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ASSIGNMENT SOLUTIONS GUIDE (2020-2021)

MRDE-101: Rural Social Development
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions
given in the Assignments. These Sample Answers/Solutions are prepared by Private
Teacher/Tutors/Authors for the help and guidance of the student to get an idea of how he/she can
answer the Questions given the Assignments. We do not claim 100% accuracy of these sample
answers as these are based on the knowledge and capability of Private Teacher/Tutor. Sample
answers may be seen as the Guide/Help for the reference to prepare the answers of the Questions
given in the assignment. As these solutions and answers are prepared by the private teacher/tutor so
the chances of error or mistake cannot be denied. Any Omission or Error is highly regretted though

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every care has been taken while preparing these Sample Answers/Solutions. Please consult your own
Teacher/Tutor before you prepare a Particular Answer and for up-to-date and exact information, data

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and solution. Student should must read and refer the official study material provided by the
university.

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Long Answer Questions
Attempt any One of the following:
98 80 E
Q1. Trace the evolution of educational services for women in India.
82 26 NM
Ans. In pre-independent India, the formal system of education was created essentially with the
objective of utilizing the educated for serving the British administration. In the initial years, women
had little or no access to formal education, especially in rural areas. It was so partly because society at
that time could not conceive of their role as government servants. In subsequent decades, as the
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formal system of education began to spread, the role of education as a liberating force came to be
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recognized and increasingly felt. Thus began the advocacy of the access of girls and women to the
formal system of education. But it received little response. Only few girls belonging to urban upper
and middle class families entered the formal system of education in the late 19th century. The low
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participation of women in education at that time is evident from the fact that female literacy just after
Independence was a mere 7.9 per cent compared to the male literacy rate of 24.9 per cent (Census of
India, 1951).
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When India attained Independence, free education to all children up to the age of 14 years was made
a constitutional provision. At the take off point in 1950-51, the status of female education and female
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literacy rates in India were abominably low and gender gaps stark. Ever since, the education of this
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population segment has been a matter calling for concerted efforts. A host of socio-cultural conditions
that have traditionally caused the low participation of girls and women in the education process
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gradually began to be recognized and addressed. The education infrastructure was also inadequate
and India was poised to simultaneously tackle multiple needs to bring about any change in the
educational attainment levels of the country’s population, particularly of the female population.
The First Five-Year Plan (1951-56) advocated the need for adopting special measures for overcoming
the barriers to women’s education. Education facilities were provided for girls by way of elementary
education, secondary education, university education, technical education and adult education.
During the Second Five-Year Plan (1956- 61), the emphasis continued on the overall expansion of
educational facilities for women. The Government of India set up a National Committee on Women’s
Education in 1958. The committee, after reviewing the education of women in India since 1900, made
special recommendations to bring women into the fold of formal education.
Following the recommendations of the National Committee on Women’s Education, Education and
Training of Rural Women 31 the Government of India constituted the National Council for Women’s
Education in India in 1959. As a result, during the Third Five-Year Plan (1961-66), Bal Sevika training

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programmes, condensed school courses and vocational training for adult women were launched.
Apart from this, incentives, such as free textbooks and scholarships, were provided for girls.
The trend continued in the Fourth Five-Year Plan (1969-74) as well. In 1971, a Committee was
constituted to study the status of women in India. The committee recommended provision of primary
schools within walking distance, sustained propaganda by women officials, non-officals, social and
political workers in order to bring every girl into school, particularly in rural and backward areas.
Other important measures recommended were special incentives for areas where enrolment is low
and a system of part-time education for girls who cannot attend schools on full-time basis
Even so, disparities continued in the utilization of these facilities by boys and girls at various
educational levels. Therefore, in the Fifth Five-Year Plan (1974-79), it was decided to step up
enrolment and retention of girls and cut down on wastage by providing textbooks free of cost, mid-
day meals, free uniforms and attendance scholarships. One of the reasons for the low enrolment of
girls was the shortage of women teachers. Scholarships were, therefore, given to girls who enrolled in

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the teacher’s training course.
Based on the recommendations of the Committee on the Status of Women in India, women’s
education was included as a major programme under Women and Development during the Sixth

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Five-Five Plan (1980-85). Adult education centers for women were set up during this period to
provide education in health, nutrition and family welfare. The Adult Education Programme aimed

