Volume 8, Issue 2, February 2019 International Journal of Multidisciplinary Educational Research
Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in
Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia.
EDITORIAL BOARD MEMBERS
Prof. S.Mahendra Dev Prof. Igor Kondrashin Vice Chancellor The Member of The Russian Philosophical Indira Gandhi Institute of Development Society Research, Mumbai The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Prof.Y.C. Simhadri Vice Chancellor, Patna University Dr. Zoran Vujisiæ Former Director Rector Institute of Constitutional and Parliamentary St. Gregory Nazianzen Orthodox Institute Studies, New Delhi & Universidad Rural de Guatemala, GT, U.S.A Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof.U.Shameem Department of Zoology Prof. (Dr.) Sohan Raj Tater Andhra University Visakhapatnam Former Vice Chancellor Singhania University, Rajasthan Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Prof.K.Sreerama Murty Vizianagaram Department of Economics Andhra University - Visakhapatnam Dr. Kameswara Sharma YVR Asst. Professor Dr.V.Venkateswarlu Dept. of Zoology Assistant Professor Sri. Venkateswara College, Delhi University, Dept. of Sociology & Social Work Delhi Acharya Nagarjuna University, Guntur I Ketut Donder Prof. P.D.Satya Paul Depasar State Institute of Hindu Dharma Department of Anthropology Indonesia Andhra University – Visakhapatnam Prof. Roger Wiemers Prof. Josef HÖCHTL Professor of Education Department of Political Economy Lipscomb University, Nashville, USA University of Vienna, Vienna & Ex. Member of the Austrian Parliament Dr. N.S. Dhanam Austria Department of Philosophy Andhra University Prof. Alexander Chumakov Visakhapatnam Chair of Philosophy Russian Philosophical Society Dr.B.S.N.Murthy Moscow, Russia Department of Mechanical Engineering GITAM University Prof. Fidel Gutierrez Vivanco Visakhapatnam Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Dr.S.V Lakshmana Rao Dr.Ton Quang Cuong Coordinator Dean of Faculty of Teacher Education A.P State Resource Center University of Education, VNU, Hanoi Visakhapatnam Prof. Chanakya Kumar
Department of Computer Science Dr.S.Kannan University of Pune,Pune Department of History Annamalai University Prof. Djordje Branko Vukelic Annamalai Nagar, Chidambaram Department for Production Engineering University of Novi Sad, Serbia Dr. B. Venkataswamy H.O.D., & Associate Professor Prof. Shobha V Huilgol Dept. of Telugu, P.A.S. College Department of Pharmacology Pedanandipadu, Guntur, India Off- Al- Ameen Medical College, Bijapur
Dr.E. Ashok Kumar Prof.Joseph R.Jayakar Department of Education Department of English North- Eastern Hill University, Shillong GITAM University Dr.K.Chaitanya Hyderabad Department of Chemistry Nanjing University of Science and Prof.Francesco Massoni Technology Department of Public Health Sciences People’s Republic of China University of Sapienza, Rome
Dr.Sandeep Narula Prof.Mehsin Jabel Atteya Dept. of Management Sciences Al-Mustansiriyah University IIHMR University, Jaipur College of Education Department of Mathematics, Iraq Dr. Bipasha Sinha S. S. Jalan Girls’ College Prof. Ronato Sabalza Ballado University of Calcutta, Calcutta Department of Mathematics University of Eastern Philippines, Philippines Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Satheesha H Dravidian University, Kuppam Mettu University Andhra Pradesh Mettu, Ethiopia
Dr. K. John Babu Dr.J.B.Chakravarthi Department of Journalism & Mass Comm Assistant Professor Central University of Kashmir, Kashmir Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Dr.T.V.Ramana Department of Economics, Andhra University Dr.Ni Luh Putu Agustini Karta Campus, Kakinada Department of Tourism Triatma Mulya Institute of Economy Bali, Indonesia
® © Editor-in-Chief, IJMER Typeset and Printed in India www.ijmer.in IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.
C O N T E N T S
Volume 8 Issue 2 February 2019
S. Pg.No No 1. Effects of Tarajumah Verse to Batik-Making in Rifa’iyah Youths 1 in Kalipucang Wetan Village, Central Java Aquamila Bulan Prizilla and Agus Sachari 2. Perceptions and Practices of Continuous Assessment in EFL 10 Classes: The Case of some Selected Preparatory Schools in Ilu Abba Bora Zone Gemechu Bane and Gemechu Shiferaw 3. Dispensing Justice Beyond Formalities: A Study of Selective 26 Statutory Models Prevailing in the Subcontinent Syed Zaffar Hassan Naqvi 4. Transient Thermal Analysis and Material Optimization of fin used 37 in Hero Passion for Heat Reduction A.V.A.Narasimha Murty and I. R. K. Raju 5. Deconstruction of the Benoa Bay Reclamation Project 49 Controversy in Bali Saortua Marbun 6. Importance of Continuous and Comprehensive Evaluation in the 55 Context of Evaluation in Present Scenario Shakil Ahmed and Farah Deeba Bazmi 7. Witch Hunting and Women Rights Violation: An Analysis 60 Jayanta Baruah 8. Teacher is an Eternal Essence of the Society 70 C.S. Sukumar Reddy and Y. Raja Sekhar 9. A Study on the Influence of Television Shows (Reality Shows, 73 Science Fiction Shows and Sports Television Shows) on Body Shame Biaknungi and Lallianzualifanai 10. Participative Approach to Community Based Projects: A 80 Gendered Perspective Alice Njeri Nderi and Muniu Ngotho 11. A Study on Changing Pattern of Demand for E-Banking Services 91 in Kerala After Demonetisation Anjana.S 12. Role of Anganwadi Worker in Promoting Health and Nutrition 103 Awareness – An Empirical Study P. Kumari 13. How Story Telling can be Made Interesting by Using Digital 112 Resources? Subhash Chandra Bose 14. The ever Impact of Dr.B.R.Ambedkar on Jadhav’s, Untouchables: 118 My Family’s Triumphant Journey out of the Caste System in Modern India V.Hanumanthaiah 15. Study of Academic Performance and Multiple Intelligence of Adolescent 123 Boys and Girls Sruthi Sridharan and T. Santhanam 16. Marketing Problems of Self-Help Groups 131 M. Sudhir and M.Pradeep 17. 139
18. Reproductive Autonomy of the Woman 146 S.Sreenivasa Rao 19. A Perspicuous Study on the Problems of MSMES in India 151 R.V.Subba Reddy and M.Siva Sankar Reddy 20. Fishermen Village/Habitation Characteristics in Maritime 157 Environment in Visakhapatnam V.Venkata Lakshmi 21. Employment Guarantee and the Role of Mahatma Gandhi 173 National Rural Employment Guarantee Scheme (MGNREGs) Ch.Venkataramanaiah 22. 185
23. Adverse Effects of Environment on Women 194 S.Madhuri Paradesi 24. Marketing Problems of Rural Industries in Nellore District 205 Y.Srinivasulu and K.Rajaiah 25. Customers Perception Towards Mobile Banking System 217 M.Sambasivudu 26. Academic Challenges of Adolescentswith Special Reference to 225 Stress & Educational Anxiety K.Mallika 27. Debugging Corruption: The Grey Tool Called Demonetisation 233 Keerthana.S and Madhavan.R
28. Hindustan Ki Tehreek-I-Aazadi Mein Ahl-e- Urdu Ki Khidmaat 244 Parveez Ahmad Wagay, Ayshia Raees Kamal Tariq Ahmad Mir and Sona Shukla 29. An Analysis of Terrorism from Human Rights Perspective 248 S. Segar 30. A Study on Implementation of Rashtriya Madhyamik Shiksha 254 Abhiyan (RMSA) in Aizawl City H. Lalremmawii and Lallianzuali Fanai 31. Promotion of Library and Information Sources and Services 264 Girish T.S 32. Exploration of various security issues in Mobile Ad-hoc Networks 271 Suneel Miriyala and Dr M.Satya Sairam 33. Participation of Women Members of School Management 278 Committee (SMC) for Management of Primary Schools in Koraput District Sukanta Kumar Patnaik
ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :6.014 (2019) M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Index Copernicus Value: 5.16 Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.
Editorial……
It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect. The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action. The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute
Dr.K.Victor Babu Editor-in-Chief
SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW www.ijmer.in
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EFFECTS OF TARAJUMAH VERSE TO BATIK-MAKING IN RIFA’IYAH YOUTHS IN KALIPUCANG WETAN VILLAGE, CENTRAL JAVA
Aquamila Bulan Prizilla Agus Sachari Doctoral Study of Visual Art and Department of Design and Design Program Visual Culture Institut Teknologi Bandung Institut Teknologi Bandung Indonesia Indonesia
Abstract Batik is an ancestral heritage of the Indonesian people. Every region in Indonesia has its own batik tradition that features unique ornamental designs, among which is the Rifa’iyah Batik. The Rifa’iyah batik is a batik motif whose ornamental designs are inspired by Islamic beliefs as taught by Shaikh Ahmad Rifa’i, an Indonesian national hero. The Rifa’iyahs believe that the motif is halal (permitted) to be worn as garments, especially for prayers. Currently, the Rifa’iyah batik is made at their homestead in Kecamatan Kalipucang Wetan, Kabupaten Batang, Central Java. A point of interest in the Rifa’iyah batik-making in Kalipucang Wetan is the generational tradition of reciting verses from the Tarajumah1 while making batik. With advancements in technology, the Rifa’iyahs are able to listen to recordings of the Tarajumah and popular songs. One of the ways to preserve the batik-making tradition is by teaching it to the younger generations. This study focuses on batik-making tradition among the Rifaiyahs in Kalipucang Wetan. In particular, it focuses on Rifa’iyah youths in Kalipucang Wetan between 15 and 30 years old. While there are numerous internal and external aspects that must be considered for the participants, this study focuses on the effects of background music to batik-making by Rifa’iyah youths. The study uses a qualitative method in conjunction with experimental ethnography approaches. The model to pass down the batik tradition, in particular the background music played while making batik is developed based on the response from Rifa’iyah youths in Kalipucang Wetan as participants.
The findings suggest that listening to Tarajumah or tambourine music during batik-making resulted in improved positive results compared with listening to popular music, conversation, and silence.
Keywords : Background music, sound, batik, Rifa'iyah, Islam, preservation
1 Tarajumah is a book authored by Syaikh Ahmad Rifa’I, founder of the Rifa’iyah school. www.ijmer.in 1
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1. Introduction Batik is a technique of decorating a piece of cloth using canting2 (a small nib for applying liquid wax) and hot wax. The tradition itself is an ancestral heritage of the Indonesian people. Every region in Indonesia has their own batik-making tradition that features unique ornamental designs, thus making the cloth a distinctive feature of that region. One of the unique ornamental designs that are markedly different from other batik motifs is the Rifa’iyah Batik. The motif is a coastal batik, hailing from Kabupaten Batang, Central Java. The Rifa’iyah batik is a batik motif whose ornamental designs are inspired by Islamic beliefs as taught by Shaikh Ahmad Rifa’i. The Shaikh was named a National Hero in 2004 by the then President Susilo Bambang Yudoyono under the Presidential Decree Number: 089/TK/2004.
Makers and developers of the Rifa’iyah batik motif are the Rifa’iyahs, followers of Shaikh Ahmad Rifa’i. The Rifa’iyahs believe that motif is halal (permitted) to be worn as garments, especially for prayers. Shaikh Ahmad Rifa’i prohibited the representation of living beings. The prohibition is not without cause; but based on a number of hadiths3 that warned against the drawing and wearing of the representations of living beings.
Currently, the Rifa’iyah batik is made at their homestead in Kecamatan Kalipucang Wetan, Kabupaten Batang, Central Java. Batik making tradition in the Rifa'iyah community is dominantly done by the women, as it was initially a domestic activity for Rifa'iyah women.
A point of interest in the Rifa’iyah batik-making in Kalipucang Wetan is the generational tradition of reciting the Tarajumah, verses containing the teachings of Shaikh Ahmad Rifa’i. In addition to reciting of the Tarajumah, the Rifa’iyahs also use advancements in technology to listen to recordings of the Tarajumah and popular songs.
As time passes, batik making among the Rifa’iyah in Kalipucang Wetan declines. Rifa’iyah batik makers switched to more lucrative professions and younger generations are no longer interested to take up the tradition. If not preserved, the batik may face extinction, as had happened at other batik-making centres.
2. Theoretical Approach
2 A small pen-like took used to apply liquid wax onto cloth. 3 Collection of the traditions relating to the sayings and deeds of the Prophet Muhammad. www.ijmer.in 2
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One of the ways to preserve the batik-making tradition is by teaching it to the younger generations. This study focuses on batik-making tradition among the Rifaiyahs in Kalipucang Wetan. In particular, this case study focuses on Rifa’iyah youths in Kalipucang Wetan between 15 and 30 years old. When passing down the batik-making tradition, attention must be given to the internal and external considerations of the recipient to ensure that the process is effective and achieved its goals. While there are numerous internal and external aspects that must be considered for the participants, this study focuses on the effects of background music to batik-making by Rifa’iyah youths.
Miftahutin (2018) stated that since time immemorial, it is customary to recite the verses of the Tarajumah aloud while making batik.
Batik-making is a tradition of the Rifa’iyah since time immemorial. While making batik, the artisans recite the contents of the Tarajumah – indeed a rare and interesting sight in the batik craft.
Ki Hadjar Dewantara said that “for a system of teaching to be meaningful for a communal life, the system must adopt to the life and livelihood of the people" (Sumarna, 2014: 85).
The life and livelihood of the Rifa’iyah community in Kalipucang Wetan Village must first be understood such that the formulated system of teaching can be adopted into the prevailing social and cultural norms, be readily accepted, appropriate, satisfies its goals, and well-liked by participants.
3. Research Method The study uses the qualitative research method in conjunction with experimental ethnography approaches to study sociocultural aspects of the subjects and the effects of listening to the Tarajumah, or rebana (tambourine) verses, popular music, conversation, and silence in the batik-making process. The findings are then implemented as an innovation to develop a model to preserve batik making tradition among the Rifa’iyah youths in Kalipucang Wetan.
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Figure 1. Effects of Tarajumah Songs to Batik-making by Rifa’iyah Youths in Kalipucang Wetan Village, Central Java
4. Strategy of Preservation As time passes, Rifa’iyah women turned to batik-making to help improve the standard of living and earn additional income for the household. By persisting with the batik making tradition, the women hope that it can augment their husband’s income to support the household. In reality, batik-making is an unreliable source of income that could not sustain the household, since the income is disproportionate with the time needed to produce a piece of batik.
This is the primary reason why batik-making in the Rifa’iyah community is declining; batik makers have switched to more lucrative professions and younger generations are no longer interested to take up the tradition as a source of income. The lack of interest from Rifa’iyah youths in Kalipucang Wetan Village also stems from the perception that batik making is old-fashioned and not interesting. Miftakhutin (2018), an expert in Rifa’iyah batik, said that there used to be more than 150 active batik artisans in the Rifa’iyah community of Kalipucang Wetan Village, Batang in 2000, not including 10 year-old children who started to take up batik-making. In 2017, the number declined to 115 artisans; 75 of whom are active and taking up a second job while 40 are passive. In the same period, there is also a decline in batik-making among the youths of Kalipucang Wetan Village. In 2017, the number of youth and adult artisans dropped by 50% with no children under 11 years old interested to take up batik- making. The Rifa’iyah batik is solely centralised in Kalipucang Wetan Village, Kabupaten Batang, Central Java.
In order to prevent further decline of batik-making in Kalipucang Wetan Village, it is necessary to carry out an analysis on the factors to support and reinvigorate the batik-making spirit among the Rifa’iyah youths in Kalipucang Wetan Village. Among such factors is the background music played when making batik.
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A person’s internal process, such as mind set and lifestyle, and external factors, such as technological advancements and environment, change over time. Consequently, it is necessary to create new developments and breakthroughs to ensure that preservation efforts are on-target – including the background music played during batik-making.
The Rifa’iyah batik-making process according to Fadhilah, a Rifa’iyah batik artisan in Kalipucang Wetan, is as follows:
Figure 2. The Rifa’iyah Batik-making Process According to Fadhilah
A three-day experiment was carried out to measure the effects of background music to batik-making by Rifa’iyah youths. The experiments were carried out from Sunday to Tuesday, 10-12 June 2018. Participants were 25 Rifa’iyah youths between 15 to 30 years old and 5 Rifa’iyah batik artisans between 35-40 years old to act as instructors. Each group consists of 5 participants and 1 instructor. The instructor acted as a group leader to coordinate and to teach traditional Rifa’iyah batik-making techniques the participants.
During the batik-making process, three choices of background music were offered: tarajumah, popular music, and conversation in lieu of any music. It is observed that different background music during batik-making changed the participants’ character. The following was observed:
4 Kepol: coating cloth in starch. 5 Jemur: drying the cloth. 6 Blebet: lap stitching the seams to prevent tearing. 7 Klowong: drawing of the design ornament in pencil. In the Rifa'iyah batik, klowong is the drawing of the moth outline using canting and hot wax. 8 Isen: colouring in patterns. 9 Popok or blok: masking parts of the cloth to prevent staining. 10 Pewarnaan: colouring of the cloth. 11 Lorod: removing wax with boiling water. www.ijmer.in 5
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1. Tarajumah (sung verses of the Tarajumah or played on tambourine), or rebana songs written by Rifa’iyah ulamas containing the teachings of Shaikh Ahmad Rifa’i. Making batik while singing the Tarajumah or listening to Tarajumah songs seem to improve participants’ calmness and focus. In addition, participants seemed to enjoy the verses and batik-making process itself. In this phase of the experiment, participants expressed the basic character of the Rifa’iyah community: simple and observant to the teachings of Shaikh Ahmad Rifa’i. Figure 3 is an example of a Tarajumah verse that is usually sung by the Rifa’iyahs while making batik:
Figure 3. Tarajumah Bayan, page 2, 3rd and 4th stanzas (2019) 2. Popular music Batik-making while listening to popular music resulted in the participants to display a behaviour that reflects the music’s tone. Upbeat songs resulted in more upbeat participants, to the point of improved mood, bolder self- expression, and increased creativity. Conversely, downbeat songs resulted in calmer participants such that they seem to bore and tire quicker. In this phase of the experiment, participants seemed to deviate from the natural and simple inclinations of the Rifa’iyah community. 3. Conversation in lieu of music Batik-making while conversing, without any background music, resulted in participants to focus more on discussions – an expected behaviour given the social nature of the Rifa’iyah community. However, if carried out for an www.ijmer.in 6
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extended period of time, the lack of music resulted in participants to bore and tire quicker compared with when accompanied by Tarajumah verses or popular music. Furthermore, participants show reduced creativity and some tend to focus more on the conversation rather than making batik. 4. Silence
After the experiments, participants were requested to fill in a questionnaire. Results of the questionnaire are as follows: 1. All 25 participants tend to choose carry out the batik-making process collectively, as opposed to individually.
Nine participants enjoy making batik while listening to Tarajumah; nine while listening to popular music; 15 enjoy while conversing; and three enjoy in silence. If arranged from most enjoyed to least enjoyed, participants tend to enjoy conversation the most, followed by listening to Tarajumah or tambourine – equalling popular music. Yet, Tarajumah was the most enjoyed as it was more preferred than popular music. The least enjoyed was silence.
5. Conclusion Essentially, the defining trait of the Rifa’iyah in Kalipucang Wetan is their social outlook. This is demonstrated from the questionnaire given to the participants. It is found that participants tend to favour making batik in a group rather than individually. Furthermore, the social outlook of the Rifa’iyah community is reinforced by their strong preference to make batik while in conversation. Popular music is the third in terms of preference behind conversation. While it perceptively improved creativity and working spirit, popular music may result in Rifa’iyah youths to deviate from their community’s distinctive character. Thus, www.ijmer.in 7
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Tarajumah is the most appropriate choice for the Rifa’iyah community. In addition to being the second most preferred, it is also part of preserving the Rifa’iyah tradition of singing the Tarajumah while batik-making. Reciting the verses helps the Rifa’iyahs to remember Shaikh Ahmad Rifa'i’s teachings, thus strengthening the community’s defining trait. Furthermore, the recital is a form of religious observance, i.e. listening to the teachings of Shaikh Ahmad Rifa’i. By order of appropriateness, tarajumah is the most appropriate, followed by conversation, popular music, and lastly silence.
References 1. Amin, Ahmad Syadzirin. (1996/1997). Gerakan Shaikh Ahmad Rifa’i Dalam Menentang Kolonial Belanda, Jakarta: Jama’ah Masjid Baiturrahman 2. Astuti, Soekma YenI. (2006). Bentuk Ragam Hias Batik Rifa’iyah Di Kalipucang Wetan, Kabupaten Batang, Skripsi Program Studi S-1 Sekolah Tinggi Seni Indonesia Surakarta 3. Dewantara,Ki Hadjar. (2011). Bagian Kedua; Kebudayaan, Yogyakarta: Majelis 4. Dewantara,Ki Hadjar. (2011). Bagian Pertama; Pendidikan, Yogyakarta: Majelis 5. Jaeni , Muhamad. (2015). Seni Budaya Rifa’iyah: Dari Syi’ar Agama Hingga Simbol Perlawanan (Menggali nilai-nilai seni budaya dalam Kitab Tarajumah dan Kehidupan Masyarakat Rifa’iyah), E-Journal UNDIP, Sabda Jurnal Kajian Budaya, Vol 10, No 1 6. Junaedi, Didi. (2014). Pahlawan-Pahlawan Indonesia Sepanjang Masa, Yogyakarta: Indonesia Tera 7. Kumalasari, Dyah. (2010). Konsep Pemikiran Ki Hadjar Dewantara Dalam Pendidikan Taman Siswa (Tinjauan Humanis-Religius), Istoria Volume Viii Nomor 1 8. Kusmanto, Benedictus, dkk. (2016). Pola Kepemimpinan Ki Hadjar Dewantara, Jurnal Managemen Pendidikan, Vol. 11, No. 2 9. Muthoifin dan Mutohharun Jinan. (2015). Pendidikan Karakter Ki Hadjar Dewantara: Studi Kritis Pemikiran Karakter Dan Budi Pekerti Dalam Tinjauan Islam, Profetika, Jurnal Studi Islam, Vol. 16, No. 2 10. Sa’ad, Mukhlisin. (2004). Gerakan Mengungkap Gerakan dan Pemikiran Shaikh Ahmad Rifa’i (1200-1286 H / 1786-1875), Penerjemah: Ahmad Syadzirin Amin, Pekalongan: Yayasan Badan Wakaf Rifa’iyah 11. Sumarna, Muhammad Deden. (2014). Konsep Guru Dalam Pandangan Ki Hajar Dewantara Dilihat Dari Perspektif Pendidikan Islam, Skripsi Program Studi S-1 Universitas Pendidikan Indonesia Bandung 12. Tilaar, H.A.R. (2012). Perubahan Sosial dan Pendidikan: Pengantar Pedagogik Transformatif untuk Indonesia, Jakarta: PT. Rineka Cipta www.ijmer.in 8
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13. Toekio M., Soegeng. (1987). Mengenal Ragam Hias Indonesia, Bandung: Angkasa Websites: 1. Definition of “Tradisi” according to Kamus Besar Bahasa Indonesia. (2018, June 21). Retrieved from: https://kbbi.web.id/tradisi on 21 June 2018 2. Definition of “Pengembangan” according to Kamus Besar Bahasa Indonesia. (2018, June 21). Retrieved from: https://jagokata.com/arti- kata/pengembangan.html 3. History of Shaikh Ahmad Rifa’i and development of the Rifa’iyah Batik. (2017, December 21). Retrieved from: https://ideart i.wordpress.c om/2016/10/10/batik-Rifa’iyah-mahakarya-batikindonesia/ Interviews 1. Fadhilah, Rifa'iyah artisan in Kalipucang Wetan Village, Kecamatan Batang, Central Java. 2. Miftahutin, Rifa'iyah artisan in Kalipucang Wetan Village, Kecamatan Batang, Central Java. 3. Muchammad Ircham, S.A., M.A., Rifa’iyah Leader in Bojong, Pekalongan.
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PERCEPTIONS AND PRACTICES OF CONTINUOUS ASSESSMENT IN EFL CLASSES: THE CASE OF SOME SELECTED PREPARATORY SCHOOLS IN ILU ABBA BORA ZONE
Gemechu Bane Gemechu Shiferaw Institute of Education and Professional Institute of Education and Professional Development Studies Development Studies Mettu University Mettu University Mettu , Ethiopia Mettu , Ethiopia
Abstract It is beyond the shadow of doubt that employing CA enables EFL teachers to assess more of the intended behavior of the students and to take note of factors such as their active participation, their relationship with others, attitudes, appreciation, emotional control and development…etc that have high educational relevance . The objective of this study is to investigate the perceptions and practices of CA in EFL classes of Preparatory Schools in Ilu ababora zone.
Multiple instruments that included questionnaires, interviews and content analyses were used to gather data. one-sample t-test was employed to see whether there is significant difference in perception, strategy and practice of continuous assessment of teacher and students. The statistical findings regarding teachers and students’ perceptions about continuous assessment showed that both teachers and students had positive and statistically significant perception. also to evaluate perceived practice teachers and students CA one-sample t-test was employed and the finding show that teachers’ and students` perceive practice of continuous assessment positively and believe that it is part of their teaching and learning which is statistically significant at P<.05. finally building capacity of teachers to improve their assessment skills should be a priority if learning English has to be meaningful. It would be realized that improving educational standards goes beyond community mobilization, effective management of external examinations, construction of school buildings, and availability of teachers and books. It includes good classroom practices of which assessment of students is a critical aspect.
1. Introduction This part briefly states the background of the study, statement of the problem, research questions, objectives of the study, significances of the study, and delimitation of the study.
1.1. Background of the Study Traditional assessment (summative), where the grade is awarded solely based on the course exams, has several shortcomings. As the grading is based only on a few exam questions, all topics of the course cannot be covered and some question types get over- emphasized. The exams normally cover distinct parts of the course, and after taking the exam the students can forget everything they have learned. Because of the backwash,
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VOLUME 8, ISSUE 2, FEBRUARY 2019 students often start studying only just before the exam, which does not encourage deep learning (Ramsden, 1992).
In contrary to this, continuous assessment (formative assessment) can be based upon a competitive system or can be geared towards promoting inclusion through co-operation and sharing learning experiences (Watkins, 2007). The purposes of continuous assessment encompass: monitoring, diagnosis of difficulties, intervention, and improving teaching. Asamoah-Gyimah (2002) suggests that continuous assessment enables teachers to review their own performance and effectiveness in getting their messages across to their students in the most efficient manner.
Continuous Assessment (CA) is a formative evaluation procedure concerned with finding out, in a systematic manner, the over-all gains that a student has made in terms of knowledge, attitudes, and skills after a given set of learning experience (Ogunnyi, 1984). According to Aggarwal (2005), states:
CA is not simply continuous testing. Continuous assessment does not solely depend on formal tests. CA is more than giving a test; it involves every decision made by the teacher in class to improve students’ achievement. CA may take different forms such as formal questions given to students during class, take-home assignments/exercises and recapitulation exercises.
One of the most important factors influencing learning is the way students think they are going to be continuously assessed (Biggs, 2003; Ramsden, 1992). They have put it; assessment is the foundation of quality teaching. This could play a vital role in diagnosing and remediating areas of learners’ weaknesses if properly practiced in what occurs in classrooms. Continuous assessment is an approach that would capture the full range of learners’ performance.
1.2. Statement of the problem Ethiopian high schools have experienced heavy use of traditional summative and more judgmental approaches to assessments. The assessments (tests, examinations) have been considered as the culmination or bottom line of a unit of work that was covered. This system of assessment is criticized in its insignificant role of ascertaining student development (Puhl, 1997). Currently, there is a move away from using assessment to measure performance to a more dynamic alternative of determining "what learners know and can do" (Puhl, 1997). The shift is influenced by the underlying assumption that assessment processes change instructional processes, as a result of learning.
Schools in Ethiopia now practice continuous assessment. However, the question is, as practitioners, do teachers actually continuously assess with the intended confluence of instruction and its up-and-coming objectives? Since teachers' actions are highly influenced by their beliefs (Abiy, 2000; Fang, 1996; Wittrock, 1986), this study wants to
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VOLUME 8, ISSUE 2, FEBRUARY 2019 explore preparatory English teachers and students’ perceptions of continuous assessment and their classroom practices.
Teachers' implementation of continuous assessment as part of their instruction may help students achieve quality education, develop innovativeness, a sense of competence, and get opportunities for independent as well as life-long learning. If teachers, however, move off track from the right avenue of continuous assessment, a deleterious effect, at least a depletion of golden study time, will be in order; thus, an urgent response about what teachers think and how they act regarding continuous assessment seems more than desirable. The response may help to take appropriate measures before teachers stride further in the road not to be taken.
Moreover, there are different factors affecting the practices of CA in the EFL classes. However, some of the factors have not been assessed yet. Thus, the researches of this study tried to explore particularly teachers and students’ perceptions and practices of CA in EFL classes.
1.3. Objective of the Study The main objective of this study is to investigate the perceptions and practices of CA in EFL classes of Preparatory Schools. This study specifically aimed to: 1. Assess teachers and students’ perceptions of CA in the EFL classes. 2. Examine how their perceptions influence their classroom practices of CA in the EFL classes. 3. Identify factors, which affect the practices of CA in the EFL classes.
1.4. Research questions The major aim of this study is to investigate the perceptions and practices of CA in EFL classes of Preparatory Schools. In line with these objectives, the following research questions are formulated. 1. How do teachers’ and students’ perceive CA? 2. How their perceptions influence their classroom practices of CA? 3. What are the major factors that affect the practices of CA?
1.5. Significance of the study The result of the study is significant to take timely and appropriate corrective measures before practitioners delve deep into a wrong path. Since there are pupils with diverse needs in schools, improvement in teachers’ continuous assessment practices has the potential to help all pupils to improve. This will help to achieve one of the objectives of the educational reforms, to provide quality education for all.
In addition, the study is significant because it will provide explicit information about the constraints imposed on teachers’ continuous assessment practices by prevailing educational policies. This will offer policy-makers relevant feedback which if addressed can bring about relevant changes to improve teachers’ classroom and assessment practices. Moreover, the findings will contribute new knowledge to the existing
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VOLUME 8, ISSUE 2, FEBRUARY 2019 knowledge about preparatory teachers’ continuous assessment practices and the experiences of pupils in the classroom.
1.6. Delimitation of the study The researchers believe that it would be appropriate to conduct the study in large scale including all secondary and preparatory schools in the zone. Never the less, the limited time and other resources do not allow doing so. Hence, the study will be confined to some EFL classes of Preparatory Schools in I/A/B/ zone.
2. Review of Related Literature
2.1. Definition of Assessment A classroom situation once after instructions were given the progress of the student should be assessed. This may help the teacher to know more about how her/his students progresses. Assessment is the way of observing and looking for relevant information and making decisions based on the information. According to ICDR, (1999:192) assessment refers to the process of collecting, interpreting, and synthesizing information to aid decision making. Many people may think that when assessment is being done they actually relate it with paper-pencil tests to grade pupils’ achievement. However, it is more than testing. it includes information gathering on pupils, instruction and classroom climate by teachers. as to Airasian (1991) it includes interpreting and synthesizing this information to help teachers understand their pupils, to plan, monitor instruction and establish a conducive classroom atmosphere.
2.2. Types of Assessment Assessment is a way of observing and connecting information and making decisions based on information. It is more than just the connection of information i.e. it has connection with purpose. The focus of assessment is on the adequacy of student progress towards instructional goals or outcomes. Therefore, it makes learning teaching process effective in producing all rounded personality; the assessment mechanisms should be more comprehensive. This is possible by assessing the learners before the instruction, during instruction and at the end of instruction. Based on this ICDR (1999) stated four types of assessment methods, which are used to improve the performance of the learners. These are the following:
2.2.1. Placement Assessment It is highly concerned with investigating the learners’ entry behavior before the instruction it focuses on the questions like: To what extent is the learner ready to master the objectives of the planned instruction? Does the learner posses the knowledge and skills needed to begin the planned instruction?
Answers to these questions require the use of variety of techniques such as readiness test, aptitude test, pretests on course objectives etc. placement assessment of learners
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VOLUME 8, ISSUE 2, FEBRUARY 2019 usually takes place prior to the presentation of instruction and it provides information useful to plan learning activities (Airasian,1991).
Placement assessment gives the chance to the teacher to know about their pupils in the first few days of the school. Teachers make sizing up assessment to get a clear picture of their pupils. Information for sizing up pupils comes from a variety of sources: comments of other teachers, school records, performance of siblings, classroom observations, pupil comments and test performance. They could be limited in their usefulness because they are subjective descriptive and covert. Informal observations should be supplemental with more formal and structured activities (Airasian,1991).
2.2.2. Formative Assessment It is a continuous assessment that focused on monitoring learning progress and diagnosing learning difficulties while a earning-teaching process is undertaken. It help teachers to identify the problem of their students and their instruction. By doing so it enables teachers to take appropriate remedial measures in the earning process (Thondike,etal 1977 as cited in ICDR 1999). Similarly, Airasian (1991) clearly pointed out that formative assessment is a formulation of an individual’s strengths, weaknesses and potential. it is very important to guide learning during instruction. It also provides ongoing feedback to the learners and teacher regarding success or failure in which specific learning errors could be corrected and the learners is motivated for further learning activities.
Capper (1996) as cited in Birhanu (2004) also explained formative assessment as type of assessment which seeks to improve the teaching learning process by feedback of information from test results and which can illustrate the effectiveness of teaching methods or learning difficulties. He also indicated that formative assessment can be used as continuous assessment since it is conducted continuously throughout instruction.
Formative assessment should be used to improve instruction and to keep both the students and the teacher aware of the subject objectives and the students’ progress in meeting these objectives. The results of formative assessment are analyzed and used to focus on the improvement of the problems. Ognniyi (1984) pointed out that assessing students’ performance continuously with undefined time reference may make them of ways aware of every instructional activity and through that they would come up with the intended learning out comes.
2.2.3. Diagnostic Assessment It is concerned with persistent or recurring learning difficulties that are left unresolved by the corrective prescriptions of formative assessment. Formative assessment provides first aid treatment for simple learning problems, and diagnostic assessment searches for the underlying or the root causes of the problem. Therefore, diagnostic assessment is much more comprehensive than formative assessment. It uses prepared diagnostic tests as well as varies observational techniques. Its main aim is to
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VOLUME 8, ISSUE 2, FEBRUARY 2019 find out the real causes of learning problems to formulate a plan for remedial action (Airasian,1991).
Supporting the above ideas Gronlund and Linn (1990) as cited in Birhanu (2004) explained diagnostic assessment as it is concerned with the persistent or recurring learning difficulties that are left unresolved by the standard corrective prescription of formative assessment. Its test meant to identify learning difficulties in teaching.
2.2.4. Summative Assessment It is given especially at the end of a course or semester of instruction. It is designed to determine the extent to which instructional objectives have been achieved. It is used to check the effectiveness or the impact of a program. It occurs at the end of a unit or a program. Cappar (1996) as cited in Birhanu (2004) point out that summative assessment takes place at the end of a unit, a chapter or a semester to measure progress during a given span. It is a final summing up and judgmental which is commonly made based on test ratings on a variety of performance. He also added that grades are used to report summative assessments of students’ achievement of the curriculum’s major learning targets.
Generally, from the four types of assessment it is possible to understand complete assessment of individual learners can be obtained through different stages. Therefore, assessment at each level needs caution. Teachers should know the previous knowledge of the students, identify the problems encountered in the instructional process and make decision about his/her students’ performance based on the periodical assessment.
2.3. Continuous Assessment Different scholars have provided their definition of continuous assessment. However, the definitions are not confusing and contradictory to each other rather all definitions reflect the periodic and comprehensive nature of assessment. Some of the definitions are given as follows: As Chilora,etal(2003) cited in Desalegn (2004) continuous assessment is making observations periodically to find out what students knows, understands and can do. Similarly, Farranant (1980) cited in ICDR (1999) clarified that continuous assessment is a process by which the quality of individuals’ work or performance is judged on an going process or on a day to day basis. Besides, Aggrawal (2000) cited in Muluken (2006) confirmed that continuous assessment is an approach that aims at assessing those attributes which cannot be measured through one attempt of written examination. According to this writer, it is a mechanisms which shows full range of sources and methods teachers use to gather, interpret and analyze information about learners.
Moreover, Desalegn (2004) disclosed that continuous assessment process is more than administering continuous tests to measure pupils’ achievement. According to him continuous assessment uses/requires various assessment activities in order to uncover pupils’ achievement of educational objectives. Furthermore, the Ethiopian Education and Training Policy (TGE,1994) has stated that continuous assessment in academic and
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VOLUME 8, ISSUE 2, FEBRUARY 2019 practical subjects including aptitude tests will be conducted to ascertain the information of all rounded profile of students at all levels. To add one more, according to Yoloye (1984) in ICDR (1999) continuous assessment is a method of evaluating the progress and achievement of students in educational institutions.
From the above definitions of continuous assessment, it is possible to understand that continuous assessment is not a onetime task rather it is an ongoing process integrated with lesson instruction. In addition, it is a process to be followed to find out what the students have learned through comprehensive techniques (which can measure students’ knowledge, attitude, and skills). Thus, continuous assessment cannot be balanced or equalized with testing or examination processes because continuous assessment is mainly helpful in assessing behaviors, which cannot be measured through written examination.
In addition, it is obvious to say, on the bases of above definitions, continuous assessment helps teachers to identify the weaknesses of their students in order to make sound decision in the attempt to improve it and to provide feedback to the earners. Generally, continuous assessment is more appropriate to recognize to what extent the students learn by considering all aspects of students learning.
2.4. Purposes of Continuous Assessment Continuous assessment has various purposes in the improvement of learning teaching process. It helps teachers, students and the instruction. Tamene (2007) stated that continuous assessment can help teacher to improve his/her instruction and to help his/her students based on their needs and interests. In this case every one can have the chance to success when continuous assessment is is implemented as intended. ICDR (1999) also indicated that the purposes of continuous assessment at school should focus on learners’ overall performance and teaching –learning process.
2.4.1. Purposes of CA for teachers Stiggs (1998), Oesterhof (1999) and Phopham (1999) as cited in Desalegn (2004) concluded that the uses of continuous assessment for teachers in the class room as follows: To find out what students know and can do To provide all children with opportunities to show what they know To promote learning for understanding To help determine what types of remediation and enrichment activities to provide and to identify those students who need assistance To let the students know how well they are progressing in their own learning To let parents know how children are progressing To lead to over all evaluation
2.4.2. Purposes of CA for students As indicated in ICDR (1999) continuous assessment helps students as follows: Investigating the participation of pupils in the learning conditions Analyze the levels of knowledge, skills, and abilities of pupils in different subjects
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Examine the improvement of pupils in their classroom performance over a period. Accumulate records of progress for the pupils Determine pupils’ strengths and weaknesses
2.4.3. Purposes of CA for Instruction ICDR (1999) indicated that in relation to classroom instruction assessment should be carried out and directed to: Improves learning and instruction Helps to motivate pupils to learn more as they discover their progress. Identify learning difficulties that gives learners’ opportunities to show progress towards objectives Help teachers to determine the effectiveness of their teaching aids, methods, techniques, and learning materials. Provide educational administrators with adequate information about teachers’ effectiveness and the school program as a whole Acquaint parents with their children’s performance
2.5. Procedures of Continuous Assessment Generally, a representative of all instructional objectives treated in the class should be included in test or examination. In addition, judgment of pupil’s ability must be based on more than one test result. Also assessing performance indifferent areas of syllabus and at different times, using variety of assessment techniques is essential. Thus, judging pupils’ ability and performance by administering one test at the end of a term; course or semester is not advisable and not be free from error(Yoloye,1984 in ICDR 1999). Accordingly, the following guidelines (procedures) are identified to be used by the teacher in continuous assessment.
1. Combine all the scores attained by each student through different continuous assessment mechanisms and any other recorded information about each student. 2. Plan at the beginning of the year the number of assignments, tests, observations etc and their timing. Also decided how many marks are to be assigned to each activity. 3. Use the result of continuous assessment for the following purposes: To identify each student’s problem and help him/her to learn the things those are mastered before the next lesson. To assess the teacher’s performance and effectiveness so as to find improved way of teaching. 4. Keep close watch on the personality development of each student by using the variety of measuring instruments especially observational techniques. 5. Use information concerning the students’ personality and earning characteristics to understand them through guidance and counseling.
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2.6. Factors Affecting the Implementation of CA in Classroom Continuous assessment serves its purposes when it is implemented as intended. But there are different constraints which can affect the implementation of continuous assessment. Birhanu (2004) found out that the implementation of continuous assessment in selected high schools in Arsi zone was poor and below the standard of the contemporary assessment system. According to his findings, the main problem in implementing continuous assessment were lack of awareness about techniques and procedures, inadequate preparation, large class size and etc.
Similarly, the findings of Derebsa (2006) in primary schools indicated that with constant focus on the right answer to examination question students devote much of their time to memorize chunks of information. He added that assessment particularly in the form of examination does not encourage active learning. Studies made on continuous assessment in primary schools in Addis Ababa by Desalegn (2003) and Daniel and Desalegn (2001) as cited in Desalegn (2004) also found out that teachers do not use continuous assessment in their classroom. Their findings indicated that the reasons for inability to implement are lack of sufficient training in continuous assessment, lack of skills to develop continuous assessment tools, absence of manuals and other supporting materials that assist teachers in the development of continuous assessment tools, large class size, lack of teachers’ commitment and motivation and attitude of teachers towards continuous assessment.
3. Research Methodology This chapter deals with the research methodology, which was used, in the study. It discusses about the subjects of the study, the research design, the sampling technique, the data gathering instruments, and the methods of data analysis that were employed to achieve the objectives of the study.
3.1. The Subjects The research was conducted on grade 11 English language teachers and students of four randomly selected preparatory schools in I/A/B/ Zone.
3.2. Sampling Design The rationale behind assessment mode designed for grades 11 and 12 might not be different but the assessment mode for grade 12 focuses more on preparing the students for the national exam (at this time may be for entrance exam) at the end of the year (grade 12 Teacher's Book, 1997:7). The researchers, therefore, planned to conduct the research on grade 11. Otherwise, it might be difficult to obtain the required data for the study.
3.3. Data Collection Instruments Questionnaires, interview and content analyses were used as tools of this study. Close ended questionnaires (with three parts each) for English language teachers and students, developed by the researchers, were used to collect data about their perception regarding, strategy ,implementation and perception of continuous assessment. The questionnaire for teachers constituted 36close-ended items. nine item for strategy,22item
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VOLUME 8, ISSUE 2, FEBRUARY 2019 for implementation and five item for perception of continuous assessment and that of students were 23items close ended questionnaires from these 8 of the close-ended items sought information about students’ perception regarding strategy, 7 about their implementation, and 8 about their perception of continuous assessment. The items were developed on a four-point Likert scale that ranged from ‘Strongly Agree’ to ‘Strongly Disagree’. The Cronbach alpha reliability were calculated for the sub- scales of teachers’ strategy, implementation and perception continuous assessment were .859, .35 and .826, respectively; and except implementation scales both sub scales have powerful reliability. Similarly, The Cronbach alpha indices indicated that the reliability of the items for student strategy, implementation and perceived perception towards continuous assessment were .758, .889 and .980 , respectively; and all of them had powerful reliability.
3.4. Procedure The researcher adopted three steps in collecting the data for the study. First, relevant literatures were reviewed to get adequate information on the topic. Second, objectives and research questions are formulated to show the direction of the study. Third, data gathering tools were developed. After the questionnaire are distributed and collected, interview was taken place. Finally, the content analysis was conducted.
3.5. Method of Data Analysis The data obtained from instructors and students through questionnaires, interview, and content analysis were analyzed using descriptive analysis method. Quantitative data were organized, tabulated, and using one sample t-test analysis of the Statistical Package for Social Sciences (SPSS) version 20. These have been done mainly using descriptive statistics such as means, standard deviations. Qualitative data that collected via interview and content analysis were analyzed and interpreted to triangulate with quantitative data to understand the holistic inference.
4. RESULTS AND DISCUSSION This chapter provides results and discussions of the study. The chapter is divided into three sections. The first section presents the teachers and students’ perceptions of continuous assessment based on their responses from the questionnaire, followed by findings from the interview and, and lastly a content analysis on the findings from the questionnaire and interviews. 4.1 Teachers and students’ Perceptions of CA Tabe1. One sample t-test results of students and teachers’ perception of CA
participants variables mean St.dev. t df sig
students perception 105.2 26.2897 40.016 117 .000
teachers perception 30.8889 4.888 27.299 17 .000
*P<.05
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As the above table indicate that there is statistically significant difference between students perception of continuous assessments` mean and that of the expected mean 16 meaning students perception of continuous assessment mean( mean=105.200;SD=26.2897;df=117). This result suggests that students perceived continuous assessment positively regarding continuous assessment where as that teachers were also statistically significant difference between teachers perception of continuous assessment mean exceed that of expected mean 27 which implies teachers perceive continuous assessment positively. Therefore, the results indicated that both groups (students and teachers) had a statistically significant perception at p<0.05.
The purpose of this research was to find out high school EFL teachers’ and students’ perceptions, and practices of continuous assessment. The statistical findings regarding teachers and students’ perceptions about continuous assessment showed that both teachers and students had positive and statistically significant perception. This result suggests that teachers thought that continuous assessment plays a role in the change of both classroom teaching and beyond; that is, in the change of curricula, programs and learning objectives. In addition, the respondents believe that continuous assessment has the potential to enhance learning and to promote students’ interest in learning.
The teachers gave the following reasons for strongly agreeing that continuous assessment was useful to them as teachers: “Because I can know which pupil is below average or above.” “It gives a picture of individual pupil’s ability.” “Because it helps me know my weakness and strong teaching areas as well as students’ class ability.” “Assessment helps me to know if students have understood my lesson or topic.” “The teacher knows his or her weakness and how to improve students’ progress.” “It helps me to know whether the students have understood or they have not understood what they have been taught.”
The participants gave the following reasons why they feel classroom assessment is useful to their students: “Because I can know the part which students understood or not.” “A pupil is given a chance of remembering what he/she learned.” “It helps students to remember what they forgot and keep them always alert.” “Students know their stand in class and also they can be able to know their understanding on a particular lesson although they are young.” “I easily know those students having problems and how to sort the problems out.” “It helps them to test their understanding and applying whatever they learned.”
One teacher said she does not believe in self-evaluation. They also displayed limited skills to analyze students’ work or behaviour in order to draw inferences. Partly it appears the curriculum contributes to this scenario too. The teacher’s guidebook is very prescriptive.
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Researchers have attempted to investigate teachers’ perceptions of assessment in many different ways (Chester & Quilter, 1998). Chester and Quilter believed that studying teachers’ perceptions of assessment is important in the sense that it provides an indication of how different forms of assessment are being used or misused and what could be done to improve the situation. As Abiy (2000, 2002), Cain (2012), Fang (1996), Vibulphol (2004) and others have noted, teachers and students’ positive perceptions are decisive for success in developing students’ learning.
4.2. Students and Teachers’ Strategy of CA Table 2. One sample t-test results of students and teachers’ perceived strategy of CA *P<.05 participants variables mean St.dev. t df sig
Students strategy 32.7429. 9.72 34.5 117 .000
Teachers strategy 63.444 8.5075 31.639 17 .000
A one-sample t-test was computed to see whether or not students’ strategy was statistically significant compared against the expected means of 16. As shown in Table 2, the mean of students (M=32.7429; SD=9.72) exceeds the expected mean of 16; and this was significant at p<0.05. Therefore, the results suggest that students perceived strategy to continuous assessment positive and believe that it is part of their learning.
The same procedure was followed to see the significance level of teachers’ perception. Assessment (M=63.444; SD=8.5075) towards continuous assessment strategy. The results indicated that teachers had a statistically significant favorable perception regarding continuous assessment at p<0.05.
In addition, the following qualitative data confirms this view. The participants’ responses to the open-ended items revealed that continuous assessment was assumed advantageous. It was considered as a tool for gathering information about and identifying the overall development of students’ behavior, knowledge, skills. It was also assumed to be a means of checking students’ understanding of the lessons they were taught, and evaluating their day-to-day progress, skills development and performance. Assessment for learning is an integral component of the teaching and learning process, and it is one of the powerful educational tools for promoting learning
Moreover, the interview questions targeted to ferret out English language teachers’ actual performance of continuous assessment and their particular focus in assessing their students. Interviewees responded that they gave repeated assessments to get feedback about students’ under-standing of the taught lessons. The interviewees also pointed out that continuous assessment was used to help students pass, and the assessment questions were prepared from the lessons the students have covered. Even we send our students to
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VOLUME 8, ISSUE 2, FEBRUARY 2019 other office to write report and present their report in class in a way of that they develop language skills. They said this offers students the opportunity to recall all that have studied within a month and score better. Besides, students’ class work and homework assignment results are also included in students’ evaluations; and this helps reduce the attrition rate. As the interviewees attested, the teacher-made assessments, except the mid- semester and final examinations, which include reading and vocabulary, were utterly grammar-based.
4.3. Students and Teachers’ Practices of CA Table 3. One sample t-test results of students and teachers’ perceived practices of CA
participants variables mean St.dev. t df sig Students implementation 32.7429. 9.72 34.5 117 .000
Teachers implementation 45.3684 2.40856 82.100 18 .000
*P<.05 A one-sample t-test was also calculated using SPSS version 20 to see whether students’ perception practice of continuous assessment was significant when compared with the expected means of 21. Table 3 displays that the mean of students’ perceived implementation of continuous assessment (M=32.7429; SD=9.72) significantly exceeds the expected mean of 21 at p<0.05. This result suggests that students perceived continuous assessment positively, and assumed that they are implementing it in their learning process. Similarly, the mean of teachers’ perceived implementation (M=45.3684; SD=2.40656) goes significantly above the expected mean of 45 at p<0.05.
Therefore, the above results suggest that teachers’ perceive continuous assessment positively and believe that it is part of their teaching. This finding is consistent with the findings of Gravaso et al. (2002) also alluded that assessments influence instruction and learning. Teachers need to be convinced about the type of assessment, the contents and various instruments they employ in assessments. In addition, these need to be reciprocated by their students. The agreement between the two parties is likely to bring the desired success in English language competence development. In this regard, the one- sample t-test results have confirmed that both parties have desirable perception towards continuous assessment as a component of English language teaching/learning
4.4. Content Analysis Respondents found that teachers’ knowledge and beliefs as well as the content and textbooks of the course, influenced the characteristics of the assessment items and assessment instruments. Nevertheless, the study provides evidence to suggest that teachers’ performance in the CA is a combination of many factors. The factors include: teacher’s knowledge, skills and experience, lack of teacher’s support, large classes,
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VOLUME 8, ISSUE 2, FEBRUARY 2019 inadequate teaching and learning resources, inequitable distribution of resources and ill- preparation of teachers.
According to Cain (2012), Fang (1996), Vibulphol (2004) the three domains are interwoven to give meaning to learning. When children understand WHY they learn (cognitive), when they can begin to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). There is enough evidence suggesting that in schools assessment mainly refers to written tests and examinations.
Teachers need to use different strategies to assess students’ progress in English. Strategies such as oral tests, written tests, take-home assignments, projects, recap exercises, checklists, observation, questionnaire and thinking aloud may help teachers to understand the mental processes. When teachers place meaningful assessment at the centre of instruction, they give students insights into their own thinking and growth, and students gain new perspectives on their potential to learn English.
They also provide clues about the interest patterns of learners, which could be used in their placement into schools of higher learning and for employment purposes. According to Vibulphol (2004) it is believed that anti-social behaviors such as truancy, lying, cheating, stealing and poor attitude to work could be corrected by providing affective education in schools.
4.5. Challenges of CA The teachers’ perceptions of CA had influence on their CA practices. There was very little attempt to understand how the students were learning, for example, one teacher said that it is not possible to assess students on a daily basis as they learn English. The findings support previous findings by Cain (2012) who found that teachers’ perceptions of CA affected their CA practices.
However, this study established that there are other factors in addition to perceptions of classroom assessment that are likely to influence teachers’ classroom assessment practice. These are like class size, teaching, student absenteeism and learning resources have influence on classroom assessment. Nevertheless, the study provides evidence to suggest that teachers’ performance in the CA is a combination of many factors. The factors include: teacher’s knowledge, skills and experience, lack of teacher’s support, large classes, inadequate teaching and learning resources, inequitable distribution of resources and ill-preparation of teachers. Generally, the teachers perceived assessment as testing. One of the teacher stated his notion in the following situation:
I will not any attempt to cover all the problems that could be associated with continuous assessment practice in our schools. Rather, I will mainly concentrate on the problems of continuous assessment that could be associated with the teachers. This is because they are the main implementers of the programme. The problems of continuous assessment that could be associated with
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the teachers include: their skills in test construction and administration, and their attitudes toward the continuous assessment approach and record keeping.
5. Conclusion and Recommendation It is beyond the shadow of doubt that employing CA enables EFL teachers to assess more of the intended behavior of the students and to take note of factors such as their active participation, social behaviors, and their relationship with others, attitudes, appreciation, emotional control and development…etc that have high educational relevance. Building capacity of teachers to improve their assessment skills should be a priority if learning English has to be meaningful. It would be realized that improving educational standards goes beyond community mobilization, effective management of external examinations, construction of school buildings, and availability of teachers and books. It includes good classroom practices of which assessment of students is a critical aspect.
In addition to this, CA guidelines, pamphlets or workbooks should be prepared. The guidelines and workbooks requires to embrace marks to be assigned to each CA, their time frames and different types of assessment techniques that are relevant to asses practical skills, knowledge and social development of the students. Continuous assessment is understood by the participants of the study as giving continuous that can support students to develop their intellectual capacity. In other words, it was used for the purpose of student mastery of the subject matter. Its service to diagnose students’ problems and modify teachers’ teaching approach was limited, and even absent in most cases. Generally, it may be possible to conclude from the findings that continuous assessment was not properly practiced in the schools studied. Therefore, it was recommended that continuous on-job training be given to secondary school English language teachers.
Apart from the skills of test construction measuring cognitive aspects of learning, teachers should also be able to measure the learners’ affective attributes such as attitudes, motives, interests, values and other personality characteristics. Such characteristics could be as important as others associated with intelligence.
6. References 1 Abiy Y (2002). ‘Competency beliefs, teaching confidence and teaching performance of English major graduating students in teaching practice.’ Ethiop. J. Educ. 22(1):85- 109. 2. Abiy, Y. (2000). ‘Expressed beliefs and actual classroom practices of high school English teachers concerning error correction.’ Ethiop. J. Educ. 20(1):91-109. 3. Agrawal, M. (2005) .Examination Reform Initiatives in India., Journal of Indian Education, Vol. 31, No. 1, pp.27-35. 4. Airasian,P.W (1977) Classroom Assessment. (3rd.ed) NewYork:MCGralu-Hill Inc.
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5. Asamoah-Gyimah, K. (2002) An Evaluation of the Practice of Continuous Assessment in SSS in Ashanti region of Ghana. Master’s Thesis. University of Cape Coast. 6. Biggs, J. (2003). Teaching for Quality Learning at University (2nd Ed.). Berkshire: Open University Press. 7. Birhanu Mogos (2004). Teacher Assessment of Students performance in Selected high Schools of Arsi zone with Emphasis of Continuous Assessment M.A Thesis A.A.U (un puplished) 8. Derebsa Dufera (2008). The Theoretical and practical issues in the implementation of the current Ethiopian school Curriculum. Addis Ababa University press. 9. Desalegn Chalchisa (2004). Continuous Assessment in Lower Cycle Primary Schools. IER FLAMBEAU Vol.12.no 1 10. Fang Z (1996). ‘A review of research on teacher beliefs and practices.’ Educ. Res. 38(1):47-65. 11. ICDR (1999). Teacher Education Handbook, prepared by NEK-Interaction Consultancy edited by Teacher Education Curriculum Development Panel (Abraham Hagos): Vocational and Special Education Curriculum Development Coordination, A.A. 12. Muluken Ayalew (2006). Teachers Perception and Practices of Continuous Assessment in Selected Government First Cycle Primary Schools of Addis Ababa. M.A. Thesis A.A.U.(Unpublished) 13. Ognniyi,F.(1984). Assessing Students Performance, Britain Bulter and Tanner,Ltd. 14. Ogunniyi, M.B (1984) Educational Measurement and evaluation. Lagos Longman. 15. Puhl, C. (1997). ‘Develop, not judge. Continuous assessment in the ESL classrooms.’ Forum Online 35(2). 16. Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge. 17. Tamene Olana (2007). Factors Affecting the the Implementation of Continuous Assessment in Selected Western Oromia Government Teachers’ Training Colleges. M.A.Thesis A.A.U. (Unpublished) 18. TGE (1994). Education and Training Policy, Ministry of Education, Addis Ababa,Ethiopia. 19. Watkins, A. (2007) Assessment in Inclusive Settings: Odense, Denmark. www.europen_agency.org/site/info/publications/agency/index.html. 20. Wittrock, MC. (1986). Handbook of research on teaching. 3rd Ed., Collier Macmillan, New York
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DISPENSING JUSTICE BEYOND FORMALITIES: A STUDY OF SELECTIVE STATUTORY MODELS PREVAILING IN THE SUBCONTINENT
Syed Zaffar Hassan Naqvi Special Judicial Magistrate Cantonment Board Rawalpindi Introduction The term informal justice may be subject to multiple connotations and interpretations. However, for the purpose of this study, the informal justice is taken as the system,sanctioned by the statute, meant to dispense justice outside the bound of normal courts. The system,as a complementary to the formal system of courts, has been in vogue across the globe, a great deal of variations among various models notwithstanding (Rani 2014, p.114). While recognizing its utility, the United Nation Development Fund recommends adoption of informal justice mechanism as complimentary to the formal justice system by the countries across the world.(UNDP, 2012).
However, the scope of this study is restricted to the selected models of informal justice system prevailing in the three countries -Pakistan , India and Bangladesh- constituting the Subcontinent, by employing exploratory method. Different models have been functioning in these countries. The village courts in Bangladesh are working under the aegis of local government institutions. These courts are empowered to adjudicate criminal and civil the cases after having been approached by the parties. For India, this paper has attempted study three models- Lok Adalats, Gram Kachahris and Gram Nyayalayas, with all having jurisdiction in criminal and civil cases. Lok Adalats have been functioning since 1987 and are manned by serving or retired judicial officers. Gram Nyayalayas are manned by individuals who are eligible to be appointed as Magistrates. Gram Kachahris are functioning in the Indian state of Bihar and its members are elected by the local populace.
However in Pakistan, the system of informal justice system is not as organizedand empowered as the ones operating in India and Bangladesh. A recent step taken on this count is promulgation of Alternate Dispute Resolution Act 2017 which establishes a conciliatory forum for resolution of disputes. This study compares the system and procedures of informal justice in Pakistan with that of the other two countries, following which, the recommendation are made for employing the informal justice as an effective tool of dispensation of justice being complimentary to the formal system.
Abstract This paper has attempted to explore the systems for dispensation of the justice, established through statutory instruments, outside the bounds of formal courts. The utility of informal mechanism of justice has been recognized across the globe, though this paper has restricted its scope to the three countries constituting the Subcontinent. The village courts have been functioning under the local government’s institutions in Bangladesh. In India, there are Lok Adalats manned by serving or retired judicial officers ,Gram
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Nyayalayas manned by individuals eligible to be posted as Magistrates and Gram Kachahris whose members are directly elected by the local populace. All these institutions in India and Bangladesh are empowered to adjudicate criminal and civil cases upon submission of application by the parties. A sizable number of cases have been adjudicated by these forums. In Pakistan, Alternate Dispute Resolution Act 2017 has been promulgated, albeit with much less scope in comparison to the systems functioning in the other two countries.
Review of Literature According to Royal Danish Ministry of Foreign Affairs(n.d.), informal justice systems operating across the globe have multiple variations and connotations, however, the primary characteristics that differentiates the informal justice from the formal justice system is that the former operates outside the bounds of formal court system of the country. The system may purely be based upon the traditional and cultural values without any formal recognition from the Law such as ShalishCourts in Bangladesh and other such institutions in Nepal, Zambia and Ghana. On the other hand, number of models have been operating across the globe where justice is dispensed outside the formal courts, with such system having been established and recognized by the Law of the Land.
According UNDP, U. W., & UNICEF. (2012, p.30), it amounts to a challenging task to frame a precise definition of informal justice system on account of variations in the systems and procedures in vogue across the world. The term also lends itself to be construed in negative connotations. Itis thus more appropriate to explain this system in terms of degree of formality on the continuum of formality/informality. The factors that define the degree of formality include statuary recognition, conformance to the procedures and status being separate or complimentary to the principal system of the courts.According to Saleem, Mushir, & Muhammad. (2011 p.16) informal justice systems have been incorporated in the statuary frameworks in numerous jurisdictions in the world.
Australian Law Commission (n.d.) states that village courts in Papa New Guinea serves two third of the entire population of the country. These courts have not only been instrumental in resolving disputes but also played positive role in promoting social harmony. Wojkowska (2007, p. 17-18), contends that informal justice contains multiple benefits such as promoting socio-cultural harmony, , indigenousness, financial and geographical accessibility and being responsive to the local requirements.
