i

PROSPECTUS
Dipoma in Youth Development and
Social Change
201415
Centre for Lifelong Learning
TATA INSTITUTE OF SOCIAL S CIENCES
(A Deemed University, established under Section 3 of the UGC Act, 1956)
V.N. Purav Marg, Deonar, Mumbai - 400 088
Phone: 91-22-2552 5000 Fax: 91-22-2552 5050
E-mail: stp@tiss.edu Website: http://www.tiss.edu
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INSTITUTE TO BE A UNIVERSITY
Number F, 1122/62-U2,
Government of India
Ministry of Education
New Delhi, the 29th April, 1964
NOTIFICATION
In exercise of the powers conferred by Section 3 of the
University Grants Commission Act, 1956 (3 of 1956) the
Central Government, on the advice of the Commission,
hereby declared that the Tata Institute of Social Sciences,
Bombay, which is an institution for higher education, shall
be deemed to be a University for the purpose of the said Act.
Sd/-
(PREM KRIPAL)
Secretary)
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iii
PROSPECTUS
Dipoma in Youth Development and
Social Change
201415
Centre for Lifelong Learning
TATA INSTITUTE OF SOCIAL S CIENCES
(A Deemed University, established under Section 3 of the UGC Act, 1956)
V.N. Purav Marg, Deonar, Mumbai - 400 088
Phone: 91-22-2552 5000 Fax: 91-22-2552 5050
E-mail: stp@tiss.edu Website: http://www.tiss.edu
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PROGRAMMES SCHEDULE
Diploma in
Youth Development and Social Change
FIRST SEMESTER
Classes June 20 to Oct 04, 2014
Preparatory Leave Oct 06 to 11, 2014
Examinations Oct 13 to 17, 2014
Semester Ends Oct 17, 2014
Vacation Oct 20 to Nov 16, 2014
SECOND SEMESTER
Classes Nov 21, 2014 to Feb. 28, 2015
Concurrent Field Practicum Jan 12 to Feb 14, 2015*
Preparatory Leave Mar 02 to 07, 2015
Examinations Mar 09 to 13, 2015
Field Practicum Mar 16 to Apr 18, 2015*
SEMESTER ENDS April 24, 2015
*Tentative Dates
Notes
(i) On Friday, June 20, 2014, all students have to compulsorily attend the Orientation Session from 3.00 p.m. to 5.00
p.m.
(ii) Classes will be held on Fridays 6.00 p.m. to 9.00 p.m.; Saturdays 10.00 a.m. to 6.00 p.m.
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CONTENTS
Introduction .................................................................................................................................................................1
Academic Structure ...................................................................................................................................................1
Teaching ........................................................................................................................................................................2
Research ........................................................................................................................................................................3
Extension And Field Action .....................................................................................................................................3
Key Positions ................................................................................................................................................................3
TISS Community .........................................................................................................................................................4
About Centre for Lifelong Learning .....................................................................................................................5
Centre for Lifelong Learning Ofers .....................................................................................................................5
Centre for Lifelong Learning Field Action Project ..........................................................................................6
Diploma in Youth Development and Social Change .....................................................................................7
Admission Procedure ............................................................................................................................................. 24
SC/ST/OBC Cell ......................................................................................................................................................... 24
Requirements for Passing the Counselling .................................................................................................... 25
Rules for Prohibiting Ragging ............................................................................................................................. 31
Withdrawal of Diploma ......................................................................................................................................... 32
Fees and Deposites and Other Charges .......................................................................................................... 32
Location and Access ............................................................................................................................................... 34
Enquiries ..................................................................................................................................................................... 34
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1
TATA INSTITUTE OF SOCIAL SCIENCES
INTRODUCTION
The Tata Institute of Social Sciences (TISS) was established in 1936, as the Sir Dorabji Tata Graduate
School of Social Work, a post-graduate school of social work of national stature to meet the emerging
need for trained human service professionals. It was accorded the status of a Deemed University in
1964, and has been funded by the University Grants Commission (UGC) since then.
Since its inception, the TISS has consistently worked for the promotion of sustainable, equitable
and participatory development, social welfare and social justice. It has earned recognition as an
institution of repute from diferent Ministries of the Government of India (GoI); State Governments;
international agencies, such as the United Nations; and the non- government sector, both national
and international. A high degree of freedom and autonomy shape the positive work ethos and
creativity in the Institute facilitating strong linkages between education, research, feld action and
dissemination. In recognition of its social contribution and academic excellence, it was awarded a
5-Star rating by NAAC in 2002. In 2009, TISSs re-accreditation assessment outcome is a grade A
with a score of 3.88 out of 4 (under the new grading system of the NAAC), the highest score by any
institution in the country.
ACADEMIC STRUCTURE
The TISS moved to a new academic structure in February 2006. It currently hosts 9 Schools, 8
Independent Centres, and 3 Resource Centres as indicated below:
Schools
School of Development Studies with 6 Advanced Centres for Women Studies; Study of Developing
Economies; Public Policy, Habitat and Human Development; Study of Developing Societies; Social
Theory; and Population, Health and Development.
School of Education with 2 Centres in Centre for Elementary Education; and Centre for Higher
Education and Development of Indian Language.
School of Habitat Studies with 4 Centre for Climate Change and Sustainability; Centres in Centre for
Science, Technology and Society; Centre for Urban Planning and Governance; and Centre for Water
Policy and Governance; and Centre for Public Health.
School of Health Systems Studies with 4 Centres in Health and Social Sciences; Health Policy, Planning
and Management; Hospital Management; and Public Health.
School of Law, Rights and Constitutional Governance with 2 Centres in Centre for Law and Society; and
Nodal Centre of Excellence for Human Rights Education.
School of Management and Labour Studies with 4 Centres in Human Resources Management and
Labour Relations; Labour Studies; Social Entrepreneurship; and Social and Organisational Leadership
Development.
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School of Media and Cultural Studies with 2 Centres in Centre for Critical Media Praxis; Centre for the
Study of Contemporary Culture.
School of Social Work with 7 Centres in Community Organisation and Development Practice;
Criminology and Justice; Disability Studies and Action; Environment, Equity and Justice; Equity for
Women, Children and Families; Health and Mental Health; Livelihood and Social Entrepreneurship
and Social Justice and Governance.
School of Rural Development with 3 Centres in Community Planning and Governance; Rural
Livelihoods; and Social Development.
Independent Centres
Centre for Lifelong Learning
Centre for Human Ecology
Centre for Study of Social Exclusion and Inclusive Policy
Research and Development
Centre for Research Methodology
Centre for Studies in Sociology of Education
Jamsetji Tata Centre for Disaster Management
Centre for Library and Information Management
Resource Centres
Computer Centre
Publications Unit
Sir Dorabji Tata Memorial Library
TEACHING
The TISS ofers 45 Masters Degree programmes in Counselling, Development Studies, Disability
Studies and Action, Disaster Management, Education (Elementary), Globalisation and Labour,
Health Administration, Habitat Policy and Practice, Hospital Administration, Human Resources
Management and Labour Relations, Media and Cultural Studies, Social Entrepreneurship, Social
Work, Womens Studies, Public Health in Health Policy, Economics and Finance, and Public Health
in Social Epidemiology; Bachelors degree programme in Social Work with specialisation in Rural
Development; and an integrated M.Phil./Ph.D. programme in Social Work, Social Sciences, Health
Systems Studies, and Management and Labour Studies, Master in Library and Information Science,
Master in Law, M.A. in Appplied Psychology with Specialisation in Clinical Pshycology, and M.A. in
Applied Psychology with Specialisation in Counselling Pshycology. Additionally, it ofers 10 Diploma
programmes and 2 Certifcate programme in various felds of study. It also has a lively Study in India
programme, which provides opportunities for international students to study and experience Indian
social realities through a blend of theory and feld experiences.
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RESEARCH
The role of academic institutions like TISS in conducting pioneering research rooted in the context of
societal realities, and aimed at infuencing policy and practice for positive social change, is widely
acknowledged. During 2012-2013, a total of 179 research projects were ongoing at the Institute funded
by Central Ministries and State Governments; NGOs and Trusts; national and international organisations
and industry. Of these, 21 research projects were in multi-disciplinary areas while the remaining were
anchored in various Schools/Centres. The ongoing researches at the Institute are in the areas of child,
youth, women and gender, community development; dalit, tribal and minority issues; education; health;
HIV/AIDS; disaster management; rural and urban issues; governance; natural resource management;
livelihood; agriculture; non-formal sector; human resources management and allied issues.