76 50 NT
not only at making people literate, but also at modification of the contents so as to highlight the role
played by women in the family and community. It was envisaged to :
• provide more crèches, so that girls would not have to stay out of school to look after their
siblings, 98 80 E
• appoint women teachers in rural areas,
82 26 NM
• provide more girl’s hostels, and
• step up the adult education programme
To break away from the stereotype of domestic science courses for women, it was decided to
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concentrate on science courses to increase participation of women in science and technology.
Steps to eliminate gender bias in school curricula were taken in the Seventh FiveYear Plan (1985-90)
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also. Elementary education was made free for girls. All the other incentives, mentioned earlier were
continued.
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Even among rural females, there is caste disparity. To bridge this gap, more scholarships, as
compared to boys, were to be provided to girls of Scheduled Castes and Scheduled Tribes who
studied beyond matriculation.
The National Policy on Education (NPE) 1986, emphasized on female literacy. Provision was to be
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made for measures to increase the enrolment and retention of girls, their participation in vocational,
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technical and professional education and in non-traditional occupations. It suggested that centers be
organised for imparting vocational training and steps be taken for retention of literacy skills and for
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application of this learning in their daily life. Courses for women would also include banking and
credit, entrepreneurship, etc.
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The NPE also recommends that women’s issues should be incorporated in courses of study in various
disciplines, educational institutions be involved in programmes of adult education, legal literacy, use
of mass communication to disseminate information on issues of relevance to women, besides
providing information and training support for socio-economic programmes for women.
Education of girls and women has been central to the National Policy on Education (NPE). The NPE
1968, while emphasizing on Equalisation of Educational Opportunity recognizes that “the education
of girls should receive emphasis, not only on grounds of social justice, but also because it accelerates
social transformation” (section 4c). Carrying forward the same emphasis, the NPE 1986 and Plan of
Action (POA) 1992 have been the inspiring force behind the Government of India’s (GOI) approach
and strategies for female education. These policy documents captured the status of female education
and put in perspective the necessary remedial measures to affect improvements in the area of girl’s
education.

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Q2. Describe various efforts made for the empowerment of Scheduled Castes.
Ans. The leaders of independent India decided that India will be democratic, socialist and secular
country. According to this policy, there is a separation between religion and state. Practicing
untouchability or discriminating a person based on his caste is legally forbidden. Along with this law,
the government allows positive discrimination of the Depressed Classes of India.
Empowerment of the Scheduled Castes, economically, socially and politically, continues to be a
priority on the nation’s development agenda, as they lag behind the rest of society due to their socio-
economic backwardness. Under the Constitution, the Parliament may, by law, include or exclude a
community in or from the list of Scheduled Castes specified in notification issued under clause 1 of
Article 341. Presently, 1206 communities, spread all over India, except in the areas of Arunachal
Pradesh, Nagaland, Andaman & Nicobar and Lakshadweep Islands, have been listed as Scheduled
Castes.
The persons belonging to the Scheduled Castes constitute a sizeable portion of our population. Their

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population is 13.82 crore or 16.73 per cent of total population as per the 1991 census. About 81 per
cent of the SC population live in the rural areas. Uttar Pradesh alone accounts for over 20 per cent of
the total SC population of India. Other states with substantial population of persons belonging to SCs

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are West Bengal, Bihar, Tamil Nadu and Andhra Pradesh.
The Ministry of Social Justice & Empowerment is the nodal Ministry that oversees the interest of the

76 50 NT
Scheduled Castes. The Ministry monitors the actions taken by State Governments/UTs and other
Central Ministries for protection and promotion of the interests of Scheduled Castes, besides
implementing programmes for supplementing the efforts for educational, economic and social
empowerment of Scheduled Castes 98 80 E
The Ministry of Social Justice & Empowerment implements the schemes for the development of
82 26 NM
Scheduled Castes as under:
(1) Educational Development: The scheme of “Post Matric Scholarships (PMS) for SC
students”, the largest educational scholarship scheme of its kind in the country to promote
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higher education among Scheduled Castes. Other schemes are Pre-Matric scholarship for
children of those in unclean occupations, hostels for SC boys and girls, Book Bank,
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Upgradation of Merit and Coaching and Allied Schemes for SC students.

(2) Economic Development: National Scheduled Castes Finance and Development
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Corporation (NSFDC), National Safai Karmchari Finance & Development Corporation

(NSKFDC) and State Scheduled Castes Development Corporations are playing a key role at
National and State levels, respectively for economic development of persons belonging to
the Scheduled Castes.
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(3) Protective Measures: Protection of Civil Rights Act, 1955 and Scheduled Castes and
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Scheduled Tribes (Prevention of Atrocities) Act, 1989 are the legislative enactments for
abolishing the practice of untouchability and preventing the incidence of atrocities against
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SCs.
(4) Voluntary Organisations: Voluntary Organisations have proved effective agents of social
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change and development by virtue of their direct linkage with the target groups in the
implementation of educational schemes, vocational training and awareness generation.
(5) Special Mechanism of Special Component Plan and Special Central Assistance for SCs:
It was introduced in 1979-80 and is the most effective instrument to ensure an equitable
share of resources for the overall development of SCs.
In the Ninth Five Year Plan Period, an amount of Rs. 3569.87 crore was released for the welfare of
Scheduled Castes. The approved outlay for the Tenth Five Year Plan period for the welfare of
Scheduled Castes is Rs. 5786.00 crore.
Dr. Ambedkar National Scholarships for meritorious students belonging to SC/ST has been
initiated from the year 2002-03 with the objective of recognizing, promoting and assisting
meritorious students belonging to weaker sections for pursuing higher studies. The number of

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awards is 208 (104 each for SC and ST). In addition to this, 250 special scholarships will be
awarded in proportion to the SC/ST population in States/UTs.

