Programme Project Report (PPR)

on

Master of Social Work (MSW)

(Two Year Postgraduate Programme to be offered from
2023-24 academic sessions onwards in CBCS mode)

Submitted to

University Grants Commission (UGC), New Delhi

Submitted by

Krishna Kanta Handiqui State Open University (KKHSOU)

Guwahati, Assam

March, 2023

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 CONTENTS
1. Overview
2. Programme’s Mission and Objectives
3. Relevance of the Programme with KKHSOU’s Mission and Goal
4. Nature of Prospective Target Group of Learners
5. Appropriateness of Programme to be Conducted in Open and Distance
Learning Mode to acquire Specific Skills and Competence
6. Instructional Design
6.1 Curriculum Design
6.2 Programme Structure
6.3 Duration of the Programme
6.4 Definition of Credit Hours
6.5 Faculty and Other Support Staff Requirement
6.6 Instructional Delivery Mechanisms
6.7 Identification of Media – Print, Audio or Video, Online, Computer Aided
6.8 Learner Support Services
7. Procedure for Admissions, Curriculum Transaction and Evaluation
7.1 Procedure for Admission
7.2 Curriculum Transaction
7.3 Assessment and Evaluation
7.3.1 Formative Assessment
7.3.2 Summative Assessment
7.3.3 Assessment of Seminar/Presentation/Project and Dissertation
8. Requirement of Laboratory Support and Library Resources
9. Cost Estimate of the Programme and the Provisions
9.1 Programme Development Cost
9.2 Programme Delivery Cost
9.3 Programme Maintenance Cost
10. Quality Assurance Mechanism and Expected Programme and Course
Learning Outcomes
10.1 Quality Assurance Mechanism
10.2 Expected Programme Outcomes
10.3 Learning Outcome based Curriculum Framework (LOCF) of the MA in
Political Science Programme
11. Annexure I: Structure of MA in Political Science Programme
12. Annexure II: Detailed Course-wise Syllabus of MA in Political Science Programme
13. Annexure III: Guidelines for Seminar Paper Presentation
14. Annexure IV: Guidelines for Project/Dissertation
15. Annexure V: List of Assigned Faculty (course-wise) in MA in Political Science
Programme
16. Annexure VI: Common Basket of AECs and VACs for PG Programmes

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 KRISHNA KANTA HANDIQUI STATE OPEN UNIVERSITY

PROGRAMME PROJECT REPORT

MASTER OF SOCIAL WORK (MSW)

1. OVERVIEW
Master of Social Work (MSW) is a two year postgraduate programme proposed to be offered
from July 2023 academic session onwards. The programme is offered in Choice Based Credit
System (CBCS) mode in pursuance of the notifications, guidelines and regulations of the UGC
released from time to time. Further, the programme also incorporates the broad and
overarching ideals and principles of National Education Policy (NEP) 2020 while preparing the
structure of the proposed programme. Besides, the framework proposed by the Draft National
Credit Framework released in September 2022 has also been kept in view in designing the
programme. In addition, the notification and the Model Framework of the Department of Higher
Education, Government of Assam, dated January 25, 2023 regarding the implementation of the
NEP 2023 in the State of Assam has also been considered in preparing the proposed
programme.

The 35th Academic Council of the University has, accordingly, adopted various provisions of the
Curriculum and Credit Framework of the UGC in terms of credit requirement, provision of
lateral entry and exit, and adoption of multidisciplinary/interdisciplinary focus in designing and
delivering different. Also, the assessment and evaluation method has also been revised to letter
grades with Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA).

The Programmes on offer, thus, incorporate discipline specific core (DSC) courses along with a
set of elective courses (DSE) both from disciplines as well as allied disciplines, which are
expected to offer the learners wider exposure and opportunities. Besides, bundles of courses
are also being provided as ability enhancement courses (AEC) and value added courses (VAC) to
fulfil requirements of the NEP 2020.

Notably, the academic disciplines of the University are organised as School System; hence, it is
expected that implementation of multidisciplinary/interdisciplinary programmes and courses

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would be relatively smooth and undemanding. To this effect, learners are allowed to take
courses from allied and/or related disciplines and necessary processes for attaching relevant
faculty from related disciplines have been arranged. Further, Ability Enhancement Courses
(AEC) has been included in first and third semesters, while Value Added Courses (VAC) has been
incorporated in the first two semesters. In addition to these, Seminar and Project/Dissertation
works have been incorporated in the second and fourth semesters of the programme. It has
been expected that inclusion of seminar/project/dissertation will help offer you an activity-
based rich learning experience. The University has also registered in the Academic Bank of
Credit (ABC) for seamless transfer of credit allowing flexibility to the learners as mandated by
the NEP 2020.

The Centre for Internal Quality Assurance (CIQA) of the University has organised a number of
meetings and workshops regarding the implementation of NEP 2020 in the context of ODL. With
all the inputs, the faculty of the discipline with the help of Committee on Courses (CCS) and the
Schools of Studies, involving outside subject experts drawn from IGNOU, New Delhi, Tezpur
University and IIT (Guwahati) has designed the proposed Programme and the detail syllabi.
This Programme Project Report (PPR) on Two-Year (semester-based, CBCS) PG Programme in
Social Work is an outcome of this process.

1. PROGRAMME’S MISSION AND OBJECTIVES

The PG programme in Social Work has been offered by the Discipline of Social Work, under the
Surya Kumar Bhuyan School of Social Sciences, KKHSOU. This Master’s programme in Social
Work has been designed in accordance with the UGC Regulations on Open and Distance
Learning, 2020. As already mentioned, syllabi of this Programme have been finalised after a
series of deliberations and discussions with academic experts in the respective field from
Universities of repute, viz., Gauhati University, Bodoland University and Cotton University. The
quality of Curriculum and Syllabus of this programme has been so designed to accommodate the
recent developments in the field of Higher Education in general and the subject in particular.

The overall mission of this programme is to create a pool of human resources that would have
the capability of critically analyzing the socio-economic issues in the society and by applying
their acquired skills can positively contribute towards betterment of the society. More
specifically, the PG programme in Social Work aims at creating an academically sound pool of
human resources who can undertake either serious academic or research activities in the field
of Social Work and Developmental Studies.

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To achieve this overall mission statement, the following specific objectives have been framed:

(a) To equip the learners with knowledge of both classical and contemporary concepts and
issues in the realm of political philosophy including liberalism, neo-liberalism, Marxism,
justice, utilitarianism, etc.
(b) To make the learners aware of the various approaches and tools for investigating
political phenomena in the contemporary period in the form of modern political
analysis.
(c) To make the learners aware of certain dynamic areas of political life at the global,
national and regional levels, ranging from issues in international politics, governance
and administration in India to events and movements taking place at a more regional
level including North East India.
(d) To impart specialized knowledge to the learners with regard to certain specific areas
such as comparative public administration and issues in peace and conflict.
(e) To make the learners aware of the interaction between the political system and its
environment in the form of political sociology.
(f) To enable the learners seek a career in teaching and research in higher educational
institutions and research institutes and explore employment avenues in the NGO sector.
(g) To enable the learners to appear in various competitive examinations under the State
and the Central Governments.

3. RELEVANCE OF THE PROGRAMME WITH THE UNIVERSITY’SMISSION AND GOAL

The PG programme in Social Work offered by KKHSOU has been prepared conforming to the
mission and goals of KKHSOU. This programme follows the following mission and goals of HEIs:
(a) To expand higher education to cover maximum population.
(b) To maintain equity and justice in the field of higher education.
(c) To ensure quality and excellence in higher education.
(d) To create a pool of human resources that can undertake research on important social
issues.
(e) To contribute towards growth and development of the country.

4. NATURE OF THE PROSPECTIVE TARGET GROUP OF LEARNERS

The nature of the prospective target groups of learners of this programme are as follows:
(a) The students who are desirous to obtain a Master’s Degree in Social Work.
(b) All the stakeholders of the society like-development agents, government officials, policy
makers, industrialists, farmers, grassroots workers, who are interested in ensuring a
better standard of living for the people of the society.

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 (c) Persons unable to complete higher education in the normal course of time and who are
interested in Social Work.
(d) People engaged in different avenues who wish to develop their professional skill,
including the aspirants for civil services.
(e) People living in rural and remote area and other disadvantageous conditions but
desirous of higher education in Social Work.
(f) People willing to continue learning with earning.
(g) Persons deprived of higher education in conventional system for variety of reasons.
(h) Denied and deprived sections of people who need education of Social Work to uplift
their economic conditions.

5. APPROPRIATENESS OF THE PROGRAMME TO BE CONDUCTED IN ODL MODE TO

ACQUIRE SPECIFIC SKILLS AND COMPETENCE
The PG programme in Social Work is basically theoretical and therefore, is, in general, suitable
for the ODL mode. The entire programme has been so designed that the learners can learn the
different courses though undergoing the Self Learning Materials (SLMs) designed for the specific
programme. Certain add-on resources, like CDs, community radio programme and counselling
sessions conducted in the study centres, are expected to help the learners clarify their doubts, if
any. Moreover, the video lectures made by the concerned faculty in an readily accessible way also
facilitates delivery of the proposed programme in ODL mode.

6. INSTRUCTIONAL DESIGN
6.1 Curriculum Design
The PG programme in Social Work has been so designed that it meets the standards of CBCS
framework within the provision of the UGC ODL Regulations 2020. Further, programme
attempts at mainstreaming the fundamental principles underlying the NEP 2020 viz. academic
flexibility, awareness about Indian as well as Assamese tradition and culture, ability and skill
enhancement and imbibing values and cultures. Designed with the help of experts in the subject
from other reputed universities in the region, the contents of the syllabi of the various courses
offered under the programme are updated. It may be underlined that while preparing the
syllabi, NEP-2020 Documents, UGC Distance and Online Education Regulations 2020, UGC LOCF
Curricular Framework, Academic Integrity Regulation 2018, UGC-definitions-of-Degrees-July-
2014, syllabi of other Universities and recommendations of Madhava Menon Committee have
been consulted.

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6.2 Programme Structure and Duration
The Two-year (semester-based) PG programme in Social Work has been designed according to
the UGC CBCS Curriculum Framework, National Credit Framework 2022 (Draft) and the broad
guidelines of NEP 2020. The courses have been incorporated such that as the learners move in
the programme, they obtain theoretical concepts starting from the foundational to the
intermediate and then to the advance level. Certain skills like presentation of a research paper in
seminar have also been incorporated in the intermediate semesters. And as the learners move
towards higher semesters, they can attain certain computing and research skills, which will help
them to undertake a socially relevant project activity in the final semester. The overall
programme-structure of the PG programme in Social Work has been shown in Table 1.
Table 1: Programme Structure of PG programme in Social Work

Sem DSC (Core) Elective (DSE/GE) AEC VAC Dissertation/ Total

Seminar Credits
I DSC1- DSE 1: Economics Any one VAC I 22
Introduction of Social course from
to Social Work Sector*/Sociology AEC 1 set (2
DSC 2- of Health and (4 credits) credits)
Sociological Illness*
and
Psychological
Foundations
for Social
Work
DSC 3- Social
Case Work
II DSC 4-Social DSE 2: Social VAC II 1 Seminar 22
Stratification Entrepreneurship (2 (4 credits)
DSC 5- Human and Project credits)
Rights and Management/
Social Policies Indian
DSC 6: Social Administration*
Work
Research and
Statistics
III DSC 7- Social DSE 3: Sociology Any one 20
Group Work of Development*/ course from
Issues in Indian AEC 2 set
DSC 8- Social
Economy* (4 credits)
Work Practice
(1x4 credits)
with
Communities
DSC 9- Social
Action and
Movements
IV DSC 10- Social DSE 4: Social 1 Project 24
Welfare Work with /Dissertation
Administration Persons with (8 credits)

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 DSc11- Disability/
Gender Studies Women and
DSC 12- Social Politics*
Work and the
Criminal
Justice System
Total 48 credits 16 credits 8 credits 4 12 credits 88
(12x4 credits) (4x4 credits) (2x4 credits
credits)

Total courses in the programme : 20, 1 Seminar, 1 Project/Dissertation

DSC : 48 credits [Total courses: 12 (4 credits each)]
DSE : 16 credits [Total courses: 4 (Out of 8; 4 credits each)]
AEC : 08 credits [Total courses: 2 (4 credits each)]
VAC : 04 credits [Total courses: 2 (2 credits each)]
Seminar; Project/Dissertation : 12 credits [Seminar: 1; Project/Dissertation: 1 (4 + 8 credits)]
Total Credits : 88 credits

Note:
DSC: Discipline Specific Core; DSE/GE: Discipline Specific Elective/Generic Elective. AEC: Ability
Enhancement Course; VAC: Value Added Course (AECs and VACs may be selected from available
basket, as may be offered from time to time).
*Adopted from the set of Generic Elective offered by the related/allied discipline.

The structure of the PG programme in Social Work and detailed course wise syllabus are
presented in Annexure I and Annexure II respectively. Relevant seminar and Project/
Dissertation Guidelines have been attached in Annexure III and IV respectively.

6.3 Duration of the Programme

The duration of the PG programme in Social Work offered by the University is as follows:
 Minimum Duration : 4 semesters (2 years).
 Maximum Duration : 4 years.
In case, a learner is not able to qualify a course in its first attempt, he/she has to qualify in the
particular course within the next four attempts, subject to maximum duration of the study.

6.4 Definition of Credit Hours

As per UGC ODL Regulations 2020, the University follows the system of assigning 30 hours of
study per credit of a course. Thus, following this norm, a 4 credit course constitutes a total of
120 hours of study. Out of the total credit hours, a minimum of 10 percent, i.e., minimum 12
hours of counselling per course are offered to learners at their respective study centres or
through centralized online counselling. The semester-wise credit distribution of the programme
has been shown in Table 2.

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 Table 2: Semester-wise Credit Distribution in MSW
Semester DSC DSE AEC VAC Dissertation/ Total
courses courses courses courses Seminary/ credit in
Project the
semester
I 12 4 4 2 22
II 12 4 2 4 22
III 12 4 4 (3+1) 20
IV 12 4 8 24
Total 48 16 8 4 12 88
Credits

DSC: Discipline Specific Core; DSE: Discipline Specific Elective. AEC: Ability Enhancement Course;
VAC: Value Added Course

6.5 Faculty and Support Staff Requirement

The Discipline of Social Work under the Surya Kumar Bhuyan School of Social Sciences of
KKHSOU currently has 3 full time faculty members (1 Associate Professor and 2 Assistant
Professors). However, as the MSW programme includes courses from other disciplines (in the
form of Generic Electives, AECs and VACs), hence it requires an interdisciplinary and
multidisciplinary effort. Therefore, support of faculties from different schools of the University
has been mobilized for its design and delivery. A list of assigned faculty (discipline-wise) against
each course of the MSW programme has been shown in Annexure V.

Moreover, supports for required counselling to the learners will be provided through a network
of well-qualified and experienced counsellors at their respective study centres.

Besides the faculty, the University also has adequate numbers of other supporting staff to look
after the learners’ requirements of SLM preparation, delivery and distribution; timely conduct
of examinations; providing IT enabled services; preparing digital and multimedia contents;
addressing grievances and queries of the learners. The Regional Centre and the LSCs are also
well-equipped with required support staff starting from the Assistant Regional Director to the
Centre Coordinators and counsellors to the secretarial staff.

6.6 Instructional Delivery Mechanisms

The primary instructional delivery mechanism of the proposed Programme involves Self Study
Materials (SLM) prepared for each course. The SLMs have been prepared keeping in mind the
requirements of instructional design, especially in three domains viz. the behavioural domain,
cognitive domain, and constructive domain. Accordingly, emphasis has been placed, while

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preparing the SLMs, on aspects of memorising, concept learning, reasoning, understanding,
problem setting as well as problem solving.

In planning, designing and preparing the SLMs and other instructional delivery mechanisms the
faculty of the discipline has taken the lead and also played the major role. The faculty members
of the discipline have been engaged as the content writers as well as content editors. In
addition, help from outside resource persons across the state and country has also been sought
in preparing the SLMs. Senior/retired Professors, Associate Professors and Assistant Professors
from different Universities and Colleges have been engaged as SLM writers, content editors,
translators and language editors.

The Self Learning Materials have been prepared keeping in mind the requirements of
instructional design. Particular attention has been given so that the basic three domains of
knowledge, viz., the behavioural domain, cognitive domain, and constructive domain can be
addressed. In general, the university offers printed SLMs and the same in audio-visual formats.
Apart from that, plans are being made to deliver the MSW Programme through LMS. The LMS
consists of four quadrants: video lectures, downloadable/printable reading material, self-
assessment tests through tests and quizzes, and an online discussion forum for clarifying
questions. As majority of the learners are from rural areas and disadvantage groups, attempts
are made to make the SLMs easy to read and easy to understand with the following major
components:
(a) Learning Objectives (major objectives of the unit are stated)
(b) Introduction (linkage with previous unit as may be applicable and general introduction
of the content is provided)
(c) Check Your Progress (generally after every section CYP is provided to learners to gauge
their understanding)
(d) Answers to Check Your Progress (CYP answers are provided at the end of the Unit)
(e) Activity (activities for enhancing learners’ critical outlook is included in SLM)
(f) Let us Know (Depending on the necessity some important information related to the
content is provided in a box)
(g) Let us Sum up (pin pointed summary of the unit is given)
(h) Further Reading (this section has been incorporated for those learners who are
interested in advance knowledge of the content)
(i) Model Questions (Different types of questions have been provided in the unit).

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All the learners are proposed to be provided with print SLMs for all the semesters. The learners
will also be given access to the e-SLMs simultaneously. The University also has its own LMS – e-
bidya with the four quadrants i.e. video lectures, downloadable/printable reading materials,
self-assessment tests and quizzes, and an online discussion forum for clarifying doubts and
queries. For efficient and enhanced instructional delivery of the proposed Programme, the LMS
of the University will be utilised to the optimum level.

6.7 Identification of Media–print, Audio or Video, Online, Computer Aided

All learners are provided with Self Learning Materials, which are comprehensive in terms of the
contents of the syllabus. These learning resources are prepared with the help of resource
persons across the state/country. Senior/Retired Professors/Associate Professors/Assistant
Professors from different Universities/Colleges are engaged as SLM writers and Content Editors.
In addition, certain topics are also covered through community radio programmes broadcast
through the 90.4 FM Jnan Taranga Community Service Station of the University. Most of the
audio-video programmes are accessible online through YouTube videos.

6.8 Learner Support Services

The learners of the proposed postgraduate programme in social work would be provided with a
wide range of support services helping them to imbibe the required knowledge and skills; to
seek avenues in gainful employment; to go for higher studies; and to provide in-depth
disciplinary as well as multi/interdisciplinary knowledge. Learner support services of the
proposed Programme include, inter alia, the followings:

(a) KKHSOU City Campus:

The KKHSOU City Campus at the heart of Guwahati city organises training for
coordinators, counsellors, and other functionaries. The City centre provides a venue for
learners and academic counsellors to interact on a particular subject matter.
Responsibility for admission, distribution of SLMs and Examination also lies with the
City Campus. Besides, faculty of the University conducts online counselling regularly
which is open to learners from all study centres. The City Campus has the provision of
walk-in-counselling for the learners in all working days. In addition, the City Campus
hosts a model study centre fully managed and maintained by the University with all
infrastructural facilities including regular face to face counselling by the University
faculty and outside subject experts.
(b) Regional Centres:
The Regional centre of KKHSOU located at Jorhat in upper Assam provides training for
coordinators, counsellors, and other key functionaries. The centre provides a venue for

8
 learners and academic counsellors to interact on various matters, responding to their
quarries and clearing their doubts. Responsibility for Admission, distribution of SLMs
and Examination in select districts of upper Assam also lies with Regional Centres.
Establishment of some other regional centres is in the pipeline.
(c) Study Centres/Learners’ Support Centres:
Study centres are the backbone of an open and distance learning institution. On behalf of
the University, the study centres cater to the various requirements of learners, such as,
admissions related information, delivery of SLMs, conduction of counselling sessions,
distribution, collection and evaluation of assignments, completion of various
requirements of formative and summative assessments etc. The study centres,
throughout the state, handle these affairs on behalf of the University. There are at
present 234 study centres providing these support services to the learners.
(d) Pre-admission Counselling:
In cooperation with the study centres, the University provides pre-admission
counselling for all the programs through online and offline modes. It provides basic
information about the various aspects of the Programme viz. salient features of the
Programme, eligibility and cost of the Programme, modes of delivery of the Programme,
details of counselling sessions, assessment processes and opportunities and options
available after completion of the Programme to the learners. Also, Programme specific
pre-admission counselling is also provided to the aspiring learners.
(e) Siksharthi Mitra:
A few employees of the University have been engaged as Siksharthi Mitra in order to
provide necessary information and assistance to the learners including the technical
support during the online admission process. This facility is available in the City Campus
of the University.
(f) Learners’ Charter:
The University has brought out a Learners’ Charter, which can be accessed at
http://www.kkhsou.in/web_new/lcharter.php, pronouncing the basic rights and
responsibilities of its learners and those of the University to the learners. In the
Induction Programmes at the Study Centres, the learners are sensitized about this
Charter.
(g) Handbook/SOP:
The University has brought out a Learners’ Handbook with all necessary information
and guidelines (https://tinyurl.com/y4w592f3) and Handbook for the Study
Centres(https://tinyurl.com/5sz342ud) in addition to a Standard Operating System

9
 (SOP) of Examination (https://tinyurl.com/y4w592f3) which can be used by the
learners for deriving required information and also for assistance in myriad situations.
(h) Audio CDs for Visually Impaired Learners:
The visually impaired learners are provided with free audio SLMs in CDs to overcome
their difficulties of learning. The University has installed Braille printers for this
category of special learners in the University SLM branch.
(i) Face-to-face/Online Ticketing/Complaint System:
Learners’ queries are attended to in the face-to face mode and digital mode as well in a
continuous way, through telephone, SMS and emails. There is a dedicated online portal
(https://www.kkhsou.in/complain/ui/index.php) through which the queries received
are automatically moved to concerned department for solving the same. Once the
problem is solved, the learner is informed by SMS and email. The University also has a
single window grievance redressal cell for handling the grievances of the learners.
(j) Face to face, online and walk-in Counselling:
The learners of all programmes are provided with face-to-face counselling at the study
centres. The University also provides face-to-face counselling to learners at the
University’s Model Study Centre located at the City Campus Sundays by its faculty and
other qualified and experience counsellors. Besides, the University faculty offers online
counselling to all learners on a regular basis for various programmes. The routine is
made available through the University’s website and the links are shared through the
mentoring groups. Further, the University’s City Campus also provides walk-in-
counselling to the learners on all working days wherein they get an opportunity to come
to the City Campus of the University and meet the concerned faculty for clarification of
their doubts and queries.
(k) ICT Support:
ICT support is a major component of any ODL system of education. Some of the
important ICT-based support services provided by the University for the learners are
briefly described below:
• Website: The University has a full-fledged official website
http://www.kkhsou.in, which contains all relevant information and resources
for learners and the general public. It has a Learners’ Corner
(http://kkhsou.in/web_new/learner_corner.php) that contains exhaustive
information and links to useful resources. It also provides links for downloading
e-SLMs, assignments, e-admits, e-mark-sheets etc. besides important notices and
latest news. Furthermore, the Website provides links to social-networking sites
like Facebook where learners, faculty members, and stakeholders can interact.