EXTENSION AND FIELD ACTION
As a part of its extension activities, the TISS has been undertaking innovative feld action projects
(FAPs) since the 1930s. These FAPs focus on the empowerment of marginalised groups, testing
new approaches and strategies in response to changing social realities, facilitating development of
feld-based knowledge and practice-theory continuum, among others. They have always played an
integral role in the curriculum of social work education. Many important institutional innovations
such as Child Guidance Clinics, Social Workers/Counsellors in Hospitals and Family Courts, Special
Cells for Violence against Women and Children in Police Stations began as FAPs of TISS and were
later absorbed into public institutional structures.
KEY POSITIONS
Prof. S. Parasuraman
M.Sc. (Pune), C.P.S. (IIPS),
D.P.D. (ISS, The Hague),
Ph.D. (Mumbai)
Director
Prof. Neela Dabir
M.A., Ph.D. (TISS)
Deputy Director (Administration)
Prof. C.A.K. Yesudian
M.A. (Madras), Ph.D. (TISS)
Professor and Dean,
School of Health Systems Studies
Prof. Surinder Jaswal
M.A. (TISS), Ph.D. (London)
Professor and Dean,
Research and Development
Prof. D.K. Srivastava
M.Com. D.Phil. (Allahabad), F.D.P.M. (IIM-A)
Professor and Dean,
School of Management and Labour Studies
Dr.. Abdul Shaban
M.A. (Delhi), M.Phil., Ph.D. (IIT-B)
Deputy Director,
School of Rural Development, Tuljapur
Prof. Subodh Wagle
B.Tech. (IIT-Bombay),
Ph.D. (Delaware)
Professor and Dean,
School of Habitat Studies
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Prof. Lakshmi Lingam
M.A. (Andhra),
Ph.D. (IIT-Bombay)
Professor and Deputy Director,
TISS Hyderabad Campus
Prof. Arvind Tiwari
M.A., Ph.D. (Sagar)
Professor and Dean,
Students Afairs
Dr. Anil Sutar
M.A., M.Phil., Ph.D. (Karnataka)
Professor and Chairperson,
Centre for Research Methodology
Prof. Anjali Monteiro
M.A. (Poona) and
Ph.d. (Goa)
Professor and Chairperson,
Centre for Media and Cultural Studies
Prof. G.G. Wankhede
M.A., B.Ed., (Marathwada),
M.Phil., Ph.D. (JNU)
Professor and Chairperson,
Centre for Studies in Sociology of Education
Dr. Satish Kannamadi
M.L.I.Sc., M.Sc., I.M. (Shefeld),
Ph.D. (Karnataka)
Acting Librarian
Mr. C.P. Mohankumar
M.Com. (Madras University),
Diploman in Finance Management (ICFA)
Registrar
Ms. Rajee Menon
B.Com. (Mumbai)
Deputy Registrar,
Project Management Cell/
Finance and Accounts
Mr. Dilip K. Shetty
B.Com. (Ranchi),
PGD in PM&IR (XISS)
Deputy Registrar,
Personnel and Administration
Mr. Ramesh Jhare
M.A. (TISS), Ph.D. (YCMC)
Associate Professor and Deputy Registrar
School of Rural Development, Tuljapur
Ms. Geetha Venkateswaran
B.A. (Mumbai)
Assistant Registrar, Academic
Mr. Mustafa Monin
M.Com (Shivaji), D.P.M. (TISS),
F.S.M., PGDEM (Mumbai)
Assistant Registrar, Academic
TISS COMMUNITY
The Institute is home to over 159 faculty members who are consistently involved in teaching,
research, policy making and community-based institutional building. They are supported by 261
technical and administrative staf members and reach out to nearly 1,600 students at any one time.
The TISS community extends far beyond, encompassing an extensive network of partners, former
faculty, researchers, activists, and alumni across worldwide.
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ABOUT CENTRE FOR LIFELONG LEARNING
The Centre for Lifelong Learning (CLL) was established on February 15, 2006, with the objective
of providing training for adult learners in the areas of expertise in the Institute. The CLL was earlier
known as Department of Extra Mural Studies, which was established in 1981.
It caters to two kinds of adult learners: (a) The Professional groups getting trained for their continuing
education and (b) the general population from diverse backgrounds who are outside the formal
education system or those who have not had the opportunity to access formal education system
and want to access training or goal-oriented short-term vocational programmes.
Vision
By promoting the philosophy of lifelong learning, the CLL would maximise the capacities and
potential of adult learners to contribute meaningfully as citizens to create a society that promotes
and protects the values of dignity, equity, social justice and human rights.
Mission
Through extention, training, teaching, and research, the Centre will,
develope lifelong learning as a discipline of study and feld of practice, and,
engage with diverse populations of adult learners, irrespective of caste, gender, class, ability and
age.
Objectives
To devise and implement relevant and need based certifed training programmes for a range of
adult learners towards responsible citizenship.
To prepare and implement a comprehensive strategy for lifelong learning for the elderly and
youth populations.
To integrate Information, Communication, Technology (ICT) in the teaching learning processes.
Become a nodal centre in TISS for Distance Education and e-learning.
CENTRE FOR LIFELONG LEARNING OFFERS
I. Diploma Programmes which are contained in this prospectus.
II. Design and Conduct Customised Short-term Programme.
Some of the current and proposed programmes are:
Participatory Training Methodology
Peer Counselling
Teachers as Mentors
Self-Development and Communication Skill
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Developing Leadership Skills for NGOs
Stress Management
Counselling at the Workplace
Pre-Retirement Planning
Volunteerism.
Some of the recently concluded programmes are:
Capacity Building for Volunteers of Tata Power engaged with Senior Citizens
National workshop for Peer Counsellors on Prevention of Sexual Harassment at the Workplace for
the Reserve Bank of India
Capacity Building Programme for the Zonal Directors and Deputy Directors of Nehru Yuva Kendra
Sangathan
Anubhava 10-week workshop on Interpersonal Skills for the Helping Professionals.
The CLL is part of the Joint Action Committee (JAC), Maharashtra, which has been set up to advocate
for the implementation of policies and programmes formulated by the Central Government
which remain on paper. These policies include the National Policy on Older Persons (NPOP), 1999;
Maintenance and Welfare of Parents and Senior Citizens Act, 2007; and the Indira Gandhi National
Old Age Pension Scheme, 2007.
CENTRE FOR LIFELONG LEARNING FIELD ACTION
PROJECTS
Promoting Childs Right to Play through Community Involvement (completed in 1998).
Developing a Training Package: Reaching out to Children of Alcoholics (completed in 2002).
Monitoring Social Aspects of rehabilitation for Tata Relief Committee (completed 2002) (in
collaboration).
Humanity United in M-Ward (ongoing) (in collaboration).
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DIPLOMA IN YOUTH DEVELOPMENT
AND SOCIAL CHANGE
INTRODUCTION
Youth form an integral part of any society, and are part and parcel of the development process. India
is a young nation, where the youth comprise of more than 40% of the Indian population. India is
one of those developing countries which boasts of a youth bulge, which ensures that the absolute
number of births will rise even if couples have fewer children. As per Census of India 2001, the size of
youth population in the country was 422.3 million, with 219 million males and 203 million females
comprising of above 41 percent of the total Indian population. Youth population in the age group
15-34 years is expected to increase over the coming years as per the population projections. Between
the last and the forthcoming 2011 census, the youth population is expected to increase by 77 million
while during 2011-21 the number would increase by 34 million.
Till a decade back, youth was never a group which was taken seriously. Their issues were either
combined with child welfare programmes [adolescents] or schemes and services for adults [work].
It is only in recent years that that they have been brought into focus and considered a group with
specifc needs and competencies by the state, policy makers, and civil society.