Chandra (2017, p. 221) narrates that the institution of Panchayat, with different names and nomenclatures, had been in vogue in India from ancient times. Following assumption of powers in subcontinent by the British, panchayats were given judicial powers in Madras in 1819 followed by conferring of powers to village headman to adjudicate petty cases in Bombay through an Act of 1879.According to Shahid (2012), the Panchayat system is prevalent from ancient times in the Indian sub-continent.Panchayat were conferred formal judicial powers under Village Courts Act 1888. Chandra (2017, p.222) further states that panchayats and headmen had been adjudicating considerable number of
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VOLUME 8, ISSUE 2, FEBRUARY 2019 cases in British India. In Bengal Panchayats decided 68600 criminal and 138392 civil cases in year 1932-33. These courts commended considerable popularity.
According to RSPN (2015, p.81), numerous statutory provisions in the statutory framework of Pakistan provided for dispute resolution through informal mechanism. These Provision include Arbitration Act 1940, Small Claims and Minor Offences Courts Ordinance, 2002.Local Government Ordinance, 2001and Family Courts Act, 1964. However these provisions have not been subjected to implementation at wider level. According to CAMP(2015) informal justice system, in spite of having potential to serve as an effective alternative tool to dispense justice in Pakistan, has not been put to wider use.
2-Study of Models 2.1: Village Courts Model of Bangladesh According to Murshed( 2012), the local based justice system was formally introduced through a statutory instrument in 1870 vide “Village Chaukdari Act 1870” which empowered the District Magistrate to appoint three to five members from amongst the residents of the village as members of Panchayat for a period of three years. No formal judicial functions were assigned to the panchayats and their role was restricted to appointment of chaukidars and collection of revenues. This was followed by constitution of union courts established under Bengal Village Self Government Act of 1919 which empowered the provincial governments to establish Union bench comprising of members of Union Boards. The union courts were vested with powers to try minor offences. Following partition of the subcontinent, Conciliation courts were established under conciliation courts ordinance with functions and powers almost similar to that of Union Courts. The Village Courts Ordinance 1976 brought further changes to the previous system by establishing village courts for every Union Parishad under the Chairman of the Union Parishad. Two other members of the Court were to be nominated by the contesting parties. The courts were empowered to try cases of criminal of minor nature. For civil cases, the courts were empowered to take up the cases up to the value of 1000/TK. The courts were further empowered to procure attendance and impose fine in case of failure to comply with the Orders of the Court.
2.1.1Village Court Act 2006 Village Court Ordinance 1976 was replaced by the Village Courts Act 2006.Constituted under section 5 of the Act, the Village Court is presided over by the Chairman of Union Parishad with each of the parties to the case being entitled to nominate two members, of which, at least one should be member of the Union Parishad.There is no requirement as to education or legal background of the members. The court is empowered to take cognizance of the case on application to the chairman by the aggrieved party. The courts have exclusive jurisdiction to try cases given the schedule -1 of the Act.
For criminal cases, the court can only award compensation instead of inflicting sentence of imprisonment or fine. The court is further empowered to procure attendance and
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VOLUME 8, ISSUE 2, FEBRUARY 2019 impose fine in case of disobedience of its orders. The decision of the court is not subject to appeal in the event of the same being rendered unanimously or by majority of 4:1, in case of five members bench, and 3:1, in case of 4 members bench. In case of the order passed by simple majority of 3:2, the same can be assailed before Magistrate in case of criminal cases and Assistant Judge for civil cases.
Through an amendment in 2013, the pecuniary limit of the village court was increased from 25000 TK to 75000 TK. The amendment further provided that in case of a woman being involved in the case brought for adjudication before the court, a woman member has to be included in the Court. Moreover, the amendment also empowers the Court to impose a fine of 5000 TK upon the petitioner who is held to have filed a false case in the court.
2.1.3:Utility of Village Courts in Bangladesh According to the United Nations Development Fund (n.d.), 78 % of 85,500 cases registered by the village court have been disposed of with 70 percent of the parties to the cases having expressed satisfaction over the system of village courts. The average disposal period of the case has been reported as 28 days against five years in the formal system of courts. The cost has been as low as 2TK for criminal cases and 4TK for civil cases. In addition to this, the system has brought about certain positive changes on socio economic front. According to European Commission (n.d.), the village courts model in Bangladesh has been supported by UNDP and EU. From 2010, the village courts have been able to get the victims of the cases a total compensation to the tune of 1.6 Million Euros.
However according to Sikdar (2016), the political affiliation of Chairman of the Union Parishad doesn’t stands the test of impartiality and neutrality which are the primary characteristics of an individual entrusted to hold a judicial office. Rasul and Islam (2017) hold that the efficacy of the system has been marred by politicization, divisions within the society, corruption and mistrust upon the members of the courts.Hossain (2012), though, contends that the system has been unable to deliver to the optimum level for lack of the required level of commitment by the relevant authorities. The paucity of funding serves as another hurdle in effective functioning of the village courts.
2.2 An overview of Informal Justice in India According to Shahid (2012),Panchayat system dates back to ancient times in Indian sub-continent. Following assumption of powers in subcontinent by the British, panchayats were given judicial powers in Madras in 1819 followed by conferring of powers to village headman to adjudicate petty cases in Bombay through an Act of 1879(Chandra 2017, p121).The system was accorded further legal recognition in Madras under the British Raj through promulgation of Village Courts Act 1888. Various changes were brought about subsequently in different periods under the Britsh India. According to Ministry of Panchaat Raj (2011), however, after independence, the judicial role of panchayats was overshadowed by other functions not least of which was the development function, Legal Authority Services Act was promulgated in 1987 which provided for
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VOLUME 8, ISSUE 2, FEBRUARY 2019 establishment of “Lok Adalats” by different tiers of the states, which is entirely a different system from Panchayat.
The Seventy third amendment to the Constitution of the India effected in 1993 extended constitutional cover to panchayats following which different states in India have enacted laws for local self-government whereby some states have accorded judicial functions to the Panchayats (Mathew, 1995). Another development towards enforcement of informal justice in India took place through promulgation of The Gram Nyayalayas Act, 2008 mainly with the aim to provide inexpensive justice to the populace (Chandra, 2017). However the actual implementation of the law is not in line with the set objectives.
2.2.1 Gram Kachahris in Indian State of Bihar Gram Kachahris have been constituted under chapter VI of Bihar Panchayat Raj Act 2006. The Gram kachahri consists of Sarpanch , Up Sarpanch and punches, all of whom are directly elected for the period of five years. Seats are reserved for backward classes, scheduled casts and scheduled tribes. The secretarial assistance to the Gram kachahri is rendered a “Secretary” and for legal assistance, an official termed “NyayaMitra” who is required to be a Law graduate is appointed by the government. Rules have been framed to regulate the terms of employment of Secretary and NyayaMitra.
The Gram kachahri is empowered to adjudicate cases of civil and criminal nature, with powers of a civil court under Civil Procedures Code1908 having been vested in it for compelling attendance and matters ancillary thereto. The pecuniary limit for both civil and criminal cases has been fixed as Rs 10000. The cases are heard by a bench comprising of Sarpanch in the chair with two punches nominated by each of the parties from amongst the punches of the Gram Kachahris. The appeal against a decision of a bench of Gram Kachahris lies to its Full bench . The decision of full Bench can be assailed before sub-judges for civil cases and District and session Judge for Criminal cases. In case of miscarriage of justice being reported, certain judicial authorities have been empowered to quash the proceedings of Gram Kachahris.
According to Mishra ,Smanta&Mishra (2014, p. 129) , of total 29, 649 cases lodged till march 31st 2013, 68% have been resolved. The system has been said to be beneficial to those who are at lower rung of the economic ladder owing to low cost involved in pursuing the case.However,George (2016, p.52) maintains that the Gram Kachahris have been reduced in to paper tigers without any visible impact in the society. They don’t command confidence of the people for number of reasons not least of which is that the most of punches and sar-punches are not even literate. A good model on the paper has failed to deliver on the ground for flaws in implementation regime.
2.2.2: Look Adalats in India The legal Services authorities were established at national, state and district levelunder legal Services Authorities Act 1987 headed by the Chief Justice of India, Chief Justice of the High Court of the concerned state and District and Session Judge of
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VOLUME 8, ISSUE 2, FEBRUARY 2019 the district concerned respectively. In addition to this, a Legal services committee is established at Taulka level which is headed by the most senior judicial officer in the district. These authorities are empowered to organize Lok Adalats for settlement of disputes. The Lok Adalat is headed by a serving or retired judicial officer and other such members as determined by the concerned authority. Subsequently through an Amendment Act in 2002,provision was made for establishment of permanent Lok Adalats having jurisdiction in matters concerning public utilities, civil matters and compoundable criminal offences. The presiding officers and members of the lokAdalat are entitled to honorarium in return for their services.
The existing literature indicates that a growing number of the citizens seek legal recourse in Lok Adalats. The data available on Supreme Court Legal Service Committee’s website indicates that from 06.12.2014 to 12.11.2016 , seven Lok Adalats were organized wherein 387 cases were taken up(Supreme Court Legal Services Committee , n.d.) of which almost 44 percent cases were settled. National Lok Adalat AcrossMaharashtra (2017, December 14) indicated that Lok Adalats held on December 09 across the state of Maharashtra solved 2.41 lack cases,entailing 6.2 Crores, were solved on a single day.According to Mishra ,Smanta&Mishra (2014, p. 12) , around 1.5 lack cases were settled by Lok Adalat on 23 November 2013.
2.2.3 The Gram Nyayalayas Act, 2008 Promulgated on 7th January 2009, the Act provided for establishment of an adjudication mechanism for civil and criminal cases beyond the bounds of formal system of courts. The state government can establish a Gram Nyayalayas for intermediate Panchayat. The courts are presided over by a “Nyayadhikari” who is eligible to be appointed as Magistrate of First Class and entitled to salary and other benefits which are admissible to a Magistrate First Class in India. The Nyayadhikari” is empowered to try the criminal cases punishable by imprisonment not exceeding the period of two years. For civil cases, the pecuniary limit is decided by the state government in consultation with the respective high court. Appeal against the decision of “Nyayadhikari” lies to District Judge for civil cases and Session Judge for criminal cases. The “Nyayadhikari” is also required to hold mobile courts in the villages.
According to Department Of Justice (n.d.) , 291 Gram Nyayalayas have been notified under the Act , of which 175 are functional now. Moreover, a sum of 446 Million has been spent for Gram Nyayalayas from year 2009 to 2017. The Department further provides that planning has been made to establish and operationalize moreGram Nyayalayas from 2017 to 2021 and guidelines to this effect have been issued to all chief secretaries of the Indian states. According to Chandra (2017), the scheme of for Gram Nyayalayas, baring a few exceptions, is good on paper. However, the real challenge lies in its implementation by the government according to the spirit of the law.
2.3:Informal Justice in Pakistan Though a number of legal provisionsexist in the Pakistan for informal resolution of disputes, however the systems are not organized in comparison to the ones prevailing
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VOLUME 8, ISSUE 2, FEBRUARY 2019 in the other two countries of the sub-continent. Two recent developments on this count are given hereunder.
2.3.1: Alternate Dispute Resolution Act 2017 Recently promulgated by the Parliament (Majlis e Shora) of Pakistan, the Act is meant to provide a mechanism for settlement of disputes as acomplementary to the formal justice system. The Act provides that every court or quasi judicial forum of original jurisdiction will refer the cases given in schedule of the Act to the Alternate Dispute Resolution with consent of all the contesting parties. The ADR includes ADR Centers notified by the government and panel of “Neutrals” appointed by the government from different professional back grounds such as lawyers , retired civil servants , technocrats and other reputable individuals. The ADR proceedings are required to be concluded in the period of 30 days which is,however, extendable for another 15 days on the request of the “Neutral”. In event of the case being referred to arbitration, the period for proceedings is 60 days extendable by other 30 days on the request of the arbitrator. Under section 14 of Alternate Dispute Resolution Act 2017, the scope of ADR has also been extended to criminal offences of compoundable nature as defined under section 345 of Criminal Procedures code 1898 or any other provision of the statute applicable to the case. The courts taking cognizance of such offences may refer the parties to the “Neutral” for facilitation in, making the parties reach the settlement. In case of the offence have been compounded voluntarily by the parties, the “Neutral” is required to submit a report to the “Court”, following which the court may discharge the accused.
KPK Police Act 2017 According to KPK Police (n.d. p.4) Dispute Resolution Counsels(DRCs)comprising of 21 members were established by the Inspector General of Police KPK at Police station level in year 2014 with the mandate to facilitate amicable resolution of the criminal offences of petty nature in addition to rendering assistance to police for investigation and fact finding. The members were chosen from amongst reputable individuals of the society having no political affiliation. However, thisarrangement was not sanctioned by any statutory instrument.Subsequently , section 168 A was added to Police Order 2002 through KPK Police Order(Amendment) Act 2015 to extend legal cover to the Dispute Resolution Counsels. The arrangement was kept intact under Section 73 of KPK Police Act 2017 which provides that the head of provincial police has been empowered to constitute Dispute Resolution Counsels at District, Tehsil and Police station level for settlement of the disputes of petty nature through conciliation.
3. Comparative Review of the given Models It is evident from what has been discussed in the ensuing part of this paper that India and Bangladesh have been applying informal mechanism of dispensing justice long before Pakistan. Both Criminal and civil cases are being adjudicated upon by the forums discussed in this paper. However, resolution of dispute involving criminal offences through informal manner is a recent concept in Pakistan introduced through “Alternate Dispute Resolution Act 2017. One of the key differences between Pakistan with other
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VOLUME 8, ISSUE 2, FEBRUARY 2019 two countries is “mode of cognizance”. While the informal forum established in Bangladesh and India can take cognizance of the case on application by the parties, in Pakistan, the ADR come in to play after having been referred by the court and that too with the consent of all contesting parties. Accordingly the ADR model in Pakistan can at best be described as a conciliatory form supplementing the formal justice system. A summarized comparison of the models discussed in this paper is given below
Table-I Comparative Review of the given Models
Name of Bangladesh India(Bihar India India Pakistan Country ) Name of Village Court Gram Lok Gram ADR Centers the Forum Katchahry Adalat Nyayalayas Primary Courts Courts Courts Courts Conciliatory Function /mediatory forums Operating 1976 2006 1987 2008 2015 Since Governing Village Courts Bihar legal Gram ADR Act Law Act Panchayat Services Nyayalayas 2017/(Previous 2006(Repeale Raj Act authorities Act 2006 Law: Section d Law: 2006 Act 1987 89 CPC 1908) Village Court Ordinance 1976)
Forums Elected Directly Serving or Nyayadhikari Judges/Neutral Manned by representative elected Retired ” s s of Local individuals Judicial Government Officer Jurisdictio Civil and Civil and Civil and Civil and Civil and n of the Criminal Criminal Criminal Criminal Criminal(To Court the extent of facilitating the courts only) Cognizance Upon Upon Upon Upon Referral by the application by application applicatio application Regular Court the parties by the n by the by the parties parties parties
4. Conclusion Dispensation of justice through informal means, a mechanism prevalent from ancient times, was extended statutory recognition by the Britch Raj in 1819 and thereafter remained in vogue in different shapes across the sub-continent. Following their independence, the other two countries of subcontinent-India and Bangladesh- took www.ijmer.in 33
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VOLUME 8, ISSUE 2, FEBRUARY 2019 innovative measures on this count. The village courts in Bangladesh being run by the local government institutions have been adjudicating both civil and criminal cases. In India, Lok Adalats were established in 1987 and Gram Nyayalayas in 2009 with both having jurisdiction across the India. In addition to this, Indian states have established such forum under the respective local government institutions. The state for Bihar has established the institution of Gram kachahary which comprises of the adjudicators who are elected by the local populace. Though performance of these institutions is not without criticism, they are adjudicating a large number of cases.
In Pakistan, through certain statutory provisions contained procedures for informal resolution of civil disputes, these provisions were not put in to effective use. The Alternate Dispute Resolution Act 2017 has provided for a mechanism of alternate dispute resolution, but it is subject to consent of all the contesting parties. The ADR in Pakistan can at best be described a conciliatory forum. In the wake of huge backlog of the case ailing the judicial system in Pakistan, the informal Justice system provides an opportunity to dispense justice at accelerated pace with low cost and energy.
4.1 Recommendations: i. Establishment of authorities for crafting and enforcing of informal justice An institutional set up, analogousto that of “Legal Service Authority” in the neighboring country, may be instituted at national, provincial, district and tehsil level under the aegis of respective judicial authorities with representation of the concerned the government functionaries. Such authorities may be mandated to explore the avenues for creation of forums for dispensation of justice in informal manner and supervise the function of such forum. ii. Conferring Judicial Powers upon local government institutions. Local representatives may be empowered to adjudicate civil and criminal cases in their respective localities. Some safeguards may be incorporated in such arrangement to prevent politicization and favoritism. This may include nomination of bench members by the parties to the dispute. Moreover, working of such forums may be subjected to scrutiny and supervision by designated judicial authorities, in addition to the right of appeal. iii. Broadening of the Scope of Informal Justice System The current regime under Alternative dispute Resolution act is mere a conciliatory forum. Its scope should be broadened with the powers of adjudication of cases through authoritative decisions. iv. Services of retired Judicial Officers The state can benefit from the expertise and acumen of retired judicial officers for adjudication of cases. The forums so established for adjudication may be housed in local government institutions. v. Cognizance on application by parties instead of reference by the Court. Instead of going through the rigors of filing case in court first, the litigants may be given choice to file their case directly before informal forums and such forums may be empowered to take cognizance of the cases. vi. Conferring Powers of Ex Officio Justice of Peace upon executive officers
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In order to relieve the judicial officers from the work being discharged as ex officio Justice of Peace , these functions may be entrusted to executive officers. vii. Mandatory internship in local government courts for Registration as a Practicing Advocate: If judicial powers are conferred upon the local representatives for adjudication of petty cases, it may be made mandatory for the law graduates intending to get practicing lenience to undergo an internship for a period of an year with the respective forum of the local government exercising judicial powers.
Bibliography 1. Chandra, R(2017). Gram Nyayalaya. International Journal of Academic Research and Development.2(3). 219-230 2. Das, V. M., Mishra, B. L., Samanta, D., &Misra, B. (2014). Land Governance Assessment Framework for Bihar. 3. Department of Justice (n.d). Retrieved from http://doj.gov.in/sites /default/files/gra m-nyay alayas_0.pdf 4. GURUSWAMY, M., & Singh, A. (2010). Accessing Injustice: The Gram Nyayalayas Act, 2008. Economic and Political Weekly, 16-19. 5. George, S. (2016). KILA’s International Conference Series Thinkers Workshop Decentralisation and Development-Conference Guide. 6. Hossain, S. M. B. (2012). Dispensing Justice Locally: A Study of Two Village Courts in Bangladesh. Master in Public Policy and Governance, North South University. 7. KPK Police (n.d). Retrieved from http://kppolice.go v.pk/new s/index .php?NewsId=1090 8. KPK Police (n.d). Retrieved from http://kppolice.gov.pk/drc/ 9. Mathew, G. (1995). Status of Panchayati Raj in the States of India, 1994. concept publishing company. 10. Ministry of Panchaat Raj (2011). “Functioning of NyayaPanchayats in Himachal Pradesh”. Retrieved from http://www.panchayat.go v.in/documents/101 98/378720/Functioning_of_Nyaya_Panchayat_in_Himachal_Pradesh.pdf 11. Murshed, M. M. (2012). Review Report of Village Courts Legal Framework. Activating Village Courts in Bangladesh Project, Local Government Division, Ministry of Local Government, Rural Development & Cooperatives, Government of the People's Republic of Bangladesh. 12. National Lok Adalat Across Maharashtra (2017, December 14). The Hindustan Times. Retrieved from https://www.hindustantimes.com/mumbai-news/national- lok-adalats-across-maharashtra-settle-2-4-lakh-disputes-to-the-tune-of-602-crore/ story-6Z5QArsEzPETBGUyBsey6O.html 13. Rani, B(2014). The Role of Informal Justice Institutions: An Overview of its Existence and Functioning in Justice Disbursement. International Journal of Humanities Social Sciences and Education 1(10), 114-123
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14. Rasul, M. G., & Islam, M. T. (2017). Performance And Effectiveness Of Village Court In Bangladesh: A Comparative Study In Two Unions Between Project And Non-Project area. Journal of South Asian Studies, 5(1), 27-37. 15. Royal Danish Ministry of Foreign Affairs(n.d). Retrieved from http://www.netpublikationer.dk/um/10459/html/printerversion_entire_publication. htm 16. RSPN(2015). Documentation of Alternative Dispute Resolution. Retrieved from http://www.rspn.org/wp-content/uploads/2014/05/adr-research-study.pdf 17. Saleem, A., Mushir, A., Muhammad, S. S., &Iqbal, A. D. (2011). Study on informal justice system in Pakistan Sindh judicial acadmy. Karachi, Pakistan. the Sindh Judicial Acadmy judges bungalow, (1&2). 18. Shahid, U. (2012). Inquest into justice of the Pakistani customary “Panchayat Justice System” in context of International Human Rights Law (Doctoral dissertation, School of Advanced Study). 19. Sikder,P(2016 April 05). Village Courts : A dilemma with in. The Daily Starr. Retrieved from http://www.thedailystar.net/law-our-rights/village-courts-dilemma- within-1204333 20. Supreme Court Legal Services Committee ( n.d). Retrieved from http://sclsc.nic.in/lok_adalat.html 21. Tholens, S. (2012). Which and whose authority? EU support to security governance in Aceh. European Security, 21(2), 294-309. 22. United Nations Development Fund (n.d.). Retrieved from http://www.undp.org/content/undp/en/home/ourwork/ourstories/through-village- courts--justice-for-all-in-bangladesh.html 23. UNDP, U. W., & UNICEF. (2012). Informal Justice Systems: Charting a Course for Human Rights-Based Engagement. New York: United Nations. Retrieved from http://www.undp.org/content/dam/undp/library/Democratic%20Governance/Acces s%20to%20Justice%20and%20Rule%20of%20Law/Informal-Justice-Systems- Charting-a-Course-for-Human-Rights-Based-Engagement.pdf 24. .(UNDP, 2012). Retrieved fromhttps://news.un.org/en/story/2012/09/421102- informal-justice-systems-must-be-integrated-development-programmes-un-study 25. Wojkowska, E. (2007). Doing Justice: How informal justice systems can contribute. Retrived from http://www.eldis.org/vfile/uplo ad/1/document/1201 /UNDP%20DoingJ usticeEwaWojkowska130307.pdf
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TRANSIENT THERMAL ANALYSIS AND MATERIAL OPTIMIZATION OF FIN USED IN HERO PASSION FOR HEAT REDUCTION
A. V. A. Narasimha Murty I. R. K. Raju Register no: 14L61D1502 Associate Professor M. Tech (Machine Design) Dept. of Mechanical Engineering Dept of Mechanical Engineering Chaitanya Engineering College Chaitanya Engineering College Kommadi, Visakhapatnam Dist Kommadi, Visakhapatnam Dist AP, India AP, India
Abstract The Engine cylinder is one in every of the foremost automobile elements, that is subjected to extreme temperature variations and thermal stresses. In order to cool down the cylinder, fins are provided on the cylinder to extend the speed of warmth transfer. By doing thermal analysis on the engine cylinder fins, it's useful to grasp the warmth dissipation within the cylinder. The principle enforced during this project is to extend the warmth dissipation rate by victimization the invisible operating fluid, nothing however air. We know that, by increasing the surface area we can increase the heat dissipation rate, so designing such a large complex engine is very difficult. The main purpose of Victimization these cooling fins are to cool down the engine cylinder by air. In this Paper, we are changing type of fin with different cross-sections and find out the best heat dissipation rate cross-section and material also. We used aluminium alloys, Magnesium and Grey cast iron for getting the minimum optimum rate and reducing the weight also. Transient Thermal analysis is done on the component using Solid works software. The model is also designing in the Solid-Works software. Solid works is Industry leading software for both Analysis and Designing sectors.
1. Introduction The internal combustion engine is an engine in which the combustion of a fuel (normally a fossil fuel) occurs with an oxidizer (usually air) in a combustion chamber. In an internal combustion engine, the expansion of the high- temperature and -pressure gases produced by combustion applies direct force to some component of the engine, such as pistons, turbine blades, or a nozzle. This force moves the component over a distance, generating useful mechanical energy.
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Advantages of air cooled engine
1.1 Air cooled engines have the following advantages: 1. It is simple in design and construction 2. Water jackets, radiators, water pump, thermostat, pipes, hoses are not required 3. It is more compact 4. Lighter in weight 5. The design of the engine becomes simpler with use of an air-cooling system. 6. There is no cooling pipe radiator, fan pump and liquid cooling jacket and hence the engine has less weight. In an air-cooled engine, the cylinder wall temperature is relatively higher. Thus there is more power output from the engine
2. Aim of the Project The main aim of the project is to design cylinder with fins for a 109 cc engine, by changing the geometry and thickness of the fins and to analyze the transient thermal properties of the fins. Analyzation is also done by varying the materials of fins. Present used material for cylinder fin body is Aluminum alloy 204. Our aim is to change the material for fin body by analyzing the fin body with other materials and also by changing the geometry. Geometry of fins – Original straight, With draft feature fin, Triangular fins, Circular fins Thickness of fins – 2 mm Materials – Aluminum Alloy A204, Aluminum Alloy 6061, Copper and Grey Cast Iron.
3. Air cooling system The basic principle involved in this method is to have current of air flowing continuously over the heated metal surface from where the heat is to be removed. The heat dissipated depends upon following factors: a) Surface area of metal into contact with air. b) Mass flow rate of air. c) Temperature difference between the heated surface and air. d) Conductivity of metal. 3.1 Advantages 1. Air cooled engines are lighter because of the absence of the radiator, the cooling jackets and the coolant. 2. They can be operated in extreme climates, where the water may freeze.
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3. In certain areas where there is scarcity of cooling water, the air cooled engine is an advantage. 4. Maintenance is easier because the problem of leakage is not there. 5. Air cooled engines get warmed up earlier than the water cooled engines.
3.2 Disadvantages 1. It is not easy to maintain even cooling all around the cylinder, so that the distortion of the cylinders takes place. This defect has been remedied sometimes by using fins parallel to the cylinder axis. This is also helpful where a number of cylinders in a row are to be cooled. However, this increases the overall engine length. 2. As the coefficient of heat transfer for air is less than that for water, there is less efficient cooling in this case and as a result the highest useful compression ratio is lesser in the case of air cooled engines than in the water cooled ones. 3. The fan used is very bulky and absorbs a considerable portion of the engine power (about 5%) to drive it. 4. Air cooled engines are more noisy, because of the absence of cooling water which acts as sound insulator. . 4. Introduction to CAD Computer-aided design(CAD) is defined as the application of computers and graphics software to aid or enhance the product design from conceptualization to documentation. CAD is most commonly associated with the use of an interactive computer graphics system, referred to as a CAD system. Computer-aided design systems are powerful tools and in the mechanical design and geometric modeling of products and components
5. Model in Pro/Engineer
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6.Calculations Original model Straight model Aluminum alloy 204 – thickness 2mm distance 7.5 mm fin to fin Length of fin (L)=61.5mm=0.0615m Width of fin (W)=18.05mm=0.018m Thickness δ=2mm 2δ=4mm=0.004m Perimeter of fin (P) =2W+4δ =2×61.5+4×2=131 mm=0.131m 2 Cross sectional area of fin Ac=L×W=61.5×18.5=1137.75mm =0.00113 m2 K=conductivity of fin material =120w/mk www.ijmer.in 40
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=0.12w/mmk h=heat transfer coefficient =39w/m2k=0.039w/mm2k . × m= == =6.13 1/m2 × . Ѳ=T-Ta=217 k Where T=temperature of cylinder head=530 k Ta=atmospheric temperature=313 k x=distance measured from base of fin=70.38 mm=0.07038m Ѳ=Ѳ × ( ) ×sinhmx o × × . × . × . × . × . 217= Ѳ × ( ) × 39 × 6.13 × o . × × × . × . × × . × . 0.07038 217=Ѳo× (1.279) Ѳo=169.663 Heat lost by fin Q=KA mѲ ( ) c o =120 × × . × . × . × . × . × 0.00113 × 6.13 × 169.663 ( ) . × × × . × . × × . × . =141.028× (3.077) = 433.94 / Effectiveness of fin є= × є= × Where Bi=biot number × × . B = = =0.00065 i √ . √ . × . є= =2.25496 √ . √ . √ . × . Effectiveness should be more than 1
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7.Analysis 7.1 Transient Thermal Analysis 7.1.1 Material: Aluminium 204 Model: Original model 7.1.1.1 Imported Model
Name: Aluminium 204 Model type: Linear Elastic Isotropic Default failure criterion: Max von Mises Stress Thermal conductivity: 120 W/(m.K) Specific heat: 963 J/(kg.K) Mass density: 2800 kg/m^3
7.1.1.2 Meshed Model
7.1.1.3 Temperature
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7.1.1.4 Temperature Gradient
7.1.1.5 Thermal Flux
7.1.2 Analysis: Transient Thermal Analysis Material: Aluminium 6061 Alloy Name: 6061 Alloy Model type: Linear Elastic Isotropic Default failure Max von Mises Stress criterion: Thermal conductivity: 170 W/(m.K) Specific heat: 1300 J/(kg.K) Mass density: 2700 kg/m^3
Model: Original model 7.1.2.1 Temperature
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7.1.2.2 Temperature Gradient
7.1.2.3 Thermal Flux
7.1.3 Analysis: Transient Thermal Analysis Material: Grey cast Iron Name: Gray Cast Iron Model type: Linear Elastic Isotropic Default failure Mohr-Coulomb criterion: Stress Thermal conductivity: 45 W/(m.K) Specific heat: 510 J/(kg.K) Mass density: 7200 kg/m^3
Model: Original model 7.1.3.1 Temperature
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7.1.3.2 Temperature Gradient
7.1.3.3 Thermal Flux
8.Results
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9.Scope of work From the study it is clear that there is huge scope of designing cooling fins for air cooled engines. This can improve heat dissipation from engine which can be achieved by changing fin geometry, fin material. Thermal analysis of cooling fin can easily done in Solid Works (COSMOS) while the model could be prepared on any modeling software like Creo. In which the thermal analysis of the super meshed model take place very accurately. This study also tells that which analysis is better than the theoretical analysis of the model. It also says that in present time Aluminium alloys like AL6061,204 and 7475 are used at the large scale for the manufacturing of cooling fins of IC engines and they shows better thermal conductivity than the conventional steel alloys.
10.Conclusion In this project we have calculated the thermal flux and thermal gradient for the rectangular and circular cross section by varying materials Aluminum alloy 204, Aluminum Alloy 6061, and grey cast iron by varying thickness 2 mm,3 mm by mathematical approach. Then we prepared 3D models by using software Pro/Engineer. www.ijmer.in 46
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We are modify the design to With draft model, Triangular model, Circular and orginal models. Present used material for manufacturing is Aluminium 204 alloy we modify that materials to Aluminium 6061 and Grey cast iron. Present in industry these materials are used for manufacturing finbody so we taken these materials for doing analytical and theoretical values. We have analyzed the thermal properties of cylinder fin body using transient thermal analysis. By observing results, we are concluding that using circular cross section with 2 mm thickness By comparing these results in all models aluminum 6061 have more thermal flux values comparatively all materials and the material Aluminum 6061 has thermal flux more than other two materials and other thickness and cross section and thermal gradient is less. So using Aluminum 6061 alloy is more efficient for convecting heat from the surface of the body. By theoretical the original model and modified circular model’s having more heat flux comparatively remain materials We are taken inlet as temperature and convection using Air ambient.
11. Bibliography 1. Thermal Engineering by I. Shvets, M. Kondak 2. Thermal Engineering by Rudramoorthy 3. Thermal Engineering by R.K. Rajput 4. Thermal Engineering by Sarkar 5. Online Materials
12. References 1. KM Sajesh, Neelesh soni, Siddhartha Kosti, “Design Modification and Heat Transfer Analysis of Air Cooled Rectangular Fin Engine”, International Journal of Recent Scientific Research, Vol. 7, Issue, 3, pp. 9653-9656, March, 2016. 2. V. Karthikeyan, R. Suresh Babu, G. Vignesh Kumar, “Design and Analysis of Natural Convective Heat Transfer Coefficient Comparison between Rectangular Fin Arrays with Perforated and Fin Arrays with Extension”, International Journal of Science, Engineering and Technology Research, Volume 4, Issue 2, February 2015. 3. L.Natrayan, G.Selvaraj, N.Alagirisamy, M.S.Santhosh, “Thermal Analysis of Engine Fins with Different Geometries”, International Journal of Innovative Research in Science, Engineering and Technology, Vol. 5, Issue 5, May 2016.
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4. Pardeep Singh, Harvinder lal, Baljit Singh Ubhi, “Design and Analysis for Heat Transfer through Fin with Extensions”, International Journal o Innovative Research in Science, Engineering and Technology, Vol. 3, Issue 5, May 2014. 5. P. Sai Chaitanya, B. Suneela Rani, K. Vijaya Kumar, “Thermal Analysis of Engine Cylinder Fin by Varying Its Geometry and Material”, IOSR Journal of Mechanical and Civil Engineering (IOSR-JMCE) e ISSN: 2278-1684, p- ISSN: 2320-334X, Volume 11, Issue 6 Ver. I (Nov- Dec. 2014), PP 37-44. 6. Vignesh. P, P. Selva Muthu Kumar, “Design, Modification and Analysis of Two Wheeler Cooling Sinusoidal Wavy Fins”, International Journal of Engineering Research & Technology (IJERT), ISSN: 2278-0181, Vol. 3 Issue 11, November-2014. 7. Mohsin A. Ali, Prof. (Dr.) S.M Kherde, “Design Modification and Analysis of Two Wheeler Cooling Fins”, International Journal of Engineering and Applied Sciences, ISSN2305-8269, Vol. 5 No. 01, June. 2014. 8. Sachin Kumar Gupta, Harishchandra Thakur, Divyank Dubey, “Analyzing Thermal Properties of Engine Cylinder Fins by Varying Slot Size and Material”, Open International Journal of Technology Innovations and Research, e-ISSN: 2321-1814, ISBN: 978-1-62951-946-3, Volume 14, April 2015. 9. Hardik D. Rathod, Ashish J. Modi, Prof. (Dr.) Pravin P. Rathod, “Effect of Different Variables on Heat Transfer Rate of Four Stroke SI Engine Fins”, International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 –6340(Print), ISSN 0976 – 6359(Online) Volume 4, Issue 2, March - April (2013) © IAEME. 10. A Sathishkumar, MD Kathir Kaman, S Ponsankar, C Balasuthagar, “Design and Thermal Analysis on Engine Cylinder Fins by Modifying Its Material and Geometry”, Journal of Chemical and Pharmaceutical Sciences, ISSN: 0974-2115, Volume 9 Issue 4, October - December 2016. .
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DECONSTRUCTION OF THE BENOA BAY RECLAMATION PROJECT CONTROVERSY IN BALI Saortua Marbun Sekolah Tinggi Ilmu Ekonomi Triatma Mulya Bali, Indonesia Abstract The growth of tourism in Bali has brought a diversity of indisputable blessing for the island, creating jobs for the local community and generating revenue for the development of public facilities. By the same period, however, the practically unrestricted growth of tourism has put further tensions on the island’s precious ecosystem and the local community’s spiritual sentiments. The progressing Benoa Bay reclamation project is just one case of how tourism can cause problems for the local community. Given the problem, this article is a modest academic endeavor to deconstruct and analyze the controversy around the Benoa Bay reclamation project. Verify the research finding; this article argues ultimately that the local community declines the reclamation project because it exposes the bay’s ecosystem, infringes on the religious sensibilities of the people, and depreciates any decision-making power of the local community.
Keywords: Bali, Benoa Bay, Reclamation, Polemic, Ecosystem
Introduction There is no doubting the fact in academic quarters that the rapid growth of tourism in Bali in the last several decades has contributed to the socio- economic development of the island. Surely, profits reaped from the growing inflows of tourists have often been used to improve public facilities in the island, as the authorities have channeled the funds into infrastructure development, health, education, and multiple other community projects (Kandari, 2004; Bendesa, 2017). In the same vein, tourism has created a multitude of job opportunities for local people, who would otherwise face problems finding adequate employment. At the same point, there is no gainsaying that tourism has been as much a liability as it has been an asset for Bali, as the crowds of tourists have strained the island’s environmental resources. Prompted by a desire to increase their profits, the stakeholders involved in the tourism industry of Bali often disregard the need of developing the island’s tourist potential at a sustainable step and without destroying its fragile ecosystem or its valuable cultural heritage. In these circumstances, the essentially unrestricted growth of tourism in Bali has contributed to its environmental degradation and encroachments on the sacred areas of the Balinese people. The ongoing reclamation activities in the Benoa Bay of Bali in spite of the resistance mounted by locals demonstrate this point. Given the dilemma, this brief article seeks to www.ijmer.in 49
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VOLUME 8, ISSUE 2, FEBRUARY 2019 deconstruct the debates regarding Benoa Bay reclamation, focusing on the arguments of both sides. The article argues ultimately that the groundswell of opinion in the Benoa Bay area is against the reclamation project, as people reject it because it poses ecological risks and disrupts the spiritual balance of the island.
Methodology To understanding the reasons why some stakeholders support and others oppose Benoa Bay reclamation, this article will employ qualitative methodology. More specifically, the author collects both primary and secondary data, cross- referencing the findings of primary research with the findings from secondary research. The author collects primary data, by the interview with native chosen purposively. Given space and time constraints of the article, its focus is on secondary research. Therefore, the author will scrutinize multiple books and articles in both scholarly sources and mass media to extract some common threads from the existing scholarship.
Results It is essential at the outset of this article to briefly explain what is at stake in the intense and polarized polemics in Bali. Thus, the Benoa Bay is locating near the Ngurah Rai international airport in the south of Bali. Until recently, the bay had enjoyed an undisputed status as a conservation area, often regarded by people as a symbol of mangrove conservation. Natalia (2016) accords with this judgment, further adding, "Although Bali is a serene place with sparkling sunrises, picturesque beaches, and spiritually enlightened culture, the island of a thousand temples currently has a storm brewing. The Benoa Bay reclamation project is the source of an increasingly polarized public in Bali." (p. 1) For indigenous people, the Benoa Bay was and continues to be a place of spiritual significance. It is only logical, therefore, that the first aspect of the heated debates between the proponents and opponents of the Benoa Bay reclamation project relates to the status of the Benoa Bay as a sacred area of the indigenous Balinese people. Thus, whereas the notorious presidential regulation 51/2014 redesigned the Benoa Bay as a bonafide business site, many indigenous people insist that the bay is a sacred area (Tedja 2014; Erviani, 2015). Replacing an earlier 2011 decree that protected the Benoa Bay as a conservation area, Presidential Regulation 51/2014 earmarked approximately 838 hectares of the Benoa Bay area for hotels, theme parks, golf courses, bars, nightclubs, cafes and other entertainment facilities (Khamdevi & Bott, 2018). For indigenous, the Benoa Bay is a place where their temples and some other sacred sites are locating. For environmentalists, the Benoa Bay is a critical mangrove ecosystem that needs to be supporting. Overall, debating the status of the Benoa Bay are native people and environmentalists on the one hand and Tomy Winata’s www.ijmer.in 50
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VOLUME 8, ISSUE 2, FEBRUARY 2019 property unit and sympathetic officials on the other (Suriyani, 2018; Wardana, 2018). In essence, the support for the Benoa Bay reclamation project stems as much from the government’s willingness to expand Bali’s tourism potential as it stems from the lobbying activities of Tomy Winata’s property development interests. Those who are in favor or reclaiming and developing the Benoa Bay raise several arguments in favor of their idea. The main defense of the project is continuing on the assumption that the project will yield economic benefits to the local community (Ardhana &Farhaeni, 2017; Topsfield & Rosa, 2016; Hunt, 2018). There are other arguments too. More specifically, those in favor of the project argue that the area of Pudut Island in Tanjung Benoa and the Benoa Bay area, in general, are already endangered, as natural erosion, dredging, and mining of the nearby coral reef have contributed to its environmental degradation (Natalia, 2016). The proponents of the reclamation project maintain that the reclamation works by Tomy Winata’s property unit will, in fact, help to protect the area by expanding its land mass and constructing environmentally friendly facilities (Natalia, 2016; Neef & Grayman 2018). Additionally, the advocates of the reclamation project contend that the developers could create disaster mitigation infrastructure in this part of Bali, which is susceptible to tsunamis and some manifestations of climate change (Citrinot, 2017; Suryantala, 2018). The resident of Tanjung Benoa interviewed for this article agrees that the Benoa Bay is vulnerable to degradation from climate change, but he does not believe that the reclamation project by Tomy Winata’s property unit will be conducive to the resolution of the existing projects. On the contrary, the interviewee is adamant in his belief that any reclamation works could only exacerbate the situation.
Ecologists and environmentalists oppose the Benoa Bay reclamation project because it has the potential to destroy a critical mangrove ecosystem, which supports large classes of fish (Adityo, 2014; Wibawa 2015). The resulting waning of fish stocks could, in turn, diminish the capacity of the local fishing community to sustain proper diets, as many locals rely on fishing in the Benoa Bay area. Christensen (2012) agrees with the idea that the Benoa Bay reclamation project can worsen the lives of the local community, which includes 12 villages and some 150,000 residents. Additionally, feasibility studies conducted by independent analysts have found that the creation of Dubai-style artificial islands in the Benoa Bay could lead to rising sea levels, flooding and, therefore, economic losses for locals (Bell, 2016). In this sense, the opponents of the reclamation project reject this project due to its potential impact on the environment and, subsequently, quality of life for the local community. For many Balinese people, however, the debate around the Benoa Bay is not as much about space and environment as it is about the beliefs and spiritual www.ijmer.in 51
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VOLUME 8, ISSUE 2, FEBRUARY 2019 life of the indigenous people (Erviani, 2015). Indeed, a common thread from the reviewed literature suggests that the Benoa Bay is a source of spiritual tranquility for locals (Lewis & Lewis, 2009; Sriniwasan, 2014; Erviani, 2016). There are about 70 Hindu landmarks in the Benoa Bay area (Natalia, 2016). Apart from temples, many estuaries and small islands appearing in the Benoa Bay during low tide are also considered sacred by many locals (Budianta, Budiman, Kusno & Moriyama, 2017). Locals regard the bay itself as a sacred site in its own right (Margaretha, 2016). These landmarks need to be protecting for the sake of maintaining religious tradition and continuity in Bali. As the incumbent governor of Bali, Wayan Koster has commented on the matter, and there is a strong need for a “conducive, comfortable and safe atmosphere” in the Benoa Bay (cited in Rastini, 2018, p. 1). Regardless of what exactly Koster’s ambiguous statement implied, it is essential to understand that a “conducive, comfortable and safe atmosphere” in the Benoa Bay can only establish by abandoning the plan to reclaim and develop the Benoa Bay area.
Conclusions Overall, this article has shown that the Benoa Bay reclamation project is tenable from the standpoint of Indonesian law, as the government has issued a decree authorizing the project. From the standpoint of common sense, environmentalism and cultural heritage, the project appears to be less feasible. Indeed, this article has shown that the project threatens to ruin the fragile ecosystem, diminish indigenous rights by rejecting any decision-making power to the local community and infringe on the spiritual sentiments of local people. As long as feasibility studies, environmental risk assessments conduct, and development permissions issued without any consultation with the local community, the Benoa Bay reclamation project will lack legitimacy and feasibility. The lack of official attention to the public outcry of the local community allows one to be speaking of the manipulation, maneuvering and hegemonic decision-making by the government, much to the detriment of the spiritual sentiments and other interests of the local community.