Q3. Critically examine various aspects of the Pre-natal Diagnostic Techniques (Regulation and
Prevention of Misuse) Amendment Act, 2002.
Ans. The Pre-Natal Diagnostic Techniques (Regulation and Prevention of Misuse) Amendment
Act, 2002
Advancement of science and technology has led to the determination of certain genetical defects even
at the foetus stage, or embroynic stage of a baby. This development, through the use of Ultra
Sonographic technique, could result in the improvement of defected embroy even within the womb.
However, due to certain societal pressure, particularly because partiarchial domination, coupled with
the menace of dowry, this technique, which helps in determing the sex of the foetus, has been
misused to elminate the female foetus. The latest Census Report exhibiting a steep fall in the

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population of females in Haryana and Punjab can be attributed to the use of this technique.
Mushroom growth of such diagnostic centres with little control over their functions is another
indication about their misuse. Though the bill was presented in Parliament in 1991 and passed in the

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form of Act in 1994 as preconception and pre-natal diagnostic techniques (Prohibition of Sex
Selection) Act, 1994. However, the misuse was unabted and resulted into amendment in 2002, which

76 50 NT
changed the nomenculture of the Act to Pre-natal Diagnostic Techniques (Regulation and Prevention
of Misuse) Amended Act, 2002 and came into force on 14th of February, 2003. The amended Act
seems to have evolved machinery to check and regulate the growth of such unauthorised centres,
98 80 E
which misuse the scientific technique of detecting diseases for the determination of sex of the foetus.
Salient features of the Act
82 26 NM
Before embarking on the broad features of the Act, it is necessary to acquaint ourselves with some
concepts/terms used in this discussion.
(a) Foetus mean a human organism during the period of its development beginning on the 57th day
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following fertilisation or creation (excluding any time in which its development has been suspended)
and ending at the birth.
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(b) Genetic Clinic Counselling Centre means an institute, hospital, nursing home for genetic
counselling to the patients, while a genetic clinic means a place (clinic, hospital, institute, nursing
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home), which is used for conducting pre-natal diagnostic procedures. To explain it further, it includes
a vehicle, where ultrasound machine or scanner or other equipments, capable of determining sex of
the foetus or a portable equipment, which has the potential of detecting the sex of the foetus during
pregnancy or selection of sex before conception, is used. Similarly a laboratory means and includes a
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place where facilities are provided for conducting analysis or tests of samples received from genetic
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clinic for pre-natal diagnostic test.

(c) Pre-natal diagnostic Procedures means all gynaecological or obstetrical or medical procedures,
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such as ultrasonography, foetoscopy, taking or removing samples of amniotic fluid, chorinonic villi,
embryo, blood or any other tissue or fluid of a man or of a woman before or after conception, for
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being sent to a Genetic Laboratory or Genetic Clinic for conducting any type of analysis or pre-natal
diagnostic tests for selection of sex before or after conception.
The procedure includes the pre-natal diagnostic test, which is meant to be conducted to detect genetic
or metabolic disorders or chromosomal adnormalities or congenital anomalies or
haemoglobinopathies or sex linked diseases.
Regulations by the Act
Regulations in the form of Prohibitions are placed in the Act. The law categorically states that no
genetic counselling centres, laboratories, clinics unless registered, can conduct or associate with or
help in conducting activities relating to pre-natal diagnostic technique. Further, they cannot employ
or cause to be employed or take services of any person, either on honorary basis or on payment, who
does not possess the prescribed qualifications. Similarly, no medical geneticist, gynaecologist,
paediatrician, registered medical practitioner or any other person can conduct or cause to be

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conducted or help in conducting by himself or through any other person, any pre-natal diagnostic
techniques at a place other than a registered place.
Similarly, sex selction on a man or woman or on both or on any tissue, embryo, foetus, fluid or
gametes derived from either or both of them is prohibited. Prohibition is also placed on the sale of
any ultrasound machine or imaging machine or scanner or any other equipment capable of detecting
sex of foetus to any genetic counselling center, laboratory, clinic or any other person not registered
under the Act.
The Act, in a similar fashion, prescribes prohibition on pre-natal diagnostic procedures, unless all side
and after effects of such procedures have been explained to the concerned pregnant woman (b) her
written consent to undergo such procedures has been obtained in the language, which she
understnads and (c) a copy of her written consent is given to the concerned pregnant woman (for
records). Communication of sex of foetus by words, signs or in any other manner to the concerned
pregnant woman or her relations or any other person is prohibited.

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From the date of commencement of this Act, no genetic center, laboratory or clinic or any other
person can conduct or cause to be conducted pre-natal diagnostic techniques, including
ultrasonography for the purpose of determining the sex of the foetus. Nor can anybody be allowed to

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cause selection of sex before or after conception.