DEFINITION OF YOUTH
Defnitions of youth have changed continuously in response to fuctuating political, economic and
socio-cultural realities. Globally, there has been no standardized defnition of youthhood as a stage
of human development. It has been highly debated in terms of age and characteristics, and has
been defned diferently in diferent cultures and societies. The National Youth Policy document
of 2003 covered the age group of 13-35 years, while the draft National Youth Policy [2012] defnes
youth as those in the age group of 16-30years. The National Youth Policy, 2012 recognizes the
fact that this age group of 13-30 years would have difering social roles and requirements, and
hence, further divided them into three broad sub-groups. These sub-groups are, 16 21 years
[adolescents]; 21-25years [those in the process of completing their education and getting into
careers]; and 2630 years [more or less , settled in their job and personal life]. Since the United
Nations International Youth Year in 1985, the General Assembly of the United Nations has defned
youth as the age group between 15 to 24 years, while it also recognizes the diversity of defnitions
used by Member States. The Commonwealth Youth Programme includes those in the age range
of 15 to 29 years.
The legal defnitions of children, adolescents and youth vary according to the roles expected, and
the services to be provided. The Convention for the Rights of the Child defnes a child as those up to
the age of 18years, which overlaps with the defnition of youth. The ICDS considers its benefciaries
[adolescent girls] as those between 11 and 18 years; the Reproductive and Child Health programme
defnes adolescents as being between 10 -19 years. The legal age for voting in the Central and State
elections is 18 years, while the permissible ages for marriage are 18years and 21 years for girls and
boys respectively. .
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RATIONALE FOR THE DIPLOMA IN YOUTH
DEVELOPMENT FOR SOCIAL CHANGE
There are several organizations and individuals who are directly or indirectly engaged with youth
development. As stated earlier, nearly all the FAPs of the TISS are engaged with youth and issues
[e.g., Prayas with undertrials; Koshish with youth beggars; HUM which promotes a youth forum;
Sathi which works on health issues; CARAT on HIV/AIDS]. Projects like the interventions with NSS
students, the M-Ward project and the vision of the School of Vocational Education also emphasise
engagement with youth. Considering the complexities of change and its efects on youthhood, it is
felt necessary to ofer a certifed training for those who are working with youth in various capacities.
In addition there could be those youth who feel that they would like to understand their own peers
and work towards creating an youth force in the country working towards change.
OBJECTIVES AND LEARNER OUTCOMES
Overall objective: To provide certifed training to those engaging with youth, and youth themselves,
in order to maximize social change through youth development and empowerment
Specifc training objectives
1. Provide knowledge about the issues related to youth, and enable the trainees to contextualize
these issues and gain critical awareness of challenges in todays world.
2. Help the trainees to refect on the institutions/policies/cultural beliefs that infuence the
lives of youth in the process of efecting desired change.
3. Provide the trainees with an understanding of the range of practice skills required when
intervening with youth.
4. Build capacities of the trainees to empower youth to identify their rights and responsibilities
and facilitate their participation in issues afecting them.
5. Help trainees to understand and identify with the value framework underlying the concepts
of social development and the direction of social change.
Learning Outcomes or Competencies
At the end of the course, the trainees would be able to
apply the learnings and upgrade their skills , in their interventions with youth at their current
work situation;
be motivated to reach out to youth populations and use their training to empower large number
of youth , through awareness and skill training.
utilize the learning experiences during the course, for their personal growth and transformation.
Thematic Representation of Knowledge and Skills for
the Course
The overarching perspective would be integral to the entire curriculum, and would be based on the
Human rights perspective and practice
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Constitution of India
Vision of TISS
Core values: human dignity; peace; social justice, sustainability; democratic and participation; equity;
acceptance of diversity and non-discrimination; people-centred.
The dimensions of wellbeing and participation will be addressed in relation to the diferent
categories of youth based on location, gender, class, caste , and ability
All the themes will have a strong element of self introspection and awareness .
The students will be able to refect and process the knowledge domains and gain skills as shown
in the table below. There will be a greater weightage on skills outcomes.
Theme Knowledge Skills
Context
Youth and
Development
Concept of development; Global and
Indias approaches to development;
position of youth in development
processes; globalization and impact on
youth ; processes of marginalization and
exploitation caused by the approach to
development
Cognitive and analytical
skills to process
information and arrive at a
personal understanding of
development
Policies and
programmes
National Policies and programmes related
to youth ; key international policies,
programmes and action plans .
Gain skills to read a
policy, and the steps to
formulating a policy
Youth Identity and
Construction of
youthhood
Construction of Youthhood from diferent
perspectives; characteristics of youth;
heterogenity of youth ;
formation of personal and social identity;
Cognitive and analytical
skills for understanding
youthhood from various
lens. Ability to begin a
process of self refection
and self awareness
Dimensions of Growth
(a) Wellbeing
Family Family life cycle and the role and
relationships of youth at each stage.
Planning and
implementing family life
education programmes;
counselling skills for
youth at each stage
pre- marriage, marriage,
parenting, elderly
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Theme Knowledge Skills
Education Formal , non-formal, higher education,
continuing education; concept of a
learning society
Planning and
implementing life skills
education; non-formal
programmes
Health Concept of health and healthy living;
nutritional needs of youth; reproductive
health; mental health; policies and
schemes; HIV/AIDS; crime;
Awareness and counselling
for specifc health issues
such as HIV/AIDS; drugs;
contraception. Beginning
assessment of mental
health symptoms; peer
counselling;
Work Work as economic participation
and contribution to society;
Situational analysis of livelihoods and
unemployment; opportunities for youth
employability; entrepreneurship; policies
and schemes; work and social identity

Financial literacy, skills
for starting a social and
fnancial entrepreneurship
; accessing fnance ; career
counseling; training
module for career planning
fnances, goal setting;
literacy; fnancial literacy,
computer skills,
life skills
Culture and Lifestyle Scope and Impact of media; social
networks; indigenous culture and local
art forms
Creative use of media; use
of art based interventions
b) Citizenship and
Participation
Civil society initiatives and movements;
Social advocacy and social action
Skills in social action ;
media advocacy;
Social and Political Factors creating Confict at the local
to global levels; concept of non-violent
social change; role of youth in social and
political change; peace initiatives;
Confict resolution
skills; conscious peace
building skills; building
a peace culture in
organizations
Skills for Development Practice
The students will gain competencies in the core practice skills required for working with
youth. These include: communication; relationship building; building resilience; work with
individuals, groups, communities; skills for working in and with organizations; mobilisation
and social action skills; skills related to collection and interpretation of data; art based
interventions.
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COURSES AND METHODOLOGY
Principles for Training
The training would be youth centred, wherein youth would be viewed as
1. A group that has specifc life goals and tasks related to their stage of growth (e.g. education,
identity, work, family).
2. A group that can be mobilized for social and cultural change (e.g., participation in societal
issues).
All categories of youth would be included in the curriculum. However, there would be a greater
emphasis on groups that are marginalized and vulnerable. The courses will also address the needs
of diferent categories of youth based on location, gender, class, caste, and ability. Emphasis would
be on youth in the age groups of 20-30 years of age.
Eligibility for Enrollment
Education : Minimum Std. XII, preferably with some experience in youth interventions.
Age : Minimum 21years.
Methodology
The methodology for organizing the programme would be based on the principles of adult learning,
and would necessitate a participatory, refective, feld based and self-learning mode of teaching.
Duration of the course
One year, Part-time Programme: Fridays from 6:00 pm to 9:00 pm; and Saturdays from 10:00 am. to 6:00 pm
Medium of Instruction : English
SYLLABUS
The courses are largely aligned to the thematic areas mentioned earlier. However, there are certain areas
of knowledge and skills which are merged with certain themes, or integrated with the skills courses.
LIST OF COURSES AND
DISTRIBUTION OF CREDITS
Semester Course Number Course Title Credits
I
YD I Youth Identity and Development 2
YD III Family 1
YD IV Education 1
YD V Health 2
YD VI Work and Livelihoods 2
SC I Skills for working with Youth 2
12 credits
12
Semester Course Number Course Title Credits
II
YD II Programmes, Policies, Schemes and Services
for Youth
2
YD VII Citizenship and Participation 2
SC II Skills for working with Youth 2
6 credits
[Theme based Optional Courses: choice of
two areas of interest]
OC I Youth and Crime 2
OC III Youth and Disaster Management 2
OC IV Yo Youth and Disability 2
OC V Yo Youth and Health 2
4 credits for 2
courses
Sub Total (10 credits for basic courses + 4 credits for skill
based courses + 4 credits for optional courses
Total:
22 credits
SC III Lifeskills Education and Training
[experiential workshops]
2
Field Practicum [could be related to the
electives the student selects]
8 credits
Total 32 credits
COURSE DESCRIPTION
YD I : YOUTH IDENTITY AND DEVELOPMENT
[2 CREDITS]
This course gives an overview of the status of youth in India and the systems & issues infuencing
their development. It also looks at the construction of youthhood from diferent perspectives and
disciplines.