10
 Additionally, the site offers a tailored search by Programmes and Study Centres.
Also, most of the audio-visual learning resources are accessible online through
YouTube videos (accessible athttps://www.youtube.com/user/kkhsou)
• University’s Own LMS e-Bidya: As part of its ongoing attempts to enhance
student learning, the University has developed a Learning Management System
(LMS) portal called e-Bidya using open source MOODLE which can be accessed
via https://www.lmskkhsou.in/web/. The site allows learners to access e-
resources 24 X 7, regardless of where they are in relation to the particular
programme they are enrolled in. It contains all four quadrants including video
lectures and tutorials and the reading materials. Learners can also interact with
experts through the discussion forum. Learners can experience the benefits of
online learning through their mobile devices as well. The proposed Programme
will also be made available in e-Bidya with all resources for all learners enrolling
in the Programme.
• E-Mentoring: The University introduces an innovative e-mentoring system
where a group of learners enrolled in a Programme is placed under the
mentorship of a faculty of the University from the concerned discipline. This
facilitates a bonding between the mentor and the mentees helping the learners
to continue their studies with self-confidence, self-esteem, morale, and a feeling
of identity. The main objective of this initiative is to help learners minimise
personal difficulties and identify the obstacles they face in matters related to
academic as well as non-academic. During this process, they are also guided to
develop appropriate learning strategies for overcoming these difficulties and
problems. The e-mentoring system, utilises the Telegram App and/or WhatsApp,
and helps learners derive all the benefits of open and distance learning at their
finger tips instantly.
• Community Radio Service:
The University introduced the first Community Radio station in the North
Eastern part of the country Jnan Taranga (90.0 MHz). The Community Radio,
being a platform for the community for taking up community issues, is also a
platform for broadcasting educational programmes. This includes debates,
discussions, talk shows and phone in Q & A sessions with the learners. Recently,
the programmes of Jnan Taranga are made available over internet radio, which
can now be heard by all learners though internet
(https://tinyurl.com/y4w592f3).
• Digital Library:

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 The digital library (http://dlkkhsou.inflibnet.ac.in/) of the University hosts a
large number of resources which include documents, SLMs, e-books,
conference/seminar proceedings, faculty publications, theses and dissertations
etc. Links are also provided to other open access resources which can be easily
accessed by the learners.
• Online Counselling:
The University’s faculty conducts online counselling sessions through different
online platforms like Zoom, Google Meet, and Cisco WebEx etc. Sessions are also
conducted through Facebook Live on examination related issues especially
during the time of pandemic. Most of the online counselling sessions are
recorded and archived as additional digital learning resources for the use of the
learners.
• KKHSOU Mobile App:
The University has developed a mobile application KKHSOU
(https://tinyurl.com/35y7brrj) that allows students to access the university
website 24x7. The main purpose of this application is to provide the relevant
information to all learners in an easily accessible manner. Using this application,
learners can view the course information, fees structures based on their
requirements. At the same time they can directly call any study centre of
KKHSOU. Learner can download assignments, old question papers and other
important forms.
• SMS Alert Facility:
The University has implemented an SMS alert system for learners for sending
notification of university news, events, and similar other learner-related
information.
• E-mail Support:
Learners can also write emails to any officials/faculty members of the University
atinfo@kkhsou.in. Concerns raised through email are addressed by the
concerned officials or faculty members. Apart from that, the email and phone
numbers of all faculty members are available on the website and Information
Brochure. Any learners can write directly to them as well for any kind of support
and assistance.
• KKHSOU in Social Media:
KKHSOU has incorporated social media like Facebook pages
(https://www.facebook.com/groups/272636986264210/), WhatsApp group,
Twitter Account (https://twitter.com/KKHSOU1?s=09) to its official website

12
 that enables interaction with the learners on a real time basis. The Facebook
page also allows moderated discussions within as well as among the learners’
community.

7. PROCEDURE FOR ADMISSIONS, CURRICULUM TRANSACTION AND EVALUATIONS

7.1 Procedure for Admission
(a) Minimum Qualification: For the MSW programme, learners need to have a UG Degree
pass or equivalent qualification (in any stream/subject) from a University recognized by
UGC.
(b) Online Admission: Admission to the proposed Programme will be conducted entirely
in online mode through the University’s Online Admission Portal
(https://tinyurl.com/2p8ht9da). The learners have to register first in the portal
providing their email and mobile number. After successful registration, the login
credentials are provided to their registered email and mobile numbers. Learners can
login to the admission portal using the credentials provided to them and then fill up the
online application form and upload all required supporting documents and photograph.
They can choose their subjects and preferred study centres. Upon completing all the
requirements of application process they can make online payments of the requisite fee
via net banking, credit/debit card, UPI or by using the QR code. Once the fee is paid, they
can get their enrolment receipt with their enrolment number and get a print out of the
application form for future reference. On completion of the admission process the
learners receive a welcome email with all relevant information and links to various
digital resources for instant access.
(c) Refusal/Cancellation of Admission: At the time of admission the learners have to
submit a declaration that all information and document provided by her/him at the time
admission are, correct, true and valid. If, however, any false declaration is detected at
any stage, the University has the authority to refuse, reject and/or cancel his/her
admission, mark sheets, certificates etc as the case may be.
(d) Continuous Admission: The University practices the system of continuous admission.
By paying the necessary fees, a learner has the provision of obtaining admission to the
next semester after the completion of any semester. Admission to the subsequent
semester is not determined by the results of the previous semester. One may take
admission in the next semester even without appearing in the previous semester
examination. The learners are given 60 days of time for admission in the intermediate
semesters. Incomplete exams, including back papers, will be allowed to be taken up
when announcements of examination results are made. Learners are advised to

13
 regularly visit the University's website and maintain regular contact with their allotted
study centres.
(e) Lateral Entry: The University, following the NEP 2020’s mandate and the UGC’s
guidelines, adopts the policy of later admission to all its UG and PG programmes.
Accordingly, for the proposed PG programmes, provision for lateral entry into the 3rd
semester is made for those learners who had chosen to exit in the 2nd semester earlier
due to various reasons. For this the University adopts a credit transfer policy to facilitate
the process of lateral admission to all academic programmes.
(f) Pursuing Two Academic Programmes Simultaneously: The University has
implemented and also promotes the system of dual degree as per the UGC’s notification
and guidelines dated April 2022. Learners are encouraged and allowed to register in two
academic programmes simultaneously including UG and PG programme in order to
enhance their choices and opportunities. The aspiring learners of the proposed
Programme will also be encouraged to take the advantage of this provision at the time of
their admission.
(g) Fee Waiver for Differently Able Persons (DIVYANGJAN): The fee waiver will be
applicable for differently able learners in all semesters of the programme where he/she
has enrolled. Such learners must submit 'Form no. IV' issued by the Social Welfare
Department or Disability Certificate issued by the Department of Empowerment of
Persons with Disabilities, Ministry of Social Justice and Empowerment, Govt. of India.
The forms/certificates of differently able learners which are verified by the Social
Welfare Department, Govt. of Assam will be allowed the fee waiver for the eligible
learners of this MSW programme also.
(h) Fee Waiver for Jail Inmates: The University also offers free education to jail inmates in
all the programmes. At present, the University offers free of cost education to jail
inmates in 16 district jails of the state. The University is in the process of including more
numbers of Central/District Jails in the coming Academic Session.
(i) Economically Weaker Section (EWS): The learners applying for admissions in EWS
category shall submit EWS documents as per the latest Govt. of Assam guidelines.
(j) Fee Structure: The fee structure of the MSW programme would have a break-up across
semesters of the programmes. The fee is inclusive of Enrolment fees, Course fee,
Examination fee, Exam centre fee and Mark-sheet fee. At present, all inclusive fees for
the MSW programme is charged as Rs 5000 per semester.

14
7.2 Curriculum Transaction
(a) Activity Planner:
The University prepares an activity planner, which guides the overall academic activities
in all academic programmes. This is released before the beginning of the academic
session and prior to the University's admission. The CIQA office, as per UGC guidelines,
prepares this activity planner and the office of the Academic Dean, after due approval,
upload the Academic Plan and month wise Academic Calendar to the University’s
website. This enables learners to plan their studies and activities accordingly. The same
practice shall be followed in case of the proposed Programme also.
(b) Self-learning Materials (SLMs):
The transaction of the curriculum is primarily carried out through the Self Learning
Materials (SLM). The SLMs are conceived, designed and prepared in such a way that the
learners can easily follow them. The SLMs are prepared with the help of well-known
subject experts and they provide all relevant and up-to-date information in the subject
in a clear, concise and coherent manner, which are sufficient for self learning. Both print
and e-SLMs are made available to all the learners. In the proposed Programme too, SLMs
– both print and digital – will form the primary mode of curriculum transaction.
(c) Multimedia Materials:
Apart from the printed and digital copies of the SLMs, the university provides
multimedia learning materials in the form of audio-video presentations, tutorial videos,
and recorded version of the online counselling sessions etc. related to the course
content of various academic programmes. Such materials will also be prepared and
provided to learners of the proposed Programme.
(d) Induction and Counselling Sessions:
Induction sessions are conducted by university officials and faculty together at the
beginning of each academic session both centrally as well as at the study centres.
Counselling sessions are conducted by the Study Centres with qualified and experienced
academic counsellors. Normally, all counselling sessions are scheduled on Sundays. A
face-to-face interaction between the learners and the counsellor takes place during the
counselling session. This enables learners to clear their doubts with regard to the
various courses provided to them. Apart from that, from time to time, online counselling
sessions are provided by the faculties of the University for different Programmes. For
the proposed Programme also both online and offline counselling will be continued at
the University and the study centres.

15
7.3 Assessment and Evaluation
The assessment and evaluation of the learners’ performance in all academic programmes of the
University are carried out with the objectives of maintaining sanctity, quality and transparency.
The assessment and evaluation of the learners’ performance and achievement are conducted
with reference to the defined learning outcomes of the programmes as a whole, and also those
of the courses under a specific programme. While setting the question papers, assignments and
evaluation of answer scripts this aspect is always considered thoughtfully.

The assessment and evaluation system of the University consists of two components i.e.
Formative and Summative Assessments as per the UGC regulation of 2020. The 33rd Academic
Council of the University decided that Formative Assessment is to be given a weight of 30
percent while the Summative Assessment is to be assigned the remaining 70 percent of the
weight. Further, 35th Academic Council has adopted the SGPA and CGPA system of evaluation as
per the UGC’s Curriculum and Credit Framework for UG Programme, 2022. As per the UGC’s
Curriculum and Credit Framework for UG Programme, 2022, the “Letter Grades” will be
provided to the learner after due assessment and evaluation as given under:

Table 3: Letter Grades System of KKHSOU

Letter Grade Grade Point
O (Outstanding) 10
A+ (Excellent) 9
A (Very Good) 8
B+ (Good) 7
B (Above Average) 6
C (Average) 5
P (Pass) 4
F (Fail) 0
Ab (Absent) 0

The Semester Grade Point Average (SGPA) will be computed from the grades as a measure of
the learner’s performance in a given semester. The SGPA will be based on the grades of the
current term, while the Cumulative GPA (CGPA) will be based on the grades in all courses taken
after joining the programme of study. Here SGPA is the ratio of the sum of the product of the
number of credits with the grade points scored by a learner in all the courses taken by a learner
and the sum of the number of credits of all the courses undergone by a learner, while the

16
Cumulative Grade Point Average (CGPA) is also calculated in the same manner taking into
account all the courses undergone by a learner over all the semesters of a programme. As
recommended by the UGC, the SGPA and CGPA shall be rounded off to 2 decimal points and
reported in the transcripts. Based on the above mentioned Letter grades, grade points and SGPA
and CCPA, the transcript for each semester and a consolidated transcript indicating the
performance in all semesters will be provided to the learners.

Notwithstanding, the details of the Formative and Summative assessment followed by the
University, which will also be followed in case of the proposed Programme, are described in
sections 7.3.1 to 7.3.3.

7.3.1 Formative Assessment

Formative assessment of the learners is conducted in a continuous and comprehensive manner.
There are provisions for self-evaluation based on the Self Learning Materials. The University has
decided to adopt a mechanism for continuous evaluation of the Learners through a judicious
mix of various flexible methods.

Considering the practical limitations of the learners and the other operational difficulties, the
University has adopted the formative assessment consisting of the followings:
• MCQ/Written test/Quiz/Viva etc. = 10 marks
• Home Assignment (submitted at study centre) = 10 Marks
• Participation in extension activities (environment related/workshop etc.) and/or
Additional Home Assignment in lieu of this = 3 marks.
• Timely submission of assignment etc. as mentioned above = 2 marks (e.g. submission on
time = 2 marks; submission after due time = 1 mark; Non-submission =0 mark)
• Attendance/Participation in the various Personal Contact Programmes like induction,
orientation or other such programmes = 5 marks

The learners are communicated about the details through the University website, official
notifications, study centres, mentoring groups and social media. The concerned study centres
conducts MCQ based test (online/offline) for the learners. However, if required, they may
alternatively arrange for written test/ Viva/Quiz etc. and assess the learners for maximum 10
marks. Depending on situations, additional assignments of 10 marks are also given in lieu of the
MCQs.

Assignments for total 13 marks are administered course-wise comprising three assignments viz.
2 for 5 marks and 1 for 3 marks by the concerned discipline. Out of the three assignments, one is

17
closed-ended assignment directly from the course or SLM (5marks), one is open-ended
assignment i.e. analytical/opinion/view etc. to be answered by the learner based on the course
(5 marks), the third one relates to environmental or community works and/or activities (3
marks) concerning the issues/topics covered.

Learners are required to submit the hand written hard copies of these assignments to their
respective study centres. The study centres will get them evaluated by academic counsellors
and offer comments and suggestions for further improvements.

The study centres also arranges Personal Contact Programmes (Online or Offline) and the
learners are expected to attend the same, as per UGC Guidelines. Based on their level of
participation and engagement they are given marks. Marks obtained by the learners after the
wholesome Formative Assessment as described above are uploaded by the coordinators of the
study centres in the Home Assignment portal specifically created by the examination branch.

7.3.2 Summative Assessment

The Summative Assessment is conducted in pen and paper mode in designated study centres.
The University follows a SOP in conducting these examinations. Besides, examination
monitoring is an essential feature in conducting the examinations of the University. The
University appoints Supervisory Officers (SO), Examination Monitoring Officers (EMO) and
Examination Squads on a regular basis for smooth conduct and maintaining the standards of the
examinations. Question papers are set and moderated, and answer scripts are evaluated by both
internal and external faculty members. Results are declared after a process of due scrutiny and
thorough diligence check. The learners have the options of re-scrutiny and re-evaluation of their
answer scripts (within a stipulated time) in case they are not satisfied with the result.

7.3.3 Assessment of seminar/presentation/project and dissertation

A learner has to make seminar/presentation and prepare a project/dissertation on a particular
topic under the guidance of a professionally qualified supervisor/guide in Semester VII and VIII
of proposed Programme. They should devise instruments for the collection and interpretation
of data and the preparation of research report. The length of the report may be between 60-70
pages. A detailed guideline is available on the website. The link is
http://kkhsou.in/web_new/guidelines-download.php.

18
8. REQUIREMENT OF LABORATORY SUPPORT AND LIBRARY RESOURCES
Library services are offered to the learners of the University by providing access to the library
facilities in its recognized study centres and also through the central library of the University’s
City Campus. The reference books are suggested by the faculty of the respective disciplines and
schools and also by the SLM writers. The Central Library of the University has quite a good stock
of relevant reference books and textbooks relating to the various Programmes including the
proposed one. It has about 20000 print books, 36 print journals on various disciplines and 8
Newspapers. The books available at the Central Library are quite helpful not only for the
learners, but also for the faculty members, SLM contributors and the content editors as well.
Apart from the print resources, a good number of electronic resources comprising e-journals,
online databases, gateway portal to e-journals are made accessible to the learners. The learners
are given the access to all these library resources after their successful enrolment into a
programme. The library web page is integrated to the University’s main website.

The library is fully computerised with an ILS (Integrated Library System) and also equipped
with RFID (Radio-Frequency Identification Technology). All the learners of the University
including the learners of the proposed Programme can access the webpage of the University
library at their own time and convenience (http://library.kkhsou.in/). Moreover, the learners
can take advantage of the facilities of the Digital Library (http://dlkkhsou.inflibnet.ac.in/). The
digital library provides an online platform for collecting, preserving and disseminating the
teaching, learning and intellectual output of the University to the global community including its
learners. Further, the Library of the university maintains a web catalogue
(http://opac.kkhsou.ac.in/) to facilitate the learners to browse library collection online.

The University also has an OER Policy (https://tinyurl.com/2yukrp5r). The University has
signed Content Partner Agreement with National Digital Library of India to share its digital
resources. The main objective of NDLI is to integrate several national and international digital
libraries in one single web-portal. The learners’ community of University can avail the services
through a single-window (https://ndl.iitkgp.ac.in/).

In addition, the learners can also use, the OAJSE – i.e. Open Access Journal Search Engine
(www.oajse.com) to browse and search 4,775 Open Access Journals from the rest of the World
excluding India, 532 journals from India, and 32 Indian Open Access Indian Repositories.
Even though courses of the proposed PG Programme in Social Work do not require much of the
laboratory services as such, support in terms of computer laboratory is provided to the learners
by way of giving access to the existing facilities at their respective study centres and the
University’s city campus. The city campus of the Guwahati has two state of the art computer labs

19
equipped with statistical and data analysis software like SPSS, STATA and R which can be used
by learners should they feel any requirement for the same. Moreover, these softwares can also
be practiced on own without any lab support.

9. COST ESTIMATE OF THE PROGRAMME AND THE PROVISIONS

The office of the Finance Officer of the University keeps all the records of finances regarding
print of SLMs, honorarium paid to the members of the Committee on Courses, honorarium paid
to Content Writers, Content Editors, Language Editors, Translators, Proof Readers and also the
expenditure related to organising counsellors’ workshops, meetings of the co-ordinators of the
study centres etc. Moreover, office of the Finance Officer also maintains records of purchase of
computers, online space, books, journals etc. The accounts are maintained as per the laid down
government procedures. Regarding the cost of programme development, programme delivery,
and programme maintenance, the finance office conducted an exercise based on the past data
on costs to arrive at the following indicative figures for the PG Programmes including the one
proposed here.

9.1 Programme Development Cost

The office of the Finance Officer of KKHSOU has worked out the following:
(a) SLM Development Cost for Post Graduate programme: Rs. 7600/- per Unit. A course
normally has 14 Units. In Two Year PG Programme, there will be 16 to 20 Courses. The
discipline specific courses will be explicitly attributed to this programme. The rest can
be apportioned depending on the learners’ enrolment and number of units to be printed.

(b) Printing Cost per Unit of SLM: The printing cost per unit is Rs. 69. However, this also
depends on the print number as scale related advantage of cost is normally availed.

9.2 Programme Delivery Cost

The SLMs prepared have to be delivered to various study centres located at the far flung remote
areas. On an average, the University delivers about 2.2 KGs of study materials per student. The
cost of delivery of 1 KG of such material is Rs. 60. Accordingly, depending upon the number of
candidates; the cost for the MSW programme will be provisioned by the University. The office of
the Finance Officer has calculated the delivery cost of SLM per student at Rs. 132.00. Moreover,
there will be apportionable expenditures on providing LMS based services for which a detailed
exercise will be required.

20
 9.3 Programme Maintenance Cost
The University will keep financial provision for organizing stakeholders’ meetings, counselling
workshops etc. as per the Academic Plan and Academic Calendar approved by the Academic
Council of the University. The workshops conducted by the University will not only benefit the
learners of the programme, but will also benefit the learners of other programmes. The
University will also bear the cost of organizing the meetings of Committee on Courses, School of
Studies, Academic Council etc. and also for supply of additional study materials if required for
improving the quality of the programme. Moreover, the University will keep on investing in
developing the IT infrastructure so that the learners can benefit from the ICT enabled
programme. The cost calculated by the office of Finance Officer as regards maintenance of Arts
programmes- is Rs. 1750/-.

The figures as indicated above will be applicable for the MSW programme of the University. The
University will keep adequate financial provision for development, delivery, and maintenance of
the programme presented as per the Programme Project Report.

10 QUALITY ASSURANCE MECHANISM AND EXPECTED PROGRAMME AND COURSE LEARNING

OUTCOMES
10.1 Quality Assurance Mechanism
As required by the NEP 2020, the University adopts a Learning Outcome Based Curriculum
Framework for all academic programmes including the 2 year PG programmes. Accordingly, all
academic programmes have been redesigned with clearly stated programme and course specific
objectives and learning outcomes. Besides, the academic outcomes, certain non-academic
outcomes such as team work, effective communications, ethical conduct etc. are also identified
at all academic levels. Further, attempts are also made to map the programme and course
specific learning outcomes with the expected outcomes of the NHEQF and NSQF for each
academic level so that the programmes and courses offered by the University while being
consistent with the overall perspective and framework of the NEP 2020 enable the learners to
enter the job market with requisite qualifications. The formative as well as summative
assessment and evaluation of various programmes and courses too are accordingly redesigned
linking with the programme and course specific learning outcomes as identified. Moreover, the
intended learning outcomes are also embedded in the assessments and evaluations of the
activities and projects as parts of the curriculum.

21
10.2 Expected Programme Outcomes
The outcomes of the programme are manifold, as noted below:
(a) It will enable the learners to acquire knowledge enabling them to articulate well the
condition around them.
(b) This programme will also enable the learners to look for job in the civil services.
(c) The programme will also help the learners to seek employment avenues in the
development sector and/or other upcoming sectors like banking, insurance and other
service sectors.
(d) The programme will also encourage the learners to go for research in the field of Social
Work and Developmental Studies.
(e) The programme will enable the learners to undertake a teaching job up to the Post
Graduation level subject to fulfilment of other eligibility criteria.
(f) The programme will enable the learners to engage with the society in a fruitful manner
leading to the welfare of all and thus contribute to the betterment of the society.

10.3 Learning Outcome based Curriculum Framework (LOCF) of the MSW Programme

The learning outcome based LOCF of the MSW programme has been presented in Table 4.

Table 4: Course Objectives and LOCF of the MSW Programme

Sem Course Name Type Objectives Learning Outcome

of
Course
I Introduction to DSC To orient the learners to This course will lay the
Social Work the basic concepts of social foundation of a professional
work, to understand the perspective of a social work
basic values and principles trainee and equip them with
of social work profession, skills
to trace the history of
social work in India and
abroad, to understand the
significance of
contemporary ideologies
in the practice of social
work.
Sociological and DSC To understand the Factors This course will equip the
Psychological contributing to the learners to assess human
Foundations for development personality; behaviour and its causes. It
Social Work to understand the mainly helps in the practice
concepts that will be of case work, group work
beneficial to social and counselling. Sociological

22
 workers in understanding understanding is the basic
human behaviour better; foundation of a social
to understand the physical, worker. Thus, this course
psychological & social will enable the learner to
changes of various analyse the role of social
developmental stages; institutions and norms.
to provide the learners
with a sociological
perspective for effective
social work practice, to
familiarize the learners
with various sociological
concepts, social
institutions and
understand the
significance of its
knowledge in social work
profession.

Social Case Work DSC To understand case work This course will equip the
method and its social work trainee to learn
contribution to social work the skills and techniques of
practice. the primary social work
To develop capacity to method that is case work. It
understand and accept the will enable the learner to
uniqueness of individuals. acquire knowledge of social
To develop ability of work practice with
establishing and individuals in different
sustaining working phases of the process.
relationship with the
client.
To help the learner acquire
skills of working with
individual and families in
various situation and
settings.

23
 Economics of DSE This course shall provide  This course will help the
Social Sector* the learners with a learners know the concept
foundation on social of social sector. its
importance and role.
sector. Social sector here
 Learners will be able to
represents basically outline the role of social
education and health. The sectors such as role of
course begins with some education in economic
basic concepts in development.
Economics of education  Learners will be able to
and ends with the explain the concepts like
cost and benefits of
discussion on economic
education, return of
appraisal of health education, education and
programmes. This course labour market and
is quite innovative, and it education planning.
aims to discuss certain  This course will also help
current theoretical the learners conceptualise
concepts in the field of socially relevant issues for
undertaking research in
Economics of Education
future higher studies.
and Economics of health
care.

Sociology of DSE This course intends to:  This course will enable the
Health and  enable the learners to learners to understand
Illness* understand how health how health status is
status is impacted by impacted by our social life
our social life  This course will orient the
 orient the learners to learners to different
different theoretical theoretical perspectives to
perspectives to understand health
understand health  This course will also
 enable the learners to enable the learners to
understand the understand the
relationship between relationship between
disease and culture disease and culture.
II Social DSC To orient the learners to This Course will give a
Stratification* the various factors that has detailed understanding of the
contributed to concept of social
stratification in the stratification. It highlights the
society. basic concepts associated
To identify the causes of with it, the different
discrimination based on perspectives to understand
such stratification social stratification and the
contemporary debates

24
 associated with the idea of
social stratification.

Human Rights DSC To provide the learners It will acquaint learners to

and Social the learners precision in the concept of Human Rights
Policies their understanding and its significance in social
human rights, examining work. It will help to
the dimensions, obstacles understand the role of
and opportunities in social national social policies and
policies and to equip them legislations in monitoring
with critical thinking on the protection of human
social legislation; to rights. The course will
provide appropriate facilitate the learners to
examples and references critically analyze the
for future explorations challenges and issues of
with special reference to human rights violation with
North-east India. specific reference to
Northeast India.