76 50 NT
Medium Answer Questions
Attempt any Two of the following:
Q1. Describe the basic nutritional needs of children.
98 80 E
Ans. To keep a child healthy, food in right quantity is required. Everything that we normally eat and
drink can be called ‘Food’. Food is the chief source of essential materials, which the body needs for its
82 26 NM
well being. These essential materials are called ‘Nutrients’. Good food is indispensable for health at
all stages of life and for satisfactory growth during infancy, childhood and adolescence.
Functions of Food: Food provides us essential nutrients which are required for energy, body
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building, repair of tissues, formation of enzymes and hormones, etc. The nutrients present in food can
be placed in one of the following categories:
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• Body Building Foods (Proteins)

• Energy giving Foods (Carbohydrates)
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• Extra Energy giving Foods (Fats)

• Protective Foods (Vitamins and Minerals)
• Water
Body Building Foods (Proteins)
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These foods are very important, as they build the body. They build muscles, brain and many parts of
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the body. A growing child needs more proteins as her body is growing. The foods also repair the
body. After illness, the harm done to the body is repaired by body building food, therefore it is very
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important for sick children to eat more of body building foods. Soyabean and groundnuts are the best
source. Grams, lentils, beans and peas are also good. Common foods like rice, wheat, maize and
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millets are also body building foods, but contain lesser amounts compared to lentils, etc. Animal
products like milk, meat, fish and eggs are vary good, but generally are expensive compared to
lentils.
Energy giving Foods (Carbohydrates)
Energy foods give us strength to work hard. The harder the person works, the more energy she/he
needs. Children need more energy giving foods, as their bodies are growing fast and need more
energy. Cereals, like wheat, rice, bajara, jowar, ragi, potatoes, banana, etc. give us energy.
Extra Energy giving Foods (Fats)
Small amounts of sugar, jaggery, oil and ghee give more energy than rice, wheat, etc. In small
children, who need more energy but can’t eat food in big quantity, addition of these foods helps in
getting adequate energy.

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Protective Foods (Vitamins & Minerals)

Vitamins and minerals are protective foods, as they help the body to work well and fight against
diseases. Green leafy vegetables, dark yellow vegetables and fruits, milk, meat, fish provide vitamins.
Minerals, such as calcium are required for healthy bones and teath, and iron is required for making
blood. Ragi and Bajra are very good sources of calcium whereas dark green leafy vegetables and
jaggery are rich in iron. Use of iodized salt (cooking salt) gives enough iodine in the food.
Water
It is very important to drink plenty of water, especially in summer season, as the body loses water
through sweating. The non-availability of nutrients in adequate quantities can be harmful for our
health, which can be due to various reasons, such as non-availability of food, poor purchasing power,
ignorance, lack of personal hygiene, poor environmental sanitation, faulty food habits, etc. Intake of
inadequate food leads to reduced physical actions. In children, such conditions not only impair
physical development, but also mental development.

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Balanced Diet
There is, however, no single food stuff in which all the nutrients are present in quantities sufficient to
meet the daily needs of the body. This is why a combination of different kinds of foodstuff is essential

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in diet. A diet in which various foodstuffs are mixed in suitable proportions to carry out adequately
the functions described above is known as balanced diet

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Food Groups
On the basis of the predominant nutrients contained in food stuffs, food items are classified into
following food groups.
98 80 E
Q2. Examine the role of NGOs in the elimination of bonded labour in rural areas?
82 26 NM
Ans. It is only in recent years that a group of dedicated individuals took it upon themselves to
challenge the existing feudal order and assist the freeing of many individuals and families from
bonded labour. Vidyullata and Vivek Pandit in Maharashtra, and Swami Agnivesh of Delhi and his
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Bandhua Mukti Morcha (Bonded Labour Liberation Front) have spearheaded protests against bonded
labour. Their call to human rights was heard across the borders in Pakistan and Nepal, where similar
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societies were set up to help resolve the plight of bonded labour. The success in securing the
fundamental right of the bonded labours has been slow, and painful – but the success stories that
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follow the rehabilitation of these individuals are real life chronicles of resilience and a positive spirit
despite a shamelessly exploited past. The silence of the society has tacitly legitimised this human
abuse. There is a need for more pressure groups, national and international, to fight the system of
bonded labour – and a greater need to productively rehabilitate the freed individuals and families in
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the society they rightfully belong to.

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NGOs should always be viewed as important partners and collaborators of government. Such a
partnership should flow naturally and spontaneously from both sides. In the context of eliminating
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forced labour, the Government should invite NGOs for an open dialogue to plan a joint strategy,
instead of expecting NGOs to approach the Government for a partnership role. There are a number of
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good, reliable and committed NGOs, which are largely non-political or apolitical and are based in
remote, interior and inaccessible areas, and which have been working unremittingly to establish the
much needed outreach to the deprived and neglected cross-sections of society (such as the bonded
labourers), carrying hope, faith and conviction to them.
The role that such NGOs can play in eliminating forced/bonded labour can be outlined as follows:
only such NGOs that have the correct understanding of the phenomenon of forced/bonded labour
and, which are willing to work in the direction of the elimination of such labour should be selected.
The help of NGOs of repute and standing at the national and State level should be taken into account
in the selection of such NGOs; such NGOs should be willing to adopt an area specific, time-bound,
need-based, cost-effective and resultoriented approach; they can help the process of creating
associations/groups of already identified and released bonded labourers and involve them in the task
of identification; they can also mobilize SC and ST students and specially those from the landless