Learner Objectives
1. To understand the development paradigm in India and the global scenario.
2. To develop a holistic profle of youth in India and the construction of youthhood from diferent
perspectives .
3. To gain insights into the critical issues afecting youth with a focus on analysis and policy.
4. To understand the infuence of societal systems on youth
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5. To understand the processes of marginalisation and exploitation , and develop sensitivity
to youth in the marginalized and vulnerable populations.
6. To understand the processes of identity formation in youth.
Course Content
The development paradigm: national and global scenario
Defnition of youth: UN; WPAY; NYP; various schemes
Situational analysis of youth in India: Characteristics of youth based on location urban, rural,
tribal; role: student ,non-student, ; gender; class; caste; ability.,
Construction of youthhood at the national and global levels : key ideas and debates on youth
from several perspectives such as, in the social sciences, psychology, feminist ideology
Identity formation and signifcance in adolescence and youthhood.
Processes of marginalization and exploitation and issues faced by youth.
Infuence of societal systems on youth: Family, Education, Health, Work, Politics, Media,
Information technology
YD II : PROGRAMMES, POLICIES AND
SERVICES FOR YOUTH [2 CREDITS]
This course will examine briefy the various federal and state policies designed specifcally for youth.
Students will examine how and why policies are constructed. They will learn now to evaluate existing
state and national policies and gauge the factors that contribute to, or act as, barriers to the desired
goals.
The course will give an understanding of the schemes available for youth group and will also discuss
the theoretical, methodological, and pragmatic issues involved in conducting youth programmes.
Learner Objectives
1. To understand the concept of social policy and its impact on youth development.
2. To be aware of of the Policies for Youth in the country and at the International level.
3. To know the government schemes and civil society initiatives for youth
4. To know the relevant legislations when working with youth
5. Understand the role of policy, legislation and gain skills in studying these and steps in policy
formulation.
Course Content
Social policy : concept , scope and impact
The need and relevance of a youth policy
National Youth Policy in India -its objectives, focus areas, and implementation
International instruments infuencing the youth e.g,. the MDGs,UNWPAY
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Structure of governance and relevant legislations pertaining to youth RTI, National Skills
Commission ; social policy and advocacy
Government schemes for youth; issues involved with these schemes.
Civil society and governance; role of politics and political parties;
Programmes for Youth; various developmental and preventive strategies and programmes for
youth; Contribution of NGOs and NGO Networks in the feld of education, health and recreation
of Youth, NSS, NCC, Nehru Yuva Kendra, Youth clubs, Scout, Guides .
Steps in formulation of a policy
YD III: FAMILY [1 CREDIT]
This course will familiarize the students about the signifcance of Family as an institution, and the
roles and relationships that the youth experience as a member of a family.
Learner Objectives
1. Understand the family life cycle and the signifcance of each stage in a youths life.
2. Gain skills for conducting family life education programmes.
Course Content
Conceptual understanding of family as a social institution types of families in India; laws and
policies related to the family in India.
Family life cycle and the role and relationships of youth at each stage- pre-marriage; marriage;
parenting- child, adolescent; responsibilities for the elders; changing roles and relationships at
each stage.
Family life education : Planning and implementing a family life education programme; counseling
skills for youth during the family life cycle.
YD IV: EDUCATION [1 CREDIT]
In this course, the student will be able to comprehend the various systems of learning, through the
formal, non- formal, informal systems of education. He/she will understand the specifc signifcance
of lifelong learning in todays context.
Learner Objectives
1. Understand the diferent systems in India for education.
2. Comprehend the importance of lifelong learning in todays context
Course Content
Concepts of learning, teaching and education; purposes of education -knowledge, values,action.
Education in a democracy and as a tool for social change.
Types of learning : formal , non-formal and infomal . The formal system of education in India.
Vocational education.
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Lifelong learning and the concept of a learning society.
YD V: HEALTH [2 CREDITS]
This course will familiarize the student with the health situation of youth in the country, and the
major health issues facing the youth. The concept of health will include physical, mental, nutritional,
and reproductive health, and the concept of deviance and crime.
Learner Objectives
1. Understand the concept of holistic health and need for healthy living.
2. Comprehend the various aspect of health- physical, mental, nutritional, reproductive health
3. Understand concepts of deviance in relation to health and consequences such as crime,
substance abuse.
Course Content
Concept of health and disease ; common illnesses of youth [anemia; T.B.]; disability;
Nutrition and health : causes of malnutrition , measurements of positive health -BMI, ;
Introduction to reproductive health : maternal health , mortality and morbidity, reproductive
rights; contraception; youth sexual and reproductive health behaviour and risks; issues related to
adolescent health
Concept of mental health- shift from mental illness to mental health; common mental disorders;
suicides; substance abuse;
Policies and programmes : National health policy, reproductive health policies and programmes;
mental health policy; National Population policy ; access and utilization of programmes.
Crime : Defnition of crime , and criminalization of vulnerable groups [ indigenous people, DNT,
homeless and street youth, hawkers]; Concept of Youth Deviance; youth alienation and crime;
crimes committed by young people, Recent trends of youth crime and deviance; Criminal Justice
system
Skills would be integrated in the SC course , Skills for Practice
YD VI: WORK AND LIVELIHOODS [2 CREDITS]
The course aims to understand the signifcance of work to a youths identity and well-being. It looks
at the specifc challenges created by the global market and the newer forms of livelihoods, with
emphasis on entrepreneurship.
Learner Objectives
1. To gain an understanding of the trends related to the status of work ,work participation, and
opportunities for youth employability.
2. To know the factors which support/inhibit choices for youth in terms of nature and forms of
work and the efects on youth identity, aspirations, life goals and well-being.
3. Situational analysis of livelihoods and unemployment.
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4. To gain information about the policies and programmes for youth in relation to work.
5. To be exposed to civil society initiatives and movements related to youth and work.
6. To gain an understanding and skills about social and fnancial entrepreneurship.
7. To gain skills for career counselling
Course Content
Status of work and employment in India
Factors which infuence the opportunities for youth work and the choices available to them -
location, political, socio-cultural factors
Work and social identity, and efects of unemployment in terms of economic, pysiological and
psychological health.
Policies and programmes to enable youth to be productive citizens.
Social and fnancial entrepreneurship: Financial education; need for social and fnancial
empowerment; consumer choices and its implications on personal economy; society;
environment, various schemes for access to fnances, savings, budgeting and social enterprise,
fnancial products and services, planning and budgeting tools, skills to understand fnancial
statements.
Skills for starting an enterprise.
Career counselling; career exploration, career change, personal career development and other
career related issues,understanding aptitude, personality, interest and skills.
Skills for career counseling and social enterprise will also be taught in the Seminar course.
YD VII: CITIZENSHIP AND PARTICIPATION [2 CREDITS]
This course believes in the power of youth as mobilisers of change and focuses on their role in
community building and collective action through voluntary action.In this course, the student will
learn about the signifcance of youth participation as a dimension of growth and development.
She/he will be exposed to various civil society initiatives and movements using social action. This
course will address the concept of peace and the causes of conficts at the personal, community, and
national levels, and will help participants understand and participate more efectively in movements
for nonviolent social change.
Learner Objectives
1. Be convinced about the need for youth participation for self-growth and contribution to
society and social change.
2. To understand the skills and tools required for mobilising youth for social change
3. To understand the skills required for volunteer management
4. Understand the factors creating confict and the need for peace initiatives.
5. Be exposed to civil society initiatives and movements and the strategies used.
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Course Content
Concepts of citizenship and participation: political and social participation; roles and
responsibilities as citizens.
Civil society initiatives and movements and strategies used
Factors which create confict at the personal, community, and national levels .
Skills for mobilisation of people, and social action awareness, advocacy, lobbying, networking,
use of media, strategies for protest, policy intervention .
