRDP infrastructure beneficiaries
7.3 Social Awareness of DWCRA Beneficiaries
7.5.5 Social awareness of Matsyafed beneficiaries
7.4 Social Awareness of IRDP infrastructure Beneficiaries
7.5 Social Awareness of Matsyafed Beneficiaries
7.5.6 Social awareness of KEDRA beneficiaries
7.5.7 Social awareness through Distance Education
7.6 Social Awareness of KERDA Beneficiaries
7.5.8 Relation between age and sex of neo-literates
7.7 Social Awareness through Distance Education
7.5.9 Age- and sex-wise selection of audio-visuals
7.8 Relation Between Age and Sex of Neo-literates
7.2 Age- and Sex-wise Selection of Audio-visual Programmes
7.3 Age- and Sex-wise Selection (not T. V. or radio)
7.4 Age- and Sex-wise Selection (radio programmes)
7.5 Age- and Sex-wise Selection (T. V. programmes)
7.5.10 Selection of audio-visual programmes of neo-literates and respondents in general
7.5.11 Selection of audio-visual programmes of TRYSEM beneficiaries
7.9 Selection of Audio-visual Programmes of Neo-literates Respondents in General
7.10 Selection of Audio-visual Programmes of TRYSEM Beneficiaries
7.5.12 Selection of audio-visual programmes of DWCRA and IRDP infrastructure beneficiaries
7.5.13 Selection of audio-visual programmes of beneficiaries of KERDA and Matsyafed
7.11 Selection of Audio-visual Programmes of DWCRA and IRDP Infrastructure Beneficiaries
7.5.14 Selection of audio-visual programmes of ICDS mothers
7.12 Selection of Audio-visual Programmes of Matsyafed and KERDA Beneficiaries 1
7.5.15 Selection of audio-visual programmes of correspondence course beneficiaries
7.13 Selection of Audio-visual Programmes of ICDS Mothers
7.5.16 Reading habit of respondents according to sex
7.14 Selection of Audio-visual Programmes and Correspondence Course Beneficiaries
7.5.17 Reading habit of neo-literates according to sex
7.15 Reading Habit of Respondents According to Sex
7.5.18 Reading habit of TRYSEM beneficiaries
7.16 Reading Habit of Neo-literates According to Sex
7.5.19 Reading habit of DWCRA and IRDP infrastructure trainees
7.17 Reading Habit of TRYSEM Beneficiaries
7.5.20 Reading habit of Matsyafed beneficiaries
7.18 Reading Habit of DWCRA and IRDP Infrastructure Trainees
7.5.21 Reading habit of KERDA beneficiaries
7.19 Reading Habit of Matsyafed Beneficiaries
7.20 Reading Habit of TRYSEM Beneficiaries
7.5.22 Reading habit of ICDS mothers
7.5.23 Reading habit of correspondence course beneficiaries
7.21 Reading Habit of ICDS Mothers
7.5.24 Newspaper reading of respondents according to sex
7.22 Reading Habit of the Beneficiaries of Correspondence Courses
7.5.24a Age- and sex-wise newspaper and magazine reading
7.6 Newspaper Reading of Respondents According to Sex
7.7 Magazine Reading Interest of Respondents
7.8 Newspaper Reading Interest of Respondents
7.5.25 Relationship between reading needs and age of respondents
7.23 Relation Between Reading Needs and Age of Respondents
7.5.26 Political awareness of citizens according to sex
7.5.27 Political party membership according to sex
7.24 Voting Habit of Respondents
7.5.28 Responses on legal awareness
7.5.29 Socio-cultural uplift through womens awareness
7.25 Political Party Membership of Respondents
7.5.30 Organisational capacity of respondents in general
7.5.31 Organisational and leadership status of women respondents
7.26 Organisational Capacity of Respondents in General
7.27 Leadership Status of Women
7.5.32 Reading needs of TRYSEM beneficiaries according to sex
7.5.33 Attitude towards NFE training
7.28 Reading Habit of TRYSEM Beneficiaries According to Sex
7.5.34 Role of NFE in strengthening participatory democracy
7.29 Attitude Towards NFE Training
7.5.35 Attitude towards Gandhian values
7.30 Attitude Towards Strengthening Democracy
7.31 Attitude Towards Gandhian Values
7.5.36 NFE on character formation
7.5.37 NFE in the eradication of social evils
7.32 Attitude Towards Character Formation
7.5.38 NFE on national reconstruction and development
7.33 Attitude Towards Eradication of Social Evils
7.34 Attitude Towards National Development
7.5.39 NFE on attitudinal change of respondents
7.5.40 NFE on life in general
7.35 Attitudinal Change of Respondents
7.5.41 NFE on work culture
7.36 Attitude Towards Change of Life in General
7.6 The Ratio of Governmental and Non-Governmental Training
7.37 Attitude Towards Work Culture
7.38 Category of Training Programmes
7.7 Conclusion
VIII. FINDINGS AND SUGGESTIONS
8.1 Main Objective and Major Findings
8.2 Problems of Beneficiaries
8.2.1 Problems and prospects of self-employment programmes
8.2.2 Investment problems of self-employment
8.2.3 Problems and prospects of the literacy programme
8.2.4 Problems and prsopects of TRYSEM
8.2.5 Problems of Womens enterprises
8.2.6 Problems related to sales and distribution
8.2.7 Nutritional and Health Problems
8.2.8 Professional job placement through NFE
8.3 Literacy and Women
8.4 Analysis of skills acquired by NFE
8.5 Women Empowerment through Non-Formal Education
8.6 NFE and the Rural Youth
8.7 NFE and Social Change
8.8 Efficiency of Implementing Agency
8.9 The Role of Panchayatiraj in NFE
8.10 Problems of Fishermen Community
8.11 Reading Talent of Respondents in NFE
8.12 Audio-visual Media in Non-Formal Education
8.13 Suggestions
CONCLUSION
BIBLIOGRAPHY
APPENDIX I -INTERVIEW SCHEDULE
APPENDIX II
APPENDIX III -LITERACY LEVELS AMONG MAJOR STATES-1995