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IMPORTANCE OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN THE CONTEXT OFEVALUATION IN PRESENT SCENARIO
Mr. Shakil Ahmed Dr. Farah Deeba Bazmi Guest Faculty-Education Assistant Professor DDE, MANUU, HYD CTE, Sambal, MANUU
اﺟﺘﻤﺎﻋﯿﺖ ﻣﯿﮟ طﺎﻗﺖ ﮨﮯ ﮔﺮوﮨﯽ ﮐﺎم ﻧﺘﯿﺠہ ﺧﯿﺰ ﮨﻮﺗﺎ ﮨﮯ ﮔﺮوﮨﯽ ﮐﺎم ،ﻋﺰم و ﺣﻮﺻﻠہ ،ﺣﺼﻮل ﻣﻘﺼﺪ ﮐﮯ زﯾﻨﮯ ﮨﯿﮟ ﻣﺴﻠﺴﻞ ﺟﺎ ﻣﻊ ﺟﺎﻧﭻ ﮐﺎ ﭘﺲ ﻣﻨﻈﺮ : (Perspective of the CCE) اﺳﮑﻮ ل ﮐﺎ دور ﮨﺮ ﺑﭽﮯ ﮐﯽ زﻧﺪﮔﯽ ﮐﺎ اﮨﻢ ﺗﺮﯾﻦ ﻣﺮﺣﻠہ ﮨﻮ ﺗﺎ ﮨﮯ۔ ﯾﮩﯽ وه وﻗﺖ ﮨﻮ ﺗﺎ ﮨﮯ ﺟﺐ ﺑﭽہ ذھﻨﯽ اور ﻋﻤﻠﯽ ﻟﺤﺎ ظ ﺳﮯ اﭘﻨﯽ ﺻﻼ ﺣﯿﺘﻮں ﻣﯿﮟ اﺿﺎ ﻓہ ﮐﺮ ﺳﮑﺘﺎ ﮨﮯ۔ ﭘﮩﻠﮯ وه ﮨﺮ ﻓﮑﺮ ﺳﮯ آزا د رﮨﺘﺎ ﺗﮭﺎ۔ﻟﯿﮑﻦ اب وه ﮐﺌﯽ ﮐﺌﯽ ﮔﮭﻨﭩﮯ ﺳﯿﮑﮭﻨﮯ اور ﯾﺎ د ﮐﺮ ﻧﮯ ﮐﯽ ﺗﻌﻠﯿﻤﯽ ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺻﺮف ﮐﺮ ﻧﮯ ﻟﮕﺘﺎ ﮨﮯ۔اس ﮐﮯ اوﭘﺮ وا ﻟﺪﯾﻦ،اﺳﺘﺎ د،ﮨﻢ ﻋﻤﺮ ﺳﺎﺗﮭﯽ اور ﺧﻮد اﭘﻨﯽ طﺮ ف ﺳﮯ اﯾﮏ ﺑﺎ ﻣﻘﺼﺪ اور ﻋﻤﻠﯽ اﻧﺴﺎ ن ﺑﻨﻨﮯ ﮐﮯ ﻟﺌﮯ دﺑﺎو ﮨﻮ ﺗﺎ ﮨﮯ۔ ﯾﮩﺎں آﮐﺮ اﺳﮯ زﻧﺪﮔﯽ ﮐﯽ اﮨﻢ اﻗﺪار،ﻣﺜﻼ ﻧﻈﻢ وﺿﺒﻂ،اﺣﺴﺎس ذﻣہ داری ،اﻣﺪاد ﺑﺎ ﮨﻤﯽ،ﭘﯿﺎ رو ﻣﺤﺒﺖ،ﻣﺤﻨﺖ اور ﺣﺼﻮل ﻋﻠﻢ ﺳﮯ آﮔﺎ ﮨﯽ ﮨﻮ ﺗﯽ ﮨﮯ۔ﺳﺎﺗﮭ ﮨﯽ اﺳﮯ اﯾﮏ دورا ﮨﮯ ﮐﺎ ﺑﮭﯽ ﺳﺎ ﻣﻨﺎ ﮐﺮ ﻧﺎ ﭘﮍﺗﺎ ﮨﮯ۔ ﻣﻠﮏ ﮐﮯ ﺗﻌﻠﯿﻤﯽ ﻧﻈﺎ م ﻣﯿﮟ اﻣﺘﺤﺎ ﻧﺎ ت ﮐﮯ ﺧﻮ ف ﮐﺎ آﻏﺎ ز ﺑﭽﭙﻦ ﺳﮯ ﮨﯽ ﺷﺮوع ﮨﻮ ﺟﺎ ﺗﺎ ﮨﮯ۔اﺳﮑﻮل اور ﮔﮭﺮ دوﻧﻮں ﺟﮕﮩﻮں ﭘﺮ طﻠﺒﺎ اس طﺮح ﮐﮯ ﺣﺎ ﻻت ﺳﮯ دو ﭼﺎ ر ﮨﻮ ﺗﮯ ﮨﯿﮟ۔ان ﮐﮯ ﺧﻮف ﮐﯽ وﺟﻮ ﮨﺎ ت اﻣﺘﺤﺎ ن ﮐﮯ ﻣﻘﺼﺪ ﻣﯿﮟ ﭘﻮﺷﯿﺪه ﮨﯿﮟ۔اس ﻣﻘﺼﺪ ﮐﯽ ﺗﮑﻤﯿﻞ ﮐﮯ ﻟﺌﮯ اﻣﺘﺤﺎن ﻣﯿﮟ ﻧﺎ ﮐﺎ م ﮨﻮ ﻧﮯ ﮐﺎ ﻟﻔﻆ ﺧﻮ ف ﮐﻮ ﺑﮍھﺎ وا دﯾﺘﺎ ﮨﮯ۔ﻧﺎ ﮐﺎ م ﮨﻮ ﻧﮯ ﮐﺎ ﻣﻄﻠﺐ اﺳﺎﺗﺬه ،واﻟﺪﯾﻦ، ﮨﻢ ﻋﻤﺮ ﺳﺎﺗﮭﯽ اور ﺳﻤﺎ ج ﮐﯽ ﻧﻈﺮ ﻣﯿﮟ ﺣﻘﯿﺮ ﺳﻤﺠﮭﺎ ﺟﺎﺗﺎ ﮨﮯ اور طﻠﺒﺎ ﮐﯽ اﻣﯿﺪوں ﭘﺮ ﭘﺎﻧﯽ ﭘﮭﯿﺮﻧﮯ ﮐﮯ ﻣﺘﺮا دف ﮨﮯ۔اس طﺮح ﺑﭽﮯ ﮐﻮ اﻣﺘﺤﺎﻧﯽ ﻧﻈﺎم ﺑﭽﭙﻦ ﺳﮯ ﮨﯽ ﺳﻨﮕﯿﻦ ﻧﻔﺴﯿﺎ ﺗﯽ ﺧﻮف ﻣﯿﮟ ﺟﯿﻨﮯ ﮐﺎ ﻋﺎدی ﺑﻨﺎ دﯾﺘﺎ ﮨﮯ۔ﭼﮭﻮﭨﮯ ﭼﮭﻮﭨﮯ ﻧﻮ ﻧﮩﺎل اس ﻋﺎ دت ﺳﮯ ﺑﯿﺰار ﮨﻮ ﮐﺮ ﯾہ ﺳﻤﺠﮭ ﭼﮑﮯ ﮨﯿﮟ ﮐہ اﺳﮑﻮل ﮐﺎ ﮐﺎم ﺻﺮف”ﻓﯿﻞ ﯾﺎ ﭘﺎ س ﮐﺮ ﻧﺎ ﮨﮯ“۔ ﮐﺌﯽ ﻣﻮاﻗﻌہ ﭘﺮ ﺟﺎﻧﭻ ﮐﮯ ذرﯾﻌہ ﻋﺪم ﺗﺤﻔﻆ ﮐﺎ ﺗﺼﻮر،دﺑﺎو،ﻓﮑﺮ،ﺗﮑﻠﯿﻒ،ﻣﻮازﻧہ ﮐﺮﻧﺎ،ﻧﻔﺮت ، اﭘﻨﮯ آپ ﮐﻮ اﺣﺴﺎس ﮐﻤﺘﺮی ﻣﯿﮟ ﻣﺒﺘﻼ ﮐﺮﻧﺎ،اﻧﺴﺎﻧﯽ رﺷﺘﻮں ﮐﻮ زﮨﺮ آﻟﻮد ﮐﺮﻧﺎ ﺟﯿﺴﮯ ﺗﺎﺛﺮات طﻠﺒﺎﻣﯿﮟ ﭘﯿﺪا ﮨﻮﺗﮯ ﮨﯿﮟ۔ﺟﺎﻧﭻ ﺟﮩﺎں ﺗﺪرﯾﺲ و اﮐﺘﺴﺎب ﮐﻮ دﻟﭽﺴﭗ اور ﻧﺘﯿﺠہ ﺧﯿﺰ ﺑﻨﺎﺗﯽ ﮨﮯوﮨﯿﮟ اﻣﺘﺤﺎﻧﯽ طﺮﯾﻘہ ﮐﺎرﺳﮯ اس ﻣﯿﮟ رﮐﺎوٹ ﭘﯿﺪا ﮨﻮ رﮨﯽ ﮨﮯ ﺟﻮ ﺑﺎﻋﺚ ﻓﮑﺮ ﮨﮯ۔ ﯾﺎد ﮐﺮﻧﮯ ﮐﮯ ﺑﺠﺎﺋﮯ طﻠﺒﺎ ﻣﻮاد ﮐﺎ ﻓﮩﻢ ﺣﺎﺻﻞ ﮐﺮﯾﮟ۔۔ﻧﺌﮯ ﻣﻮاد ﮐﯽ ﺗﺸﮑﯿﻞ ﮐﮯ ﻟﯿﮯ ﺗﺨﻠﯿﻘﯽ اﻧﺪاز ﻓﮑﺮ ﮐﯽ راه اﺧﺘﯿﺎر ﮐﺮﯾﮟ۔طﻠﺒﺎ اﭘﻨﮯ ﺣﺎﺻﻞ ﮐﺮده ﻋﻠﻢ ﮐﮯ ذرﯾﻌہ ﻣﺴﺎﺋﻞ ﮐﻮ ﺣﻞ ﮐﺮﻧﮯ ﮐﯽ ﺳﻌﯽ ﮐﺮﯾﮟ۔ اﯾﮏ ﺣﺎدﺛہ ﮐﺎﻣﺨﺘﻠﻒ ﭘﮩﻠﻮوں ﺳﮯ ﺟﺎﺋﺰه ﻟﮯ ﮐﺮ اس ﮐﮯ ﺣﻞ ﮐﺮﻧﮯ ﮐﮯ ﻟﯿﮯ ﻧﺖ ﻧﺌﮯ ﻧﺌﮯ طﺮﯾﻘہ اﺧﺘﯿﺎر ﮐﺮﻧﮯ ﮐﯽ اﺳﺘﻌﺪاد ان ﻣﯿﮟ ﮨﻮﻧﯽ ﭼﺎﮨﯿﮯ۔ﻟﯿﮑﻦ ﮐﺴﯽ ﺑﮭﯽ اﻣﺘﺤﺎن ﻣﯿﮟ ان ﺻﻼﺣﯿﺘﻮں ﮐﯽ ﺟﺎﻧﭻ ﻧﮩﯿﮟ ﮨﻮﺗﯽ ﮨﮯ۔ﮐﺴﯽ ﺑﮭﯽ ﺗﻌﻠﯿﻤﯽ طﺮﯾﻘﮯ ﮐﺎ ﻣﻘﺼﺪ ﺻﺮف طﻠﺒﺎﻣﯿﮟ ﻣﻀﻤﻮن ﮐﺎ ﺻﺤﯿﺢ طﻮر ﭘﺮ اﮐﺘﺴﺎب ﺣﺎﺻﻞ ﮐﺌﮯ ﮨﯿﮟ ﯾﺎ ﻧﮩﯿﮟ ﺟﯿﺴﮯ اﻣﻮر ﮐﯽ ﺟﺎﻧﭻ ﮐﺮﻧﺎ ﭼﺎﮨﯿﮯﻣﮕﺮﻣﻮﺟﻮده طﺮﯾﻘہ ﺗﻌﻠﯿﻢ ﻣﯿﮟ اﻣﺘﺤﺎن ﮐﺎ ﻣﻄﻠﺐ ﺳﻤﺎ ج ﮐﻮ ﺧﻮف ﻣﯿﮟ ﻣﺒﺘﻼ ﮐﺮ ﻧﺎ،ﺷﺮﻣﻨﺪه ﮐﺮﻧﺎ،اﻣﺘﺤﺎ ﻧﯽ ﻋﺪم اﻋﺘﻤﺎ د،ڈر،ﺗﺸﺪدوﻏﯿﺮه ﻣﯿﮟ ﺗﺒﺪﯾﻞ ﮨﻮ ﮔﯿﺎ ﮨﮯ۔ﮨﺮ ﺳﺎل ﻣﯿﮟ ﮐﺘﻨﮯ ﮨﯽ طﻠﺒﺎﻣﺤﺾ اﻣﺘﺤﺎ ن ﻣﯿﮟ ﻧﺎ ﮐﺎ م ﮨﻮ ﻧﮯ ﮐﯽ ﺑﻨﺎ ء ﭘﺮ ﺧﻮد ﮐﺸﯽ ﮐﺮ رﮨﮯ ﮨﯿﮟ اور اﯾﺴﯽ ﮨﯽ ﺧﺒﺮﯾﮟ اﺧﺒﺎ ر ﻣﯿﮟ آﺋﮯ دن ﺷﺎ ﺋﻊ ﮨﻮ ﺗﯽ رﮨﺘﯽ ﮨﯿﮟ۔اﻣﺘﺤﺎﻧﺎت ﺟﻦ ﻣﻘﺎﺻﺪ ﮐﮯ ﺗﺤﺖ ﻣﻨﻌﻘﺪ ﮐﺌﮯ ﺟﺎ رﮨﮯ ﮨﯿﮟ ان ﮐﺎ ﺑﻨﯿﺎ دی ﻣﻘﺼﺪ ﺣﺎ ﺻﻞ ﻧﮩﯿﮟ ﮨﻮ رﮨﺎ ﮨﮯ۔ﻟﯿﮑﻦ اﻣﺘﺤﺎ ﻧﺎ ت ﮐﯽ ﺑﻨﯿﺎ د ﻋﺪم اﻋﺘﻤﺎ د ﭘﺮ ﻣﺒﻨﯽ ﮨﮯ۔ﻣﺨﺘﺼﺮﯾہ ﮐہ اﻣﺘﺤﺎﻧﺎت ﮐﮯ ﭼﮑﺮ ﻣﯿﮟ ﭘﻮ رے ﮐﺎ ﭘﻮ را ﺗﻌﻠﯿﻤﯽ ﻧﻈﺎ م اﭘﻨﺎ وﻗﺖ ﺿﺎ ﺋﻊ ﮐﺮ رﮨﺎ ﮨﮯ۔ﺳﻤﺎ ج ﻣﯿﮟ ﺑﮭﯽ اﻣﺘﺤﺎ ن ﮨﯽ ﺳﺐ ﮐﭽﮭ ﮨﮯ ﺟﯿﺴﺎ ﺗﺼﻮر ﻗﺎ ﺑﻞ ﻗﺒﻮل ﮨﻮ ﮔﯿﺎ ﮨﮯ۔ ﻣﺴﻠﺴﻞ ﺟﺎﻣﻊ ﺟﺎﻧﭻ ﮐﯽ ﺿﺮورت و اﮨﻤﯿﺖ: (Need of the CCE) ﻣﺎﮨﺮﯾﻦ ﺗﻌﻠﯿﻢ ﮐﺎ ﯾہ ﮐﮩﻨﺎ ﮨﮯ ﮐہ اﻧﺴﺎ ن ﮐﯽ ﻣﺨﻔﯽ ﺻﻼ ﺣﯿﺘﻮں ﮐﻮ اﺟﺎ ﮔﺮ ﮐﺮﻧﺎ ﮨﯽ ﺗﻌﻠﯿﻢ ﮐﺎ ﻧﺼﺐ اﻟﻌﯿﻦ ﮨﮯ۔ﺗﻤﺎم اﻓﺮاد ﻣﯿﮟ ﺻﻼﺣﯿﺘﻮں و اﺳﺘﻌﺪا د ﭘﺎ ﺋﯽ ﺟﺎ ﺗﯽ ﮨﯿﮟ ان ﺻﻼﺣﯿﺘﻮں ﮐﯽ ﺷﻨﺎﺧﺖ ﮐﺮ ﺗﮯ ﮨﻮ ﺋﮯ اﻧﮩﯿﮟ اﺟﺎ ﮔﺮ ﮐﺮﻧﮯ اور ﻓﺮو غ دﯾﻨﮯ ﻣﯿﮟ ﺗﻌﻠﯿﻢ ﻣﻌﺎون ﺛﺎ ﺑﺖ ﮨﻮ ﺗﯽ ﮨﮯ اﮔﺮ اس ﺑﺎ ت ﮐﻮ ﻣﺎ ن ﻟﯿﺎ ﺟﺎ ﺋﮯ ﺗﻮ ﺳﯿﮑﮭﻨﮯ ﮐﮯ ﻋﻤﻞ ﻣﯿﮟ ﮨﺮ اﯾﮏ ﮐﯽ اﭘﻨﯽ اﭘﻨﯽ ﺧﺼﻮﺻﯿﺎت ﮨﻮ ﺗﯽ ﮨﯿﮟ۔ اس ﺳﮯ ﯾہ ظﺎ ﮨﺮ ﮨﻮ ﺗﺎ ﮨﮯ ﮐہ اﯾﮏ دوﺳﺮے ﮐﯽ ﺻﻼ ﺣﯿﺘﻮں ﮐﺎ ﺗﻘﺎ ﺑﻞ ﻧﮩﯿﮟ ﮐﯿﺎ
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
ﺟﺎﺳﮑﺘﺎ۔ ﺳﻤﺎ ج ﮐﯽ ﺗﺸﮑﯿﻞ ﻣﯿﮟ ﻣﺰدور،ﮐﺴﺎ ن،ﻣﻮﭼﯽ اس طﺮح ﮨﺮ اﯾﮏ ﮐﻮ ﻣﺴﺎ وی اﮨﻤﯿﺖ ﺣﺎﺻﻞ ﮨﮯ۔ ﻟﮩﺬا ان ﺗﻤﺎ م ﮐﻮ ﺷﺎ ﻣﻞ ﮐﺮ ﺗﮯ ﮨﻮ ﺋﮯ ﻧﺼﺎب ﺗﻌﻠﯿﻢ ﺗﺮﺗﯿﺐ دﯾﺎ ﺟﺎ ﺋﮯاور ﻗﻮﻣﯽ درﺳﯿﺎ ﺗﯽ ﺧﺎ ﮐہ 2005ﮐﯽ ﮨﺪا ﯾﺖ ﺗﻌﻠﯿﻤﯽ ﻓﻠﺴﻔﮯ ﮐﻮ ﮐﺲ طﺮح رو ﺑہ ﻋﻤﻞ ﻻ ﯾﺎ ﺟﺎ ﺋﮯ وا ﻗﻒ ﮐﺮا ﺗﯽ ﮨﮯ۔ ﺟﻤﮩﻮ ری ﻣﻠﮏ ﻣﯿﮟ اﺳﮑﻮ ل اﯾﮏ ﺣﯿﺮت اﻧﮕﯿﺰ ﺳﻤﺎ ﺟﯽ ﺗﺮﻗﯽ ﮐﺎ ﻣﺮ ﮐﺰ ﮨﮯ اور اس ﺑﺎ ت ﮐﯽ وﺿﺎ ﺣﺖ ﺑﮭﯽ ﮐﯽ ﮔﺌﯽ ﮨﮯ ﮐہ ﯾﮩﺎں ﻓﺮاﮨﻢ ﮨﻮ ﻧﮯ واﻟﮯ اﮐﺘﺴﺎ ﺑﯽ ﺗﺠﺮ ﺑﺎ ت ﺳﻤﺎ ج ﮐﮯ ﻟﺌﮯ ﻣﺴﺘﻘﺒﻞ ﮐﯽ ﺿﺮورﺗﻮں ﮐﺎ ﭘﮩﻠﮯ ﺳﮯ اﻧﺪا زه ﻟﮕﺎ ﮐﺮ آﻧﮯ وا ﻟﮯ وﻗﺖ ﮐﮯ ﻣﻄﺎ ﺑﻖ ﺷﮩﺮﯾﻮں ﮐﯽ ﺗﯿﺎ ری ﻣﯿﮟ ﻣﺴﻠﺴﻞ ﮐﻮﺷﺶ ﮐﺮ ﺗﮯ رﮨﯿﮟ ﻟﯿﮑﻦ ﭼﻨﺪ دﮨﺎ ﺋﯿﻮں ﺳﮯ ﮨﻤﺎ رے اﺳﮑﻮ ل اﭘﻨﯽ راه ﺳﮯ ﺑﮭﭩﮏ ﭼﮑﮯ ﮨﯿﮟ۔ ﯾہ اﺳﮑﻮ ل اﯾﺴﮯ اداروں ﻣﯿﮟ ﺗﺒﺪﯾﻞ ﮨﻮ ﮔﺌﮯ ﮨﯿﮟ ﺟﻦ ﮐﺎ ﻣﻘﺼﺪ درﺳﯽ ﮐﺘﺎ ﺑﻮں ﮐﯽ ﻣﻌﻠﻮ ﻣﺎ ت ﮐﻮ ﺑﭽﻮں ﺗﮏ ﺑﮩﻢ ﭘﮩﻨﭽﺎ ﻧﺎ اور اﻧﮩﯿﮟ ذﮨﻦ ﻧﺸﯿﮟ ﮐﺮ واﺗﮯ ﮨﻮ ﺋﮯ اﻣﺘﺤﺎ ﻧﺎ ت ﻣﯿﮟ اﺳﯽ طﺮح اظﮩﺎ ر ﮐﺮ وا ﻧﺎ ﮨﮯﺟﺲ ﺳﮯ ﺗﻌﻠﯿﻢ ﮐﮯ اﯾﮏ ﻧﺌﮯ ﺑﺎ ب ﮐﺎ آﻏﺎزﮨﻮ ﺗﺎ ﮨﮯ ﯾﻌﻨﯽ ﺗﻌﻠﯿﻢ ﺳﮯ ﻣﺮا د ﻣﻌﻠﻮ ﻣﺎ ت ﺑﮩﻢ ﭘﮩﻨﭽﺎ ﻧﺎ۔ﻧﺸﺎ ﻧﺎ ت او ررﯾﻨﮏ ﮐﺎ ﺣﺼﻮل ﮨﯽ ﺑﭽﻮں ﮐﯽ ﺻﻼ ﺣﯿﺖ ﮐﺎ ﺿﺎ ﻣﻦ ﺑﻦ ﮔﯿﺎ ﮨﮯ۔ﺟﮩﺎں ﺗﻌﻠﯿﻢ ﺳﮯ ﺷﺨﺼﯿﺖ ﮐﯽ ﻣﮑﻤﻞ ﮨﻤہ ﺟﮩﺖ ﻧﺸﻮوﻧﻤﺎ ﮨﻮ ﻧﯽ ﭼﺎ ﮨﯿﮯ ﺗﮭﯽ وﮨﯿﮟ ﭘﺮ ﯾہ ﻋﻤﻞ ﻣﻌﻠﻮ ﻣﺎت ﺣﺎ ﺻﻞ ﮐﺮ ﻧﮯ ﺗﮏ ﻣﺤﺪود ره ﮔﯿﺎ ﮨﮯ۔ﺗﻌﻠﯿﻤﯽ ﻧﻈﺎ م ﮐﭽﮭ اس طﺮح ﺑﺪل ﮔﯿﺎ ﮨﮯ ﮐہ وه اﯾﺴﮯ اﻓﺮا د ﮐﻮ ﺗﯿﺎ ر ﮐﺮ رﮨﺎ ﮨﮯ ﺟﻮ ﺳﻤﺎ ج ﯾﺎ ﺳﻤﺎ ج ﮐﯽ ذﻣہ دا رﯾﻮں ﺳﮯ ﮐﭽﮭ ﺗﻌﻠﻖ ﮨﯽ ﻧﮩﯿﮟ رﮐﮭﺘﮯ۔اس ﭘﺲ ﻣﻨﻈﺮ ﻣﯿﮟ ﻗﻮﻣﯽ درﺳﯿﺎﺗﯽ ﺧﺎﮐہ2005اس ﺑﺎ ت ﮐﯽ وﺿﺎ ﺣﺖ ﮐﺮ ﺗﺎ ﮨﮯ ﮐہ ﺗﻌﻠﯿﻤﯽ ﻧﺼﺎب،ﺗﺪرﯾﺴﯽ ﺣﮑﻤﺖ ﻋﻤﻠﯽ،ﺟﺎ ﻧﭻ ﮐﮯ طﺮﯾﻘﻮں ﻣﯿﮟ ﺗﺒﺪﯾﻠﯽ اﻧﺘﮩﺎ ﺋﯽ ﺿﺮوری ﮨﮯ۔ ﻗﺎﻧﻮن ﺣﻖ ﺗﻌﻠﯿﻢ۔2009ﯾہ ﮐﮩﺘﺎ ﮨﮯ ﮐہ ﺑﭽﻮں ﮐﮯ ﺗﻌﻠﯿﻢ ﺣﺎﺻﻞ ﮐﺮﻧﮯ ﮐﮯ ﺣﻖ ﭘﺮ ﮨﯽ ﻧﮩﯿﮟ ﺑﻠﮑہ ﺗﻌﻠﯿﻤﯽ ﻣﻌﯿﺎر ﭘﺮ ﺑﮭﯽ ﺗﻮﺟہ ﻣﺮﮐﻮز ﮐﯽ ﺟﺎﺋﮯ۔ﺑﭽﻮں ﮐﯽ ﺟﺴﻤﺎﻧﯽ،ذﮨﻨﯽ،ﺟﺬﺑﺎﺗﯽ،ﻧﺸﻮوﻧﻤﺎء،ﺟﻤﮩﻮری اﻗﺪار،ان ﮐﯽ ﺣﺎﺻﻞ ﮐﺮده ﻣﻌﻠﻮﻣﺎت،ﻣﮩﺎرﺗﻮں،ﺻﻼﺣﯿﺘﻮں اور روزﻣﺮه زﻧﺪﮔﯽ ﻣﯿﮟ اطﻼق ﮐﮯ ﻧﻈﺮﯾہ ﮐﯽ ﺟﺎﻧﭻ ﮐﯽ ﺟﺎﺋﮯﯾﻌﻨﯽ ﺗﺪرﯾﺴﯽ ﺳﺮﮔﺮﻣﯿﺎں ﺑﮭﯽ ان ﮐﯽ ﻣﻨﺎﺳﺒﺖ ﺳﮯ ﮨﯽ ﮨﻮﻧﯽ ﭼﺎﮨﯿﮯ۔ﻗﺎﻧﻮن ﺣﻖ ﺗﻌﻠﯿﻢ ﯾہ ﺑﮭﯽ ﮐﮩﺘﺎ ﮨﮯ ﮐہ ﺑﭽﮯ ﮐﺘﺎﺑﻮں ﮐﺎ ﺑﻮﺟﮭ ڈھﻮﺗﮯ ﮨﻮﺋﮯ رﭨﻨﮯ رﭨﺎﻧﮯ واﻟﮯ ﺗﻌﻠﯿﻤﯽ ﺑﮭﻨﻮر ﻣﯿﮟ ﭘﮭﻨﺲ ﮐﺮ اﭘﻨﺎ ﻣﻌﺼﻮم ﺑﭽﭙﻦ ﻧہ ﮐﮭﻮدﯾﮟ۔اس طﺮح ﮐﺎ اﻣﺘﺤﺎﻧﯽ ﻧﻈﺎم ﺑﭽﻮں ﻣﯿﮟ ﺷﺪﯾﺪ دﺑﺎو اور اﺿﻄﺮاب ﭘﯿﺪا ﮐﺮ رﮨﺎ ﮨﮯ۔ﻗﺎﻧﻮن ان ﺣﺎﻻت ﮐﻮ ﺑﺪﻟﻨﮯ ﮐﯽ ﺿﺮورت ﭘﺮ زور دے رﮨﺎ ﮨﮯ۔اس ﺑﺎت ﮐﻮ ﺟﺎﻧﻨﮯ ﮐﺎ وﻗﺖ آﮔﯿﺎ ﮨﮯ۔ﺗﻌﻠﯿﻢ ﺳﮯ ﻣﺮاد ﻧﺸﺎﻧﺎت ﮐﯽ ﭘﯿﺪاوار ﮐﺎ ﻣﺮﮐﺰ ﻧﮩﯿﮟ ﮨﮯ۔ اﺳﺘﻌﺪاد ﺳﮯ ﻣﺮاد رﭨﻨﺎ ﻧﮩﯿﮟ ﮨﮯ۔اﺳﮑﻮل ﮐﮯ ﺗﺠﺮﺑﺎت ﺑﭽﻮں ﻣﯿﮟ ﺧﻮدﺳﮯ Construction of Knowledgeﺗﺸﮑﯿﻞ ﻋﻠﻢ ﮐﺎ ﺑﺎﻋﺚ ﺑﻨﯿﮟ۔ﺗﺸﮑﯿﻞ اﮐﺘﺴﺎب ﮐﮯ دوران ﺑﭽﻮں ﮐﯽ ﺗﺮﻗﯽ ﮐﯽ ﻣﺴﻠﺴﻞ ﺟﺎﻧﭻ ﮨﻮﻧﯽ ﭼﺎﮨﯿﮯ۔ﺟﺎﻧﭻ اﮐﺘﺴﺎب ﮐﺎ اﯾﮏ ﺟﺰ ﮨﻮﻧہ ﮐہ ﺑﭽﻮں ﮐﯽ ﺣﺼﻮل اﺳﺘﻌﺪاد ﭘﺮ آﺧﺮی ﻓﯿﺼﻠہ۔ﺑﭽﻮں ﮐﯽ ﻣﻌﻠﻮﻣﺎت ﮐﮯ ﻋﻼوه،ﺳﻤﺎج،ﻗﺪرﺗﯽ ﻣﺎﺣﻮل،اﻧﺴﺎﻧﯽ زﻧﺪﮔﯽ ﮐﮯ ﺗﻔﺮﻗﺎت ﮐﮯ ﺗﯿﺌﮟ ذﻣہ داراﻧہ روﯾہ اﺧﺘﯿﺎر ﮐﺮﻧﮯ واﻟﮯ ﻓﺮدﮐﮯ طﻮر ﭘﺮ اﺑﮭﺮﻧﮯ ﮐﮯ ﻟﯿﮯ ﻣﺴﻠﺴﻞ ﺟﺎﻣﻊ ﺟﺎﻧﭻ ﺑﮯ ﺣﺪ ﺳﻮدﻣﻨﺪ ﮨﻮﺛﺎﺑﺖ ﮨﻮﮔﯽ۔ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﻮں ﮐﯽ اﮨﻤﯿﺖ و اﻓﺎدﯾﺖ:۔(Importance of the Co-Curricular Activities) ﻣﻮرﺧہ Oct2016 15ﻣﻨﺼﻒ اردو ﻧﯿﻮز ﭘﯿﭙﺮ ﺳﮯ ﻣﺎﺧﻮذﺑﻌﺾ ادارے ﺗﻌﻠﯿﻢ ﮐﮯ ﺳﺎﺗﮭ ﺳﺎﺗﮭ ﺑﮩﺘﺮﯾﻦ ﺗﺮﺑﯿﺖ ﺑﮭﯽ ﻓﺮاﮨﻢ ﮐﺮﺗﮯ ﮨﯿﮟ۔ان اداروں ﻣﯿﮟ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﻮں ﮐﺎ ﺑﺎﻗﺎ ﻋﺪه اﻧﻌﻘﺎد ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ۔ﺟﺲ ﻣﯿﮟ ﻧﻮﺟﻮان طﻠﺒﺎ ﭘﻮرے ﺟﻮش و ﺟﺬﺑﮯ ﮐﮯ ﺳﺎﺗﮭ ﺷﺮﯾﮏ ﮨﻮﺗﮯ ﮨﯿﮟ۔درس ﮔﺎﮨﻮں ﻣﯿﮟ ان ﺳﺮﮔﺮﻣﯿﻮں ﻧﮯ طﻠﺒﺎ ﮐﻮ اﯾﺴﺎ ﭘﻠﯿﭧ ﻓﺎرم ﻣﮩﯿﺎ ﮐﯿﺎ ﮨﮯ۔ﺟﺲ ﮐﮯ ﺗﻮﺳﻂ ﺳﮯ ﺑﮩﺘﺮﯾﻦ ﺷﺎﻋﺮ ادﯾﺐ ﮐﮭﻼڑی اور دﯾﮕﺮ ﺷﻌﺒﻮں ﻣﯿﮟ ﺑﺎﺻﻼﺣﯿﺖ ﻧﻮﺟﻮان ﺳﺎﻣﻨﮯ آﺋﮯ ﮨﯿﮟ۔ﻟﯿﮑﻦ اﮐﺜﺮﺗﻌﻠﯿﻤﯽ اداروں ﻣﯿﮟ اﯾﺴﮯ ﺻﺤﺖ ﻣﻨﺪ ﻣﻘﺎﺑﻠﻮں ﮐﺎ ﻓﻘﺪان ﮨﮯ۔ﺟﺲ ﮐﯽ وﺟہ ﺳﮯ ﻧﻮﺟﻮاﻧﻮں ﮐﮯ رﺟﺤﺎﻧﺎت ﻣﯿﮟ ﺑﮭﯽ ﺗﺒﺪﯾﻠﯽ واﺿﺢ طﻮر ﭘﺮ دﯾﮑﮭﻨﮯ ﻣﯿﮟ ﻣﻠﯽ ﮨﮯ اور وه اﭘﻨﯽ ﺻﻼﺣﯿﺘﻮں ﮐﻮ ﻣﻨﻔﯽ ﺳﺮﮔﺮﻣﯿﻮں ﮐﺎ اﯾﻨﺪھﻦ ﺑﻨﺎ رﮨﮯ ﮨﯿﮟ۔ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﺎں ﻧﻮﺟﻮاﻧﻮں ﮐﮯ ﭘﻮﺷﯿﺪه ﺟﻮﮨﺮ ﺳﺎﻣﻨﮯ ﻻﻧﮯ ﻣﯿﮟ ﻣﺪدﮔﺎر ﺛﺎﺑﺖ ﮨﻮﺗﯽ ﮨﯿﮟ؟ﮐﯿﺎ ﺗﻌﻠﯿﻤﯽ اداروں ﮐﻮ ان ﮐﮯ ﻓﺮوغ ﻣﯿﮟ ﻣﺜﺒﺖ ﮐﺮدار ادا ﮐﺮﻧﺎ ﭼﺎﮨﯿﮯ؟ﻧﻮﺟﻮان ﺧﻮد اس ﺿﻤﻦ ﻣﯿﮟ ﮐﯿﺎ ﺳﻮﭼﺘﮯ ﮨﯿﮟ ان ﺳﻮاﻻت ﮐﮯ طﻠﺒہ و طﺎﻟﺒﺎت ﻧﮯ ﺟﻮ ﺟﻮاﺑﺎت دے ﮨﯿﮟ اس ﮐﯽ ﺗﻔﺼﯿﻞ ﻧﺬر ﻗﺎرﯾﻦ ﮨﮯ۔ ﻧﺪﯾﻢ ﺧﺎن ڈﮔﺮی ﮐﺎﻟﺞ ﻣﯿﮟ زﯾﺮ ﺗﻌﻠﯿﻢ ﮨﯿﮟ۔وه ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﻮں ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﮐﮩﺘﮯ ﮨﯿﮟ ﮐہ ﯾﻮﻧﯿﻮر ﺳﭩﯽ اور ﮐﺎﻟﺠﻮں ﻣﯿﮟ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﻮں ﮐﺎ اﻧﻌﻘﺎد ﺿﺮور ﮨﻮﻧﺎ ﭼﺎﮨﯿﮯ۔ﻣﺠﮭﮯ ﮐﮭﯿﻠﻮں ﺳﮯ دﻟﭽﺴﭙﯽ ﮨﮯ اور ﻣﯿﮟ ﮨﻤﯿﺸہ اﯾﺴﯽ ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺣﺼہ ﻟﯿﺘﺎ رﮨﺎ ﮨﻮں۔اس ﺳﮯ ﻣﯿﺮی ﺷﺨﺼﯿﺖ ﭘﺮ ﺑﮩﺖ اﭼﮭﺎ اﺛﺮ ﭘﮍا ﮨﮯ۔ ﻣﺠﮭﮯ ان ﻣﻘﺎﺑﻠﻮں ﮐﯽ ﺑﺪوﻟﺖ اﭘﻨﯽ ﺻﻼﺣﯿﺘﻮں ﮐﻮ ﻣﻨﻮاﻧﮯ ﮐﺎ ﻣﻮﻗﻌہ ﻣﻞ ﺟﺎﺗﺎ ﮨﮯ۔اس ﻧﻮﻋﯿﺖ ﮐﮯ ﭘﺮوﮔﺮاﻣﻮں ﺳﮯ طﻠﺒﺎﻧﺌﯽ ﭼﯿﺰوں ﮐﯽ طﺮف راﻏﺐ ﮨﻮﺗﮯ ﮨﯿﮟ۔اس ﺳﮯ ان ﮐﯽ ﻣﻌﻠﻮﻣﺎت ﻣﯿﮟ ﺑﮭﯽ اﺿﺎﻓہ ﮨﻮﺗﺎ ﮨﮯ اور ﺗﮭﻮڑی دﯾﺮ ﮨﯽ ﺳﮩﯽ ﭘﮍھﺎﺋﯽ ﮐﺎ دﺑﺎو ﮐﻢ ﮨﻮ ﺟﺎﺗﺎ ﮨﮯ اور وه ذﮨﻦ دوﺑﺎره ﺳﮯ ﺗﺮوﺗﺎزه ﮨﻮ ﺟﺎﺗﺎ ﮨﮯ۔ ﺷﮑﯿﻞ ﺧﺎﻟﺪ اﯾﮏ ﭘﺮاوﯾﭧ ﮐﺎﻟﺞ ﻣﯿﮟ ﺗﻌﻠﯿﻤﯽ ﻣﺪارج طﺌﮯ ﮐﺮ رﮨﯿﮟ۔وه ﮐﮩﺘﮯ ﮨﯿﮟ ﮐہ ﮐﺎ ﻟﺞ اور ﯾﻮﻧﯿﻮرﺳﯿﭩﯽ ﮨﻢ طﺎﻟﺐ ﻋﻠﻤﻮں ﮐﮯ ﻟﺌﮯ ﻣﺎدر ﻋﻠﻤﯽ ﮐﺎدرﺟہ رﮐﮭﺘﯽ ﮨﯿﮟ ﺟﮩﺎں ﻧﻮﺟﻮان آﺋﻨﺪه ﻋﻤﻠﯽ زﻧﺪﮔﯽ ﮔﺰارﻧﮯ ﮐﺎ ﻓﻦ ﺳﯿﮑﮭﺘﮯ ﮨﯿﮟ۔ﻋﻤﻠﯽ زﻧﺪﮔﯽ ﻣﯿﮟ ﺑﮩﺘﺮﯾﻦ ﮐﺎ ر ﮐﺮدﮔﯽ ﮐﮯ ﻟﺌﮯ ﺧﻮد اﻋﺘﻤﺎ دی ﮐﯽ ﺳﺐ ﺳﮯ زﯾﺎ ده ﺿﺮورت ﻣﺤﺴﻮس ﮨﻮ ﺗﯽ
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
ﮨﮯ اور ﯾہ ﺧﻮد اﻋﺘﻤﺎ دی طﺎ ﻟﺐ ﻋﻠﻤﻮں ﻣﯿﮟ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﻮں ﺳﮯ ﭘﯿﺪا ﮨﻮ ﺗﯽ ﮨﮯ۔ ان ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺣﺼہ ﻟﮯ ﮐﺮ ﮨﻢ ﺷﺨﺼﯿﺖ ﮐﯽ ﭘﮩﭽﺎ ن ﺑﻨﺎ ﭘﺎ ﺗﮯ ﮨﯿﮟ۔ ﺟﻮ طﺎﻟﺐ ﻋﻠﻢ ان ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺣﺼہ ﻧﮩﯿﮟ ﻟﯿﺘﮯ ان ﻣﯿﮟ ﺧﻮد اﻋﺘﻤﺎدی ﮐﯽ ﮐﻤﯽ رﮨﺘﯽ ﮨﮯ۔ ﯾہ ﺳﺮﮔﺮﻣﯿﺎں طﺎﻟﺐ ﻋﻠﻤﻮں ﻣﯿﮟ ﮐﭽﮭ ﮐﺮ دﮐﮭﺎ ﻧﮯ ﮐﺎ ﺟﺬﺑہ ﭘﯿﺪا ﮐﺮ ﺗﯽ ﮨﯿﮟ اور اﺳﯽ ﺟﺬ ﺑﮯ ﮐﮯ ﺗﺤﺖ ﮨﻢ ﻣﺤﻨﺖ اور ﻣﻘﺎ ﺑﻠﮯ ﮐﮯ ﻋﺎدی ﮨﻮ ﺟﺎ ﺗﮯ ﮨﯿﮟ۔ ﯾہ ﻟﮕﻦ اور ﻣﺤﻨﺖ ﮨﯽ ﻣﻨﺰل ﭘﺎ ﻧﮯ ﮐﯽ راﮨﯿﮟ ﮨﻤﻮار ﮐﺮﺗﯽ ﮨﯿﮟ۔ﺗﻌﻠﯿﻤﯽ اداروں ﻣﯿﮟ زﯾﺎ ده ﺳﮯ زﯾﺎ ده اس ﻧﻮع ﮐﯽ ﺳﺮﮔﺮﻣﯿﻮں ﮐﺎ اﻧﻌﻘﺎد ﮨﻮ ﻧﺎ ﭼﺎ ﮨﯿﮯ۔ ﺗﺎ ﮐہ طﻠﺒﺎ آﮔﮯ آﺋﯿﮟ اﭘﻨﯽ ﭘﮩﭽﺎن ﺑﻨﺎ ﺋﯿﮟ اور ﻣﻠﮏ ﮐﺎ ﻧﺎ م روﺷﻦ ﮐﺮﯾﮟ۔ ﺳﯿﺪ ﺧﺎﻟﺪ ﺣﺴﯿﻦ ﮐﯽ راﺋﮯ ﮨﮯ ﮐہ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﺎں اﺳﮑﻮل ﻣﯿﮟ ﺿﺮور ﮨﻮ ﻧﯽ ﭼﺎ ﮨﯿﮯ۔ﮐﯿﻮ ﻧﮑہ ان ﮐﮯ ذرﯾﻌہ ﻧﻮﺟﻮاﻧﻮں ﮐﯽ ﺻﻼ ﺣﯿﺘﻮں ﻣﯿﮟ اﺿﺎ ﻓہ ﮨﻮ ﺗﺎ ﮨﮯ۔ ﺗﻌﻠﯿﻢ ﮐﮯ ﺳﺎﺗﮭ ﺳﺎﺗﮭ ﺻﺤﺖ ﻣﻨﺪ ﻣﻘﺎﺑﻠﮯ ﺧﻮاں وه ﮐﮭﯿﻞ ﮨﻮ ﯾﺎ ﺑﯿﺖ ﺑﺎ زی ﮐﺎ ﻣﻘﺎﺑﻠہ ﯾﺎ ﺗﻘﺮﯾﺮی ﻣﻘﺎ ﺑﻠﮯ ﻧﻮ ﺟﻮا ﻧﻮں ﮐﻮ ﺗﻔﺮﯾﺢ ﺑﮭﯽ ﻓﺮا ﮨﻢ ﮐﺮ ﺗﮯ ﮨﯿﮟ۔اور دﻣﺎ غ ﭘﺮ ﺧﻮﺷﮕﻮار اﺛﺮا ت ﻣﺮﺗﺐ ﮐﺮﺗﮯ ﮨﯿﮟ۔ان ﻣﻘﺎ ﺑﻠﻮں ﮐﮯ ذرﯾﻌہ ﻧﻮ ﺟﻮان اﭘﻨﯽ ﺷﺨﺼﯿﺖ ﮐﻮ دوﺳﺮوں ﮐﮯ ﺳﺎﻣﻨﮯ ﺑﮩﺘﺮ طﻮر ﭘﺮ ﭘﯿﺶ ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ۔اور درﺳﮕﺎ ﮨﯿﮟ ﮨﯽ وه ﺟﮕﯿﮟ ﮨﯿﮟ ﺟﮩﺎں اﺳﺘﺎ د آپ ﮐﯽ ﺷﺨﺼﯿﺖ ﮐﻮ ﺑﮩﺘﺮ ﺳﮯ ﺑﮩﺘﺮ ﺑﻨﺎ ﻧﮯ ﮐﮯ ﻟﺌﮯ ﮐﻮ ﺷﺎں رﮨﺘﮯ ﮨﯿﮟ۔آپ ﮐﯽ ﺑﮩﺘﺮ رﮨﻨﻤﺎ ﺋﯽ ﮐﺮ ﺗﮯ ﮨﯿﮟ ان ﺳﺮﮔﺮﻣﯿﻮں ﮐﮯ ذرﯾﻌہ ﻣﺴﺘﻘﺒﻞ ﮐﮯ ﻧﻮﺟﻮان،ﺷﺎ ﻋﺮ،ﻣﻮﺳﯿﻘﺎر،ڈراﻣﺎ ﻧﮕﺎر،ﻧﻌﺖ ﺧﻮاں اور ﮐﮭﻼ ڑی اﺑﮭﺮ ﮐﺮ ﺳﺎ ﻣﻨﮯ آﺗﮯ ﮨﯿﮟ۔ ﻋﺎﺋﺸہ اﯾﮏ ﮐﺎ ﻟﺞ ﺳﮯ واﺑﺴﺘہ ﮨﯿﮟ وه ﮐﮩﺘﯽ ﮨﯿﮟ ﮐہ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮ ﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺣﺼہ ﻟﯿﻨﮯ ﺳﮯ طﺎ ﻟﺐ ﻋﻠﻤﻮں ﮐﻮ ﺑﮩﺖ ﺳﮯ ﻓﻮاﺋﺪ ﺣﺎﺻﻞ ﮨﻮ ﺗﮯ ﮨﯿﮟ۔ ان ﮐﯽ ﻣﻌﻠﻮ ﻣﺎ ت ﻣﯿﮟ ﺑﮭﯽ اﺿﺎ ﻓہ ﮨﻮ ﺗﺎ ﮨﮯ۔ ﮐﻮ ﺋﯽ طﺎ ﻟﺐ ﻋﻠﻢ ﮐﺴﯽ ﺑﮭﯽ ﺗﻘﺮﯾﺮی ﻣﻘﺎ ﺑﻠﮯ ﻣﯿﮟ ﺣﺼہ ﻟﯿﺘﺎ ﮨﮯ ﺗﻮ ﺑﮩﺘﺮﯾﻦ ﺗﯿﺎ ری ﮐﮯ ﻟﺌﮯ ﻣﺨﺘﻠﻒ ﮐﺘﺎ ﺑﻮں ﮐﺎ ﻣﻄﺎ ﻟﻌہ ﮐﺮ ﺗﺎ ﮨﮯ ﺟﺲ ﺳﮯ اس ﮐﮯ ﻋﻠﻢ و ﺷﻌﻮر ﻣﯿﮟ اﺿﺎ ﻓہ ﮨﻮ ﺗﺎ ﮨﮯ۔ ﯾہ ﻣﻘﺎﺑﻠﮯ طﺎ ﻟﺐ ﻋﻠﻢ ﻣﯿﮟ ﺧﻮد اﻋﺘﻤﺎ دی ﭘﯿﺪا ﮐﺮ ﺗﮯ ﮨﯿﮟ اور ﮐﺎ ﻣﯿﺎ ب ﻣﺴﺘﻘﺒﻞ ﮐﮯ ﻟﺌﮯ اﻋﺘﻤﺎ د ﮨﯽ ﺳﺐ ﺳﮯ ﭘﮩﻠﯽ ﺧﻮﺑﯽ ﮨﮯ ﺟﻮ اﻣﯿﺪواروں ﻣﯿﮟ دﯾﮑﮭﯽ ﺟﺎ ﺗﯽ ﮨﮯ ﮐﯿﻮﻧﮑہ ﺑﺎ اﻋﺘﻤﺎ د ﺷﺨﺺ ﮨﺮ ﺟﮕہ اﭘﻨﺎ ﻟﻮ ﮨﺎ ﻣﻨﻮا ﺳﮑﺘﺎ ﮨﮯ اور اﭘﻨﺎ ﮐﺎ م ﺑﺨﻮﺑﯽ اﻧﺠﺎ م دے ﺳﮑﺘﺎ ﮨﮯ۔ ﷴ واﺟﺪ ﻋﻠﯽ ﺷﻌﺒہ ارﺿﯿﺎ ت ﮐﮯ طﺎ ﻟﺐ ﻋﻠﻢ ﮨﯿﮟ۔ان ﮐﺎ ﮐﮩﻨﺎ ﮨﮯ ﮐہ ﺗﻌﻠﯿﻢ ﺣﺎﺻﻞ ﮐﺮ ﻧﺎ طﻠﺒﺎ ﮐﺎ اوﻟﯿﻦ ﻓﺮﯾﻀہ ﮨﮯ۔ﻟﯿﮑﻦ ﮨﺮ وﻗﺖ ﮐﺘﺎ ﺑﯽ ﮐﯿﮍا ﺑﻨﻨﮯ ﮐﮯ ﺑﺠﺎ ﺋﮯ طﺎ ﻟﺐ ﻋﻠﻤﻮں ﮐﻮ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺑﮭﯽ طﺒﻊ آزﻣﺎ ﺋﯽ ﮐﺮ ﻧﯽ ﭼﺎ ﮨﯿﮯ۔اس ﺳﮯ طﺎﻟﺐ ﻋﻠﻢ ﮐﯽ ﺷﺨﺼﯿﺖ دوﺳﺮوں ﻣﯿﮟ ﻣﻨﻔﺮد ﻧﻈﺮ آﺗﯽ ﮨﮯ اور ﺑﻌﺾ اوﻗﺎت ﮐﺴﯽ ﺧﺎص ﺷﻌﺒﮯ ﻣﯿﮟ اس ﮐﯽ ﻧﻤﺎﯾﺎں ﺻﻼ ﺣﯿﺖ اس ﮐﯽ ﭘﮩﭽﺎ ن ﺑﻦ ﺟﺎ ﺗﯽ ﮨﮯ۔ﻣﯿﮟ دوران ﺗﻌﻠﯿﻢ ﺑﮩﺖ ﺳﯽ ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺣﺼہ ﻟﯿﺘﺎ رﮨﺎ ﮨﻮں ﺟﺲ ﮐﯽ ﺑﺪوﻟﺖ آج ﻣﯿﺮے ﭘﺎ س ﭘﺎ ﻧﭻ اﯾﻮارڈ اور ﺗﻘﺮﯾﺒﺎ ﺗﯿﺲ اﻧﻌﺎ ﻣﺎ ت ﮨﯿﮟ ﺟﻮ ﻣﯿﺮی ﺷﻨﺎﺧﺖ ﺑﻦ ﭼﮑﮯ ﮨﯿﮟ۔آج ﻣﯿﮟ دوﺳﺮے ﮐﯽ ﻧﺴﺒﺖ ﯾﻮ ﻧﯿﻮر ﺳﯿﭩﯽ ﻣﯿﮟ ﻣﻨﻔﺮد ﭘﮩﭽﺎ ن رﮐﮭﺘﺎ ﮨﻮں۔ ﻋﻤﺮا ن اﺣﻤﺪ اﻧﺠﺌﯿﻨﺮ ﻧﮓ ﮐﮯ طﺎﻟﺐ ﻋﻠﻢ ﮨﯿﮟ۔ وه ﮐﮩﺘﮯ ﮨﯿﮟ ﮨﻢ ﻧﺼﺎﺑﯽ ﺳﺮﮔﺮﻣﯿﺎں دراﺻﻞ ﻧﻮ ﺟﻮان طﻠﺒﺎ ﮐﮯ ﻟﺌﮯ اﯾﮏ ﭘﻠﯿﭧ ﻓﺎ رم ﻣﮩﯿﺎ ﮐﺮﺗﯽ ﮨﯿﮟ ۔ﺟﮩﺎں اﻧﮩﯿﮟ اﭘﻨﯽ ﺻﻼ ﺣﯿﺘﻮں و ﻗﺎ ﺑﻠﯿﺘﻮں ﮐﺎ اﻧﺪا زه ﮨﻮ ﺗﺎ ﮨﮯ۔آج ﮐﻞ ﮐﮯ ﻧﻮ ﺟﻮا ن طﻠﺒﺎ اﭘﻨﺎ زﯾﺎ ده ﺗﺮ وﻗﺖ ﻓﻀﻮ ل ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﺿﺎ ﺋﻊ ﮐﺮ دﯾﺘﮯ ﮨﯿﮟ ﮐﯿﻮ ﻧﮑہ آج ﮐﻞ ﺗﻌﻠﯿﻤﯽ اداروں ﻣﯿﮟ ﺑﯿﺖ ﺑﺎ زی،ﻣﻀﻤﻮن ﻧﻮﯾﺴﯽ اور ﺗﻘﺎ رﯾﺮ ﮐﮯ ﻣﻘﺎﺑﻠﻮں ﮐﺎ اﻧﻌﻘﺎد ﻧﺎ ﮨﻮ ﻧﮯ ﮐﮯ ﺑﺮا ﺑﺮ ﮨﮯ۔ﯾﻮ ﻧﯿﻮرﺳﭩﯽ اور ﮐﺎ ﻟﺞ ﻣﯿﮟ اﯾﺴﯽ ﺳﺮﮔﺮﻣﯿﺎں ﮨﻮ ﻧﯽ ﭼﺎ ﮨﯿﮯ ﺗﺎ ﮐہ طﻠﺒﺎ ﻣﯿﮟ ﺣﻮﺻﻠہ اور اﻋﺘﻤﺎد ﭘﯿﺪا ﮨﻮ اور اﻧﮩﯿﮟ اﭘﻨﺎ ﻣﺴﺘﻘﺒﻞ ﺳﻨﻮا رﻧﮯ ﮐﮯ ﻣﻮاﻗﻊ ﻣﻠﯿﮟ۔ اﯾﮏ طﺎﻟﺐ ﻋﻠﻢ ﷴ ﻋﺪﯾﻞ ﮐﺎ ﮐﮩﻨﺎ ﮨﮯ ﮐہ آج ﺟﺪﯾﺪ ﭨﯿﮑﻨﺎ ﻟﻮﺟﯽ ﮐﺎ دور ﮨﮯ۔ﺟﺲ ﮐﯽ ﺑﺪوﻟﺖ اﻧﭩﺮﻧﯿﭧ اور ﻣﻮﺑﺎ ﺋﻞ ﮨﻤﺎری دﺳﺘﺮس ﻣﯿﮟ ﮨﮯ۔ آ ج ﮐﮯ ﻧﻮ ﺟﻮان اﭘﻨﺎ ﻗﯿﻤﺘﯽ وﻗﺖ اﯾﺲ۔اﯾﻢ۔اﯾﺲ اور ﻧﯿﭧ ﭼﭩﻨﮓ ﻣﯿﮟ ﺿﺎﺋﻊ ﮐﺮ دﯾﺘﮯ ﮨﯿﮟ۔ﺟﺲ ﺳﮯ ان ﮐﯽ ﺻﻼﺣﯿﺘﯿﮟ ﺧﺘﻢ ﮨﻮ ﮐﺮ ره ﺟﺎ ﺗﯽ ﮨﯿﮟ۔ان ﺳﺮﮔﺮﻣﯿﻮں ﻣﯿﮟ ﭘﻮ زﯾﺸﻦ ﮨﻮﻟﮉر طﻠﺒﺎﮐﻮ ان ﮐﯽ ﺣﻮﺻﻠہ اﻓﺰا ﺋﯽ ﮐﮯ ﻟﺌﮯ اﻧﻌﺎﻣﺎت ﺳﮯ ﺑﮭﯽ ﻧﻮازﻧﺎ ﭼﺎ ﮨﯿﮯ۔ﺗﺎﮐہ دوﺳﺮے طﻠﺒﺎ ﻣﯿﮟ ﻣﻘﺎﺑﻠﮯ ﻣﯿﮟ ﮐﺎ رﺟﺤﺎن اور ﺷﻮق ﭘﯿﺪا ﮨﻮ اﮐﺜﺮ طﺎﻟﺐ ﻋﻠﻢ ﺑﻌﺾ اوﻗﺎت ﺧﻮد اس ﺑﺎت ﺳﮯ اﻧﺠﺎن ﮨﻮﺗﮯ ﮨﯿﮟ ﮐہ ان ﻣﯿﮟ ﮐﯿﺎﮐﯿﺎ ﺻﻼﺣﯿﺘﯿﮟ ﭘﻮﺷﯿﺪه ﮨﯿﮟ۔ﻟﮩﺬا ان ﺳﺮﮔﺮﻣﯿﻮں ﮐﺎ اﻧﻌﻘﺎد ﺑﮩﺖ ﺿﺮوری ﮨﮯ ﺗﺎﮐہ ﻧﻮﺟﻮاﻧﻮں ﮐﯽ ﺻﻼﺣﯿﺘﻮں ﮐﻮ اظﮩﺎر ﮐﮯ ﻣﻮاﻗﻊ ﻣﯿﺴﺮ آ ﺳﮑﯿﮟ۔ ﻣﺴﻠﺴﻠﺠﺎﻣﻌﺠﺎﻧﭽﺴﮯﭘﮩﻠﮯﺟﺎﻧﭽﮑﯿﻤﻮﺟﻮدﮨﺼﻮرﺗﺤﺎل: (١)ﺗﻌﻠﯿﻤﯿﻤﻘﺎﺻﺪ،ﺟﺎﻧﭽﮑﺎطﺮﯾﻘﮩﮑﺎراورﭘﻮﭼﮭﮯﺟﺎﻧﮯواﻟﮯﺳﻮاﻻﺗﻤﯿﻨﺘﻌﻠﻘﮑﺎﻧﮩﭙﺎﯾﺎﺟﺎﻧﺎ۔ (٢)طﻠﺒﺎءﮐﮯاﮐﺘﺴﺎﺑﮑﯿﺠﺎﻧﭻ ﺻﺮﻓﺘﺤﺮﯾﺮﯾﺎﻣﺘﺤﺎﻧﮑﮯذرﯾﻌﮩﮑﯿﺠﺎﺗﯿﺘﮭﯽ۔زﺑﺎﻧﯿﺎورﻣﻈﺎﮨﺮاﺗﯿﺎﻣﺘﺤﺎﻧﮑﮯﻟﺌﮯﮐﻤﻤﻮاﻗﻌﻔﺮاﮨﻤﮑﺮﻧﺎ۔ (٣) اﻣﺘﺤﺎﻧﻤﯿﻨﺒﭽﻮﻧﮑﯿﺘﺮﻗﯿﮑﯿﺒﻨﯿﺎدﭘﺮﺗﺪرﯾﺴﻤﯿﻨﺘﺒﺪﯾﻠﯿﯿﺎاﺻﻼﺣﯿﺘﺪرﯾﺴﮑﺎﻧﮩﮩﻮﻧﺎ،ﺑﭽﻮﻧﮑﯿﻤﻨﺎﺳﺒﺘﺮﻗﯿﻨﮩﮩﻮﻧﮯﮐﮯﺑﺎوﺟﻮداﮔﻠﮩﻨﺼﺎﺑﺘﯿﺎر ﮐﺮﻧﺎ۔طﻠﺒﺎءﺳﯿﮑﮭﯿﻨﮩﯿﻨﯿﺎﻧﮩﺴﯿﮑﮭﯿﻨﻨﺼﺎﺑﮑﯿﺘﮑﻤﯿﻠﮑﻮﺿﺮورﯾﺴﻤﺠﮭﻨﺎاورﻧﺼﺎﺑﮑﯿﺘﮑﻤﯿﻠﮑﺮﮐﮯذﻣﮩﺪارﯾﺴﮯﻋﮩﺪﮨﺒﺮآﮨﻮﺟﺎﻧﺎ۔
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
(۴)ﺑﭽﻮﻧﮑﯿﻐﻮروﻓﮑﺮﮐﯿﺘﺠﺰﯾﺎﺗﯿﺼﻼﺣﯿﺘﮑﯿﺠﺎﻧﭽﮑﮯﺳﻮاﻻﺗﮑﮯﺑﺠﺎﺋﮯﺻﺮﻓﺮﭨﮑﺮﺟﻮاﺑﺪﯾﻨﮯﮐﮯﻗﺎﺑﻠﺴﻮاﻻﺗﮑﺎدﯾﻨﺎ۔ (۵)اﮐﺘﺴﺎﺑﺼﺮﻓﺪرﺳﯿﮑﺘﺎﺑﺘﮑﮩﯿﻤﺤﺪودﮨﻮﮐﺮرﮨﮕﯿﺎﮨﮯ۔ﻣﻌﻠﻮﻣﺎﺗﻔﺮاﮨﻤﮑﺮﻧﺎاوردﺋﮯﮔﺌﯿﻤﻌﻠﻮﻣﺎﺗﮑﺎﺟﻮﻧﮑﺎﺗﻮﻧﺠﺎﻧﭽﮑﺮﻧﺎﺗﻌﻠﯿﻤﮑﺎﻋ ﯾﻨﻤﻘﺼﺪﺳﻤﺠﮭﺎﺟﺎﺗﺎﮨﮯ۔ (۶) ﺗﻌﻠﯿﻤﯿﻤﻨﺼﻮﺑہ،ﺗﻌﻠﯿﻤﮑﺎاﮨﻤﻤﻘﺼﺪ،طﺎﻟﺒﻌﻠﻤﮑﻮﮨﻤﮩﮕﯿﺮﺗﺮﻗﯿﯿﺎﻓﺘﮩﺎﯾﮑﻤﮑﻤﻼﻧﺴﺎﻧﺒﻨﺎﻧﺎﮨﮯ۔ﻟﯿﮑﻨﺼﺮﻓﺰﺑﺎن،رﯾﺎﺿﯽ،ﺳﺎﻧﺌﺴﺎورﺳﻤﺎ ﺟﯿﻌﻠﻤﮑﻮﮨﯿﺎﮨﻤﯿﺘﺪےﮐﺮﻓﻨﻮﻧﮑﮭﯿﻠﮑﻮد،ﺻﺤﺖ،ﻣﻌﺎوﻧﺤﯿﺎﺗﻤﮩﺎرﺗﯿﮟ،اﻧﺴﺎﻧﯿﺎﻗﺪار،ﺟﻮﮐﮩﺎﻧﺴﺎﻧﮑﯿﮩﻤﮩﺠﮩﺘﯿﺘﺮﻗﯿﻤﯿﻨﻤﺪدﮔﺎرﮨﻮﺗﮯﮨﯿﮟ ،اﻧﮑﻮﻧﻈﺮاﻧﺪازﮐﺮﻧﺎ۔ (٧)ﺗﺪرﯾﺴﯿﻮاﮐﺘﺴﺎﺑﯿﻌﻤﻠﻤﯿﻨﺒﭽﮯﮐﺴﻄﺮح،ﮐﺴﺤﺪﺗﮑﺴﯿﮑﮭﺮﮨﮯﮨﯿﻨﮑﺎﺑﺮوﻗﺘﺠﺎﺋﺰﮨﻠﯿﻨﮯﮐﮯﺑﺠﺎﺋﮯاﻣﺘﺤﺎﻧﺘﮑﺎﻧﺘﻈﺎرﮐﺮﮐﮯﮐﺘﻨ ےطﻠﺒﺎءﻧﮯﮐﺘﻨﺎﺳﯿﮑﮭﺎدﯾﮑﮭﺎﺟﺎرﮨﺎﮨﮯ۔ (٨)اﻣﺘﺤﺎﻧﺎﺗﮑﯿﺒﻨﯿﺎدﭘﺮاﺳﺎﺗﺬﮨﺎﭘﻨﮯطﺮﯾﻘﮩﺘﺪرﯾﺴﻤﯿﻨﺘﺒﺪﯾﻠﯿﯿﺎﻓﺮوﻏﺪﯾﻨﺎﯾﺎﮐﺴﻄﺮﺣﮑﻮﻧﺴﮯطﺮﯾﻘﮩﮑﻮاﭘﻨﺎﻧﮯﺳﮯﺧﺎطﺮﺧﻮاﮨﻨﺘﺎﺋﺠ ﺣﺎﺻﻠﮩﻮﺳﮑﺘﮯﮨﯿﮟ۔ ﻏﻮروﻓﮑﺮﮐﺮﻧﺎﭼﮭﻮڑدﺋﮯﮨﯿﻨﺎورﮐﺌﯿﺎﺳﺎﺗﺬﮨﮑﺎاﯾﻘﺎﻧﮩﮯﮐﮩﺘﺮﻗﯿﺒﭽﮯﮐﯿﺎﻧﻔﺮادﯾﻘﺎﺑﻠﯿﺘﮑﯿﻮﺟﮩﺴﮯﮨﯿﻤﻤﮑﻨﮩﮯ۔ﺑﭽﻮﻧﮑﺎﺳﯿﮑﮭﻨﺎﯾﺎﻧﮩﺴ ﯾﮑﮭﻨﺎﺑﭽﻮں ﮐﯿﺬﮨﻨﯿﺼﻼﺣﯿﺘﭙﺮﻣﺮﮐﻮزﮨﮯ۔ (٩)ﺗﺪرﯾﺴﺎﻣﺘﺤﺎﻧﮑﮯﻣﻄﺎﺑﻖ،اﻣﺘﺤﺎﻧﺎﺗﮑﯿﺘﯿﺎرﯾﮑﮯﻟﺌﮯاﻣﺘﺤﺎﻧﮑﻮذﮨﻨﻤﯿﻨﺮﮐﮭﺘﮯﮨﻮﺋﮯﮨﻮرﮨﯿﮩﮯ۔ (٠١)ﺟﺎﻧﭽﮑﮯطﺮﯾﻘﮩﮑﺎرﮐﮯﻣﻄﺎﺑﻘﺘﺪرﯾﺴﮩﻮﺗﯿﮩﮯ۔ﯾﻌﻨﯿﺎﺳﺎﺗﺬﮨﮑﺎﮐﺎﻣﮑﺮﻧﮯﮐﺎطﺮﯾﻘﮩﺎورطﺮزﻋﻤﻼﻣﺘﺤﺎﻧﺎﺗﮑﮯطﺮﯾﻘﮩﭙﺮﻣﺮﮐ وزﮨﻮﺗﺎﮨﮯ۔ ﻣﺴﻠﺴﻠﺠﺎﻣﻌﺠﺎﻧﭽﺎوراﻣﺘﺤﺎﻧﯿﺎﺻﻼﺣﺎت: ﻣﺴﻠﺴﻠﺠﺎﻣﻌﺠﺎﻧﭽﮑﮯذرﯾﻌﮩﺎﻣﺘﺤﺎﻧﯿﻄﺮﯾﻘﮩﮑﺎرﻣﯿﻨﺤﺴﺒﺬﯾﻼﺻﻼﺣﺎﺗﯿﺎﻗﺪاﻣﺎﺗﮑﺌﮯﮔﺌﮯﮨﯿﮟ۔ (١)ﺑﭽﻮﻧﮑﯿﺘﺮﻗﯿﮑﺎاﻧﺪازﮨﮑﺒﮭﯿﮑﺒﮭﺎرﻟﯿﻨﮯﮐﮯﺑﺠﺎﺋﮯ،ﺗﺸﮑﯿﻠﯿﺠﺎﻧﭽﮑﮯذرﯾﻌﮩﮑﻤﺮﮨﺠﻤﺎﻋﺘﻤﯿﮟ ﺗﺪرﯾﺴﻮاﮐﺘﺴﺎﺑﯿﻌﻤﻠﮑﮯدوراﻧﺎﻧﺪازﮨﻠﮕﺎﯾﺎﺟﺎﺳﮑﺘﺎﮨﮯ۔ (٢)ﯾﺎدﮐﺮﮐﮯﺳﯿﮑﮭﻨﺎ،ﺳﻤﺠﮭﻨﮯﮐﮯﺑﺠﺎﺋﮯطﺎﻟﺒﻌﻠﻤﺴﻮﭼﮑﺮﺧﻮدﺳﮯاظﮩﺎرﮐﺮﻧﮯﻗﺎﺑﻠﺒﻨﺎﻧﮯﭘﺮﺗﻮﺟﮩﻤﺮﮐﻮزﮐﯿﺠﺎﺋﮯاوراﺳ طﺮزﻋﻤﻠﮑﯿﮩﻤﺘﺎﻓﺰاﺋﯿﮑﯿﺠﺎﺋﮯ۔ (٣)ﺟﺎﻧﭽﻄﺎﻟﺒﻌﻠﻤﻤﯿﻨﺘﻌﻠﯿﻤﯿﻤﻌﯿﺎراﺗﮑﺎﺣﺼﻮﻟﮑﺴﺤﺪﺗﮑﮩﻮاﮨﮯ۔ﺟﺎﻧﻨﮯﮐﮯﻗﺎﺑﻠﮩﻮﻧﺎﭼﺎﮨﯿﮯ۔ﯾﻌﻨﯿﻄﺎﻟﺒﻌﻠﻤﮑﺴﺤﺪﺗﮑﺘﺪرﯾﺴﯿﻤﻘﺎﺻﺪﮐ اﺣﺎﺻﻠﮑﺮﺳﮑﺎﮨﮯ۔ﺟﺎﻧﻨﮯﭘﺮﮨﯿﺘﻮﺟﮩﺪﯾﺠﺎﺋﮯ۔ (۴) ﻣﻌﻠﻤﺨﻮدﮐﮯﺗﯿﺎرﮐﺮدﮨﭙﺮﭼﮩﺴﻮاﻻﺗﺴﮯﮨﯿﺎﻣﺘﺤﺎﻧﻤﻨﻌﻘﺪﮐﺮے۔ﮐﯿﺴﮯﺑﮭﯿﺤﺎﻻﺗﻤﯿﻨﺎﻣﺘﺤﺎﻧﮑﮯﻟﺌﮯﭘﺮﭼﮩﺴﻮاﻻﺗﻨﮩﺨﺮﯾﺪﯾﮟ۔ﻣﻌﻠﻤﻨ ےﺧﻮدﮐﯿﺎﺗﺪرﯾﺴﮑﯿﮩﮯ؟ﮐﺴﻄﺮﺣﺘﺪرﯾﺴﮑﯿﮩﮯ؟ﮐﻨﮑﻨﺘﻌﻠﯿﻤﯿﻤﻌﯿﺎراﺗﮑﮯﺣﺼﻮﻟﮑﮯﻟﺌﮯﺗﺪرﯾﺴﮑﯿﮩﮯ؟ﺟﯿﺴﮯﻧﮑﺎﺗﮑﻮذﮨﻨﻤﯿﻨﺮ ﮐﮭﺘﮯﮨﻮﺋﮯﭘﺮﭼﮩﺴﻮاﻻﺗﺘﯿﺎرﮐﺮﯾﮟ۔ﺳﻮاﻻﺗﮑﯿﻨﻮﻋﯿﺘﺴﻮﭼﮑﺮ،ﺗﺠﺰﯾﮩﮑﺮﮐﮯﺑﭽﮯاﭘﻨﮯاﻟﻔﺎظﻤﯿﻨﻮﺿﺎﺣﺘﮑﺮﻧﮯﮐﮯﻟﺌﮯﻣﻮزوﻧ ﺳﻮاﻻﺗﺪﺋﮯﺟﺎﺋﯿﮟ۔ﺑﭽﻮﻧﮑﻮاﻧﮑﮯﺧﯿﺎﻻﺗﮑﮯاظﮩﺎرﮐﮯﻟﺌﮯﻣﺪدﮔﺎرﺳﻮاﻻﺗﮩﻮں۔راﺳﺘﺪرﺳﯿﮑﺘﺎﺑﭙﺮﻣﺒﻨﯿﺴﻮاﻻﺗﻨﮩﺪﺋﮯﺟﺎﺋﯿﮟ۔اﻣﺘ ﺣﺎﻧﺒﭽﻮﻧﮑﯿﺬاﺗﯿﻘﺎﺑﻠﯿﺘﻮﺻﻼﺣﯿﺘﮑﮯاظﮩﺎرﮐﺎﻣﻮﻗﻌﻔﺮاﮨﻤﮑﺮے۔ﺟﻮاﺑﺒﭽﻮﻧﮑﯿﻤﺨﻔﯿﺼﻼﺣﯿﺘﻮﻧﮑﻮاﺟﺎﮔﺮﮐﺮﻧﮯواﻟﮯﮨﻮں۔ (۵)ﮨﺮﻣﻌﻠﻢ،طﺎﻟﺒﻌﻠﻤﻮارﯾﺒﭽﻮﻧﮑﯿﺘﺮﻗﯿﺮﺟﺴﭩﺮﯾﻌﻨﯽCCEرﺟﺴﭩﺮﮐﺎاﮨﺘﻤﺎﻣﮑﺮے۔ (۶)ﺟﺎﻧﭽﺼﺮﻓﺘﺤﺮﯾﺮﯾﺎﻣﺘﺤﺎﻧﻮﻧﮑﮯذرﯾﻌﮩﮩﯿﻨﮩﮩﻮﺑﻠﮑﮩﺰﺑﺎﻧﯽ،ﻣﻈﺎﮨﺮاﺗﯽ،ﻣﺸﺎﻏﻞ،ﻣﻨﺼﻮﺑﮩﮑﺎم،ﻣﺸﺎﮨﺪه،ﮐﻤﺮﮨﺠﻤﺎﻋﺘﮑﺎﮐﺎم اوراﻧﮑﯿﺘﯿﺎرﮐﺮدﮨﺮﭘﻮرﭨﭙﺮﺑﮭﯿﮩﻮ۔ (٧)ﻓﻨﻮن،ﮐﮭﯿﻠﮑﻮد،ﺗﻌﻠﯿﻤﺼﺤﺖ،اﻗﺪار،ﮐﺎﻣﮑﺎﺗﺠﺮﺑہ،وﻏﯿﺮﮨﺠﯿﺴﮯﮨﻤﻨﺼﺎﺑﯿﻤﻀﺎﻣﯿﻨﮑﻮﺑﮭﯿﺠﺎﻧﭽﮑﺎﺣﺼﮩﺒﻨﺎﻧﮯﭘﺮﮨﯿﺠﺎﻧﭽﺠﺎﻣ ﻋﺠﺎﻧﭽﮑﮩﺎﺟﺎﺳﮑﺘﺎﮨﮯ۔ (٨)ﺟﺎﻧﭽﺠﺎﻣﻌﮩﯿﻨﮩﯿﻨﺒﻠﮑﮩﻄﻠﺒﺎءﮐﮯﺳﯿﮑﮭﻨﮯﮐﮯدوران،ﭘﮍھﻨﮯﮐﮯدوران،ﻟﮑﮭﻨﮯﮐﮯدوران،رﯾﺎﺿﯿﮑﮯﺳﻮاﻻﺗﺤﻠﮑﺮﺗﮯ وﻗﺖ،ﻣﻨﺼﻮﺑﮩﮑﺎﻣﻤﯿﻨﺤﺼﮩﻠﯿﺘﮯوﻗﺖ،ﻣﺒﺎﺣﺜﮩﮑﮯدوران،اﻧﮑﮯﮔﻔﺘﮕﻮﮐﺎطﺮﯾﻘہ،ﻣﺨﺘﻠﻔﻤﻮﺿﻮﻋﺎﺗﭙﺮاﭘﻨﮯﺧﯿﺎﻻﺗﮑﮯاظﮩﺎرﮐﯿ ﺑﻨﯿﺎدﭘﺮﻣﻌﻠﻤﺒﮩﻐﻮرﻣﺬﮐﻮرﮨﺘﻤﺎﻣﺎﻣﻮرﮐﺎﻣﺸﺎﮨﺪﮨﮑﺮﺗﮯﮨﻮﺋﮯطﻠﺒﺎءﮐﯿﻤﺨﻔﯿﺼﻼﺣﯿﺘﻮﻧﮑﯿﺴﻄﺤﮑﺎاﻧﺪازﮨﮩﻮﺳﮑﮯ۔ (٩)ﺑﭽﻮﻧﮑﯿﺘﺮﻗﯿﺮﭘﻮرﭨﺘﻤﺎﻣﻨﮑﺎﺗﭙﺮﯾﻌﻨﯿﻨﺼﺎﺑﯽ،زاﺋﺪﻧﺼﺎﺑﯽ،طﺎﻟﺒﻌﻠﻤﮑﯿﺼﺤﺖ،ﺣﺎﺿﺮی،وﻏﯿﺮﮨﺘﻤﺎﻣﻨﮑﺎﺗﻤﯿﻨﺘﺮﻗﯿﮑﺎﻣﻈﺎﮨﺮﮨﮑ رﺗﺎﮨﻮ۔ (١٠)ﮨﺮﻣﺎﮨﺎﺳﮑﻮﻟﻤﯿﻨﺠﯿﻤﻨﭩﮑﻤﯿﭩﯿﺎورواﻟﺪﯾﻨﮑﮯاﺟﻼﺳﻤﯿﻨﺒﭽﻮﻧﮑﯿﺘﺮﻗﯿﮑﺎﻣﻈﺎﮨﺮﮨﺎورﻣﺒﺎﺣﺜﮩﮩﻮ۔ﺑﭽﮯﭘﮍھﻨﺎ،ﻟﮑﮭﻨﺎ،رﯾﺎﺿﯿﮑﮯ ﻣﺴﺎﺋﻠﺤﻠﮑﺮﻧﺎ،دﺋﮯﮔﺌﮯﻣﻮﺿﻮﻋﭙﺮرواﻧﯿﺴﮯﮔﻔﺘﮕﻮﮐﺮﻧﺎوﻏﯿﺮﮨﮑﺎواﻟﺪﯾﻨﮑﮯﺳﺎﻣﻨﮯﻣﻈﺎﮨﺮﮨﮩﻮ۔ (١١)ﮨﺮﺳﺎﻟﻤﺎﮨﺠﻨﻮری ﻣﯿﻨﺎﺳﮑﻮﻟﮑﯿﮑﺸﺎدﮔﯿﭙﺮﮨﺮﻣﻀﻤﻮﻧﻤﯿﻨﻤﻌﻠﻤﺎﺑﺘﺪاﺋﯿﭩﺴﭩﻤﻨﻌﻘﺪﮐﺮﮐﮯطﻠﺒﺎءﮐﯿﺴﻄﺤﮑﺎﺗﻌﯿﻨﮑﺮﺗﮯﮨﻮﺋﮯاﺑﻄﻠﺒﺎءﮐﮯﻣﻌﯿﺎرﮐﻮﮐﮩﺎﻧﺘ ﮐﭙﮩﻨﭽﺎﻧﺎﮨﮯﻧﺸﺎﻧہ (Target)طﮯﮐﺮے۔
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
ﺧﻼﺻہ:ﻣﺴﻠﺴﻞ ﺟﺎﻣﻊ ﺟﺎ ﻧﭻ اﺳﮑﯿﻢ اﺳﮑﻮ ل ﻣﯿﮟ درس و ﺗﺪرﯾﺲ ﯾﺎ ﺗﺪرﯾﺴﯽ و اﮐﺘﺴﺎ ب ﮐﻮ ﻣﻮﺛﺮ ﺑﻨﺎ ﻧﮯ ﮐﺎ اﯾﮏ ﺑﮩﺖ ﺑﮩﺘﺮﯾﻦ آﻟہ ﮨﮯ۔اب ﺿﺮورت اس ﺑﺎ ت ﮐﯽ ﮨﮯ ﮐہ Acquired knowledge and skillsﮐﻮ ﭘﻮرا ﮐﯿﺎ ﺟﺎ ﺋﮯ۔ﺑﻠﮑہ طﻠﺒﺎ ﮐﻮ اس ﻻ ﺋﻖ ﺑﻨﺎ ﯾﺎ ﺟﺎ ﮐہ وه اﭘﻨﯽ ﻣﮩﺎ رﺗﻮں و ﺻﻼ ﺣﯿﺘﻮں ﮐﯽ ﺑﻨﯿﺎ د ﭘﺮ ﺣﻘﯿﻘﯽ دﻧﯿﺎ ﮐﺎ ﺳﺎﻣﻨﺎ ﮐﺮ ﺳﮑﯿﮟ۔ اس طﺮح اب ﻋﻠﻢ اور ﮐﺎرﮐﺮدﮔﯽ دوﻧﻮں ﭘﺮ زور دﯾﻨﮯ ﮐﺎ وﻗﺖ آﮔﯿﺎ ﮨﮯ۔ ﻣﺴﻠﺴﻞ ﺟﺎ ﻣﻊ ﺟﺎ ﻧﭻ اﺳﮑﯿﻢ ﮐﮯ ﺗﺤﺖ اﯾﮏ طﺎ ﻟﺐ ﻋﻠﻢ ﮐﮯ School Based Evaluationاور اس ﮐﯽ ﺷﺨﺼﯿﺖ ﮐﮯ ﮨﺮ ﭘﮩﻠﻮ ﮐﯽ ﻣﮑﻤﻞ ﮨﻤہ ﺟﮩﺖ ﻧﺸﻮ و ﻧﻤﺎ ﮨﻮ ﺳﮑﮯ۔ﻣﺴﻠﺴﻞ ﺟﺎ ﻣﻊ ﺟﺎ ﻧﭻ اﺳﮑﯿﻢ ﺳﮯ ﭘﮩﻠﮯ Internal Assessmentﮐﺎ ﮐﻮﺋﯽ ﺗﺼﻮر ﮨﯽ ﻧﮩﯿﮟ ﺗﮭﺎ۔ﭘﻮ را ﺗﻌﻠﯿﻤﯽ ﻧﻈﺎ م External Assessmentﭘﺮ ﻣﻨﺤﺼﺮ ﺗﮭﺎاور ﭘﻮ رے ﺳﺎل ﮐﯽ ﺗﻌﻠﯿﻤﯽ ﮐﺎ رﮐﺮدﮔﯽ ﻣﺨﺘﺼﺮ ﺳﮯ ﺗﯿﻦ ﮔﮭﻨﭩﮯ ﮐﮯ External Examinationﭘﺮ ﻣﺤﯿﻂ ﺗﮭﯽ۔اس ﺳﮯ طﻠﺒﺎ ﮐﮯ اﻧﺪر اﯾﮏ طﺮح ﮐﺎ اﻣﺘﺤﺎ ن ﮐﺎ ﺧﻮف ﺑﻨﺎ رﮨﺘﺎ ﺗﮭﺎ اور اس ﺳﮯ طﻠﺒﺎﮐﯽ ﺷﺨﺼﯿﺖ ﮐﮯ ﮨﺮ ﭘﮩﻠﻮ ﮐﯽ ﻣﮑﻤﻞ ﻧﺸﻮ وﻧﻤﺎ ﺑﮭﯽ ﻧﮩﯿﮟ ﮨﻮ ﭘﺎ ﺗﯽ ﺗﮭﯽ۔ﺑﮩﺖ ﺳﮯ طﻠﺒﺎﻧﺘﺎ ﺋﺞ ﺑﺮ آﻣﺪ ﮨﻮ ﻧﮯ ﮐﮯ ﺑﻌﺪ ﺧﻮد ﮐﺸﯽ اور اﭘﻨﯽ ﺑﯿﺶ ﺑﮩﺎ ﻗﯿﻤﺘﯽ زﻧﺪﮔﯽ ﺳﮯ ﺑﮭﯽ ﮨﺎ ﺗﮭ دھﻮ ﺑﯿﭩﮭﺘﮯ ﺗﮭﮯ۔ﻣﺴﻠﺴﻞ ﺟﺎ ﻣﻊ ﺟﺎﻧﭻ اﺳﮑﯿﻢ ﺳﮯ طﻠﺒﺎ ﮐﻮ اﯾﮏ ﺑﮍا ﻓﺎﺋﺪه ﯾہ ﮨﻮ ﮐہ ﭘﻮ رے ﺳﺎ ل ﮐﯽ ﺗﻌﻠﯿﻤﯽ ﮐﺎ ر ﮐﺮدﮔﯽ ﮐﻮ دو زﻣﺮوں ﻣﯿﮟ ﺗﻘﺴﯿﻢ ﮐﺮ دﯾﺎ ﮔﯿﺎ۔ﻧﺼﺎﺑﯽ اور ﮨﻢ ﻧﺼﺎﺑﯽ ﺟﺲ ﻣﯿﮟ Scholasticweightage 60%اور Co-scholasticweightage 40%دﯾﺎ ﮔﯿﺎ ﮨﮯ۔ ﺟﺲ ﺳﮯ ﺟﺎ ﻧﭻ ﮐﮯ ﻋﻤﻞ ﮐﮯ دورا ن ﮨﺮ طﺎ ﻟﺐ ﻋﻠﻢ ﮐﯽ اﻧﻔﺮادی ﺷﺨﺼﯿﺖ ﮐﮯ ﮨﺮ ﭘﮩﻠﻮ ﮐﻮ ﺷﺎ ﻣﻞ ﮐﯿﺎ ﺟﺎ ﻧﺎ ﭼﺎ ﮨﯿﮯ۔ ﻣﺴﻠﺴﻞ ﺟﺎﻣﻊ ﺟﺎﻧﭻ اﺳﮑﯿﻢ ﮐﮯ ذرﯾﻌہ Rote learning ﮐﺎ طﺎﻟﺐ ﻋﻠﻢ اﭘﻨﯽ روز ﻣﺮه زﻧﺪﮔﯽ ﻣﯿﮟ اطﻼق ﮐﺮ ﻧﺎ ﺳﯿﮑﮭﺘﺎ ﮨﮯ۔ﻣﺴﻠﺴﻞ ﺟﺎﻣﻊ ﺟﺎﻧﭻ اﺳﮑﯿﻢ ﮐﮯ ﺗﺤﺖ ﺳﻮاﻻ ت ﮐﺎ ﭘﺮﭼہ ﻧﺎ ﻟﺞ ﭘﺮ ﻣﻨﺤﺼﺮ ﻧﺎ ﮨﻮ ﮐﺮ ﺑﻠﮑہ ﺗﺼﻮرا ت ﭘﺮ ﻣﺒﻨﯽ ﮨﻮ ﺗﺎ ﮨﮯ۔اب ﺳﻮال ﮐﻮ ﺳﻤﺠﮭ ﮐﺮ ﺟﻮاب ﻟﮑﮭﻨﺎ ﮨﻮ ﺗﺎ ﮨﮯ۔ﻣﺴﻠﺴﻞ ﺟﺎ ﻣﻊ ﺟﺎﻧﭻ اﺳﮑﯿﻢ ﺳﮯ ﭘﮩﻠﮯ ﺗﻤﺎم طﻠﺒﺎ ﺳﺒﮭﯽ ﺳﻮاﻟﻮں ﮐﮯ اﯾﮏ ﮨﯽ ﺟﻮا ب ﻟﮑﮭ ﺳﮑﺘﮯ ﺗﮭﮯ۔اب ﮨﺮ طﺎ ﻟﺐ ﻋﻠﻢ ﮐﻮ اﭘﻨﮯ ﻧﻈﺮﯾہ اور ﺳﻮﻧﭻ و ﻓﮑﺮ ﮐﮯ ذرﯾﻌہ ﺳﮯ اﻟﮓ اﻟﮓ ﺟﻮا ب ﻟﮑﮭﻨﺎ ﮨﻮ ﺗﺎ ﮨﮯ۔اب ﻧﺌﮯ طﺮﯾﻘہ اﻣﺘﺤﺎ ن اﺳﮑﯿﻢ ﻣﯿﮟ ﺳﻮاﻻ ت ﮐﮯ ﺟﻮاﺑﺎ ت ﮐﻮ ﯾﺎد ﮐﺮ ﻧﮯ ﮐﮯ ﺑﺠﺎ ﺋﮯ ﺳﻮال ﮐﻮ ﺳﻤﺠﮭ ﮐﺮ اﭘﻨﮯ اﻟﻔﺎظ ﻣﯿﮟ ﮐﯿﺎ ﺳﻤﺠﮭﮯ ﺻﺤﯿﺢ ﻏﻠﻂ ﮐﭽﮭ ﺑﮭﯽ ﻟﮑﮭﻨﺎ ﮨﻮ ﮔﺎ۔ اس ﮐﻮ ﺳﻮﭼﻮ، ﺳﻤﺠﮭﻮ،اور ﻟﮑﮭﻮ ﮐﺎ ﻧﻈﺮﯾہ ﺑﮭﯽ ﻗﺮار دﯾﺎ ﮔﯿﺎ ﮨﮯ۔اس ﺳﮯ اﯾﮏ ﺑﮍا ﻓﺎ ﺋﺪه ﯾہ ﮨﻮ ا ﮐہ طﺎ ﻟﺐ ﻋﻠﻢ ﮐﭽﮭ ﺑﮭﯽ ﻟﮑﮭ ﮐﺮ ﻣﺎرﮐﺲ ﺣﺎﺻﻞ ﮐﺮ ﺳﮑﺘﺎ ﮨﮯ۔ اب طﺎ ﻟﺐ ﻋﻠﻢ ﮐﻮ ﺳﻮال ﮐﻮ ﺳﻤﺠﮭ ﮐﺮ اﭘﻨﮯ اﻟﻔﺎ ظ ﻣﯿﮟ ﺟﻮاب ﻟﮑﮭﻨﺎ ﮨﮯ۔ ﺣﻮاﻟہ ﺟﺎﺗﯽ ﮐﺘﺐ: ﮨﻤﺎرا ﻣﺪرﺳہ ۔ﮨﻤﺎرا ﻣﺴﺘﻘﺒﻞ،ﮐﺘﺎﺑﭽہ ﺑﺮاﺋﮯ اراﮐﯿﻦ ﻣﺪرﺳہ اﻧﺘﻈﺎﻣﯽ ﮐﻤﯿﭩﯽ،راﺟﯿﻮ ودﯾﺎ ﻣﺸﻦ ،آﻧﺪھﺮا ﭘﺮدﯾﺶ ۔ﺣﯿﺪرآﺑﺎد ﻣﺎڈﯾﻮل ﮐﮯ ﺗﺸﮑﯿﻞ ﮐﺎر۔رﯾﺎﺳﺘﯽ ﭘﺮاﺟﮑﭧ ڈاﺋﺮﮐﭩﺮ،راﺟﯿﻮ ودﯾﺎ ﻣﺸﻦ ،آﻧﺪھﺮا ﭘﺮدﯾﺶ ۔ﺣﯿﺪرآﺑﺎد اﮐﺘﺴﺎﺑﯽ ﺗﺮﻗﯽ ﭘﺮوﮔﺮام ۔ﺟﺎﻧﭻ ﮐﮯ ﻋﺼﺮی طﺮﯾﻘہ ﮐﺎر،راﺟﯿﻮ ودﯾﺎ ﻣﺸﻦ ،آﻧﺪھﺮا ﭘﺮدﯾﺶ ۔ﺣﯿﺪرآﺑﺎد ﮐﺘﺎﺑﭽہ ﺑﺮاﺋﮯ ﻣﺴﻠﺴﻞ ﺟﺎﻣﻊ ﺟﺎﻣﭻ ۔رﯾﺎﺳﺘﯽ اداره ﺑﺮاﺋﮯ ﺗﻌﻠﯿﻤﯽ ﺗﺤﻘﯿﻖ و ﺗﺮﺑﯿﺖ،آﻧﺪھﺮا ﭘﺮدﯾﺶ ۔ﺣﯿﺪرآﺑﺎد ﻣﺎﮨﻨﺎﻣہ ﯾﻮﺟﻨﺎ ،ﻧﺌﯽ دﮨﻠﯽ،ﺧﺼﻮﺻﯽ ﺷﻤﺎره ﺗﻌﻠﯿﻢ ۔ﺟﻨﻮری 2016 ﺗﺮﺟﻤﺎن ۔ﺟﻠﺪ:37ﺷﻤﺎره:03،ﻓﺮوری 2017
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
WITCH HUNTING AND WOMEN RIGHTS VIOLATION: AN ANALYSIS Dr. Jayanta Baruah Associate Professor Department of Political Science THB College, Jamugurihat Sonitpur,Assam
Abstract The contemporary world has witnessed all round development of its nations. The credit of such recent developments may be given to the development of science and technology. Science and Technology has influenced us in every steps of our life. It has also been contributed to make the human society civilized and rational. But it is very unfortunate that though the human societies become civilized and rational but still a portion of our society belief in superstitions. Specially the people of third world countries believes on superstitions. One of the examples of superstitions is “witch hunting” which is regarded as the most dangerous social evil of our society. In Assamese “witch” means” Daini”that harm on people or property through the purported exercise of supernatural powers. It is very unfortunate that while practicing witch craft people always target women. So, the practice of witch hunting basically violates the human rights of the women. In our paper we will try to find out how people violate the women rights in the name of witch hunting. The provisions of our constitution which guarantees human rights will also be discussed at length. The paper will mainly base on secondary sources.