Skills for creative and non-destructive ways confict resolution, and live in harmony; theories of
non-violence
Rights based approach to interventions; instruments and strategies: RTI, PIL,
Building volunteerism among youth
Youth culture: young peoples participation, understanding and meanings of subcultures, life-
styles, and identity
Government schemes for engaging youth in community work: NSS, NYK,
Non-Government interventions: role of youth in social movements; role of training and leadership
programmes
Political engagement of youth: critical understanding of the constitution; historical understanding
of democratic politics in India; party and non-party engagements;
Programme cycle: Programme planning, Implementation, Monitoring and Evaluation
Gain skills of social action and mobilization
Skills for social action and skills in the programme cycle will also be taught in the Seminar
course.
SEMINAR COURSE (SC)
Duration : 90hrs.
Total Credits : 6
The seminar courses are designed for enabling students to integrate classroom inputs into their
repertoire of knowledge and skills in a practical manner. Thus, the seminar course ofer a wide gamut
of experiential learning opportunities to strengthen their competency for efective work with youth.
Seminar courses have thus been proposed as follows:
SC I (2 credits) - Skills for working with Youth-I: Personal and Interpersonal Skills as a Practitioner
SC II (2 credits) - Skills of working with Youth-II: Core Practice Skills for Working with Youth
SC III (2 credits) - Skills of working with Youth-III: Life skills Education and Training Skills for Youth
Work
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SC I: PERSONAL AND INTERPERSONAL
DEVELOPMENT OF THE PRACTITIONER
[2 CREDITS]
Engaging with youth and development work requires the practitioner to have insights into oneself
and as a worker. Working with people also mandates the use of self as a tool for change . Hence, this
course helps the student to consciously refect on oneself performance to enhance practice skills.
Learner Objectives
1. Gains an enhanced understanding of self and is able to engage in self refection.
2. Is sensitized to the values framework when working with youth
3. Realizes the need to recognize stress and learn ways of stress management
Course Content
Self as an instrument of Change :Understanding the self; strengths and attributes; self-awareness,
Self and the other: relationships; prejudices and stereotypes, Values and beliefs;
Value framework for youth work; ethical dilemma;
Communication patterns and skills ; blocks in communication; skills for giving feedback
Emotional self , management of emotions, emotional intelligence
Skills for Stress management.
SC II : CORE PRACTICE SKILLS FOR WORKING WITH
YOUTH [2 CREDITS]
This course believes in the power of youth as mobilisers of change and focuses on their role in
community building and collective action through voluntary action. It focuses on the skills required
for mobilisation of people at the community and linking with other initiatives towards large scale
change.
This course focuses on the core people skills that a practitioner requires in youth work. This
would include working with youth at an individual level, in groups, communities and large youth
populations. These skills would enable the student to function efectively at the micro level and
also at a larger macro level. These skills will be understood in the context of human rights practice
principles
Learner Objectives
1. Understand the human rights practice framework
2. Understand the skills and tools required for mobilising youth for social change
3. To understand the skills required for volunteer management
4. Gain skills for working with youth at the individual level
5. Gain skills for working with a variety of groups
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6. Gain skills for working with youth in a community setting
7. Gain skills for working in an organization
Course Content
Perspectives for interventions: human rights practice, eco-systems model; strengths approach
Phases of work : initial , assessment, problem solving, termination , evaluation, follow up and
transformation.
Skills of individual work with youth : principles and values for working with individuals; concepts
of empathy, objectivity, afrmation, transference, building relationships; assessment of the
person-concern; basic skills of developmental counselling
Working with youth groups: signifcance, defnition, types of groups. Use of programme media;
group phases and dynamics; principles and techniques of group work
Interventions in a community context: concept of a community; analysis of a community;
community dynamics- leadership, power, control, politics of participation,role of youth groups,
strategies of community organisation
Administration skills POSTCORB
Programme Cycle skills
SC III: LIFE SKILLS EDUCATION AND TRAINING SKILLS
FOR YOUTH WORK [2 CREDITS]
This course would focus on skills related to training and group empowerment . These would
be specialized modules related to the thematic areas of the course. In addition a module on
art based interventions would be included, recognises the role of art forms in social change.
The modules would relate to life skills education which is based on the principle of lifelong
learning.
Methodology: The skills will be taught through workshops which will be experiential in nature.
Learner Objectives
1. Be able to develop and implement a programme for life skills education.
2. Be aware and gain beginning skills to use participatory training technology
3. Able to apply basic components of art based interventions.
4. Understand the scope of media and creatively use media for youth work.
5. Be sensitive and practice the techniques of peace education
6. Be able to conduct training for peer counsellors, and youth regarding substance use, HIV/
AIDS.
7. Gain skills to guide youth on issues related to family roles and relationships.
8. Be sensitive to the issues of sexuality and gain beginning skills to guide youth on this issue.
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Course Content
Steps in planning and implementing a lifeskills programme.
Participatory training technology
Art based interventions/therapies dance, music, drama, story telling, painting and drawing.
Appreciation and critique of media; creative use of media ; ICT and use of technology.
Peace education: Techniques to build a peace culture in organisations; non-violent communication
; skills for confict resolution
Peer Counseling
Counseling for substance abuse, HIV/AIDS
Counseling for family life stages pre-marriage and relationships; marriage, sexuality;
parenting
Career counseling and fnancial literacy
OPTIONAL COURSES (OC) - 4 CREDITS
The second semester of this course would have theme based Optional Courses where the student
selects two courses of his/her choice. Apart from the courses mentioned, other optional courses may
be added for eg. Environment, Non formal learning. Partners ofering the diploma may also develop
and ofer courses [ 4 credits] , related to their area of expertise. These courses will be developed
along with the faculty from CLL.
The courses ofered for the frst year would be the following.
OC I Youth and Crime
OC-II Youth, Sexuality and Gender
OC III Youth and Disability
OC IV Youth and Disaster Management
OC I : YOUTH AND CRIME [2 CREDITS]
This course aims to explore patterns of ofenses committed by young people. It also tries to examine
theories which have been put forward to explain ofending in childhood and adolescence; and
assess the interventions and institutions which have been developed to deal with youth crime. The
course will also try to critically examine the criminal justice system existing in our country.
This course will attempt to familiarize the learners with the importance and relevance of crime
prevention especially in the context of young ofenders.
Learner Objectives
1. To understand the major theories dealing with youth deviance.
2. To understand crimes committed by young persons and the reasons for the same, especially
in the Indian context.
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3. To understand the structure and functioning of the criminal justice system in India, and
correctional policies and programmes.
4. To refect on the crime prevention strategies in the global and Indian context.
Course Content
Youth in confict with law; youth in confict areas
Concept of youth deviance; major theories in delinquency and youth deviance, and high risk
behaviour
Criminal Justice System - The legal framework; Indian Penal Code, Code of Criminal Procedure and
Evidence Act, The system - police, prison, judiciary and corrections. Rights of persons arrested.
Issues and trends in Juvenile and Youth justice; issues and strategies in providing services to youth.
Crime prevention; relevance of crime prevention in context of globalization, combating cyber
crimes, terrorism, drug trafcking, family and community role in prevention.
OC II: YOUTH, SEXUALITY AND GENDER [2 CREDITS]
This course is designed to prompt an exploration of common behaviours and attitudes towards
sexuality and gender diferences. This course aims to improve the ability of participants to reduce
gender inequalities in their various homes, organisation and communities. The course also gives an
understanding of how race, class, and sexual orientation and gender intersect with each other to
create social meaning and political impact.
Learner Objectives
At the end of this course the learner will be able to
1. To develop an understanding and perspective on patriarchy
2. Identify the manifestations of patriarchy and consequences on gender inequity.
3. Be aware of the link between sexuality and violence, and be sensitive to the factors causing
violence against women .
Course Content
Youth and sexuality: sexual development and experiences; Sexual preferences, variations, roles,
power, exploration, sex education. Contemporary perspectives on the study of gender and
sexuality, lesbian and gay population
Sexuality : concepts of sex and sexuality; sexuality and violence; sexuality and power, class, caste.
Social construction of gender; gender and identity, basic concepts in gender studies, gender
development
Issues of rape, pornography, trafcking of female youth and initiatives to confront these.