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agricultural labour families. Students of the above categories, who also have a rural background,
should be first thoroughly trained and actively associated with the work of identifying bonded
labourers as well as with that of organising the work of relief and rehabilitation; the rural labour
training camps being organised by the VV Giri National Labour Institute should be utilized for
providing the right type of orientation to the student volunteers in handling the delicate task of
identifying bonded labour systems. Training of the student volunteers should primarily focus on the
methodology of conducting a survey in areas where forced/compulsory/bonded labour is endemic on
the basis of existing reports in a discrete and circumspect manner.
All such surveys should be preceded by confidential inquiries in the Bonded Labour neighbourhood
through interaction with members of the local community in a non-intensive manner; while
undertaking the survey with the help of student volunteers, the NGOs are likely to incur the wrath of
vested interests. To counter this, the NGOs would need the support of the representatives of the
people, i.e. MPs, MLAs, MLCs, members of local self-governing bodies, functionaries of all

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development departments, as well as that of officials of the law enforcement machinery. It should be
clearly noted that the existing law has entrusted the responsibility for identifying bonded labour
systems to vigilance committees at the district and subdivisional level. The involvement of NGOs and

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student volunteers with the task of identifying bonded labour systems should, therefore, be with the
full knowledge and approval of vigilance committees and that of the DM and SDM, who head them,

76 50 NT
respectively. It should be clearly noted that the existing machinery at the block, mandal, taluk,
subdivision and district level, is totally inadequate to deal with the enormous task of identifying
bonded labour systems. The officers of the machinery being saddled with their own responsibilities
98 80 E
neither have the time nor the requisite attitude and approach so vitally needed to attend to an
unconventional task, such as identifying bonded labourers.
82 26 NM
What is of vital importance is that the official machinery in all humility should acknowledge the
impossibility of the task and should gracefully involve the NGOs in the entire process of
identification; NGOs work and live with the people at the grassroots level. They have flexibility in
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organisational structure and operations. They have a team of committed and dedicated activists, who
are intimately involved with the working and living conditions of people at the ground level. This
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flexibility and presence of a hardcore team is the greatest strength of the NGOs. Apart from taking
responsibility for the identification of bonded labour through survey and rehabilitation of freed
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bonded labourers, the NGOs can be the most effective medium for transmitting the central message
that the existence and continuance of forced labour is a crime and outrage against humanity; it is a
negation of inalienable human rights. This can be done through print, electronic and through folk-
cultural media. It can also be done through songs, slogans, nukkad nataks (street theatres), skits,
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posters, role play and simulation exercises. The services of such NGOs should be enlisted for this
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purpose, since they have amongst them first-rate creative thinkers, writers, playwrights, singers,
dancers, painters and other artistes, who can be the most effective conduits of transmission of
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messages relating to the elimination of forced labour.

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Q3. What are the constitutional provisions and safeguards adopted in the constitution for the
protection of Scheduled Tribes? Discuss.
Ans. Article 21 of the Constitution of India guarantees the right to life and liberty. The Indian
Supreme Court has interpreted the right of liberty to include, among other things, the right of free
movement, the right to eat, sleep and work when one pleases, the right to be free from inhuman and
degrading treatment, the right to integrity and dignity of the person, the right to the benefits of
protective labour legislation, and the right to speedy justice. The practice of bonded labour violates all
of these Constitutionally-mandated rights. Article 23 of the Constitution prohibits the practice of debt
bondage and other forms of slavery both modern and ancient. Traffick in human beings and begar
and other similar forms of forced labour are prohibited and any contravention of this provision shall
be an offence punishable in accordance with the law.

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Begar is an ancient caste-based obligation, a “form of forced labour under which a person is
compelled to work without receiving any remuneration.” “Other similar forms of forced labour” was
interpreted expansively by the Supreme Court in 1982, when it ruled in the seminal Asiad Workers’
Case that both unpaid and paid labour were prohibited by Article 23, so long as the element of force
or compulsion was present in the worker’s ongoing services to the employer. Examples of force
include overt physical compulsion and compulsion under threat of legal sanction (as for example in
the case of an allegedly unpaid debt), as well as more subtle forms of compulsion, including
“compulsion arising out of hunger and poverty, want and destitution.”
Given the dire economic status of poor, this definition could bring hundreds of millions of people
within its scope. The Supreme Court went on, however, to provide a helpful rule for determining
exactly what situations constitute forced labour. “[W]here a person provides labour or service to
another for remuneration, which is less than minimum wage, the labour or service provided by him
clearly falls within the scope and ambit of the word ‘forced labour’...” All labours rewarded with less

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than the minimum wage, then, constitute forced labour and violate the Constitution of India.
In another landmark case, this one brought on behalf of a group of bonded quarry workers in the
early 1980s, the Supreme Court ruled that “[i]t is the plainest requirement of Articles 21 and 23 of the

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Constitution that bonded labourers must be identified and released and on release, they must be
suitably rehabilitated.... any failure of action on the part of the State Government[s] in implementing