Social Work DSC This course discusses this course will introduce the
Research and Social Work Research: learners to the wide field of
Staistics Meaning and definition of social work research and its
research; nature and significance to identify social
significance of research; issues by teaching the tools,
characteristics of research; techniques and research
Research Designs: design.
Meaning and definition of
research design,
components of research
design

Social DSE To be able to define the This course will enable the
Entrepreneurship field of social learners to understand social
and Project entrepreneurship and key entrepreneurship and
Management traits of social livelihood means for
entrepreneurs. sustainable development.
To be able to describe and This course focuses on
apply key theories and optimum utilization of
concepts the field of social available resources.
entrepreneurship.
To understand the key
elements and functions of
project management

Indian DSE This course has been After going through this
Administration* adopted from the course, the learners will be

25
 Discipline of Political able to :
Science to provide the
learners issues/areas  explain the
evolution of the
pertinent to Indian society
administrative system in
through diverse India while being able to
perspective, which is a explain the salient
very basic philosophy of features of the
the New Education Policy, administrative system in
2020. This course India.
discusses the evolution of  discuss the
structural framework of
the administrative system
civil services in India
in India while being able to covering the All India
explain the salient features Services, the Central
of the administrative Services and the State
system in India. Further, Services.
the course will discuss the  discuss the
composition, functions
structural framework of
and other related aspects
civil services in India of the constitutional
covering the All India bodies of Union Public
Services, the Central Service Commission and
Services and the State State Public Service
Services. Commissions.
 explain the
powers and functions of
the Comptroller and
Auditor General of India.
III Social Group DSC 7 To understand the scope This course will equip the
Work of Group Work in social social work learners to
work intervention acquire the skills and
To familiarize the learner techniques of social work
with group formation, practice with groups. It will
group work process & help them to organize
evaluation individuals with common
Gain knowledge about the problems into groups and to
use of a variety of group identify ways of dealing with
approaches. it interdependently
Develop knowledge, skills
and techniques to be used
by the social worker in
groups.

Social Work DSC To be acquainted with the This course will instil the
Practice with concepts of community knowledge and skill of
Communities and its dynamics working with the
To understand community community- rural, urban and
organization as a method tribal.
of social work

26
 To understand the critical
elements of community
organization practice
To enhance critical
understanding of the
models and strategies for
rural and urban
community

Social Action and DSC To familiarize learners The course will help the
Movements with concepts in defining learners to identify the factor
social action and social that bring about social
movements. change. Social action as a
To provide an over view of method of social work
evolution of social action contribute to social change.
as method in social work. The learners will learn how
To acquaint learners with social movements have
various theoretical brought about changes in the
perspectives on social society.
movement.

Sociology of DSE This is the first course of  Learners will be able to

Development* the third semester. This look into the issues of
course shall provide the economic social
structure, perspectives of
basic theoretical
development, paths of
foundation relating to the development, different
field of Public Finance and theories of
Policy. The course begins underdevelopment,
with certain introductory politics and
concepts in the field and development, role of civil
ends with the discussion society, development and
resultant displacement
on Finance Commissions
as well as certain
in India. contemporary concerns
and issues of
development from a
different perspectives of
social science.
 Learners will be able to
become better social
science researchers from
such multi-disciplinary
perspective.
Issues in Indian DSE This course shall provide a  This course will enable
Economy* basic conceptual idea on the learners to explain
Indian Economy. The various important aspects
of the Indian economy.
course begins with the
 This course will also help
discussion on India as an the learners to analyse the

27
 emerging global economy different factors relating
and ends with the to the recent growth
discussion on the external dynamics in the Indian
economy.
sector of the Indian
 Learners will also be able
economy. to know recent emerging
issues like globalisation,
food security etc.
 This course will also
enable the learners to
draw certain emerging
research issues to be
taken up for the
Dissertation in this
semester.
IV Social Welfare DSC 10 To understand concept, This course educates the
Administration principles and components social work learners for
of social welfare optimum utilization of
administration. resources like government
To develop understanding schemes and other welfare
of social welfare measures at the grass-root
administration as a level.
method of social work
profession.
To Study legal aspects of
Social Work
Administration
To create awareness about
the various social welfare
programmes implemented
by Central & State
Governments

Gender Studies DSC To orient the learners to this course will equip the
the gendered injustices in learners to have a critical
society, to the approaches understanding of gendered
of gender and roles and expectations. It will
development, to help the build a perspective to
learners critically analyse identify gender
the present scenario of discrimination, gender and
gender discrimination, development and the rights
patriarchal dominance of the LGBTQ community.
ingrained and understand
the contemporary issues in
relation to gender.

Social Work and DSC To orient the learners to The learners will acquire the
Criminal Justice the concept of crime and knowledge of the rights of

28
System the justice system persons under trial and that
To analyze the role of of the children in conflict
social work profession in with law. The course will
the correctional setting enable the social work
learners to understand the
processes of prison
administration and the
justice system.

Social Work with DSE To understand the This course will enable
Persons with concept of disability students to understand the
Disability and its varied concept of disability,
dimensions. problems of persons with
To sensitize the disability, various
students about the legislations, rehabilitation
vulnerability and programmes for PWDs and
rights of PWDs. strategies pertaining to
To make students disability rights. It focuses on
aware of disability the measures and role of
issues pertaining to professional social workers
family and across in disability rehabilitation
gender. and education
To identify various
strategies to work
towards their
rehabilitation.
To understand the role
of social workers in
promoting
rehabilitation
measures for the PWD.

Women and DSE The course “Women and  The learners will be able
Politics Politics” is designed to to understand the
help the learners to have concepts of gender,
an understanding of patriarchy, feminism,
various important issues gender mainstreaming
associated with the role of and gender budgeting.
women in society and  The learners will be able
politics. This course will to critically examine
make the learners familiar various theories and
with the basic concepts of perspectives to look into
gender and patriarchy. the topic of feminism,
This course will also such as- Socialist
discuss Feminism and its Feminism, Liberal
development. A number of Feminism, Radical

29
theories have been Feminism, Marxist
formulated whereby the Feminism, Cultural
concept of feminism is Feminism, Eco
sought to be explained Feminism, Postmodern
through particular Feminism, Multicultural
standpoints. Accordingly, Feminism and Global
various theories of Feminism.
feminism, such as theory  The learners will be able
of Liberal Feminism, to discuss movements
theory of Marxist for women’s rights in
Feminism, theory of India during colonial and
Socialist Feminism, theory post-colonial period.
of Radical Feminism,
theory of Cultural
Feminism, theory of Eco
Feminism, theory of
Postmodern Feminism,
theory of Multicultural
Feminism, theory of Global
Feminism will be
discussed in this course.

*** ***** ***

30
 Annexure -I

Table 1: Programme Structure of MSW

Sem DSC (Core) Elective (DSE/GE) AEC VAC Dissertation/ Total

Seminar Credits
I DSC1-Introduction to DSE 1: Economics Any one VAC I 22
Social Work of Social course from
DSC 2-Sociological and Sector*/Sociology AEC 1 set (2
Psychological of Health and (4 credits) credits)
Foundations for Social Illness*
Work
DSC 3- Social Case
Work
II DSC 4-Social DSE 2: Social VAC II 1 Seminar 22
Stratification Entrepreneurship (2 (4 credits)
DSC 5- Human Rights and Project credits)
and Social Policies Management/
DSC 6: Social Work Indian
Research and Statistics Administration*
III DSC 7- Social Group DSE 3: Sociology of Any one 20
Work Development*/ course from
Issues in Indian AEC 2 set
DSC 8- Social Work Economy* (4 credits)
Practice with (1x4 credits)
Communities
DSC 9- Social Action
and Movements
IV DSC 10- Social Welfare DSE 4: Social Work 1 Project 24
Administration with Persons with /Dissertation
DSc11- Gender Disability/ Women (8 credits)
Studies and Politics*
DSC 12- Social Work
and the Criminal
Justice System
Total 48 credits 16 credits 8 credits 4 12 credits 88
(12x4 credits) (4x4 credits) (2x4 credits
credits)

Note:
DSC: Discipline Specific Core; DSE/GE: Discipline Specific Elective/Generic Elective. AEC:
Ability Enhancement Course; VAC: Value Added Course (AECs and VACs may be selected
from available basket, as may be offered from time to time).
*Adopted from the set of Generic Elective offered by the related/allied discipline.

31
 .ANNEXURE II

KRISHNA KANTA HANDIQUI STATE OPEN UNIVERSITY

DETAILED COURSE WISE SYLLABUS OF

MASTER OF SOCIAL WORK PROGRAMME

SEMESTER – I

DSC 1: INTRODUCTION TO SOCIAL WORK

Part I: Theory
(3 credits)

UNIT 1: Introduction to Social Work

Meaning of Social Work, Objectives, Basic Assumptions, Functions and Methods of Social Work.
UNIT 2: Principles of Social Work
Philosophy of Social Work, Basic Values of Social Work, Principles of Social Work,
Marginalization of Vulnerable Groups.
UNIT 3: Basic Concepts Related to Social Work
Basic Concepts related to Social Work: Social Service, Social Welfare and Administration, Social
Reform, Social Justice, Human Rights, Social Security, Social Policy and Legislation, Social
Development.
UNIT 4: Historical Development of Social Work
Historical Development of Social Work; Professional Development of Social Work in USA, UK
and india, Development of Social Work Education in India, Professionalization of Social Work.
UNIT 5: Professionalization of Social Work
NASW Code of Ethics, Purpose, Ethical Principles, Standards, Limitations of Social Work
Profession, Professional Social Workers Association in India and Abroad
UNIT 6: Contemporary Ideologies for Social Change
Concept of Social Change, Contemporary Ideologies for Social Change: Neo-Liberalism,
Globalization, Postmodernism, Feminism, Multiculturalism

32
UNIT 7: Ideologies of Sustainable Development
Sustainable Development: Concept and Meaning, Development-Environment Debate,
Dimensions of Sustainable Development, Resurrgence of Civil Society, Idelogy of Non-
Government Organization, Globalization and Sustainable Development
UNIT 8: Forms of Social Work Practice
Conventional Social Work, Radical Social Work, Law and Social Work, Social Reform and
Movement, Social Activism, Social Network.
UNIT 9: Perspectives of Social Work Practice in India
Philosophy of Social Work, Basic Values of Social Work, Principles of Social Work,
Marginalization of Vulnerable Groups.
UNIT 10: Fields of Social Work
Fields of Social Work: Family and Child Welfare, Medical And Psychitatric, Industrial Social
Work, Rural and Urban Community Development, Criminology and Justice, Social Welfare
Administration.
UNIT 11: Various Settings of Social Work Profession
Various Settings of Social Work Practice: Institutional- School, Healthcare, Corporate,
Correctional, Government and Non- Government Setting, Non- Instittutional- Village and Slum
Setting.
UNIT 12: Personal and Professional Growth of Social Workers
Self-Development, Communication for Effective Functioning, Concept of Professional
Personality, Professional Stress and Burnout.
UNIT 13: Professional Goals of Social Work
Meaning and Definition of Social Work Profession, Social Work as a Profession, Empowerment
of Clients, Communication, Role of a Social Worker.

Part II:
(1 credit)

• Field work is an essential component of social work. It enables learners to apply the
theoretical concepts and skills at the grass root level. Field Work Journal is attached
with the SLM of this course.
• Orientation Visit will introduce the learners to the functioning, structure of social
welfare organizations/ NGOs in order to understand the management and utilization of
resources.

33
Basic Reading List:
1) Jacob, K.K. (1965) Methods and Fields of Social Work in India. Bombay: Asia Publishing
House.
2) Misra, P.D. (1994) Social Work: Philosophy and Methods. New Delhi.
3) Bhattacharya, Sanjay (2003) Social Work: An Integrated Approach. New Delhi: Deep and
Deep Publications.
4) Fink, Arthur E. (1985).The Field of Social Work. Beverly Hills: Sage Publication.
5) Cohen, Nathan E.(1958).Social Work in the American Tradition. New York: Mac Millan.
6) Bison, Herbert. (1952). The Philosophy of Social Work. Washington: Public Affairs Press.
7) Gore,M.S.(1965).Social work and Social Work Education..Bombay:. Asia Publishing
House.
8) Elliot,P.(1972).The Sociology of Profession. London: Mac Millan Company.
9) Friedlander,W.A.(1958).Concepts and Method of Social Work. N.J: Prentice Hall.
10) Dasgupta, Sugata. (1967).Towards a Philosophy of Social Work in India. New Delhi:
Popular Book Service.

34
DSC 2: SOCIOLOGICAL AND PSYCHOLOGICAL FOUNDATIONS OF
SOCIAL WORK

UNIT 1: Understanding Society

Individual and Society, Demographic ariables, Significance of Demographic Variables,
Malthusian theory, Complexity of Indian Society
UNIT 2: Introduction to Sociology and Theories of Society
Sociology as a Discipline, Scope of Sociology, Importance of Sociology in Social Work,
Relationship between Sociology and other Social Sciences, Theories of Society
UNIT 3: Culture and Social Institutions
Concept of Culture: Characteristics and Functions of Culture, Social Insitutions, Meaning and
Types of Social Institutions
UNIT 4: Social Stratification
Concept of Social Stratification, Meaning, Concept and Characteristics of Caste, Casteism-
Characteristics and Causes, Meaning, Concept and Characteristics of Class, Difference between
Caste and Class, Gender Roles and Inequalities, Sexual Division of Labour
UNIT 5: Socialization and Social Control
Socialization- meaning, Agencies of Socialization, Social Control-Norms, Folways and Mores,
Socialization and Social Control
UNIT 6: Social Change and Social Movements
Meaning, Sources and Processes of Social Change, Social Movement- Meaning and Definition,
Features and Types of Social Movement
UNIT 7: Social Problems in India
Social Problems in India- Unemployment and Poverty, Drug Addiction and Alcoholism, Crime
and Violence against Women, Child Labour and Child Abuse, Migration and Human Trafficking
UNIT 8: Introduction to Psychology
Introduction to Psychology, Psychology and Social Work, Social Psychology, Appplication to
Criminal Justice System, Health and Pro-Social Behaviour, Developmental Psychology and Social
Work
UNIT 9: Needs, Motivation, Personality and Emotion
Need, Drive, Incentive, Motivation, Personality, Personality Traits, Determinants, Components,
Emotions and Feelings, Emotional Intelligence and Its Importance

35
UNIT 10: Understanding Human Behaviour
Concept of Human Behaviour, Factors Affecting Human Behaviour, Biological Bases, Memory,
Memory Systems, Learning, Perception, Attribution
UNIT 11: Human Behaviour -II
Socialization Process, Social Factors that Affect Human Behaviour, Theories of Development and
Behaviour, Freud’s Psychosexual Theory and Erikson’s Psychosocial Theories, Coping
Mechanism
UNIT 12: Maladaptive Human Behaviour
Understanding Abnormal Psychology, Psycho-pathology, Personality Disorders, Somatoform
Disorders, Mental Retardation, Stress, Effective Adjustment, Adjustment Nature
UNIT 13: Human Growth and Development
Meaning of Growth and Development, Principles, Lifespan Approach, Stages of Human
Development, Pre-natal and Post-natal Stages
Unit 14: Childhood and Adolescence
Influence of School and Social Grouping on Childhood, Role of Primary Schools, Social Grouping
and Social Behaviour, Psychological Factors of Adolescence, Challenges in Childhood and
Adolescence
Unit 15: Stage-Adulthood
Cognitive Development, Socio-Emotional Development, Work Life, Marriage and Family Cycle,
Challenges in Adulthood and Late Adulthood

Basic Reading List:

1) Baron, R. A. (2001). Psychology. Allyn & Bacon.
2) Thibaut, J. W., & Kelley, H. H. (1959). The social psychology of groups. New York:
Wiley.
3) Blackburn, R. (1993). The psychology of criminal conduct: Theory, research and
practice. John Wiley & Sons.
4) Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On
the dynamics between growth and decline. Developmental psychology, 23(5), 611.
5) Desai, A. R. 1948 Social Background of Indian Nationalism, Bombay: Popular Prakashan.
6) Frankel, Francine 1978 India's Political Economy, 1947-1977: The Gradual Revolution,
Princeton: Princeton University Press.
7) Gough, Kathleen 1980 "Modes of Production in Southern India", Economic and Political
Weekly, Vol. XV, Nos. 5, and 7, pp. 337-364.
8) Gouldner, A. W. 1970 The Coming Crisis of Western Sociology, New York: Basic Books.

36
9) Joshi, P. C. 1979 "Emergence of the Poor as a Class", Economic and Political Weekly, Vol.
XIV, Nos. 7 and 8,pp. 355-366.
10) Komat, A. R. 1979 "The Emerging Situation: A Socio-structural Analysis", Economic and
Political Weekly, Vol.XIV, Nos. 7 and 8, pp. 349-366.
11) Lele, Jayant K. 1978 "Tradition and Intellectuals in a Third World Society", The Ninth
World Congress of Sociology, Uppsala, Sweden, August 14-19, (mimeo).

37
DSC 3- SOCIAL CASE WORK

UNIT 1 : Historical Development of Social Case Work

Historical Development of Social Case Work in India, USA and UK,Social Case Work during First
World War (1914-1918), Economic Depression (1930) and Second World War (1939-1945).
UNIT 2 : Functions of Social Case Work
Values of Social Case Work, Functions of Case Work, Case Work with Individuals, Case Work
with Family, Environmental Modification
UNIT 3 : Principles of Social Case Work
Nature of Social Case Work, Principles of Case Work- Individualization, Acceptance, Meaningful
Relationship, Non-judgemental Attitude, Controlled Emotional Involvement, Communication,
Client’s Self- determination
UNIT 4 : Components of Social Case Work
Components of Social Case Work: Person, Problem, Place and Process
UNIT 5 : Tools of Social Case Work
Tools of Social Case Work: Interviewing, Recording, Home Visit and Supervision
UNIT 6 : Case Worker- Client Relationship
Principles of Case Work Relationship, Skills of Case Worker in Purposeful Relationship,
Communication Process
UNIT 7 : Approaches to Case Work:
Psycho-social Approach, Functional Approach, Diagnostic Approach, Crisis Intervention, Eclectic
Approach, Problem Solving Approach
UNIT 8: THEORIES OF CASE WORK
Theories of case Work: Psychosocial Theory, Behaviour Modification Theory, Problem Solving
theory, Role Theory
UNIT 9 : MODELS OF CASE WORK PRACTICE
Models and Techniques: Psycho-analytical Model, Diagnostic Model, Crisis Intervention Model,
Competency Based Approach.
UNIT 10 : TECHNIQUES IN CASE WORK II
Techniques of Case Work: Transactional Analysis, Transference, Psychotherapy.
UNIT 11 : INTRODUCTION TO COUNSELLING
An Overview of Counselling, Need and Scope of Counselling, Counselling Skills, Stages in
Counselling.
UNIT 12 : SOCIAL CASE WORK PROCESS
Phases of Social Case Work Process: Social Investigation (Study), Social Diagnosis (Assessment),
Intervention (Treatment), Monitoring and Evaluation and Follow-up.
UNIT 13 : SKILLS OF CASE WORKER
Skills of Working with Individuals and Families: People Skills, Communication Skills, Listening
Skills, Observation Skills, Problem-Solving Skills, Interview Skills, Skill of Empowering the
Client, Skill in Behaviour Therapy, Skill in Case Worker- Client Relationship.
Unit 14: ROLE OF CASE WORKER
Essential Qualities of a Case Worker, Generic Role of the Case Worker, Role of the Case Worker
in the Various Phases, Role of the Case Worker in Problem Solving and Decision Making.
Unit 15: FIELDS OF CASE WORK PRACTICE
Characteristics of Social Case Work Practice, Determinants of Fields of Practice, Fields of Social
Case Work Practice

38
Basic Reading List:
1) Biestek, Felic P (1957), The Case Work Relationship, Loyola University Press, Chicago,
Illinois.
2) Friedlander, W.A. (1958), Concept and Methods of Social Work; Prentice Hall, MC,
Englewood Cliffs, N.J.
3) Hamilton, Gorden (1956), Theory and Practice of Social Case Work; Columbia University
Press, New York.
4) Hollis, F. (1972), Casework the Psycho-Social Therapy, Random House, New York.
5) Perlman, H.H. (1957), Social Case Work: A Problem Solving Process, Chicago.
6) M. Richmond, Social Diagnosis, Russell Sage Foundation, New York, 1917.
7) The short history of American Casework presented here is based on an article by H.H.
8) Perlman. M.H. Perlman; Social Casework" in H.K. Lurie (ed), Encyclopedia of Social
Work, National Association of Social Workers, New York, 1965.
9) H. H. Perlman, Social Casework: A Problem-solving Process, The University of Chicago
Press, Chicago, 1957.
10) J. Fischer, Effective Casework Practice, an eclectic approach, McGraw-Hill Book
Company, New York, 1978.

39
DSE1- ECONOMICS OF SOCIAL SECTOR FROM ECONOMICS DISCIPLINE

Unit 1: Economics of Education

Role of Education in Economic Development, Human Capital- Human Capital Vs Physical Capital,
Components of Human Capital, Provision and Utilization of Educational Facilities
Unit 2: Demand for Education and Its Relationship with Employment
Private and Social Demand for Education, Relationship between Employment Opportunities and
Educational Demand
Unit 3: Costs and Benefits of Education
Cost of Education – Expenditure on education, Private costs and social costs and wastage and
stagnation; Benefits of education: Direct and indirect benefits, Private and social benefits
Unit 4: Returns of Education and Its Financing
Problems involved in measuring returns from investment in education; Educational financing-
Resource mobilization and utilization.
Unit 5: Education and Labour Market - I
Education and labour market- Effects of educational financing on income distribution; Effects of
education
Unit 6: Education and Labour Market - II
Ability and family background on earnings, Poverty and income distribution
Unit 7: Educational Planning and Development - I
Cost-benefit analysis of Education, production function models, Growth accounting equations of
Schultz and Denison
Unit 8: Educational Planning and Development - II
Manpower requirements approach, Programming and input-output models; Educational
Planning in developing countries with emphasis on India
Unit 9: Role of Public and Private Sectors in Education
Role of public and private sectors in Education; Public private partnerships in Education
Unit 10: Economics of Health-I
Nature and Scope of Health Economics; Interrelationship between health and development;
Health and Productivity; Determinants of Health Status; Disease Burden and its Measurement,
Global burden of disease
Unit 11: Economics of Health-II
Economic dimensions of health care – demand and supply of health care; Economics of
Nutrition: Linkages with Morbidity, Mortality and Female Education, Concept of Missing
Women, Consequences of Gender Bias in Health

40
Unit 12: Financing of Health
Financing health care and resource constraints; Economics of Health Insurance; Health policy in
India; Financing health sector in India
Unit 13: Role of Public and Private Sectors in Health
Role of public and private sectors in Health; Public private partnerships in Health
Unit 14: Economic Appraisal of Health Programmes
Forms of economic appraisal of health programmes- cost minimization, cost benefit analysis,
cost effectiveness analysis, cost utility analysis

Basic Reading List:

 Bhattacharya, J., T. Hyde & P. TU (2014). Health Economics. London: Palgrave Macmillan
 Eklund, F. J. (2008). Resource Constraints in Health Care. Finland: Helsinki University of
Technology
 Finkelstein, A. (2014). Moral Hazard in Health Insurance. New York: Columbia University
Press
 Govender, V. & L. P. Kekana (2007). Gender Biases and Discrimination: A Review of Health
Care Interpersonal Interactions. South Africa: WHO
 Gupta, K.R. (1977).Economics of Development and Planning. Delhi: Atma Ram & Sons.
 Herz, B. & G. B. Sperling (2004). What Works in Girls Education. New York: Council on
Foreign Relations
 Hicks, L. (2014). Economics of Health and Medical Care. USA: Jones & Bartlett Learning
 Jacob, P. & J. Rapoport (2002). The Economics of Health and Medical Care. Massachusetts:
Jones and Bartlett Publishers.
 Naik, J. P. (1961). The Role of the Government of India in Education. New Delhi: Ministry of
Education, Government of India.
 Purohit, B. C. (2020). Economics of Public and Private Healthcare & Health Insurance in
India. New Delhi: SAGE Publications India Pvt. Ltd.
 Sengupta, K. (2016). Determinants of Health Status in India. New Delhi: Springer India Pvt.
Ltd.
 Whittington, R. (2008). Introduction to Health Economics Concepts. UK: Greenflint Ltd.