Regulation of sexuality and reproduction by the State.: contraception, moral policing,
consumerism
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Working with women and feminist practice : principles of feminist practice; gender audit; interventions
with trangenders, LGBT groups, women in prostitution. ; civil society initiatives and movements
Legislation, policies, programmes and schemes for women : CEDAW, Domestic Violence Act
OC III: YOUTH AND DISABILITY [2 CREDITS]
Many young individuals with disabilities face a difcult period of upheaval and uncertainty as they
transition from childhood into adulthood, primarily in the area of achieving successful employment
and independent living. For youth with disabilities excluded from community participation and
interaction in their formative years, transition into adult independence in the real world can be
particularly challenging as they face discrimination and attitudinal barriers.
Learner Objectives
At the end of this course the learner will be able to
1. Understand the issues and needs of disabled youth;
2. Critically examine the opportunities, programmes and policies designed for this category of
youth.
3. Be aware of their role in sensitising society with regard to the disabled.
Course Content
Social construction of disability
Categories of disability causes, consequences, treatment, prevention
Disabling environments and their efect on youth -stigma, attitudes, self-esteem,, barriers to access
Impact of disability on daily living, family life, sexuality, identity, work and relationships.
Opportunities, programmes and policies existing in India and elsewhere for the disabled [PWD
Act, coverage of the disabled in other Acts; reservations for the disabled].
Role of youth in advocacy and networking for the cause of the disabled.
Civil society initiatives working for the issues related to disability.
OC IV : YOUTH AND DISASTER MANAGEMENT [2
CREDITS]
Man-made and Natural disasters are increasing, whereby there is a need for skilled persons in society
who could provide help in such situations. The need to understand the mechanisms and practices
required to prevent and intervene in such situations is important.
Learner Objectives
1. Understand the types of disasters, and its link to the paradigm of development , environment.
2. Be informed about the policies and programmes for disaster mitigation.
3. Gain beginning skills in disaster management, in terms of relief, rehabilitation, prevention.
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Course Content
Typology and Phases of Disasters, Characteristics, risks and hazards caused by human interventions
Environment, development and disasters; vulnerability of populations afected by disasters;
Relief, rehabilitation, prevention and preparedness- planning and vulnerability reduction; disaster
response at the individual, family, community and organisational levels;
Community based disaster risk reduction (CBDRR) and community based disaster risk management
(CBDRM), and the use of diferent government schemes .
Role of village volunteers or youths during a disaster.
Issues and challenges in disaster interventions; policies and programmes of the state; role of
multilateral Aid agencies, civil society and NGOs.
Field Practicum [FP]
A distinctive feature of the diploma programme is the emphasis laid on the Field praticum . Field
practicum enables the students to integrate and reinforce the knowledge acquired in the classroom
with actual practice in the feld under competent supervisor. It ofers avenue to the students to test
out in reality what is actually learnt in the class, its a complete experiential learning process.. These
strategies focus on observations, refections and developing insights , and also aims to intervene
and plan strategies in the pratice area.
The learner will be placed in an agency/setting which engages in at least one of the thematic areas
of the Optional Courses selected by her/him.
Duration : 240 hrs
Weightage : 8 credits
Learners Objectives
At the end of the feld practicum the learner will be able to;
1. Apply knowledge and skills obtained in the classroom based on human rights framework on
making appropriate interventions.
2. To understand the agency/organization: its philosophy, structure, functions, activities, and its
resource base
3. To develop an understanding of the problems and opportunities in working with diverse
populations and with youth population in particular
4. To develop the self awareness necessary to assess ones own values, attitudes, feelings,
strengths, limitations, interests and performance.
Field practicum has several processes through which the learner have to move towards completion
of learning of feld realities and developing requisite skills to address them.
Field work: will consist of supervised placements of students in a variety of settings. A continuous
performance assessment of student feldwork will take place through learner recordings supervisory
reports from the feld supervisors. There will be fnal evaluation of the learners performance guided
by prescribed assessment tools.
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ADMISSION PROCEDURE
Last Date for Submission of Application by Post or in Person is Apr. 04, 2014, and the Interviews will
be held on Apr. 28, 29 & 30, 2014. The Interview Dates will be intimated to the eligible candidates
through call letters.
No. of Seats = 30
Age Criteria: All candidates must be 21 year or more at the time of applying for the Diploma
Programmes of the Centre for Lifelong Learning
Education Criteria: Std XII with some experience.
Attendance
(a) Regularity: Every student is normally expected to maintain full attendance in the class as well
as feld work. Also, the fulfllment of required assignment(s) is expected of all students. Any
irregularity in this regard or absence without prior permission will afect the evaluation of the
student concerned and may entail disciplinary action.
(b) Absence from Class: A student is allowed to sit for examinations provided he/she fulflls
the attendance requirements. The minimum required attendance is 75 percent for each
course, i.e., 23 hours of a 30 hours Course (2 credits). In the case of those who exceed 25
per cent of absence but are within 33 per cent, the Chairperson will decide based on the
genuineness of the reasons of the absence whether to permit the student to sit for the
examination. In addition the student will need to do additional course work as decided by
the Course Teacher, to compensate for this absence. If the students absence exceeds that
of the maximum 33 per cent, then he/she will not be permitted to sit for the examination.
A student, who fails to meet the minimum attendance requirements in a semester, will not
be allowed to appear for the examination in that semester. He/She will be permitted only in
the next academic year.
(c) Absence from Field Work Training: A student, who is absent for more than two days in feld
work for any reason, will have to compensate the days of his/her absence in consultation with
the feld work instructor concerned with information to the Field Work Co-ordinator of CLL.
SC/ST/OBC CELL
TISS had set up a Student Cell in 1986, with the fnancial assistance from the then Ministry of Welfare,
government of India, to assist the students from the Scheduled Castes (SCs) and Scheduled Tribes (STs)
for improving their academic performance and optimizing their development in their personal and
social life at the Institute. In 1988, the Institute obtained approval of the University Grants Commission
to set up a Special Cell for SCs and STs, which started functioning in 1989. Recently, the Institute has
incorporated the Other Backward Classes (OBCs) and the Persons with Disability (PWD) into the Cell
with similar objectives.
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The Cell is headed by a Liaison Ofcer on behalf of the Cell facilitates the overall welfare of the
students, staf and faculty belonging to these communities. Besides him, the Cell consists of a
Section Ofcer and a Statistical Assistant.
For further details please contact Liaison Ofcer, Prof. G.G. Wankhede (Ext. 5308) and or Section
Ofcer, Mr. Gaurishankar Kamble (Extn. 5233).
RESERVATIONS
Scheduled Caste, Scheduled Tribe and OBC Candidates
As per the GoI requirements, 15%, 7.5% and 27,% seats are reserved for SC, ST and OBC
candidates, respectively, in all the programmes.
Persons With Disability (PWD)
3% seats are reserved for PWD of which 1% each is reserved for (a) Low Vision/Blindness, (b)
Hearing Impairment, and (c) Locomotor Disability/Cerebral Palsy.
REQUIREMENTS FOR PASSING THE DIPLOMAS IN
YOUTH DEVELOPMENT AND SOCIAL CHANGE
Discipline
Candidates admitted to the Institute will be under the discipline of the Director and other concerned
ofcers. The Director will have the power to take disciplinary action including laying of fnes,
suspensions and/or revocation of registration as a student.
Attendance
(a) Regularity: Every student is normally expected to maintain full attendance in the class as well
as feld work. Also, the fulfllment of required assignment(s) is expected of all students. Any
irregularity in this regard or absence without prior permission will afect the evaluation of the
student concerned and may entail disciplinary action.
(b) Absence from Class: A student is allowed to sit for examinations provided he/she fulfills
the attendance requirements. The minimum required attendance is 75 percent for each
course, i.e., 23 hours of a 30 hours Course (2 credits). In the case of those who exceed
25 per cent of absence but are within 33 per cent, the Chairperson will decide based
on the genuineness of the reasons of the absence whether to permit the student to sit
for the examination. In addition the student will need to do additional course work as
decided by the Course Teacher, to compensate for this absence. If the students absence
exceeds that of the maximum 33 per cent, then he/she will not be permitted to sit for the
examination. A student, who fails to meet the minimum attendance requirements in a
semester, will not be allowed to appear for the examination in that semester. He/She will
be permitted only in the next academic year.
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(c) Absence from Field Work Training: A student, who is absent for more than two days in feld
work for any reason, will have to compensate the days of his/her absence in consultation with
the feld work instructor concerned with information to the Field Work Co-ordinator of CLL.