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the provisions of the Bonded Labour System (Abolition) Act would be the clearest violation of Article
21 [and] Article 23 of the Constitution.”
Article 24 prohibits the employment of children in factories, mines, and other hazardous occupations.
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Together, Articles 23 and 24 are placed under the heading “Right against Exploitation,” one of India’s
Constitutionallyproclaimed fundamental rights.
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Article 39 requires the state to “direct its policy toward securing:
• the health and strength of workers... that the children of are tender age not abused and that
citizens are not forced by economic necessity to enter avocations unsuited to their age or
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strength.
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• that children are given opportunities and facilities to develop in a healthy manner and in
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conditions of freedom and dignity and that childhood and youth are protected against
exploitation and against moral and material abandonment.”
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Short Answer Questions

Write short notes on any Five of the following:
Q1. Economic Empowerment of Rural Women
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Ans. Employment and Income-Generation

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The status of women in society depends on a large extent on economic empowerment. If a women is
earning independently the income of the household or if she has control over the productive or even
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non productive assets of the household, her value, esteem and even power of bargaining within the
household, and in the community and the society at large increases. An earning woman has to face
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less attitudes of discrimination in the society than a non earning one, although her dual role as
mother and husband within the family and worker outside puts additional strains on her, which is
not always compensated by her income. Further, women have been found to be more judicious in
spending their income. Additional income of women have been found to have far greater incremental
effect on spending on nutrition, shelter and savings than the additional income of a male. Therefore,
the net income worth of the income of a woman has been found to be higher than that of a man.
Employment and Income Generation
Further, as the ultimate objective of empowering women is to make them economically independent
and self-reliant, special efforts will be made to generate gainful employment through
promotion/expansion of both wage and self-employment opportunities. In this context, the on-going
training-cum-employment–cum–incomegeneration programmes viz. SGSY, SJSRY, PMRY, STEP,
NORAD, etc. will be further expanded to create more and more of employment-cum-income-

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generation opportunities and to cover as many women as possible living below the poverty line. In
these efforts, priority will be given to female-headed households and women living in extreme/abject
poverty.
Women and Micro-Credit
There is a need for a comprehensive Credit Policy to increase women’s access to credit either through
the establishment of new micro-credit mechanisms or microfinancial institutions or strengthening the
existing ones. In this context, expansion of the activities of RMK will receive special attention with
adequate financial support. Efforts will be made to draw lessons from the success stories of various
voluntary organisations, which have already established their credentials in the field of microcredit
for women and encourage them to expand their activities, both within and outside their states. There
will also be efforts to equip all States/UTs with Women’s Development Corporations to provide both
‘forward’ and ‘backward’ linkages of credit and marketing facilities to women entrepreneurs, besides
being active catalysts for empowering women economically. Further, the government will try and

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expedite the earlier efforts of setting up of an exclusive ‘Development Bank for Women
Entrepreneurs’ in the Small Scale and Tiny Sectors.

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Q2. Gender Analysis
Ans. A gender analysis is an intrinsic dimension of policy analysis, it identifies specifically how

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public policy affects women and men differently, it demonstrates that policy and implementation
cannot be gender neutral in gendered societies. Gender analysis is a sub-set of socio-economic
analysis. Its purpose is to reveal the connections between gender relations and the development
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problem to be solved. Its purpose may be two-fold: to “surface” the fact that gender relations are
likely to have an impact on the solution to the problem, and to indicate exactly what that impact is
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likely to be, and alternative courses of action.
It is important to perceive that we live in societies that are permeated by gender differences and
gender inequalities. There is no country in which the outcomes of public policy are equal for men and
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women, but the dimensions of these inequalities are often so deeply embedded that they are difficult
to perceive. Gender analysis reveals these differences, and the fact that in such a social context any
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gender interventions that profess to be gender-neutral will, in fact, reflect and probably reinforce the
imbalances that exist. Gender analysis of various kinds is, therefore, required to bring these
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inequalities to the surface and to the attention of people who can make a difference, so that their
decisions are taken in a manner that is sensitive to and reflects the outcome of gender analysis.
What a good gender analysis should provide:
• Understanding of gender relations;
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• The experiences of women as distinct from, and in relation to, the experiences of men;
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• The ways in which women are producers and contributors to the community under review;
• Information on the ways in which women are subordinate to men. The ways in which
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women’s access to resources, such as land, income, inheritance and political influence is less
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than men’s, and through what mechanisms this inequality is maintained and preserved;
• Analysis of the sexual division of labour;
• Definition of the different but linked activities and responsibilities of women and men;
• The ways in which men’s and women’s activities, in both the productive and socially
reproductive spheres, are both separate and linked, cooperative and conflicting;
• Discussion of fluidities, change and variation in the relationships between men and women,
within their specific social context. This discussion will indicate possible opportunities for
change;
• How are men and women positioned in relation to the resources, constraints and benefits
available in society at large.