41
DSE 1: SOCIOLOGY OF HEALTH AND ILLNESS

Unit 1: Introduction
Meaning of health, meaning of sociology of medicine, origin and development of
sociology of medicine, difference between sociology of medicine and medicine sociology
Unit2: Basic concepts:
Medicalisation, Demedicalisation, Illness narrative, medical tourism
Unit 3: Theoretical Perspectives to understand health
Functionalist theory: Marxist, Post-modern theory
Unit 4: Disease, poverty and Colonialism in India
Meaning of disease, colonialism, impact of colonialism in understanding the concept of
disease, the prescribed medical measure, popular resentments.
Unit 5: Culture and disease
Meaning of Culture, disease, Impact of culture in conceptualizing disease.
Unit 6: Medical Pluralism
Issues, Trends and Practices
Unit 7: Gender and Health
Meaning of gender, nutrition, different health practices in society with regards to male
and female
Unit 8: Health care institutions:
Medicine as a profession, hospital as a social organization
Unit 9: Public health
Emergence of the notion of Public health, community health, meaning of social
epidemiology
Unit 10: Social inequality and health
Globalization, Medical tourism and social stratification
Unit 11: Social control of body:
Understanding the causes and consequences of anorexia and bulimia
Unit 12: State and health
Concept of Biopolitics, Health Practices in Indian state to practice control over citizens.
Unit 13: Health policies of government of India:
Trends and debates over health policies across the years
Unit 14: Global survey of Health:
Health in low-income countries and Health in high-income countries

Basic Reading List:

1) Arnold, David. 1993. Colonizing the Body: State, Medicine and Epidemic in 19th
century India. Berkley: University of California Press.
2) Bode, Maarten. 2008. Taking Traditional Knowledge to the Market: The Modern
Image of the Ayurvedic and Unani Industry. Delhi: Orient Blackswan.

42
3) Foucault, M.1975. The Birth of the Clinic: Archaeology of Medical Perception. New
York: Vintage Books
4) Shiva, Vandana. 1988. Staying Alive: Women, Ecology and Survival in India. New
Delhi: Zed Press.

43
SEMESTER- II

DSC 4- SOCIAL STRATIFICATION

Unit 1: Social stratification- An Introduction:

The concept of stratification in sociology, Social mobility and stratification
Unit 2: Basic Concepts:
Hierarchy, Difference, Varna, Caste, Class, Power, and Ethnicity
Unit 3: Understanding Social Stratification:
Social Stratification: Social Stratification and Social Inequality, The Problem of Ethical
Neutrality, Difference, Equality, and Inequality, The Structuring of Inequalities: The Significance
of Ideas and Interests
Unit 4: Functionalist Perspectives on Stratification:
Main Advocates (Parsons, Davis, K and Moore), Arguments, Criticisms
Unit 5: Marxist Perspectives on Stratification:
Main Advocates (Marx, Lipset and Bendix, R, Tumin,), Arguments, Criticisms
Unit 6: Weberian Perspective on Stratification:
Main Advocates - Weber: Class, Status and Party, Arguments, Criticisms
Unit 7: Feminist Perspectives of Stratification:
Main Advocates, (Liberal Feminists, Radical Feminists, Socialists Feminists), arguments,
Criticisms
Unit 8: Caste System and Stratification:
Caste System as a form of stratification in India, Hierarchy, and Discriminations, Changing
Nature of Caste in Contemporary Society, Caste, Class and Power
Unit 9: Class and Social Stratification:
Concept of Class, Characteristics of Class System, Sociological Perspectives on Class as a Basis of
Stratification, Social Mobility and Class Structure
Unit 10: Race and Ethnicity:
Natural Differences and Social Inequality, Theoretical Positions on Race and Ethnicity, Race and
Ethnicity: Are they same? Identities, Nationalities, and Social Inequality
Unit 11: Gender and Stratification:
Patriarchy and the Subordination of Women, The Family as a Site of Inequality, Gender, Work,
and Entitlements, The Community, the State and Patriarchy
Unit 12: Other Bases of Social Stratification: Race, Ethnicity, Tribe, Religion, Language and
Region
Unit 13: Contemporary debates in Stratification: Deviance and Stratification, Disability and
Stratification, Sexuality and Stratification

Basic Reading List

1. Andre Beteille(ed.): Social Inequality: Selected Readings
2. M.N.Srinivas: Caste in Modern India and other essay
3. Louis Dumont: Hierarchy Status and Power: The Caste System and its implications..
4. Andre Beteille: Introduction in Andre Beteille (ed.): Equality and Inequality: Theory and
Practice; Oxford University Press. Delhi.
5. Dipankar Gupta:‘Hierarchy and Difference’ in Dipankar Gupta (ed.): Social Stratification
Delhi: Oxford University Press.

44
6. T.Parsons: “An Analytical Approach to the Theory of Stratification”, in AmericanJournal
of Sociology, vol. 45: 841-862.
7. M.M.Tumin: Social Stratification: The Forms and Functions of Inequality.
8. K Davis and W.E.Moore (1945): “Some Principles of Stratification”, in American
sociological Review.

45
DSC 5- Human Rights and Social Policies

UNIT-1 : INTRODUCTION TO HUMAN RIGHTS

Meaning, concept of Human Rights; nature of Human Rights: Sources
of Human Rights
UNIT-2 : EVOLUTION OF THE CONCEPT OF HUMAN RIGHTS
Evolution of Human Rights, Evolutionary Theories of human rights; three
generations of human rights
UNIT -3 : EVOLUTION OF HUMAN RIGHTS IN INDIA
Concept of Human Rights in Ancient India; human rights during early
Mughal Period, British Period; Constituent Assembly and Human Rights
UNIT -4 : THEORETICAL DIMENSIONS OF HUMAN RIGHTS
Universalistic Approach to Human Rights; Relativist Approach to Human
Rights; Theories of Human Rights
UNIT-5 : NGOS AND UN BODIES IN THE PROTECTION OF HUMAN RIGHTS
Role of NGOs in the Protection and Promotion of Human Rights in
General; Role of the Amnesty International in the Protection and
Promotion of Human Rights; Role of the Human Rights Watch in the
Protection and Promotion of Human Rights
UNIT-6 : UN AND HUMAN RIGHTS
Health and Human Rights, Role of UNESCO and ILO, Violation of Right
to Health, WHO and Right to Health
UNIT-7 : INTERNATIONAL CONCERN FOR VIOLATIONS OF HUMAN RIGHTS
International Bill of Rights, Universal Declaration of Human Rights,
International Covenant on Civil and Political Rights; and the International
Covenant on Economic, Social and Cultural Rights
UNIT-8 : INTERNATIONAL ACTIONS FOR THE PROTECTION OF HUMAN RIGHTS
International Convention on Elimination of All Forms of Racial
Discrimination; Declaration on the Elimination of All Forms of Intolerance
and Discrimination Based on Religion or Belief,International Sanctions
against Violations of Human Rights
UNIT 9 : CHALLENGES IN THE PROMOTION OF HUMAN RIGHTS
Criminal Justice System, Police Behaviour and Judicial System, Rights of the
Accused (Protection from Arbitrary Arrest, Fair and Speedy Trial)
UNIT 10 : HUMAN RIGHTS IN NE INDIA
Violation in Northeast India with reference to Armed Forces Specials Powers Act
(AFSPA). Role of Mass Media. Civil Rights Societies for protection of human rights.
UNIT 11 : SOCIAL POLICY
Concept of social policy, Values underlined social policy and social planning based
on the constitutional provisions. i.e. the Directive Principles of State Policy.
UNIT 12 : CONCEPT OF SOCIAL PLANNING
Concept of social planning, Five year Plans, Multi-level Structure Planning. Human
Development Index, Social Audit, Community Score Card.
UNIT 13 : BASIC CONCEPTS OF SOCIAL JUSTICE
Social Justice- concept, nature and types; Millennium Development Goals (MDGs);
Types of courts, Processes and Procedures for Justice and Rights: Public Interest
Litigation, CrPC, Indian Penal Code

46
UNIT 14 : LEGAL AID AND LOKADALAT
Human rights and justice, Contributions of JyotibaPhule, Mahatma Gandhi, B. R.
Ambedkar, for social justice and rights, LokAdalat.
UNIT 15 : SOCIAL LEGISLATION AND THE JUDICIAL SYSTEM
Social Justice, Indian Constitution: Preamble, Fundamental Rights, Directive
Principles and Fundamental Duties. Human Rights Commissions.

Basic Reading List:

1) Michael, C. R., The Structure of International Conflict, (London: Macmillan, 1981)

2) Parekh, Bhikhu, Gandhi’s Political Philosophy: A Critical Examination, (London: 1989)
3) B.P. Singh. (2008). Human Rights in India: Problems and Perspectives, New Delhi: Deep
& Deep.
4) AftabAlam (2004). Human Rights in India: Issues and Challenges, Delhi: Raj Publications.
5) Shanker Sen, (2009). Tryst with Law Enforcement and Human Rights: four decandes in
Indian Police, New Delhi: APH.
6) Pandhy, Prafullah. Social Legislation and Crime. New Delhi: Oscar Publications
7) Raju, CB. 2006. Social Justice and Crime. New Delhi: Serials Publications

47
DSC 6- Social Work Research and Statistics

UNIT 1: INTRODUCTION TO SOCIAL WORK RESEARCH

Meaning and Definition of Research; Nature and Significance of Research; Characteristics of
Research; Definition and Meaning of Social Research; Importance and Characteristics of Social
Research.

UNIT 2: SOCIAL RESEARCH AND SOCIAL WORK RESEARCH

Distinctive Features of Social Research and Social Work Research; Scope and Need; Scientific
Methods: Meaning and Characteristics of Social Work Research.

UNIT 3: TYPES OF SOCIAL WORK RESEARCH: Intervention Research and Practice based
Research; Action research, Needs Assessment Studies; Situational Analysis, Monitoring and
Evaluation.

UNIT 4: RESEARCH DESIGNS

Meaning and Definition of Research Design, Components of Research Design: Title of The Study,
Statement of The Problem, Review of Previous Studies, Objectives of The Study, Formulation of
Hypotheses, Methods of Data Collection, Tools for Data Collection, Sampling, Definition of
Concepts

UNIT 5: TYPES OF RESEARCH DESIGN

Exploratory Research Design, Descriptive Research Design, Experimental Research Design,
Diagnostic, Survey and Case Study Methods; Difference Between Quantitative and Qualitative
Research Designs.

UNIT 6: RESEARCH METHODOLOGY

Problem Identification, Literature Review, Formulation, Objectives and Hypothesis, Concepts,
Definitions; Introduction to Methods of Data Collection

UNIT 7: SAMPLING
Meaning and Definition Types of Sampling: Probability and Non Probability Sampling;
Advantages and Limitations of Each Category.

UNIT 8: METHODS OF DATA COLLECTION

Interviewing, Questionnaire, Observation and Focused Group Discussion. Tools for Data
Collection: Interview Schedule, Interview Guide, Questionnaire, Sources of Data Collection:
Primary and Secondary Data

UNIT 9: PROCESSING OF DATA

Editing, Coding, Tabulation, Graphical & Diagrammatic Representation of Data.

UNIT 10: BASIC STATISTICS FOR SOCIAL RESEARCH

Definition and Functions of Statistics. Importance of Statistics in Social Research; Frequency
Distribution and Tabulation; Ratio, Proportion, Percentage.

48
UNIT 11: APPLICATIONS OF STATISTICS
Measures of Central Tendency: Mean, Median, Mode. Measures of Variability: Standard and
Quartile Deviation;

Unit 12: Measures of Association

Chi-square, Correlation Coefficient, ’t’ distribution; Analysis of Variance and ‘F’ distribution.

UNIT 13: INTERPRETATION AND PRESENTATION OF STATISTICAL DATA

Graphical Presentation, Diagrammatic Presentation, Use of Tables; Analysis of Findings;
Limitations; Scope for Further Research.

UNIT 14: QUALITIES OF RESEARCHER

Maintaining Objectivity, Unbiased, Curiosity to Know the Unknown, Desire to Understand the
Cause and Effect Relationship of Social Problems, Desire to Discover New and Test Old Scientific
Procedures, Patience, Alert Mind, Courage and Consciousness.

UNIT 15: WRITING RESEARCH REPORT

Significance and steps in writing report; Precautions in writing research reports; Research
Abstracts; Research Proposals; Contents of a Research Project; Research Report Writing.

Basic Reading List:

1) Alston, M. Bocoles, W. (Indian Edition 2003). Research for social workers: An
introduction to methods. Jaipur: Rawat Publications
2) Bailey, Kenneth D. (1978) Methods of social research. New York: Mcneil Pub.
3) Grinell, Richard M. (Jr.) (1988) Social Work Research and Evaluation, Illinois F. E. Gupta.
S.P. (1985). Statistical Methods. New Delhi: Sultan Chand & Sons Publishers.
4) Costello, Patrick (S. Asia Edition 2005) Action research. London: Continuum.
5) Denzin, N. K., Lincoln, Y. S. (ed), (1994), Handbook of qualitative research. Sage
Publications, New Delhi.
6) Gillham, Bill (2000). Case study research methods. London: Continuum

49
DSE 2: Social Entrepreneurship and Project Management

Part I: Theory
(3 credits)

UNIT 1: ENTREPRENEURSHIP
Meaning of Entrepreneur; Characteristics of an Entrepreneur; Emergence of Entrepreneurial
Class; Role of Entrepreneurs in Economic Growth; Meaning, concept of Entrepreneurship;
entrepreneurial leadership and Motivation

UNIT 2: THEORIES OF ENTREPRENEURSHIP

Economic Theory; Sociological Theory; Dynamic Entrepreneurship Innovation Theory;
Leibenstein’s X- efficiency Theory; Theory of Profit

UNIT 3: SOCIAL ENTREPRENEURSHIP

Meaning, Concepts, Importance of Innovation in the social development sector;
Entrepreneurship Development Programmes- Meaning and Importance; Institutions providing
Entrepreneurship Development Programmes in India; Banking and Microfinance

UNIT 4: SOCIAL ENTREPRENEURSHIP IN NORTHEAST INDIA

Social Sector Perspectives and Interventions; Role of Entrepreneurship Development
Programmes in Context of North- East Region; Local Economy and Training Indigenous
Entrepreneurs.

UNIT 5: SOCIAL ENTREPRENEURSHIP AND LIVELIHOODS

Joint ventures in social entrepreneurship, public private joint ventures, partnerships for power,
solidarity and benefit sharing, ownership rights within joint ventures, addressing dilemmas of
corporate and international joint ventures for livelihoods

UNIT 6: SOCIAL SECURITY AND LIVELIHOODS

Strategies through Networking and Partnerships, Livelihood Policy, Livelihood security through
five-year plans MGNREGA- understanding from socio-political, cultural perspectives, impact,
People’s participation and democratic governance.

UNIT 7: PROJECT MANAGEMENT AND SOCIAL ENTREPRENEURSHIP

Meaning of Project management; Social Entrepreneurship as an emerging concept in corporate
India and skills in Project Management, Government bodies and Voluntary Sector, Social
Entrepreneurship Models

UNIT 8: PROJECT LIFE CYCLE

Phases- Conception/ Formation Stage; Definition/Build-up Phase; Acquisition/Production
Phase; Operation Phase; Divestment/Termination Phase

50
UNIT 9: PROJECT ASSESSMENT
Assessment tools for social mapping, budget analysis, monitoring and evaluation of pro-people
policies and projects supported by public and private funds, Diversity Mapping within
organizations and groups; outreach of programme implementation process, Ecological debts,
Environment and Social Costing; Financial Analysis

UNIT 10: LEADERSHIP AND RESOURCE PLANNING IN PROJECT MANAGEMENT

Leadership styles, processes, motivation, strategies, leadership roles in sustaining projects,
leadership and communication, leadership in vulnerable sectors, people’s leadership and ethics,
Forward backward linkages between resource groups, fund raising, fund allocations, resource
mobilization plans,

UNIT 11: VALUE-CO CREATION

Synergy between products, people and process, innovations for market and for social capital
creation, valuing abilities within disabilities, social inclusion with exclusive rights of
marginalized categories, Quality driven initiatives and alternative development models.

UNIT 12: NETWORKING

Tools of social resource mapping and utilization process, Livelihood networks based on
ecosystems, Solidarity networks, Community networks, Outcome mapping through networks,
power and networking, role of communication in networking.

Part II: Field Work

(1 credit)

Field Work Activity (Suggested Topic):

Social Entrepreneurship and Livelihood Initiatives/ Projects/Case Studies. (FW Journal
/guidelines to be attached with SLM)

Basic Reading List:

1) Khanka. S. S. (2013). “Entrepreneurial Development” S. Chand & Co. Ltd., Ram Nagar, New
Delhi.
2) Donald F. Kuratko, (2014). Entrepreneurship – Theory, Process and Practice”, 9th Edition,
Cengage Learning.
3) Abyad, Abdulrazak (2018), Project Management, Motivation Theories and Process
Management, Middle East Journal of Business, Oct. 2018, Vol. 13, Iss. 4
4) PetarJovanović, Ivana Berić, (2018), Analyses of the available Project Management
Methodologies, Journal of Sustainable Business and Management Solutions in Emerging
Economies, 2018/23(3)

51
DSE 2: Indian Administration

Unit 1:The Indian Administrative System: Evolution and Features

Evolution of the Administrative system in India; Features of the Indian Administrative
System
Unit 2:Civil Services in India: Structural Framework
All India Services, Central Services and State Services: Structure and Functions
Unit 3:Union Public Service Commissionand State Public Service Commissions
Constitutional Provisions on Public Service Commissions in India;Union Public Service
Commission and State Public Service Commissions
Unit 4: Comptroller and Auditor General of India
Powers and Functions of the Comptroller and Auditor General of India
Unit 5:Bureaucracy in India
Generalist vs. Specialist argument in India; Neutral and Committed bureaucracy
Unit 6:Development Administration in India
Meaning of Development Administration; Evolution of Development Administration in
India and its functioning
Unit 7:Financial Administration
Budgetary Process in India: Preparation and Enactment of Budget; Performance
Budgeting and Zero-Base Budgeting in India
Unit 8:Good Governance: Accountability and Commitment
Concept of Good Governance; Structural Reforms and Good Governance in India
Unit 9:e-Governance
Meaning and Nature; National e-Governance Plan (NeGP), 2005; National e-Governance
Division (NeGD) of Government of India; Implications and Importance
Unit 10:Corruption: Issues and Challenges
Meaning of Corruption; Causes of Corruption; Anti-Corruption measures in India:
Central Vigilance Commission (CVC) and Vigilance Machinery of the States, Central
Bureau of Investigation (CBI)
Unit 11:Ombudsmanic Institutions
Lok Pal and Lok Ayuktas
Unit 12: Transparency in Administration
The RTI Act, 2005: Background; Features and Provisions
Unit 13:People’s Participation in Administration
Citizen’s Charter: Concept and Origin; Citizen’s Charter at the Central and State levels
Unit 14:Administrative Reforms in India
Background: A. D. Gorwala Committee Report on Public Administration (1951), Paul
Appleby Committee Report on Public Administration in India (1953), Santhanam
Committee on Prevention of Corruption (1962); Administrative Reforms Commission:
Recommendations of the First Administrative Reforms Commission (1966);
Recommendations of the Second Administrative Reforms Commission (2005)

52
Basic Reading List:
1) Lakshmi Kant. M. (2012). Public Administration. New Delhi: Tata Mcgraw Hills
Education Pvt. Ltd.
2) Bhattacharya, Mohit. (2010). Public Administration. Kolkata: The World Press
Private Ltd.
3) Fadia and Fadia. (2008). Public Administration- Administrative Theories and
Concepts. Agra: Sahitya Bhawan publications.
4) Taneja, V. (2011). E-Governance. New Delhi: Alfa Publications.
5) Tripathi, V. (2007). E-Governance in India. New Delhi: Anmol Publications Pvt.
Limited.
6) Bose, J. (2006). E-Governance in India: Issues and Cases. Tripura: S. Icfai Books.
7) Satyanarayana, J. (2006). E-Government: the science of the possible. New Delhi:
Prentice Hall of India Private Limited.
8) Avasthi, Amreswar. & Avasthi, Anand Prakash. (1999). Indian Administration.
Agra: Lakshmi Narain Agarwal.
9) Bhagwan, Vishnoo, & Bhushan, Vidya. (2007). Public Administration. New Delhi:
S. Chand & Company Ltd.
10) Maheshwari, S.R. (2003). Indian Administration. New Delhi: Orient Longman.
11) Sharma, Dr. M.P., & Sadana, Dr. B.L. (2000). Public Administration in Theory and
Practice. Allahabad: Kitab Mahal.
12) Arora, Ramesh K. and Rajni, Goyal. (1995). Indian Public Administration:
Institutions and Issues. Wishwa Prakashan
13) Bhat, Sairam. (2012). Right to Information. Guwahati: EBH Publishers.
14) Dr. Vinay N. Paranjape. (2013). Right to Information Law in India. Allahabad:
Central Law Agency.
15) Oakley, Piter. (1991). Projects and people: The Practice of Participation in Rural
Development. Geneva: ILO.
16) Chambers, Robert. (1983). Rural Development: Putting the Last first. London:
Longman.
17) Mehta, Vinod. (2000). Reforming Administration in India. Har- Anand
Publications.

53
SEMESTER – III

DSC 7: Social Group Work

Unit 1- Social Group Work: Social Group: Meaning, concept, Definition, Objectives of group
work, Evolution and Characteristics of Group Work.
Unit 2- Historical Development of Group work Practice: Historical Development of Group Work
in India and in the West, Basic values and principles of group work.
Unit 3- Concepts related to Social group: meaning, characteristics, Types, Characteristics and
Significance of Groups, Group Dynamics, Group as Agents of Development,
Unit 4- Theories of Group Work: Psychoanalytic theory, Learning theory, Field theory, Social
exchange theory, System theory.
Unit 5- Development of the Group: Stages of group work: planning, beginning, middle and
ending phases, Use of programme as a tool: importance, principles and elements.
Unit 6- Group Processes and Dynamics: Group Structure, Group behaviour, Communication and
interaction pattern, Group cohesion & conflict
Unit 7- Group Work Process: Programme Planning in Group work; Models of group work
practice, Steps in Group Formation, Stages of the Development of Groups and Admission of
Formed groups.
Unit 8- Various Techniques Of Group Work: Group Counselling, Roup Discussion, Group
Decision-Making, Role Play, Programme Media And Group Sessions.
Unit 9- Group Work Stages: different stages of group development and Group Work- Intake
Study, Analysis and Assessment, Negotiating Contracts, Treatment, Recording in Social Group
Work: Intervention different stages of group development, orientation, bonding, interaction,
conflict, confrontation,
Unit 10: Final Stages of Group Work: Evaluation and Termination: Importance of Evaluation;
Types Evaluation; Methods of Evaluation; Need for Termination; Types of Termination;
Characteristics of Termination phase; Worker’s skills.
Unit 11-Group work Skills: facilitation, analytical thinking, leadership and recording in group
Work, Role of group worker in different stages of group work practice.
Unit 12 - Role of social worker in group work: Enabler, Stimulator, Supporter, Guide, Educator,
Resource person, Therapist and Supervisor.
Unit 13- Skills of group worker: Leadership, Communication, Listening, Conflict Resolution,
Decision Making, Facilitation; Use of Socio-Metry for group work.
Unit 14- Group Work in various settings: with Children, Adolescents and Elderly, hospitals,
residential and non-residential institutions. Application of group work with different groups:
children, adolescents, elderly persons, women and persons with disability.
Unit 15- Areas of Group work Practice: Health and Mental health set-ups, Health education,
substance abuse, schools, labour welfare, juvenile delinquency, youth and other disadvantaged
and vulnerable groups.

54
Basic Reading List:

1. Tracker, Harleigh B. 1970. Social Group Work - Principles and Practice, Association
Press: New York.
2. Balgopal, P.R.&Vassil, T.V.1983. Groups in Social Work: An Ecological Perspective. New
York: Macmillan.
3. Brown, Allan. 1994. Group Work. Hamphshire: Ashgate.
4. Douglas, T. 1972. Group Processes in Social Work: A Theoretical Synthesis. Chicester:
Johan Wiley & Sons Geoffrey
5. L.G. &Ephross, P.H. 1997 Group Work with Population at Risk. New York: Oxford
University Press.
6. Konopka, G. 1963 Social Group Work: A Helping Process. Englewood Cliffs:
Prentice.Toseland, R.W. & Rivas, R. 1984 An Introduction to Group Work Practice. New
York:MacMillian
7. Trecker, H.B. 1972 Social Group Work: Principles and Practices. New York: Association
Press.
8. Wilson, G. & Ryland, G. 1949 Social Group Work Practice. Cambridge: Houghton Mifflin
Company.