Assessment Unit
Each course of study, credited or non-credited, taught or feld related, or research study, will be
assessed through the following assessment unit types with prescribed weightages, as per a pre-
defned schedule, which is provided at the commencement of a semester. These may involve
individual or group work:
(a) Assignmentswhich are held in the course of the semester, conducted as individual or group
assessments.
(b) Class presentationsindividual or group which are held during the semester.
(c) Refective journals or feld diaries
(d) Reports or dissertations or productions
(e) Faculty assessment of class participation or feld work, or process aspects of feld work or
dissertation/research.
(f ) Written tests (open book, closed book, take home) conducted during or at the end of the
semester
(g) Viva/oral test or examination
(h) Observation by faculty/supervisor
(i) Non-credited compulsory requirements of programmes require certifcates of participation/
completion and also include evaluative components, which may be mentioned in testimonials.
(j) No course has only one type of evaluation instrument. Each course has at least an assignment and
end semester examination. The end semester examination weightage will not exceed 60% of the
course.
(k) In general the total number of assessment units will not exceed the number of credits of the
course. For e.g. a two credit course is assessed by two units of assessmentan assignment
and an examination or two assignments or two tests.
Grading Scheme
(a) An eleven point grading scheme from 0-10 is used for grading all assessment units.
(b) The following is the scheme of letter grades, equivalent grade point and qualitative description of the
same.
Letter
grade
Grade points
(for GPA)
Qualitative description of letter grade
A+ 10 Outstanding performance
A 9 Excellent: demonstrating mastery of all learning or assessment
situations
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Letter
grade
Grade points
(for GPA)
Qualitative description of letter grade
A- 8 Very good: demonstrating mastery of most learning or assessment
situations.
B+ 7 Demonstrating thorough competence in most situations.
B 6 Demonstrating moderate competence in most situations.
B- 5 Acceptable: showing moderate competence in some situations,
minimal competence in others.
C+ 4 Minimally acceptable: demonstrating minimal competence
in most situations, while showing considerable capacity for
improvement.
C 3 Not passing, but still showing capacity for improvement or
development.
C- 2 Unsatisfactory performance, marked by lack of engagement or
inability to apply concepts.
D 1 Complete lack of engagement or comprehension; also, frequent
absence.
F and ab 0 Non-completion of assignments or blank responses on a test
indicated as Not Passing -F
Absence or withdrawal from a course is indicated by ab.
(c) The grade point of a course is computed by taking the weighted average of the grade point
received on each assessment unit and rounding of to the higher gradewithout any decimal
place.
(d) A student must receive a minimum grade of C+ equivalent to 4 points, to be considered pass
in a given course.
Programme Completion/Credit Requirements
Fulfllment
(a) The cumulative grade point average (CGPA) is computed as the credit-weighted average over all
courses undertaken over previous and current semesters, of all credits accumulated until that
assessment period. The CGPA is reported to one place of decimal and is also reported at the end
of each semester on the semester grade card.
(b) A student must obtain a minimum CGPA of 4 (equivalent to C+) and satisfactorily complete
the courses equivalent to a minimum of 50% of credits in the frst semester, in order to retain
his/her seat in the programme.
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(c) A student must maintain a CGPA of 4 (equivalent to C+) in each semester, in order to remain
in the programme.
(d) After obtaining the minimum requirement for the frst semester, a student may temporarily
withdraw from the programme, through a written application and with adequate reasons for
the same.
(e) Under any circumstances a student must complete all requirements and accumulate all
requisite credits of a particular programme within fve years from the date of admission into
the programme.
(f ) A student must satisfactorily complete all compulsory requirements, and accumulate the
requisite credits of a particular programme in order to become eligible for the degree.
(g) The programme requirements include credited and non-credited activities.
(h) A student must receive a CGPA of 4 points (equivalent to C+) to be considered to have
completed the programme successfully.
Credit Requirements Fulfllment
(a) The grade earned by a given course will be credited to the student only if he/she has the
requisite attendance.
(b) Students with less than the required attendance will be considered as failed and will be
assigned a zero grade point in the course, even if assignments have been submitted and tests
have been taken. Students will have to repeat the course in a future semester.
(c) Any course may be assessed by a variety of assessment units.
(d) All assignments must be completed and submitted as per the predefned schedule.
(e) Assignments that are submitted after the prescribed limit decided by each programme (i.e.
after the Assignment Due Date, but before an Assignment Closure Date), may be assessed
and a penalty of lowering of grade by 1.00 point may be applied.
(f ) No assignment submissions are permitted beyond the assignment closure date, as prescribed
by each programme. Student will be given 0 grade and the assignment will be considered
submitted as supplementary.
(g) A student must receive a minimum grade of C+ equivalent to 4 points, to be considered pass
in a given course. A student who receives a grade below C+ is expected to improve the grade
by appearing for the improvement exam.
Supplementary and Improvement
(a) Supplementary and Improvement assessment will be announced along with the declaration
of semester results.
(b) Students will apply for supplementary, if they have failed in a given course, or if they have had
to miss examination for any valid reason (sanctioned by the Dean on recommendation of the
Programme Coordinator), or for improvement if they wish to improve their grades.
(c) The supplementary/improvement assessment will be conducted as per a prescribed schedule
involving submission of assignments or examination as prescribed for each course.
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(d) In the case of improvement, the better grade will be considered.
(e) If the student fails to complete a course satisfactorily through supplementary, then the
student will be required to register for Supplementary-2 as per the schedule announced.
(f ) If the student fails to complete the course satisfactorily through Supplementary-2, then he/
she will be declared as failed in the course and will be required to complete the course in a
future semester, along with the requisite attendance, etc.
(g) For all courses completed through supplementary mode, an S will appear on the grade card,
next to the grade. For all courses, where grade is improved through improvement assessment,
an I will appear on the grade card next to the grade. For all courses completed through
Supplementary-2 mode, an S2 will appear on the grade card next to the grade.
(h) Grades received through supplementary/improvement mode will not be considered for
award of prizes and other mentions of academic achievement of the institute.
Re-evaluation
A student, who desires to have a re-evaluation of his/her answer papers, research project, or feld
work/internship performance, shall be required to apply for re-evaluation within 10 working days
after the declaration of results of the semester, by paying the requisite fees. Re-evaluation means
verifcation of grades and/or reassessment of answer papers, research project, assignments, feld
work/internship performance.
Re-evaluation Procedure
(i) A Committee, with the power to co-opt, shall be constituted by the Dean of the School/
Chairperson of Independent Centre to consider the requests for re-evaluation of grades in
courses/research project/feld work/internship.
(ii) The Re-evaluation Committee will ordinarily invite a member of the faculty of the Institute to
re-evaluate, unless it decides for some reason, to invite an outsider. The re-evaluator, however,
will not be a member of the re-evaluation committee and he/she will not be a member of the
Centre to which either the student or his/her examiner belongs to.
(iii) The Committee appointed for considering the requests for re-evaluation in theory courses/
research project/feld work/internship, will meet to appoint examiners based on the expertise
required for requests for re-evaluation in the specifc courses or the area of research/feld work/
internship.
(iv) Courses: Re-evaluation in courses will be:
(a) written examinations conducted by the Institute at the end of the semester,
(b) written assignments in lieu of examinations, and/or
(c) written assignments utilised as a part of internal evaluation, in addition to the examination.
The concerned faculty member, who taught the course and assessed the student, will submit
a note along with the grade sheet and answer book/assignments, with a view to enlighten
the re-evaluator on the course content and the emphasis given by him/her, while teaching
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the course, and the broad criteria followed in the assessment. The answer book of the highest,
lowest and average grades shall accompany the re-evaluation answer book.
(vi) Field Work/Internship: In case of feld work/internship, the re-examiner will review the
following:
(a) Field work/internship recording of the student.
(b) Field work/internship diary of the student.
(c) Records of supervisory conferences submitted by the student.
(d) Supervisory diary maintained by the supervisor.
(e) Mid-term and fnal evaluation form maintained by student and the supervisor.
The re-examiner will meet the student concerned and get a verbal report as regards the work
he/she has done. The re-examiner may also ask questions so as to assess the students feld
work/internship knowledge, skills and attitudes. The re-examiner will also meet the supervisor
and get a verbal report about the students performance. The re-examiner will meet the
student and the supervisor at a joint meeting, if necessary. When a student is placed for feld
work/internship in an agency, where the social worker/senior administrator of the agency
directly supervises the students feld work/internship, there is generally a faculty member
who is in charge of the students placement. In such a case, the re-examiner may meet the
supervisor and the faculty member who is in charge of the student together. The re-examiner
may also meet others concerned, such as the Schools Field Work/Internship Coordinator.