Keywords: Witch, Witch Hunting, Killing
Introduction Most of the countries of the contemporary world are successful in bringing development in all concerns. And the fruits of this development have been brought to us by the development of science and technology. We feel the blessings of science and technology in our every walk of life. The all round development that have been brought by the development of science and technology contributes a lot to make every nation modern and civilized. But it is a matter of great concern that though Science and technology penetrates deep into every sphere of our life, butit has failed to change human behavior and their deep rooted beliefs and ideas. Hence, people still believe superstitions in our society. “Witch hunting” is one of the superstitions prevailing in our society. This type of superstitions not only
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VOLUME 8, ISSUE 2, FEBRUARY 2019 humiliates the dignity of women but also violates the basic rights of women in the society.
Objectives of the Study Witch hunting is a heinous act. It is an unlawful and unjust activity. Witch hunting makes the life of the individual miserable. Hence, in this paper we will try to make an indepth study to find out how human rights of women have been violated in the name of witch hunting.
Methodology This paper is mainly a descriptive one; hence the paper is mainly based on secondary data.Data have been collected from National Crime Record Bureau (NCRB), police reports, books and journals, reports of various news papers etc. Both qualitative and quantitative methods have been applied for the data analysis.
An outline on Witch "In the popular imagination, witchcraft is often associated with the infliction of harm on people or property through the purported exercise of supernatural powers. In sociological and anthropological terms, it can be described as a phenomenon that is invoked to explain misfortune by attributing it to the evil influence of someone, either from within or outside the community. Thus witchcraft has historically been employed to bring about "the death of some obnoxious person, or to awaken the passion of love in those who are the objects of desire, or to call up the dead, or to bring calamity or impotence upon enemies, rivals and fancied oppressors".
History shows that witch-craft and witch-hunting are not new and evident in all ages of human history. The Assamese word used for ‘witch’ is ‘daini’. It is said that this word daini has been derived from the Indo-Aryan term dakini. In Tantric Buddhism, Dakini is termed as the female Buddha of wisdom. “In general, the Buddhist term “Dakini” can be taken to mean goddess. In the Tibetan language this Sanskrit term is translated as Khandroma (mkha ‘-‘gro-ma) meaning “she who traverses the sky” or “she who moves in space”. Dakinis are active manifestations of energy. Therefore, they are usually depicted as dancing; this also indicates that they actively participate in the world, or in the spiritual perspective, in both Samsara and Nirvana.” There is also mention of witch-craft in Hebrew Bible: “There shall not be found among you anyone who makes his son or his daughter pass through the fire, or one who practices witch-craft, or a soothsayer, or one who interprets omens, or a sorcerer, or one who conjures spells, or a medium, or a spirits, or one who calls up the dead.” Assam was once www.ijmer.in 61
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VOLUME 8, ISSUE 2, FEBRUARY 2019 famous for black magic. Even today tantric or occult rituals are widely practiced to avert evil spirits. The practice is so firm-rooted in some parts of it, particularly in tribal belts, that people think all their miseries to be due to some evil spirits and thus rush to the tantric (occult practitioners) or ojhas (local healers) for the remedies. Ronald Hutton has identified fivecharacteristics generally shared by those who believe in witches and witchcraft across different cultures and time periods: (a) Witches use non-physical means to cause misfortune or injury to others; (b) Harm is usually caused to neighbours orkin rather than strangers; (c) Strong social disapproval follows, in part because of the element of secrecy and in partbecause their motives are not wealth or prestige but malice and spite; (d) Witches work within long-standing traditions,rather than in one-time only contexts; and (e) Other humans can resist witches through persuasion, non-physical means(counter magic), or deterrence including through corporal punishment, exile, fines or execution'.
Countries witnessed witch Hunting Witch hunting is a global phenomenon and this social evil is witnessed in almost all the countries of the third world.Countries like India, Indonesia, Sri Lanka, Barundi, Uganda, Cambodia, Papua New Guinea, Ghana, United Republic of Tanzania, South Africa, Angola, Mali, Democratic Republic of the Congo, Nigeria, Nepal etc. are involved in the practice of witch hunting in a significant way. In Nepal, civil society groups have reported the prevalence of traditional beliefs about witchcraft that largely concern elderly women and widows in rural areas and face public beating and abuse from village elders or leaders. The practice of witch hunting was also present in the developed countries like Norway, Sweden, and the USA. But it is worth mentioning that there is no recent reporting of such practices. Persecution of witches were common in the sixteenth and seventeenth century according to a research paper entitled, `Culture, Religion and Gender' by Frances Raday and up until the Salem Witch Trials in 1692 in the USA.
A sketch of Indian Scenario Witch hunting is one of the most dangerous superstitions prevailing all over India. When Americans think of burning witches, they often consider it a metaphor or historical event from hundreds of years ago. India represents a modern-day paradox. On the one hand, it is the largest democracy in the world and has a rapidly growing economy. On the other, most of the population are poor and illiterate and hence believes on superstition to cure illness, find love, www.ijmer.in 62
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VOLUME 8, ISSUE 2, FEBRUARY 2019 and rationalize bad events. It is observed that a person accused of being a “dayan” or witch can be tortured, raped, hacked to death, or burned alive. Victims are often single older women, usually widows, but they can also be males or children.
Witch hunting practice become common in all over India at present.Jharkhand ranks first,according to the data of NCRB in terms of ‘murder’ in witch hunting for the period 2008-2013. However, other states of India are not far behind in terms of witch-hunting. Odisha, for example, saw 177 murders for ‘witchcraft’ during this period. According to the Ministry of Home Affairs, 2,257 ‘witchcraft’ murders have taken place across India since 2000. The table given below will reflect the situation of India in terms of Witch hunting.
2008 2009 2010 2011 2012 2013 All India 175 174 178 239 119 160 Jharkhand 52 37 15 36 26 54 Haryana 25 30 57 05 0 0 Chhattishgarh 15 06 08 17 08 07 M.P 17 23 18 15 10 11 Odhisa 23 28 31 39 32 24 Andhra 23 27 26 28 24 15 Rajasthan 0 0 02 01 0 01
Data shows that persecution in the name of witchcraft is not limited to states with a certain specific demographic profile or geographical contiguity. Haryana, for example, witnessed 57 ‘witchcraft’ murders in 2010, the maximum among states that year. Karnataka reported 77 ‘witchcraft’ murders in 2011, accounting for over 32 per cent of all such murders in the country that year. Again, Andhra Pradesh has seen a steady stream of such murders, averaging 24 every year for the last six years. Rajasthan is low on the list of witch-hunting states. According to NCRB, only four witchcraft murders took place here between 2008 and 2013. Noticing the heinous, unlawful and unjust activity of witch hunting and to eliminate it from the society, National Commission for Women and State Commission for Women, Odhissa, organized a national convention on emerging challenges of violence against women: cyber crimes against womenand witch huntingon 22nd and 23rd February, 2018.
It is worth mentioning that the shameful exercise of ‘Witch Hunting’ still exists in Assam. Witch hunting- the social evil is quite common among the Rabha, Hajong, Mishing, Bodo, Adivasi, Nepali communities of Assamese society. A witch in most of the cases is awoman who is alleged to be a practitioner of black www.ijmer.in 63
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VOLUME 8, ISSUE 2, FEBRUARY 2019 magic and causes death to the villagers where she lives. Local Ojhas (sorcerer) `detects' and identifies witches. As soon as it is believed that a disease has been caused due to the `witch craft' practiced by the suspected witch, peopletry to get rid of the witch or the so-called `daini' through prayers and offerings. Boiled rice together with cock reducedto ashes is taken in a banana leaf and keep on the middle of a road as an offering to the `daini'. People believe thatwithout these prayers and offerings the patient would die. Its only after this, treatment through doctor is done. Sometimespatients die due to delay in appropriate treatment, since offerings and prayers are not the solution of a disease. If thepatient dies the belief of existence of a witch becomes deeper and the `identification' of the witch starts.
Districts of Goalpara, Kokrajhar, Chirang, Baska, Sonitpur, Udalguri,Tinsukia, Dhemaji etc. of Assam are the top rank holders in practicing this social evil. According to available statistics, 81 cases of witch-hunting werereported in the state between 2006 and 2010. While 57 of these victims were physically tortured, the rest were brutallymurdered. This evil practice is mostly prevalent in the backward regions of the state where the level of literacy andhealthcare is very low. It is also to be mentioned that in the last five years, Assam witnessed more than 400 cases of witch hunting. Incidents of 'witch hunting’ increased in Assam in 2011 with Kokrajhar district in lower Assam recording the highest number of witch hunting-related deaths. The evil practice of witch hunting is common among Adivasi and some other tribal communities in various parts of Assam. Although various steps have been taken both by government agencies and non- government organizations to stop the evil practice, yet very little success has been achieved.
The Assam police have also launched ‘Project Prahari’ for participatory development and people friendly policing to fight social maladies and deprivation. Under the project, Assam police launched awareness drive against ‘witch hunting’ in the state’s remote areas where tribal and Adivasi communities are in majority.
Women are more vulnerable to this heinous practice of witchhunting in Assam. Records show that from 2005 to 2014, nearly 16,000 women were raped, around 1,400 killed for dowry and over 120 lynched in the name of witch-hunting. While replying to a question in the State Legislative Assembly the then Forest minister Mr. Rockybul Hussian said 68,329 women were tortured while 15,931 were raped during the period. As many as 78 women died after rape, 1,388 deaths were caused due to dowry and 123 women were killed in the name of witch-hunting. While 1,217 women were raped and four died due to rape in www.ijmer.in 64
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2005, a total of 2,047 women were raped and 13 died due to rape in 2014. There were 99 dowry deaths in 2005, and the figure rose to 205. The minister also informed the house that in 2005, 13 women were killed in the name of witch- hunting. The highest rape-related deaths 15 occurred in 2012, while 2014 saw the highest of 2,047 rape cases. The year 2014 also accounted for the highest dowry deaths at 205. Witch-hunting took the highest toll in 2011 with 31 deaths, the minister said while replying to a question by Gul Akhtara Begum of the All India United Democratic Front. Hussain, however, said witch-hunting cases have shown a declining trend due to precautionary moves and awareness campaigns launched by the state government. While 31 women were killed in witch-hunting cases in 2011, it was only six last year, he said. The minister informed the assembly that 47,298 people were arrested in the last nine years over their involvement in all the cases. Police have charge-sheeted 44,877 people. While 1,385 of them have been punished by courts, trials were on for the rest of the accused. He said there were 26,464 cases of abduction of women during the period, and 13,568 abductors were arrested.
Concept of Human Rights Human rights are those minimum rights which are compulsorily obtainable by every individual as he/she is a member of human family.Human rights are understood as inalienable fundamental rights. These fundamental rights are called human rights because without these rights no one can live as human being. So these rights are very important for the all-round development of human personality.The rights are inherent to all human beings, irrespective of our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. Human rights are for everyone and thereshould be no any discrimination in enjoying these rights. These rights are all interrelated, interdependent and indivisible. The term 'human rights' which has been used since World War II, gained momentum in contemporary debates and became a universal phenomenon. The adoption of the Universal Declaration of Human Rights (UDHR) on December 10, 1948 by the United Nations can be regarded as memorable moment of human history and every one believed that there would be better protection, promotion and enforcement of human rights in the world.
Human rights have been defined differently by different scholars. According to dictionary 'human rights' mean dealing with mankind according to truth and justice. H.J. Laski in 'A Grammar of Politics' observed that 'rights are those conditions of social life without which no man can seek, in general to be himself at his best'. Christian Bay defined human rights as any claims that ought to have www.ijmer.in 65
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VOLUME 8, ISSUE 2, FEBRUARY 2019 legal and moral protection to make sure that basic needs will be met. Human rights can be defined as those minimum rights which every individual must have against the state or other public authority by virtue of his being a member of the human family. P. P. Rao defined human rights as ‘the inherent dignity and inalienable rights of all members of the human family recognizing them as the foundation of freedom, justice and peace in the world.’ So it is clear from the above discussion that human rights are inalienable and inseparable as these are basic rights which makes man fit to live in the society as human being. It is very unfortunate that though 71 years have passed since its enforcement by the UNO still human rights violation remains uncurbed and rampant. Human rights violations have become a serious matter for every nation today. It can be mentioned that human rights include the following rights of human being:
The right to life The right to liberty and freedom The right to happiness The right to live life free of discrimination The right to freely exercise your religion and practice your religious beliefs without fear of being prosecuted for your beliefs The right to be free from prejudice on the basis of race, gender, national origin, color, age or sex The right to grow old The right to a fair trial and due process of the law The right to be free from cruel and unusual punishment The right to be free from torture The right to be free from slavery The right to freedom of speech The right to freely associate with whomever you like and to join groups of which you'd like to be a part. The right to freedom of thought.
Rights Guaranteed by Indian Constitution As like that the constitutions of the modern democratic countries in the world, Indian constitution is also guarantees a number of rights for its citizens. These rights are very fundamental for the all round upliftment of its citizens. Fundamental Rights have been discussed in part-III of our constitution from Article-12-35. It is worth mentioning that these rights are for all irrespective of their caste, creed, place of birth, colour, sex etc. But it is very unfortunate in the sphere of women’s human rights in India there exists a wide gulf between theory and practice. Our country is a male dominated country where men are always www.ijmer.in 66
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VOLUME 8, ISSUE 2, FEBRUARY 2019 assumed to be superior in respect to women.Hence, it becomes a common phenomenon that women in Indian society face discrimination, injustice and dishonor in every moment of their walk of life.
According to Article 14 “The State shall not deny to any person equality before law or the equal protection oflaws within the territory of India”. Article15 states that State shall not discriminate against any citizen on grounds only of religion,race,caste,sex,and place of birth or any of them. Right to freedom includes freedom of speech and expression, peaceful assembly or association, movement etc. (Article-19-22). Right against Exploitation by Article-23-24 prohibits the traffic in human beings and forced labour. Cultural and Educational rights give everyone the right to take education (Article-29-30). Right to education make more vibrant by passing the RTE Act 2009. Through this act education make compulsory for all children between the age group 6-14. It should be mentioned that though the RTE made compulsory education up to the age of 14 but the state government may give free education to their students up to their higher stage of education which is depended on their resources. We can cite the example of BJP led Assam government that it has been providing free education of the students of Assam up to their PG level at present.
But it has already been mentioned that there is a big gap in enjoying rights equally by men and women in India. The women of our society have always been given the status subordinate to men. Though the constitution of India in its article 14 and 15 tries to establish equality but it is observed that equality has yet to be established in its real sense. The Government of India is doing a lot taking various steps to establish gender equality but the fruits have to be achieved yet.
Human Rights of Women in India The following rights can be termed as the women human rights in India which can specially be enjoyed by the women community of our society. These are:-
•Right to education •Right to holding public office, to contest election •Right to equal opportunity for employment Right to free choice of profession Right to livelihood Right to work in equitable condition Right to get equal wages for equal work Right to protection from gender discrimination Right to social protection in the eventuality of retirement, old age and sickness www.ijmer.in 67
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Right to protection from inhuman treatment Right to protection of health Right to privacy in terms of personal life, family, residence, correspondence etc. and Right to protection from society, state and family.
Observation and Suggestions It is cleared from the above discussion that many people, mostly women, are beaten, tortured and murdered in our society believing them as witch on the basis of superstitions of people.Reports have reflected that many men and women have been deprived of their freedom of speech and expression, Right to liberty and finally right to life in our society since long. Hence, in a society where a good number of innocentwomen lost or sacrifice their life in the name of witch hence it would be meaningless to provide human rights to them. Wide spread of education, organization of awareness among the people, minimization of gender bias and finally economic upliftment of people in our society can make people free from such type of superstitions. Recently, steps have been taken for stopping witch hunts in India through literacy programs in which women directly voice their complaints to judges and state officials in attendance. The Indian Rationalist Association, which has more than 100,000 members, engages in rural outreach that teaches critical thinking and exposes superstition. While it is difficult or impossible to rid the world of magical thinking and superstition, there are many underfunded groups trying to end modern witch hunts that continue to plague remote parts of India. It is worth mentioning that to stop this evil of the society the Government of Assam has also done a lot but fruitful result has not been achieved till now. The government of Assam introduced a project called Prahari in the year 2001 in Kokrajhar district under which attempt was made to develop a close relation with the public and thereby deal with the social ills including the problem of witch hunting. The project, through Community Management Groups or Community Liaison Groups, aims to uplift and develop masses and society respectively (Home Department, 2007). But it is also to be noted that this project had not succeeded in curbing the menace during the last decade. Afterward an initiative aiming at reviving the same project in close collaboration with the Assam State Commission for Women was taken in 2011. Seeking an end to this violence, civil society has been demanding a stringent anti-witch-hunting law for years. But the government took note of the calls only when the Gauhati High Court intervened through a public interest litigation filed in 2013 and passed an order directing the state to adopt adequate measures, including legal prohibition. www.ijmer.in 68
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The bill drafted in response, titled Prevention and Protection from Witch Hunting Bill, 2015, makes witch-hunting a cognizable, non-bailable and non- compoundable offence, and rules out anticipatory bail. Any death due to the practice, it says, should be prosecuted under Section 302 of the Indian Penal Code, which provides for punishment for murder. In other cases, it proposes fines and imprisonment. Finally we may conclude our discussion by saying that there should be coordination and cooperation between the civil society and the government on the issue of witch hunting to ensure eradication of the evil practice of witch hunting from our society. Then only the women of our society can freely enjoy the rights provided to them for their all-round development which will help them to live a life like human being.
References 1. The Government of Assam, Department of Home. (2007).Mandate of the department.Retrieved from http://assamgovt.nic.in/departments/home_dept.asp 2. Economic and Political Weekly. 43(39); 27 September-3 October 2008 3. Deka, K. (2011, November). Rise of the occult Witch hunt and black magic prevailsin Assam. •Retrieved October 29, 2013, from http://indiatoday.intoday.in/story/witchhunt-and-black-magic-prevails- assam/1/157749.html 4. Assam State Commission for Women seeks law to combat witch-hunting. (2013, July 20). The Times of India. Retrieved from http://timesofindia.indiatimes.com 5. Kapur, Sohaila, Witchcraft in Western India.- New Delhi: Orient Longman,1983 6. Das, PrafullaWitch-hunts in Orissa Frontline. 22(11); 21 May - 3 June; 2005. p. 41-43 7. Pandey, A. (2013, September). In Assam, a rising trend of murders on allegations of witchcraft. Retrieved October 29, 2013, from http://www.ndtv.com/article/india/inassam-a-rising-trend-of-murders-on- allegations-of-witchcraft-414016Woman killed in the name of witch hunting in Sonitpur. (2011, November 13). 8. TheTimes of India. Retrieved from http://timesofindia.indiatimes.com 9. 35 people saved from witch-hunting in Majuli. (2013, October 20). The Assam 10. Tribune. Retrieved from http://www.assamtribune.
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TEACHER IS AN ETERNAL ESSENCE OF THE SOCIETY
Dr. C.S. Sukumar Reddy Dr. Y. Raja Sekhar Reader in Commerce Lecturer in Commerce Government Degree College P.V.K.N. Government Degree College Nagari Chittoor
Teaching is defined by several experts in several ways. It is learning to teach students to learn how to learn. “It is an interactive process primarily involving class room talk which takes place between teacher and disciples and it involves certain consequential activities which are definable” … By Hunter Upanishadic definition is the inter personal two way communication.
Real teacher expects nothing but good prospects of his/her students. Teaching quality has been changing in different forms since the vedic period. In Mahabharatha, the teaching become itself as profession. Previously it was a life style, after that it has formed into profession for selfish needs and for rewards and awards. The commander in chief of Mahabharatha Battle (war of Kurukshethra) AcharyaDronaalso expressed his feelings that “every one in the world is a slave to the money (ArthasyapurushoDaasaha), I am also slaved to the kouravaas for my selfish money (baddhosmyarthenakouravahi). Even the preacher of ambidexterity was also slaved by his profession, we can expect how the teacher at present has become.
A very few teachers in the present era are dedicated and determined to the profession for the future of the pupils. “the future of the child, the future of the institution, the future of the nation and mankind at all depends upon a good teacher. Any reputed person by his profession or by any was also a student to his teacher. Of his teacher Aristotle, Alexander said “I am grateful to my father (Philip of Macadon) for living and to my teacher for living well”
The art of teaching is undoubtedly a subtle and sensitive, exciting and a challenging one. A worthy teacher practices this art with ease, entrain and élan, blending as he does formal and informal instruction with an eye on the varying demands and needs of his students. To him, the greatest need for change is not quantitative but qualitative. He is therefore selective in the knowledge he imparts and eschews both the teaching of what is not worth teaching and the methods of instruction which are obsolete and effect. Teacher makes the society well. The weal of the society depends upon a teacher. In fact, the profession whatever in the society is created by a teacher. www.ijmer.in 70
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All of us certainly remember a teacher we consider great. Some may be termed as being ”good” teachers and a small percentage may be great teachers. It is possible that we may have learnt under great teachers. What are the attributes that go into making a great teacher ?the list may not be complete, not is it based on formal research. But will hopefully form the basis of further discussion. Emotional attributes :It is teaching that is considered important. Money is secondary. It is a non tangible benefit. This motivates him to spend hours preparing for a class. At the end of his career he counts his success by the success of his students. Empathy and patience : He has an unlimited supply of empathy. He understands the need of the student and acts accordingly. Humility :A great teacher is a constant learner. To say “I don’t know” takes courage and humility from the teacher. Overall attributes : Passion for the subject :She or He has a deep passion for the subject she handles, whether it is nursery rhymes in kindergarten or biology in middle school. Encourage ability to think :This means that she encourages in students the ability to analyse and think. She acknowledges that the students have the ability to comprehend, question and analyse. Self statement :The emphasis is on the students understanding, encouraging self statement along with the ability to question, thin and analyse, improving the student’s thoroughness of the subject. Ordinary teachers look for the right answers, great teachers encourage thinking skills. Tells a great story :Subjects taught by great teachers seem to have a story like quality to them. They rarely need to use discipline to keep the class under control. A professor never took attendance and gave everybody the same grade at the end of the term. Yet every class of his would have a 100 per cent attendance and several students wanted to specialize in his subject. Another professor taught geography. He taught for three years. At the end of it several boys were considering majoring in it. Scheme to motivate: Great teachers scheme to motivate their students to perform. One middle aged man remembered his mathematics teacher ; Technical attributes : Mastery over the language Systematic thinking Subject knowledge
A great teacher has a clear knowledge and understanding of the nuances of the language being used. The teacher is attempting to explain concepts and www.ijmer.in 71
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VOLUME 8, ISSUE 2, FEBRUARY 2019 abstract thought in terms that the student able to understand. It is the “Mastery over the language”
Systematic thinking :the teacher’s skill lies not in his possession of knowledge alone, but in translating them for the assimilation of his student.
Subject knowledge :In a progressive subject, where one lesson leads to the next, the teacher is ahead of his students. These two points though seem obvious have been found to be present to a great degree among great teachers. This happens because of his/her involvement with the subject
A mediocre teacher merely covers the syllabus. A good teacher goes beyond the syllabus and the text book. In his hands the text is sometimes a pretext to preach liberalism and to stimulate thinking. It is a ‘means’ to an ‘end’ but not the end in itself. He knows that education is not mere axquisition of information. Gathering and correlation of statistics and facts or mere training of the mind. The end product is the complete man who understands the total process of life. The right kind of education awakens intelligence which does not consist of clever self defensive responses and assertions. It should encourage thoughtfulness, helpfulness and consideration for others. A true teacher is inwardly rich and therefore asks nothing for himself. He is not ambitious and does not seek power in any form.
Swamy Vivekananda says “education develops me as a perso” This is the best summarized by these words of SwamyVivekananda : “the end of all education, all training, should be man making. Education is not the amount of information that is put into your brain and riot there, undigested all your life. We must have life-building, man making, character making, assimilation of ideas. Every teacher and student needs a place for learning. Even the shadow of a tree is a good enough place for it to happen. Everything else is a facility. Eventually, the teacher/Professor//Reader/Lecturer whatever the designation we called is to teach and show a primary concern for the weal of his students. If teaching is defined in the sense of presenting materialin a meaningful way that motivates the student to pursue the topic, rather than in the sense of conducting a routine class room drill, we may say that the terms “teaching” and “student weal” are not incompatible. Aside from the role of a teacher in extracurricular and co-currcular activities, his contribution to true student welfare comes through his continued association with the theoretical and operational aspects of his academic field of interest and the use of the knowledge he derives from this to conduct substantive and challenging courses. www.ijmer.in 72
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A STUDY ON THE INFLUENCE OF TELEVISION SHOWS (REALITY SHOWS, SCIENCE FICTION SHOWS AND SPORTS TELEVISION SHOWS) ON BODY SHAME
Biaknungi Prof. Lallianzuali Fanai Sampurna Montfort College Institute of Advanced Studies Bangalore in Education Ringngheti Khenglawt Aizawl, Mizoram Christ University, Bangalore Abstract Body image is the picture that a person has of his or her body, and is often measured by asking the person to rate their current and ideal body shape using a series of depictions. Body image has become very important for the mental and physical wellbeing. The aim of this research is to explore the influence of watching television series like reality television shows, science fiction and sports television shows on body surveillance. The study, conducted in Mizoram, consists of 30 samples between the age group of 16 to 20. After filling out the demographic sheet and the Objectified Body Consciousness Scale (OBCS), the results of the study revealed that gender differences exists among viewers of reality, science-fiction and sports television series in their body shame. The results also reveal that there is no significant relationship between viewers of reality, science fiction and sports television series with regard to their body shame.
Key words: reality television shows, science-fiction television shows, sports television shows, body shame.
Introduction There have been many definitions of body image. According to McCabe et al (2007), “body image may be described to be the perceptions, attitudes, emotions and personality reactions of the individual in relation to his or her own body.”
Ideal body image through the times Television shows and movies play an important role in shaping our body image. For example, the early 2000’s was the era of visible abs and airbrushed tans after the Rolling Stone magazine crowned Gisele Bundchen, a model from the Victoria Secret Fashion show ‘The most beautiful Girl in the World’. Every girl’s dream was to have that body after watching the show. But things have changed overtime. After the world was introduced to Kim Kardashian in the www.ijmer.in 73
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VOLUME 8, ISSUE 2, FEBRUARY 2019 popular reality show “Keeping up with the Kardashians”, today the ‘ideal body’ has shifted from being skinny to being curvy. Many people have done butt implants just to have the ‘ideal’ body image that the media has portrayed. The industry portrays such body images that promises social acceptance and this has a major influence on body dissatisfaction and it changes our perception of body image. Women are more affected by this as compared to men. For some, attaining this‘perfect body’ is genetically impossible so this leads to many problems such as eating disorders. Among scholars, it is widely acknowledged that sociocultural theoretical models offer the best explanation for the high prevalence of negative body image among women (Biber,H, Leavy, Quinn &Zoino, 2006; Thompson, 1992; Thompson, Heinberg, Altabe,&Dunn,T, 1999). Sociocultural models stated that societal ideals of attractiveness inordinately emphasize the importance of being thin and that such ideals are internalized by most women (Thompson et al., 1999). While a number of different mechanisms are thought to transmit the thin ideal, including the family unit and peers, the mass media in particular play an important causal role in the development of negative body image (Tiggemann, 2003).
Significance and Rationale of the study Television shows play an important role in forming our body image hence leads to formation of our identity. According to Erikson’s theory of psychological development, it is during the age of 12 to 18 that people form their identity. Adolescents may get influenced by their environment like their peers, family, media and many other variables when forming their identity. The content of television shows also play a vital role on how it influences the individual, whether it has a positive or negative impact. The purpose of this study is to explore the relationship between viewing of reality television shows, science fiction shows and sports television shows and body shame. The study is the first of its kind to be conducted in the state of Mizoram, north eastern part of India.
Objectives of the study 1) To explore the relationship between viewing of reality television shows, science fiction shows and sports television shows and body shame. 2) To study if gender differences exist between viewers of reality television shows, science fiction shows and sports television shows and body shame. 3) To study if differences exists between viewers of different genres i.e. sports, science fiction and reality on body shame.
Hypotheses H1: Gender differences exists between viewers of reality television series, sports series and science fiction television series on body shame www.ijmer.in 74
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H2: There is no significant difference between viewers of reality television series, science fiction series and sports television series with regard to body shame.
Sample A sample of 30 students between the age group of 16 to 20 years was selected as part of the study. The sample consists of both females and males. The primary sampling technique used is convenient sampling technique and quota sampling technique. The sample consists of the population of Mizoram. Inclusion criteria. Students between the age group of 16 to 20 Students who watch either reality or science fiction or sports television series Exclusion criteria. Non-Mizo students Students who watch the three genres i.e. reality or science-fiction or sports television series for the same amount of time.
Research Design The research followed a quantitative research design, to explore the relationship between viewing of television shows and body shame. After inclusion criteria were met tools were administered to the samples to test the various hypotheses.
Tools Informed consent form. The informed consent form was used to obtain permission from the students for data collection. The form included the purpose of the study, phases of data collection, and a guarantee of anonymity and confidentiality of all information given. Since the sample included minors, parental consent was also offered. Demographic data sheet. This contains information about the kind of television series watched, the frequency of viewing and the numbers of hours spend on it will be taken. Only those who watch either reality or science fiction or sports television series will be included in the study. Objectified Body Consciousness Scale (revised). The study uses the revised Objectified Body Consciousness Scale (OBCS) developed by Lindberg, S.M., Hyde, J.S., & McKinley, N.M. (2006). The scale consisted of 14 questions which measures self surveillance, body shame and control-beliefs.
Procedure Preliminary phase. Data was collected from St.Paul’s higher secondary school and Pachhunga University, Aizawl, Mizoram. Permission was obtained from the Principal and Department of Counsellors prior to data collection. The www.ijmer.in 75
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OBCS, the informed consent and the demographic sheet form were also approved by the institution. The participants of the study were selected and appointments were arranged with the students. Secondary phase. Rapport was established with the students and the purpose of the study was explained. After the students signed the Informed Consent Form volunteering to participate in the study committedly and without compensation, the study was conducted. To collect the required data, the demographic sheet and the Objectified Body Consciousness Scale was administered to them. The scale was administered to them as per the manual of the test. General instructions included that all information would be kept confidential; all items of the scale must be answered as honestly and as carefully as possible. Final phase. The obtained data was scored according to the OBCS- manual. All data was sorted according to the sample criteria-30 who watch reality television series, 30 who watch science fiction television series and 30m who watch sports television series. Data was analyzed using the two way analysis of variance. (Two way ANOVA).
Data Analysis After data collection and scoring, results were tabulated and analyzed using IBM SPSS Statistics 20 software. After the scores are noted, a two way analysis of variance (two way ANOVA) was used to analyze the data collected.
Results The results of the data collected. Data of 30 students between the age group of 16 to 20 were collected which comprises of students who watch reality, science fiction and sports television shows. As mentioned under methodology, there are two hypotheses and two way ANOVA was used to analyze the hypotheses.
Table1: Descriptive Statistics for Students in the area of Body Shame Gender Genre Mean Std.Deviation N Male sports 3.20 1.11 22 Science 3.00 1.27 8 fiction Reality 2.77 1.57 10 Total 3.04 1.25 40 Female Sports 3.50 0.98 8 Science 3.25 1.23 22 www.ijmer.in 76
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fiction Reality 3.45 1.26 20 Total 3.37 1.19 50 Total Sports 3.28 1.07 30 Science 3.18 1.22 30 fiction Reality 3.22 1.38 30 Total 3.23 1.22 90
Table 1 shows the descriptive statistics of students who watch either sports, reality or science fiction television series in the area of body shame. The mean score of males who watch sports in area of body shame is 3.20 which is lesser than the mean score of females who watch sports in the area of body shame with the score of 3.50. The standard deviation score of males who watch sports is 1.11 which is higher than females who watch sports with the score of 0.98. The mean score of males who watch science fiction in area of body shame is 3.00 which is less than the mean score of females who watch science fiction in the area of body shame with the score of 3.24. The standard deviation score of males who watch science fiction is 1.27 which is higher than females who watch science fiction with the score of 1.23. The mean score of males who watch reality in area of body shame is 2.77 which is lesser than the mean score of females who watch reality in the area of body shame with the score of 3.45. The standard deviation score of males who watch reality is 1.57 which is more than females who watch reality with the score of 1.26. The total mean score of males for all the genres combined is 3.05 which is lesser than females who received a score of 3.37. Hence this proves the hypothesis which states that gender differences exists between viewers of reality television series, sports series and science fiction television series on body shame. Table2: Table showing tests of between subjects effects for body shame Tests of Between-Subjects Effects Source d.f F Sig. Gender 1 2.040 0.16 Genre 2 0.29 0.74 Gender * genre 2 0.25 0.78 Corrected total 132.236 89
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Table 2 shows that for genre i.e. reality, science fiction and sports television series the f ratio (0.29) to be not significant as the significance level is p <0.74>.Thus this proves the hypothesis which states that there is no significant difference between viewers of reality television series, science fiction series and sports television series with regard to body shame.
Discussion The first hypothesis states that gender differences exists between viewers of reality television series, sports series and science fiction television series on body shame. This hypothesis is supported by the research which shows that females scored higher than males and hence proves that gender differences exist. The total mean score of males is3.05 and the total mean score of females is 3.36. In the context of this hypothesis, a study on objectification theory by Fredrickson and Roberts (1997) found that in the western culture, women have higher level of body consciousness than males and women learn to internalize an objectifying observer’s perspective of their bodies more than men, and hence this leads to body shame and body dissatisfaction among women. In the context of this hypothesis, a study by Tiggemann (2005) on the role of television shows on body image and watching television serials among boys and girls was positively correlated with thin ideal internalization and body shame among both genders although drive for muscularity was found only among boys. The research also stated that body image also gets affected based on the genre and not based on the amount of time spent watching the show. The second hypothesis states that there is no significant difference between viewers of reality television series, science fiction series and sports television series with regard to body-shame. This hypothesis is also proved as the results showed that there is no significant differences among these genres with regard to body-shame. A study done by Tiggermann (2005) reported that television viewing, reality or sports, leads to body dissatisfaction among girls and boys and the results to negative body image does notdiffer much as both gets affected. This body dissatisfaction can lead to body-shame where one is not comfortable with one’s own body and may result in engaging in many negative things like eating disorder, low self-esteem and many more.
Conclusion The above paragraphs discussed the hypotheses of the research and from the above, we clearly know that the hypotheses are proved. Women received higher score which indicates that they are more prone to be affected whether negatively or positively by what they see on television shows. The results also show that there is no significant difference among the three genres with regard to body shame. This means that the type of genre doesn’t matter to www.ijmer.in 78
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VOLUME 8, ISSUE 2, FEBRUARY 2019 have an effect on our body image. It depends on what the person looks for in the television show. Some people while watching reality television series may only watch it for the sake of the plot whereas some may watch it to see what kinds of clothes they wear, their body image and many other things. So this result states that the type of genre doesnot matter when it comes to body image.
References Eisend,M., Moller,J.(2006) The influence of TV viewing on consumer’s body images and related consumption behavior. Marketing letters, vol-18, pp. 101-106 Retrievedfromhttp://www.jstor.org/stable/40216707?seq=1&cid =pdf- reference#references_tab_contents
Ferguson,C., Munoz,M., Contreras,S., Velazquez,K. ( 2011) Mirror, mirror on the wall: peer competition, television influences, and body image dissatisfaction. Journal of social and clinical psychology, vol-30(5), pp 458-483.Retrieved from http://web.a.ebscohost.com/ehost/detail/detail?vid=3&sid=9912b144- 931d-4768-8972a b68 75301507%40sessionmgr4001& hid=4104&b data=Jn Npd GU9ZWhvc3QtbGl2ZQ%3d%3d#db=pbh&AN=60646458
Swami,V., Smith,J. (2012). How Not to feel good naked? The effects of television programs that use “Real women” on female viewers’ body image and mood.Journal of social and clinical psychology, vol-31(2), pp 151-168 Retrieved from- http://guilfordjournals.com/doi/abs/10.1521/jscp.2012.31.2.151
Tiggemann,M. (2005) Television and adolescent body image: the role of program content and viewing motivation. Journal of social and clinical psychology, vol- 24 (5), pp361-381.Retrieved from http://web.a.ebs cohost.com/e host/detail/detail?vid=5&sid=9912b144-931d-4768- 8972ab6875301507%40sessionmgr4001&hid=4104&bdata=JnNpdGU9ZWhv c3QtbGl2ZQ%3d%3d#db=pbh&AN=17207505 Tiggemann,M., Pickering,A. (n.d) Role of television in adolescent women’s body dissatisfaction and drive for thinness. Pubmed. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/8863073
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PARTICIPATIVE APPROACH TO COMMUNITY BASED PROJECTS: A GENDERED PERSPECTIVE
Alice Njeri Nderi Dr. Muniu Ngotho Research Scholar Department of Business and Economics Punjabi University Patiala, India Karatina University, Kenya
Abstract Promoting gender balance between women and men is significant to the main goal of community projects. This study focuses on gender equality and social inclusion, with an emphasis on inequalities among women and men in community projects. The study recommends strategies that ensure the inclusion and participation of men and women in all activities in project lifecycle as well as their increased representation in decision-making processes. It encourages increased effort to ensure gender fatigue does not jeopardize the translation of gender policy into practice. A fine balance must be maintained, so as to minimize any perceptions of gender mainstreaming being ‘forced’ on projects and so undermining the credibility of efforts.
Key Words: Community Based Projects, Community Participation, Social Interventions, Gender, Gender Equity, Gender Mainstreaming.
1. Introduction There are many gender studies in different fields concerning the obvious physical differences between men and women and their consequent psychological and compulsive differences. Gender mainstreaming is a synthesizing concept that addresses the wellbeing of women and men. It is a strategy that is central to the interests of the whole community development. The Fourth World Conference on Women in Beijing 1995 thrusted the dialogue on gender mainstreaming to the forefront at an international level and was approved by the 1995 Beijing Platform for Action as the approach by which goals under each of its crucial areas of concern are to be realized. All players in the development sector since the Fourth World Conference on Women have been in agreement that gender matters in all aspects of development.
European Institute of Gender Equality (2016) states that efforts geared towards ensuring gender equality have taken centre stage in all spheres of development agendas. According to Norgard (2017), UN Human Rights (2010) and UNDP report (2015) gender equality is a human right. It is a requirement by all international legal instruments and declarations. It is a concept enshrined in most national constitutions, governments, Civil Society organizations (CSO), donors and the international community are all keen in assessing gender concerns in different local, national and international laws, policies, and development projects.
Gender is seen as the social construction of men and women role in a given culture or location. These socially determined roles are influenced by historical, religious,
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VOLUME 8, ISSUE 2, FEBRUARY 2019 economic, cultural and ethnic factors (Gani and Jean-Philippe, 2014). Gender can be said to be all the social, cultural and economic characteristics that make women and men act differently and perform different roles in the home, workplace and society. Gender equality does not exactly mean equal numbers of men and women or boys and girls in all activities, nor does it essentially mean treating men and women or boys and girls exactly the same. According to USAID gender policy (2005) and World Economic Forum report (2018) gender equality signifies an aspiration to work towards a society in which neither women nor men suffer from scarcity in its many shapes, and in which women and men are able to live equally fulfilling lives. It means acknowledging that men and women often have diverse needs and priorities, face different constraints, have different aspirations and contribute to development in different ways. Fredman and Goldblatt (2015) indicate that gender mainstreaming is a globally accepted balanced strategy for achieving gender equality in all aspects of development. It is a means to an end, a tool that calls for its integration into project management cycle.
A gender sensitive project is a series of project activities aimed at bringing about clearly specified objectives and results within a defined time period and with a defined budget while taking into account women and men issues (European Institute of Gender Equality, 2016; European commission, 2015). Gender equality should be mainstreamed at each phase of the project cycle. Gender mainstreaming should cover the whole project cycle because the concern for gender inequalities has to be analyzed in all situations and in every phase of the social intervention. This therefore, ensures that the project do not aggravate any existing gender inequalities through its lifecycle; the project objectives and outputs will have a differential impact on women and men, and if so, how the project can address this differential impact; and that gender equality is a part of the social intervention (UNIDO, 2017).
Development projects are set out to achieve transformation of political, military, economic, environmental, social or cultural institutions and structures (Basiago, 1999). This is in agreement with Meyer (2002) who defines community projects as social interventions leading to social processes targeted to change the existent social structures and institutions simultaneously with altering social behavior of its members. To this extent, it is pertinent to integrate gender mainstreaming into this social intervention process. This can be achieved through promoting the full and equal participation of women and men in project decision-making in all areas and at all levels; using gender analysis on a routine basis as indicated by UN (2002) and UNDP (2017) to identify the differential access to, and impacts on women and men of all projects, programs and policies. According to (Rodríguez et al., 2017) gender analysis is a measure aimed at bringing about equal participation and equal benefits for both women and men.
2. Gender Mainstreaming in the Stages of Community Projects Implementation To achieve equality in the participation of any development project, gender must be integrated into all stages of the project cycle. This is a key strategy of achieving success and sustainability of community projects
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In project formulation and design phase it should be ensured that gender is addressed during fact finding missions and incorporated into the project concept/outline paper, over-viewing the different needs and roles of women and men in the sector. This is in agreement with UNIDO, (2017) report which asserted that gender should be incorporated into the terms of reference for the identification/formulation mission to address and analyse the community intervention. In their study, Pacha, and Banda (2012) advises that gender specialist should be engaged to assist in the design, monitoring and evaluation of the project.
Data from the project baseline studies should be separated by sex in order to identify gender specific indicators (GIZ, 2014). Further, this should be enriched by undertaking participatory community appraisal that actively involve both women and men (World Bank 2014, Red Cross and Red Crescent Societies, 2011). Gender related linkages with other projects and programmes should be identified and incorporated into project documentation. In a study, Demetriades and Gwendolyn (2007) stated that consultation with national women’s machinery at the appropriate level (national, district, community) in the design and monitoring of the project is key to the successful gender mainstreaming in community projects. Care must be taken to identify any anticipated positive and negative impacts of the project on women and men (for example increased workload, loss of access to resources such as credit, water, land and technology, accrued project benefits). Kenya Gender Mainstreaming policy, (2008) emphasized on the importance of identification of any constraints to women and men participation in the projects activities and make concrete recommendations for increasing men and women involvement. For example, ensuring that meetings are not held outside work hours or that childcare needs are considered, all opinions are listened to and all participants are recognized as key project stakeholders.
During the project implementation and monitoring stage, gender specialists at the local, national and international level should be involved. This involvement ensures that men and women needs are addressed in project activities (FAO, 2017). Project monitoring and evaluation indicators should be devised in such a way to measure differential male and female beneficiary outcomes. For example, monitoring project disbursements to ensure that inputs are used in such a way as to ensure men and women have equal access to project resources and benefits. According to UN (2017), project’s progress reports should detail gender data to assist in analyzing gender issues. Project managers and coordinators should work towards ensuring balanced representation of women and men in project management as per human rights bodies, UN and national constitutions. For example, meeting the 30% UN target set in the Beijing Platform for Action as a minimum. Gender issues should be raised on the agenda for project meetings and reviews.
Conducting gender analysis training for staff and project implementing partners should be given prominence. This, according to UN Economic and Social Council (2017) empowers all staff on gender issues in addition to killing myth, attitude and perception of gender balanced participation. This can be achieved through integration of gender issues as part of the curriculum in all the staff training courses. To facilitate
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VOLUME 8, ISSUE 2, FEBRUARY 2019 longevity of the community project, a plan should be developed for strengthening the capacity of implementing body to be gender responsive in the long term.
3. Barriers to Gender Mainstreaming in community based Projects Despite the tremendous development in gender policy development and the abundance of information available on gender mainstreaming, players in the various sectors including multilateral and bilateral agencies, consulting firms and non-government organizations agree on the fact that translating gender mainstreaming policy objectives to true outcomes in the community development is challenging. This section aims to identify some of the factors that result in gender still being an add-on as opposed to being an integral part of the process. These factors include.
3.1 Focus on Technical Aspects of a project Most project implementers focus on technical aspects of the project. When priority is given more to the technical aspects of the community intervention activity, gender is often a distant consideration (GESIS, 2012)). This has been observed by various scholars for example according to Pradhan (2004) projects involving privatization, usually result in workforce downsizing. The solutions designed to deal with labour redundancy issues are often based on the needs of a broad target group, the majority of whom are female and who often have differing issues and needs from women.
Generally, according to Wolcott (2018) women are less skilled or work at lower-skilled jobs that are easily replaced by technology. Further, Wolcott (2018) observes that differing working schedules of women due to competing family responsibilities mean that women can be left out of the consultation process unless there are strategies in place to ensure their full and active participation. Differing demographic factors can also mean that compensation packages do not adequately cater to women’s needs. While addressing gender equality in infrastructure development SIDA and the European Commission (2003) report noted that, in economic sectors that are very male-dominated, and that are more familiar in dealing with technical rather than human aspects, it may be easier to focus on women’s needs and on opportunities for improving women’s access and opportunities, than to deal with the more complex approach of “gender equality”.
3.2 Cultural factors Social norms enforced by male and female community elders continue to be followed irrespective of the growing body of legislation enacted to protect and promote women’s rights. Among pastoralists in Eastern Africa for example, girls are socialized early to accept their role as helpers to their mothers, who are subordinate to their husbands (Kipuri and Ridgewell, 2008). As the girls grow older and enter into marriage, they too occupy the same position as their mothers in a household that the husband heads. Girls are seen as the weaker sex and are socialized to obey, respect and submit to the leadership of men, while young men gain stature for trekking livestock to far-off camps and protecting the community (Mbogori, 2014). For example, among the Maasai of Kenya and Tanzania, girls respond to greetings from men with shrill voices as a sign of submissiveness to the caller and continue to do this until they enter adulthood. Kipuri and
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Ridgewell (2003) observed that Maasai women and girls are expected to have two voices, one for the normal talk and another little voice used to demonstrate respect for men. Boys and men are not compelled to alter their voices at any time.
Women and girls are regarded as the custodians of cultural values and beliefs more than men and boys (Parsitau, 2017). Some women view this as a source of authority, but culture is not only defined by men, it is also imposed by them. Women and girls become much more susceptible to gender discrimination. Their health and social status is affected as well as their ability to participate fully in their community development. (Kipuri and Ridgewell 2003). The advent of colonialism and the independence Africa and some parts of Asia tended to strengthen the status of men and undermined that of women. (Kipur and Ridgewell, 2003; Hesse and MacGregor, 2006). Many times women are left to play secondary supportive roles and hold subordinate roles to fathers, husbands and sons. Women are always excluded from public life and other economic activities. This is in agreement Hodgson (2005) who observed that with while women try retain their identities, gender relations as well as the gender dynamisms within societies are limited.
In Africa, women lack independence and authority in decision making and have no control over their conditions of life (Fabricius et al, 2013). Despite the heavy work, women are seen by policy makers primarily as a source of voluntary labor for development activities and their invaluable socioeconomic contribution goes unrecognized. In community based projects, women have remained marginalized. In many occupations, the pervasive phenomenon of women going only so far and no further in their occupations and professions has come to be known as the glass ceiling (Ghai & Vivian, 2014). This concept assumes that women have the motivation, ambition, and capacity for positions of power and prestige, but invisible barriers keep them from reaching the top even in community based organization. The glass ceiling refers to the artificial barriers based on attitudinal or organizational bias that prevent qualified individuals from advancing upwards in their organization into management level positions (World Bank, 2000). That is why it is necessary to explore factors affecting women participation in community development.
3.3 Attitude and Perception Towards Traditional Gender Roles Influence of patriarchy in community based development projects gender ideology is dominant in rural community. Consequently, this is believed to be the root of patriarchal social structure in the country which hinders women from participating in community development related activities (Salt, 2010; Start, 2008). Social norms govern the benefits and responsibilities of a gender status. In this case, the status of male and female come with specific roles (Lindsey, 2005; Karim, 2006). For example, the traditional gender roles position the male as the breadwinner of the family, who is expected to be energetic, forceful and the decision maker, while a woman is expected to be loving, nurturing, home-maker, and subservient (Crespi, 2004).