55
DSC 8: Social Work Practice with Communities

Part – I (Theory)
(3 credits)

UNIT 1: Analyzing Community

Concept of community, Types of Community, Structure & functions, Deconstruction of
community, Understanding community power structure
UNIT 2: Community Organization
Meaning, Objectives, principles & Definition; Phases of Community Organization; history of
community organization; Evolution of Community Organization as a Method of Social Work.
UNIT 3: Methods Of Community Organization
Fact finding; surveys, analysis, planning & evaluation. Concept of Community Participation:
steps and applications of community organization
UNIT 4: Community Organization As A Method Of Social Work
Concept of Community Work, Community Organization and Community Development,
Principles of community organization,
UNIT 5: Role Of Community Organiser
Role of Community Organiser in Different Settings; Community Development: difference
between Community Development & Community Organisation.
UNIT 6: Community Development
Concept, Philosophy & Methods; Rural Community; Meaning & Characteristics, Rural
Development Administration; At the Block level; Role of NGOs in Rural Development in India;
73rd Constitutional Amendment.
UNIT 7: Characteristics Of Urban Communities
Origin & Growth of Cities–Industrialization, Urbanization & Modernization. Growth of slums:
cultural, political & social aspects of slum life: social problems in urban areas.
UNIT 8: Community Organization In Tribal Social System And Vulnerable Communities
Tribal Social System and Governance, Tribal Autonomous Councils, Scheduled Areas,
Community Organization with Vulnerable Communities, 6th schedule areas;

Part – II (Field Work)

(1 credit)
Suggested Activities:
• Participatory Rural Appraisal,
• Community Organization,
• Awareness Programme in Rural and Urban Areas
• Socio-economic survey.

56
Basic Reading List:
1) Ross, M.G.1967. Community Organization: Theory, Principle and Practice. New York:
Harper and Row.
2) Shankar Rao ,C. N. Sociology :Principles of Sociology with an Introduction to Social
Thought, S. Chand & Company LTD: Ram Nagar, New Delhi
Misra. P. D. Social Work: Philosophy and Methods, Inter-India Publications, New Delhi
India

57
DSC 9: Social Action and Social Movements

Part – I (Theory)
(3 credits)

UNIT 1: Introduction To Social Action

Concept, Definition and meaning of Social Action, Social Action as a method of Social Work:
Typology of social action. Scope of social action, Principles of social action.

UNIT 2: Strategies And Models Of Social Action

Strategy of social action, Models of social action, Social action and social change, Social Work
and Social Action.

UNIT 3: History Of Radical Social Work Practice

Settlement House Movement and Anti-oppressive Social work practice, Critical Social work and
Structural Social Work practice.

UNIT 4: Integrated Social Work Practice

Meaning, relevance of the integrated approach to social work, integrated approach as an inter-
disciplinary method of problem solving.

UNIT 5: Perspectives Of Social Action

Concept of Conscientisation and critical awareness, Paulo Friere, B.R. Ambedkar, Mahatma
Gandhi and Saul Alinskey’s contribution to Social Action

UNIT 6: Introduction To Social Movements

Definition and meaning of social movements, Concept, nature and Components, Social
Movements and Social Change, Norms of social movements.

UNIT 7: Classification Of Social Movements

Old and New Social Movements, Characteristics of New Social Movements, Structure of social
movements; Case Studies of Social Movements in India.

UNIT 8: Social Movement In India

Overview of Social Movements in India, Peasant Movements, Labour movements, Women’s
movements, Dalit movements, Tribal movements, Naxalbadi Movement, Dalit Mobilization,
Tribal Solidarity Movements.

UNIT 9: Environmental Movements

Narmada Bachaon Andolan, Chipko Movement.

UNIT 10: Social Movements In North-East India With Special Reference To Assam
The Assam Movement, Students movements, peasant movement

58
Part – II (Field Work/Seminar)
(1 credit)
Field Work Activity (Suggested List):
• To meet up social organization with video evidence.
• Social media campaigning.
• List of functionaries.
• Conduct one interview.
• Focus Group Discussion, proposal writing, setting up / registering an organization.

Basic Reading List:

1) Weber, Max (1991); The Nature of Social Action. & quot; Runciman, W.G. ' Weber:
Selections in Translation, Cambridge University Press
2) Weber, Max (1978), Economy and Society: An Outline of Interpretive Sociology., USA:
University of California Press
3) Parsons, Talcott (1968), The structure of social action: a study in social theory with
special reference to a group of recent European writers, New York: Free Press
4) Britto, Gabriel A.A. (1984), “Some Principles of Social Action” .
5) Das Gupta, Sugata, (1987), “Social Action” in Encyclopedia of Social Work in India, Vol. 3,
Publications Division, Delhi.
6) Desai, Armaity S. (1984), “Social Action and the Social Work”
7) Freire, Paulo (1972), Pedagogy of the Oppressed.
8) Siddiqui, H.Y. (Ed) (1984), Social Work and Social Action, Harnam Publications, Delhi
9) Jacob, K.K. (1965). Methods and fields of social work in India. Bombay: Asia Publishing
House.

59
DSE 3: Sociology of Development

Unit 1: Introduction
Evolution of the concept of Development instead of Meaning of development over time,
historical location of the idea of development, Meaning of growth, difference between growth
and development.
Unit 2: Social Structure and Development
Meaning of social structure, meaning of culture, social structure as inhibitor/facilitator of
development.
Unit 3: Perspectives on Development (I)
Liberal, Marxist, Socialist
Unit 4: Perspectives on Development (II)
Ecological: Ecofeminism, Sustainable development,
Unit 5: Paths of Development
Capitalist, Socialist, Mixed Economy and Gandhian
Unit 6: Modernization theories
Meaning of the term ‘modern’ and‘modernization’; Modernization and globalization
Historical context of the modernization theories.
Unit 7: Theories of underdevelopment
Liberal theory: Max Weber; Gunnar Myrdal, Dependency theory: Centre-periphery
(GunderFrank), Uneven development (Samir Amin), World-system theory: (Wallerstein).
Unit 8: Politics of development
Knowledge and power in the development process, post-development theories, critique of post
development theories.
Unit 9: Civil Society and Alterative discourses of development
Meaning of civil society, emergence of the idea of civil society, significance of Civil society,
meaning of non- governmental organizations and its significance in development process,
meaning of Corporate social responsibility and Institutional social responsibility and its
significance in the development process
Unit 10: Contemporary concerns in development
Poverty, Social capital, gender and development.
Unit 11: Development and Displacement
Adverse effects of Development, Development leading to displacement and marginalisation,
especially of socially vulnerable groups
Unit 12: Development and protest movements in India
Hitoricizing the protest movements against development projects in India, Protests against
developmental projects due to loss of land, environmental destruction, loss of livelihood
Unit 13: Development discourse in North East India
Understanding Development discourse in north east India, Establishment of north eastern
council, DONER, Look/Act East policy, Public response

Basic Reading List:

1) Wood Charles, Roberts Bryan (ed), 2005, Rethinking Development In Latin America,
Penn State Press,
2) Preston P.W., 1982, The Theories of Development, London Routledge, Kegan Paul

60
3) Desai A.R., 1971, Essays on Modernization of Underdeveloped Societies, Thacker and
Co., Bombay
4) Datt and Sundaram, 2008, Indian Economy, S. Chand & Co., New Delhi
5) Eade D. & Ligteringen E., 2006, Debating Development – NGOs and the future, Rawat
Publications, Jaipur

61
DSE 3: Issues in Indian Economy

Unit 1: India as an Emerging Global Economy

Trends in National Income and Per capita Income, Sectoral Composition of National Income;
Role of India in the Current Global Economy
Unit 2: India’s Population: Growth and Policy
Population Growth, Age and Sex Composition of Population, National Population Policy, 2000.
Unit 3: Issues of Human Resource Development in India
Human Resource Development: Basic Issues and Problems; Poverty, Inequality and
Unemployment: Causes and Magnitude; Progress of Human Resource Development in India
Unit 4: Indian Agriculture
Contribution of agriculture to economic development; Problem of Food Security, Public
Distribution System
Unit 5: Changing Dynamics in Indian Agriculture
Diversification of Agriculture – Contract Farming – Subsidy to Farmers - Agriculture and
Environment – WTO and Agriculture
Unit 6: Indian Industry
Growth and pattern of Industrialization; Problem of Global Competition – Identification of
Industries Having India’s Comparative Advantage: IT Industry – MSME sector; Industrial
Sickness – Disinvestment
Unit 7: Social Sector
Performance of the social sector; social infrastructure- education, health and housing -
Government policies
Unit 8: Service Sector
Growth pattern of the Service Sector since 1991: Banking, Insurance, Telecom and Information
Technology; Changing Role of the Service Sector in the Indian Economy
Unit 9: Infrastructure Development in India
Growth of basic infrastructural facilities in India since 1991: Energy, Transport and
Communication
Unit 10: Urbanisation in India
Concept; Trend of Growth in Urban population in India since 1991; Growth and Composition of
Urban working population; Problems of Urbanisation; Growth of Urban Infrastructure in India
Unit 11: Inclusive Growth
Concept and Rationale; Major areas of exclusion: Regional and inter-community disparity;
Emphasis to bring inclusiveness through Five Year Plans

62
Unit 12: Economic Reforms - I
An Overview of Macroeconomic Management Since 1991; Reform In Capital Market: Inflow Of
FDI and FPI and its Implication for the Domestic Economy
Unit 13: Economic Reforms - II
Financial Sector Reform – Fiscal Reform: FRBM Act and its Implication; Second Generation
Reform Measures
Unit 14: India’s External Sector
Direction of Foreign Trade – Composition of Foreign Trade - Foreign Trade Policy - Balance of
Payment: Role of Private Transfer, Software Services and Foreign Capital in BOP – Current and
Capital Account Convertibility; WTO and its impact on the Indian economy.

Basic reading list:

1) Bardhan, P.K. (9th Edition) (1999), The Political Economy of Development in India,
OxfordUniversity Press, New Delhi.
2) Brahmananda, P.R. and V.R. Panchmukhi (Eds.) (2001), Development Experience in
theIndian Economy : Inter-State Perspectives, Bookwell, Delhi.
3) Chakravarty, S. (1987), Development Planning : The Indian Experience, Oxford
UniversityPress, New Delhi.
4) Dantwala, M.L. (1996), Dilemmas of Growth : The Indian Experience, Sage
Publications,New Delhi.
5) Datt, R. (Ed.) (2001), Second Generation Economic Reforms in India, Deep
&DeepPublications, New Delhi.
6) Jalan, B. (1992), The Indian Economy — Problems and Prospects, Viking, New Delhi.
7) Jalan, B. (1996), India’s Economic Policy — Preparing for the Twenty First Century,
Viking,New Delhi.
8) Basu, Kausik (ed.), “India’s Emerging Economy” OUP.
9) Kapila, Uma (ed.), “India’s Economic Reforms”, Academic Foundation.
10) Kapila, U.: Indian Economy since Independence, Academic Foundation
11) Sen, A. and Dreeze, J., “Economic Development and Social Opportunities”, OUP.
12) Wadhwa, C. (ed.), “Some Problems of India’s Economic Policy”, Tata McGraw Hill.
13) Fouseca, A.J. (ed.), “Challenge of Poverty in India”, Vikas.
14) Joshi, Vijay and Little, IMD, “India’s Economic Reforms 1991-2001”, Oxford University
Press.
15) Parikh, K.S. (1999), India Development Report — 1999-2000, Oxford University
Press,New Delhi.
16) Sandesara, J.C. (1992), Industrial Policy and Planning, 1947-
91:Tendencies,Interpretations and Issues, Sage Publications, New Delhi.

63
SEMESTER- IV

DSC 10: Social Welfare Administration

Part – I (Theory)
(3 credits)

UNIT 1: Social Welfare Administration

Meaning, Concept, Nature, Definition, Scope and Principles; Social Welfare Administration as a
Method of Social Work.
UNIT 2: Functions Of Welfare Administration
POSDCoRBF- Planning, Organizing, Staffing, Directing, Coordinating, Reporting, Budgeting, Fund
raising, Accounting, Auditing.
UNIT 3: Non- Governmental Organizations
Functioning and Registrations of Welfare Organization, Procedure for Establishing and Running
Social Service Organization; Structures
UNIT 4: Types And Purpose Of Social Service Organizations
Registration of Societies and Trusts; Constitution and byelaws; Societies Registration Act;
Factors motivating voluntary action.
UNIT 5: National & International Voluntary Agencies
Problems of Voluntary Organizations, sources of funding, management of funds- budgeting.
UNIT 6: Organization Of Human Services
Establishment of Human service organization, Management of human service organization,
Decision making processes,
UNIT 7: Role Of Communication
Communication in administration, Practice of Social Welfare Administration in different
settings, Social welfare Administration as an instrument of Social Change
UNIT 8: Welfare Programmes In India
Welfare programmes in India for Women, Children, Youth, Aged, Destitute and differently-
abled; Social Welfare Programmes for SCs & STs; Integrated Child Development Services, Social
security schemes of Central & State governments, Resource Mobilization, Grant-in-aid, Fund
raising.
UNIT 9: Social Welfare Administration In India
National level & State level Social Welfare Department: Functions and Programmes.
Organizational Structure, Programmes of Central Social Welfare Board, State Welfare
Departments, Transparency and Accountability of Social Welfare Organizations.

Part – II (Field Work/Meeting-up people)

(1 credit)

Field Work Activity (Suggested List):

• Visit and understand the functioning, establishment and registration processes of
welfare organizations
• Write journal on the formation and goal settings of welfare organizations, role of Social
Welfare Departments, Women and Child Welfare Departments and other Governmental
and NGOs.

64
Basic Reading List:

1) Goel, S.L. and Jain, R. K. (1988) Social Welfare Administration, Vol. I and II, New Delhi
Deep Publications.
2) Jagannadham, C. (1978). Administration and Social Change, New Delhi, Uppal Publishing
House.
3) Reed, Ella W. ed., (1961) Social Welfare Administration, New York, Columbia University
Press.

65
DSC 11: GENDER STUDIES

Part I: Theory
(3 Credits)

UNIT 1: Introduction To The Concept Of Gender

Difference between sex and gender, difference between women’s studies and gender studies,
multidisciplinary nature of gender studies, importance of gender studies as a subject.
UNIT 2: Key Concepts Related To Gender
Gender lens, sex disaggregated data, gender discriminations, gender gap, gender justice, gender
socialization, women empowerment, women’s oppression, exploitation and subordination,
Matriarchy and Patriarchy; Gender and Language: Sensitive Language
UNIT 3: Approaches To Gender And Development
The Welfare Approach, WID approach, WAD approach, Efficiency A., Empowerment Approach,
Gender and Environment Approach (GED).
UNIT 4: Liberal Feminism
Rationality, Freedom, Marxist feminism-Production, reproduction, Class, Alienation, Marriage
and family; Radical Feminism-gender, patriarchy, reproductive Technology, Motherhood;
UNIT 5: Socialist Feminism
Class and gender, Division of Labour, Unified and Dual System, Exploitative Institutions of
women in India-Family, Caste, Class, Culture, Religion Social System.
UNIT 6: Girl Child In Society
Child labours- Changing role of women-marriage, Single parent-Motherhood-Widows theories
of development-Empowerment-Alternative approaches-women in development, Women and
Development and Gender and Development-State Policy and Programmes,
UNIT 7: Women’s Education
Gender bias in enrolment- Curriculum content, Dropouts, negative capability in education-
values in education-Vocational education recent trends in women’s education-Committees and
Commissions on education, Adult literacy and Non-formal education for women’s development;
Problem of Dowry, Female foeticide and infanticide.
UNIT 8: Concept Of Gendered Division Of Work
Productive and non-productive work-Use value and market value; Gendered Division of labour -
Mode of production, Women in organized and unorganized sector, Training, skills and income
generation, women’s employment, Self help groups and leadership-Panchayati Raj-Political role
and participation.
UNIT 9: Women’s Movements
Pre-independent, Post Independent and Current women movements, National committees and
Commissions for Women-Government Organization for Women and Child Development, Role of
individual activists NGO’s in securing women’s rights, National and International funding
Agencies.
UNIT 10: Gender And Health
Health status of women in India-Mortality and Morbidity factors influencing health-Nutrition
and health-HIV and IODS control program national Health and Population Policies and
programmes. Maternal and Child Health; Reproductive and child health approaches

66
UNIT 11: Gender And Rights
Right to an Individual’s choice of sexual orientation, Queer theory, LGBT, Gender Empowerment
Measure (GEM), Gender Development Index (GDI); Issues of old age, Women and environment-
Sustainable development and impact on Women.
UNIT 12: Gender Parity
Human Development Index (HDI), Gender Parity Index (GPI), Organizations working for gender
and development, Social Issues- in relation to gender in India, Section 377 of the Indian Penal
Code (IPC).

Part II: Field Work

(1 Credit)

Field Work Activity (Suggested Topic):

In organizations and sectors that work for gender welfare and rights. (FW Journal /guidelines to
be attached with SLM)

Basic Reading List:

1) Geetha, V (2017). Gender: Theorising Feminism. The University of Virginia: Stree.
2) John. Mary. E. (2016). A Talk on the Concept of Intersectionality (lecture). Organised by
the Centre for the Study of Gender and Sexuality. Ashoka University.
3) John. Mary. E.(2008). Women’s Studies in India: A Reader. The University of Michigan:
Penguin Books
4) Kausal, Rachana(2000) Women and Human Rights in India, Kaveri Books
5) Aswal, Balam Singh(2013) Readings in Women's and Girls' Rights, Cyber-Tech
Publications
6) Mc Neese, Tim, Mountjoy, Shane(2009) The Women Rights Movement: Moving Toward
Equality, InfoBase Publishing
7) Chawla,Monica (2006) Gender Justice Women and Law in India, Deep & Deep
Publications Pvt. Ltd.
8) Saikia, Nandita (2008) Indian Women A Socio-Legal Perspective, Serials Publications

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DSC 12- SOCIAL WORK AND CRIMINAL JUSTICE SYSTEM

Unit 1-Introduction To Criminal Justice

Principles of Criminal Jurisprudence, Theories and Perspectives in Criminal Justice, Salient
Features of Indian Penal Code
Unit 2- Crime & Correctional System In India
Crime: Concept, Characteristics and theories (Classical, neoclassical, psychological and
sociological): Brief history and scope of correctional administration, classification of
correctional institutions
Unit 3- Criminal Justice Administration In India
Concept of Criminal Justice Administration, Police System, Prosecution and Defense Process,
Judicial Process
Unit 4- Criminal Justice Processes
Investigation and Prosecution Processes, Trial Processes, Correctional Processes, Juvenile
Justice System
Unit 5- Prison Processes
Prison Act, Prison Manual, Prisoners’ Rights, Visitorial System
UNIT 6- Probation & Parole
Definition, Objectives, Role of Probation in prevention and treatment of crime and delinquency :
Parole : Principles, eligibility and condition of parole.
UNIT 7-Prison Administration
Prisons Acts History, Objectives, Organisational Structure and functions andprisons reforms,
types of prisons, Problems of prison administration, prison labours, pre-release preparation,
release, follow-up and rehabilitation
UNIT 8- Children in Conflict with Law
Children in Conflict with Law: nature and incidence, characteristics, types, factors,treatment,
prevention, custody in Juvenile Justice Act (Amended)
UNIT 9- After-care services
Concept, definition, meaning and objectives of After care services: History andrecent trends,
Role of Government, NGO’s International agencies in planning and implementation of Aftercare
services,
Unit 10- Social work in Correctional Settings
Nature, Values of social work practice in the correctional settings, types of correctional settings
Unit 11- Social Work in Police Departments and Courts
Unit 12 – Application of the methods of social work methods in the correctional settings-
case work and group work, Application of Social Work Methods, Promoting public participation
in correctional services.
Unit 13- Skills of social workers in the correctional settings
role of social workers in the correctional setting
Unit 14 Social Work Practicum in Correctional Settings (1 credit)
The practicum would include orientation visits to jails, family courts, beggars home, observation
homes, rescue homes etc. During concurrent field visits, students are expected to conduct
minimum five casework / case studies and minimum ten group work sessions. Students will be
exposed to RTI, PIL, Public Hearings, Use of Media, Monitoring techniques (fact finding mission,
report writing), networking- signature campaigns, peaceful demonstrations, rallies, alliance
building etc.

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DSE 4: Social Work with Persons with Disability (PWD)

Part I: Theory
(2 Credits)

UNIT 1: Understanding Disability

Definition, Concept: Disease, impairment, disability and handicap; Causes for disability:
Prenatal, natal, and postnatal causes; Types of disabilities. PWD population in India, Changing
types of disability.
UNIT 2: Difficulties Faced By Persons With Disabilities (Pwd)
Individual level, in day to day activities, education, employment and societal level, general and
specific vulnerable PWDs: Persons with multiple disabilities, Persons with severe and profound
disability.
UNIT 3: Families With Persons With Disabilities
Role of family member in supporting persons with disabilities; Role of Community involvement,
Issues faced by Women and Children with Disability, Role of developmental organisations in
empowering the women and children with disabilities, Early intervention in children and
benefits
UNIT 4: Prevailing Legislations
National legislations, UN Conventions and declarations of Persons with Disabilities, Mental
Health Act 1987, Rehabilitation Council of India 1992, Persons with Disability Act 1995,
National Trust Act 1999; National Policy for Persons with disabilities 2006, Rights of Persons
with disabilities Bill 2012, Rights of Persons with Disabilities Act 2016.
UNIT 5: Government And Ngo Programmes
Schemes and benefits; Preventive measures: Early identification, intervention and
rehabilitation; Institution Based Rehabilitation Programmes and Community Based
Rehabilitation Programmes; Government organizations: RCI, National Trust, National Institutes
under Ministry of Social Justice and Empowerment, Social Welfare Department/Department of
Differently Abled; NGOs: CBR Forum, CBM, Blind People Association, grass-root level NGOs,
PWD Associations.
UNIT 6: Rehabilitation Of Persons With Disabilities
Process of rehabilitation: Early identification, Treatment, Education, Vocational methods and
strategies at individual, family, Role of Community involvement in Rehabilitation process, Social
mobilization, Networking with other service organizations available in the community; Job
placement for the disabled - organized sectors and self-employment, Utilization of Government
and other available resources, type of guidance, vocational, educational and personal.
UNIT 7: Various Approaches
Strength based Approach; Rights based Approach, Barrier free environment, Inclusive
development, Research in disability management; Role of Technology in dealing with disability,
Fitment of aids and appliances, Cross-disability approaches; International organizations
working in the area of disability, Accessible India Campaign and its benefits, Multidisciplinary
rehabilitation team and their roles.

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UNIT 8: Role Of Social Worker In Working With Pwd
Awareness creation and sensitization on disability, rehabilitation counselling, guidance to PWDs
and family members, Barrier free environment; Coordination with multi-disciplinary
rehabilitation professionals, formation of PWD Associations, Advocacy, Networking,
Registration as Rehabilitation Professional under RCI.