(f ) A student who has applied for the re-evaluation of grade points in a particular course/research
project or feld work/internship will be frst shown the verifed grade point. If the student is
satisfed with the verifed grade point, and gives in writing that he/she is not interested in re-
evaluation, no re-evaluation will be done.
(g) A student, who applies for re-evaluation of a Semester III course(s) after the diploma has been
awarded, should return the deploma certifcates and the grade card. The re-evaluation will be
completed within 6 months.
(h) The re-evaluation procedure will be completed within a timeframe that facilitates the
possibility of the student opting for an improvement/supplementary exam.
(i) A student can opt for improvement examination after the declaration of re-evaluation results,
if the grade is not up to the satisfaction.
(j) In case, the student attempts to re-evaluate a failed grade and is declared failed in revaluation,
then the student is expected to appear for supplementary exam.
(k) Re-evaluated grades are considered for the award of prizes, etc. of the Institute.
Pursuit of Unfair Means
(a) If a student is found copying/cheating/plagiarising in any assessment unit, he/she will
be deemed to have failed in the course and will be required to appear for supplementary
evaluation.
(b) If the same student is found copying/cheating/plagiarising in an assessment unit in any other
following semester/s, he/she will be deemed to have withdrawn from the programme.
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(c) If a student is found copying/cheating/plagiarising in a research project, he/she will be deemed
to have failed in the research project and will be required either to do a research in another area
with the guidance of the Guide, or opt for additional courses in lieu of research project, in the next
academic year.
(e) If a student is found reporting falsely in the feld work/internship recordings, he/she will
be deemed to have failed in the feld work/internship and will be required to repeat the
feld work/internship in another feld work/internship agency in the next academic year in
consultation with the Dean/Chairperson and the feld work/internship supervisor.
Award of Diploma
(a) Students who have successfully completed their programme of study will be admitted to the
degree only at the Annual Convocation.
(b) Notwithstanding anything contained in these rules, the Academic Council may, on the
recommendation of the Director, by a resolution passed with the concurrence of not less
than two-thirds of the members voting, withhold for such a period as they may deem ft,
conferment of any degree to any successful candidate at an examination of the Institute, for
reasons, which, in their opinion, justify such withholding, e.g., unruly or disorderly conduct, or
violence on the Institute campuses, or conviction for an ofence involving violence or moral
turpitude.
RULES PROHIBITING RAGGING
Introduction
1. Ragging in any form is strictly prohibited, within the Institute premises or any part of the
Institute system, as well as on public transport.
2. Meaning: Display of noisy, disorderly conduct, teasing, excitement by rough or rude treatment
or handling, indulging in rowdy, undisciplined activities which cause or is likely to cause
annoyance, undue hardship, physical or psychological harm or raise apprehension or fear in
a fresher, or asking the students to do any act or perform something which such a student
will not do in the ordinary course and which causes him/her shame or embarrassment or
danger to his/her life. Causing, inducing, compelling or forcing a student, whether by way of
a practical joke or otherwise, to do any act which detracts from human dignity or violates his/
her person or exposes him/her to ridicule or forbear from doing any lawful act, by intimidating,
wrongfully restraining, wrongfully confning, or injuring him/her or by using criminal force
to him/her or by holding out to him/her any threat of such intimidation, wrongful restraint,
wrongful confnement, injury or the use of criminal force.
Punishments
The following shall be the punishments for those who are found guilty of participation in or abetment
of ragging. The quantum of punishment shall, naturally, depend upon the nature and gravity of the
ofence as established by the Disciplinary Committee or the court of law.
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(i) Cancellation of admission.
(ii) Suspension from attending classes.
(iii) Withholding/withdrawing scholarship/fellowship and other benefts.
(iv) Debarring from appearing in any test/examination or other evaluation process.
(v) Withholding results.
(vi) Debarring from representing the Institute in any national or international meet, tournament,
youth festival, etc.
(vii) Suspension/expulsion from the hostel.
(viii) Rustication from the Institute for periods varying from 14 semesters.
(ix) Expulsion from the Institute and consequent debarring from admission to any other Institute.
(x) Fine up to Rs. 25,000/-.
(xi) Rigorous imprisonment up to three years by a court of law.
While the frst 10 types of punishment can be awarded by the appropriate authority of the Institute
itself, the last punishment can be awarded only by a court of law.
WITHDRAWAL OF DIPLOMA
The Governing Board, on the recommendation of the Academic Council of the Institute, by a
resolution passed with the concurrence of not less than two-thirds of the members voting, can
withdraw any degree, conferred by the Institute.
Withholding Conferment of Diploma/Certifcate
Notwithstanding anything contained in these rules, the Academic Council may, on the
recommendation of the Director, by a resolution passed with the concurrence of not less than
two-thirds of the members voting, withhold for such a period as they may deem fit, conferment
of any diploma/certificate to any successful candidate at an examination of the Institute, for
reasons, which, in their opinion, justify such withholding, e.g., unruly or disorderly conduct,
or violence on the Institute campuses, or conviction for an offence involving violence or moral
turpitude.
FEES AND DEPOSITS AND OTHER CHARGES
Payment of Fees
The fees and deposits should be paid by Fee Chalaan to any branch of SBI all over India. Fees for First
Semester should be paid before 10th June, 2014, and for Second Semester fees to be paid on or
before 16th November, 2014, and an ofcial receipt to be obtained.
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FEES FOR DIPLOMA IN YOUTH DEVELOPMENT
AND SOCIAL CHANGE ( IN RUPEES)
FEES AND DEPOSITS SEMESTER I SEMESTER II TOTAL
STATUTORY FEES
Tuition Fee 6,000 6,000 12,000
Examination Fee 500 500 1,000
Total 6,500 6,500 13,000
OTHER CHARGES
Internship/Field Practicum - 1,000 1,000
Identity Card 300 - 300
Library 1,000 - 1,000
Library Deposit (Refundable) 1,000 - 1,000
Convocation Charges - 800 800
Development Fund 2,500 2,500 5000
Computer Infrastructure Use 500 500 1,000
Lab Expenses - - -
Equipment Security Deposit - - -
Students Medical Insurance Premium - - -
Caution (Refundable) 2,000 - 2,000
Total 7,300 4,800 12,100
GRAND TOTAL 13,800 11,300 25,100
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LOCATION AND ACCESS
The two Mumbai Campuses of TISS the Main Campus and the Malti and Jal A.D. Naoroji Campus
Annexe are both located in Deonar in the North-East Section of Greater Mumbai. The Main Campus
is situated opposite the Deonar Bus Depot on V.N. Purav Marg, earlier known as the Sion-Trombay
Road. The Main Campus houses most of the Schools, Centres, and the administration. The nearest
local railway station is Govandi. State Transport (ST) buses from Kolhapur, Solapur, Goa, Pune, and
other cities pass by the Institute and the nearest ST bus stop is Maitri Park. The BEST bus stop nearest
TISS is the Deonar Bus Depot.
Locations Bus Routes
From Dadar Station : 92, 93, 504, 506, 521 (all Ltd.)
From Chhatrapati Shivaji Terminus : 21 (Ltd.).
From Bandra Station : 355, 358, 505 (all Ltd.) and 371
From Kurla Station : 362 and 501 Ltd.
From Sion : 352
ENQUIRIES
1. TISS Care
Tel. No.: 2552 5252
For further information, please contact or write to:
2. Prof. Lata Narayan
Chairperson
Centre for Lifelong Learning
Tata Institute of Social Sciences
V.N. Purav Marg, Deonar, Mumbai - 400 088
Tel. No.: 2552 5681
E-mail: cll@tiss.edu lamen@tiss.edu
3. Section Ofcer
Short-Term Programmes
Tata Institute of Social Sciences
V.N. Purav Marg, Deonar, Mumbai - 400 088.
Tel.: No.: 2552 5253/5682
E-mail: stp@tiss.edu cll@tiss.edu dilip@tiss.edu
Fax: 91-22-2552 5050
URL: http://www.tiss.edu