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Q3. Nali-KaliA Recipe for Joyful Learning

Ans. The Karnataka government and UNICEF collaborated to create a virtual revolution in education
in Mysore district. The walls in classrooms are hung with colorful charts and craftwork. Children of
different ages are sitting in groups. A child mimics birdcalls. This is a class-room in a government
school. And today’s lesson is about ‘Environment’. But there is no ‘teacher’ here; only a ‘facilitator’.
And, that is not just a meaningless change of nomenclature.
Government schools normally shy away from any change in models of teaching or learning. Nali-Kali
is an exception, having created a veritable revolution in classroom transactions. Nali-Kali or ‘joyful
learning’ was started as an experiment in classroom transaction, spearheaded by the teachers
themselves.
It all began in Heggada Devana Kota taluk in Mysore district. UNICEF had prepared a micro-plan,
which included a survey of in-school and out of school children in the taluk, a primarily SC/ST
constituency. In 1995, M N Baig, Education Officer in Mysore district, along with UNICEF and the

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Commissioner of Public Instruction, decided to revive the micro-plan and look into activity-based
learning. They held a meeting with school teachers in the taluk. The local teachers isolated some
problems that they could tackle themselves. These included absenteeism of children involved in farm

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labour, unattractive curricula and teaching methods, lack of support at home and urban bias in
textbooks.

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The Government of Karnataka has been taking various initiatives to give a fillip to the cause of
primary education. Initiative has been directed at different categories of stakeholders – the
community, teachers and children. Some of the efforts have been successful, some not so successful.
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However, it is an indication that the government is fully aware of the education scenario.
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Q4. Health Problems among Children
Ans. During infancy and childhood, the major health problems identified on the basis of mortality
include the following:
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i)
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Childhood Diseases: Diphtheria, whooping cough, tetanus, measles, tuberculosis and polio
are the six killer diseases affecting children. Fortunately, these are all preventable and the
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Government of India implements the Universal Immunisation Programme to this effect.

ii) Diarrhoea: Insanitary environmental conditions, lack of safe water supply and sanitation
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contribute to the incidence of diarrhoea. It is common during childhood and frequently

results in mortality due to dehydration. It is the largest single killer where deaths occur due
to dehydration and malnutrition. Effective management of diarrhoea is possible at home by
administering oral rehydration salts (ORS), or more simply by a sugar-salt solution.
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iii) Respiratory Infections: Acute respiratory infections, generally pneumonia, result in one fifth
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of mortality under the age of five years. The community health worker can be trained to
recognize the symptoms of pneumonia and administer anti-microbial in appropriate doses to
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prevent death.
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Q5. UDISHA
Ans. Udisha, the national initiative for quality improvement in training of child-care functionaries
and care-givers is fundamental to the improvement in the quality of early childhood care for survival,
growth and development. Udisha recognizes parents and communities as the ultimate link in the
training chain, where behavioural change must take place to promote care, development and active
learning of the young child.
It envisages a key transformation in approaches to training of child-care functionaries and care-giver
education. This is through a holistic approach to the young child, reflected in a new child centred
curriculum that is structured along the life cycle and development continuum of the child. This pulls
together different sectoral interventions in a right perspective. Greater emphasis is placed on
addressing the development needs of the prenatal – under three years period. The emphasis is on
locally responsive participatory learning and action processes.

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Udisha seeks to address the physical, social, emotional and intellectual development of children by
promoting a convergence of actions in the areas of health, nutrition, early learning and better
parenting. It also promotes affirmative action to raise the status of women and support improved care
of women and girls (not only by them) as well as enhanced involvement of men and families in child
care.
Udisha is seen as an important element in empowering child-care workers, parents and communities
for a continuous process of assessment, analysis and informed action – to promote the fulfillment of
young children's rights in the communities in which children live, grow and develop
Main features of Udisha
(1) Revision of syllabus: The syllabus is being reviewed, so that it responds to the changing
needs of the community and the AWW, thus contributing towards the ownership of the
AWC. The evised syllabus is modular where each module is self-contained, yet reflects the
necessary link. All modules will follow the life cycle approach in terms of philosophy and

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content. The syllabus and materials, therefore, focus on age-specific holistic interventions
across the life cycle to promote early childhood care for survival, growth and development.
This includes a focus on the critical prenatal stage, and the under three years period of early

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childhood, where early care for survival, growth and development is especially important.
The revised syllabus focuses on the AWW as a communicator, a facilitator and a mobiliser.

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The Foundation focuses on the importance of childcare, communication skill, personality
development, self-assessment and evaluation. The syllabus focuses on practical ways of
carrying out activities, participatory methodologies and experiential learning. The AWW is
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encouraged to carry out self-assessment and self-evaluation, so that she can enhance her
capability, and know where she is going right and where she is going wrong, where she
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needs assistance and to seek guidance for the same.
Each self-contained module of the syllabus comprises practical learning. For example,
Udisha explains that nutrition is more than the supplementary food distributed at the
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AWC. The entire issue of food, its production and distribution within the family, health and
caring practices also has to be considered. AWWs are, thus, enabled to promote health,
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caring practices and also household food resources. The CDPOs are responsible for
providing the linkage with other programmes. Each module also contains training/learning
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materials for the AWC, such as flip boards, animated booklets, etc.
(2) Integration and coordination of training: To deal with the problems of heterogeneous
groups of trainees in different training situations, every State has been asked to prepare its
own training action plan and training calendar. This process of planning and training
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involves issues like who is to be trained, what they need to be trained on , where and by
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whom they need to be trained, how they need to be trained and when the training will take
place, etc.
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(3) Refresher training for AWWs by training teams: Each state is encouraged to develop
innovative training strategies and curriculum in response to area specific needs like
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women’s empowerment, early learning, community based monitoring, disability

prevention and management, monitoring and progamme planning, etc.
(4) Technical support and institution building: The scheme also encourages the apex body
like NIPCCD to develop into a center of excellence and premier institute of child
development. It encourages a dynamic collaboration with India’s leading institutes like
National Institute of Nutrition, NCERT, National Institute of Urban Affairs, and NIHFW.
(5) Monitoring: Emphasis is being paid into rationalizing reporting system in ICDS. In the
programme Udisha, the anganwadi worker is supported in community based monitoring,
in promoting assessment, analysis and action, closest to the level at which data is generated
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Q6. Krishi Shramik Samajik Suraksha Yojana, 2001