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Traditional religious norms constrain women from joining in activities outside the home especially participating in community development activities. Traditionally women were not allowed to move freely, it is considered that the husband's main responsibility is to maintain their families financially and the wife's main task is to take care of their family members (Gornick and Meyers, 2009). Even though there have been some changes in these traditional roles, for example, women joining the labour market, these traditional roles remain as rules for appropriate behaviour for both genders (Lindsey, 2005). Consequently, women are unable to offer full participation in community based projects.
3.4 Level of education In the recent past, the levels of women education have increased drastically in most countries and women constitutes approximately 40 percent of workers worldwide (ILO, 2018). Most importantly, it is notable that women’s enrollment in higher level education has increased in many countries and they dominate certain economic sectors such as the educational sector and nursing fields. This phenomenon, however, has not been accompanied by equal access to work opportunities at higher levels of organizations or equal access to fair and equitable pay.
There is a continuous global trend causing women manager’s development to plateaus at middle level management positions (Warburton, 2013). Though the number of women qualified for management jobs continue to increase (1990, s being the period whereby substantial increment whereby a number of postsecondary education was attained by women) significant differences persist in the numbers of men and women who achieve senior management roles worldwide (Gutiérrez et al. 2012).
3.5 Influence of Gendered Ideology in Community Based Development Projects Patriarchal ideology is the source of gendered division of labour, gender inequality, and subordination of women (Bograd, 2008). This results to husbands' gender ideology influencing both women's participation and their changing status as household co- breadwinner (Rabiul Karim and Chi Kong Law, 2013). Gendered participation in community based development projects is conceptualized as being men and women active involvement in the community based project activities. This can potentially increase community's socioeconomic status. Participation may have different levels; for example, passive participation, nominal participation, and active participation (Agarwal, 2001). Agarwal (2001) argued that mere membership cannot reflect true participation until gender roles are taken into account.
Participation in community based development projects is a redefinition of women's typical gender roles in rural community since it proposes women to be co-breadwinner of the households. However, in reality, only few women have control over the loans. Previous studies unveiled that the loans given to married women were mostly controlled by their husbands (Rabiul and Law, 2013; Garikipati, 2010). This might be related to the patriarchal gender ideology prevalent in rural community, where men are expected to be the household breadwinners (Schuler et al., 2008). Therefore, their husband's gender ideology may influence the levels of women's participation in community based
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VOLUME 8, ISSUE 2, FEBRUARY 2019 development projects. This study by Schuler et al., (2008) theorized that husbands' gender ideology is the main determinant of women's participation in community based development projects.
4. Recommendations It is widely accepted that gender mainstreaming goes beyond adding a ‘woman ’s or man’s component’ or even a ‘gender equality component’ into an existing activity or even increasing women’s participation; it means bringing the experience, knowledge, and interests of women and men to bear in the development agenda. With this frame of mind, this paper gives recommendations arising from observations covered above to incorporate gender mainstreaming at a community project practical level.
As a starting point, gender mainstreaming strategies need to be increasingly integrated into the important aspects that are the focus of the community projects. All technical specialists should be provided with at least base-level training on gender mainstreaming concepts and tools. When terms of reference are developed for projects, gender mainstreaming should be built in as a key requirement. An ongoing dialogue on gender awareness and gender mainstreaming needs to be built-in across the board, at all levels in the society and across all stakeholder groups. Gender balancing should not be dealt with as a separate issue, but integrated into all aspects of community project’s development. While doing stakeholder analyses for the project, it is essential to identify target groups such as civil society and professional groups, within and outside the organization, internationally as well as nationally. At the design, implementation and monitoring and evaluation stages, the technical team, or members of the technical team should be trained to create the space for men and women to actively participate in the project cycle, to have the necessary communication and project analysis skills. This facilitates listening to what the all the stakeholders are saying, and integrating relevant and important views in to all the aspects of the project cycle. Gender-disaggregated baseline data, information and quantitative/qualitative and contextual analysis should be included as a matter of course at all stages of the project cycle.
The gender baseline information at the design stage should be tested at the project inception and implementation stages. This baseline information should be tracked at the monitoring and evaluation stages. Lessons learned and successful gender mainstreaming in the particular project’s context should be well recorded, collated and made widely accessible. This information while classified and collated in the ‘gender’ section of knowledge management systems and processes, should also be included upfront within core project information so that it is not seen as a side issue. Consulting firms should be strongly encouraged to institutionalize gender mainstreaming within their own internal organizational environment through strategies which include having: An in-house gender specialist who advises on all aspects of the project process, including an audit of technical proposals submitted for tenders; An ongoing process of gender-awareness raising and training within the organization, which involves business development, senior management and project management teams as a part of staff development strategies;
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A briefing on context specific gender mainstreaming as part of the briefing process for mobilization of teams; A process to capture lessons learned from past and current projects on gender mainstreaming which is accessible and shared internally and across teams directly involved in project implementation; Active involvement in ongoing dialogue process at institutional, national, regional and international levels on gender mainstreaming; Gender specialists need to be included in the tender assessment process. If there is a presentation as part of the tender assessment process, team members should be tested on their thinking on gender mainstreaming within the specific project context.
5. Conclusion Effort must be made to ensure gender fatigue does not jeopardize the translation of policy into practice. A fine balance must be maintained, so as to minimize any perceptions of gender mainstreaming being ‘forced’ on projects and so undermining the credibility of efforts. At the same time, gender mainstreaming should be given the full attention it deserves as a strategy for improving effectiveness at all the stages of projects. This process of bringing the issue onto the radar screen, and incorporating it effectively, requires sensitivity and skill.
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34. Usability for Evaluating Sustainable Development; Centrum for Evaluation: Saarbrucken, Germany. 35. Norgard, S. (2017).How Do Human Rights Continue To Promote Gender Equality Today? How human rights fight for women's equality. Human Rights view and information. 36. Pacha, M., Banda, S. (2012). Gender issues in project management: A subtlety. International Journal of Research Studies in Management. DOI: .142. 37. Parsitau D. S. (2017). Engaging the Custodians of Tradition and Culture Leveraging the Role of Multiple Actors in Maasai Girls’ Education. Echidna Global Scholars Program Policy Brief. Center for Universal Education. Brooklyn. 38. Pradhan das, R. (2004). Practical challenges for gender mainstreaming in governance projects: Observations of a consulting practitioner. Development Bulletin, no. 64, pp. 58-62. 39. Rabiul Karim, K.M., Chi Kong Law, (2013).Gender ideology, microcredit participation and women's status in rural Bangladesh. International Journal of Sociology and Social Policy, Vol. 33 Issue: 1/2, pp.45-62. 40. Republic of Kenya Gender Policy (2008). Ministry of Gender, Sports, Culture and Social Services. Plan of Action (2008 – 2012). To Implement the National Policy On Gender and Development. Kenya Gazzete. 41. Rodríguez, P., Montequína, V.R., Morána, H. L. Arriba d. (2017). Gender influence in project management: analysis of a case study based on master students. A Project Engineering Area, University of Oviedo, C/Independencia 13, 33004 Oviedo, Spai. Published by Elsevier B.V. 42. Salt, R.J. (2010). Exploring women's participation in a US microcredit program. Journal of Nursing Scholarship, Vol. 42 No.3, pp.270-7. 43. Start, S. L (2008). Human Centered Systems in the perspective of organizational and social informatics. ACM New York. 44. Schuler, S.R., Bates, L.M., Islam, F. (2008). Women's rights, domestic violence, and recourse seeking in rural Bangladesh. Violence Against Women, Vol. 14 No.3, pp.326-45. 45. SIDA and European Commission (2003). Integrating Gender Equality into Development Co- Operation. General Affairs Evaluation. EuropeAid Co-operation Office 46. United Nations Division for the Advancement of Women (DAW) (2005). Equal Participation of Women and Men in Decision-Making Processes, with Particular Emphasis on Political Participation and Leadership. Department of Economic and Social Affairs (DESA), Economic Commission for Africa (ECA), Inter-Parliamentary Union (IPU). Report of the Expert Group Meeting Addis-Ababa, Ethiopia 24 – 27 October 2005 47. United Nations. (2002). Gender Mainstreaming an Overview. Office of the Special Adviser on Gender Issues and Advancement of Women. New York. 48. UN Economic and Social Council (2017). Progress towards the Sustainable Development Goals:High-level political forum on sustainable development, convened under the auspices of the Economic and Social Council. Report of the Secretary-General. 2017 session. Gender mainstreaming progress report (E/2017/66). 49. UN Women (2017). Gender equality and women’s empowerment; 2030 Agenda for Sustainable. Development. UN Women Annual Report 2016-2017. UN Women Headquarters 50. UNDP (2017). Ridge to Reef – Testing the Integration of Water, Land, Forest & Coastal Management to Preserve Ecosystem Services, Store Carbon, Improve Climate Resilience and Sustain Livelihoods in Pacific Island Countries. 2nd Regional Programme Steering Committee Meeting for the GEF/SPC/UNDP Project.Nuku’alofa, Tonga. 51. UNIDO (2017). Gender Mainstreaming in Project Cycle Management. (based on EC guidelines). ISPI – Workshop Gender and Development. 52. USAID (2005). Gender Equality and Female Empowerment Policy. USAID Policy. Washington,Dc Egm/Epdm /2005/Report. www.ijmer.in 89
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53. Warburton, W.A. (2013). Aggression: definition and measurement of. In: Eastin, M. (Ed.). 54. Encyclopedia of Media Violence. Sage, Thousand Oaks, CA, pp. 10–14. 55. Wolcott, E. L. (2018). Employment Inequality: Why Do the Low-Skilled Work Less Now? Middlebury College. 56. World bank (2014). Integrating a Gender Dimension into Monitoring & Evaluation of Rural Development Projects. 57. World Economic Forum (2018). The Global Gender Gap Report. Insight Report.
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A STUDY ON CHANGING PATTERN OF DEMAND FOR E-BANKING SERVICESIN KERALA AFTER DEMONETISATION
Anjana.S Kerala University Thiruvananthapuram
Abstract Banking system of a nation is the shadow of its economy. A good banking system is the backbone of nation’s economy because by adopting proper e-banking services, black money can be checked and may leads to growth in a nation’s economy. The Indian Banking System which is one of the largest banking networks in the world has witnessed a series of reforms over the past few years like the use of E-banking. Accessing all banking services through internet can be referred as online banking or internet banking but popularly known as E-banking. Due to rapid change in globalization in Indian economy, enterprises are facing competitive environment. Enterprises are adopting strategies aimed at developing competitive advantage based on enhanced customer value in terms of product differentiation, quality, speed, service and costs. In the post liberalization era, with the deregulation of Indian economy, the financial service sector witnessing a complete metamorphosis and technology is playing a very significant role in this record. After implementation of demonetisation (ban of old 500 and 1000 rupees currency notes), people are adopting more e-banking services as earlier which may lead to check in black money. This paper will introduce you to e-banking, giving the meaning, functions, types, advantages, limitations of e-banking, and the impact of demonetisation in the use of e-banking products. It will also show the impact of e-banking on traditional services.
Keywords:Demonetisation, E-banking, Black Money, Cashless Economy
1. Introduction and Literature Review Banks are core part of any economy. They channelized the money to the smooth functioning of different sectors. Initiatives of Green Banking, made the banks to transform conventional banking services into modern banking services. The products and services are offered through electronic devices with the help of internet. Now a day, bank services are catered at the finger tip of customers. Surgical Strike on Black Money called ‘Demonetisation’ brought enormous changes in all the sectors of the country. Banks are not exceptional from the influence of demonetisation and it made vibrations in the operations as well as products and services of Banks. www.ijmer.in 91
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PM Modi has announced a war against black money and corruption. In an emboldened move, he declared that the 500 and 1000 Rupee notes will no longer be legal tender from midnight, 8th November 2016. This measure has been taken by the PM in an attempt to address the resolve against corruption, black money, terrorism and counterfeit notes. At present just 1% of the total country’s people are paying income tax. This move is expected to cleanse the formal economic system and discard black money at the same time. Demonetisation is the act of stripping a currency unit of its status as legal tender. The old unit of currency must be retired and replaced with a new currency unit. In the west, many would likely think that the revocation of certain bank notes, though inconvenient, would be no problem. After all, the large majority have bank accounts and debit and credit cards to use. But in India, it is a different story-banking is still considered to be a luxury for the majority of people who are below the poverty line. 7% account holders in India uses net banking (2011). When it comes to digital banking, the survey said, "India leads growth in Asia in mobile and Internet usage for banking.” Despite current government attempts to ensure financial inclusion, many still use only notes and coins to pay for the goods and services. In fact, it is estimated that 95% transactions in India are made using cash, and for those squirreling money away, it is a necessity to survive.
Literature Review Dr. S Jayadas (2017) conducted a study on “Changing pattern of demand for e-banking services”. He opined some of major reasons responsible for changing e-banking services pattern are high responsiveness, good reputation, high security, and customer relations and beliefs. Dr. M Prabhu, Girish V and Mamatha R (2017) researched on “Demonetisationand its effect on banking sector”. They studied positive and negative influences of post Demonetisationon bank operations. The study was based on Secondary data such as books, journals, newspapers and relevant government websites. They expressed though it affected badly to major extent of bank operations, it helped the economy to find growth and development of the country through financial institutions like Banks. ManpreetKaur (2017) deliberated a study on “Demonetization: Impact on Cashless payment system”. He mentioned the cashless system is not only requirement but also a need of today society. It is also stated that cashless transition is not only safer than the cash transaction but is less time consuming and not a trouble of carrying and trouble of wear and tear like paper money. Mounika and Ranadive (2017) examined “Impact of Demonetisationin E- banking”. They felt that operating cost per unit services is lower function to www.ijmer.in 92
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the bank; moreover it offers convenience to people as they are not required to go to bank premises and have lower handling costs. SwetaSinghal (2017) carried out research on Demonetisationand E Banking in India. It was a case study to check the awareness level of people of rural areas in India about e-banking facilities and how much it has increased after demonetization. A sample size of 100 was used with ANOVA test to show that rural people differ much with urban people in their awareness level as well as usage level of e-banking. It was found that urban male youth have higher awareness and usage of e-banking. She felt that the study shall also helpful for banks to improve their e-banking facilities. Lokesh Uke (2017) researched on Demonetisationand its effects in India. He studied positive and negative impact of demonization in India. The study was based on secondary data available in newspaper, magazines etc. The main purpose of Demonetisationis to eradicate the black money and diminish the corruption. He expressed that Government of India has become success to some extent. Demonetisationhad negative impact for a short duration on Indian financial markets. But he said that the real impact will be shown in future.
1.1 Objectives of the Study To identify the E-banking services. To study the impact of Demonetisationon the use of E-banking products. To analyse the customer’s awareness regarding various E-Banking Services. To suggest various measures to customize the E-banking services.
1.2 Research Methodology 1.2.1 Question Crystallisation – The research undertaken is an exploratory type of research 1.2.2 Data Collection – The study of changing demand pattern is mainly based on primary data. The primary data were collected from college students, working and non-working professionals, senior citizens using survey/questionnaire method (using Google form). The questionnaire is a structured type with questions relating to different dimensions of e-banking preferences among individuals such as usage, benefits accruing to users, factors influencing demand of services. 1.2.3 Time dimension of the study is Cross-sectional study 1.2.4 Topical scope of research is the sampling technique used in this research is very convenient and also judgemental. The population/ sample used for study would be from college students, working and non-working professionals, senior citizens who are using e-banking services and also non-users. www.ijmer.in 93
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2. Analysis and Interpretation The study on impact of Demonetisation on the use of e-banking products is conducted on a sample size of 120 respondents. Data regarding their e-banking awareness, usage and preference has been collected. It is classified with the help of tables and it has been analysed and proper interpretation has been drawn.
2.1major E-Banking Services Avail from Bank Preference is given to different e-banking services according to their usage among customers. Table 2.1 Major E- Banking services avail from the bank Services No. of Respondents Percentage Internet banking 39 33 Mobile banking 22 18 Debit card/ Credit card 53 44 E-Money 5 4 Others 1 1 Total 120 100 Source: Survey data
2.2 FACTORS ATTRACTING E-BANKING ADOPTION There are different factors that attract customers towards e- banking. The factors that mostly attract the respondents are shown in table 2.2 Table 2.2 Factors attracting e-banking adoption Factors No. of Respondents Percentages Convenience 35 29 Easiness 15 13 Time Saving 39 33 Accessibility 10 8 Cost Effectiveness 5 4 Online Shopping 16 13 Total 120 100 Source: Survey data
2.3 Reasons for Non-Adoption of E-Banking There are many reasons that restrain customers from using e-banking .Some of them are analysed in this study and are depicted in table 2.3
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Table 2.3 Reasons for non-adoption of e-banking Reasons No. of Respondents Percentages Never Heard 1 5 Insecurity 10 53 Too New 2 11 Not Available 1 5 Not Know How To Use 5 26 Total 19 100 Source: Survey data 2.4 Opinion about Demonitisation Policy of India Respondent’s opinion about Demonetisation policy of India is shown in the table 2.4 Table 2.4 Opinion about demonitisation policy Opinion No. of Respondents Percentages Excellent 19 16 Very Good 25 21 Good 30 25 Average 32 27 Poor 14 12 Total 120 100 Source: Survey data 2.5 Did Demonetisation Affected Financial Transctions Demonetisation had a greater impact on the financial transactions of the people. This made a great leap towards the attainment of cashless economy. Table 2.5 Demonitization affected financial transactions Opinion No. of Respondents Percentages Very Much 75 63 Moderate 25 21 Slightly 16 13 Not at all 4 3 Total 120 100 Source: Survey data
2.6 Demonetisation has Encouraged the use of E Banking Services Demonetisation paved the way to digital transactions from physical transactions. The following table shows the respondents use of E-banking services after demonetization. www.ijmer.in 95
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Table 2.6 Demonetisation has encouraged the use of e banking services Opinion No. of Respondents Percentages Very Much 82 68 Moderate 24 20 Slightly 7 6 Not at all 7 6 Total 120 100 Source: Survey data 2.7 E-Banking Services were you using Befor Edemonetisation The E-banking services used by the respondents before Demonetisation are represented in the below table.
2.8 Frequency of use of E- Banking Services Demonetisation had made greater impact on the financial transactions of the people. After Demonetisation people give more focus for online transactions than physical currency transactions. The frequency of use of E-banking transactions also changed.
Table 2.7 Bankingserviceswereyouusingbeforedemonetisation Service No. of Respondents Percentages ATM 42 35 Debit Card 29 24 Credit Card 20 17 Mobile banking 5 4 Internet banking 9 8 E-transfer 3 2 Bill payment 5 4 Ticketing 6 5 Others 1 1 Total 120 100
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Frequency of use of E- Banking Services Table 2.8 Before demonetization Service No. of Respondents Percentages Daily 5 4 Weekly 12 10 Monthly 40 33 Occasionally 63 53 Total 120 100 Source: Survey data
Table 2.9 After demonetization Service No. of Respondents Percentages Daily 10 8 Weekly 26 22 Monthly 54 45 Occasionally 30 25 Total 120 100 Source: Survey data . 2.9 Amount Spend for Single Online Transaction Quantum of online transactions is also a parameter to analyse the usage of E- banking services by the people. The below tables represent data collected from respondents regarding the amount spend for single online transaction before and after demonetization.
Table 2.10 Before demonetization Amount No. of Respondents Percentages 0-1000 35 29 1000-5000 29 24 5000-10000 27 23 10000-20000 21 17 Above 20000 8 7 Total 120 100 Source: Survey data
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Table 2.11 After demonetization Amount No. of Respondents Percentages 0-1000 28 23 1000-5000 20 17 5000-10000 30 25 10000-20000 26 22 Above 20000 16 13 Total 120 100 Source: Survey data 2.10 Media of Information to the Customers Customers know about the e-banking services offered through their bank from different sources. The main source of information for the SBI customers is shown in table 2.12 Table 2.12 Media of information to the customers Media No. of Respondents Percentage Bank officials 65 54 Advt. In Print Media 14 12 Family Members 28 23 TV/Radio 11 9 Others 2 2 Total 120 100 Source: Survey data 2.11 Ranking of E-Bankking Services as per Preferences The e-banking services are ranked according to customer’s preference towards different services. It helps to find out the most preferred e- banking services by the customers and the level of use of different e-banking service. Weights are given to different ranks to arrive at the total score. Table 2.13 Ranking of e-banking services as per preference Service I II III IV V Total Rank Score ATM 62 32 16 6 4 502 I Branch 20 16 25 32 27 330 IV Banking Telephone 6 26 17 33 32 283 V Banking Mobile 23 19 23 35 20 350 III Banking
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Internet 24 22 30 18 26 360 II Banking Source: Survey data Note: I*5+II*4+III*3+IV*2+V*1
2.12 Services used Through Atm ATMs offers a variety of services to the customer’s .The services used by the customers through ATM are listed below.
Table 2.14 Services used through ATM Services No. of respondents Percentage Withdrawal of cash 120 100 Deposit of cash and cheque 28 23
Balance check 65 54 Requesting cheque book 26 21.5 Paying utility bills 18 15 Check bank statement 46 38 Transfer of funds 30 25 Source: Survey data
2.13 Ranking of E- Banking Facilities used Rank is given to different e-banking services according to their usage among customers.
Table 2.15 Ranking of E-banking facilities used Services No. of Respondents Ranking
ATM 110 I Mobile Banking 32 V Credit Card 18 VII Debit Card 98 II Internet Banking 45 IV E-Transfer 21 VIII Bill Payment 47 III Ticketing 20 VI Source: Survey data
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2.14 Online Banking is Better Than Traditional Banking System As we are going through technological era, the preference towards these technology adopted services are very high. The respondent’s opinion regarding benefit of online banking over traditional banking are represented in the table 2.16.
Table 2.16 Opinion No. of respondents Percentage Yes 86 72 No 34 28 Total 120 100 Source: Survey data
2.15 Awareness on new E -Banking Services A study was conducted to know, whether the information about new services reaches the customers, to analyse whether they are aware about new technological developments. The awareness of customers on new e-banking services of banks is analysed and shown in table 2.17. Table 2.17 Awareness on new e-banking services Awareness No. of Respondents Percentage Yes 84 70 No 36 30 Total 120 100 Source: Survey data
2.16 Overall Rating for E-Banking Services The satisfaction of customers has a major role in analysing the quality of e- banking services. So; it is analysed in the following table. Table 2.18 Overall rating for E-banking services
Satisfaction No. of Respondents Percentages Excellent 20 17 Very Good 45 39 Good 36 30 Average 15 13 Poor 4 1 Total 120 100 Source: Survey data www.ijmer.in 100
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3. Findings Electronic banking is highly useful to customers as they need not visit bank branch for their business transactions. They can simply transact anywhere at any time by the advances in e-banking technologies. Due to Demonetisation it affects the people to buy necessary products for daily necessities. Earlier only people who are having through knowledge about computers and electronic gadgets used to perform online mode. At the present the government is encouraging and sometimes making compulsion to perform online financial transactions. The elimination of corruption and eradication due to this Demonetisation the consumer attitudes towards the usefulness and willingness to use Internet e banking where identified and measured. 1. Debit card/ Credit card are the most popular service used by the customers. 2. Time saving and convenience are the main factors that attract most of the users to e-banking. 3. From several e-banking services a large number of customers uses ATM services 4. Insecurity is the major concern of the respondents; even the user has also a gut feeling that these services are insecure too. 5. Respondents have a positive pinion about the Demonetisationpolicy of India. 6. Demonetisationhas a greater impact on the financial transactions of the people. 63% of the respondent’s financial transactions are very much affected by demonetization. 7. While comparing the e-banking services used before Demonetisationand after demonetization, there is a tremendous change in the pattern of use of e- banking services used by the respondents. 8. Frequency of use of e-banking services increased after the implementation of demonetization. 9. The amount spends for single online transactions were increased after the implementation of demonetization. 10. Demonetisationhas encouraged the use of e-banking services of the respondents. 11. Most of the customers (54%) get information about e-banking services through bank officials. 12. All the customers of sample size preferred ATM service. Internet banking and mobile banking has only second and third preference respectively. 13. The major services used by the respondents through ATM are for withdrawal of cash, balance check, checking bank statements. 14. 72% of the respondents have the opinion of online banking is better than traditional banking system. 15. 70% of e-banking customers get new information about the e-banking services. www.ijmer.in 101
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16. 86% of the customers are satisfied with the e-banking services provided by the banks. These respondents gave positive response about the e-banking services. 4. Conclusion Internet banking brings easy and convenient service people develop the ability to use E-banking but the same time at the earlier time the people affected in this changes people are facing problems because the limit of withdrawal has not been kept at the high level it difficult to adapt illiterate people but even all these difficulties overcome and make the banking transactions effectively due to this implementation increase Internet users and also initiative taken by government Agencies to make the India developed in future. The impact of Demonetisation was felt more in the social sector and the worst affected was also the poor and the common people. The cash less transaction is not only requirements but also emerging need of today for transparent economic development. With growth and development of technical advancements and globalization the demands for pattern of e-banking services is experiencing a change. This is because of various factors including satisfactory level of customers, usage and utilization of services and many more. This is all responsible for changing demand for pattern of e-banking services. Bibliography Reference Books. Poonam M. Lohana, E-banking: Prospects and Problems, LAP LAMBERT Academic Publishing, March 14, 2014 K. M Harun Ur Rashid, E-Banking Services: A study of the computer based banking services, LAP LAMBERT Academic Publishing, October 15, 2011 R. K Uppal, E-Banking in India: Challenges and opportunities, New Century Publications, October 1,2007 Research Papers. Erickson et al (2005): Technology acceptance of internet banking Aghoola A.A (2006) Electronic payment systems and electronic banking services Janson N (2009) Major instability introduced by e-banking Kaleem A and Ahmad S (2008) Customers perceptions of the potential benefits and risk associated with electronic banking Qureshi T. M, Zafar M. K and Khan M. B (2008) Customer acceptance of e- banking Ashworth, David (Nov. 2016), Reasons behind Demonetization, Dr.Reena (2017). Demonetization-An overview. International Journal of Business, Management and Allied Sciences (IJBMAS).Volume.4, Issue.3. July- Sept. 2017. www.ijmer.in 102
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ROLE OF ANGANWADI WORKER IN PROMOTING HEALTH AND NUTRITION AWARENESS – AN EMPIRICAL STUDY Dr. P. Kumari Associate Professor Department of Home Science Sri Padmavathi Women’s Degree & P.G College Tirupati
The total population of India according to the provisional reports released on 31 March 2011.is 21 billion with a decadal growth of 17.64%. It has the second largest child population in the world which accounts to 13.12% of the total population of the country as per Census 2011. The country has 20 per cent of the 0-4 years’ child population of the world. (State of the World’s Children’ Report 2010: UNICEF). As per the Census 2011, the rural child population in India is 74.05% and the urban child population is 25.95% to the total child population of the country. ("Decadal Growth : www. censusindia. gov.in" ). Problems of Indian children are many and varied. The three major sources of concern in most of the third world countries are Death, Disability and disadvantage. They arise from controllable as well as non-controllable causes, macro level and micro level determinants, society based and family based situations. We observe thousands of children facing death every day from malnutrition, starvation, diseases and neglect. This problem can be combated by taking appropriate care in providing proper nutrition and immunization. Health and malnutrition are two of India's greatest enemies of children below 5 years of age. Lack of healthy sustenance among under five children is a noteworthy health problem in India. This is reflected by the way that the pervasiveness of under-weight children in India is among the most elevated issue, and is almost twofold than that of Sub-Saharan Africa. It is additionally seen that the malnutrition issue in India is a concentrated problem that is, a few number of states, regions, and towns represent a major account of malnutrition, i.e, nearly 80%. Alongside poor access to nutritious nourishments, contamination due to poor cleanliness, trigger mineral exhaustion and loss of hunger. National Family Health Survey (NFHS) of India 2006 estimates show that 61 million children under the age of 5 are stunted, and 53 million are underweight and another 25 million have a low weight to height ratio. Child malnutrition impacts cognitive function and contributes to poverty through impeding individuals’ ability to lead productive lives (http://www.savethe children.in.). Sufficient nutrition is a pre-requisite in early childhood to assure healthy growth, appropriate organ development and function, a well built immune system with Psycho-social development. Nutrition has considerably been identified as a www.ijmer.in 103
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VOLUME 8, ISSUE 2, FEBRUARY 2019 basic foundation for social and economic development. For achieving the Millennium Development Goals (MDGs), the infant and young child malnutrition is to be reduced especially those related to the elimination of acute need and starvation (MDG 1) and sustenance of the child (MDG 4). Hence, various welfare programmes for the children has been devised in India to combat the health, malnutrition and poverty and ensure a periodic growth and development by different means like Welfare Extension Projects, Maternal and Child Health Services, Integrated Pre-School Projects, School Health Programmes, National Expanded Programme of Immunization, Balwadi Nutrition Programme, Special Nutrition Programme and Integrated Child Development Services (ICDS). These programmes provide services like immunization, education, nutrition, recreation, health services to women and children. ICDS programme, the largest and most widely acclaimed of these, delivers its package of services through a Anganwadi Centre with an Anganwadi worker from the local community.( http://www.jcdr.net) ICDS – Integrated Child Development Service ICDS is the nation's most multi-dimensional and a network based program. It is a centrally supported programme of the Ministry of Women and Child Development. ICDS Program was propelled on 2 October, 1975, the 106th birth commemoration of Mahatma Gandhi, the Father of the Nation. The main aim of the programme is to cater to the Psycho-Social development of the child through different networks available within the community and offer integrated services for development of children below six years, expectant and lactating mothers and adolescent girls residing in the utmost backward rural, urban and tribal areas.(http//.www.murshidabad.gov.in). ICDS delivers the following package of services. Under Nutrition services, Supplementary Nutrition, Growth Monitoring, Nutrition and Health Education are being provided. Health Check- up’s in the form of Immunization, Identification and Treatment of Common Childhood Illness, Minor Ailments and Referral Services are handled. (http//.mother child nutrition.org). Early Childhood care and Pre-School Education in the form of Stimulation of Children under three years, Preschool Education to Children in the 3-6 years age group is dealt with. Services such as Safe Drinking Water, Environmental Sanitation, Women’s Empowerment Programmes and Adult Literacy are offered under Supportive Services. An Anganwadi Centre - a courtyard play centre - located within the village or a slum is the focal point for delivery of all the services under ICDS programme in an integrated manner to children and women. It is a centre for convergence of services for children and women and is a meeting ground, where women / mother’s groups can come together/with other frontline workers to share views and promote action for development of children and women. An
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Anganwadi is run by an Anganwadi Worker who is supported by a Helper in service delivery.( http//.www.wbsc.gov.in). An Anganwadi Worker (AWW) is a community-based frontline voluntary worker, selected from within the local community. The selection is made by a committee at the Project level. The Anganwadi Worker gets a monthly honorarium and she dispenses effective delivery of ICDS Services to children and women in the community. She plays a significant role in facilitating child growth and development. As an agent of social change, she elicits community support for better care and nourishment of young children. The supervisor manages nearly 20, 25 and 17 Anganwadi Workers in rural, urban and tribal projects respectively. The Supervisor involves in guiding the AWW in planning and organising in delivery of ICDS services at Anganwadi Centre and assist them through spot guidance and training as and when required. A Community Development Project Officer is an overall in-charge of an ICDS Project and is responsible for planning and implementation of the Project. The Anganwadi worker co-ordinates the efforts of the village-level workers and bring them to the Anganwadi for the delivery of services to the children and the mothers. In this way there will be greater impact on the total welfare. Knowledge of understanding of ICDS Programme, Awareness and Knowledge of Status and Issues concerning children and women, Understanding of community and existing child care practices, Capacity Building of care takers, Families and Communities need to be assessed by the Anganwadi worker. Health and nutrition education and counseling on breastfeeding/ Infant & young feeding practices to mothers is being provided. Anganwadi Workers, being close to the local community, can motivate married women to adopt family planning/birth control measures.(http://ml.vikaspedia.in/social welfare). The Anganwadi worker educates the parents through home visits to for the child's growth and development with special prominence to infant child.
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There are studies conducted on Nutrition and Health status of children in Anganwadi and came out with different findings. Swaroop Kumar Sahu, S. Ganesh Kumar, B. Vishnu Bhat, K. C. Premarajan, Sonali Sarkar, Gautam Roy, and Nitin Joseph (2015) found out from his study on ‘Malnutrition among under-five children in India and strategies for control’. They concluded that effective implementation and evaluation of the strategies at regional level, research on overweight, obesity and its etiological factors and steps for improving socio-economic development are the prerequisites for tackling malnutrition among under-five children in India. A study was organized on ‘Nutritional Status of Anganwadi Children in a rural area of North Kerela’ by K.V.Radhamani, S.V. Rajeev (2017) and concluded that Nutrition, health education, good access, and utilization of health care can be very effective interventions which could result in prevention of low nutrition in children.
It can be said that much of the researches have been doneon the nutritional status of the beneficiaries of the ICDS assessment of nutrition and health services offered by the Anganwadi centres and less attention is drawn towards studying the knowledge and awareness among Anganwadi workers, who are primarily the basic functionary of the programme and her efficiency in understanding the programme has greater impact in the delivery of services. So, there is an intense need to evaluate the level of awareness of Anganwadi workers regarding services provided by them in Anganwadi centers. Hence, the present study has been undertaken with the major objective of assessing the awareness among Anganwadi workers with regard to the health and nutrition services of ICDS. Methodology The present study was conducted in the rural area of Sri kalahasthi of Chittoor District. The ICDS project of Srikalahasthi is governed by the governmental agency, the department of Women and Child Welfare, Government of Andhra Pradesh. The researcher selected 50 Anganwadi Centres in Srikalahasthi ICDS project, Chittoor District. Multi-stage sampling technique was adopted for sample selection. Samples were randomly selected for the purpose. The overall sample for the study is 50 respondents.
Tools Adopted A self-structured interview schedule was adopted as a tool for collecting the data with different questions framed on the ‘Awareness among Anganwadi workers regarding Nutrition and Health services of ICDS and its importance, nutritional requirement of child under supplementary nutrition in ICDS and awareness of method applied and assessment of nutritional status of child in
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ICDS. The importance of maintenance and preparation of growth chart is also been included in the schedule.
Data Collection and Analysis The data was collected by the researcher by making visits to Anganwadi centres. The data obtained was compiled and tabulated. Analysis of the data was done qualitatively and quanitatively using frequency distribution and percentage.
Table.1: Demographic Profile of Anganwadi Workers
The Demographic Profile of Anganwadi Workers reveal that a majority 76.0% of the Anganwadi Workers are educated up to S.S.C, 44.0% of them had the work experience of 2-4 years and 94.0% of them are trained Anganwadi workers.
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Table.2: Awareness of Nutritional and Health Services among Anganwadi Workers in ICDS Responses Frequency Percentage To provide Supplementary 17 34.0 Nutrition to children To cater attention of child 07 14.0 for pre-school education Activities related to Health 13 26.0 check-up (Immunization, Health Eduation) Referral Services 07 14.0 Aware of, but no specific 06 12.0 responses Total 50 100.0
The researcher felt to assess the Awareness of Nutritional and Health services of Anganwadi Workers and identified that majority 34.0% of the Anganwadi workers were aware of the supplementary nutrition and could better respond on that issue, 26.0% of them are aware of the activities related to Health Check-Up (Immunization, Health Education) and shared their responses with confidence. Even though, the Anganwadi Workers have sufficient training regarding the services offered 12.0% of them could not give proper responses regarding the delivery of services.
Table.3: Awareness Regarding per Child Nutrition while distributing Supplementary Nutrition
Responses Frequency Percentage 7 months to 3 years – Take home 14 28.0 ration/child, Balamrutham – 2.5 kg, Eggs – 8/child/month
3 years to 6 years - Mid Day Meals 23 46.0 Rice – 75 grams, Dal – 15 grams Oil – 5 grams, Vegetables – 25 grams, Eggs 4 per week
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Snacks 6 months to 3 years children, 13 26.0 Pregnant and Lactating mothers – Boiled eggs – 2 days per week.
Channa and Sprouts – 25 grams Seasonal fruits – 4 days in a week – 25 grams Total 50 100.0 The children should be provided supplementary nutrition based upon the prescribed grams enlisted. The anganwadi workers should have sufficient awareness regarding the diet to be provided to the children. The researcher tried to assess their understanding and came to know that 46.0% of the respondents are better aware of the food to be provided in grams especially regarding the mid- day meals. The government also provided the take home ration and Balamruthan for the children and mothers of ICDS and 28.0% of the AWWs had good awareness regarding the items to be provided and 26.0% could better answer about the snacks to be provided in grams. It is observed that the AWWs lack total awareness on all the issues concerning nutrition.
Table.4: Evaluating the Nutritional and Health Status of the Child Through a Method Responses Frequency Percentage By the Growth Chart 16 32.0 By Weighing Every Month 21 42.0 By Applying specific method 03 06.0 learned during Training No specific method applied 10 20.0 when assessing Total 50 100.0 The researcher when evaluated the AWWs method of assessing the nutritional and health status of the child came to know that 42.0% of them are weighing the children every month and 32.0% of them are assessing the growth of the child through chart and 20.0% of them are not applying any specific method for assessing the children.
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Table.5: Maintenance of Growth Chart and its Importance Responses Frequency Percentage For reporting the 16 32.0 child growth to the parents For assessing the 21 42.0 growth of the child To further improve 03 06.0 the grade of the child To maintain the 10 20.0 growth and records of the child Total 50 100.0
Most of the Anganwadi Workers i.e 42.0% felt that growth chart is important for assessing the growth of the child, 32.0% felt that it is important for reporting their growth process to their parents. Very few, 6.0% are of the view that by maintaining the growth chart, the grade of the child is being improved.
Conclusion The study concluded that although majority (94 per cent) of Anganwadi workers were trained and experienced around 8 years and above, the researcher noticed that the level of awareness in the delivery of services is not satisfactory. The reason identified beneath the scene might be the lack of proper understanding of the programme and poor infrastructural facilities. Even though, the Anganwadi workers are trained, very few are utilising the specific methods taught during the training programme for assessing the child growth and development. They lack sufficient motivation in updating the needs of the children and meet the demands of the beneficiaries which has resulted in the shift of schooling of the children by their parents also.
The importance of service delivery is to be better understood as it is a need based programme. It is also important to pool up the internal and external resources in the delivery of the services. The skill of Co-ordinating the various departments is lacking in some instances which resulted in the partial delivery of nutritional and health services. In-service training remained largely neglected. Thus there is a strong and intense need of improving training quality of Anganwadi workers. Regular communication among Anganwadi workers and supervisor should be introduced for upgrading information and awareness.
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References
1. K.V.Radhamani, S.V. Rajeev, ‘Nutritional Status of Anganwadi Children in a rural area of North Kerela’, Vol.4, Issue, 3, July to September, 2017. 2. Liu L, Johnson HL, Cousens S, Perin J, Scott S, Lawn JE, Rudan I, Campbell H, Cibulskis R, Li M, Mathers C, Black RE, for the Child Health Epidemiology Reference Group of WHO and UNICEF. Global, regional, and national causes of child mortality: an updated systematic analysis for 2010 with time trends since 2000. Lancet. 2012;379:2151–61. 3. Swaroop Kumar Sahu, S. Ganesh Kumar, B. Vishnu Bhat,1 K. C. Premarajan, Sonali Sarkar, Gautam Roy, and Nitin Joseph, Malnutrition Among Under-Five Children In India And Strategies For Control, Journal of Science, Biology and Medicine, 2015 Jan-Jun; 6(1): 18–23. 4. World Bank. India, Undernourished children: A call for reform and action. [Last accessed on 2014 Apr 05]. Available from: http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/SOUTHASI AEXT/0,contentMDK:20916955~pagePK:146736~piPK:146830~theSitePK: 223547,00.html . 5. http://www.researchgate.net/publication/Awareness of Anganwadi workers and prospects of child nutrition and health.
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HOW STORY TELLING CAN BE MADE INTRESTING BY USING DIGITAL RESOURCES?
Dr. Subhash Chandra Bose Department of Education Osmania University Hyderabad
Abstract Digital stories are stories told using digital media. Due to the path breaking work done by CDC Berkeley California, Digital stories have become 3- 10 minute videos told by amateurs generally on a content related to personal experiences of the author or to their work-related experiences. Recently it has become an often used method of instruction that is deeply engaging because it is unique and calls for personalization eventually exploring student teacher’s creativity. It allows for vivacity in the regular classroom. There has been a lot of curiosity all over the world regarding the influence of Digital storytelling on the teaching learning process. Many survey tools are being used to collect data about the quantity and quality of these stories being used in ordinary classrooms or in e-learning modes. Investigation on whether digital stories can be complementary or supplementary to traditional modes of Instruction had been done. It is being researched about what can be done so that students take ownership of these digital stories and start feeling accountable towards them. Investigations whether the reflection on the context is actually different with digital media in place of paper media has been done. This paper is an effort towards making a prescribed topic of Physics CBSE Board Grade X Syllabus interesting. The topic was of Reflection and Refraction. The homework assignment was completed by a student teacher of grade X in a time-span of two days. The Evaluation rubric had seven components namely: A Context which had emotions, a Viewpoint, a Story, a Musical background score and a Video with personal voice narration. All these were supposed to be intertwined with relevant pace, economy of words and time to make it into a wholesome package.
Keywords: Digital story, Context, Background score
Digital stories and Teachers Simple stories spun out in the classroom to explain complex topics or engage the class in a content which is drab is the best way to use ICT in teaching and learning. Teachers can actually use these kind of stories to introduce discussions on topics that are relevant and yet sensitive to initiate. There is ample scope of using multi-media by teachers who are adept in the skill and also for those www.ijmer.in 112
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VOLUME 8, ISSUE 2, FEBRUARY 2019 teachers who are digital immigrants and have just the basic knowledge of windows movie-maker to initiate an innovative instructional method. If created with a little bit of time and patience it can really build beneficial relationships with the students who can connect really well with those emotions which can never be expressed overtly.
Digital stories and students Since they are given the flexibility to choose their soft wares and make their own stories the way they feel it holds relevance since they are motivated and interested to explore and innovate to excel in their production. Especially home or group assignments can be quite challenging and yet very satisfying to accomplish. The whole process can actually build on skills like internet surfing competencies, self-critiquing and also how to avoid plagiarism when you use other people’s ideas and words and if images or texts are used then to learn about ways and means to pay courtesy to avoid copyright issues.
Trends of Research in the impact of digital storytelling: There has been a lot of curiosity all over the world regarding the influence of Digital storytelling on the teaching learning process. A lot of survey tools are being used to collect data about the quantity and quality of these stories being used in ordinary classrooms or in e-learning modes. Primarily it is being investigated whether it has any added evidence of more impactful learning where either the attention or the retention or both have been higher (Banaszewski, 2002; Kearney, 2011). Secondly it is being studied whether these stories can be complementary or supplementary to traditional modes of Instruction (Lambert, 2012; Kearney, 2011). Thirdly it is a matter of great importance to analyse how each component namely teachers, students, administrators and parents perceive the benefits and barriers to this tool of instructional method (Yang, et.al., 2012; Wang, et.al., 2010). Fourthly it is being researched about what can be done so that students take ownership of these digital stories and start feeling accountable towards them. Lastly it is also being investigated whether the reflection on the context is actually different with digital media in place of paper media (Sadik, 2008; Robin, 2008)
Digital story In this paper digital story refers to a story made using multimedia.
Context The context in this paper is about a content in the prescribed syllabus of a core subject of the relevant grade.
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Background score Background score in this paper refers to the audio playing as the backdrop throughout the video which is not directly included in the story yet helps in the continuity and transition of scenes.
Benefits of Digital stories The author starts analysing the effects of such stories much before they start the scriptwriting. This is a major leap from common chalk and talk method where you focus on the content rather than the attractiveness of the presentation. To understand the amount of acceptance the author has to first know the basics of learning theories and the rules of common attention and retention in reference to relevant age groups. The story should have a right amount of media that caters to the individual differences in learning. Thus in the process of mastering the art of authoring digital stories the students learn technical skills, digital skills and also communication skills.
Challenges faced by student-teachers The initial challenge faced by the student teachers in this study was to pick a content of their choice. It posed a lot of confusion since they all had to cater to a topic prescribed in the syllabus of the relevant grade. The student teachers who were specialising in languages and Humanities were supposedly finding it easier to weave stories.
Second stage was scripting. The time limit criterion was a constant challenge since to start a story, build up interest reach a climax was increasingly becoming difficult because it was not an ordinary story, and it had a purpose of explaining a concept also. Subjects like pure sciences were complicated because the story should be explanatory and should have a take–away also to achieve the desired learning outcome.
Third stage was giving the story a voice-over without any glitches. This part needed a lot of editing skills since there had to be constant merging and blending of the voice and the story script. Different soft-wares were chosen by each student and they had different issues while preparing this part.
Fourth stage was that of which software to pick for making the video or joining the web images or still pictures which would help narrate the story. Here the challenge was two-fold. On the one hand the digital tool of blending and mixing had to be simple and on the other there was a rider on plagiarism as well. The finished assignment was going to be uploaded on the web so there was copyright www.ijmer.in 114
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VOLUME 8, ISSUE 2, FEBRUARY 2019 issues which were posing problems to take and use images and sounds or tracks from the net. Fifth and final stage was background score and editing part where the students were managing the multimedia and evaluation criteria both simultaneously. They had the constraint of time limit (5-10 minutes) and the criterion of following the web etiquette as well.
Specific skills learned by student-teachers As the students gradually came to the end of their assignment they mastered over a lot of skills over the period of time.
Contingency skills: They realised the challenges from the complications that arose at each stage of story preparation and they themselves came out with solutions to handle them.
Web-usage skills: The student teachers learn how to use the internet resources to find material which can be used for making their story meaningful. They also make sure that they use only resources that are free to download and use without seeking permission from the source. In case they need to ask for permission or register somewhere to login and signup before usage they do the needful keeping in mind what information they are sharing on the web with the concerned website.
Compilation and editing skills: It is definitely not enough to just collect material and add them up. The evaluation criterions make sure that all the seven elements are in symphony and makes it a sensible whole.
Technical skills: The student learns to use different tools for editing, voiceovers, background music, camera footage captures, and audio recordings and so on to come up with one digital story.
Literature and Communication skills: When one tries to make a text around a concept and writes a story, then narrates it and finally records it they experiment with vocabulary and cross-check whether it is said rightly and if it has any grammatical errors.
Interpersonal skills: Assignments like these if given as group assignments help a lot in building interpersonal skills because it starts with division of labour and role clarifications as to who will do which part and how to decide who is good at what.
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Evaluation and Judgement skills: When the presentation is peer reviewed or opened for feedback each student gets to know their strengths and weaknesses along-with the fact that they also get to give constructive feedback to their peers.
Considerations to keep in mind by Teacher Educators: There are a lot of issues that can be barriers and there are some issues which are helpful in the process of constructing meaningful digital stories. These factors have to be kept in mind by the faculty while framing such assignments.
Access to technology: Especially in Indian context there are students who don’t really have Wi-Fi connectivity to download and research on web resources. Even computer might not be an easy access to a whole lot of students. In that case the faculty has to make sure that the Institution has such facilities wherein the students can sit and work together easily and finish their job assigned on time.
Restrictions on the internet: A lot of Institutions use filtering programs whereby students can’t use specific search engines to find images and download resources. One more issue is it would be highly beneficial if the students can be given a location where they can continuously save their work. Digital stories are time consuming and they might need a lot of trial and errors.
Individual Differences: Each student might not be equally tech-savvy so the rubric of Evaluation has to be in such a way that technology is just one component. Simple tools like windows movie-maker should be appreciated and the assignment should be graded on how well the available resources have been used and how less it has been plagiarised. One more thing is that the concept should not be only a narration of the printed text with pictures. It should have a story which can be related to real life or common people’s experiences.
Conclusion Digital stories are a major contribution of ICT enabled Teaching and Learning process. They are catching over as a new method of content delivery. They cater to both visual as well as the audio learners. They can be helpful for even kinaesthetic learners if made adequately interactive. Stories draw attention of all ages no matter how old or young one is. Each one of us can recollect better any concept or skill that we learnt in the form of a story. Modern stories have more appeal since they are woven with simplest to most complicated multi-media tools keeping in mind the demographical attributes of the audience.
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Bibliography 1. Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Multimedia schools, 9(1), 32-35. 2. Bull, G., & Kajder, S. (2005). Digital Storytelling in the Language Arts Classroom. Learning & Leading with Technology, 32(4), 46-49. 3. Fletcher, C., & Cambre, C. (2009). Digital storytelling and implicated scholarship in the classroom. Journal of Canadian Studies/Revue d'études canadiennes, 43(1), 109-130. 4. Gregori-Signes, C. (2008). Integrating the old and the new: Digital storytelling in the EFL language classroom. GRETA Journal, 16 (1), 43-49. 5. Kearney, M. (2011). A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36(2), 169-188. 6. Kieler, L. (2010). A Reflection: Trials in Using Digital Storytelling Effectively with the Gifted. Gifted Child Today, 33(3), 48-52. 7. Lambert, J. (2012). Digital storytelling: Capturing lives, creating community. Routledge. 8. Ohler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44-47. 9. Oppermann, M. (2008). Digital Storytelling and American Studies Critical trajectories from the emotional to the epistemological. Arts and Humanities in Higher Education, 7(2), 171-187. 10. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228. 11. Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506. 12. Wang, S., & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76-87. 13. Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
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STUDY OF ACADEMIC PERFORMANCE AND MULTIPLE INTELLIGENCE OF ADOLESCENT BOYS AND GIRLS
Sruthi Sridharan Dr. T. Santhanam Research Associate Director SDS Institute of Behavioural Sciences SDS Institute of Behavioural Sciences Chennai Chennai
Abstract The present study focuses on gender difference in the various modalities of multiple intelligence. The relationship between different modalities of Multiple Intelligence and Academic Performance in different subjects of adolescents have also been studied. 100 adolescents consisting of boys (50) and girls (50) were selected in random and were administered the Multiple Intelligence test. Their respective academic scores were obtained from the school authorities. On computing the mean difference between adolescent boys and girls on different modalities of multiple intelligence, it was found that boys had greater Naturalistic and Musical intelligence whereas the girls had greater Existential, Kinesthetic, Intrapersonal and Visual intelligence. However, the girls and the boys had equal level of Logical, Interpersonal and Verbal intelligence. It was also found that there was high correlation between Science and Existential Intelligence, Social Science and Interpersonal Intelligence, Mathematics and Logical Intelligence and Language and Verbal Intelligence indicating that Multiple Intelligence Tool can be used for predicting the students’ career path based on their interest. We can also say that the present system of education takes into account only four modalities of the overall intelligence and does not aid holistic development of a students’ intelligence.
Keywords: Multiple Intelligence, Adolescents, Existential Intelligence, Musical Intelligence, Naturalistic Intelligence, Logical Intelligence, Interpersonal And Intrapersonal Intelligence, Verbal Intelligence, Visual Intelligence, Academic Performance Of Adolescents
Introduction Traditionally, intelligence assessments have been designed to measure the mental capacity, perceptual and verbal ability, functional and intellectual skills on a general category. These assessments result in an I.Q scoreand has been widely used to make decisions about the child’s education, career and to quantify how smart someone is. However, this method can be limited to a number of features such as, giving too much emphasis one aspect of intelligence www.ijmer.in 123
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VOLUME 8, ISSUE 2, FEBRUARY 2019 featuring questions about concepts and objects based on an unfamiliar context not taking into account the amount of exposure of the assesse. Calculating the mental age based on this does not factor in all possible modalities of intelligence. Understanding that intelligence can exist as different modalities led to the development of the Theory of Multiple Intelligence, defining human intelligence into specific modalities rather than accounting intelligence by a single general factor. The Theory of Multiple Intelligence suggests that the traditional notion of intelligence assessment, based on I.Q. testing is far too limited. This theory proposes eight different intelligences to account for a broader range of human potential in children and adults. The eight modalities, as defined by Howard Gardner are: Linguistic, Logical-mathematical, Spatial, Bodily-Kinesthetic, Musical intelligence, Interpersonal, Intrapersonal, Naturalistic Intelligence (Howard Gardner, 1983). He later suggested that existential and moral intelligences may also be worthy of inclusion.Although the theory supports distinction between intelligences in a great detail, it also opposes the idea of labelling learners to a specific intelligence. This is a mechanism to empower learners, and not to restrict them to one modality of learning. The theory suggests that everyone has all eight types of the intelligences listed above at varying levels of aptitude and all learning experiences do not have to relate to a person's strongest area of intelligence.With today’s growing need for success and traditional intelligence assessments focusing on the specific factors of intelligence, it is important that every child is assessed based on their abilities and interest. There is moderate inter-correlation between verbal-linguistic and visual-spatial intelligences and academic performance achievement (p<0.5). Multiple intelligences like visual-spatial, verbal-linguistic and interpersonal were statistically significant and were able to predict academic performance achievement (p<0.5), whereas musical intelligence was a tunable negative predicator for academic performance achievement of students (Yaghoob Raissi Ahvan,2016).Keeping this in mind, the present researcher wanted to find out the relationship between the modalities of multiple intelligence and academic subjects of the high school students. Hypotheses 1. There will be significant difference between the different multiple intelligence modalities of the adolescent boys and girls such as 1.1 Naturalistic 1.2 Musical 1.3 Logical 1.4 Existential 1.5 Interpersonal 1.6 Kinesthetic 1.7 Verbal www.ijmer.in 124
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1.8 Intrapersonal 1.9 Visual 2. There will be significant relationship between the academic performance and multiple intelligence of the adolescent boys and girls Methodology and Design The participants consisted of adolescents studying in IX and X standard, studying in English Medium schools. After seeking permission from the school authorities, the researcher selected samples from IX and X standard in random to administer the Multiple Intelligences Inventory developed by Walter McKenzie, 1999. Totally 100 students consisting of boys (50) and girls (50) were administered the test. The academic performance of the concerned students were collected from the school records.The researcher built rapport with the students and then explained them in detail, made them comfortable and administered the questionnaire individually. The students were explained not to skip any item and that there are no right or wrong answers. Each student representative took around 30 – 35 minutes to complete the questionnaire. Validity: The validity of the tests have been already established by the original Author of the test. Hence the researcher decided not to establish validity again, however the face validity for the test have been established.Two educationists and two psychologists were requested to go through each and every statement of the test. They concluded that the items in the test are highly suitable to measure the modalities of Multiple Intelligence. Reliability: The Split-half reliability was used to find out the reliability of the test. Accordingly Correlation Co-efficient established, the ‘r’ value is 0.85 which is highly significant at 0.01 level. Exclusion Criteria: Tamil Medium students were not taken. Students from other boards have not been taken for the study. Students with any other disability have not been taken for the study. Inclusion Criteria: Only IX and X standard students studying in English medium have been selected for the study.Students from State Board syllabus have been taken for the study. Data Analysis: The data obtained from the sample of 100 adolescents were scored and analyzed which involves descriptive and inferential statistics. Results and Discussion Initially to analyze the data in a meaningful way the descriptive tests such as Mean and Standard Deviation have been computed. Further in order to test the formulated hypotheses students ‘t’ test, Product Moment Correlation have been computed.
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Table No. 1 Shows the Mean, Standard Deviation, Standard Error, t value and Level of Significance value of Naturalistic Intelligence between high school Boys and Girls STANDARD t LEVEL OF STANDARD GROUP N MEAN DEVIATIO valu SIGNIFICANC ERROR N e E BOYS 63 70.59 12.05 3.86 2.59 0.05 GIRLS 34 60.95 25.89
The above table shows the t value is 2.59 which is significant at 0.05 level. This proves the Hypothesis no. 1.1 that there is significant difference in the multiple intelligence of the adolescent boys and girls. The result indicates that boys are having more Naturalistic intelligence than girls. Table No.2 Shows the Mean, Standard Deviation, Standard Error, t value and Level of Significance value of Musical Intelligence among high school Boys and Girls STANDARD LEVEL OF STANDARD GROUP N MEAN DEVIATIO t SIGNIFICANC ERROR N E BOYS 63 73.82 15.18 4.18 2.86 0.05 GIRLS 34 61.11 26.03
The above table shows the t value = 2.86 which is significant at 0.05 level. This proves the Hypothesis No. 1.2 that there is significant difference in the multiple intelligence of the adolescent boys and girls. The result indicates that boys are having more Musical intelligence than girls. Table No.3 Shows the Mean, Standard Deviation, Standard Error, t Value and Level of Significance value of Logical Intelligence among high school Boys and Girls STANDARD LEVEL OF STANDARD GROUP N MEAN DEVIATIO t SIGNIFICANC ERROR N E BOYS 63 63.24 22.12 5.01 0.39 Not Significant GIRLS 34 64.92 26.02 The above table shows the t value is 0.39 which is not significant at both 0.05 and 0.01 levels. This proves that there is no significant difference in the logical intelligence which indicates that boys and girls are having equal level of Logical intelligence. Hence, Hypothesis No. 1.3 has been rejected.
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Table No.4 Shows the Mean, Standard Deviation, Standard Error, t value and Level of Significance value of Existential Intelligence among high school Boys and Girls STANDARD LEVEL OF STANDARD GROUP N MEAN DEVIATIO t SIGNIFICANC ERROR N E BOYS 63 56.18 17.76 4.38 2.06 0.05 GIRLS 34 65.24 25.01
The above table shows the t value is 2.06 which is significant at 0.05 level. This proves the Hypothesis No. 1.4 that there is significant difference in the multiple intelligence of the adolescent boys and girls. The result indicates that girls are having more existential intelligence than boys.
Table No.5 Shows the Mean, Standard Deviation, Standard Error, t value and Level of Significance value of Interpersonal Intelligence among high school Boys and Girls STANDARD LEVEL OF STANDARD GROUP N MEAN DEVIATIO t SIGNIFICANC ERROR N E BOYS 63 63.24 18.86 4.28 0.31 Not Significant GIRLS 34 64.60 22.28
The above table shows the t value is 0.31 which is not significant at both 0.05 and 0.01 levels. This proves that there is no significant difference in the interpersonal intelligence which indicates that boys and girls are having equal level of interpersonal intelligence. Hence Hypothesis No. 1.5 has been rejected.
Table No.6 Shows the Mean, Standard Deviation, Standard Error, t value and Level of Significance value of Kinesthetic Intelligence among high school Boys and Girls GROUP N MEAN STANDARD STANDARD t LEVEL OF DEVIATIO ERROR SIGNIFICANC N E BOYS 63 60.00 13.03 3.44 4.05 0.01 GIRLS 34 73.97 20.83
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The above table shows the t value is 4.05 which is significant at 0.01 level. This proves the Hypothesis No. 1.6 that there is significant difference in the multiple intelligence of the adolescent boys and girls. The result indicates that girls are having more kinesthetic intelligence than boys.
Table No.7 Shows the Mean, Standard Deviation, Standard Error, T Value and Level of Significance value of Verbal Intelligence among high school Boys and Girls GROUP N MEAN STANDARD STANDARD T LEVEL OF DEVIATIO ERROR SIGNIFICANC N E BOYS 63 60.59 19.69 4.61 0.43 Not Significant GIRLS 34 59.05 24.93 The above table shows the t value is 0.43 which is not significant at both 0.05 and 0.01 levels. This proves that there is no significant difference in the Verbal intelligence which indicates that boys and girls are having equal level of Verbal intelligence. Hence Hypothesis No. 1.7 has been rejected.
Table No.8 Shows the Mean, Standard Deviation, Standard Error, t value and Level of Significance value of Intrapersonal Intelligence among high school Boys and Girls STANDARD LEVEL OF STANDARD GROUP N MEAN DEVIATIO t SIGNIFICANC ERROR N E BOYS 63 57.06 23.94 5.45 2.13 0.05 GIRLS 34 68.73 28.54 The above table shows the t value is 2.13 which is significant at 0.05 level. This proves the Hypothesis No. 1.8 that there is significant difference in the multiple intelligence of the adolescent boys and girls. The result indicates that girls are having more intrapersonal intelligence than boys.
Table No.9 Shows the Mean, Standard Deviation, Standard Error, t Value and Level of Significance value of Visual Intelligence between high school Boys and Girls STANDARD LEVEL OF STANDARD GROUP N MEAN DEVIATIO t SIGNIFICANC ERROR N E BOYS 63 59.12 23.79 5.18 2.28 0.05 GIRLS 34 70.95 25.45
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The above table shows the t value is 2.28 which is significant at 0.05 level. This proves the Hypothesis No. 1.9 that there is significant difference in the multiple intelligence of the adolescent boys and girls. The result indicates that girls are having more visual intelligence than boys.
Table No.10 Shows the Correlation between academic subjects and multiple intelligence dimensions among high school Boys and Girls
* 0.23, 0.23, 0.20, 0.20 is significant at 0.05 level The above table shows the correlation between individual subjects and multiple intelligence dimensions. The results indicate that there is high correlation of 0.23 at 0.05 level between scores of Science and Existential Intelligence, 0.20 at 0.05 level between scores of Social Science and Interpersonal Intelligence, 0.23 at 0.05 level between scores of Mathematics and Logical Intelligence and 0.20 at 0.05 level between scores of Language and Verbal Intelligence which proves the Hypothesis No. 2 that there is significant difference between the academic performance and multiple intelligence of the adolescent boys and girls. Findings
On computing the mean difference between adolescent boys and girls on different modalities of multiple intelligence, it was found that boys had greater Naturalistic and Musical intelligence whereas the girls had greater Existential, www.ijmer.in 129
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Kinesthetic, Intrapersonal and Visual intelligence. However, the girls and the boys had equal level of Logical, Interpersonal and Verbal intelligence. The results indicate that a few modalities of Multiple Intelligence like, Existential, Interpersonal, Logical and Verbal intelligence can be correlated with respective academic scores. It can also be said that all the basic academic subjects have correlation with relevant modalities of Multiple Intelligence. Hence, it is logical to conclude that the aspect of Multiple Intelligence can be used for predicting the students’ career path based on their interest. We can also say that the present system of education takes into account only four modalities of the overall intelligence and does not aid holistic development of a students’ intelligence.