Part II: Field Work

(2 Credits)
(For Field Work in the sectors working for Persons with Disability, a Field Work Journal
/Guidelines to be attached with SLM)

Basic Reading List:

1) Balcher, J (Ed.). (1984). Severely Handicapped young children and their families. New
York: Academic press.
2) Bhambhani, M. (1999). The burden of woman with Disabilities. Action Aid Disability
News, 1 and 2, 22–24.
3) Carrol, T.J. Rev. (1961). Blindness: What it is, what it does, and how to live with it. Boston:
Little Brown and Co.
4) Chapman, E. (1978). Visually Handicapped Children and Young People. London:
Routledge and Kegan Paul.
5) Gregory, S. (1976). The Deaf Child and his family. Plymouth; Double and Brendon
Limited.
6) Joseph, G. A. and William, A. T. (2014). Social Work with Disabled: An Integrated Social
Work Approach and Practice for Persons with disability. International Journal of
Management, Marketing and HRD, 1.
7) Mc Conkey, R. and Mc Cormack, B. (1983). Breaking Barriers: Educating people about
disability. London: Souvenir Press (E) and (A) Ltd.
8) Oliver, M. (1983). Social Work with Disabled People. Basingstoke: Macmillan.
9) Punani, B. Rawal, N. and Sajit, J. (2002). Manual Community Based Rehabilitation
(Visually Impaired) (2nd ed.). Ahmedabad: Blind People’s Association.
10) Rao, N. S. (2008). Counselling and Guidance. New Delhi: Tata McGraw Hill.
11) Robertson, S. E. and Brown, R. L. (1992). Rehabilitation Counselling: Approaches in the 39
field of disability. London: Chapman & Hall.
12) Thomas, M. and Thomas, M. J. (2003). Manual for CBR Planners. Asia Pacific Disability
Rehabilitation Journal.
13) Werner, D. (1994). Disabled Village Children – A Guide for community Health Workers,
Rehabilitation Workers, and Families. New Delhi; Voluntary Health Association of India.
14) Young, P. (1985). Mastering Social Welfare. London: Macmillan Education Ltd
15) Action on Disability and Development: Building Abilities: A Handbook To Work With
People With Disability. Bangalore. Books for Change Publications, 2001.
16) Albrecht G.L, Katherine D Seelman& Michael Bury. (2001). Hand Book of Disability
Studies. London: Sage
17) Grant, (2005). Learning Disability: A Lifecycle Approach to Valuing People. London
18) Hegarty Seamus &MithuAlur. (2002). Education and Children with Special Needs.
London: Sage

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19) Karanth, Pratibha& Joe Rozario. (2003). Learning Disability in India. London: Sage
20) Moore. (2005). Researching Disability Issues. London
21) Clark Joan Simeon. (1970), Disabled citizens London: George Allen &Unwin
22) GajendragadkarS.N.(1983). Disabled in India USA: California
23) Narasimhan M.C. (1989). Disability a Continuing Challenge. USA: Michigan
24) The World Bank: People with Disabilities in India: From Commitments to Outcomes. New
Delhi. The World Bank, 2009. (362.4T W B)

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DSE 4: Women and Politics

Part A: Theoretical Perspective

Unit 1: Concepts of Gender and Patriarchy

Meaning and Nature of Gender; Meaning and Nature of Patriarchy, Forms of Patriarchy
Unit 2: History of Feminism
Waves of Feminism: First Wave of Feminism, Second Wave of Feminism, Third Wave of
Feminism
Unit 3: Theories of Feminism
Socialist Feminism, Liberal Feminism, Radical Feminism, Marxist Feminism, Cultural
Feminism, Eco Feminism, Postmodern Feminism, Multicultural Feminism, Global
Feminism
Unit 4: Gender Mainstreaming and Gender Budgeting
Concept of Gender Mainstreaming, Importance of Gender Mainstreaming; Concept of
Gender Budgeting, Importance of Gender Budgeting
Unit 5: Women’s Movements
Historical Perspective, Women’s Movement in India, Contemporary Movements,
Women’s Issues in South Asia, Women in Contemporary Southeast Asia
Unit 6: Women and Family
Structure of Family, Power Structure in family, Position of Women in Family
Unit 7: Violence against Women
Causes of Violence against Women, Forms of Violence, Sexual Harassment at Workplace,
Female Trafficking
Unit 8: Political Empowerment of Women: Global Perspective
Concept of Empowerment, Concept of Gender Empowerment, Political Empowerment of
Women: Initiative taken at the global level for Political Empowerment of Women, Role
and Position of Women in Electoral Politics: Global Perspective

Part B: Indian Perspective

Unit 9: Political Empowerment of Women in India with Special Reference to

Assam
Factors that affect Political Participation of Women, Measures adopted in India for
Political Empowerment of Women, Role and Position of Women in the Parliament, Role
and Position of Women in Assam Legislature
Unit 10: Economic Participation of Women in India: Issues and Challenges
Stridhan, Personal Law and Women, Initiative taken by SAFP for Women Empowerment
Unit 11: Economic Empowerment of Women and Skill Development
Importance of Economic Empowerment, Importance of Skill Development, Economic
Issues and Challenges Confronting Women, National Policy for Empowerment,2001

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Unit 12: Women and Self-Help Groups with special reference to Assam
Development of Self Help Groups in India, Development of Self Help Groups in Assam,
Role played by the Self Help Groups for Enhancing Capacity of Women
Unit 13: Environment and Women
Impact of Environmental Issues on Women
Unit 14: Participation of Women in various Socio-Political Movements in Assam
Participation of in the Assam Movement, Participation of in the Bodo Movement

Basic Reading List:

1) Agarwal, M.(Ed.) (2013). Women Empowerment and Gender Equality. New Delhi:
Kanishka Publishers, Distributors.
2) Arora, N.D.& Awasthy, S.S. (2004). Political Theory. New Delhi: Har Anand
Publications Pvt. Ltd.
3) Beauvoir, Simone de. (2015). The Second Sex. New Delhi: Vintage Classics, India.
4) Bhasin, Kamla. (2003). Understanding Gender. New Delhi: Kali for Women.
5) Bhasin, Kamla. (1993). What is Patriarchy? New Delhi: Kali for Women.
6) Biju, M. R. (2006). Women’s Empowerment: Politics and Policies. New Delhi: Mittal
Publication.
7) Brush, L.D. (2007). Gender And Governance. Jaipur: Rawat Publication.
8) Chatterji, S.A. (1997). The Indian Women's Search for an Identity. New Delhi:
Vikas Publishing House.
9) Chaudhuri, Suchetra Sen. (2004). The Bodo Movement Women’s Participation.
New Delhi: Mittal Publication.
10) Derrienic, Jean-Pierre (1972). Theory and ideologies of violence, in Journal of
Peace Research, Vol 9
11) Hust, E. (2004). Women’s Political Representation And Empowerment In India: A
Millions Indiras Now? New Delhi: Manohar Publication.
12) John, E. Mary. (2008). Women’s Studies in India, A Reader. New Delhi: Penguin
India.

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 Annexure III
GUIDELINES FOR SEMINAR PAPER
Master of Social Work Programme
Krishna Kanta Handiqui State Open University

Introduction
Under the MSW programme of KKHSOU, you will need to present a Seminary paper at your second
semester. You can choose any relevant topic for presentation. Or you can also take help of Section IV
of Annexure IV to choose a relevant topic for your seminar paper.
Traditionally, a seminar paper will consist of four major sections: (1) Introduction; (2)
Background; (3) Analysis; and (4) Conclusion. This section contains a brief outline to follow, but
each subsection is examined in detail in the subsequent pages.

General Structure of a Seminar Paper

1. Introduction: Here, you need to set out the "Crux" of the Paper. Your major tasks include:
 Introduce and note why the topic is important.
 Briefly summarize necessary background information. State your thesis
 Convey your organization of the paper -- (i.e., "roadmap").
 Tell the audience what your paper will show and in what order.
 If you can concisely summarize your research and outline the arguments of your paper, then
odds your audience will be able to follow your analysis.
2. Background: Here, you need to orient your audience towards your research area. Major tasks are:
 Describe the genesis of the subject
 Describe the changes that have occurred during its development.
 Explain the reasons for the changes
 Describe where things are now (You may also want to indicate the reasons for further change).
3. Analysis: Here, you need to explain the thesis/main argument of your paper. Here, you need to do:
 Large-Scale Organization: This follows the following tasks:
(a) Discuss the major issues;
(b) Separate issues and sub-issues
(c) Order issues logically
 Small-Scale Organization: This follows the following tasks:
(a) Introduce and conclude on each issue
(b) Present your arguments and rebut opposing arguments
(c) Use organizational paradigms where appropriate
4. Conclusion: Here your agenda include:

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  Restate the thesis of the paper
 Summarize major points
 If you chose to use a hypothetical in your introduction, revisit the hypothetical to "tie-up" your
paper.

Certain Key Points

 Always preserve a copy of your Seminar paper duly signed by your Centre Coordinator and a
Certification of Presentation from him/her. The University may also ask a copy of that report
as and when required.
 You may be asked to present your Seminar paper either at the University Headquarters/or at
any assigned place face to face or through online mode.
 Seminar Report must be typed in Computer. Report May be printed on both sides in standard
A4 size papers with 1.2 inch margins on both left and right sides and 1 inch margins on top
and bottom. Page numbers must be maintained throughout.
 The Presentation Room must be well organised with a banner of the Seminar on the
background.
 Insist your study centre to maintain video recording of the presentation session and obtain a
copy of your particular session. Alternatively, you can record a video of the presentation
yourself and keep a copy until declaration of your Final semester Results. . The University
may ask this Video at any point of time.

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 Annexure IV

GUIDELINES FOR PROJECT/DISSERTATION

Master of Social Work Programme

Krishna Kanta Handiqui State Open University

Section I: Introduction
Project/Dissertation Work is an application-oriented academic activity that seeks to hone your
theoretical and quantitative abilities through their application in light of the theoretical information
obtained while taking different MSW courses, most notably courses like Case work, community
organization, social welfare administration, working with Persons with Disability and others, This
Project/Dissertation work consist of 8 credits, requiring you 240 hours of study and work.
Dear learners, please note that you need to take this task seriously and with all sincerity
because of three basic reasons. First, this course provides you ample scope to apply your theoretical
understanding on socially relevant issues. Second, this course carries the highest credits among all
your courses in the programme. Thus, this course can help you achieve a better, higher grade in the
programme. Finally, this project/dissertation activity provides you a scope to acquire research skills.
This will ultimately help you undertake a career/study in research in near future.
In undergoing the Project/Dissertation work, you can take up a theoretical issue, or any
socially relevant issues that you may have come up during your study. It is expected that along with
the theoretical understanding of the issue, you try to formulate a detail research proposal. For doing
this, you can take help of the course ‘Social Work Research’ that you have come across in the first
semester. Most importantly, you should note that the Project/Dissertation Work undertaken should be
authentic and should contribute towards the development and growth of the subject. It is mandatory
that you submit the report in originality and you must not submit it earlier for any other purpose. The
University will also check all the Project/Dissertation Report with high-end Plagiarism-Check
Software. Thus, you should also note that if it is found that the Project/Dissertation Work undertaken
does not appear to be authentic or does not contribute towards the growth of the subject or it has been
merely copied from some sources, the University has the right to out rightly reject the
Project/Dissertation Work without offering any explanation. In that case, you will be awarded zero.
Group projects are not allowed. If it is found that the subjects/chapters/contents of the projects of two
learners are matching, then both the project will be rejected and Zero mark will be awarded to both.

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Presentation Style: You need to follow the Presentation Style in the layout of your
Project/Dissertation Report as mentioned in Section II of this Guidelines. Additionally, in Section III,
we have provided certain Guidelines/Tips to help you do your Project/Dissertation more effectively.

Citation and Referencing Style in Project/Dissertation: Writing of Project/Dissertation Report is

one of the research work. So, you need to follow particular style of citation and referencing. The
University follows that APA 7 Citation Style published by the APA (American Psychological
Association). A link for downloading a brief APA Citation Guide has been attached below.

Role of your Project/Dissertation Guide: Your project/dissertation guide should be well versed in
the subject area, which will help you in designing the questionnaire deciding the size of sample,
procedure for data collection, tabulation and analysis. You must discus your project/dissertation
design with your guide before the start of your work and also again if necessary at the writing stage
and finally at the stage of editing the report. You should show your guide the draft project report
before it is finalized for submission.

Eligibility of a Project/Dissertation Guide

 Faculty (From the University/Degree College)/Course Coordinator/Academic Consultant/
Counsellor having relevant teaching experience.
 Professionals holding Masters’ degree in the respective field or allied disciplines having a
minimum of 5 years of experience in the relevant area.
 If you are taking the help of a Teacher/Professional apart from the faculties engaged during the
counselling sessions at your study centre, then the Teacher/Professional’s bio-data is to be
approved by the respective Course Coordinators. The bio-data should contain the teaching/work
experience, area of specialization, Research publications and experience in guiding the project
work.

Certain Key Points

 Always preserve a copy of the Report with you with all due signatures in originals. This may
be required for your future academic/research/job purpose. Secondly, the University may also
ask a copy of that report as and when required.
 You may be asked to present your Report either at the University Headquarters/or at any
assigned place face to face or through online mode.
 Project/Dissertation Report must be typed in Computer. Report May be printed on both sides
in standard A4 size papers with 1.2 inch margins on both left and right sides and 1 inch
margins on top and bottom. Page numbers must be maintained throughout. The
Title/Acknowledgement/ Content pages, should be numbered in Roman letters (i, ii, iii etc…)

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 while the main body part must be numbered in standard (1,2,3, …. ) format. Annexures
should be included at the End and should also be numbered in Roman letters (i, ii, iii etc…)

Section II: Project/Dissertation Performa

Cover Page: The cover page on the bound copy of the report should indicate. Colour of the Hard
Cover of the Project Report must be NAVY BLUE.
 The title of the report. It would be short and written in capital letters. If necessary, it should be
followed by an explanatory sub-title.
 Your name and enrolment number/ Exam roll no /year of examination.
 Name and designation of the faculty member/ Coordinator/ Academic Consultant who has
guided you.
 Name and designation of the person of the organization who has guided you.

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 PROJECT REPORT/DISSERTATION

On

“ Topic Name ”

SUBMITTED TO

KRISHNA KANTA HANDIQUI STAE OPEN UNVERSITY

IN

PARTIAL FULLFILLMENT OF THE

MSW (YEAR)

by

Name : …………………………………………

Enrollment No…………………………………….

Study Centre Code:

Under the
Guidance of

Name of Internal Guide / External Guide

Designation

Certificate of the Guide/ Supervisor (Format)

Certificate of the Guide/ Supervisor

Mentor / Guide Name :

Designation :

This is to certify that the project report entitled “_______________” has been prepared by
Ms./Mr. ____________ bearing enrolmnent number________________under my supervision and
guidance, for the partial fulfilment of MSW of Krishna Kanta Handiqui State Open University.
His/her field work is satisfactory.
Date: Signature of Guide

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Certificate of the Study Centre Coordinator/ Academic consultant of Study Centre
Certificate of Study Centre Coordinator/ Academic consultant

Coordinator/ Academic consultant Name :

Designation :

This is to certify that the project report entitled “____________” has been prepared by Ms./Mr.
__________ under the guidance of Dr./ Sri/Mr./Ms._____________, for the partial fulfilment of
MSW programme of Krishna Kanta Handiqui State Open University. His/her field work is
satisfactory.

Acknowledgement: The learner should to provide an acknowledgement of the help received from
Supervisor, other teachers, Libraries and any other organizations/ source/ person. One may also
acknowledge assistance from family members, friends and others. The learner has to put his / her
signature and the Enrollment No. at the end of the acknowledgement.

Self-Declaration by the Learner: The learner has to make the following declaration:

Self-Declaration By The Learner

I do hereby declare that this project work entitled “ _________” submitted by me for the
partial fulfilment of the requirement for the award of MSW programme of Krishna Kanta
Handiqui State Open University is a product of my own research work. The report
embodies the finding based on my study and observation and has not been submitted
earlier for the award of any degree or diploma to any Institute or University.

Name: Signature of the Learner

Enrolment Number: Date:

Table of Contents:
Also called INDEX, the Table of Contents should provide the title of all chapters (with page numbers)
major subdivisions and appendices. The table should also indicate the commencing page numbers of
the preface, the bibliography appendices & annexure.
Main Report:

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Your main report should follow the chapter scheme you had indicated in your synopsis. Generally the
sequential presentation should be as follows:
 Chapter-I: Introduction of the problem: this chapter should provide a background of the
problem and what is proposed to be investigated. The significance of the problem, the
objective and the scope of the study and the contribution and impact your study will make
should be elaborated. A brief description of the organization where you have conducted the
project should be provided.
 Chapter-II: Theoretical Perspective: This chapter should give an overview of the
theoretical concepts related to the problem under study. You should refer to the current status
of research in the area and major finding thereof. These should bring out the necessity for a
study of the kind you have undertaken and the approach you intend to follow.
 Chapter-III: Methodology, Scope, Limitations: This chapter should describe in detail the
steps followed in completing the study. If you have done a sample survey, the basis of
sampling its size etc. should be discussed. The sources of primary and secondary data must be
stated and the way you have processed the data should be elaborated. You can also describe
the scope and limitations of your study.
 Chapter-IV, V, VI …. Discussion/Body of the Report: Presentation of the relevant data and
analysis and discussion thereon from the main body of the report. After you define your
research problem clearly and definitely, before you start the report, decide on the main theme
of your report; which of the findings are significant, which are peripheral? Develop your
argument logically to build your theme, presenting data wherever necessary. Decide the
distribution and the number of chapter required; keep appropriate balance in the size of the
chapter, and avoid uneven coverage. Only include those parts of a table in the chapter which
are relevant to the arguments, the details can be in the appendix. Spend more time on the
central issues, giving them importance, clarity and emphasis. All issues if treated in the same
manner will dilute a report.
 Appendices and Annexure: Appendices are listed alphabetically e.g Appendix A Appendix
B etc. and contain the table and data collection for the study .They are not included in the
main chapters but referred to in the discussion and interpretations. Appendices are placed
after the last chapter on summary conclusions.
 Annexure are numbered numerical e.g., Annexure II etc. and contain such supporting
information which through not collected as primary and secondary data, yet is relevant in
discussion and for easy reference.
 References: references can be mentioned either at the bottom of the appropriate page where
these are referred or at the end or each chapter. If this has not been done, a third alternative is
to list them at the end of the report immediately after the appendices / Annexure.

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  Bibliography: A bibliography is a list of published sources consulted during the course of
project work and normally includes all work listed in the text and text notes. The bibliography
can be listed in alphabetical order or split into two separate list each covering books and
articles.

Section III: A Guide to Organising the Contents of

Project Report /Dissertation

1. The Title of the Study: A single sentence describing the inquiry should be in the title. The title is
frequently used to refer to the independent and dependent variables. Thus, descriptive names such as
Factors Affecting Agricultural Productivity in Assam/North East India, or Impact of Health
Expenditure on the Household Level Income/Standard of Living in Assam/North East India would be
suitable. Avoid titles that imitate newspaper headlines (e.g., “Current Budget Proposals”); a formal
report is not a journalistic assignment. Bear in mind that your reader will first notice the title of the
report and will want to know if the report is relevant to his or her research interests. Your
project/dissertation title should be a short yet accurate description of the report’s content. Avoid using
terms such as “a research into…” or “an experiment to discover…” in the opening of your title. Not
only are such sentences redundant and contribute nothing to the text, they also reflect sloppy thinking.
The phrase “title” is not acceptable as the initial word in a title. The reader will identify it as the title
due to its placement.
2. The Abstract of the Study: The abstract describes your entire work in a single paragraph. A short
overview of the goal and approach should be provided, as well as sections on the findings and
discussion. Exclude detailed information such as statistics and statistical test names from this section.
Aim for a length of maximum 150 words for your abstract. The abstract is the second thing a reader
sees after the title, and it may be the only thing they see. As such, it should give a comprehensive yet
brief overview of the whole report, allowing readers to decide whether to continue reading or not. As
a general rule, write four short lines describing (1) why you did it, (2) what you did, (3) what you
discovered, and (4) what you concluded. Write the abstract once you have completed the body of the
report. You may struggle to write a succinct abstract in a single session. Perhaps it is more convenient
to start with a lengthier version and then shorten it.
3. Introduction to the Study: To begin, you should defend the study you’re addressing. This implies
that after reading the introduction, the reader should be able to deduce the subject of your Report.
Simultaneously, your introduction should explain to someone who is not an expert why you did this
study. As a consequence, the introduction will begin with a general framework and go to the study’s
specific reasoning and objectives. Typically, this section will include an overview of prior work in the

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subject, as well as an explanation of the theoretical or practical motives for doing the study. The
following is an example of an effective content sequence for an introduction:
 Describe and identify the subject you wish to research, and, if necessary, justify its fascination
and/or significance.
 Describe previous work (and maybe your own) that relates to the subject at hand.
Justify your previous work’s inadequacy. It might have methodological problems, or there
could be need for extension of previous work, or this could be the first time it has been reproduced, or
you could be comparing the sufficiency of various theories. (If the previous work is complete, error-
free, and has been repeated several times, or if the best hypothesis is known, further research is
unnecessary.) Justifications for why previous work was inadequate should logically lead to the study
you did. You are not need to go into detail here, but it should be obvious how the most recent work
resolves open theoretical issues, corrects past research’s mistakes, and/or enhances our present
understanding.
What are your expectations for the result of your study, and why? Complete this section by
describing your study hypothesis/research questions (what you expect will happen based on your
theoretical framework and/or the constraints of previous studies). If you are performing more
exploratory research and are unclear about the conclusion, briefly describe the study’s aims and
desired outcomes. This final paragraph of the introduction is critical to the study’s and report’s
comprehension. If this part is well-defined, discussing and evaluating the outcomes will be lot easier.
Ascertain the relevance of your theories to the essay’s main body. Your theories do not have to be
enumerated or bulleted.
4. Methodology of Research: Rather of being a standalone part, the method section should ideally be
divided into the following five or so subsections. In the approach section, you describe the steps you
used to acquire your data. This portion of your Project/Dissertation Work should include sufficient
detail to enable the reader to reproduce the experiment. If you’re not very much sure about the
research mehtodology, read over a journal paper on your subject to try to get insights to their research
approaches. Mention your use of research tools in this section. It is desirable that you present a
Review of Research Methods from earlier studies here.
5. Characterisation: Based on your chaptalisation plan, organise the main body of the
Project/Dissertation in a systematic way. Try to organise your body in a way like there is a continuity
of flow throughout the discussion.
6. Findings and Discussions: Begin by outlining the actions you took to process the data. This
implies that you must explain how you arrived at your scores through the aggregation of each
participant’s replies. For example, if each participant has completed 40 questions and you are more
interested in the total percentage of right answers than (or in addition to) the performance on each
individual question, you should specify as such. You must defend your choice to exclude particular
data (i.e., provide a “exclusion criterion”).

83
 Whenever appropriate, utilize descriptive statistics to provide a clear, brief overview of the
data. In a basic experiment, this is generally achieved by including the means and standard deviations
for each condition in the text that follows the data treatment. Frequently, descriptive data is provided
in a table as part of a more in-depth investigation (with numerous dependent measures or three or
more conditions). When presenting descriptive data, graphs typically outperform tables or text. This is
commonly used to demonstrate a sequence of events or to convey a complicated pattern of
information (e.g., an interaction between two variables).
Each table and figure should be assigned a unique number and captioned with information
about the variables, circumstances, and units of measurement. Additionally, verify that the axes are
labelled appropriately. Additionally, if a graph or table is utilised, it must be cited within your Project
Work’s body. In other words, your reader should understand when you’re about to utilise a figure or
table.
Never copy and paste the output of a statistical software into your report. Always assess what
information is pertinent and important and then communicate it without repetition in the most
efficient manner possible.
In your results section, use the same descriptive labels that you did in your technique section.
This will be beneficial to your reader.
Frequently, descriptive statistics are used with inferential statistics (statistical tests that help
you decide what to conclude about the data). It should be self-evident who conducted the tests and
with what data. For the majority of statistical tests, the p-value should be accompanied with a test
statistic (such as the t-value) (e.g., a t-test). Frequently, further information is required (e.g., the
degrees of freedom). You’ll have to determine this for yourself.
7. Conclusions and Policy Implications: To end the discussion, it is desirable that you draw certain
important conclusions of the study and based on those you can also offer certain policy measures or
discuss the policy implications of your findings. Here, you can also highlight certain limitations you
faced during your study or point out certain future directions of research on the area.