Ans. In view of long pending need of some social security cover to the agricultural workers, the
Government launched the Krishi Shramik Samajik Suraksha Yojana-2001 w.e.f 1st July 2001 through
Life Insurance Corporation of India. In the first stage, the scheme is being implemented in selected 50
districts to cover 10 lakh agricultural workers @ 20,000 workers from each district over the period of
three years. The scheme envisages to provide life-cum-accident insurance, money back, pension and
superannuation benefits to the agricultural workers.
Under the scheme, the worker is required to pay Re.1/- per day, or Rs.365/- per year and the
Government contribution is Rs.2/- per day or Rs.730/- per year per beneficiary. About 1.74 lakh
agricultural workers have been covered under the scheme as on October 31, 2002.

Q7. Meaning and Significance of Social Legislation

Ans. When unequal distribution of wealth exists in a society or when social justice is denied to certain

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sections of people, laws are enacted by the State to bring back equilibrium. These laws (legislations)
are called social legislations.
In the words of Hogan and Inni, "Social legislation embraces action by government authority to

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eliminate elements, which are objectionable and substitute elements for which the system does not
make provision". Social legislation, therefore, endeavors to remove inequalities, thus, benefiting the

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whole community rather than, few individuals. It adjusts, supplements and, at times, replaces the
existing law. Social legislation, therefore, not only ameliorates the social conditions of people, but also
bridges the gap between the demands/expectations of a society at a given time and the existing laws.
Significance of Social Legislation 98 80 E
• Social legislation is different from other legislations, as its emphasis is mainly to reflect the
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legislative policy of establishing social justice on humanistic and egalitarian principles.
• It comes to the help of the weak, oppressed and disadvantaged sections of the society.
• It always attempts to remove exploitation and bring about social, economic and political
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justice.
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Q8. Family courts

Ans. Family courts are specialized type of courts entrusted with the disposal of cases concerning
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disputes relating to the family. In brief, these courts deal with litigation concerning marriage and
divorce, maintenance, guardianship and the property of spouses. They are established under the
Family Courts Act, 1984 (Act No. 83)
Objectives of family courts
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The objectives of family courts (as stated by the legislature) is to promote conciliation in, and secure
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speedy settlement of disputes relating to marriage and family affairs. Besides this, the idea
underlying the movement for family courts is that ordinary courts with their conservative
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atmosphere, setting and procedure, cannot appropriately deal with family disputes in the proper
spirit. There is also the feeling that all matters concerning a family should be settled speedily in one
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court.
Establishment of family courts
Once the Central Government notifies that the Family Courts Act shall come into force in a particular
State, the State Government (after consulting the High Court) can establish such courts within the
State
Qualifications for appointment as a judge of a Family Court
A person to be appointed must (a), for at least seven years, have held a judicial office in India or
worked as a Member of a Tribunal or held a post under the Government, requiring special knowledge
of law, or (b) for at least seven years, have been an advocate of a High Court. Besides this, a person
possessing such other qualifications as the Central Government may, with the concurrence of the
Chief Justice of India prescribe, is also eligible. A person cannot be appointed after the age of 62 years.
The Act suggests that in selecting persons for this appointment, every endeavour will be made to

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ensure that persons committed to the need to preserve the institution of marriage and to promote the
welfare of children, and persons qualified to promote conciliation and counseling are selected. It is
specifically laid down that preference shall be given to women. Social welfare agencies can be
associated with the Family Court. It can also utilize the services of counsellors. Some machinery is
needed to make available the services of a counsellor at the early stage. It is necessary that before
legal proceedings are commenced or even contemplated, a party is advised to go for counselling so
that the matter can be settled peacefully.
Jurisdiction of Family Courts
The kind of disputes over which the Family Court has jurisdiction comprise suits or proceedings
concerning marriage, divorce, maintenance and guardianship.
Once a Family Court is established for an area, its jurisdiction (in regard to the specified matters) is
exclusive. Neither the district court nor a subordinate civil court or Magistrate can have jurisdiction
on these matters. Even pending matters have to be transferred from the other courts to the Family

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Courts.
Approach of the court
The Family Court is required to make an effort in the first instance (consistent with the nature and

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circumstances of the case) to “assist and persuade” the parties in arriving at a settlement in respect of
the subject matter of the suit proceeding.

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Decree passed by the family court
A decree or order passed by a Family Court shall have the same force and effect as the decree or order
of a civil court and shall be executed in the same manner.
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