Suggestions
1. The study can be carried out for a larger sample size across all age groups to understand further implications 2. The study can be extended from academic performance to grades in Arts, Sports etc. and can be compared with relevant intelligence modality Implication
This finding will be useful to the teachers and parents to understand the different types of intelligence the student possesses and to plan for their future accordingly. It can also be used by the educational psychologists to structure the education system in such a way that all modalities of intelligence is given equal importance and opportunity.
Bibliography
1. Benazir Ayesha &FauziaKhurshid. 2013. The Relationship of Multiple Intelligence and Effective Study Skills with Academic Achievement among University Students 2. D Lazear – 1999.Multiple intelligence approaches to assessment: Solving the assessment conundrum 3. HE Gardner. 2000. Intelligence reframed: Multiple intelligences for the 21st century 4. H Morgan. 1996. An analysis of Gardner's theory of multiple intelligence 5. KV Petrides, N Frederickson, A Furnham.2004. The role of trait emotional intelligence in academic performance and deviant behavior at school 6. S.K. Mangal. 2002. Statistics in Psychology and Education 7. YaghoobRaissiAhvan and Hossein Zainali Pour. 2016. The correlation of multiple intelligences for the achievements of secondary student www.ijmer.in 130
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MARKETING PROBLEMS OF SELF-HELP GROUPS
M. Sudhir M. Pradeep Associate Professor Research Scholar Nirmala College of Pharmacy VTJM & IVTR Degree College Atmakur Mangalagiri
Abstract The present study has made an attempt to examine the marketing problems of Women Self-help groups based on primary data. The problems of SHGs discussed in the study include demand for the SHG products, promotion for the SHG products, perception of the people about the quality of SHG products, proper marketing place, training to market the products and heavy competition from other products. The study shows that lack of demand for the SHG products is a marketing problem in the opinion of majority of the sample respondents. The study finds that lack of promotion for the SHG products is a marketing problem in the opinion of majority of the sample respondents. The study observes that there is no bad perception about the quality of SHG products among the public in the opinion of majority of the sample respondents. The study noticed that lack of proper marketing place is a marketing problem of SHGs in the opinion of just little over two fifths of the sample respondents. The study notes that inadequate training to market the products is a problem in the opinion of about three fourths of the sample respondents. Further, the study reveals that heavy competition from other products is a marketing problem in the opinion of just little over one third of the sample respondents.
Keywords: Self-help groups, products, marketing problems
Marketing Problems of Self-Help Groups Self-Help Groups (SHGs) is a small, economically homogeneous and cohesive group of rural poor voluntarily coming together to start their self employment for improving their cost of living but they are not coming forward with suitable ventures, since they are afraid to take the risk of selecting suitable venture. The Government of India with active support of State Governments and NABARD are helping Self Help Groups through assistance in the form of Revolving fund, Bank credit and Subsidy to start their Self employment. The SHG movement, which started as a link between the unbanked and the formal banking system to cater to the credit needs of the poor, now boasts of savings account balance of Rs.19,500 cr and credit outstanding of over Rs.75,500 cr. With more than 5000 channel partners and 8.7 Million groups touching more www.ijmer.in 131
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VOLUME 8, ISSUE 2, FEBRUARY 2019 than 100 Million rural households, it is probably the world’s most widely participated grassroots oriented microfinance programme. As on 31st March 2018, there are 8.7 million SHGs out of which 5.02 million SHGs have outstanding bank loans of Rs.75598 Cr to the Banks. The total deposits of SHGs with banks was to the tune of Rs.19592 crore. There are more than 100 Scheduled Banks, 300 DCCBs, 27 State Rural livelihood Missions and over 5000 NGOs engaged in the Self Help Group Bank Linkage Programme.
Marketing the finished product is the most challenging task to the members of the SHGs. In most cases, the middlemen are involved to sell the products of the SHGs, as no such facilities for marketing and guidance are available to the SHGs. Against this background, the present paper aims at examining the marketing problems of Women Self-help groups. The study is based on primary data. The data is collected using questionnaire from 240 sample respondents using simple random sampling method. Two Villages from Guntur district of Andhra Pradesh, namely, Yerrabalem and Pedavadlapudi are selected for the study. From each Village, 120 respondents are selected randomly. Cross tables are drawn to analyze the data.
Review of Literature Usharani (2008) observed that manufacturing and marketing problem scores the highest and the problem of inner conflict and non-cooperation of members scores the least. Manufacturing and marketing problems are the important challenges faced by the SHGs. Most of the SHGs are using low level of technology and are new entrants in the market. Besides, SHGs have to face heavy competition in the market from concerns having fairly long-standing and good reputation.
Krishnaveni and Haridas (2013) attempted to find the marketing problems faced by Self – Help-Groups in Coimbatore. The study finds that the percentage of respondents with high level of problem is found high among respondents, who are doing the business in other than handicraft, catering services, weaving and tailoring category. The percentage of respondents with low level of problem is found high among respondents, who are doing the business in Weaving and Tailoring. It is suggested that all Self-Help Groups must select the right products, qualified persons for proper management, proper training for prompt production, Governments Assistance for facing the marketing problems. It is quite necessary to train them effectively for getting awareness in the marketing potential area.
Swami Doss and Manjula Devi (2013) analyzed the socio-economic characteristics of women SHGs members in Virudhunagar district. Further, the www.ijmer.in 132
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VOLUME 8, ISSUE 2, FEBRUARY 2019 study has also examined reasons for selecting SHGs marketing and the factors influencing the marketing problems of SHGs products. The study finds that most of the SHGs members lie under the age group of 31 years to 40 years, married, HSC qualification, earns Rs. 50,000 – Rs. 1,00,000, living in urban area and with joint family. It is observed that socio-economic variables like age, marital status and annual income do not have association with marketing problems of SHGs products. It is noticed that educational qualification, area and family nature have association with marketing problems of SHGs products.
Palanivel and Sudharsanan (2015) focused on accessing the marketing of Self Help Groups to promote sale of their products in Kancheepuram district. Further, the study has identified the problems encountered marketing activities by the self-help group’s members in Kancheepuram district of Tamil Nadu. The study finds that the most acute problem is the lack of time to participate in all the activities of all the SHGs. This can be stated because the index value for it is significant here there were less number of people who were monitoring the SHGs thus all the activities of all the SHGs could not be monitored by less people. This is followed by timely availability of financial help. The order of these constraints in the descending order is as follows number of support for starting a new activity, problem in marketing the products produced by the SHGs, political interference, high rate of interest, lack of adequate training and skill development facilities, inadequate information on the present scenario of SHGs, less number of genuine borrowers and non- cooperation from the SHGs.
Parthiban and Baba Gnanakumar (2016) examined the marketing problems faced by SHG in Tamil Nadu. The study observed that marketing problems of SHGs include limited financial strength and limited borrowing ability, marketing of production positions a major challenge for the SHG, lack of Professionalism, because the members are less qualified and illiterates. Consumer rejects to buy the products of SHG because MNC’s products are available in the market. Lack of machines and equipment to meet the market capacity and lack of awareness and marketing skills of SHG’s members is also another problem.
Results and discussion The present study has made an attempt to examine the marketing problems of Women Self-help groups. The problems of SHGs discussed in the study include demand for the SHG products, promotion for the SHG products, perception of the people about the quality of SHG products, proper marketing place, training to market the products and heavy competition from other products.
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Demand for the SHG products The study made an attempt to examine whether lack of demand for the SHG products is a problem. Distribution of the sample respondents by lack of demand for the SHG products is given in Table – 1. It is evident from the table that about two thirds of the sample respondents agreed that there is lack of demand for the SHG products, while merely about 5 per cent of the sample respondents are strongly agreed for the same. On the other hand, nearly 13 per cent of the sample respondents are disagreed to the statement. Among different villages, it is noticed that nearly 82 per cent of the sample respondents from Yerrabalem Village are agreed to the statement, followed by almost 57 per cent of the sample respondents from Pedavadlapudi Village. Thus, the study shows that lack of demand for the SHG products is a marketing problem in the opinion of majority of the sample respondents.
Promotion for the SHG products An attempt is made in the present study to examine whether lack of promotion for the SHG products is a marketing problem. Table – 2 shows the distribution of the sample respondents by marketing problem of lack of promotion for the SHG products. It is obvious from the table that about 44 per cent of the sample respondents are agreed to the statement that lack of promotion for the SHG products is a problem, while nearly 10 per cent of the sample respondents are strongly agreed to the statement. Further, the data shows that nearly one sixth of the sample respondents are strongly disagreed to the statement and about 11 per cent of the sample respondents are disagreed to the statement. The results are almost same across the sample Villages. Thus, the study finds that lack of promotion for the SHG products is a marketing problem in the opinion of majority of the sample respondents.
Perception of the people about the quality of SHG products Sample respondents are asked to state whether bad perception of people about the quality of SHG products is a problem. Table – 3 presents distribution of the sample respondents by marketing problem of bad perception of people about the quality of SHG products. It is found from the table that merely about 12 per cent of the sample respondents are strongly agreed to the statement, while another about 12 per cent of the sample respondents are agreed to the statement. On the other hand, about 58 per cent of the sample respondents are disagreed to the statement. The results are varied across two sample Villages. In other words, about 79 per cent of the sample respondents from Yerrabalem are disagreed to the statement that bad perception of the people about the quality of SHG products is a marketing problem, while the corresponding percentage in the case of another sample Village, i.e., Pedavadlapudi is 37.50 per cent. Thus, the www.ijmer.in 134
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VOLUME 8, ISSUE 2, FEBRUARY 2019 study shows that there is no bad perception about the quality of SHG products among the public in the opinion of majority of the sample respondents.
Proper marketing place Sample respondents are asked to state whether lack of proper marketing place is a problem. Distribution of the sample respondents by lack of proper marketing place is given in Table – 4. It is noticed from the table that two fifths of the sample respondents are strongly agreed to the statement that ‘lack of proper marketing place for SHG products is a problem’, while about 6 per cent of the sample respondents are agreed to the statement. Further, the data shows that nearly one fifth of the sample respondents are neutral to the statement. On the other hand, another almost one fifth of the sample respondents are strongly disagreed to the statement, while 15 per cent of the sample respondents are disagreed to the statement. Among sample Villages, it is noticed that about 48 per cent of the sample respondents from Yerrabalem village are strongly agreed to the statement that lack of proper marketing place for SHG products is a problem, followed by nearly 32 per cent of the sample respondents from Pedavadlapudi village. Thus, the study shows that lack of proper marketing place is a marketing problem of SHGs in the opinion of just little over two fifths of the sample respondents.
Training to market the products Sample respondents are asked to state whether inadequate training to market the problems is a marketing problem. Table – 5 presents distribution of the sample respondents by marketing problem of inadequate training. It is deduced from the table that about two thirds of the sample respondents are strongly agreed that inadequate training to market the products is a problem, while 15 per cent of the sample respondents are agreed to the statement. On the other hand, less than ten per cent of the sample respondents are either disagreed or strongly disagreed to the statement. Among sample Villages, it is noticed that sample respondents, who are strongly agreed to the statement that ‘inadequate training to market the products’, account for 75 per cent of the sample respondents from Yerrabablem Village, followed by about 59 per cent of the sample respondents from Pedavadlapudi Village. 30 per cent of the sample respondents from Pedavadlapudi Village are agreed to the statement. Thus, the study shows that inadequate training to market the products is a problem in the opinion of about three fourths of the sample respondents.
Heavy competition from other products An attempt is made in the present study to find out whether heavy competition from other products is a marketing problem to the sample SHGs. www.ijmer.in 135
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Table – 6 shows distribution of the sample respondents by marketing problem of heavy competition from other products. It is evident from the table that only around 23 per cent of the sample respondents are strongly agreed to the statement, while about 13 per cent of the sample respondents are agreed that heavy competition from other products is a problem. As against this, one fourth of the sample respondents disagreed with the statement, whereas nearly 28 per cent of the sample respondents are strongly agreed with the statement. The results are more or less same across the two sample villages. Thus, the study shows that heavy competition from other products is a marketing problem in the opinion of just little over one third of the sample respondents.
Conclusion An attempt is made in the present study to throw light on marketing problems of the SHG products based on primary data. The study shows that lack of demand for the SHG products is a marketing problem in the opinion of majority of the sample respondents. The study finds that lack of promotion for the SHG products is a marketing problem in the opinion of majority of the sample respondents. The study observes that there is no bad perception about the quality of SHG products among the public in the opinion of majority of the sample respondents. The study noticed that lack of proper marketing place is a marketing problem of SHGs in the opinion of just little over two fifths of the sample respondents. The study notes that inadequate training to market the products is a problem in the opinion of about three fourths of the sample respondents. Further, the study reveals that heavy competition from other products is a marketing problem in the opinion of just little over one third of the sample respondents. Therefore, it is suggested that steps should be initiated to impart training about marketing of products to the SHGs. Further, it is suggested that wide publicity should be given about the products made by the SHGs. The Government should arrange for marketing place for SHG products.
Table - 1 Distribution of the Sample Respondents by Marketing Problem of Lack of Demand for the SHG Products Village Lack of demand for the SHG products Total Strongly agree Agree Neutral Disagree Yerrabalem - 98 5 17 120 (81.70) (4.20) (14.20) (100.00) Pedavadlapudi 13 68 25 14 120 (10.80) (56.70) (20.80) (11.70) (100.00) Total 13 166 30 31 240 (5.40) (69.20) (12.50) (12.90) (100.00) Note: Figures in the parenthesis represent percentages to the total. Source: Computed from the Primary Data. www.ijmer.in 136
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Table - 2 Distribution of the Sample Respondents by Marketing Problem of Lack of Promotion for the SHG Products Village Lack of promotion for the SHG products Total Strongly Agree Neutral Disagree Strongly agree disagree Yerrabalem 8 59 25 8 20 120 (6.70) (49.20) (20.80) (6.70) (16.70) (100.00) Pedavadlapudi 15 47 21 19 18 120 (12.50) (39.20) (17.50) (15.80) (15.00) (100.00) Total 23 106 46 27 38 240 (9.60) (44.20) (19.20) (11.30) (15.80) (100.00) Note: Figures in the parenthesis represent percentages to the total. Source: Computed from the Primary Data.
Table - 3 Distribution of the Sample Respondents by Marketing Problem of Bad Perception of People About the Quality of SHG Products Village Bad perception of people about the quality of SHG products Total Strongly Agree Neutral Disagree Strongly agree disagree Yerrabalem 4 8 8 95 5 120 (3.30) (6.70) (6.70) (79.20) (4.20) (100.00) Pedavadlapudi 26 21 10 45 18 120 (21.70) (17.50) (8.30) (37.50) (15.00) (100.00) Total 30 29 18 140 23 240 (12.50) (12.10) (7.50) (58.30) (9.60) (100.00) Note: Figures in the parenthesis represent percentages to the total. Source: Computed from the Primary Data.
Table - 4 Distribution of the Sample Respondents by Marketing Problem of Lack of Proper Marketing Place for SHG Products Village Lack of proper marketing place for SHG products Total Strongly Agree Neutral Disagree Strongly agree disagree Yerrabalem 58 - 25 20 17 120 (48.30) (20.80) (16.70) (14.20) (100.00) Pedavadlapudi 38 15 21 16 30 120 (31.70) (12.50) (17.50) (13.30) (25.00) (100.00) Total 96 15 46 36 47 240 (40.00) (6.30) (19.20) (15.00) (19.60) (100.00) Note: Figures in the parenthesis represent percentages to the total. Source: Computed from the Primary Data.
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Table - 5 Distribution of the Sample Respondents by Marketing Problem of Inadequate Training Village Inadequate training Total Strongly agree Agree Neutral Disagree Strongly disagree Yerrabalem 90 - 21 9 - 120 (75.00) (17.50) (7.50) (100.00) Pedavadlapudi 71 36 7 1 5 120 (59.20) (30.00) (5.80) (.80) (4.20) (100.00) Total 161 36 28 10 5 240 (67.10) (15.00) (11.70) (4.20) (2.10) (100.00) Note: Figures in the parenthesis represent percentages to the total. Source: Computed from the Primary Data.
Table - 6 Distribution of the Sample Respondents by Marketing Problem of Heavy Competition from other Products Village Heavy competition from other products Total Strongly agree Agree Neutral Disagree Strongly disagree Yerrabalem 29 12 8 29 42 120 (24.20) (10.00) (6.70) (24.20) (35.00) (100.00) Pedavadlapudi 25 20 19 31 25 120 (20.80) (16.70) (15.80) (25.80) (20.80) (100.00) Total 54 32 27 60 67 240 (22.50) (13.30) (11.30) (25.00) (27.90) (100.00) Note: Figures in the parenthesis represent percentages to the total. Source: Computed from the Primary Data.
References:- 1. Usharani K (2008), ‘Marketing strategies and financial viability of Self-help Groups’, Sarup & Sons, New Delhi. 2. Krishnaveni V and Haridas R (2013), “SHGS and its Marketing Problems”, Global Journal of Human Social Science Economics, Vol.13, Issue 4, pp.7- 11. 3. Parthiban R. and Baba Gnanakumar P. (2016), “Marketing Problems Faced by Self Help Groups (SHG) in Tamil Nadu”, International Journal of Science and Research (IJSR), Vol.5, Issue 7, July, pp.2156-2159. 4. Palanivel M. D. and Sudharsanan S. (2015), “Marketing Problems encountered by the Self- Help Groups Members - An Analysis”, Asia Pacific Journal of Research, Vol.I, Issue XXVII, May, pp.57-67. 5. Swami Doss S. and Manjula Devi S. (2013), “Problems and Prospects of Self-Help Groups Products Marketing in Virudhunagar District”, Asian Journal of Managerial Science, Vol. 2, No. 1, pp.28-34. 6. NABARD (2018), ‘Status of Microfinance in India – 2017-18’, Mumbai.
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REPRODUCTIVE AUTONOMY OF THE WOMAN
S.Sreenivasa Rao Research Scholar Dr.B.R.Ambedkar College of Law Andhra University, Visakhapatnam
Abstract The right to privacy has been recognized as a fundamental right of an individual in nearly all jurisdictions in the world. For instance, the Fourteenth Amendment to the American constitution deals exclusively with the right to privacy that has been provided as a constitutional safeguard against state infringement of certain fundamental rights. They have divided the right to privacy into two strands. –the first relating to informational privacy which is implicated in an individual’s interest in avoiding the disclosure of personal matters and the other, the right to decisional privacy , which is the right to make certain decisions.1
Keywords: Privacy, Constitution, State, Matter, Decision
Introduction The United States Supreme Court has also recognized this right as fundamental in a number of cases. In Griswold v Connecticut2. The court held that specific guarantees in the Bill of Rights create the penumbral right of privacy and in planned parenthood of south eastern Pa v casey3.It held that there is a certain private realm that the state is forbidden to enter. The undue burden standard holds that the government cannot pass laws that have the purpose or effect of placing a substantial in the path of a woman seeking an abortion. Hence it cannot do so for a woman intending to take pregnancy full term either, generally. However the court held that” to promote the state’s profound interest in potential life throughout pregnancy the state may take measures to ensure that the woman’s choice is informed ……..”.whether or not to undergo medical testing for HIV , a fatal illness for which there is no known cure, is an intensely personal decision which , under law , is protected by the right to privacy in medical decision making.4 Government intrusion is justified only where the state can demonstrate a compelling or substantial government interest sufficient to out weigh the individual’s protected interest in bodily integrity and personal privacy , and can show that the compelling interest cannot be achieved in a less intrusive manner.5
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Although the courts in the U.S.A. have upheld mandatory blood testing of prisoners , prostitutes , sex offenders , and public employees , in each of these instances , courts have identified a compelling state’s interest in the test result and that the privacy intrusion is justified.6
Right to privacy has been interpreted to be an essential component of the right to “life” and “personal liberty” enshrined under article 21 of the Indian constitution in a plethora of cases which cannot be curtailed except to according to procedure established by law.7 Besides India is also a signatory to the International Covenant on Civil and Political rights , 1966, Article 17 of which provides for the right of privacy . Article 12 of the universal declaration of human rights . 1948 runs almost in similar terms. Article 17of the International Covenant does not go contrary to any part of our municipal law . Article 21of the constitution has , therefore to be interpreted in conformity with the international law8.
The supreme court made certain other interesting observations in all the cases mentioned before. It held that the right to privacy was the right to be let alone and also recognized a citizen’s right to safeguard the privacy of his own , his family , marriage , motherhood procreation , child rearing and education among other matters.
Recent judicial pronouncements in the United States have also led to the emergence and development of Doctrine of Reproductive Privacy or Reproductive Autonomy. Reproductive privacy has been considered to be an important aspect of a More general constitutional right of privacy that extends to decisions about marriage , procreation , contraception and child rearing.
It has been recognized as the constitutionally protected interest individuals have in private autonomous decisions about whether or not to have achild9 . The U.S. supreme court in Eisenstaedt v Baird10 , elucidated further on the subject and held that the privacy is equivalent to the right of individuals to be free from unsolicited government intrusion into fundamentally personal matters such as whether to bear children. And as early as in Skinner v Olkahoma11 the Supreme Court held that procreation is a fundamental right.
Legal protection of the freedom of the individual to make a personal choices about religious practice, expression of opinion, place of residence, and employment is grounded in the value of personal autonomy. In that context, few decisions are more important to an individual than the decision whether or not to have children . Therefore individuals will have a substantive interest in exercising control over reproductive decisions12.in Cruzan v Director, Missouri www.ijmer.in 147
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Department of Health , the U.S.. ‘Supreme court recognized the individual’s liberty interest in refusing unwarranted medical treatment. However, when a woman becomes pregnant, her right to refuse certain invasions of her privacy and bodily integrity, including mandatory testing or mandatory administration of medication, is subjected to greater governmental intervention. This is because of the state’s interest in the life of unborn foetus. A court may consider numerous factors when making a decision as to a pregnant woman’s rights to refuse testing or treatment, including the potential lifesaving nature of the invasive procedure and the degree of intrusiveness13.
In addition , in abortion cases following Roe, the court has recognized the” undesirability of ant “trade- off” between the woman’s health and additional percentage points of fatal survival”. .The abortion cases indicate that a state that mandated HIV testing of pregnant women and or use of AZT for women would violate the pregnant women and or use of AZT for women would violate the pregnant woman’s constitutional right to privacy .first at the point prior to viability , presumably the point between fourteen weeks and at least twenty two weeks , the state may be justified in making sure that women receive certain information about HIV testing and AZT , just as in the abortion context , a state may mandate counselling on the benefits of carrying a pregnancy to term. However , if a woman is free to terminate her pregnancy in the months before viability , then she certainly must be able to make treatment decisions for herself and her fetus prior to that point14.
The reproductive privacy of women has found its way even into human rights law. The importance of applying all human rights to improve women’s status within societies and thus their negotiating power within sexual relationships was emphasized by the platform for action adopted by the Fourth World Conference on Women in Beijing in 1995.It explained that the human rights of women included their right to have control over and decide freely and responsibility on matters related to their sexuality, including their sexual and reproductive health.15 There is a specialized convention called the Convention on the Elimination of All Forms of Discrimination Against women (CEDAW) which pointedly deals with the reproductive rights of HIV infected women. It has directed attention to the need to prevent discrimination against women in national AIDS strategies and has also recommended that programmes to combat AIDS should give special attention to the rights and needs of women and children, and to the factors relating to the reproductive role of women. The convention lays greatemphasis on the fact that it is for each woman to determine whether she wants to undertake pregnancy when she is aware that she is HIV infected. Article 12 also provides that state parties shall take all appropriate measures to eliminate www.ijmer.in 148
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VOLUME 8, ISSUE 2, FEBRUARY 2019 discrimination against women in the field of health care in order to ensure that they have access to health care services.16
Human rights law also lies down that everybody has a right to marry and found a family. However this right to found a family is dependent on the capacity for procreation and this capacity for procreation is normally negative right in that it enjoins the duty of states not to interfere with contraception, pregnancy or adoption. And where such treatment is provided by the state, the state is duty bound by the human rights duty not to show discrimination against people who are disabled due to HIV infection. Human rights principles indicate that women should be permitted to exercise their rights to found a family with informed autonomy. It is to be kept in mind that the knowledge that their children on birth will be at risk of succumbing to HIV infection, and those women themselves may not long survive childbirth, are gravely important matters that women will take into consideration before exercising their choices.
It is also possible that they will not always be deterred from initiating pregnancy where weighing all factors it seems to them that this risk does not overwhelm other risks they and their new born infants would normally face.17 Women who chose to have children after discovering that they are HIV infected are very often portrayed as morally irresponsible, mentally unbalanced or uncaring. These very same critics fail to look beyond and understand that when child bearing is the main role in which women can attain self-esteem in most countries, even high risk pregnancies with significant odds of a negative outcome for a child may seem like a healthy and life sustaining choice18.Therefore the final choice ought to be theirs fort he making 19. Reproductive Autonomy of a woman also includes in its ambit the right of an HIV infected mother to decide whether to breast feed her child or not20.
Conclusion Towards this end it is important that women are empowered to make fully informed decisions about infant feeding and suitably supported in carrying them out . They should be provided access to confidential counselling and as part of this process they should be informed of the implications of their HIV status for the health and welfare of their children .Finally but most importantly , the implicit presumption that lies behind this whole concept of reproductive autonomy is that a parent will act only in the best interests of her child.
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1. Roe v wade , 410 U,S.,152 (1973)133 2. 381 U.S. 479,484-485 (1965) 3. 505 U.s. 899, 351 (1992) 4. Supra note 1 at 484 5. Id 6. Ibid at 485 7. P.U.C.L.v union of india (1997) 1scc 301; R.Rajgopal v state of Tamil Nadu (1994) 6 scc 632;Gobind v State of MaDhya Pradesh (1975) 2 scc 148 8. P,u,c.l. v union of india,(1997)1scc 301 9. Roe vWale 410 U.S.113,153 (1973).They also categorized as the “zones of privacy” 10. 405u.s.438,453 (1972) 11. 316u.s.535 (1942) 12. “sterilization” Duke law journal vol 1986:806,833 13. Ibid at 485-486 14. Supra note 1 at 488 15. Cook ,rebeccaj, HIV –law ,ethics and humanrights,jayasuryad.c.(ed),undp,pp239 16. Supra n33 pp248. 17. Ibid pp258 18. Patton,cindy,last served –genderingthe HIV Pandemic, Taylor and Francis Newyork,1994 PP88 19. Matter ofhofbauer,393 ne2d 1009,1013 (ny 1979) 20. Supra n 12 pp 873.
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A PERSPICUOUS STUDY ON THE PROBLEMSOF MSMEs IN INDIA
R.V. Subba Reddy Dr M. Siva Sankar Reddy Lecturer in Commerce Lecturer in Commerce Government Degree College Government Degree College Puttur,Chittor Dt Palamaner, Chittor Dt
Micro, Small and Medium Enterprises (MSME) sector has emerged as a highly vibrant and dynamic sector of the Indian economy. MSMEs not only play crucial role in providing large employment opportunities at comparatively lower capital cost than large industries but also help in industrialization of rural & backward areas, thereby, reducing regional imbalances, assuring more equitable distribution of national income and wealth. MSMEs arecomplementary to large industries as ancillary units and this sector contributes enormouslyto the socio- economic development of the country.
Introduction In India, since last many years, the MSME`S are recognized as means of production and service rendering with utilization of limited resources. The effective utilization of resources, greater operational flexibility, mobility and higher innovations and low investment are the strength of MSME`S. MSME`S sector worldwide considered as the growth engine of the economy. In European Union and in USA, more than 99% and 80% enterprises are under this sector, respectively .In India; much potential are available towards a equal regional development and optimum utilization of scarce resources. More than 95% units belong to MSME sector and about 45%; products produced by MSME sector. The contribution of MSME`S towards this sector is highly remarkable as compared to any other sector of economy. MSME`S contribution towards, investment, employment generation, GDP, production etc, in every area it is very important. Definition of MSME’s: In accordance with the provision of MSME’s development act 2006, the MSME’s classified into two categories:
Review of Literature V. Gurumurthy and Thiripurasundari, K (2009) The challenges of micro, small and medium enterprises of India are studied and presented the highlights. One side the globalization isan opportunity as well as another side it is a challenge for the indigenous MSME’S. The Indian MSME’S are facing a great problem due to larger production of foreign manufacturing concern. The financially strong MSME’S will survive strongly at globalized platform.
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Bhavani, T.A. (2011),The study presented that how the all aspects of the MSME’S (Employment, Leading sector of MSME’S, Investment in fixed assets) being change in modern perspective. The technological advancement and protection of MSME’S through various subsidy schemes and liberal availability of credit will be a great help.
Objective of the Study To present the current status of MSME`S in India To know the problems and solutions related to MSME`S. To discuss the prospects of MSME`S in the development of Indian economy
Methodology in the Study The secondary data in nature and mostly collected from the Annual Reports published by the Ministry of Micro, Small and Medium Enterprises are only used. The study covers a period from 2005-06 to 20016-17. Four parameters viz No. of units, Gross-output, Employment and Investment fixed assets are used for performance analysis of MSME .The details of outstanding bank credit is taken from the RBI. The other related information are obtained from the personal interaction with the MSME`S owners where it requires
Problems of Msme`S in India Presently, the Indian MSME`S has various types of problems. Most of the problems are controllable while others are uncontrollable. Based on data analysis and study of the related literature the MSME`S problems are presented as below:- Inadequate credit facility from the banking sector -The MSME`S are presently facing the problems of credit from the banks. The banks are not providing the adequate amount of loan to the MSME`S. The loan providing process of the banks is very long and formalistic. The owners of the MSME`S are required to produce various types of documents to get their adequate loans.. Competition from the MNCs In present era of globalization, a stiff competition is being faced by MSMEs. from the Multi National manufacturing Companies in supplying quality goods at cheapest price. Hence, it is very difficult to compete with the multinational companies.
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Lack of Infrastructure– In spite of optimum development inMSMEs there is a poor infrastructure is an obstacle for the more development . With poor infrastructure, their production capacity also becomes very low as the production cost is very high. Lack of proper labour turnover inMSMEs - All the laws related to the all aspects of manufacturing and service concern are very complex and compliance with these laws are practically difficult .The various decisions of factory depend upon the factory commissioner and inspector, so there are so many chances of red tape in the operation of MSME’S. Lack of Quality raw material and other inputs- MSME’s require raw material, skilled work force and other inputs, which are not available in the market. Owing to unavailability of these essentials, it is very difficult to produce the products at affordable prices. Instable Government policies : frequent changes in government policies also get son ambiguity in development of themselves in the present market scenario Problem in usage of advanced technology-The owners of MSME`S are not aware of advanced technologies of production. Their methodology of production is outdated. The owners are using older method in the field of fabricated metal and textile. Lack of distribution of marketing channels-The MSME`S are not adopting the innovative channels of marketing. Their advertisement and sales promotion are comparatively weaker than the multinational companies are. The ineffective advertisement and poor marketing channels leads to a very poor selling. Lack of training and skill development program- The training and development programs in respect ofMSME`S development concern is very low .So, skilled manpower is not being available to MSME`S. The owners are aware of the innovative methods of production. The skill developmental schemes conducted by the government are not sufficient.
Suggestions for Improvement Coordination in Supply of Technologies: A number of appropriate technologies for the MSME sector have developed in various sectors. While each MSME has its areas of strengths and weaknesses, therefore, it would be mutually valuable if already developed technologies made available to each other. A comprehensive list of all sorts of technologies should be prepared and made available accordingly to the MSMEs requiring it. Proper Training and development is required: There must be conduction of training and development programs by the MSME www.ijmer.in 153
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ministry. The currently running programs are not so effective and sufficient. One of the important reasons for slow intake in the utilization of schemes is the lack of knowledge about schemes and their likely benefits. The current knowledge dissemination system is limited in its outreach. There is a necessity to develop a better communication strategy and use of new age media tools. Assignment of a Panel of Consultants: For the purpose of technological advancement and guidance a panel of experts and consultants should be prepared, who can help the MSMEs within the region for effectively transfer the available technologies. The constitution of panel of these consultants could be nature wise of the activities of the MSME .At the time of assignment of panel of experts, there should be inclusion of the owners of different sectors of MSMEs. Confirmation of Technological Needs: There should be detailed survey to assess the technical and financial needs of the MSME. So that, the proper arrangement could be make to fulfill the needs of the MSME’S. Optimum availability of the credit- Our banking system does not provide sufficient amount of credit to fulfill their requirement of establishment of MSME and as well as not for the operational activities. Therefore, there must be availability of credit according to the requirement at cheaper rate. Relaxation in labor laws and red tape :There should be relaxation in complex labor laws to avoid the inconvenience in compliance. There should not be uniform labor laws to each MSME. The must be sooth running of the concern not to create a problem for them. Every effort must do to avoid the unnecessary red tape. Proper research and development: There should proper research and development in respect of innovative method of production and service rendering. The innovative products will provide the cheaper products and the MSME’S will be able to cope up with the situation.
Potentials in Msmes The lots of potentials are available in the field of MSME’S. The prospects of this sector are following Employment generation- There is numerous possibilities in the field of manufacturing and service rendering of MSME’S. In recent year, the MSME IS are generating different and ample amount of employment in the field of retail and manufacturing sector. The rate of employment generation extended more by promoting the Indian MSME’s. Minimization of regional imbalanceThe MSME’S can be a good vehicle to minimize or remove the regional imbalances. The rural areas www.ijmer.in 154
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of the nation can equally developed through the running of MSME units in such areas. The MSME’S will utilize the work force of rural areas and lead to the removal of regional imbalance. Customer satisfaction oriented- The MSME’S produce goods according to the needs or expectations of the customers. Primarily, the MSME’S manufacture goods considering the taste and preferences, liking and disliking of the local consumer .So, the MSME’S can be ore customer satisfaction oriented. Enhancement of export- The MSME’S can be a mean to enhance the export of India. There will be a great demand of Indian product at international level of market. The Indian items like khaddar, kaleen, wooden items and other hand- made souvenir articles demanded in the world. Attraction to the foreign investment –Though, the Indian MSME’S are the booming field and the growth rate and return on investment is satisfactory. This sector is more responsive than other sector of economy. Therefore, this sector might be a source to attract foreign investment in India.
Conclusion The overall performance and contribution of small scale industries to Indian economy is described in terms of its absolute growth in units, employment, production and exports. The MSMEs Development Act of 2006 perhaps is the most crucial of these recent policy changes. The formulation and implementation of policies and programmes/projects/schemes for MSME sector is undertaken by the Ministry with the assistance of its attached and autonomous organizations. The growth of small scale industries can be evaluated on the growth rates of units, Employment, output and exports of Small scale industries in 2016 with that of 1990s.At the same time MSMEs sector faced Key Challenges like as Lack of availability of adequate and timely credit, High cost of credit, Collateral requirements, Limited access to equity capital, Procurement of raw material at a competitive cost, Problems of storage, designing, packaging and product display, Lack of access to global markets, Inadequate infrastructure facilities, including power, water, roads, Low technology levels ,Lack of skilled manpower for manufacturing, services, marketing, etc. Despite the various challenges it has been facing, the MSME sector has shown admirable innovation, adaptability and Resilience to survive the recent economic downturn and recession. The small scale sector has grown rapidly over the years. The period of liberalization and the development the MSMEs sector constituted an important segment of our economy. MSMEs are a very important segment in the Indian industrial sector and would continue to play a crucial role in the Indian Economy www.ijmer.in 155
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VOLUME 8, ISSUE 2, FEBRUARY 2019 in the future. A rewarding feature of economic development in India is due to impressive growth of modern MSMEs.
References 1. Annual Reports, Govt. of India, Ministry of Micro, Small and Medium Enterprises 2. MSME Development Act 2006, Ministry of the District Industry Centers (DIC) MSME, Government of India. 3. Performance and Prospects”, Economic and Political Weekly,
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FISHERMEN VILLAGE/HABITATION CHARACTERISTICS IN MARITIME ENVIRONMENT IN VISAKHAPATNAM
Dr V Venkata Lakshmi Guest Faculty Department of Anthropology Andhra University Visakhapatnam Abstract The present paper aims to discuss the facilities and village structure of the fishing community habitation in Visakhapatnam coastal region. Vadabalija and Jalari two communities are dominated in coastal region of Visakhapatnam. This paper also discuss the demography, housing, infrastructural facilities, religion, economic activity, political etc. Though the democratic institutions are regulating and controlling the law and order issues in fishermen villages the traditional self-ruling institutions are integral of fishermen social and cultural activities. While the secular issues are governed by the panchayat authorities the spiritual and life-cycle ceremonies are managed by the traditional community or village heads. Keywords: Fishermen, Maritime, Vadabalija, Jalari Introduction Visakhapatnam, a maritime city on the east coast (Coromandel Coast / Bay of Bengal) of India is located halfway between Kolkota (West Bengal) in the north and Chennai (Tamil Nadu) in the south is the second largest city of Andhra Pradesh. The city gained much of its prominence in the second half of the 20th century, and all its development was hub around the natural harbour at ‘Dolphins Nose’ hill. A church, a mosque and a temple on a hillock but now quarried into three isolated hillocks, representing three major religions of the world proximate to one another in a square kilometre space in the vicinity of harbour, a unique harmonious spiritual-secular character imbibed into Visakha region cultural ethos. Buddhist monasteries atThotlakonda, Bavikonda, Pavuaralkonda etc., Appikonda sacred complex represented by Appeswara-Someswara-Chelleswara temples,Rudraeswara temple at Rushikonda, Vallabhaswamy and Madhavaswamy temples on headlands at the confluence of Varaha River, all along the 155 km coast, Simhachalam on Kailashgiri hill range adjoining the coast presents the development of regions spiritual space and its linkages with maritime merchandise, an ancient globalization. Visakhapatnam region, particularly the coastal lands are picturesque and they gained national and international fame due to their natural endowments. At several places the jutting of the Eastern Ghats as headlands into the Bay of Bengal led to the formation of several bays, backwater lagoons and lakes. The mouths of several ephemeral rivers, which originated in the Eastern Ghats traverse through peneplains before joining the Bay of Bengal, are presenting estuaries and wetlands. These natural landscapes are further endowed with extensive red sand mounds, often heavily dissected adding to the scenic beauty to the region. About 5 km swath of the Visakhapatnam coast has been the habitat of fishermen communities. They are Vadabalija, Jalari and Palle communities. Among these
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Vadabalija is the numerically dominant community followed by the Palle and Jalari. People of these communities live in villages, which are located very contiguous to the coast. Those who live in the urban agglomerations are also segregated into wards proximate to the coast. In all together 65 villages/habitations are recorded and they are physically verified through survey of India topo-sheets, landsat imagery, google-earth through internet and they are physically verified by ground truth check. Based on the location of the village/habitation in consonance with the geophysical resources and development all the 65 are divided into five categories. They are 1. Urban, 2.Semi- Urban, 3.Rehabilitated Colony, 4.Rural-North, and 5. Rural-South. The urban (8) category includes 5 and 3 wards from Visakhapatnam Greater Municipal Corporation (GVMC) and Bhimunipatnam Municipality (BM) respectively. The semi-urban consists of nine villages on either side of GVMC, and the Rehabilitated colony (2) is totally a recently built housing colony rehabilitated by the uprooted fishing people from two villages (Gangavaram and Dibbapalem) due to the construction of Gangavaram Port. The rural villages those located to north of GVMC Semi-Urban and on either side of BM come under the Rural-North (17), while those villages south of GVMC Semi-Urban are Rural-South (29) in Visakhapatnam district. The total analysis of the parameters under consideration are discussed and presented against this frame of 5-category habitations. Location (Distance from the sea coast): The coast of Visakhapatnam is interspersed by the ephemeral river mouths, and backwater streamlets and in between these several sand ridges, sand dunes including red sands present a vivid topographic features. Such landscape is the habitat of 57 villages and two urban agglomerations, which consists of 8 wards or habitations inhabited mostly by the fishermen populations. On socio-cultural parameters they are grouped into 3 castes, viz. Vadabalija, Jalari and Palle. The location of habitation/villages in relation to tidal-margin of the sea is calculated and the data is presented in table 1.
Table -1: Distribution of Habitation Distance (in relation to sea coast) in Maritime Environment S. Distance from the sea in Kilometres Habitation Per N Total Category >0.5 0.5-1 1-1.5 1.5-2 2-2.5 cent o km km km km km 1 Urban (8) 8 0 0 0 0 8 12.31 2 Sub-Urban (9) 6 0 1 2 0 9 13.85 3 RH Colony (2) 0 0 0 0 2 2 3.08 4 Rural-North (17) 7 4 3 2 1 17 26.15 5 Rural-South (29) 5 9 5 7 3 29 44.61 Total (65) 26 13 9 11 6 65 Per cent 40 20 13.85 16.92 9.23 100
The data of the table (3.1) indicates that 40 per cent of the villages are located very close to the sea at less than 500 meters followed by 20 per cent between 500 (half a kilometre) and 1000 meter (one kilometre) distance, followed by about 17 per cent
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VOLUME 8, ISSUE 2, FEBRUARY 2019 between 1.5 and 2 km, while about 14 per cent between 1 and one and half km. It is interesting to note that about 4 villages from Rural category and 2 Rehabilitated colonies are located little far away between 2 and 2.5 km (9.23 per cent). Location (Elevation in Relation to Tidal-Margin/MSL) Data pertaining to elevation of fishermen village / habitation in relation to tidal- margin or the Mean Sea Level (MSL) is calculated on contour lines of the Survey of India topographical sheets and ground truth check and the same has been presented in table-3.2. The data indicates 40 per cent of them are falling in between 5 and 10 meter contours, followed by about 18 per cent each in less than 5, 10-15, and 15-20 meters elevation. Only about 5 per cent of habitations are located between 20 and 25 meters elevation. Any habitation located less than 10 meter elevation is most vulnerable for sea borne calamities, thereby more than 50 per cent (18.46 + 40.00 = 58.46 %) of the habitations in the study area are vulnerable for vagaries of the sea.
Table- 2: Distribution of Habitation Elevation (in relation to sea coast) in Maritime Environment S. Habitation Altitude in Meters Total Per N Category >5 m 5-10 10-15 15-20 20-25 cent o m m m m 1 Urban (8) 3 5 0 0 0 8 12.31 2 Sub-Urban (9) 0 7 1 1 0 9 13.85 3 RH Colony (2) 0 0 0 0 2 2 3.08 4 Rural-North (17) 2 9 5 1 0 17 26.15 5 Rural-South (29) 7 5 6 10 1 29 44.61 Total (65) 12 26 12 12 3 65 Per cent 18.46 40 18.46 18.46 4.62 100 Methodology The present study was conducted in Visakhapatnam coastal region and subject selection based on random sampling processor employed in data collection. Anthropological tool techniques like participation observation, schedule, interview, case studies carried out of the study. Data also collected secondary source in internet, Andhra university library and published thesis and articles. Demographic Profile / Population The habitations or the villages located along the coast are inhabited mostly by traditional fishermen communities. Out of 65 habitations 45 are exclusively inhabited by fishermen populations and the remaining 25 are sprinkled with one or two families of other communities like Kshatriya (land owning community), Vysya (trading community) come under upper castes of Hindu hierarchical system, and Chettibalija (toddy tapping), Yadava (shepherds) and a few less known communities, which come under Sudra category of Hindu varna system. The hinterland of the fishermen villages and the coastal land is mostly owned by the Kshatriyas, while the Vysyas have petty shops in the fishermen habitations. Chettibalija people tap the toddy from the palm trees found both in private and public coastal lands and sell among the fishing populations, while the Yadava
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VOLUME 8, ISSUE 2, FEBRUARY 2019 use the coastal stretches to graze their cattle, sheep and goats. Other than these the rest of the people are fishermen only. The data related to the people of the study area is presented in table- 3 Table- 3: Distribution of Population in Maritime Habitations
Source: Part of the data is from State Fisheries Development Corporation, Visakhapatnam The data of the table 3 indicates that out of about 1.3 lakh population only 0.57 per cent are other than the fishing community people. The fishermen population is categorised into male, female and children with an aim to assess the present and prospective fishing people. At present about 51 thousand families are found along the Visakhapatnam coast, out of which only about 25,000 people are actively involved in fishing (Source: State Fisheries Development Corporation, Visakhapatnam). The data further shows that about 25,000 people below the age group of 14 years are categorised as children. This category is subjected to development and welfare processes through extending health and medicare, education and training. Other than this category most of the people are illiterates, eking their livelihoods either from traditional fishing, or some wage work available in the local labour market. A few of the households have taken up menial occupations like mechanics, drivers, tailors, painters etc within their village primacies. In this given situation, continuity of fishing on traditional means may not be possible, but the children category is the hope. There is likely chance that this group would take up mechanized fishing with all development and welfare inputs. Housing and Households The people in the study area are living in houses made up of different materials, and they are classified as huts (mud walls with thatched roof on wooden skeleton), tiled (walls of mud or brick with tiles on wooden frame), and slab (cemented walls with steel and cement concrete slab) categories. The huts with conical, the tiled houses with bevelled, while the concrete ceiled houses with flat roofs are common in the study area. The conical shaped thatched huts with very low entrances are indigenous adaptation to the vagaries of high velocity winds often batted on east coast of India. The traditional houses are slowly converted into the contemporary housing patterns with the support of the government hosing schemes. During the initial years of development process (1980s and 90s) some of the thatched roofs are replaced by the tiles, while in the last decade of the 20th century and the first decade of the 21st century housing colonies were built by the government or building materials are subsidised. Cyclone relief centres in the form of
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VOLUME 8, ISSUE 2, FEBRUARY 2019 two storied buildings, in two designs- round and rectangular forms are built in some of the villages to mitigate the natural calamities. It is paining to comment that most of these structures are in dilapidated conditions, standing in the settlements as examples of negligence. Data related to living houses is visually counted in the field and cross checked with Google-earth digital image data, and the same has been presented in table- 4. Table- 4: Distribution of house types and households in Maritime Habitations
(Figures in the parenthesis indicate per cent) In all 65 villages / habitations put together 9,908 ‘units’ of dwellings recorded are shared by 28,100 households, out of about 1.3 lakh fishing population. A unit means a living room (in traditional houses round one with encompassing corridor, rectangular in other types with clear wall separated rooms) with common veranda and kitchen / cooking place. The analysis related to housing, households and the population clearly indicates that there is acute shortage of housing and is overcome by sharing the ‘unit’ of house by more than two families. It is interesting to note that the house is shared by the parents and their married sons, and further observed that house is shared but not the hearth. Cooking and dining are independently being done at different corners of the house depending on availability of space coupled with wind path. The shortage of cooking space and combating the frequently changing wind directions (due to differential heating between land and water) was overcome by ‘mobile hearths’, an indigenous technological system (ITS). More number of families sharing ‘unit’ of house in urban habitations is due to multi-storeyed nature of buildings, which we could not count virtually. Most of the sub- urban houses are government sponsored planned colonies, and they are shared by the beneficiaries and their off-springs. People uprooted from traditional villages are rehabilitated in planned colony with double storied buildings, specifically designed for resettlement. Since there has been a gap between uprooting and resettlement shortage of housing had risen, and is being compromised by the family density (3.18 families per unit). In rural north and south most of the houses are shared on an average by 2.5 families. The density of houses and families in a house is an outcome of horizontal and vertical (encroaching sea on east and private landholdings on the west, and acquisition of coastal land for development activities like SEZs, Ports, Petrochemical and Pharmaceutical corridors etc.) compression, and thereby villages are sandwiched due to
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VOLUME 8, ISSUE 2, FEBRUARY 2019 natural barriers as well as anthropogenic landscapes. The fishermen do not have land properties as their main stay is common property, the sea and its resources in the form of fish. Water Resources and Women Activities Though the fishermen settlements are on the coast of Bay of Bengal, whose sheet of water is the main source of economic activity, the fresh water source is essential and plays an integral role in the life of fishing communities. It is fortunate that the local rocks and substrata of the coastal region had freshwater table, and is being used in different ways for domestic purposes. Data related to village / habitation-wise water sources is collected and presented in table- 5. Table- 5: Distribution of water sources in use in Maritime Habitations
* Storage tanks both at ground and overhead levels It is clear from the table that four different sources of water such as open wells (25 per cent), tube wells (61.68 per cent), storage tanks (11.45 per cent) and natural tanks (1.87 per cent) are in use for domestic activities. Water from the open wells is drawn with buckets through string on a pulley manually while in case of tube wells it simultaneously by mechanical and manual means by a hand pump attached to the tube. Water drawn from the ground through electrical succession motor and is pumped into storage tanks built both at ground or overhead levels, from which water is taped by gravitation flow. The open and tube well water points (used by manual and mechanical means) are further provided with cemented platforms to maintain the clean and hygienic premises, but they are household activity areas attended by women. Besides fetching water, cleaning utensils, washing cloths and taking bath, certainly extend personal cleanliness, but making unhygienic premises due to poor drainage. In addition to these activities, we have observed that the water points are acting as social interacting centres of settlements, where women of different age groups often chitchat and gossip, socialize and share knowledge. Such social and economic knowledge exchange activity is not seen near the storage tanks (taps attached to tanks) or taps provided at different points in a settlement, where water is drawn through gravitation flow. Natural tanks are seen only in rural settlements and they are occasionally used. Infrastructure Facilities and Other Amenities in Maritime Habitations Fishermen villages / habitations in the study area are at different stages of development in terms of infrastructure facilities like roads, transport, communication, and other amenities like traditional and modern community centres, market yard, calamity relief centres, etc. Data related to such facilities and amenities is collected at
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VOLUME 8, ISSUE 2, FEBRUARY 2019 village level, and the same is tabulated in table 3.6 against the habitation categories to assess their accessibility and denial of such facilities and amenities. Table- 6: Habitation category-wise distribution of infrastructure facilities & Civic amenities
The data indicates that all the fishermen villages/habitations are connected on ground by blacktopped roads to approach (with an exception to a few conker roads), and in air by electromagnetic waves for communication (either of BSNL, Airtel, Tata, Vodafone, Reliance signals). Most of the villages can be reached by bus transport provided by Andhra Pradesh State Road Transport Corporation-APSRTC) under its “pallevelugu” programme on certain timings while auto services (three wheelers) under private operators round the clock are available. Andhra Pradesh State Electricity Board (APSEB) has brought all the villages /habitations under its power connectivity, but about 5 to 10 per cent of the houses are yet to be connected. Though the democratic institutions are regulating and controlling the law and order issues in fishermen villages the traditional self-ruling institutions are integral of fishermen social and cultural activities. While the secular issues are governed by the panchayat authorities the spiritual and life-cycle ceremonies are managed by the traditional community or village heads. The traditional ‘ratchabanda’, a concrete platform at one of the centres of the village is a standing testimony, where most of the disputes are solved by inherent traditional village functionaries, besides acting as culture conservators and heritage promoters. It is clear from the data that only 22 of such structures are at present in vogue. It seems that such open air structures are replaced by the closed community centres (32) in the form of buildings mostly in the urban, sub- urban and RH Colony categories. In order to mitigate the natural calamities like cyclones, tidal waves, surges, tsunamis, etc, the government of Andhra Pradesh under its World Bank Welfare programmes had built 40 ‘Cyclone Relief Centres’ at two times, initially the round ones and later the rectangular. All round ones in dilapidated condition while the rectangular ones are often used as either anganwadi centres or schools. In 20 out of 65 villages/habitations government offices are seen and they are mostly the nodal points for government functionaries. Market facility in 31 villages and bus shelter facility in 13 villages/habitations are noticed and these perhaps depended mostly on the size of the village and its population. Light houses located at different spatial intervals such as
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Viskhapatnam and Bhimunipatnam in the north, and Pudimadaka and Pentakota in the south are catering to the navigation requirements of the entire region. Healthcare Services in Maritime Habitations: The status of health has been considered as one of the important parameter to calculate human development index. Health of a population depends on the local climate and environment conditions thereby utilising these resources is important. The qualities of air they breathe, water they fetch, and food they consume play a vital role in up keeping the status of health. The quality of air depends on biomass (flora and fauna) and the industrial development in the vicinity of human habitations. With an exception to urban habitations (8 urban wards) all 57 ‘units’ of habitation fall under rural category are far from industrial pollution. But the hygienic conditions of the rural villages are far from satisfaction due to reasons like improper drainage (no bathrooms, a few are drained on to streets), unclean streets (streets are dumping yards), mud-holes near water points, open air defecation (no toilets) and such allied. In addition to these the economy related fish processing and drying within the village/habitation is also contributing to the unhygienic conditions. Poor or absence of such civic amenities are converting the human habitations as stinking holes, thereby causing air pollution. The main source of water is from groundwater table. The use of this source in different ways (open well, bore-well, storage tanks) is not properly treated and often polluted (informants opinion). A cursory look at food habits of fishermen indicate more or less balanced with a few deficiencies of iron and vitamins. The government of Andhra Pradesh in its healthcare programme had extended three-tier healthcare delivery system (village, panchayat and Mandal level) to up keep the health status of the people. There is no special healthcare programme specially designed for fishing communities, but they are treated on par with the rest of populations. Though allopath medicine is commonly used among fishing populations traditional ethno-medicine is also occasionally practiced on the directions of the elders and ‘Dasudu’, the traditional community doctor. In order to assess the healthcare delivery services available among fishing communities, the data pertaining to such is collected and the same has been presented in table- 7. Table-7: Distribution of Healthcare Services available in Maritime Habitations S. Habitation Healthcare Services Per cent N Category Angan- Sub- Total o wadi ANM Centre PHC 1 Urban (8) 9 3 4 2 18 14.06 2 Sub-Urban (9) 10 5 3 0 18 14.06 3 RH Colony (2) 3 1 1 0 5 3.91 4 Rural-North 18 11 5 5 39 30.47 (17) 5 Rural-South 33 4 7 4 48 37.50 (29) Total (65) 73 24 20 11 128 Per cent 57.03 18.75 15.63 8.59 100
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It is clear from the table, that four types (Anganawadi- a trained health worker to look after the pregnant and lactating mothers at village level, Auxiliary Nurse Midwife (ANM) who attends to deliveries and maintains birth-death records at village level, Sub- Centres- qualified medical staff at Panchayat level, Primary Health Centres (PHC)- trained medical and paramedical staff at mandal level) of healthcare delivery systems are noticed in the maritime habitations. Anganwadis (73 in 65) are outnumbering the actual ‘units’ indicate their presence in every habitation and more than on in a few habitations, which depends on the size of population. Distribution of ANMs and Sub-Centres more or less uniform in urban, sub-urban and RH categories, but they show remarkable variation between rural north and south. ANMs are more (11 for 17 villages) in north when compared to south (4 for 29 villages). In both sub-centres and PHCs the rural north is well placed (5 each of sub-centres and PHCs for 17 villages) in healthcare delivery systems than the south where for 29 villages there only 7 sub-centres and 5 PHCs. The distribution of healthcare delivery systems data indicates a clear distinction between the rural south and north. The reasons for such distinction are beyond the scope of the present study. However, the field experience suggests ‘hygienic conditions and diseases’ on one hand and ‘contiguous nature of the urban and sub-urban habitations’ on the other would through some light on the parity. The urban centres (Visakhapatnam and Bhimunipatnam about 22 kilometres apart) fall in northern part of the study area. Education Services in Maritime Habitations Education is the prime parameter that makes the society more knowledgeable. The literacy rate is very poor among fishing populations across the globe and more so in the study area. In spite of illiteracy the fishermen are capable of sailing on open sea harvesting a variety of fish in varied climatic conditions. This knowledge they gained out of ‘trial and error’ processes over the ages transcended from generation to generation through oral and practical means, is known as Indigenous Technological Knowledge (ITK). However, the governments both at central and state under the ‘universalization of primary education’ programme had extended several elementary and adult education institutions in all the villages/communities including the fishermen. Further, state governments have introduced high schools and colleges, both junior and degree, in many areas to provide upward linkages in education. Since the fishermen communities come under Backward Class the state government has extended free education, at a few villages residence education (hostels for boys and girls). The data related to educational institution is collected at village/habitation level and the same is tabulated in table- 8. Table- 8: Distribution of Education Services in Maritime habitations Habitation Education Services S. Category Elementary High Junior/Degree Total Per N Schools Schools Colleges & cent o Others 1 Urban (8) 6 2 0 8 13.11 2 Sub-Urban (9) 4 4 0 8 13.11 3 RH Colony (2) 1 2 0 3 4.92 4 Rural-North (17) 9 2 0 11 18.03 5 Rural-South (29) 29 2 0 31 50.83 Total (65) 49 12 0 61
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Per cent 80.33 19.67 0 100
The data categorically indicates that none of the villages/habitations in the study area had either junior or degree college. In total 61 schools are recorded in 65 ‘units’ of habitation. Out of which elementary schools account for 80.33 per cent while the remaining 19.67 per cent is high schools. In many villages schools are being conducted in permanent buildings or in cyclone relief centres, whose conditions are either poor or in dilapidated conditions. Only a few schools are in proper condition with regular staff. All schools are meant for coeducation, no separate ones for girl children. In all schools boys’ enrolment as well as dropout is high. Most of the boys are seen along the coast playing, swimming or assisting the elders in repair of nets and boats, fishing expeditions and the catch. Elders and parents are not serious about their absence in schools. It seems that the boys of such groups (schooling age) are acclimatizing to the sea weather conditions and learning the knowledge on fishing gear, navigation and fishing by means of participant observation and involvement. It may not be out of context to perceive that the informal nature of acquiring the trio- by means of learning ‘repair-sailing-harvesting’, which are integral of marine fishing coupled with gender tag of exclusively of men folk, keeping the boys away from formal education. Field observations indicate that the girl children are better educated than boys (interview outcome with a few school teachers) up to elementary and high school levels, but their further continuity is not taking place for want of colleges within the villages/habitations. The fishermen are not showing interest in sending the female children to outside the village for education. It is interesting to note that those female children who got educated beyond high school and got themselves trained in some skills are employed in fishermen villages are facing problem of not getting a suitable spouse. This is a recent phenomenon, and is due to differential education standards between boys and girls, the later superseding the former in passing out, training, employment and such allied. Further probe into the employed girls of fishermen community indicates two prominent reasons: 1. The village conditions (exclusively inhabited by fishermen and poor in hygiene) and 2. The caste position in social hierarchy. These conditions are not opening up for having alliance outside the village and caste, in spite of education and employment. Educated and Employed In the process of development, as a policy the governments have established educational institutions at different time intervals in and around the marine habitations. Though the expected results are far from satisfaction there is a perceptible change among a considerable number of fishermen towards education. The data pertaining to those fishermen got educated over the years (ever since the establishment of schools/colleges) has been collected orally on snowballing method, and the same has been presented in table- 9.
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Table- 9: Distribution of Educated and Employed among the Marine Populations
The data of table clearly shows so far there are about 19,300 educated people among the fishermen of 65 villages. The bulk of the educated are 7th standard (48.78%) followed by 10th standard (31.80%) and Intermediate (11.72%). The remaining belong to various stages of college years leading to different qualification such as graduates, post graduates (0.07%), engineers (1.02%), doctors (0.14%) and teachers (0.39%). In additions to these there are people get trained in vocational courses like ITI (0.75%) and such allied (0.41%). Out of 19,300 educated only 358 accounting for 1.85% are so far employed. This type of unemployable phenomenon in spite of educated is generating some disinterest among the fishermen (several people complained employability of education while sought information on education). Leaving aside the rural areas where it is only 1.25% in rural-north and 0.62% in rural-south, even in urban area the employed against educated has not crossed 4 per cent (3.97%). The 3.88% employed in RH Colony category is due to the agreement of providing employment to the uprooted families of erstwhile Gangavaram and Dibbapalem villages. The lowest per cent of 0.42 in sub- urban category is a surprise but further enquiry among such habitations has revealed an interesting process that most of the educated are self-employed, accessed several development and welfare programmes extended by the governments over the years. The other category of decimal per cent of employed (0.62%) in rural south can be explained in terms of more number of ITI Diploma holders engaged in employment (drivers, mechanics, tailors, electricians etc.) in informal sector. The study indicates that the education is slowly generating interest among the fishing population as indicated by more number of schools (chronological data) in maritime habitations and increasing in enrolment. There is an increase in fishermen children admitted in private sector English medium schools established in nearby multi-caste villages further attests the fishermen faith in education. Religions and Religious Structures in Maritime Habitations There is no society without some form of religion or the other. India is the land of many religions and religious sub-sects. Hinduism is the most dominant religion practiced in India and is characterised by polytheism. Both ‘little and great’ traditions, as
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VOLUME 8, ISSUE 2, FEBRUARY 2019 identified by Robert Redfield, are in practice, the former is practiced either independently or in combination with the later. Therefore, different stages of religious developments are seen among Indian populations. Next to Hinduism Islamism is the most prevailing religion followed by Christianity. In addition to these religious orders several cults are also in practice. Shrines, temples and ashrams are the centres of worship in Hinduism, while mosques and churches are the centres of worship in Islamism and Christianity respectively. Data related to such centres are collected among fishermen villages/habitations of Visakhapatnam coast and the same has been presented in table- 10. Table-10: Distribution of Religious Structure found in Maritime Habitations
In altogether 510 different structures of sacred nature are found in 65 villages/habitations of the study area. They are shrines, temples, ashrams and churches. With an exception to churches all sacred structures in maritime habitation come under the Hindu religious order. It is interesting to note that though Islam is the second largest religion followed in India, no structure denoting Islam is seen in the study area. The total Hindu sacred centres accounting to 91.18 per cent and the remaining 8.82 are the churches of different denominations. Among the Hindu structures, shrines (76.08 per cent) numerically dominate, followed by temples (14.12 per cent) and ashrams (0.98 per cent). Appeswara, Chelleswara and Someswara temples at Appikonda right on beach sands, Vallabhaswami temple at Bangarammapalem and Madhavaswamy temple at Revupolavaram on low- lying hillocks within the village habitations extend a generic link between fishing- navigation and trade of the region besides spiritual discourse. Shrines are simple structures (mostly single roomed with conical or dome shaped roof, with or without mandapa- a front room) enshrined to place the objects of worship on raised platform. The worshipping objects are invariably “Mother Goddesses” in the form of abstract objects or anthropomorphic figurines chiselled on wood or stone and moulded with clay or cement. At most of these shrines a male deity, locally called as ‘pothuraju’ (the tradition tells that he is the brother or the protector of the Mother Goddesses) is installed by the side of the Goddess or in front of the shrine. Village or community head known as ‘bhaktudu’ performs all the rituals and offers sacrifices on behalf of the devotees. Elderly person of a lineage or surname is called as ‘dasudu’, who performs the rituals on occasions like birth, puberty, marriage, death etc takes place and advices to organize cults as and when crisis like epidemics, accidents at sea and poor harvest occur.