Dr Mridusmita Duara

Assistant Professor of Social Work,

SKBSSS, KKHSOU

84
 Annexure VI

Common Basket of Ability Enhancement Courses (AECs) and

Value Added Courses (VACs) for PG Programmes

Semester Course Type Name of the Course

I AEC 101 Essential Assamese
(any one (Open to all except those from Assamese)
course) 102 English for Media Studies
103 Social Entrepreneurship and Project
Management
VAC 101 Introduction to Ethics
(any one (Open to all except those from Philosophy)
course) 102 Essentials of Indian Constitution
(Open to all except those from Political Science)
103 Indian Traditional Knowledge System
104 English Communication Skills
105 Traditional Media
II VAC 201 Advertisement Strategy
(any one 202 Cyber Security
course)
III AEC 301 Life Skills
(any one 302 Computer Applications in Quantitative
course) Analysis
303 Writing for Media

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AEC 101 Essential Assamese

Course Objective
 To introduce learners with the nuances of Assamese grammer
 Illustrate useful contents related to vocabulary, narrative writing and professional
writings
Course Outcomes
 The learners will develop their art of speaking and writing
 The learners will be able to demonstrate their professional skill in media houses and
other professional houses

Syllabus

অধ ায় ১: বণ আ আখৰ
বণ বা আখৰ, িন, বণ বা আখৰ আ িনৰ স ক, অসমীয়া ৰআ ব ন িন, অসমীয়া ভাষাৰ আখৰ,
চ িব ৰ ু ব ৱহাৰ, ণ িবিধ আ ষ িবিধ

অধ ায় ২: বাক স া
অসমীয়া ভাষাৰ বাক ৰীিত : উে&শ আ িবেধয়, বাক ৰ ()ণীিবভাজন, বাচ , উ+,, বাক ত পদৰ /ম

অধ ায় ৩: ত য় আ িবভ
0ত য় : কৃৎ 0ত য়, ত+3ৎ 0ত য়, িনিদ4তাবাচক 0ত য়, িবভ+, : নাম িবভ+, বা কাৰক িবভ+,, +/য়া িবভ+,,
িবভ+, আ 0ত য়ৰ পাথক , উপসগ,

অধ ায় ৪: কাৰক, িল আ বচন
কাৰকৰ সং8া, কাৰকৰ ভাগ, িলংগৰ সং8া, িলংগৰ ভাগ, িলংগিবচাৰৰ িনয়ম , বচনৰ সং8া , বচনৰ ভাগ

অধ ায় ৫: সি" আ সমাস
ৰসি:, ব নসি:, ;< সমাস, ি;= সমাস, ব>?ীিহ সমাস, কমধাৰয় সমাস, তৎপু ষ সমাস, অব য়ী ভাব
সমাস

অধ ায় ৬: জত& ৱা ঠাঁচ আ ভাৱ স*সাৰণ

জত@ ৱা ঠাঁচ আ খCবাক , ভাব সDসাৰণ, সাৰাংশ িলখন

অধ ায় ৭: ৰচনা িলখাৰ সাধাৰণ ণালী

ৰচনা িক, ৰচনা িলখাৰ নীিত, ৰচনাৰ ()ণীিবভাগ

অধ ায় ৮: িলখিন িনমাণ
যিতিচন, িলখিন সুসFত গঠন; অনুেHদ িনমাণ; অনুেHদ (লখন 0+/য়া; 0ব:/ ৰচনা িনমাণ; আেপানাৰ
(লখনীৰ স াদনা

অধ ায়৯: িবেশষ ৱ" িলখাৰ 2কৗশল

িবেশষ 0ৱ:ৰ অথ, িবেশষ 0ব:ৰ িবিভJ 0কাৰ- সাLাৎকাৰিভিMক 0ব:, তথ িভিMক 0ৱ:, িবেশষ ব +,ক
(ক কিৰ িলখা 0ব:, িফচােৰটচ্ , সংবাদিভিMক 0ৱ: আ মানৱীয় আQহ বৃ+3কাৰী 0ব:, িবেশষ 0ব:
িনমাণ (কৗশল

অধ ায় ১০: বৃ6া7 ইয়াৰ িবিভ9 :প

বৃMাS িক; বৃMাS কথন, কথক, বৃMাSৰ ধৰন, বৃMাSৰ দৃT4ভংগী, ()াতা নাইবা সেVািধত ব +,; কথনৰ 0কাৰ;
কথনৰ উপাদান; বৃMাSৰ বণনা উপযু,তা আ িবWাসেযাগ তা; Xৰিখক আ অ-Xৰিখক বৃMাSৰ গাঁথিন;
বৃMাSৰ অনুেHদ; 0ব: ৰচনাত বৃMাS

86
অধ ায় ১১: ভাষা দ=তা
শYেকাষ-শYৰ বাছিন; একািধক অথ থকা শY; সমাথক আ িবপৰীত শY, বাক গাঁথিন, িকছ@মান সাধাৰণ ভ@ল

অধ ায় ১২ : সংবাদ মাধ মৰ বােব িলখাৰ উৎস

উৎসৰ 0কাৰ; সংবাদ উৎসৰ িবকাশ; নীিতগত িদশ আ আেৰািপত Xবিশ4

অধ ায় ১৩ : সমী=া 2লখন
Q\ সমীLাৰ কলা; চল+]^ সমীLাৰ কলা; নাট সমীLাৰ কলা; সংগীত সমীLাৰ কলা

অধ ায় ১৪ : িবAাপন
িব8াপন িক; িব8াপনৰ 0ধান ধাৰণাসমূহ; কিপ ৰাইTটং; (ৰিডঅ' কিপ; (টিলিভছন কিপ

Reading List
Goswami, Upendranath (1997); Axamiya Bhasar Byakoron; Guwahati: Moni-Manik
Prakash
Goswami, Golokchandra (1996); Axamiya Borno prokash; Guwahati: Bina Library
Bora Satyanath (1998); Bohol Byakoron; Guwahati
Anker.S(1998); Real Writing, Boston:Bedford Books
Misra.P.S.(2009); An Introduction to Stylistics: Theory and Practice, New Delhi:Orient
Black Swan
Puri, Manohar (2006); Art of Editing, Pragun Publications, New Delhi

87
AEC 102 English for Media Studies

Course Objectives
• To familiarise the learners with the process of writing for the media
• To identify the specific use of English in the field of media
• To equip learners with basic writing skills required for media

Course Outcomes
• On completion of this course, the learners will be able to-
• Familiarize oneself with the process of writing for different forms of media
• Make proper utilization of the English language in media
• Acquire the basic writing skills in English for various media forms

UNIT 1: INTERVIEWING AND NOTE TAKING

Definition of Interview, preparing for interview, conducting the interview, text of interview,
language for audio-visual interview, note taking

UNIT 2: EDITORIAL WRITING

Defining Editorial, Introduction to the editorial page, writing the editorial, rules for Editorial
writing, writing the Feature, Writing the Article, writing the middle, Letters to the Editor

UNIT 3: ART OF COLUMN WRITING

Types of columns, distinguishing characteristics of an op-ed, steps to be followed while writing
a column

UNIT 4: ELEMENTS OF GOOD WRITING

Characteristics- precision, clarity in writing, use of simple sentences, grammar and punctuation,
avoiding clichés, pacing, use of transitions

UNIT 5: PREPARING COPY

Copy editing- use of quotes, paraphrases, attribution, writing the lead, grammatical mistakes-
confusion in the use of ‘who’ and ‘whom’, possessive pronouns, use of active voice, copy reading
symbols

UNIT 6: MASTERING THE LANGUAGE OF EDITING

Importance on vocabulary, sentence construction, participles, pronouns, verbs, nouns, foreign
words, prepositions, paragraphs, selection of right words

UNIT 7: REVIEW WRITING

Book review- fiction, adverse criticism, non-fiction, the collection, poetry, drama, Steps to be
followed while doing a book review, drama review, Film review

UNIT 8: NEWS WRITING

Language and style of Indian Media, Language and style for print and cyber media, Language
and style for Radio, Language and style for Television

UNIT 9: HEADLINE WRITING

Meaning of headline, Types of headline, Functions of a headline, Factors to be kept in mind
while writing headlines, Headline writing skills- use of verbs, use of Articles and Voices, Use of
Decks, The Five Ws, use of Short Synonyms, Abbreviations, Punctuation, Line Balance,
Guidelines for Headline Writing

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UNIT 10: WRITING FOR ADVERTISING COPY
Introduction, Key concepts in Advertising, Copywriting, Radio copy, Television copy

UNIT11: WRITING AND REWRITING FOR PUBLIC RELATIONS

Preparing news releases- Announcement releases, Backgrounders, Position Papers, Tip Sheets,
Rewriting News Releases, Writing newsletter stories

UNIT 12: GRAMMAR AND USAGE

Sequence of Tenses, Voice, Narration, Punctuation, Vocabulary

UNIT 13: COMMON ERRORS IN THE USE OF ENGLISH LANGUAGE

Errors of Concord, Errors of Construction, Errors of Order, Errors in Prepositions, Errors in
Conjunctions

UNIT 14: REPORTING PUBLIC SPEECH

Reporting public speeches- background information, covering the speech, using a prepared text,
writing the speech story for print

UNIT 15: STYLE AND THE STYLEBOOK

Need of a stylebook, -consistency, preference and tradition, Guidelines of different stylebooks,
Mechanical rules

Reading List

Chaturvedi, S.N. (2007), Dynamics of Journalism and Art of Editing, Cyber Tech
Publications, New Delhi
Hough, George A. (2006), News Writing, Kanishka Publishers, Distributors, New Delhi
Kamath, M.V (2005), The Journalist’s Handbook, Vikas Publishing House Pvt Ltd, New
Delhi
Lorenz, Alfred Lawrence, John Vivian (2006), News : Reporting and Writing, Dorling
Kindersley, New Delhi
Parthasarathy, Rangaswami (2006), Basic Journalism, Macmillan India Ltd., New Delhi
Singh, Chandrakant P. (1999), Before the Headlines, Macmillan India Limited, New Delhi
Sissons, Helen (2006), Practical Journalism : How to Write News, Sage Publications, UK
Singh, Bhanu Pratap (2011), Art of Editing, Anmol Publications Pvt Ltd, New Delhi
Wrinn, Mary J.J. (2008), Elements of Journalism, Cosmo Publications, New Delhi

89
AEC 103 Social Entrepreneurship and Project Management [Credits=3+1]

Course Objectives
The Course aims at enabling the learner
• To be able to define the field of social entrepreneurship and key traits of social
entrepreneurs
• To be able to describe and apply key theories and concepts the field of social
entrepreneurship
• To understand the key elements and functions of project management

Course Outcomes
This course will enable the learners
• To understand social entrepreneurship and livelihood means for sustainable
development. This course focuses on optimum utilization of available resources.

Syllabus

UNIT 1: ENTREPRENEURSHIP
Meaning of Entrepreneur; Characteristics of an Entrepreneur; Emergence of Entrepreneurial
Class; Role of Entrepreneurs in Economic Growth; Meaning, concept of Entrepreneurship;
entrepreneurial leadership and Motivation

UNIT 2: THEORIES OF ENTREPRENEURSHIP

Economic Theory; Sociological Theory; Dynamic Entrepreneurship Innovation Theory;
Leibenstein’s X- efficiency Theory; Theory of Profit

UNIT 3: SOCIAL ENTREPRENEURSHIP

Meaning, Concepts, Importance of Innovation in the social development sector;
Entrepreneurship Development Programmes- Meaning and Importance; Institutions providing
Entrepreneurship Development Programmes in India; Banking and Microfinance

UNIT 4: SOCIAL ENTREPRENEURSHIP IN NORTHEAST INDIA

Social Sector Perspectives and Interventions; Role of Entrepreneurship Development
Programmes in Context of North- East Region; Local Economy and Training Indigenous
Entrepreneurs

UNIT 5: SOCIAL ENTREPRENEURSHIP AND LIVELIHOODS

Joint ventures in social entrepreneurship, public private joint ventures, partnerships for power,
solidarity and benefit sharing, ownership rights within joint ventures, addressing dilemmas of
corporate and international joint ventures for livelihoods

UNIT 6: SOCIAL SECURITY AND LIVELIHOODS

Strategies through Networking and Partnerships, Livelihood Policy, Livelihood security through
five-year plans MGNREGA- understanding from socio-political, cultural perspectives, impact,
People’s participation and democratic governance

UNIT 7: PROJECT MANAGEMENT AND SOCIAL ENTREPRENEURSHIP

Meaning of Project management; Social Entrepreneurship as an emerging concept in corporate
India and skills in Project Management, Government bodies and Voluntary Sector, Social
Entrepreneurship Models

90
UNIT 8: PROJECT LIFE CYCLE
Phases: Conception/Formation Stage; Definition/Build-up Phase; Acquisition/Production
Phase; Operation Phase; Divestment/Termination Phase

UNIT 9: PROJECT ASSESSMENT

Assessment tools for social mapping, budget analysis, monitoring and evaluation of pro-people
policies and projects supported by public and private funds, Diversity Mapping within
organizations and groups; outreach of programme implementation process, Ecological debts,
Environment and Social Costing; Financial Analysis

UNIT 10: LEADERSHIP AND RESOURCE PLANNING IN PROJECT MANAGEMENT

Leadership styles, processes, motivation, strategies, leadership roles in sustaining projects,
leadership and communication, leadership in vulnerable sectors, people’s leadership and ethics,
Forward backward linkages between resource groups, fund raising, fund allocations, resource
mobilization plans

UNIT 11: VALUE-CO CREATION

Synergy between products, people and process, innovations for market and for social capital
creation, valuing abilities within disabilities, social inclusion with exclusive rights of
marginalized categories, Quality driven initiatives and alternative development models

UNIT 12: NETWORKING

Tools of social resource mapping and utilization process, Livelihood networks based on
ecosystems, Solidarity networks, Community networks, Outcome mapping through networks,
power and networking, role of communication in networking.

Practicum: Social Entrepreneurship and Livelihood Initiatives/ Projects, Case Studies (1 credit)

Readings List

Khanka. S. S. (2013). Entrepreneurial Development; S. Chand & Co. Ltd., Ram Nagar, New
Delhi.
Donald F. Kuratko, (2014). Entrepreneurship – Theory, Process and Practice, 9th Edition,
Cengage Learning.
Abyad, Abdulrazak (2018), Project Management, Motivation Theories and Process
Management, Middle East Journal of Business, Oct. 2018, Vol. 13, Iss. 4
PetarJovanović, Ivana Berić, (2018), Analyses of the available Project Management
Methodologies, Journal of Sustainable Business and Management Solutions in Emerging
Economies, 2018/23(3)

91
AEC 301 Life Skills

Course Objectives
The objectives of the course are to:
• Enhance the ability of developing self-knowledge and self-awareness by overcoming all
fears and insecurities
• Increase emotional competency and emotional intelligence at the place of study/work
• Provide the opportunity for realizing self-potential through practical examples
• Develop interpersonal skills and adopt good leadership behaviour for self-
empowerment and the empowerment of others

Course Outcomes
After successfully completing the course, learners will be able to
• Gain Self-competency and Confidence
• Gain Emotional Competency
• Gain Intellectual Competency
• Gain an Edge through Professional Competency
• Aim for a High Sense of Social Competency
• Imbibe the attributes of an Integral Human Being

Syllabus

UNIT 1: LISTENING AND SPEAKING

Techniques of Effective Listening and speaking, Listening and Comprehension, Probing
Questions, Barriers to Listening, Pronunciation, Enunciation, Vocabulary, Fluency, Common
Errors

UNIT 2: READING, WRITING AND DIFFERENT MODES OF WRITING

Techniques of Effective Reading, Gathering Ideas and Information from a Given Text, Evaluating
and Interpreting the Text; Avoiding Ambiguity, Vagueness, Unwanted Generalizations, and
Oversimplification of Issues; Being structured and sequenced; Using Different Modes of Writing
like E-mails, Proposal, Recording the Proceedings of Meetings

UNIT 3: DIGITAL LITERACY AND SOCIAL MEDIA, DIGITAL ETHICS AND CYBER SECURITY
Basic Computer Skills on MS Office Suite, MS Excel, MS Word, MS PowerPoint; Basic Virtual
Platforms like Zoom, Google Meet, Cisco Webex, MS Teams; Cyber Security and Threats,
Vulnerabilities of Cyber Attacks; Digital Ethics, Digital Etiquette and Digital Life Skills

UNIT 4: NONVERBAL COMMUNICATION

Meaning of Nonverbal Communication; Advantages of Using Nonverbal Communication, Modes
of Nonverbal Communication like Eye Contact and Facial Expression, Hand Gestures; Do’s and
Don’ts in NVC

UNIT 5: GROUP DISCUSSION SKILLS AND INTERVIEW SKILLS

Meaning and Methods of Group Discussion; Procedure of Group Discussion; Group Discussion —
Common Errors; Meaning and types of interviews; Dress code, background research; Do’s and
Don’ts; Situation, task, action, and response (STAR concept) for facing an interview; Interview
procedure; Important questions generally asked at a job interview; common errors that
candidates generally make at an interview

UNIT 6: EXPLORING CAREER OPPORTUNITIES, RÉSUMÉ SKILLS

Knowing yourself — Personal characteristics; Knowledge about the world of work,
requirements of jobs, including self-employment; Sources of career information; Preparing for a

92
career based on potential and availability of opportunities; Introduction of résumé and its
importance; Difference between a CV, résumé and biodata; Essential components of a good
résumé; Common errors while preparing a résumé

UNIT 7: COGNITIVE AND NON-COGNITIVE SKILLS, PRESENTATION SKILLS, AND LISTENING

AS A TEAM SKILL
Cognitive Skills: Meaning and Types of Cognitive Skills, Strategies to Develop Cognitive Skills
like Critical Thinking Skills, Problem-solving skill; Non-cognitive Skills: Meaning and Types of
Non-cognitive Skills; Strategies to Develop Non-cognitive Skills like Empathy, Creativity,
Teamwork; Types of Presentations; Knowing the Purpose; Knowing the Audience; Opening and
Closing a Presentation; Using Presentation Tools; Handling Questions; Ways to Improve
Presentation Skills over Time

UNIT 8: TRUST AND COLLABORATION, BRAINSTORMING, SOCIAL AND CULTURAL

ETIQUETTES, INTERNAL COMMUNICATION
Importance of Trust in Creating a Collaborative Team; Spirit of Teamwork; Understanding Fear
of Being Judged and Strategies to Overcome Fear; Advantages of Effective Listening; Listening as
a Team Member and Team Leader; Brainstorming as a Technique to Promote Idea Generation;
Need for Etiquette; Aspects of Social and Cultural/Corporate Etiquette in Promoting Teamwork;
Use of Various Channels for Transmitting Information to Team Members

UNIT 9: LEADERSHIP SKILLS, INNOVATIVE LEADERSHIP AND DESIGN THINKING

Understanding Leadership and its Importance; Traits and Models of Leadership; Key
characteristics of an effective leader; Leadership styles; Basic Leadership Skills like Motivation,
Teamwork, Negotiation, Networking; Concept of emotional and social intelligence; Design
thinking and its key elements; Learning through Biographies - Drawing insights on how leaders
sail through difficult situations

UNIT 10: MANAGERIAL SKILLS

Basic managerial skills like planning for effective management, organizing teams, recruiting and
retaining talent, delegation of tasks, coordinating, managing conflict; Self-management skills like
understanding self-concept, developing self-awareness, self-examination, self-reflection and
introspection, self-regulation, managing personal finance; Aspects of budgeting like setting
personal goals, estimating likely expenses and managing saving, investment and spending

UNIT 11: ENTREPRENEURIAL SKILLS, ETHICS AND INTEGRITY

Basics of entrepreneurship- meaning of Entrepreneurship, classification and types of
entrepreneurships, traits and competencies of entrepreneur; creating business plan - problem
identification and idea generation, idea validation, pitch making; ethics and conduct -
importance of ethics, personal and professional moral codes of conduct, creating a harmonious
life

UNIT 12: LOVE AND COMPASSION, TRUTH, NON-VIOLENCE

Forms of love; love, compassion, empathy, sympathy and non-violence, narratives and
anecdotes from history and literature including local folklore on gains and losses in practising
love; Truth- truth as value, truth as fact- narratives and anecdotes from history and literature
including local folklore on gains and losses in practicing truth; Non-violence – Ahimsa,
individuals and organizations that are known for their commitment to non-violence; Narratives
and anecdotes about non-violence from history and literature, including local folklore on gains
and losses in practicing non-violence

UNIT 13: PEACE, SERVICE, RENUNCIATION

Peace- its need, relation with harmony, and balance; Narratives and anecdotes about peace from
history and literature, including local folklore on gains and losses in practicing peace; Service

93
and its forms; Narratives and anecdotes dealing with instances of service from history and
literature, including local folklore on gains and losses in practicing service; Renunciation and
sacrifice; self-restrain and ways of overcoming greed; narratives and anecdotes from history
and literature, including local folklore on gains and losses in practicing renunciation and
sacrifice

UNIT 14: CONSTITUTIONAL VALUES, JUSTICE AND HUMAN RIGHTS, RIGHTEOUSNESS

Righteousness, dharma and propriety; Fundamental Values like Justice, Liberty, Equality,
Fraternity, Human Dignity; Fundamental Rights and Fundamental Duties as stated in Indian
Constitution

Reading List

Sen, Madhuchanda. 2010. An Introduction to Critical Thinking. Delhi: Pearson.

Silvia, P. J. 2007. How to Read a Lot. Washington DC: American Psychological Association
EH McCrath, 1999; Basic Managerial Skills for All; Prentice Hall of India
Ashokan, M. S. 2015. Karmayogi: A Biography of E. Sreedharan. London, UK: Penguin
Chandra, P. 2017. Financial Management: Theory & Practice. 9th edition. New York:
McGraw Hill Education
Leading with Cultural Intelligence: The New Secret to Success, New York: American
Management Association
McCormack, M.H. 1986. What They Don’t Teach You at Harvard Business School: Notes
from A Street-Smart Executive. New York: Bantham
Sinek, S. 2009. Start With Why: How Great Leaders Inspire Everyone to Take Action.
London: Penguin
Basham, A.L. 1954. First edition. The Wonder That Was India. London: Picador Press.
Ghosh, Shantikumar. 2004. Universal Values. Kolkata: The Ramakrishna Mission.
Ghosh, Sri Aurobindo. 1998. The Foundations of Indian Culture. Pondicherry: Sri
Aurobindo Ashram.
Joshi, Kireet. 1997 Education for Character Development, Delhi: Dharma Hinduja Centre
of India Studies

94
AEC 302 Computer Applications in Quantitative Analysis [Credits 3+1]

Course Objectives
The course aims at providing the learners
• Thorough understanding of quantitative analysis
• The requisite skills to conduct quantitative analysis
• Proficiency in using computers in quantitative analysis

Course Outcomes
After undergoing the course, learners will
• Acquire a thorough understanding of principles and practices of quantitative analysis
• Obtain the requisite skills to conduct quantitative analysis
• Attain proficiency in using computers in quantitative analysis

UNIT1: FUNDAMENTALS OF QUANTITATIVE ANALYSIS

Introduction to quantitative analysis, Idea and process of quantification, issues of quantification,
counting and measurement, notion of scale, dimensions of measurement, reliability and validity
of scale, sensitivity and robustness of scale

UNIT 2: TYPES OF QUANTITATIVE DATA AND REPRESENTATION

Primary and secondary data; nominal, ordinal, interval and ratio data; time series, cross section
and panel data; graphs and diagrams, tables – one way and cross tables

UNIT 3: BASICS OF HANDLING DATA IN SPSS

Understanding SPSS Environment – Data and Variable View; Defining Variables in a Dataset;
Reading, Importing and Entering Data; Recoding Variables – Recoding into Same and Different
Variables

UNIT 4: DESCRIPTIVE STATISTICS USING SPSS

Obtaining Frequency Tables; Getting Descriptive Statistics Measures: Central Tendency,
Dispersion, Skewness and Kurtosis

UNIT 5: HANDLING OUTLIERS AND TESTING NORMALITY

Exploring Data to Check Key Assumptions such as Outliers and Normality

UNIT 6: CROSS TABULATION

Obtaining and Use of Cross Tables; Checking for Independences – Chi-Square etc.; Adding Layers
to Cross Tables

UNIT 7: CUSTOM TABLES

Making Custom Tables – Adding Totals, Sub-Totals and Categories and Statistics; Handling three
or more variables in Custom Table; Dealing with Multiple Responses

UNIT 8: CORRELATION ANALYSIS

Understanding Correlation by Scatter Diagrams; Obtaining Pearson’s and Spearman’s
Correlation Coefficients

UNIT 9: REGRESSION ANALYSIS

Carrying out Simple Linear Regression; Obtaining Multiple Regressions; Carrying out
Regression Diagnostics for Autocorrelation, Heteroscedasticity and Multicollinearity, Logistic
Regression

95
UNIT 10: TESTING OF HYPOTHESIS
Basic steps in Hypothesis Testing; Carrying out t-Tests – Independent and Paired; Conducting
ANOVA and performing Post Hoc Tests

UNIT 11: FACTOR ANALYSIS

Basic understanding of data reduction, Utility of Factor Analysis, Dimensions and Rotations,
Component Matrix, Factor and Factor Scores

Activities/Practical : Hands on activities and work-sessions [1 Credit]

Reading List

Bueno de Mesquita, E., & Fowler, A. (Eds.). (2021). Thinking clearly with data: A guide to
quantitative reasoning and analysis (1st. edition). Princeton University Press.
Field, A. P. (2020). Discovering statistics using IBM SPSS statistics (Fourth edition. South
Asian adaptation). SAGE Publications.
Rowntree, D. (2018). Statistics without tears: An introduction for non-mathematicians
(Updated edition). Penguin Books.
Spiegelhalter, D. J. (2020). The art of statistics: Learning from data (Paperback edition).
Pelican Books.
Stehlik-Barry, K., & Babinec, A. J. (2017). Data analysis with IBM SPSS Statistics:
Implementing data modeling, descriptive statistics and ANOVA. Packt Publishing.
Tabachnick, B. G., & Fidell, L. S. (2022). Using multivariate statistics (Seventh edition,
second impression). Pearson India Education Services.
Wheelan, C. J. (2014). Naked statistics: Stripping the dread from the data (First published
as a Norton paperback). W.W. Norton & Company.