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Economic Assets (Boats for Navigation) in Maritime Habitations Until the introduction of motorized boats the fishing in the study area was on traditional mode depended on country boats and indigenous knowledge coupled with wit and manpower. The territoriality of sea in traditional fishing is limited by operational range (about 15 to 20 fathoms or 3 to 5 km offshore area), low carrying capacity, lack of shelter in boats, which are drawn on sail and muscle power. In course of time the extent of seafaring up to 10-15 km offshore for fishing is achieved by country boats fixed with 9 hp diesel engine. Later on fibre boats are introduces with a wider space and capacity (storage and chilling), and can sail longer distances with high speed are introduced. Introduction of trawlers, in recent years, brought phenomenal change in fish harvest, which had shown considerable impact on market as well as the life of traditional fishermen. The data related to type-wise number of boats in operation for fishing in the study area has been collected and the same has been presented in table- 11.
Table- 11: Distribution of Types of Boats used for fishing in Maritime Habitations
In total 4,194 boats are in operation along Visakhapatnam coast. Out of which 47.35 per cent (1986) are country boats, followed by motorised boats (country boats fixed with diesel engine) which account for 33.60 per cent. It is clear from the data that a large majority of boats (47.35 + 33.60 = 80.95%) in use are traditional in spite of introduction of high powered trawlers. This phenomenon is characterizing the present study area as peasant fishing economy. Fibre boats (11.71%) and trawlers (7.34%) accounting for 19.05% are mostly operated from Visakhapatnam fishing harbour and Bhimunipatnam jetty. The data further indicates that the adoption of hi-tech boats is taking place in sub- urban and Rural-North villages, which are contiguous to the urban centres. Use of more number of country boats in rural south may be due to absence of harbours and jetties in this area, and the distance to the existing harbours and jetties. In this given context of peasant economy and the peoples technological knowhow country boats together with partly fibred boats and attached engines are sustainable.
Infrastructure Facilities for Fishing Economy in Maritime Habitations Fishing economy to thrive on certain type of infrastructural facilities are necessary. Separate yards for boat building and anchoring, fish-landing place and fish- drying platform are important for marine fishing, which generally takes place at large scale unlike fresh water fishing. Such infrastructural facilities need to be located invariably onshore along the coastal landscape. The open, surf-beaten beaches do not provide sufficient shelter and security to the crafts during the north-eastern monsoon and cyclone times. Fish landing place is the dividing line between (sea and land) where the
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VOLUME 8, ISSUE 2, FEBRUARY 2019 men harvest the fish at sea and bring them on to the coast while women buy the catch onshore for inland vending. Thereby the landing place is crucial in both ‘men-sea- harvest’ nexus and ‘women-land-trade’ nexus in traditional fishing economy. The other important facilities are yards to keep nets and platforms to dry fish, the former again in the domain of male activity while the later in female activity domain. About 9 varieties of nets are in use for fishing. Each variety of net is used for a specific category of fish. The large ones weigh about 100 kg, the medium range to bout 50 ± 20 kg. In volume, the bulk one is about one cubic meter, while the medium about 0.5 ± 0.2 cubic meters. These nets are invariably kept on the beach, as there is no enough space in the house (they are already densely peopled) and heavy to carry longer distances on sandy terrain, for which the fishermen need a secured yard for keeping nets right on the beach. Boat building is a specialized artisan activity mastered by a few households belongs to all the three fishing communities of the study area. However, Vadabalija community people claim to be the masters of boat building and navigation on open sea. Traditional boat building and fishing are complementary to each other in sustaining peasant fishing economy. The data related to such infrastructure facilities at village level are collected and presented in table- 12. Table 12: Distribution of Infrastructure Facilities for Fishing Economy in Maritime Habitations
(Figures in the parenthesis indicate per cent to the item total)
Traditional as well as value added versions of boat building are noticed in the study area. In addition to age old catamaran (katlatheppalu) and country boats (plank-stitched boats), fibre boats and trawlers are also being built by the local fishermen. Many plank-stitched boats are provided with a hull to fix 9 hp (horse power) propulsion engines to have some control over time and space. Fibre boat manufacturing or modifying the country boats with fibre sheets has gained momentum due to their light weight and durability. It is surprising to note that a few of the fishermen had ventured even to build heavy boats or trawlers wit high power engines to the tune of 100 hp. All these boat building technological stages in informal and conventional domain of artisan activity go a long way in understanding the capability and ingenuity of traditional fishermen.
In total at 13 localities boat building activity is taking place. One each of boat building units in urban category belongs to Visakhapatnam and Bhimunipatnam, the former to build the heavy and the later the light boats. The sub-urban one is a fibre boat building
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VOLUME 8, ISSUE 2, FEBRUARY 2019 unit in Pukkallapalem, located between Visakhapatnam and Bhimunipatnam. The remaining 10 units (2 in rural north and 8 in rural south) are in rural areas, and they fabricate low-grade boats (catamarans, country and fibre). None of the fabricated boats had any brand at all.
Fish landing places (FLP) account only for 40 per cent (26 out of 65 villages/habitations) in the study area. It is clear from the table that 60 per cent of the fishermen villages / habitations have to depend on the neighbourhood FLPs. This situation is due to non availability of congenial beach for landing (no jetty or harbour) and corresponding trading junction (market and transport facilities). Due to these limitations the fishermen are incurring more expenses in sailing to FLPs. The proportional ratio of fishing villages to FLPs is about 1:2 in rural south, 1:3 in sub-urban, and 1:4 in rural north, clearly indicates that there is a necessity to develop FLPs and secured anchoring place by constructing small range jetties along Visakhapatnam coast to promote traditional fishing.
The surplus, unsold and spoiled fish is dried either on beach sands or at front yard of the house in a settlement. The bulk is dried at beach while small quantities at home base. In order to extend a facility to dry fish in a hygienic manner raised rectangular concrete platforms (measuring about 40x20x5 feet) are built on the beach sands at the outskirts of the settlements. They are seen only in 39 villages/habitations. Though they are built with a motto of extending a facility to promote traditional fishing economy they are not being used due to a technical flaw. A few platforms are not used for drying fish as the mucous surface of the fish is making contact with the smooth cemented surface (fisher women voice). Thereby it is desirable to build more platforms with coarse grained sandy surface to extend functional and hygienic conditions for drying fish, an important asset in promotion of traditional fishing. It is interesting to note that the fisher women are spreading sand on the platform before keeping the fish to dry, an ingenuity of the people in a given situation, where fish will not establish contact with the cemented surface, otherwise skin will be pealed off leading to loss.
Conclusion About 5 km swath of the Visakhapatnam coast has been the habitat of Vadabalija, Jalari and Palle fishermen communities, whose habitations are located very contiguous to the coast. In all together 65 villages/habitations are recorded and they are studied for their geo-physically resources and development. They are categorised into five clusters or groups, such as 1. Urban, 2.Semi-Urban, 3.Rehabilitated Colony, 4.Rural- North, and 5. Rural-South. The total analysis of the parameters under consideration are discussed and presented against this frame of 5-category habitations.
These 65 habitations and their inhabitants are studied for their location in relation to sea, demography, housing, water, infrastructure, health and education services, educated and employed, religious and other such infrastructural facilities to have the overall picture of marine dependent traditional communities.
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References 1. Georgas, J., Berry, J.W., van de Vijver, F. J. R., Kagitçibasi, C., &Poortinga, Y. H. 2. (Eds.).(2006). Families across cultures: A 30-nation psychological study. Cambridge, UK: Cambridge University Press 3. Kodanda Rao, M. 1975. Family and Kinship among Jalaris of Coastal Andhra.Unpublished.Ph.D Thesis. Visakhapatnam: Andhra University Library. 4. Miller, B. (2008). Cultural anthropology in a globalizing world. Boston: Pearson 5. Sri Devi, C. 1986. The Fisherwomen in Family and Economy: A Micro Study, Unpublished Ph.DThesis, Visakhapatnam: Andhra University Library. 6. Sridevi, C. 1989. The Fisherwoman Financier: A study of status-roles nexus in peasant community. Economic and Political Weekly, April 29: 6-9. 7. Suryanarayana, M. 1977. Marine Fisher Folk of North East Coastal Andhra Pradesh, Calcutta: Anthropological Survey of India. 8. SusmitaPataik, J.K. Baral and Manoj Kumar Dash, 2011. Socio-cultural life of fisher womenin India-continuity and change (with special reference to Orissa State).InternationalJournal of sociology and Anthropology, Vol.3(10), pp.340- 353, October 2011
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EMPLOYMENT GUARANTEE AND THE ROLE OF MAHATMA GANDHI NATIONAL RURAL EMPLOYMENT GUARANTEE SCHEME (MGNREGS)
Dr.Ch.Venkataramanaiah Academician Department of Commerce S.V.University, Tirupati
Abstract The Indian State has been continuously striving for eradicating poverty, unemployment and inequality from amongst its people with special emphasis on rural India. In order to achieve the same Government launched schemes such as JawaharRozgarYojana, Employment Assurance Scheme, Food for Work Programme, Jawahar Gram SamridhiYojana and SampoornaGrameenRozgarYojana, all these schemes were fore runners to NREGA but none of them guaranteed right to work”. National Rural Employment Guarantee Act, 2005 (NREGA) was enforced in February 2006, renamed as the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) in year 2009, which unlike its precursors, guaranteed employment as a legal right.Rural Employment Guarantee Scheme which proved to be extremely effective in alleviating the dismal condition of poor farmers and landless laborers in villages of Maharashtra which were critically struck by two ferocious famines. The Planning Commission of India studied the nuances of the scheme implemented in Maharashtra, found it effective for targeting poverty by functioning of conditional cash transfer programme. Latter recommended the same to be implemented on pan - India level in form of National Rural Employment Guarantee Scheme which ensured “right to work” to rural Indians in form of NREGA, one of the most ambitious government development programs in the world.It was envisaged that MGNREGA is designed as a “safety net” which will be instrumental in generating employment opportunities in rural labor markets during agricultural off-season and thereby reduce migration from villages. And it was designed in a manner which is different from other precursors. There are many pro- labor provisions in MGNREGA like, MGNREGA legally guarantees all rural household (Above Poverty Line or Below Poverty Line) up to 100 days of public-sector work in a financial year, at minimum wage. Nature of work required would be unskilled manual, thereby posing no constraints on labor in terms of skills. Work under MGNREGA focuses on water conservation, land development, drought proofing and road making etc. i.e. works related with rural infrastructure development. Work has to be provided within a radious of 5 km from the residence, or else traveling allowance is to be given to the worker. If there is any physical damage to the body then all medical assistance would be given apart from help of the wage rate per day. In case of death, the family of the concerned person would be given an ex-Gratia payment according to the provisions of Indian Factories Act. Guarantee to work is worked out through Grievance Redressal Provisions (no judicial interventions). Grievances can be of no job card made or job card made but no work. Only a person who has a job card can seek Grievance Redressal Provisions. Moreover there is provision of social audit of the implementation and working of MGNREGA.The registered NGO's or Gram Sabha can ask for the social audit
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VOLUME 8, ISSUE 2, FEBRUARY 2019 of the projects undertaken or expenditures made or worker's appointed etc. Social audit is not merely an audit process but it’s an instrument of social inclusion of people as in this process an official from the block visits each panchayat where secretary to the Sarpanch provides the official with all the details about budget and whereabouts of its allocation, projects undertaken, along with work measurement and wage dispersal to the workers. To analyse the progress of the MGNREGA in rural India To assess the role of MGNERGA in providing employment to rural in India To examine the constrains that MGNERGA could come across which its implications Providing an employment opportunities and poverty alleviation remains one of great challenge to developing countries like India, however government attempts to overreach the problems of rural area. There are ample example envisages the MGNREGA playing pivotal role in rural employment generation and enhancing the rural livelihood. It is one of major wage employment initiative which provides at least hundred days of employment in rural area. The Panchayat Raj institutions played leading role to planning and implementation of the programme. The women participation ratio in programme has been increased good level. MGNREGA help generating wage employment in rural area.
Key words:MGNREGS, Jawahar Gram SamridhiYojana, Rural Employment.
Introduction In the post liberalization phase, the major problem confronted by India is the lack of an efficient mechanism, which enables all the sections in the society to get the benefits of economic growth and development like many other developing countries, India devotes much attention to alleviate poverty.In India 70 percent of the population live in rural area and among them major percentage is dependent on agriculture related work. Most of them are agricultural wage earners, small and marginal farmers. Poor educational base, low productivity, low wages and unavailability of skill development facilities are the causes of poverty in the rural area. Hence, since 1970s Govt. of India, for poverty alleviation, has adopted different types of economic strategies and social security’s and protection programmes like self-employment, wage employment, housing programmes and pension schemes.
Wage employment programmes are very important component of anti-poverty strategy. Through these programmes lots of poor unemployed people can engaged the themselves in the unskilled works. These wage employment programmes started from the 6th and 7th five year plan but with the passage of time, the programmes were modified and came in different ways like JawaharRozgarYojana (JRY) in 1989, Employment Assistance Scheme (EAS) in 1993, Jawahar Gram SamridhiYojana( JGSY) in 1999, and in 2001 a new form of these programmes was SampoornaGraminRozgarYojana (SGRY). But all the programmes in rural areas became inactive after introduction of the MGNREGS on 7thSep. 2005. It provides right of employment to the rural people.The objective of the scheme is to provide to every rural household a guarantee of at least 100 days of
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VOLUME 8, ISSUE 2, FEBRUARY 2019 employment during a financial year by providing unskilled manual work in rural areas to those members of rural householdwho volunteer to do such work.
In these scheme women workers receive the special attention. This is a scheme which provides wages earning right who has job card. This scheme mandates that at least one- third of the workers should be women. This scheme provides for equal wages for men and women (in contrast with the private sector where women often earn less). Besides this, child care facilities at the workers are mandatory when more than five children under six years of the age are present. This is an important provision, given that in large parts of the country, there are no child care arrangements for working women. Women (single women) get the preference to work within 5 km of their residence.By getting equal wages women feel gender equality and get status in the family as well as in the society. This economic empowerment gives them confidence and power to take decision for kind of challenge.
The Indian State has been continuously striving for eradicating poverty, unemployment and inequality from amongst its people with special emphasis on rural India. In order to achieve the same Government launched schemes such as JawaharRozgarYojana, Employment Assurance Scheme, Food for Work Programme, Jawahar Gram SamridhiYojana and SampoornaGrameenRozgarYojana, all these schemes were forerunners to NREGA but none of them guaranteed “right to work”. National Rural Employment Guarantee Act, 2005 (NREGA) was enforced in February 2006, renamed as the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) in year 2009, which unlike its precursors, guaranteed employment as a legal right.Rural Employment Guarantee Scheme which proved to be extremely effective in alleviating the dismal condition of poor farmers and landless laborers in villages of Maharashtra which were critically struck by two ferocious famines. The Planning Commission of India studied the nuances of the scheme implemented in Maharashtra, found it effective for targeting poverty by functioning of conditional cash transfer programme. Latter recommended the same to be implemented on pan -India level in form of National Rural Employment Guarantee Scheme which ensured “right to work” to rural Indians in form of NREGA, one of the most ambitious government development programs in the world.It was envisaged that MGNREGA is designed as a “safety net” which will be instrumental in generating employment opportunities in rural labor markets during agricultural off- season and thereby reduce migration from villages. And it was designed in a manner which is different from other precursors. There are many pro- labor provisions in MGNREGA like, MGNREGA legally guarantees all rural household (Above Poverty Line or Below Poverty Line) up to 100 days of public-sector work in a financial year, at minimum wage. Nature of work required would be unskilled manual, thereby posing no constraints on labor in terms of skills. Work under MGNREGA focuses on water conservation, land development, drought proofing and road making etc. i.e. works related with rural infrastructure development.
The government of India initiated many employment generating programmes to address unemployment problem in rural area, however it remains major challenges to India’s
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VOLUME 8, ISSUE 2, FEBRUARY 2019 development. The mahatma Gandhi national rural employments guarantee scheme one of the major flagship initiatives which enhance the employment opportunity at rural area. The MGNREGS aims at to enhance livelihood security in rural areas by providing at least 100 days of guaranteed wage employment in a financial year to every household whose adult members volunteer to do unskilled manual work. Many research studies revealed that programmes have major impact on rural area, present paper outline the role of major employment programme in rural area.The Mahatma Gandhi National Rural Employment Guarantee Scheme (MNREGS) provides a legal Guarantee of 100 days of wage employment in a financial year to every rural household. It is also committed to ensure that a least 33% of the workers shall be women.The enactments of employment guarantee act and right to information scheme are indeed significant achievements in the history of India. These schemes provide a wide spectrum of basic rights to people of India towards shaping their own polity and society. Right to Information scheme has revolutionized the concept of democratic governance substantially.
The National Rural Employment Guarantee Scheme 2005 (NREGS) renamed as Mahatma Gandhi NationalRural Employment Guarantee Scheme (MGNREGS) is the most pragmatic approach to the problems of rural poverty and unemployment. In fact, the Scheme ensures the economic security of the rural poor by providing guaranteed wage employment. MGNREGS has positive impact on employment pattern of women. MGNREGS works are largely focused on land and water resources which include: water harvesting and conservation, soil conservation and protection, irrigation provisioning and improvement, renovation of traditional water bodies, land development and drought proofing.
India has been listed as one among 88 countries where people live with hunger. In the Global Hunger Index 2008, India occupied 66th position out of 88 countries listed by International Food Policy Research Institute, Washington, USA. India is a democratic country where 80 percent people reside in rural areas. Socio-Economic status of any country is depends on its economy. Rural economy depends on agriculture. In India rural development enhances Indian economy which ultimately reduces to the poverty. So economy, rural development and poverty are interrelated and interdependent to each other In India the contribution of agriculture in GDP is about 1/5th. In developing nations rural development is supposed a global attention. In India present strategy of rural development is to provide basic amenities infrastructure, better livelihood opportunity and to terminate poverty through various wage and self-employment innovative programmes. The government of India has taken various steps to reduce rural poverty in India such as Small Farmer Development Programmes, Drought Area Development Programmes and Food for Work Programme, Minimum Needs Programme, Integrated Rural Development Programme, National Rural Employment Programme, Rural Labour Employment Guarantee Programme and Assurance on Employment etc. Undoubtedly, government of India has been implemented many government planning to eradicate poverty such as SwaranJayantiSwarojagarYojana (SGSY), Drought Prove Area Programme (DPAP), Tribal Area Development Programme (TADP), High Yield Variety Programme (HYVP), Training of Rural Youth for Self-Employment (TRYSEM), Rural
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Landless Employment Guarantee Programme (RLEGP). In this concern NREGA Act was passed in 2005 that guaranteed 100 days wage of employment in a year to every rural house. Government of India has renamed the NREGA as MGNREGA on 2nd October 2009. On 2, Feb, 2006 it was launched in 200 select districts and was extended to 130 additional districts during 2007-08.
Evolving the design of the wage employment programmes to more effectively fight poverty, the Central Government formulated the National Rural Employment Guarantee Act (MGNREGS) in 2005. With its legal framework and rights-based approach, MGNREGS provides employment to those who demand it and is a paradigm shift from earlier programmes. Notified on September 7, 2005, MGNREGS aims at enhancing livelihood security by providing at least one hundred days of guaranteed wage employment in a financial year to every rural household whose adult members volunteer to do unskilled manual work. The Act covered 200 districts in its first phase, implemented on February 2, 2006, and was extended to 130 additional districts in 2007- 2008. All the remaining rural areas have been notified with effect from April 1, 2008.Implemented by the Ministry of Rural Development, Mahatma Gandhi National Rural Employment Guarantee Scheme (Mahatma Gandhi NREGS) is the flagship programme of the Government that directly touches lives of the poor and promotes inclusive growth. The scheme aims at enhancing livelihood security of households in rural areas of the country by providing at least one hundred days of guaranteed wage employment in a financial year to every household whose adult members volunteer to do unskilled manual work.The scheme came into force on February 2, 2006 and was implemented in a phased manner. In Phase I it was introduced in 200 of the most backward districts of the country. It was implemented in an additional 130 districts in Phase II 2007-2008. The Act was notified in the remaining rural districts of India from April 1, 2008 in Phase III.Mahatma Gandhi NREGS is the first ever law internationally that guarantees wage employment at an unprecedented scale. The primary objective of the scheme is augmenting wage employment. Its auxiliary objective is strengthening natural resource management through works that address causes of chronic poverty like drought, deforestation and soil erosion and so encourage sustainable development. The process outcomes include strengthening grass root processes of democracy and infusing transparency and accountability in governance.
The Ministry of Rural Development, Mahatma Gandhi National Rural Employment Guarantee Scheme (Mahatma Gandhi NREGS) aims at enhancing livelihood security of households in rural areas of the country by providing at least one hundred days of guaranteed wage employment in a financial year to every household whose adult members volunteer to do unskilled manual work. The Mahatma Gandhi NREGA has become a powerful instrument for inclusive growth in rural India through its impact on social protection, livelihood security and democratic governance. Mahatma Gandhi NREGS is the first ever law internationally that guarantees wage employment at an unprecedented scale. The Act came into force on February 2, 2006 and was implemented in a phased manner. In Phase I it was introduced in 200 of the most backward districts of the country. It was implemented in an additional 130 districts in
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Phase II 2007-2008. The Act was notified in the remaining rural districts of the country from April 1, 2008 in Phase III. All rural districts are covered under Mahatma Gandhi NREGS.
Objectives of the Scheme To analyse the progress of the MGNREGA in rural India To assess the role of MGNERGA in providing employment to rural in India To examine the constrains that MGNERGA could come across which its implications Methodology Present study based on exclusively secondary data only, the desk research method has been adopted, the data for study collected from various sources annual reports, ministry of rural development, government publications, various reports, journals, books, and department websites and the like.
Salient Features of the Scheme Salient features of the scheme are summarized below: Registration The adult member of every household residing in any rural area and willing to dounskilled manual work may submit the names, age and the address of the household to the Gram Panchayat at the village level, in whose jurisdiction they reside, for registration of their household to the local Gram Panchayat. The unit for registration is a household. Under the Act, each household is entitled to a 100 days of employment every year Job Card After due verification of place of residence and age of the member/s (only adult members are eligible for employment), the registered household is issued a Job Card. A Job Card is to be issued within 15 days of registration. Job Card forms the basis of Identification for demanding employment. The job card issued shall be valid for at least five years after which, it may be renewed after due verification. Application for Work Application for work can be oral or written and made to the Ward member or to the Gram Panchayat or to the Programme Officer or any person authorised by the State Government or through a telephone or mobile or Interactive Voice Response System or through a call centre or through web site or through a kiosk set up for this purpose or through any other means authorised by the State Government. The Gram Panchayat / Programme Officer or authorised person will issue a dated receipt of the written application for employment, against which the guarantee of providing employment within 15 days operates Unemployment Allowance In case employment is not provided within fifteen daysfrom the date of registration of the demand for work or the date from which work has been demanded in case of advance applications, whichever is later, he/she shall be entitled to a daily unemployment allowance.
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Unemployment allowance shall be paid, as calculated automatically by the computer system or the Management Information System and as provided under the Act. Provision and Execution of Work Work is provided within 5 kilometers radius of the village. In case, work is provided beyond 5 kms, extra wages of 10 per cent are payable to meet additional transportation and living expenses. Priority is given to women, such that at least one-third of the beneficiaries under the Scheme are women. Efforts should be made to increase participation of the single and the disabled women. At least 50 per cent of works, in terms of cost, are to be executed by the Gram Panchayats For all works taken up by the Gram Panchayats, the cost of the material component including the wages of the skilled and semi-skilled workers shall not exceed forty per cent at the Gram Panchayat level. For works taken up by the implementing agencies other than Gram Panchayats, the overall material component including the wages of the skilled and semi-skilled workers shall not exceed forty per cent at the Block or intermediate level. Contractors and use of labour displacing machinery are prohibited. Work site facilities such as safe drinking water, shade for children and periods of restand first aid box with adequate material for emergency treatment for minor injuries and other health hazards have to be provided. Wages Payment of wages shall only be made based on the measurements taken at the worksite by the authorized personnel within three days of closure of the muster roll. Payment of wages has to be made as per the State-wise Government of India notified Mahatma Gandhi NREGA wages. Payment of wages has to be done on a weekly basis and not beyond a fortnight in any case. Payment of wages has to be mandatorily done through bank/post office beneficiary accounts unless exempted by the Ministry of Rural Development. Planning Plans and decisions regarding the nature and choice of works to be undertaken in a financial year along with the order in which each work is to be taken up, site selection, etc. are all to be made in the Gram Sabha and ratified by the Gram Panchayat. The district’s shelves of works to provide employment are to be selected from the list of permissible works.
The different categories of permissible works are as follows: I. Public Works Relating to Natural ResourcesManagement Water conservation and water harvesting structures to augment and improve groundwater like underground dykes, earthen dams, stop dams, check dams with special focus on recharging ground water including drinking water sources.
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Watershed management works such as contour trenches, terracing, contour bunds, boulder checks, gabion structures and spring shed development resulting in a comprehensive treatment of a watershed. Micro and minor irrigation works and creation, renovation and maintenance of irrigation canals and drains. Renovation of traditional water bodies including desalting of irrigation tanks and other water bodies. A forestation, tree plantation and horticulture in common and forest lands, road margins, canal bunds, tank for shores and coastal belts duly providing right to usufruct to the households covered in Paragraph 5 of Schedule I and VI Land development works in common land. II. Individual Assets for Vulnerable Sections Improving productivity of lands of households specified in Paragraph 5 of Schedule I through land development and by providing suitable infrastructure for irrigation including dug wells, farm ponds and other water harvesting structures. Improving livelihoods through horticulture, sericulture, plantation, and farm forestry. Development of fallow or waste lands of households defined in Paragraph 5 of Schedule I to bring it under cultivation. Unskilled wage component in construction of houses sanctioned under the Indira AwaasYojana or such other State or Central Government Scheme. Creating infrastructure for promotion of livestock such as, poultry shelter, goat shelter, piggery shelter, cattle shelter and fodder troughs for cattle and Creating infrastructure for promotion of fisheries such as, fish drying yards, storage facilities, and promotion of fisheries in seasonal water bodies on public land.
III. Common Infrastructure for NRLM Compliant Self Help Groups Works for promoting agricultural productivity by creating durableinfrastructure required for bio-fertilizers and post-harvest facilities including pucca storage facilities for agricultural produce and Common work-sheds for livelihood activities of self-help groups.
Different Active Rural Development Programmes and the Allocation made for these in Budget for the Year 2015-16 Name of the Active Amount Description of the Programme Programmes allotted ( Rs.in Crore) Mahatma Gandhi 34,699 Through this scheme the government aims to National Rural enhance livelihood security of every household Employment Guarantee in rural areas by providing at least hundred days Scheme(MGNREGA) of guaranteed wage employment in a financial year. It has been contributing livelihood security, financial inclusion, inclusive growth, women’s empowerment, natural resources regeneration
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and sustainable development. Considering its successful impact, it received highest fund among all the rural development programmes in the current financial year. DeenDayalUpadhya 15,000 The programme was launched in order to bring Gram JyotiYojana development in rural areas. It focuses on feeder separation (rural house hold & agricultural) and strengthening of sub-transmission & distribution infrastructure including metering at all levels in rural areas. This will help in providing round the clock power to rural households and adequate power to agricultural consumers. Aajeevika 2,505 Aajeevika aims at creating and effective institutional platforms of the rural poor enabling them to increase household income through sustainabl livelihood enhancements and improved access to financial services. It believes in harnessing the innate capabilities of the poor and complements them with information, knowledge, skills, tools, finance and collectivization to participate in the growing economy of the country. Rural Housing 14,200 Considering that housing is one of the basic requirements for the survival of human beings and ownership of a house provides significant economic and social security, rural housing is one of the basic components of rural development. The programme has contribution to rural development by means of providing the rural poor with social security, economic security and better living conditions ever since. PradhanaMantra Gram 14,291 It provides road connectivity in rural areas of the SadakYojana country. The programme aims to sustainable and inclusive growth of rural India through all – weather road access to rural eligible habitations. The programme has successfully worked for rural development by increased availability of local transport resulting to better health and educational facilities, enhancing employment opportunity and better marketing facilities. Village Entrepreneurship 200 Accepting that promoting entrepreneurship and Programme start-ups remains a challenge, Government has launched this programme. It is an initiative where rural youth would take up local entrepreneurship ventures with the help of assistance from the Government. The programme aims to provide credit enhancement facility for young start-up entrepreneurs from scheduled castes who aspire to be part of the neo-middle class. www.ijmer.in 181
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National Social 9082 NSAP represents a significant step towards the Assistance Programme fulfillment of the directive principles of state policy enshrined in the constitution of India which enjoin upon the state to undertake within its means a number of welfare measures. These are intended to secure for the citizens adequate means of livelihood, raise the standard of living, improve public health, provide free and compulsory education for children etc. Rural Drinking Water 6,000 The programme for rural drinking water and and Sanitation sanitation aims to provide safe drinking water and proper sanitation facilities to all habitations of rural India. It has been successfully contributing to development of health, infrastructure and social condition ever since its initiation and will, expectantly, continue to do the same for the sake of rural development. Rural Infrastructure 25,000 The main aim of the fund is to provide the state Development Fund government and state-owned corporations with fund to help them complete the on-going projects. RIDF thus works successful to help the state government and other agencies in bringing rural development and is thus a vital programme of the sector. Panchayati Raj 94 Panchayati Raj is a system of governance in which gram panchayats are the basic units of administration. It has 3 levels: village, block and district. Keeping the needs and aspirations of the local people in view, panchayati Raj institutions have been involved in the rural development programme’splanning, implementation and monitoring.
Rural Wage Employment In the run up to the budget 2015-16 considerable concern was conveyed in the country’s media on the lackluster effectiveness of the Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS). The media expectations were also replete with suggestions for drastic reduction in the budgetary support to the programme. Irrespective of the concerns expressed in the country’s media, one cannot undermine the importance of MGNREGS in building a whole range of location specific, nature-based quality and productive community assets considering its effective workability in a rural set up riddled with high incidence of poverty, low work participation, increased actualization of labour and heavy dependence on agriculture and non-farm sectors. It is well documented that today’s rural India requires sufficient work opportunities to meet the burgeoning demand for casual wage employment in the agriculture as well as rural nonfarm sectors. The Government is well aware of these positive impacts of MGNRES. This may have prompted the government to remain committed to supporting this right based rural wage employment programme during 2015-16 with a view to broaden www.ijmer.in 182
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VOLUME 8, ISSUE 2, FEBRUARY 2019 occupational choices and to assure generation of employment opportunities in the rural areas. While allocating Rs. 34699crore to begin with, the EM expressed his commitment to put in an additional Rs. 5000 crore to the programme after assessing the need of such budget infusion during the course of next fiscal.
The FM has also indicated his resolve to improve upon the quality and effectiveness of MGNREGS implementation. This intention of the present government indicates its commitment to find out state specific programme implementation assumes and challenges which somewhat have failed in adequately assuring the rights and entitlement to the needy job-seekers MGNREGS. Although public works line MGNREGS are prone to leakages and corruption transparency and accountability provisions are in built into the rights based MGNREGS? The real challenge is how the centre guides the States to implement the provisions made in the scheme without compromising the basic sprit of the scheme.Indian being a country with around 70% population in the rural areas, rural development has always been an important issue in all discussions pertaining to economic development. The policy makers, thus, recognized this importance and have been implementing a host of programs and measures to achieve rural development objectives. These programmes work for various components of rural development including generating productive assets and skills, employment generation, improving health facilities, sustainable livelihood enhancements, improved access to financial services boosting the rural economy, protecting the environment empowering rural women reducing rural urban migration and fostering social equity and social security. But none of the component may be achieved without proper participation from the people. And, probably, considering this in the budget of current financial year, in spite of making less allocation for rural development sector than the previous year, the allocation for NREGA is highest and even has increased from previous year. The governments expectantly, want to see efficient and optimum use of the resources provided by the implementing agencies as well as the people.
References 1. Dr. ArabindoMahato&BarnaliRoy”Rural Development Programmes” Kurukshetra (A Journal of Rural Development) Vol No.63, April 2015, pp.14-16 2. SampatiSaha “MGNREGS and Economic Status of Rural Women-A Field Study” Kurukshetra (A Journal of Rural Development) Vol No.63, March 2015, pp.26-28 3. SanthoshKumar.H “Role of MGNREGA in Rural Employment: A Review “Economicand Business Review, January 2014, Issue No.1, pp.18-19. 4. www.nrega.nic.in.
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ADVERSE EFFECTS OF ENVIRONMENT ON WOMEN
Dr.S.Madhuri Paradesi Associate Professor Department of Law Sri Padmavathi Mahila Visva Vidyalayam Tirupati, Andhra Pradesh
Abstract The study outlines and examines the effect of environment and its pollution on the health, physical and mental, of women, and ways to protect them, as also to fight the hazards of environmental pollution. The women-folk are the ones who most bear the brunt of environmental pollution. Different methods of curbing environmental pollution by way of legal scrutiny are in place in India and elsewhere. The World Health Organisation (WHO)is offering continued support to the developing nations to confront the challenge. Globally, women provide financial support for their families and simultaneously participate in the effective administration of the environment. The formal and informal rules and norms of upbringing set conditions for the division of labour in the household and the community, and directly and indirectly determine women and men’s access to and control over resources. This results in gender differences with regard to use of an impact on the environment, and in experiences of environmental degradation. Gender differences and inequalities influence the extent and nature of almost every form of environmental encounter, use and impact.
Women and men’s exposure to toxic chemicals depends on the division of labour in the private and public areas. Women suffer irreparable consequences of environmental pollution by way of exposure to chemicals, solid waste, polluted water, limited or no access to modern energy resources, etc., thereby impacting local environment. Also, contrary interests are at conflict. For example, increasing the productivity of women farming and fishing is crucial for women’s economic empowerment, but producing more may harm the environment. The right to interpret, influence and participate in environmental work on equal terms must be provided to women. There is need to advocate for the full inclusion of women in decision-making processes at all levels, and to use targeted, focussed approaches that address the interests and needs of women.
The writer has included suggestions to battle, curb, alleviate and overcome the menace of environmental pollution impacting women. Women, who form considerable amount of agricultural work-force, but have fewer earning opportunities, are more adversely affected and much more vulnerable than men by climate change. As a result, the writer recommends that legal provisions must be framed with particular emphasis on women and implemented in a strict and effective manner to curb and overcome the lethal effects of environmental pollution on women.
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Key Words: Environmental Pollution, Climate Change, Women Participation in Policy Formulation and Decision-Making, Legal Provisions. Adverse
Introduction Globally women provide a livelihood for their families and simultaneously manage the environment, but ironically are adversely impacted by the environment.Due to gender power relations, their knowledge is often overlooked and they are not counted as agents of change. Though it was at the First World Conference on Women, 1975 (Mexico City), that the “women and environment” issue was brought to bear upon public consciousness by the Indian physicist, Vandana Shiva, it was only in the 1980s that governments and development agencies became actively aware of the need to consider gender issues in their environmental and natural resource management programmes. It was also realised later that the active participation of women and the integration of gender issues in environmental policies and actions are critical determinants for the implementation of the commitments of the Beijing Platform for Action (1995), the World Summit on Sustainable Development (2002), and the Millennium Development Goals. Yet discriminatory structures and attitudes continue to result in deeply entrenched patterns of gender inequality in these areas.
1. Gender and Environment: The United Nations Environment Programme (UNEP), an agency of the United Nations, coordinates the organisation's environmental activities and assists developing countries in implementing environmentally sound policies and practices. It was founded by Maurice Strong, its first director, as a result of the United Nations Conference on the Human Environment (Stockholm Conference), in June 1972, and has overall responsibility for environmental problems among United Nations agencies. According to UNEP, the discussion of Gender and Environment is based on two precepts: That gender mediates human/environment interactions and all environmental use, knowledge, and assessment, and That gender roles, responsibilities, expectations, norms, and the division of labour shape all forms of human relationships to the environment, Thus, it is now very clear that gender differences and inequalities influence the extent and nature of almost every form of environmental encounter, use and impact.As such, UNEP feels that the issue of concern should be “gender and environment” rather than “women and environment”. The two broad principles noted above manifest themselves in a variety of environmental relations and interactions, including: Gender differences are evident in the use and management of natural resources, and unequal relationships in the family, community, etc. mediate women’s access to resources. Gender differences are evident in livelihood strategies that are rooted in particular uses of the environment. Gender differences are evident in knowledge of the environment, knowledge of specific resources, and of environmental problems.
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Gender differences are evident in responsibilities for managing, owning, or stewarding resources, and in rights to resources. Gender differences are evident in encounters with the environment, in perceptions of the environment and in perceptions of the nature and severity of environmental problems. All of the above contribute to the gender differences that are evident in accountability, stewardship, and action for the environment.
2. Women and Technology Transfer: Women need to play a key role in the transfer of Environmentally Sound Technologies (ESTs). ESTs are defined as technologies that protect the environment, are less polluting, use all resources in a sustainable manner, recycle more of their wastes and products, and handle residual wastes in a more acceptable manner than the technologies for which they are substitutes.
UNEP IETC (International Environmental Technology Centre)focuses on ESTs that must be underpinned by the concomitant development of more holistic environmental management strategies.Involvement of women at every stage of the technology transfer cycle has been identified as a key social criterion that decision makers would need to take into consideration during the planning process.It only stands to reason that women may be involved to participate in planning to manage the environment that affects them the most, since they will be in a better position to assess the damage done and safe ways to counteract it.
3. Environmental Issues Impacting Women: Chemicals and Pollution: Women and men’s exposure to toxic chemicals depends on the division of labour in the private and public arenas. For example, men dominate the waged mining sector and are exposed to toxic mining chemicals, while women are disproportionately exposed to pesticides used in non-waged agricultural activities. Women’s responsibilities in household work mean that they are more exposed to toxic chemicals found in products used for cleaning, personal care, and pest control, and to pesticides and house building materials stored at home. Another risk is pesticide containers recycled for other uses, which may have severe health consequences. In rural areas indoor pollution affects women more than men, as they are more exposed to smoke from burning fuels. In urban areas, risk factors include exposures to chemicals and indoor air pollution from household solid fuel. These hazards play a role in more than 80 per cent of the diseases regularly reported by the WHO. Inefficient burning of biomass in unventilated homes releases high levels of black carbon, causing approximately 2 million deaths per year, mainly of women and children in the poorest communities. Waste management: The global environmental consequences of waste disposal are alarming. This is particularly true in the developing world’s urban areas, where for example dumpsites have obvious, severe environmental and health effects. In many countries waste pickers
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VOLUME 8, ISSUE 2, FEBRUARY 2019 supply the only form of waste collection, and many of them are women; in some Indian cities up to 80 percent. Energy: Rural societies in developing countries rely predominantly on natural resources, such as wood, mangrove, charcoal and agricultural wastes as primary energy sources. The use of these is seldom sustainable and often has negative impacts on the local environment. Women are affected by the lack of access to modern energy services; also, when growing food, maintaining the household, and in opportunities for education and employment. In the male dominated energy sector a challenge lies in raising awareness and promoting gender policies in institutions and organisations. Livelihoods, agriculture and fishing: Women farmers account for 45-80 per cent of all food production in developing countries, depending on the region. Women and girl’s responsibilities as food growers, fuel gatherers and care-givers connect them closely to the surrounding environment and natural resources, and equip them with distinct knowledge, such as crop varieties suitable for different soils and weather conditions. However, women have less access to land than men and are noticeably less productive than men. Increasing the productivity of women farming and fishing is crucial for women’s economic empowerment. But producing more is not enough, and may harm the environment. Women’s empowerment through increased productivity must therefore be combined with the conservation and improvement of natural resources. Forestry: Those who rely on forests are among the poorest. The gender division of labour in forest management differs and depends on many aspects, but in general men’s use of forests causes more environmental degradation. Men often collect firewood by felling and processing trees, while women use fallen branches and thus have a less damaging impact on the environment. However, women have less land rights and access to forests, and participate less in forest management and decision-making in spite of research showing that women’s involvement has positive impact on sustainability, regeneration and conflict management. Water: Women and girls play a central part in the provision, management and safeguarding of freshwater as a natural resource, and they are often responsible for sanitation and for maintaining a hygienic home. Water is also a prerequisite for gardening, raising livestock and agriculture. Women and girls bear disproportionally the burden of deteriorating water quality and availability in rural and urban areas. Lack of access to water decreases women’s contributions to agricultural production and their business opportunities. Droughts also bring health hazards through lack of water for drinking, cooking and hygiene, as well as food insecurity. Other health consequences are nutritional deficiencies and burdens associated with travelling to collect water.
Women, Water and Sanitation ESTs: For the water to be used in a sustainable manner, it is important that they are made aware of the interrelationships between the technologies selected, the way it is applied and used in the provision of potable water, the discharge of used water, and
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VOLUME 8, ISSUE 2, FEBRUARY 2019 issues related to sanitation and health. It is thus important to involve women in both the decision-making process, i.e. selection of ESTs, as well as in implementation, i.e. adoption and use of ESTs.
4. Women and Climate Change: Women, particularly those in poor countries, are affected differently by climate change than men. They are among the most vulnerable to climate change, partly because in many countries they make up the larger share of the agricultural work force and partly because they tend to have access to fewer income-earning opportunities. Women manage households and care for family members, which often limits their mobility and increases their vulnerability to sudden weather-related natural disasters. Drought and erratic rainfall force women to work harder to secure food, water and energy for their homes. Girls drop out of school to help their mothers with these tasks. This cycle of deprivationand inequality undermines the social capital needed to deal effectively with climate change. Thus, women disproportionately suffer the impact of climate change and other environmental hazards, especially in developing countries. Growth of Gender Awareness in Impacting Environmental Changes: The (United Nations Framework Convention on Climate Change) UNFCCC’s Secretariat in December 2008, formally recognized at the 14th Conference of the Parties in Poznan, Poland, “the gender dimension of climate change and its impacts are likely to affect men and women differently.” The secretariat urged formulation of “gender inclusive policy measures to address climate change” and stressed that women “are important actors” and “agents of change” in coping and adaptation. The secretariat also named a gender coordinator and a group of “gender focal points” assigned to assure gender is brought into three of the UNFCCC programme areas. In Bonn in June 2009, a negotiating text drafted by the Ad Hoc Working Group on Long-Term Cooperative Action under the UNFCCC reflected the growing recognition of the importance of gender in the climate-change debate. The text included 13 references to gender, 17 references to women, and one reference to the CEDAW (Convention on the Elimination of all Forms of Discrimination against Women). The Intergovernmental Panel on ClimateChange (IPCC), among the thousands of pages of its assessment reports, devoted one half page of text in 2007 to the issue of “gender aspects of vulnerability and adaptive capacity” in response to climate change and comparable natural disasters. Women, in fact, rarely make up more than about 15 per cent of the authors of the Panel’s assessment reports.
5. Some Instances of Women’s Initiatives in India: The first recorded instance of a woman trying to safeguard the environment relates to about 300 years ago when, in Rajasthan, India, a woman Amrita Devi protested to the felling of trees by for building a palace for the Maharaja of Jodhpur. She died in the attempt, which was followed by large-scale protests by the local villagers. The Chipko Movement (‘chipko’literally means to stick to or to hug something) against felling of trees in the hill regions of Uttar Pradesh, India (now the region is a separate state named Uttarakhand) involved hundreds of women hugging trees to prevent them from being felled by local contractors working for the government. The movement
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VOLUME 8, ISSUE 2, FEBRUARY 2019 picked up momentum in the mid 1970s, mainly under the leadership of Gaura Devi, a 50- year old illiterate woman. Narmada Bachao Andolan (NBA) is a social movement consisting of adivasis, farmers, environmentalists and human rights activists against the number of large dams being built across the Narmada River, which flows through the states of Gujarat, Madhya Pradesh and Maharashtra. Narmada Bachao Andolan, is spear-headed by the likes of Medha Patkar and Baba Amte.
6. Legal Framework for Protection of Women from Adverse Environmental Impact: International Framework for Gender Awareness with regard to Environment:
Global Gender and Climate Alliance (GGCA): Launched in 2007, the Global Gender and Climate Alliance works to ensure that climate change policies, decision-making, and initiatives at the global, regional and national levels are gender responsive which is critical to solving the climate crisis. Aims: GGCA brings a human face to climate change decision–making and initiatives to integrate a gender perspective into policy and decision making, ensure that financing mechanisms on mitigation and adaptation address the needs of poor women and men equitably, build capacity at all levels to design and implement gender-responsive climate change policies, strategies and programmes, and share practical tools, information, and methodologies to facilitate the integration of gender into policy and programming.
The Alliance: The GGCA is a UN-NGO alliance working on the issue of gender and climate change. The alliance brings together many national and international institutions and organisations working alongside each other to underline the importance of gender in climate change decision-making, policies and initiatives. The alliance today includes more than 25 different institutions, UN agencies and civil society organisations. Work: The GGCA has been recognised as a unique and effective partnership in its work on gender and climate change decision-making and initiatives. The GGCA has, for example, created a training manual aimed at increasing the capacity of policy-makers so that efforts to mitigate and adapt to climate change are gender-sensitive. Beijing Declaration and Platform for Action(1995): Strategic Objectives and Actions: The Platform for Action is intended to improve the situation of all women, without exception, who often face similar barriers, while special attention should be given to groups that are the most disadvantaged.The Platform for Action recognizes that women face barriers to full equality and advancement because of such factors as their race, age, language, ethnicity, culture, religion or disability, because they are indigenous women or because of other status. Many women encounter specific obstacles related to their family status, particularly as single parents; and to their socio-economic status,
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VOLUME 8, ISSUE 2, FEBRUARY 2019 including their living conditions in rural, isolated or impoverished areas. Additional barriers also exist for refugee women, other displaced women, including internally displaced women as well as for immigrant women and migrant women, including women migrant workers. Many women are also particularly affected by environmental disasters, serious and infectious diseases and various forms of violence against women. The Beijing Declaration and Platform for Action identified three strategic objectives in the critical area of women and the environment: (1) Involve women actively in environmental decision-making at all levels. (2) Integrate gender concerns and perspectives in policies and programmes for sustainable development. (3) Strengthen or establish mechanisms at the national, regional and international levels to assess the impact of development and environmental policies on women. Asia Pacific Forum on Women, Law and Development: Over 30 Years of Advocacy, Activism and Movement Building to Advance Human Rights and Development Justice: This programme focuses on building capacity of the women most affected by climate change and collecting evidence on the impacts faced by communities. The programme conducts Feminist Participatory Action Research (FPAR) with grassroots women’s organisations and their communities, and mobilises cross-movements collaboration to co- create a Feminist Fossil Fuel Free Future.This work is even more urgent than before as the severe impacts of climate change of are intensifying and countries in Asia Pacific are among the most vulnerable. Women bear the brunt of climate change impacts, are more likely to become casualties of extreme climate events, and their lives are more affected by drought, floods, crop loss and access to water. The organisation has been gathering data of these impacts and adaptation strategies through theirClimate Justice Feminist Participatory Action Research, amplifying the voices of women in communities so that their insights and experience informs policy at all levels. The organisation supports them and its members to engage at the UN Framework Convention on Climate Change (UNFCCC). Feminist Law & Practice (FLP): This long standing programme focuses on building capacity of women’s rights advocates and organisations to transform discriminatory laws, policies and practices; and increase women’s access to justice. Women in Power (WiP): The programme aims to strengthen women’s political leadership and democratic participation of women in decision makings. It provides feminist political training to women leaders and supports progressive women parliamentarians. Climate Justice (CJ): This programme focuses on building capacity of the women most affected by climate change and collecting evidence on the impacts faced by communities. Legal Framework in India to Protect Women from Adverse Environmental Effects: United Nations Entity for Gender Equality and Empowerment of Women (UN Women):In India since: 1988 (as UNIFEM):
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The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates on gender equality and women’s empowerment for greater impact. In India, UN Women works closely with the Government of India and civil society to set national standards for achieving gender equality. UN Women works to strengthen women’s economic empowerment through its support to women farmers, and manual scavengers. Another priority is to end violence in all its forms – from domestic violence to trafficking to violence in public places. UN Women advocates for greater participation of women in politics and decision-making, and works with planning bodies such as NITI Aayog to ensure that policies and budgets reflect the needs of women. Legal Aspects Relating to Environment Protection in India: Environmental laws with its claws, paws and jaws, are formulated to preserve and protect our environment. Environmental law is a complex and interlocking body of treaties, conventions, statutes, regulations, and common law that, very broadly, operate to regulate the interaction of humanity and the rest of the biophysical or natural environment, toward the purpose of reducing the impacts of human activity, both on the natural environment and on humanity itself. Constitutional Provisions Regarding Environment: Environmental protection is a fundamental duty of every citizen of this country under Article 51-A (g) of our constitution which reads as follows: "It shall be the duty of every citizen of India to protect and improve the natural environment including forests, lakes, rivers and wildlife and to have compassion for living creatures." Article 21 of the Constitution is a fundamental right which reads as follows: "No person shall be deprived of his life or personal liberty except according to procedure established by law." Article 48-A of the constitution comes under Directive Principles OfState Policy and Article 51- A(g) of the constitution comes under fundamental duties. The topic may be divided into two major subjects: (1) pollution control and remediation, (2) resource conservation and management. Laws dealing with pollution are often media-limited, i.e., they pertain only to a single environmental medium, such as air, water (whether surface water, ground-water or oceans), soil, etc. and control both emissions of pollutants into the medium, as well as liability for exceeding permitted emissions and responsibility for clean-up. Laws regarding resource conservation and management generally focus on a single resource, e.g. natural resources such as forests, mineral deposits or animal species, or more intangible resources such as especially scenic areas or sites of high archaeological value – and provide guidelines for and limitations on the conservation, disturbance and use of those resources. Laws Implemented in India: Several Environment Protection Laws have been implemented by the Government to protect public health. The Environment {Protection) Act, 1986, is the umbrella Act of all environmental legislation. Other Acts include Air (Prevention & Control of Pollution) Act, 1981, Water (Prevention & Control of Pollution) Act, 1974,Water (Prevention and Control of Pollution) Cess Act, 1977, Wildlife Protection Act, 1972, Forest (Conservation) Act, 1980, The National Environment Appellate Authority
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Act, 1997, Public Liability Insurance Act (PLIA), 1991, National Environment Tribunal Act, 1995. The primary institutions responsible for the formulation and enforcement of environmental acts and rules include the Ministry of Environment and Forests (MOEF), the Central Pollution Control Board (CPCB), State Departments of Environment, State Pollution Control Boards (SPCBs) and Municipal Corporations. Occupational health laws include Employees’ State Insurance Act, 1948; The Factories Act, 1948; The Maternity Benefit Act, 1961; The Mines Act, 1952; The Plantation Labour Act, 1951; The Workmen’s Compensation Act, 1923. Food laws and health measures include The Food Safety and Standards Act, 2006; The Prevention of Food Adulteration Act, 1954.
7. Lacunae in the Legal Framework and implementation of Laws: Even though India has sufficient environmental laws, weak enforcement and the lack of funds and manpower are most often the stumbling blocks for the pollution control boards (Govindasamy, 2012). Despite laws being in place, the state of India's environment is distressing and deteriorating fast at the hands of uncontrolled human activities and these ecological ailments are affecting social growth potential. Decrease of land quantity, increasing air pollution, depletion of water resources, loss of indigenous species of flora and fauna and the background of overwhelming poverty is calculated to detract from the positive growth of Indian people and the country as a whole (Geetanjoy S, 2008). Thus, India’s rapid growth is driving equally rapid environmental destruction. More laws must be brought about keeping in mind the problems faced by women. Education and awareness about the environmental laws is lacking among women due to lackadaisical attitude of the government authorities and NGOs.
8. Suggestions to Combat and Overcome the Impacts of Environment on Women and to Increase Women Participation in Optimum and Safe Environment Management: Women's involvement is important at all levels of decision-making. While women's involvement is important at all levels of decision-making, their participation is critical in the successful transfer of technologies at the community and household levels, as this would have an immediate effect on their surrounding environment, and their health and livelihood. This would also influence their decision-making powers in the community/household. Attention should be paid to the fact that women at different stages of their life would be affected differently by the adoption of ESTs. Innovative methods must be devised to lift people out of poverty by investing in sustainable business. Systems must be put in place to track environmental changes and measure their impact on women. The links between gender and the environment, and possible trade-offs between them must be made visible. Improvements must be incorporated not only for women but also for sustainable environment management. Both women and men must be made to collaborate and contribute to solving environmental problems.
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There is need to advocate for the full inclusion of women in decision-making processes at all levels This includes environmental planning, financing, gender- budgeting, and policy-making. Women’s equal participation in environmental and climate change negotiations at the international level, and in national planning and policy processes at the national level must be promoted vigorously. Women’s equal participation is also key at local levels, in community based organisations and in the identification of strategies and techniques. It is very much essential to develop gender action plans in all environmental organisations. There must be regular review of international organisations’ gender policies, to ensure that these are effectively implemented. Dialogues must be initiated with organisations and donors on how gender policies might be implemented and operationalised, and how monitoring and evaluation systems can be designed to account for the impact on environmental programs. Targeted approaches must be used that address women and girls’ specific interests, vulnerabilities and needs. Policies and interventions should take into account the distinct need for specific resources and services targeting women and girls. Technological solutions can for instance provide efficiency gains for women that can have a positive impact on health and well-being. Information must be spread about financing for women doing environmental work. Women entrepreneurs and women’s organisations face formal and informal constraints that limit their access to financing and capital. Women’s organisations must be made aware of and have access to financing for environmental work, and be consulted in formulation of environmental strategies. This may require specific actions to target women’s organisations, such as opening a window for women only and monitoring whether the program or fund reaches women and women’s organisations. Women must be involved in the transfer of environmentally sound technologies(ESTs). Technology is increasingly relevant to mitigating and adapting to climate change. There is a need to ensure that women’s knowledge and innovation capacity is used and that women and men have equal access to adaptation information. ESTs can provide new opportunities for women’s participation and leadership. In India, environmental laws, though impressive in range and coverage, are not effectively observed in practice. Environmental law enforcement, being a highly specialized area of implementation, entrusted to different agencies under different laws, presents a bleak picture. Lack or inadequacy of skill; less than satisfactory infrastructural facilities; poor and unimaginative understanding of the law; jurisdictional conflicts and lack of coordination among different agencies of implementation, appear to contribute to poor and ineffective implementation of the laws. Primarily meant as guiding principle for the administrative process to prevent adverse effects on the environment, the precautionary approach warrants formulation of expert environ-mental agencies at the initial decision making as well as at the appellate and reviewing levels (National Institute of Public Finance and Policy, 1997).
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In view of the involvement of complex scientific and specialized issues relating to environment, there is a need to have separate ‘Environment Courts’ manned only by the persons having judicial or legal experience, and assisted by persons having scientific qualification and experience in the field of environment. These should be established and constituted by the Union Government in each State. There is a need to keep laws and regulations in this area reasonably flexible and open when necessary to changes of direction. Good laws on the environment are driven, or should be driven, by the lessons to be learned from the natural sciences and from technology. Ignorance can be dispelled only by knowledge. Education and awareness about the environmental laws among women must be brought about through concerted and committed efforts by governmental agencies, NGOs, etc. Effective and efficient systems must be implemented for the purpose, and their functioning must be streamlined by making them subject to regular audits and surveillance. 9.Conclusion: In spite of several steps, the government has failed to garner participation of women in environmental protection and management, and in the formulation, planning and execution of environmental policies. Insufficient numbers and inadequate influence of women in responsible positions and a male monopoly in the management of environmental resources is still a concern, which has to be rooted out through effective inclusive measures. Under-representation of women in research and teaching in the natural sciences is rampant. In spite of the promises made by the government, there is lack of gender-sensitive environmental policies, programmes and research, and the commitment to introduce them. Absence of deliberate strategies to ensure women’s participation in decision-making, are all too apparent, including lack of funding and monitoring. Low level of management and technical skills among women blunts their problem solving abilities. Women’s limited access to resources, information, education and training stunts their participation in environment management. References 1. Asia Pacific Forum on Women, Law and Development: Resources on Climate Justice: www.apwld.org 2. Geetanjoy S., Implications of Indian Supreme Court’s Innovations for Environmental Jurisprudence, Law, Environment and Development Journal, 4(1), 1–19 (2008) 3. Global Gender Climate Action Alliance (GGCA): www.gender-climate.org 4. Govindasamy A., India’s Pollution Nightmare: Can It Be Tackled?, Environ. Sci. Technol., 46, 1305−1306 (2012) 5. International Union for Conservation of Nature (IUCN) - UNDP: www.genderenvironment.org 6. National Institute of Public Finance and Policy, Report of the Task Force to Evaluate Market Based Instruments for Industrial Pollution Abatement, National Institute of Public Finance and Policy, New Delhi (1997) 7. UNDP-UNEP Poverty-Environment Initiative: Mainstreaming Climate Change Adaptation into Development Planning: A Guide for Practitioners 8. UNEP: Gender and the Environment www.unep.org/gender.env 9. UNWOMEN: www.unwomen.org
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MARKETING PROBLEMS OF RURAL INDUSTRIES IN NELLORE DISTRICT
Dr.Y.Srinivasulu Dr.K.Rajaiah Assistant Professor in Commerce Academic Consultant Govt. Degree College, (Women) Vikrama Simhapuri University PG Centre Nalgonda Kavali
Abstract Indian rural industry has been growing at a tremendous pace in the last few decades. The rural areas are consuming a large number of industrial and urban manufactured products. The rural production and consumption process plays a predominant role in developing the Indian economy. This has designed a new way for understanding a new process called Rural Marketing. Sales and Distribution can be understood by analyzing their constituents, structure, functions, and contributions. Channels consist of networks of different types of independent businesses which need to be aligned to assist manufacturers in fulfilling and creating consumer demand for products and services. Channels consist of three categories of entities: agents, merchants, and facilitators. This paper deals the marketing problems rural industries in SPSR Nellore District.
Introduction Indian rural industry has been growing at a tremendous pace in the last few decades. The rural areas are consuming a large number of industrial and urban manufactured products. The rural production and consumption process plays a predominant role in developing the Indian economy. This has designed a new way for understanding a new process called Rural Marketing. Sales and Distribution can be understood by analyzing their constituents, structure, functions, and contributions. Channels consist of networks of different types of independent businesses which need to be aligned to assist manufacturers in fulfilling and creating consumer demand for products and services. Channels consist of three categories of entities: agents, merchants, and facilitators. Agents promote products and generate sales but do not themselves buy and stock products. Agents can be independent or they may be employees of the company. Merchants such as retailers, wholesalers, and distributors buy, stock, and sell goods to others in the chain or to ultimate consumers. Merchants are usually independent but some companies may have their own wholesale trading units or retail outlets. Facilitators such as logistics service providers, independent warehouses, carrying and forwarding agents, and transporters facilitate movement, storage, and delivery of products but are not involved in promoting or trading. Distribution channels are configured by putting together agents, merchants, and facilitators in specific ways depending on the market, product, and competitive context.
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Objectives The following are the important objectives: 1. To examine the marketing problems of select sample units in SPSR Nellore District 2. To discuss the finance, labour, raw material, Competition problems of select sample units in SPSR Nellore District Methodology SPSR Nellore District is purposively selected for the study because of the proximity and familiarity of the researcher. The primary data covering all aspects of rural industrial units in accordance with the objectives of the study are collected through personal interviews from the entrepreneurs and managers of the sample units using a pre-tested schedule, which is to be specially designed for the study. Sampling Primary data is collected from the selected Rural Industries in SPSR Nellore district, Andhra Pradesh. All the Rural Industries in the district from 2006-2007 to 2015- 2016 are listed out. A sample of 320 units equal to 10 per cent is drawn at random covering all categories of Rural Industrial units (Total units 3202). In selecting the sample enterprises, the researches is used “Stratified Random Sampling with proportional allocation”.
Problems of Sample Units Rural industries face various problems in day to day work. As the thorns are part of roses, similarly every flourishing business has its own kind of problems. Some of the major problems faced by rural industries are as under.
1. Problems of Marketing Marketing problems of rural industries mostly arise due to lack of standardization, inadequacy of products and packaging designs, use of low quality materials, lack of precision and inconsistency in the finishing of products etc. The market - oriented problems from inadequate resources at the disposal of rural industries include identification of the market outlets and market characteristics of their products and also for tapping profitably the existing new market outlets and contexts. Some of the marketing problems faced by sample units are inefficient sales force, high cost of marketing, inadequate sales promotion, customer resistance, ineffective after sales service, untimely release of product and high cost of advertisement. The different marketing problems faced by sample units are presented in Table 1. 13.13 per cent are observed to have been facing the problem of competitor’s reaction. About 11.56 per cent of the selected units have expressed the problems with in-efficient sales force, 8.75 per cent as high cost of marketing, 10.63 per cent as Customer resistance, 9.38 per cent are Improper distribution strategy and 7.19 per cent express of the problem of high cost of marketing, 5.94 per cent each as untimely introduction of product, Governmental regulations and high cost advertisement.