96
AEC 303 Writing for Media

Course Objectives
• To equip learners with skills required to write for the media
• To provide knowledge on process of writing in different formats for media
• To provide understanding of copy editing and proof reading

Course Outcomes
• On completion of this course, the learners will be able to-
• Identify and apply the skills required to write for the media and utilize them
• Explain the process of writing in different formats for media
• Describe the process of copy editing and proof reading

Unit 1: THE STRUCTURE OF WRITING

The cohesive structure of writing, The Structure of Paragraphs, The Writing Process of
Paragraphs, The Structure of Essays/Articles, Editing your writing

Unit 2: WRITING FEATURE STORIES

Meaning of a feature story, Types of feature stories – Interview features, Information features,
Personality features, Featurettes, News features and human interest features, Feature story
construction

Unit 3: FORMS OF NARRATION

What is Narrative, Narration, Narrator, Narrative Mode and Narrative Point of View, Varieties of
Narration, Elements of Narration, Reportability and Credibility of a Narrative, Linear and Non-
linear Narrative Structure, The Narrative Paragraph, Narration in an Essay

Unit 4: LANGUAGE SKILLS

Vocabulary: Making choices, Words having multiple meaning, Synonyms and Antonyms,
Sentence Structure, Some Common Errors

Unit 5: SOURCES OF WRITING FOR THE MEDIA

Types of sources, Developing news sources, Ethics and Attribution

Unit 6: REVIEW WRITING

Techniques of book review, Techniques of film review, Techniques of play review, Techniques of
musical review

Unit 7: COPYWRITING FOR ADVERTISEMENTS

Introduction: What is advertising?, Key concepts of advertising, Copywriting, Radio copy,
Television copy

UNIT8: WRITING FOR COLUMN, SCIENCE AND PRESS RELEASE

Column writing, Science write- up, Press Release

UNIT 9: EDITING
Meaning of Editing, Language Editing, Writing and Editing Photo Caption, Language for
explaining graphs, charts, maps; Proof Reading

UNIT 10: WRITING FOR RADIO

Language and style of radio, Writing for radio news, structure of a radio news bulletin, Radio
features and current affairs programmes

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UNIT 11: WRITING FOR TELEVISION
Characteristics of broadcast news, Broadcast Lead, Preparing a Broadcast Copy

UNIT12: SCRIPTWRITING FOR FILMS

Format, component and styles, Shooting script and storyboarding, Steps to follow while writing
a script

UNIT13: ART OF WRITING PLAYS

Types of Play, Formats of performance, Structure of a Play, Steps to write a Play

UNIT 14: WRITING CAPTIONS FOR PHOTOJOURNALISM

Concept of photojournalism, Basics of photojournalism, Qualities of a photojournalist, Basic
parts of a caption, Writing and editing captions

UNIT15: COPY AND PROOF EDITING

Principles of copy editing, The Language of copy writing, Print media requirements, Radio and
television copyediting

Reading List

Chaturvedi, S.N. (2007), Dynamics of Journalism and Art of Editing, Cyber Tech
Publications, New Delhi
Hough, George A. (2006), News Writing, Kanishka Publishers, Distributors, New Delhi
Kamath, M.V (2005), The Journalist’s Handbook, Vikas Publishing House Pvt Ltd, New
Delhi
Lorenz, Alfred Lawrence, John Vivian (2006), News : Reporting and Writing, Dorling
Kindersley, New Delhi
Parthasarathy, Rangaswami (2006), Basic Journalism, Macmillan India Ltd., New Delhi
Singh, Chandrakant P. (1999), Before the Headlines, Macmillan India Limited, New Delhi

98
VAC 101 Introduction to Ethics

Course Objectives
• To help the learners to know the important issues in moral sense
• To help the learners to explore the basic education of human life through the different
issues of ethics
• To help the learners to determine the issues of what is good or right and bad or wrong

Course Outcomes
• Will know the meaning of ethics and moral philosophy
• Will know the different theories of ethics and will know the difference between
normative ethics, meta-ethics and applied ethics
• Will help people to lead a better and ethical life, which will finally create some ethical
human resource for the society.

Syllabus

UNIT 1: NATURE AND SCOPE OF ETHICS

Definition of Ethics, Nature of Ethics, Scope of Ethics

UNIT 2: THE CONCEPT OF MORALITY

Definition of Morality, The Nature of Morality, Different Moral Concepts, Moral theory

UNIT 3: FACT AND VALUE

What is fact, What is value, Classification of values, Distinction between fact and value

UNIT 4: MORAL CONCEPTS

Good, Right, Duty, Virtue, Good, Right, Duty, Virtue

UNIT 5: FREEDOM AND DETERMINISM

Determinism: Its Meaning, Arguments in Support of Determinism, What is Freedom or Free Will,
Arguments In Support of Free Will, Brief Note On Predestination, Fatalism and Scientific
Determinism, The Case Of Freedom and Determinism

UNIT 6: PURUSARTHA
Artha, Kama, Dharma, Moksa, Four Basic Sciences

UNIT 7: THEORIES OF PUNISHMENT NOTION OF CRIME AND PUNISHMENT

Theories of Punishment, Deterrent Theory, Reformative Theory, Retributive Theory, Capital
Punishment

Reading list
S.P. Sharma: Nature and Scope of Ethics
Ravi, I: Foundations of Indian Ethics
J.N. Sinha: A Manual of Ethics
J.N. Mohanty: Classical Indian Philosophy
I.C. Sharma: Ethical Philosophies of India
J.N. Mohanty: Explorations in Philosophy
P. Benn: Ethics: Fundamentals of Philosophy

99
VAC 102 Essentials of Indian Constitution

Course Objectives
The course aims to providing learner
• An understanding of the background and process of making of the Constitution of India
• An awareness about the core values of principles underlying the Constitution of India
• An account of basic constitutional provisions and framework of governments’ operation
in service of the people of the country
• A sense of duties and responsibilities of as a citizen of the country

Course Outcomes
After completing the course, a learner will be able to
• Understand and appreciate the background, context and process of making of the Indian
Constitution
• Appreciate and imbibe the core values and principles of the Constitution of India
• Act as a responsible citizen of the country performing her/his duties and responsibilities

UNIT 1: MAKING OF THE INDIAN CONSTITUTION

Formation of the Constituent Assembly, Drafting Committee, Adoption of the Constitution of
India

UNIT 2: PHILOSOPHY AND IDEALS OF THE INDIAN CONSTITUTION

Philosophy and Ideals of the Indian Constitution: The Preamble of the Constitution of India;
Sources of the Indian Constitution

UNIT 3: FEATURES OF THE INDIAN CONSTITUTION

Salient Features of the Indian Constitution

UNIT 4: FUNDAMENTAL RIGHTS AND FUNDAMENTAL DUTIES

Meaning, Historical Background, Nature, Importance, Categories of Fundamental Rights,
Limitations of Fundamental Rights; Fundamental Duties: Background, Types and Significance of
Fundamental Duties

UNIT 5: DIRECTIVE PRINCIPLES OF STATE POLICY

Meaning, Nature and Classification of Directive Principles of State Policy; Difference between
Fundamental Rights and Directive Principles of State Policy

UNIT 6: GOVERNMENT AT THE UNION AND STATE LEVELS

Government at the Union level: The President of India, The Vice-President of India, The Union
Council of Ministers, The Prime Minister; Government at the State level: The Governor, The
State Council of Ministers and the Chief Minister

UNIT 7: THE PARLIAMENT OF INDIA AND THE STATE LEGISLATURE

Composition of the Parliament of India: The President, The Rajya Sabha, The Lok Sabha; Powers
and Functions of the Parliament; Relation between the two Houses of the Parliament;
Legislative Procedure: Procedure for a Money Bill; The State Legislature: The Legislative
Assembly or Vidhan Sabha, The Legislative Council or Vidhan Parishad

UNIT 8: JUDICIARY IN INDIA

Supreme Court and High Courts; The Supreme Court; The High Court: Subordinate Courts;
Judicial Review, Judicial Activism and Independence of the Judiciary in India: Judicial Review,
Judicial Activism, Independence of the Judiciary in India

100
Reading List

Basu, D. D. (2009). Introduction to the Constitution of India. New Delhi: Prentice Hall of
India.
Brass, Paul R. (1997). The Politics of India Since Independence. New Delhi: Cambridge
University Press.
Chander, Prakash (2000). Indian Government and Politics. New Delhi: Cosmos Bookhive
Pvt. Ltd.
Dev, B.J and Lahiri, D.K. (1985). Assam Muslims- Politics and Cohesion. Delhi: Mittal
Publication.
Ghai, K. K. (2007). Indian Government and Politics. New Delhi: Kalyani Publishers.
Kapur, Anup Chand &Misra, K. K. (2006). Select Constitutions. New Delhi: S. Chand and
Company.
Kothari, Rajni. (2009). Politics in India. New Delhi: Orient BlackSwan Private Limited.
Palanithurai, G. (2000). Grass-root Democracy in Indian Society. New Delhi: Concept
Publishing Company.
Pylee, M. V. (2006). Constitutional Government in India. New Delhi: S. Chand and
Company.
Singh Sisodia, Yatindra (2005). Functioning of Panchayati Raj System. Jaipur: Rawat
Publication.
Jayal, Niraja Gopal; Mehta Pratap, Bhanu (eds) (2010). Oxford Companion to Politics in
India. New Delhi. Oxford University Press.

101
VAC 103 Indian Traditional Knowledge System

Course Objectives
• To illustrate selective contents from the rich grove of Indian classical literature as well
as other fields of pragmatic study
• To develop understanding of rich Indian heritage through the selective texts among the
learners

Course Outcomes
• The learners will be able to identify a rich cultural past and connect it with the present
India
• The learners will be able to organize themselves and gain benefit in their vocational
pursuit

Syllabus

অধ ায় ১: 2যাগদশনৰ পিৰচয়
দশনৰসং8া, দাশিনক পিৰভাষাত (যাগৰ মূল ায়ন, (যাগৰ সং8া আ অথিবচাৰ, (যাগৰ উৎপিM,
(যাগসািহত , (যাগপ+Cতসকল, (যাগৰ ()ণীিবভাজন, (যাগ দশনৰ মূল িস3াSসমূহ, (যাগৰ লL আ
উে&শ

অধ ায় ২: আয়ুেবদ আ বাEশাF
আয়ুেবদ বা িচিকৎসাশাb, আয়ুেবদ শাbৰ উে&শ আ ভাগ, আয়ুেবদ শাbৰ উৎস, িবিভJ আয়ুেবদ শাbৰ
উেcখ, বাdশাb পিৰচয়, বাdশাbৰ উৎস, িবিভJ বাdশাbৰ উেcখ, শYাথ তািলকা

অধ ায় ৩: 2বদা7 দশনৰ পিৰচয়

(বদাSৰ উৎপিM আ /মিবকাশ, অৈ;ত (বদাS দশনৰ িবিভJ িবষয়বdৰ চমু আভাস, 8ানতf, ?gতf,
জগততf, মায়াতf, ঈWৰতf, জীৱতf, (মাLতf

অধ ায় ৪: অলংকাৰ শাFৰ স*দায়সমূহ

কাব শাbৰ আৰiিণ আ িবকাশ, অলংকাৰ শাbৰ িবিভJসDদায়

অধ ায় ৫: 2কৗIটল ৰ অথশাFঃ পিৰচয়

অথশাbৰ ৰচিয়তা, অথশাbৰ িবষয়বd, অথশাbৰ নামকৰণৰ তাৎপয, ভাৰতীয় পৰ ৰাত অথশাbৰ =

অধ ায় ৬: চৰকসংিহতাঃসাধাৰণ আেলাচনা
আয়ুেবদঃ আয়ুেবদৰ অৱতৰণ, চৰক সংিহতাৰ পৰ ৰা , চৰক সংিহতাৰ অধ ায়িবভাগ , চৰক সংিহতাৰ
অধ ায়সমূহৰ নামকৰণ , চৰক সংিহতা টkকাকাৰ

অধ ায় ৭: অসমত ৰিচত 2হাৱা সংMৃতকাব

ধমশাb অথবা lৃিতশাbঃ তmসািহত , পুৰাণসািহত , নাটক, ব াকৰণ, কাব ঃ nকৃoলীলামৃত্ম্, সতীজয়মতী,
(pাকমালা, পতাকাqায়, 0কামকামrপম্, অিবনািশ, কিবেকৗতূহলম্, 0শ+sমূলককাব , ব না0পtসমীLা,
অনূিদতকাব

Reading List
Bahadur.K.P. The Wisdom of Yoga; New Delhi; Sterling Publishers Pvt. Ltd.
Kane,P.V. (1994);History of Indian Poetics; Delhi: Motilal Banarasidas
Goswami, Haramohan Deb (1992); Sanskrit Sahityar Buranji; Guwahati: Bookland
Goswami, (Dr) Dilip Kumar (2018);Essentials of Ayurveda; Jorhat: Eastern Readers
Publication

102
VAC 104 English Communication Skills

Learning Objectives
The objectives of the course are to:
• provide an idea on communication and communication skills
• discuss the issues related to oral communication
• learn about important skills like Telephone Skills, Interview Skills and Public Speaking
skills

Learning Outcomes
After going through the course, the learner will be able to:
• gain ideas about some important English communication
• use the English language proficiently in the day to day situations
• understand that communicating in English is a skill

UNIT 1: WHAT IS COMMUNICATION?

Defining Communication, Significance and Process of Communication, Communication Network,
Communication Media or Methods, Barriers to Communication, Effective Communication

UNIT 2: COMMUNICATION SKILLS

What is Communication? Types of Communication, Written Communication, Spoken
Communication, Non-Verbal Communication, Essentials of Written Communication, Essentials
of Oral Communication

UNIT 3: ISSUES ON ORAL COMMUNICATION I

Skills Involved in Oral Communication, Listening and Speaking Skills, Reading and Writing
Skills, The Process of Speech, Non-verbal Communication

UNIT 4: ISSUES ON ORAL COMMUNICATION II

Conversation as a speech event, Turn-Taking, The Language of Conversation, Phrasal Verbs

UNIT 5: TELEPHONE SKILLS

Understanding Telephone Communication, Handling Calls, Making Requests, Request to Do
Things, Giving Instructions

UNIT 6: INTERVIEW SKILLS

The Art of Interviewing, Examples of Interviews—Job Interviews, Media Interviews

UNIT 7: PUBLIC SPEAKING

The art of Public Speaking, Techniques of Persuasive Speech, Techniques of Informative Speech

UNIT 8: DIALOGUES IN CONTEXTS

Importance of Dialogues in Social Interactions, Some Dialogues of Contexts—At the Post Office,
At the Doctor’s, buying a Shirt, At the Market, In the Library, At the Railway Station, At the Tea
Stall, An Interview, At the Book Seller’s, At the Garage, Hiring a Taxi, At the Restaurant, At the
Bank, At the Hotel

103
VAC 105 Traditional Media

Course Objectives
• To provide an understanding of the basic concepts of traditional folk media
• To impart knowledge of the folk forms of communication media throughout the ages
• To familiarize with the use of traditional folk media in the field of development
communication, health communication and in generating scientific temperament

Course Outcomes
On completion of this course, the learners will be able to-
• Identify the communication skills, theoretical and practical knowledge required to
integrate traditional media in society
• explain the relationship of human society with these media forms
• describe the usefulness and the impact of traditional media on the society

UNIT1: TRADITIONAL FOLK MEDIA

Traditional folk media- An introduction, Nature of traditional folk media, communication
through traditional folk media, traditional media as a part of socio-cultural and ritual
communication

UNIT 2: FEATURES OF TRADITIONAL FOLK MEDIA

Traditional media as a mass medium, features and characteristics of traditional folk media- its
advantages and disadvantages, storytelling as the core of traditional media

UNIT 3: TRADITIONAL MEDIA IN INDIA

History and growth of traditional media in India- A brief overview of some of the traditional folk
media forms of India; Applications of traditional media for development purposes

UNIT 4: TECHNOLOGICAL IMPLICATIONS ON TRADITIONAL FOLK MEDIA

Impact of electronic media on traditional media; Mass communication media vis-à-vis Folk
Culture; Success stories of the use of traditional media as a catalyst of social change and
development

UNIT 5: TRADITIONAL MEDIA FOR DEVELOPMENT COMMUNICATION

Development Communication and Traditional Media – Development Communication,
Traditional media as development media; How to use traditional folk media for development
communication

UNIT 6: TRADITIONAL FOLK MEDIA AND INDIAN CULTURE

Features of Folk Tradition- features of folk tradition, role of traditional media, Media for
Communicating Social Ethos- traditional media and social ethos, modern mass media and social
ethos, Folk media as a platform for disseminating information about Indian culture

Unit 7: RELEVANCE OF TRADITIONAL FOLK MEDIA

Traditional folk forms in rural India- folk theatre, folk songs, narrative forms, religious
discourse, puppet show, Impact on rural development, Uses in different fields

Reading List
Kumar, Keval J. (2007), Mass Communication in India, Jaico Publishing House, Mumbai
Parmar, Shyam (1994), Traditional Folk Media in India, Research Press
Ranganath, H.K. (1980), Folk Media and Communication, Chinthana Prakashana,
Vijaya, N. (1988),Role of Traditional Folk Media in Rural Areas, Gian Publishing House,
Andhra Pradesh

104
VAC 201 Advertisement Strategy

Course Objectives
• To provide knowledge on the concepts of advertising and marketing
• To impart skills required for an advertising professional
• To provide understanding of the role of advertising and promotion in the society

Course Outcomes
On completion of this course, the learners will be able to-
• explain the concepts of advertising, marketing and promotion
• identify and equip oneself with the skills required for an advertising professional
• analyze the role of advertising and marketing in the society

UNIT1: ADVERTISING – BASIC CONCEPT

Concept of advertising; objectives & scope; social and ethical implications of advertising; types
of advertising

UNIT 2: INTEGRATED MARKETING COMMUNICATION AND ADVERTISING

Importance of business communication; advertising as a communication process; AIDA model
and its purpose; advertising as an element of marketing mix

UNIT 3: DEVELOPING EFFECTIVE PROMOTION

Identifying the target audience; determining the promotional objectives; designing the
promotion and selecting the channel; establishing the promotional budget and implementing
promotional strategy

UNIT4: MANAGING ADVERTISEMENTS -I

Developing and managing advertising program, setting advertising objectives, DAGMAR,
Deciding on advertising budget

UNIT 5: MANAGING ADVERTISEMENTS -II

Developing the advertising message, role of music and humour in advertising, factors
considered while developing the advertising copy, creativity in advertising

UNIT 6: MEDIA STRATEGIES

Media planning and objectives, deciding on media, different types of media and their advantages
and disadvantages, choosing among major media types, media schedule decisions, space and
time buying

UNIT 7: EVALUATING ADVERTISING EFFECTIVENESS

Deciding on reach, frequency and impact; copy testing, advertising recognition and recall tests,
Issues in assessing impact of advertising, measuring the performance of an advertising agency

Reading List
Aggarwal, Vir Bala, V.S Gupta (2002), Handbook of Journalism and Mass Communication.
New Delhi : Concept Publishing Company.
Banik, Dr. G.C (2006), PR &amp; Media Relations, Jaico Publishing House, Mumbai
Jr. Henry, Rene A. (2003), Marketing Public Relations. New Delhi : Surjeet Publications.
Kelley, Larry D., Donald W. Jugenheimer (2007), Advertising Media Planning. New
Delhi:Prentice-Hall of India Private Limited.
Kaptan, S.S. (2002), Advertising, New Concepts. New Delhi : Sarup &amp; Sons.
O’guinn, Thomas, Chris T. Allen, Richard J. Semenik (2009), Advertising Manegement. New
Delhi : Cengage Learning.

105
AEC 202 Cyber Security

Course Objectives
• Learn the foundations of Cyber security and threat landscape.
• To equip students with the technical knowledge and skills needed to protect and defend
against cyber threats.
• To develop skills in students that can help them plan, implement, and monitor cyber
security mechanisms to ensure the protection of information technology assets.
• To expose students to governance, regulatory, legal, economic, environmental, social
and
• ethical contexts of cyber security
• To expose students to responsible use of online social media networks
• To systematically educate the necessity to understand the impact of cyber-crimes and
• threats with solutions in a global and societal context
• To select suitable ethical principles and commit to professional responsibilities and
human values and contribute value and wealth for the benefit of the society

Course Outcomes
On completion of this course, the learners will be able to
• Understand the cyber security threat landscape.
• Develop a deeper understanding and familiarity with various types of cyber attacks,
cyber-crimes, vulnerabilities and remedies thereto.
• Analyse and evaluate existing legal framework and laws on cyber security
• Analyse and evaluate the digital payment system security and remedial measures
against digital payment frauds
• Analyse and evaluate the importance of personal data its privacy and security
• Analyse and evaluate the security aspects of social media platforms and ethical aspects
associated with use of social media
• Analyse and evaluate the cyber security risks
• Based on the Risk assessment, plan suitable security controls, audit and compliance
• Evaluate and communicate the human role in security systems with an emphasis on
ethics, social engineering vulnerabilities and training
• Increase awareness about cyber-attack vectors and safety against cyber-frauds
• Take measures for self-cyber-protection as well as societal cyber-protection

MODULE 1: OVERVIEW OF CYBER SECURITY

Cyber security increasing threat landscape, Cyber security terminologies- Cyberspace, attack,
attack vector, attack surface, threat, risk, vulnerability, exploit, exploitation, hacker., Non-state
actors, Cyber terrorism, Protection of end user machine, Critical IT and National Critical
Infrastructure, Cyber warfare, Case Studies.

MODULE 2: CYBER CRIMES

Cyber crimes targeting Computer systems and Mobiles- data diddling attacks, spyware, logic
bombs, DoS, DDoS, APTs, virus, Trojans, ransomware, data breach., Online scams and frauds-
email scams, Phishing, Vishing, Smishing, Online job fraud, Online sextortion, Debit/ credit card
fraud, Online payment fraud, Cyberbullying, website defacement, Cyber-squatting, Pharming,
Cyber espionage, Cryptojacking, Darknet- illegal trades, drug trafficking, human trafficking.,
Social Media Scams & Frauds- impersonation, identity theft, job scams, misinformation, fake
newscyber crime against persons - cyber grooming, child pornography, cyber stalking., Social
Engineering attacks, Cyber Police stations, Crime reporting procedure, Case studies.

106
MODULE 3: CYBER LAW
Cyber crime and legal landscape around the world, IT Act,2000 and its amendments. Limitations
of IT Act, 2000. Cyber crime and punishments, Cyber Laws and Legal and ethical aspects related
to new technologies- AI/ML, IoT, Blockchain, Darknet and Social media, Cyber Laws of other
countries, Case Studies.

MODULE 4: DATA PRIVACY AND DATA SECURITY

Defining data, meta-data, big data, non-personal data. Data protection, Data privacy and data
security, Personal Data Protection Bill and its compliance, Data protection principles, Big data
security issues and challenges, Data protection regulations of other countries- General Data
Protection Regulations(GDPR),2016 Personal Information Protection and Electronic Documents
Act (PIPEDA)., Social media- data privacy and security issues.

MODULE 5: CYBER SECURITY MANAGEMENT, COMPLIANCE AND GOVERNANCE

Cyber security Plan- cyber security policy, cyber crises management plan., Business continuity,
Risk assessment, Types of security controls and their goals, Cyber security audit and
compliance, National cyber security policy and strategy.

Reading List

Cyber Security Understanding Cyber Crimes, Computer Forensics and Legal Perspectives
by Sumit Belapure and Nina Godbole, Wiley India Pvt. Ltd
Information Warfare and Security by Dorothy F. Denning, Addison Wesley
Security in the Digital Age: Social Media Security Threats and Vulnerabilities byHenry A.
Oliver, Create Space Independent Publishing Platform
Data Privacy Principles and Practice by Natraj Venkataramanan and Ashwin Shriram, CRC
Press
Information Security Governance, Guidance for Information Security Managers byW. Krag
Brothy, 1st Edition, Wiley Publication
Auditing IT Infrastructures for Compliance By Martin Weiss, Michael G. Solomon, 2nd
Edition, Jones Bartlett Learning

107