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Table 1 Marketing Problems of sample units in SPSR Nellore District
Note: Figures in parenthesis represent the percentages Source: Field Survey
1. Competitor’s reaction, 2. In-efficient sales force, 3. High cost of marketing, 4. Inadequate sales promotion, 5. Customer resistance, 6. Inferior quality,7. Ineffective after sales service, 8. Improper distribution strategy, 9. Untimely introduction of product, 10. Governmental regulations, like levy. Etc. 11.High cost of advertisement and 12. No Problem.
Division-wise marketing problems of sample units in SPSR Nellore District incorporates in Table 2. Out of 42 competitors reaction, 18 (42.86 per cent) are in Nellore division, 12 (28.57. per cent) each are in Gudur and Kavali divisions, out of 37 In- efficient sales force, 16 (43.24 per cent) are in Nellore division, 9 (24.32 per cent) in
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Gudur division and 12 (32.43 per cent) in Kavali division. Out of 23 High cost of marketing, 11 (47.83 per cent) are in Nellore division, 7 (30.43 per cent) in Gudur division and 5 (21.74 per cent) in Kavali divisions. Out of 28 Inadequate sales promotion, 12 (42.86 per cent) are in Nellore division, 9 (32.35 per cent) in Gudur division and 7 (25 per cent) in Kavali divisions. Out of 34 Customer resistance and 12 (35.29 per cent) are in Nellore, 11 (32.35 per cent) each are in Gudur and Kavali divisions.
Table 2 Division - wise Marketing Problems of sample units in SPSR Nellore District Nellore Gudur S. Divisions Kavali Divisio Divisio Total No Marketing Division n n 18 12 12 42 1 Competitors reaction (42.86) (28.57) (28.57) (100) 16 09 12 37 2 In-efficient sales force (43.24) (24.32) (32.43) (100) 11 07 05 23 3 High cost of marketing (47.83) (30.43) (21.74) (100) 12 09 07 28 4 Inadequate sales promotion (42.86) (32.14) (25.00) (100) 12 11 11 34 5 Customer resistance (35.29) (32.35) (32.35) (100) 12 10 01 23 6 Inferior quality (52.17) (43.48) (4.35) (100) 13 10 11 34 7 Ineffective after sales service (38.24) (29.41) (32.35) (100) 09 09 12 30 8 Improper distribution strategy (30.00) (30.00) (40.00) (100) 07 07 05 19 9 Untimely introduction of product (36.84) (36.84) (26.32) (100) Governmental regulations, like levy. 07 06 06 19 10 Etc. (36.84) (31.58) (31.58) (100) 08 06 05 19 11 High cost of advertisement (42.11) (31.58) (26.32) (100) 05 04 03 12 12 No Problem (41.67) (33.33) (25.00) (100) 130 100 90 320 Total (40.63) (31.25) (28.13) (100)
Note: Figures in parenthesis represent the percentages
Source: Field Survey
1. Problem of Raw materials The non-availability of raw materials at standard prices is one of the significant problems for the sample units. The scarcity of raw materials was found as the major problem in the initial years, followed by other problems such as the high cost of raw materials, non-availability of raw materials in the required quantities, ominous quality of raw materials and lack of facilities to transport raw materials. Table 3 shows different
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VOLUME 8, ISSUE 2, FEBRUARY 2019 problems connected with the procurement of raw material as expressed by the sample units.
Table 3 Problem of Raw materials by sample units in SPSR Nellore District Raw material S. Types of industry No Total No Not available in High Not good proble required quantity Price quality m 12 12 07 07 38 1 Textile units (31.58) (31.58) (18.42) (18.42) (100) 11 12 07 10 40 2 Forest units (27.50) (30.00) (17.50) (25.00) (100) 08 12 06 00 26 3 Mineral units (30.77) (46.15) (23.08) (0.00) (100) Leather And footwear 13 10 05 12 40 4 units (32.50) (25.00) (12.50) (30.00) (100) 09 05 10 04 28 5 Food and agro units (32.14) (17.86) (35.71) (14.29) (100) 03 15 07 09 34 6 Engineering units (8.82) (44.12) (20.59) (26.47) (100) 07 07 06 04 24 7 Chemical units (29.17) (29.17) (25.00) (16.67) (100) 10 04 08 00 22 8 Fishery units (45.45) (18.18) (36.36) (0.00) (100) 03 03 02 07 15 9 Poultry units (20.00) (20.00) (13.33) (46.67) (100) Plastic and rubber 08 00 05 02 15 10 units (53.33) (0.00) (33.33) (13.33) (100) 03 03 05 03 14 11 Printing units (21.43) (21.43) (35.71) (21.43) (100) 06 04 03 00 13 12 Khadi units (46.15) (30.77) (23.08) (0.00) (100) 01 06 03 01 11 13 Service units (9.09) (54.55) (27.27) (9.09) (100) 94 93 74 59 320 Total (29.38) (29.06) (23.13) (18.44) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey It can be observed from the study that table 3 clearly explicates the problem of non-availability of raw material in required quantity and it has been reported by 29.38 per cent by the entrepreneurs. 29.06 per cent of the sample units are observed to be suffering due to the frequent escalation of raw material costs. 23.13 per cent of the units have reported that they are forced to use ominous quality of raw material. The sample units which have no problem regarding raw material constitute 18.44 per cent of the total sample units. From the table, it is evident that high cost and non-availability of raw material have been the major problems faced by the rural industries. Table 4 exhibits the division-wise problem in raw material of sample units in different revenue divisions of Nellore district. It could be seen from the table that in Nellore division, 94 units are not available in required quantity, 93 units problem of high
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VOLUME 8, ISSUE 2, FEBRUARY 2019 price, 74 units are problem of not good quality and 59 units are not a problem. In Nellore division, (out of 130) 35 units face problem is not availability in required quantity, 40 units have high price, 28 units have not good quality and 27 units are no problem. In Gudur division, (out of 100) 33 units face problem of not availability in required quantity, 28 units have high price, 22 units have not good quality and 17 units are no problem. In Kavali division, (out of 90) 26 units face problem of not available in required quantity, 25 units have high price, 24 units have not good quality and 15 units are no problem. Table 4 Division - wise Problem of Raw materials by sample units in SPSR Nellore District S. Divisions Nellore Gudur Kavali N Total Raw material Division Division Division o 35 33 26 94 1 Not available in required quantity (37.23) (35.11) (27.66) (100) 40 28 25 93 2 High price (43.01) (30.11) (26.88) (100) 28 22 24 74 3 Not good quality (37.84) (29.73) (32.43) (100) 27 17 15 59 4 No problem (45.76) (28.81) (25.42) (100) 130 100 90 320 Total (40.63) (31.25) (28.13) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey
1. Problem of competition Table 5 shows the problem with competition in sample units in SPSR Nellore District. It specify that out of 320 sample units, 67 (20.94 per cent) have competition from large units IMNCs, 71 (22.19 per cent) have well established small scale units in the region, 62 (19.38 per cent) have established small scale units in other regions, 66 (20.63 per cent) have Competition from imported substitutes, 54 (16.88 per cent) have no problem in problem with competition. The Chemical units rank highest with 13 (54.17 per cent) and service units rank lowest with 1 (9.09 per cent) problem of Competition from large units IMNCs. The Textile units highest with 12 (31.58 per cent) and Leather and footwear units rank lowest with 2 (5 per cent) problem of Well established small scale units in the region and the Food and agro units rank highest with 11 (39.29 per cent) and the Fishery units lowest with 4 (18.18 per cent) have no problem.
Table 5 Problem of Competition by sample units in SPSR Nellore District Competition Well Established S. Competition establishe Competition Types of small scale N from large d small from No Total industry units in o units scale units imported problem other IMNCs in the substitutes regions region
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3 12 12 07 04 38 1 Textile units (7.89) (31.58) (31.58) (18.42) (10.53) (100) 09 11 09 05 06 40 2 Forest units (22.50) (27.50) (22.50) (12.50) (15.00) (100) 04 05 06 06 05 26 3 Mineral units (15.38) (19.23) (23.08) (23.08) (19.23) (100) Leather and 06 02 05 11 16 40 4 footwear units (15.00) (5.00) (12.50) (27.50) (40.00) (100) Food and agro 10 02 02 11 03 28 5 units (35.71) (7.14) (7.14) (39.29) (10.71) (100) Engineering 06 09 00 11 08 34 6 units (17.65) (26.47) (0.00) (32.35) (23.53) (100) Chemical 13 03 02 00 06 24 7 units (54.17) (12.50) (8.33) (0.00) (25.00) (100) 04 11 03 04 00 22 8 Fishery units (18.18) (50.00) (13.64) (18.18) (0.00) (100) 06 00 03 06 00 15 9 Poultry units (40.00) (0.00) (20.00) (40.00) (0.00) (100) Plastic and 05 00 06 04 00 15 10 rubber units (33.33) (0.00) (40.00) (26.67) (0.00) (100) 00 06 02 00 06 14 11 Printing units (0.00) (42.86) (14.29) (0.00) (42.86) (100) 00 04 09 00 00 13 12 Khadi units (0.00) (30.77) (69.23) (0.00) (0.00) (100) 01 06 03 01 00 11 13 Service units (9.09) (54.55) (27.27) (9.09) (0.00) (100) 67 71 62 66 54 320 Total (20.94) (22.19) (19.38) (20.63) (16.88) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey
Table 6 reveals the division-wise problem with competition of sample units in SPSR Nellore District Out of 67 Competition from large units IMNCs, 28 (41.79 per cent) are in Nellore division, 22 (32.84. per cent) in Gudur division and only 17 (25.37 per cent) in Kavali division, out of 71 Well established small scale units in the region, 30 (42.25 per cent) are in Nellore division, 21 (29.58 per cent) in Gudur division and 20 (28.17 per cent) in Kavali division. Out of 62 Established small scale units in other regions, 23 (37.10 per cent) are in Nellore division, 21 (33.87 per cent) each are in Gudur division and Kavali divisions. Out of 66 Competition from imported substitutes, 28 (42.42 per cent) are in Nellore division, 19 (28.79 per cent) each are in Gudur and Kavali divisions. Out of 54 No problem, 21 (38.89 per cent) are in Nellore, 17 (31.48 per cent) in Gudur division and only 16 (29.63 per cent) in Kavali division.
Table 6 Division - wise Problem of Competition by sample units in SPSR Nellore District Divisions S. Nellore Gudur Kavali Competition Total No Division Division Division 28 22 17 67 1 Competition from large units IMNCs (41.79) (32.84) (25.37) (100) 2 Well established small scale units in the 30 21 20 71
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region (42.25) (29.58) (28.17) (100) Established small scale units in other 23 21 18 62 3 regions (37.10) (33.87) (29.03) (100) 28 19 19 66 4 Competition from imported substitutes (42.42) (28.79) (28.79) (100) 21 17 16 54 5 No problem (38.89) (31.48) (29.63) (100) 130 100 90 320 Total (40.63) (31.25) (28.13) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey
1. Problem of Finance Most of the rural industries fail to get external funds due to absence of tangible security and credit in the market. The procedure to avail the loan facility is too time- consuming that its delay often disappoints the rural industries. Lack of finance available to rural entrepreneurs is one of the biggest problems which rural industries are born now days especially due to global recession. Major difficulties faced by rural industries include low level of purchasing power of rural consumer so sales volume is insufficient, lack of finance to start business, reduced profits due to competition, pricing of goods and services, Financial statements are difficult to be maintained by rural industry, stringent tax laws, lack of guarantees for raising up of loans, difficulty in raising capital through equity, dependence on small money lenders for loans for which they charge discriminating interest rates and huge rent and property cost. It could be observed from the Table 7 problem of finance in sample units in SPSR Nellore District. It indicates that out of 320 sapmle units, 45 (14.06 per cent) have Shortage of fixed capital, 43 (13.44 per cent) have Shortage of working capital, 45 (14.06 per cent) Increase in product cost and 56 (17.50 per cent) have delays in realization of bills, 93 (29.06 per cent) have Un-favorable trade terms and 38 (11.88 per cent no problem in this regard. The Forest units rank highest with 10 (25 per cent) and the Fishery units rank lowest with 2 (9.09 per cent) as per shortage of fixed capital. The leather and footwear units highest with 22 (22.50 per cent) and Service units rank lowest with 3 (27.27 per cent) as per shortage of working capital and the Forest units rank highest with 7 (17.50 per cent) and the Khadi units lowest with 1 (7.69 per cent) have problem of delays in realization of bills. The availability of timely and adequate finance at reasonable rate is an essential pre requisite for the development of rural industries. Rural industries generally do not have sufficient funds of their owned to meet the required investment on fixed working capital. The paucity of funds often makes it difficult for them to install modern machinery and tools and to maintain them properly. Moreover, they can not go for good quality and maintain adequate stocks of raw material or stock their finished products or pack their goods attractively. There are various other indirect problems relating to finance like longer production period, delays in the realization of bills, uneven supply of raw material, increased production costs, problems of marketing etc. The financial institutions and banks insist on the provision of detailed information and project reports before providing financial assistance for rural industries. The information they seek is
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VOLUME 8, ISSUE 2, FEBRUARY 2019 very often exhaustive and beyond the capacity of the rural industries. Table 7 gives a broad view of different types of problems regarding finance.
Table 7 Problem of Finance by sample units in SPSR Nellore District S. Problem of Finance N Types of industry Total o 1 2 3 4 5 6 03 04 03 09 16 03 38 1 Textile units (7.89) (10.53) (7.89) (23.68) (42.11) (7.89) (100) 10 06 05 05 08 06 40 2 Forest units (25.00) (15.00) (12.50) (12.50) (20.00) (15.00) (100) 00 03 07 03 13 00 26 3 Mineral units (0.00) (11.54) (26.92) (11.54) (50.00) (0.00) (100) Leather and footwear 00 09 07 06 16 02 40 4 units (0.00) (22.50) (17.50) (15.00) (40.00) (5.00) (100) 07 02 04 07 08 00 28 5 Food and agro units (25.00) (7.14) (14.29) (25.00) (28.57) (0.00) (100) 08 06 10 00 05 05 34 6 Engineering units (23.53) (17.65) (29.41) (0.00) (14.71) (14.71) (100) 05 04 00 05 02 08 24 7 Chemical units (20.83) (16.67) (0.00) (20.83) (8.33) (33.33) (100) 02 00 05 08 04 03 22 8 Fishery units (9.09) (0.00) (22.73) (36.36) (18.18) (13.64) (100) 06 00 00 05 04 00 15 9 Poultry units (40.00) (0.00) (0.00) (33.33) (26.67) (0.00) (100) 02 00 03 00 05 05 15 10 Plastic and rubber units (13.33) (0.00) (20.00) (0.00) (33.33) (33.33) (100) 02 00 00 03 09 00 14 11 Printing units (14.29) (0.00) (0.00) (21.43) (64.29) (0.00) (100) 00 06 01 04 02 00 13 12 Khadi units (0.00) (46.15) (7.69) (30.77) (15.38) (0.00) (100) 00 03 00 01 01 06 11 13 Service units (0.00) (27.27) (0.00) (9.09) (9.09) (54.55) (100) 45 43 45 56 93 38 320 Total (14.06) (13.44) (14.06) (17.50) (29.06) (11.88) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey 1. Shortage of fixed capital, 2. Shortage of working capital, 3.Increase in product cost, 4. Delays in realization of bills 5.Un-favorable trade terms 6. No problem. Table 8 shows that about 45 units of the suffering from the shortage of fixed capital. 17.31 per cent from increase in production cost is the next major problem of the sample units. 26.96 per cent suffer from the shortage of fixed capital and unfavorable terms of trade are the problems faced by 12.06 per cent of the sample units. Delay in the realization of bills is also one of the problems as observed by 7.69 per cent of the units. The sample units which have reported no problem regarding finance account for 10.58 per cent of the total financial problems. In Nellore division, (out of 130) 45 units are problem of shortage of fixed capital, 43 units have Shortage of working capital, 45 units have Increase in product cost, 56 units are delays in realization of bills and 93 units are Un-favorable trade terms. In gudur division, (out of 100) 15 units are problem of shortage of fixed capital, 15 units have Shortage of working capital, 16 units have
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Increase in product cost, 14 units are delays in realization of bills and 11 units are Un- favorable trade terms. In Kavali division, (out of 90) 13 units are problem of shortage of fixed capital, 11 each units have Shortage of working capital and Increase in product cost, 16 units are delays in realization of bills and 11 units are Un-favorable trade terms. Table 8 Division - wise Problem of Finance by sample units in SPSR Nellore District S. Divisions Nellore Gudur Kavali N Finance Total Division Division Division o 1 Shortage of fixed capital 17 15 13 45 (37.78) (33.33) (28.89) (100) 2 Shortage of working capital 17 15 11 43 (39.53) (34.88) (25.58) (100) 3 Increase in product cost 18 16 11 45 (40.00) (35.56) (24.44) (100) 4 Delays in realization of bills 26 14 16 56 (46.43) (25.00) (28.57) (100) 5 Un-favorable trade terms 38 27 28 93 (40.86) (29.03) (30.11) (100) 6 No problem 14 13 11 38 (36.84) 34.21 () (28.95) (100) Total 130 100 90 320 (40.63) (31.25) (28.13) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey
1. Problem of Labour Table 9 shows the problem of labour in sample units in SPSR Nellore District. It specify that out of 320 rural industrial units, 63 (19.69 per cent) have non-availability of skilled labour, 44 (13.75 per cent) have non-availability of casual labour, 35 (10.94 per cent) have demand for high wages cost, 59 (18.44 per cent) have low productivity, 66 (20.63 per cent) have absenteeism and 53 (16.56 per cent no problem in this regard. The Engineering units rank highest with 19 (55.88 per cent) and the Fishery units rank lowest with 2 (7.14 per cent) Food and agro units. The leather and footwear units highest with 11 (27.50 per cent) and Service units rank lowest with 1 (2.63 per cent) as Textile units and the Forest units rank highest with 7 (25 per cent) and the Khadi units lowest with 1 (7.69 per cent) have problem of demand for high wages.
Table 9 Problem of Labour by sample units in SPSR Nellore District S Problem of Labour . Types of industry Total N 1 2 3 4 5 6 o 06 01 05 04 16 06 38 1 Textile units (15.79) (2.63) (13.16) (10.53) (42.11) (15.79) (100) 05 06 02 09 09 09 40 2 Forest units (12.50) (15.00) (5.00) (22.50) (22.50) (22.50) (100) 3 Mineral units 00 04 05 06 05 06 26
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(0.00) (15.38) (19.23) (23.08) (19.23) (23.08) (100) Leather and 09 11 00 12 02 06 40 4 footwear units (22.50) (27.50) (0.00) (30.00) (5.00) (15.00) (100) Food and agro 02 00 07 10 07 02 28 5 units (7.14) (0.00) (25.00) (35.71) (25.00) (7.14) (100) 19 03 04 00 02 06 34 6 Engineering units (55.88) (8.82) (11.76) (0.00) (5.88) (17.65) (100) 04 09 00 06 03 02 24 7 Chemical units (16.67) (37.50) (0.00) (25.00) (12.50) (8.33) (100) 04 03 00 06 04 05 22 8 Fishery units (18.18) (13.64) (0.00) (27.27) (18.18) (22.73) (100) 06 04 03 02 00 00 15 9 Poultry units (40.00) (26.67) (20.00) (13.33) (0.00) (0.00) (100) 1 Plastic and rubber 00 03 05 00 03 04 15 0 units (0.00) (20.00) (33.33) (0.00) (20.00) (26.67) (100) 1 00 00 00 00 08 06 14 Printing units 1 (0.00) (0.00) (0.00) (0.00) (57.14) (42.86) (100) 1 05 00 01 00 07 00 13 Khadi units 2 (38.46) (0.00) (7.69) (0.00) (53.85) (0.00) (100) 1 03 00 03 04 00 01 11 Service units 3 (27.27) (0.00) (27.27) (36.36) (0.00) (9.09) (100) 63 44 35 59 66 53 320 Total (19.69) (13.75) (10.94) (18.44) (20.63) (16.56) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey 1. Non-availability of skilled labour, 2. Non availability of casual labour, 3. Demand for high wages, 4. Low productivity/low efficiency, 5. Absenteeism and 6. No problem
Table 10 reveals the category-wise problem of labour in sample units in SPSR Nellore District. In Nellore division, (out of 130), 63 units are problem of Non- availability of skilled labour, 27 units have Non-availability of casual labour, 16 units have demand for high wages, 22 units are delays in realization of bills and 29 units are Low productivity / low efficiency. In gudur division, (out of 100) 23 units are problem of Non-availability of skilled labour, 11 units have Non-availability of casual labour, 7 units have demand for high wages, 21 units are delays in realization of bills and 21 units are Low productivity / low efficiency. In Kavali division, (out of 90) 13 units are problem of Non-availability of skilled labour, 17 units have Non-availability of casual labour, 13 units have demand for high wages, 16 units are delays in realization of bills and 15 units are Low productivity / low efficiency.
Table 10 Division - wise Problem of Labour by sample units in SPSR Nellore District Divisions Nellore Gudur Kavali S. No Total Labour Division Division Division 27 23 13 63 1 Non-availability of skilled labour (42.86) (36.51) (20.63) (100) 16 11 17 44 2 Non-availability of casual labour (36.36) (25.00) (38.64) (100) 15 07 13 35 3 Demand for high wages (42.86) (20.00) (37.14) (100)
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22 21 16 59 4 Low productivity / low efficiency (37.29) (35.59) (27.12) (100) 29 21 16 66 5 Absenteeism (43.94) (31.82) (24.24) (100) 21 17 15 53 6 No problem (39.62) (32.08) (28.30) (100) 130 100 90 320 Total (40.63) (31.25) (28.13) (100) Note: Figures in parenthesis represent the percentages Source: Field Survey
Conclusion I conclude that the many of the rural industries are not following the marketing strategies systematically. Knowingly and unknowingly many of the rural industrial units reported that though they are not adopting marketing strategies and practices literally, but they are following marketing practices, particularly pricing and distribution practices adopted to fix the price reasonable and to sell the products as per the competition prevailed in the market from time to time. Many of the units performing their business in terms of production, marketing, sales and earn profitability among the selected sample units. In the district, some of the units are facing marketing problems in terms of competition, inefficient sales force high cost of marketing, customer resistance etc.
References 1. Handbook of statistics in SPSR Nellore District. 2. Annual Reports 2015-16. 3. Marketing practices of rural industries in India, Journal of Marketing, volume 2, No.10, Pp 25-31.
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CUSTOMERS PERCEPTION TOWARDS MOBILE BANKING SYSTEM
Dr.M. Sambasivudu Lecturer in Commerce JMJ College for Women (A) Tenali, Guntur district, A.P
Abstract Mobile banking (also known as M-Banking, mobile banking, SMS Banking and the like.) is a term used for performing balance checks, account transactions, payments, credit applications etc. via a mobile device such as a mobile phone or Personal Digital Assistant (PDA). The earliest mobile banking services were offered via SMS. With the introduction of the first primitive smart phones with WAP support enabling the use of the mobile web in 1999, the first European banks started to offer mobile banking on this platform to their customers. Mobile banking has until recently (2010) most often been performed via SMS or the Mobile Web. Apple's initial success with i-Phone and the rapid growth of phones based on Google's Android (operating system) has led to increasing use of special client programs, called apps, downloaded to the mobile device.
Key words: Mobile banking, Mobile devices, SMS banking
Mobile Banking The first mobile banking and payment initiatives was announced during 1999 (the same year that Fundamo deployed their first prototype) 14. The first major deployment was made by a company called Paybox (largely supported financially by Deutsche Bank). The company was founded by two young German’s (Mathias Entemann and Eckart Ortwein) and successfully deployed the solution in Germany, Austria, Sweden, Spain and the UK. At about 2003 more than a million 32 people were registered on Paybox and the company were rated by Gartner as the leader in the field. Unfortunately Deutsche Bank withdraw their financial support and the company had to reorganise quickly. All but the operations in Austria closed down. Mobile banking (also known as M-Banking, mobile banking, SMS Banking and the like.) is a term used for performing balance checks, account transactions, payments, credit applications etc. via a mobile device such as a mobile phone or Personal Digital Assistant (PDA). The earliest mobile banking services were offered via SMS. With the introduction of the first primitive smart phones with WAP support enabling the use of the mobile web in 1999, the first European banks started to offer mobile banking on this platform to their www.ijmer.in 217
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VOLUME 8, ISSUE 2, FEBRUARY 2019 customers. Mobile banking has until recently (2010) most often been performed via SMS or the Mobile Web. Apple's initial success with i-Phone and the rapid growth of phones based on Google's Android (operating system) has led to increasing use of special client programs, called apps, downloaded to the mobile device.
Mobile Banking Services Banks offering mobile access are mostly supporting some or all of the following services: Mini-statements and checking of account history Alerts on account activity or passing of set thresholds Monitoring of term deposits Access to loan statements Access to card statements Mutual funds / equity statements Insurance policy management Pension plan management Status on cheque, stop payment on cheque Ordering check books Balance checking in the account Recent transactions Due date of payment (functionality for stop, change and deleting of payments) PIN provision, Change of PIN and reminder over the Internet Blocking of (lost, stolen) cards Domestic and international fund transfers Micro-payment handling Mobile recharging Commercial payment processing Bill payment processing Peer to Peer payments Withdrawal at banking agent Deposit at banking agent One way to classify these services depending on the originator of a service session is the Push/Pull' nature. Push' is when the bank sends out information based upon an agreed set of rules, for example your banks sends out an alert when your account balance goes below a threshold level. ‗Pull' is when the customer explicitly requests a service or information from the bank, so a request for your last five transactions statement is a Pull based offering. The other way to categorize the mobile banking services, gives us two kind of services – Transaction based and Enquiry Based. So a request for your bank statement is an enquiry based service and a request for your fund's transfer to some other account is a transaction-based service. Transaction based services are also differentiated from enquiry based services in the sense that they require www.ijmer.in 218
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VOLUME 8, ISSUE 2, FEBRUARY 2019 additional security across the channel from the mobile phone to the banks data servers. Based upon the above classifications, we arrive at the following taxonomy of the services listed before. Bank initiated Push (alerts) Customer initiated Enquiry 1. Credit/Debit Alerts 1. Balance Enquiry 2. Threshold balance alerts 2. Recent transaction history 3. Bill Payment alerts 3. Cheque Status 4.Requests – Cheque book, stop payment, Financial 1. Fund Transfer Transaction 2. Bill Payment s 3. Merchant payment /shopping 4. Investment services
Technologies behind Mobile Banking Technically speaking most of these services can be deployed using more than one channel. Presently, Mobile Banking is being deployed using mobile applications developed on one of the following four channels. IVR (Interactive Voice Response) SMS (Short Messaging Service) WAP (Wireless Access Protocol) Standalone Mobile Application Clients
IVR – Interactive Voice Response IVR or Interactive Voice Response service operates through pre- specified numbers that banks advertise to their customers. Mobile banking based on IVR has some major limitations that they can be used only for Enquiry based services. Also, IVR is more expensive as compared to other channels as it involves making a voice call which is generally more expensive than sending an SMS or making data transfer (as in WAP or Standalone clients).
SMS – Short Messaging Service SMS uses the popular text-messaging standard to enable mobile application based banking. The way this works is that the customer requests for information by sending an SMS containing a service command to a pre-specified number. The bank responds with a reply SMS containing the specific information.
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WAP -Wireless Access Protocol WAP uses a concept similar to that used in Internet banking. Banks maintain WAP sites which customer's access using a WAP compatible browser on their mobile phones. The figure demonstrates the framework for enabling mobile applications over WAP. The actually forms that go into a mobile application are stored on a WAP server, and served on demand. The WAP Gateway forms an access point to the internet from the mobile network.
Standalone Mobile Application Clients Standalone mobile applications are the ones that hold out the most promise as they are most suitable to implement complex banking transactions like trading in securities. They can be easily customized according to the user interface complexity supported by the mobile. In addition, mobile applications enable the implementation of a very secure and reliable channel of communication.
Mobile Banking Architecture This two-part series on mobile banking security will help Bank security officers and auditors understand the security threats in Mobile banking. The concept is different from SMS Banking which was discussed previously. The architecture is based on the specific requirement that the facility is provided through GRPS, GSM, CDMA, EDGE, 3G and CSD enabled mobile phones. With Mobile banking, the following services can be availed of, but is not restricted to, Viewing A/C statement Viewing Cheque Status Stopping Cheque Payment Cheque Book Request Fixed Deposit Enquiry Bill Payment Shopping/ Purchasing items The services can be provided to customers directly by the bank or through a 3rd party vendor and explanations for both are followed. The setup will have a web server, application server and the database at the bank‘s premises. The application will ensure what services are to be provided to the customer. Based on the banking services provided to the customer, the security of the infrastructure has to be built in. The database can be the same as the core banking database, having another table for mobile banking users. The customer uses his/her mobile phones to transact through the mobile network. The mobile banking server in turn talks to the Core banking systems of the bank for user authentication, processing transactions, authorization, and the like. www.ijmer.in 220
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This is the more popular architecture as banks can quickly roll out their mobile banking solutions by connecting to a 3rd party. This is also the architecture with more security issues as interconnection with a 3rd party is involved. In this architecture, the mobile banking servers are located at the 3rd party vendor‘s data centre. These servers will talk to the core banking servers of the bank through a secured channel (dedicated or shared link) for authentication, authorization and transaction processing.
Statement of the Problem Six billion people are expected to own mobile phones in the globe by 2011, there are currently 584.32 Million mobile subscribers in India and 100 million are added every year. Comprehend with the increase in mobile penetration in India, now banks and other financial institutions are offering various services through mobile phones. Realizing the importance of mobile banking services offered by banks the researcher has assume this study to assess the customers‘ perception towards mobile banking services.
Objectives To study the mobile banking services offered by Indian bank. To access and analyze the customer‘s perception towards M- banking services offered by banks. To assess the main reasons for using mobile banking services offered by banks. To find out the problems regarding usage of mobile banking.
Methodology The following methodology has been adopted to study the awareness about mobile banking services.
Data and Sources Only primary data collected for the study with well prepared questionnaire.
Sampling One twenty three sample questionnaires are collected from the public regarding the perception of mobile banking services. Convenient sampling method has been adopted to select the sample respondents. 1. Age Group of the Customers The Distribution of the sample customers based on their age group is given in the table below. Table.1 Age group of the Customers www.ijmer.in 221
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Age Group No of Customers Percentage Below 25 102 83.93 26 to 50 13 10.57 above 50 08 6.50 Total 123 100.00 Source: Primary data The table 1 reveals out of 123 sample customers taken for the study, 102 (82.93%) customers were in the age group is below 25. It is inferred that a vast majority of the sample customers are youngsters.
2. Educational Qualification of the Customer The Classification of the sample customers based on their educational qualification is shown in the table below. Table.2 Educational Qualification of the Customer Educational No of Customers Percentage Qualification Post graduate 118 95.93 Professional degree 05 4.07 Total 123 100.00 Source: Primary data From the table 2 it is observed that 118 (95.93%) out of 123 sample customers are completed their Educational Qualification is post Graduation and remaining five customers are completed Professional degree. It is obvious that vast majority of the sample customers are post graduation
3. Occupational Status wise classification of the customer The Distribution of the sample customers based on their occupational status is shown in the table below. Table.3 Occupational Status wise classification of the customer Occupational Status No of Customers Percentage Private sector 28 22.76 Business 08 6.50 Student 87 70.73 Total 123 100.00 Source: Primary data The table 3 it is observed that 87 out of 123 collected samples occupational status of the customers are students, rest of them work in private sector and do business.
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4. Family Income wise classification of the Customer The Distribution of the sample customers based on their Family Income is shown in the table below. Table.4 Family Income wise classification of the Customer Family Income No of Customers Percentage (Rs in Annual) Below 75,000 68 55.28 1,50,001 to 12 9.76 3,00,00 >3,00,000 43 34.96 Total 123 100.00 Source: Primary data The above table inferred that a vast majority of the sample customer‘s family income is below Rs.75,000. 5. Opinion about mobile information system For the purpose of the study opinion towards MIS decided to three categories like poor, moderate and good opinion. Intend of opinion concept the overall scores of each and every customer calculated then customer opinion was decided based on the mean and standard deviation derived from total score of hundred and twenty three customers. According to this technique the distribution of the sample customers based on their opinion about MIS is shown in the table below.
Table.5 Opinion about mobile information system Opinion No of Customers Percentage Poor 48 39.02 Good 12 9.76 Moderate 63 51.22 Total 123 100.00 Source: Primary data Inferred from the above table, nearly 2/5th of the customers are given that poor opinion about MIS. Followed by 9.76% of the customers are opined that well. On the other hand, more than half of the customers are moderately viewed about mobile information system providing by banks. It is concluded that more number of customers are moderately appreciate mobile information system 6. Problems under mobile information system The expected problems under usage of mobile information system collected from the various bank customers through the ranking form in respect of seven
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VOLUME 8, ISSUE 2, FEBRUARY 2019 variables. For the purpose of Garrett‘s ranking technique used to find the foremost expected problem for using m-banking facilities. Table.6 Problems under mobile information system Problems Total score Mean Rank Signal Problem 7762 63.11 I No Standard 6899 56.09 II Software Mobile Access 5932 48.23 V Charges Security 6039 49.10 IV Vulnerability 9101 49.60 III Authentication 5057 41.11 VII Confidentiality 5137 41.76 VI Source: Primary data From the table 6 explains that major problem is signal problem of mobile phone under M-Banking facilities because it shows highest mean score (63.11) “Signal Problem” compared to other problems. Followed by, “No standard software” (56.09) is a second important problem and “Vulnerability” shows the third rank with the mean score of 49.60. On the other hand, authentication got last problem for using M-Banking system.
Conclusion Mobile banking through an SMS based service would require the lowest amount of effort, in terms of cost and time, but will not be able to support the full breath of transaction based services. However, in markets like India where a bulk of the mobile population users' phones can only support SMS based services, this might be the only option left. On the other hand a market heavily segmented by the type and complexity of mobile phone usage might be good place to roll of WAP based mobile applications. A WAP based service can let go of the need to customize usability to the profile of each mobile phone, the trade-off being that it cannot take advantage of the full breadth of features that a mobile phone might offer. Mobile banking has the potential to do to the mobile phone, what E-mail did to the Internet. Therefore bank's need to take a hard and deep look into the mobile usage patterns among their target customers and enable their mobile services on a technology with reaches out to the majority of their customers.
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References
1. Aite Group. (2007). Mobile Banking Security: The Black Cloud Attached to the SilverLining. Boston, MA, USA. 2. Bhise, L. (2009). Future of Mobile Internet: Downloadable Mobile Applications. i. www.alootechie.com. 3. Kuwayama, J. (2008). Mobile Banking is Just around the Corner. BizTimes.com. 4. Laukkanen, T., & Lauronen, J. (2005). Consumer Value Creation in Mobile Banking Services. International Journal of Mobile Communications, 3(4), 325-338. 5. McKitterick, D., & Dowling, J. (2003). State of the Art Review of Mobile Payment Technology (Tech. Rep.). Dublin, Ireland: Depart of Computer Science, Trinity College Dublin. 6. Mobile Marketing Association. (2009). Mobile Banking Overview (NA) (Tech. Rep.).New York, NY, USA: MMA Mobile Marketing Association. Available from www.mmaglobal.com. 7. Ondrus, J., & Pigneur, Y. (2005). A Disruption Analysis in the Mobile Payment Market. In Proceedings of the 38th Annual Hawaii International Conference on System Sciences (HICSS ‘05). Big Island, Hawaii, USA: IEEE Computer Society. 8. Research In Motion Limited. (n.d.). Black Berry Overview. Black Berry.com.
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ACADEMIC CHALLENGES OF ADOLESCENTSWITH SPECIAL REFERENCE TO STRESS & EDUCATIONAL ANXIETY
K. Mallika Research Scholar Ph.D in Education Department of Education Sri Padmavathi Mahila University Tirupati
Abstract The 21st century witnesses several challenges, one of them is how to tackle the adolescents & youth. Adolescent stage is the turning point in one’s life. The intellectual and academic related challenges along with physical, emotional, and social aspects influence their growth and survival. Severe competition, heavy syllabus, getting grades, selection of professional courses, examinations, higher education, getting employment, add to adolescents’ challenges. The academic challenges encountered are: securing good grades, securing seat in prestigious educational institutions, are at the peripheral level. Infact, at a deeper level, the competition, syllabus, its complexity, examinations, results cause severe stress in students. Educational Anxiety is the pre-conceived / imagined fear of not being able to rise up to or reach the goals & standards in academic aspects. Hence stress and educational anxiety need to be studied and proper suggestions must be offered to adolescents to come out of the ill effects. Systematic study habits, preparation to examinations with proper strategy, consistent hard work, -- lessen stress and educational anxiety. Adolescents are a bundle of vibrant energy and wealth of the nation. Adolescents are the future man power and human resource. Hence they need support.
Key words: Academic challenges, stress, educational anxiety.
Introduction Life until 20th century was peaceful, with expected changes. But 21st centuryhas thrown unimaginable, unpredictable challenges in all aspects of our lives. So in this race to meet the challenges in life, peace and co-existence are totally neglected. India’s adolescent population consist of one fifth of the total. Adolescents are the future man power and human resource. They are such a vibrant group in the society, hence need care, planning and support from the family, society and the nation. So it is necessary that all kinds of skills be imparted to the adolescents such as educational, academic and vocational. In a “Leader” and “Special Report” on “Life Long Learning” in the Economist (14 Jan to 20 Jan 2017), it is said that “it is easier to learn in life if www.ijmer.in 225
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VOLUME 8, ISSUE 2, FEBRUARY 2019 you enjoyed the class room first time around. Lifelong learning starts at school. Mere pushing people into ever higher levels of formal education are not the way to cope up. When education fails to keep pace with technology, the result is inequality. As and when innovation arrives, workers suffer. And if enough of the workers fall behind, society starts to fall apart.” So to cope up with the innovations, state funded universal schooling has started during industrial revolution. Later automation in factories and offices needed more college graduates. Thus a combination of education and innovation led to prosperity. Now we are in the 21st Century. This is the century of speed. Things are changing fast. In every field of activity, including manufacturing, marketing, information technology, learning and learning techniques. Added to this, finding a white collared job is becoming rarer. Recently U.S President Mr Donald Trump gave a call that “jobs are to natives”. Naturally this has repercussions in the Indian youth. So, the choice of professional course and the kind of job one may get are also crucial. Youth have to acquire skills not only at the beginning but throughout their careers.
Concept of adolescence: Certain definitions of adolescence: According to 1. A.T Jersild, adolescence is that span of years during boys and girls move from childhood to adulthood mentally, socially and morally. 2. According to Dorothy Rogers, adolescence is a period rather than a process of achieving the attitudes and beliefs needed for effective participation in the society. 3. According to G.R. Medinnus and R.C. Johnson, adolescence begins when signs of sexual maturity begin to occur in both physical and social development and ends when the individual has assumed adult roles and is concerned in most ways as an adult by his reference group. 4. The term adolescence derives from the Latin word adolescere meaning to grow into maturity. 5. William Shakespeare in his most popular drama “As you like it” gives a beautiful description of adolescence in the poem “All the world is a stage” “……. And then the lover Sighing like a furnace … then a soldier Full of strange oaths …. Jealous of honour Sudden and quick in quarrel …” Adolescence is the transitional period in a person’s life between childhood and adulthood. It is a unique and special stage where the individual faces challenges from family, friends, teachers and has to cope with studies, learn to manage www.ijmer.in 226
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VOLUME 8, ISSUE 2, FEBRUARY 2019 things, and adapt to the society, country and the world. This has been regarded as a period of rapid change biologically and psychologically. While physical changes that take place are universal the social and psychological dimensions of adolescence and experiences depend on the cultural context. In cultures that are problematic or confusing the adolescent will have different experiences compared to other culture where greater importance is given to adolescent years as “the beginning of adult behaviour”.
Important aspects of Adolescence Physical Development: Beginning of adolescence is characterised by dramatic physical changes in both growth rate and sexual characteristics. Genetics and environment play a part in this. In modern times better nutrition and advances in medical care have been contributing to a healthy onset of adolescence. Sometimes during adolescence they develop a preoccupation with what they are like and what they look like. They find it difficult to adjust to changes in physical appearance. Cognitive and Developmental changes: Adolescents’ thoughts become more abstract, logical and idealistic; they become capable of examining their thoughts, others’ thoughts and what others think about them. They also develop ability to reason which provides them social awareness. Piaget believed that formal operational thought appears between the age of eleven and fifteen. Apart from the expansion of thinking from concrete to abstract, they also think of being idealistic. Adolescents begin to think about ideal characteristics for themselves and others, and also compare themselves with others. Gradually adolescent thinking become more systematic in solving problems. Adolescents also develop hypothetical deductive reasoning. They decide on personal moral code. Sometimes individuals at this stage might participate in a protest march for a cause rather than conforming to college norms. They also develop a special kind of ego-centrism. They have an imaginary audience and personal fable (according to David Elkind). Imaginary audience is the belief of an adolescent that others are as preoccupied with them as they are about themselves. The personal fable is a part of this ego-centrism. It involves their sense of uniqueness. An adolescent feels and thinks that no one understands them or their feelings. Forming Identity: Adolescents begin to think of identity. Identity is who you are and what your values, commitments and beliefs are. So they have separate identity from parents, isolation from peers and family etc. Sometimes they may lose their identity in the crowd. In this stage there is a rapid fluctuation between self confidence and insecurity, in the sense that they want to be treated like a baby sometimes and think sometimes that they can shoulder greater responsibility. Family relations become less important. www.ijmer.in 227
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Outside acceptance becomes more important. Social skills develop. Different social behaviours devlop. Here again the dual forces – peers and parents – have major influences. But at this stage if parents and peers serve complementary functions and fulfil different needs of the adolescents there will be positive results. Vocational commitment has great influence on adolescent identify formation. The question what are you going to be when you grow up – helps to set up realistic and achievable goals.
Some Major Concerns of Adolescence During this period there will be conflicts, uncertainties, occasional loneliness and group pressures. During adolescence peer influence, newly gained freedom and unresolved problems may create troubles. Pressure can be both positive and negative – like taking to smoking, drugs, alcohol and breaking parental rules. So this is a difficult period. If they overcome certain bad things joy and feelings of competence can result due to the developmental challenges. It is to be noted here that present day adolescents are aware of their capabilities. If provided with proper guidance they can utilise their talent in a positive way and become an asset to the family and nation. Otherwise, they create anti-social climate everywhere.
Development of intellectual abilities By nature adolescents have high moral and spiritual values. But the society and its ill-effects influence and attract them for short-cut success routes – which may lead to immorality and crime. Adolescence is marked by increased intellectual abilities such as 1. Ability to generalize facts 2. Ability to understand abstract concepts 3. Increased memory, span of attention and concentration 4. Amazing power of imagination 5. Problem solving ability 6. Communication skills and fearless and free expression of feelings and opinions 7. Ability to take decision on their own with confidence Academic challenges: Adolescents belong to the age group of 13 to 19 years. Certain academic challenges faced by adolescents are: i. Vast syllabus in all the group subjects, ii. Depth of concepts, iii. Twisted questions in competitive examinations, iv. Getting marks and grades,
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v. Too much importance to group subjects, vi. Securing seat in prestigious educational institutions, vii. Maintenance of peak performance throughout the Intermediate course, viii. Too many tests are conducted namely daily, weekly, monthly etc. ix. Preparation for competitive examinations on par with the Intermediate course. x. Stress from the denial of spending time on internet, face book, whatsapp, cinema and any other entertainment or relaxation program. --- all these are causing stressful situations in adolescents.
Stress: Stress is a process by which human body responds to certain events called sressors, which are apprised as threatening or challenging. In addition to these, stress also emanates from certain faulty measures usually practised by students such as: i. Neglect of studies ii. Inappropriate study habits iii. Constant comparison with their rich friends and peer groups iv. Giving importance to non-stop entertainment leading to loss of valuable time during the academic year v. Craving for popularity among friends and peer groups. Although they seem to reduce stress, in reality they lead of waste of valuable time and the syllabus gets piled up. This piling up of incomplete work leads to stress. vi. Lack of sufficient preparation for examinations, vii. Negligence in planning for a strategy for studies, viii. Absence of genuine hard work. In addition to the sources of stress in adolescents, stress is typically reflected by certain behavioural manifestations such as: Fainting attacks, Breathlessness, Headaches, abdominal pain, Loss of appetite, Fits of crying, etc.
Educational anxiety: In addition to stress, adolescents also face another psychological situation, called Educational Anxiety. Anxiety is a generalised mood condition that can often occur without a definite or identifiable stimulus. It is related to situations perceived as uncontrollable or unavoidable.
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Anxiety is a state of mind, in response to some stimulus in the environment which brings in the feeling of apprehension or fear. An anxiety-ridden person may experience a sense of dread or panic. Anxiety is like unfocused fear. According to Eubank (1993) as the academic anxiety increased, academic achievement significantly decreased. Koeghetal (2004) studied that test anxiety susceptibility leads to distraction and found examination performance came down under the influence of anxiety. Educational anxiety has two aspects – academic anxiety and test anxiety. Academic anxiety is because of the perceived threat due to competition, toughness of subject, individual student’s low capacity to understand concepts. Test anxiety is a condition where students emotionally or physically experience distress at, prior to or during any test or examination. Anxiety is also reflected by certain physiological manifestations in adolescents such as: Elevated blood pressure, Cardiac discomfort such as: palpitations, tachycardia etc, Diaphoresis, Dizziness, Dry mouth Irregularities in breathing i.e hyperventilation, Musculoskeletal disturbancese.g restlessness, tremors, weakness etc.
The inability of adolescent students at plus two stage to cope up with stress stemming from different sources and anxiety leading to distortion from reality, is resulting in a great loss of budding talent and youthful energy. Adolescence – as we all know is a particular stage in which children are bestowed with bubbling and indomitable energy which can be used either in a constructive or dangerously destructive manner. Students of plus two stage ( or Intermediate stage) belong to this group, moreover plus two stage is a stage where the adolescents have come out of the high school where they had been under the total control of parents and teachers. A sincere effort would certainly help understand the problem and provide clues to lessen or reduce the stress causing elements. Human mind has unlimited capacity which is in the form of great potential. By suggesting appropriate measures for meeting the emotional, esteem needs of the adolescents, the stress experienced by the adolescents can be reduced. Then the innate potential will be turned into actuality and it can be realized. The fulfillment of lower needs leads to intellectual development and it plays a role in developing the potentiality of adolescents. It acts as an intellectual booster to unfold the mental potential.
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Conclusion : In order to guide the adolescents to come out of stress and educational anxiety, certain measures are suggested: 1) Development of systematic study habits such as self study, reading habits, note making, note taking, reading for v joy feeling etc, 2) Planned organisation of studies, 3) Time for relaxation and relief from monotonous preparation, 4) Strategy for preparing for Intermediate course and for competitive examinations, 5) Consistent hard work from the beginning of academic year, 6) Setting up of realistic aims, goals, targets, depending upon the capacities of the individual child. 7) Deep breathing at times of any stressful situation, 8) Practice of yoga, meditation, simple physical exercises, 9) Putting a stop to developing pre – conceived notions, apprehensions, about any aspect in life, 10) Proper understanding, learning and appreciating the importance of any academic related aspects. 11) Studying with deep concentration, application part of the concept, 12) Not giving importance to bye hearting the concepts. 13) Not comparing the students among themselves, 14) Realising the importance of life in general, but not being carried away by temporary satisfaction, 15) Development of proper positive attitude in life, 16) Fixing a role model in life, geting motivated in life, 17) Studying for self, not for parents or for society, 18) Strict maintenance of character and integrity in life.
The implementation, of these will ensure the adolescents to lessen the stress and anxiety and optimum results are obtained.
References 1) Aggarwal,J.C. 1994 Essentials of Educational Psychology. Vikas Pub, Delhi p.164-181. 2) Aggarwal,J.C. 2001 Basic Ideas in Educational Psychology.ShipraPub ,Delhi p.9-62. 3) Agnihotri, A.K.2004. Stress: A potential threat to physical & emotional well being .Article in University News, 48(52) Dec 27th -Jan 2nd 2011, p.23-28.
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4) Atkinson, J.E. Berne &Woodsworth, R.S.1996. Dictionary of Psychology. 4th Revised Edition, GoyalSaaB Publishers and Distributors, New Delhi. P-449. 5) Best, John. W.& Kahn, James.V. 2006 Research In Education. Prentice Hall Pub. 6) Chauhaan, S.S. 1994 Advanced Educational PsychologyVikas Pub, Delhi p.74-114. 7) Dandapani,S. 2003 Stress & Mental Health Article in EduTracks Feb,Vol.2,No.6, p.29. 8) David Mayers, G.1998 Psychology Worth Publishers, New York. p G- 13, 516 9) Don H. Hockenbury& Sandra E. Hockenbury 1997. Psychology. Worth Publishers, New York, p.G-14, 641 10) Eenadu”, Sept 10th ,2011—Hyderabad district edition--Telugu Daily News paper p.10 & 11. 11) Elizabeth B.Hurlock 1981. Developmental Psychology—A Life span Approach Tata McGraw Hill,p.221-263 12) Psychology,2005, Textbook for Class XI, National Council of Education Research and Training 13) Mary Terzian,Kristin A. Moore &Hoan N Nguyen 2010. Assessing stress in children & youth : A guide for out of school time program practitioners, www.childtrends.org 14) Parameswaran, E. G. and Beena, C. 2002. An Invitation To Psychology. Neelkamal Publications Pvt. Ltd., Hyderabad, pp-637-648. 15) Petrovsky, A.V. &Yaroshevsky 1987. A Concise Psychological Dictionary. Progress Publishers. P.303. 16) Rosenzweig, Leiman, Breedlove Associates 1996. Biological Psychology. Sinauer Associates, USA. P.551 17) The Economist, Volume 422, Number 9023, January 14 2017, pp-9, Special Report pp 1-16 18) Wuahiduddin Khan, Maulana. Dec 10, 2009. Stress Is A Good Servant But A Bad Master. The Speaking Tree Column, The Times of India.
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DEBUGGING CORRUPTION: THE GREY TOOL CALLED DEMONETISATION
Keerthana.S Dr. Madhavan.R Student Assistant Professor V year BBA.;LL.B.(Hons.) School of Law SASTRA DEEMED TO BE SASTRA DEEMED TO BE UNIVERSITY UNIVERSITY Thanjavur, Tamil Nadu, India Thanjavur, Tamil Nadu, India
Abstract Demonetisation perhaps was the single most decision after independence that affected every single person of India. It aimed to reduce corruption, eradicate black money from the economy and to bring transparency and greater formalization in the economy. This single most decision shook the economy for a while, and everybody debated on its impact on Indian economy, business and different sectors of the economy. This paper is an attempt to find out the post Demonetisation effect on small-scale traders and their perception of Demonetisation. The article also maps the rationale of the government’s decision and the reactions to the decision as well.
Keywords: Rationale of Demonetisation, Effect on small scale traders, Trusted relationships.
Gaius Cornelius Tacitus (56-117 CE): "And now bills were passed, not only for national objects but for individual cases, and laws were most numerous when the commonwealth was most corrupt."
I Introduction Demonetisation, the decision by the Government of India to declare high denomination notes as not legal tender from the 9th of November, 2016, has easily been one of the intriguing events in Indian economy both regarding its actual impact as well as the rationale behind the decision. Opinions ranged from hailing the decision as heroic, game-changer and a full-scale war on black money and corruption to decrying the decision as short-sighted, doomed to fail and one that would make little difference to corruption as well as wreak havoc in Indian Economy. This article is not to assess the efficacy of demonetization in achieving its stated objectives. Rather, like all important policy decisions, implementation and short-term impacts play a huge role in the lives of the poor and powerless anddemonetisation perhaps is no exception. To understand the www.ijmer.in 233
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VOLUME 8, ISSUE 2, FEBRUARY 2019 perceptions of the poor and powerless under such circumstances are as important as understanding the larger implications of such policies.
It is in this context, this article is the result of a small surveytaken among small traders in a small town that minimally tries to decipher two basic things: (1) what were the difficulties faced by small traders, more specifically, small vendors, by the demonetization of high denomination notes?1And (2) how the small traders have perceived the demonetization policy? While the article has very humble objectives, it still hopes to unravel an important facet on public perception about a controversial policy elicited from a section that is widely perceived to be affected most adversely by the policy.
On the evening of the 8th of November, 2016, the Prime Minister of India, in a televised address to the country made the momentous announcement in the following words:
“To break the grip of corruption and black money, we have decided that the 500 rupee and 1,000 rupee currency notes presently in use will no longer be legal tender from midnight tonight, that is 8th November 2016….This step will strengthen the hands of the common man in the fight against corruption, black money,and fake currency.” 2
The Prime Minister argued that the black money hoarded by anti-social and anti- national elements would become worthless paper and the honest citizens would be given sufficient time to exchange the high-value currency notes in their possession for the new currency notes that would be issued by the Reserve Bank of India. The unstated assumption was that the exchange process would either bring unaccounted money into the open or make any hoarded currency notes worthless after the exchange deadline. The Prime Minister, on various occasions, had claimed that some of the chief objectives of his Government would be to eliminate the menace of black money, address corruption and bring good governance. Demonetisation, from the perspective of the Government, was seen as a big first step towards delivering on those promises. It was defined as a surgical strike against black money.3 Acknowledging that there would be
1How demonitisation has hit small traders hard. [Online] http://www.financialexpress.com/economy/how- demonetisation-has-hit-small-traders-hard/446492/(Accessed 29.12.2016). 2Press Information Bureau of India [Online] http://pib.nic.in/newsite/pmreleases.aspx?mincode=3(Accessed 29.12.2016). 3Surgical Strike on black money: Financial gurus back Modi, support elimination of high value notes[online] http://www.oneindia.com/india/black-money-financial-gurus-back-narendra-modi-2256564.html (Accessed 29.12.2016). www.ijmer.in 234
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VOLUME 8, ISSUE 2, FEBRUARY 2019 hardships for the common public during the transition, he exhorted the people with the following words:
“Let us ignore the temporary hardship; Let us join this festival of integrity andcredibility; Let us enable coming generations to live their lives with dignity; Let us fight corruption and black money; Let us ensure that the nation’s wealth benefits the poor; Let us enable law- abiding citizens to get their due share.” 4
The Prime Minister’s avowed fight against corruption was merely reflective of one of the most intractable problems that India has faced for decades now. Both by popular belief as well as by economic estimates of different degrees of credibility, India suffers from high levels of corruption. However, corruption is an umbrella term that hides more than it reveals. BibekDebroy and LaveeshBhandari argue that
“Corruption can broadly be divided into petty and big-ticket,and both of these appear to endemic in India. A large part of the corruption in India is associated with the delivery of pubic services and is spread throughout the hierarchy, it has high frequency,buteach case is characterised by a relatively low amount....”5
They go on to argue that this is not the petty variety that captures the media attention. It is rather the big-ticket corruption of the Spectrum scandal type that receives the maximum attention from the public as well as the media. We also need to wonder whether the Demonetisation policy is capable of impeding big- ticket corruption.
The article is dividedinto four parts: The first one maps the rationale of the Government for Demonetisation, a remarkable decision, unfurled upon an unsuspecting country. The second part of the article narrates some of the reactions to the decision from either end of the spectrum as well as grey ones. The third part narrates some of the criticisms to the way the process has unfolded since then and the responses to such criticisms. It will also capture the shifting emphases on the objectives of the move as the latter days of Demonetisation period was characterised more by the discourse on the importance of digital
4Press Information Bureau of India [Online] http://pib.nic.in/newsite/pmreleases.aspx?mincode=3 (Accessed 29.12.2016). 5Bibek,Debroy and Laveesh,Bhandari (2012),‘Corruption in India’[online]http://www.worldfinancialreview.com/?p=2346(Accessed 11.08.2017).
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VOLUME 8, ISSUE 2, FEBRUARY 2019 economy than explicitly on corruption. The fourth and concluding part, based on the empirical study, tries to answer the two questions posed by this research. It tries to understand whether some of the sections that are supposed to be most adversely affected by the decision understand it with the same spirit and whether the difficulties faced during the implementation have provoked an adverse reaction. The Prime Minister in the course of the implementation of the policy also made a strong pitch for moving to a cashless economy, an economy in which all the financial transactions could be made electronically, so traceable and made accountable.6
II Purported Rationale of the Demonetisation Policy Modi’s government started its regime by targeting the big black money, having won on a slew of governance reforms platform to eliminate corruption as well as an alluring promise,that Modi’s was supposed to have made, that of depositing Rs. 15 lakh in every Indian’s bank account by bringing back the black money. The latter part is perhaps a creative interpretation of what Modi had said regarding the size of the corruption in India.
India’s black money is estimated to be around 14 million US dollars or about 62% of GDP7.The policy appears to be tailored on the basis of the following understanding of the creation of black money: Black money apparently can be classified into two broad major types8 - one, Big Black money that is usually created through policy level corruption (kickbacks, pay-outs and siphoning off government money, etc.) - is presumably now in safe tax havens abroad, and two, the small black money created through everyday corruption at the lower levels of the society, the bribes of the kind that we pay to make our ration card applications to be processed faster.Even though big black money is huge, it is believed that the small black money has a more corrosive effect upon the economy. Since everyday corruption is rampant in India and the money trail goes grey after a point, it is impossible to estimate the size of this type of black economy in India. Some even argue that it is larger than the size of the big black economy in India9, though prima facie it appears improbable. Demonetisation presumably targets everyday corruption more than the big-ticket corruption.
6Maan Ki Baat: PM Modi Bats For Cashless Economy [Online] http://www.news18.com/news/india/maan-ki- baat-pm-modi-bats-for-cashless-economy-1316468.html (Accessed 29.12.2016). 7Kumar, Arun, (2017), Understanding the Black Economy and the Black Money in India, Aleph Book Company India, New Delhi. 8Swaminathan,R, (2014) ‘The solution to eliminate black money lies in India’ [online] http://www.orfonline.org/research/the-solution-to-eliminate-black-money-lies-in-india/ (Accessed 29.12.2016). 9Ibid. www.ijmer.in 236
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The other major related objective of the Demonetisation policy was to arrest, what Gurumurthy has called,fake economic growth - an expansion of the economy without concomitant job growth and largely driven by a cash economy outside the system. The argument was that the exponential growth of this unchecked cash economy would have eventually collapsed in future and hence demonetisation was inevitable10.
The third major aim of the policy was the expectation that funding terrorist activities would become difficult and the fake currency rackets would go bust. It was also estimated that Rs. 70 crores worth of fake currency notes were pumped into the economy every year.JayadevaRanade, distinguished fellow, Centre for Air Power Studies said,
“It will be a blow to the main sponsors of fake currency, Pakistan and Wahhabi groups. I don’t expect them to stop,but it will take some time. It is a good move, hits them on many prongs. Many of their operators and sleeper cells here have fake currency. It will be a severe blow,and for a few years we will get relief from this.”11
In view of the above beliefs of the Government, no wonder Demonetisation was promoted despite skeptics critiquing all the major objectives of the policy.
III Opinions Divided Demonetisation took everybody by surprise. It also divided the national opinion. Many were caught unawares in respect of its implications, prompting guarded reactions. A sentiment analysis using data collected from research using social media Twitter indicated that public perceptions changed from positive assessment to negative sentiment regarding the policy as it unfolded during November-December, 2016.12 While acknowledging that economic growth has decelerated in the wake of Demonetisation, World Bank CEO KristalinaGeorgieva still argued that India would regain momentum in due
10Gurumurthy, S, (2016) ‘Note ban was an inevitable step’ [Online] http://www.newindianexpress.com/nation/2016/dec/24/note-ban-was-an-inevitable-step-gurumurthy- 1552563.html (Accessed 14.01.2017). 11Vijatia, Singh and Dinakar, Peri (2016) ‘Demonitisation will hit the terror financing hard’ [Online] http://www.thehindu.com/news/national/%E2%80%98Demonetisation-will-hit-terror-financing- hard%E2%80%99/article16441834.ece (Acessed14.01.2017). 12P. Singh, R.S. Sawhney, K.S. Kahlon,(2017)‘Sentiment Analysis of Demonetization of 500 & 1000 rupee Banknotes by Indian Government’, [Online] http://dx.doi.org/10.1016/j.icte.2017.03.001(Accessed 01.12.2017). www.ijmer.in 237
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VOLUME 8, ISSUE 2, FEBRUARY 2019 course of time13. She asserted that “..in the long run, the move will help foster a clean and digitised economy.”14 It is interesting to note that she made a natural association to the policy and the emergence of a digitised economy. In December 2016, Economist and Advisor to the Investment Committee of the Singapore- based Lumen Capital Investors, V AnanthaNageswaran argued that the policy has the potential to positively transform the economy. He pointed out that India was not the only country that had a large a huge black economy, “...many countries, notably Brazil, Russia,and Thailand, had larger blackeconomies than India.”15
While the move certainly took everyone by surprise, we may conclude that the move evoked cautious optimism from supporters and neutrals whereas political opponents of the Government called it a recipe for disaster. Hence, we may say, bar the surprise element, the reactions were on the expected lines. However, as the process unfolded, as the media started projecting a clutch of implementation problems and hardships caused to the general public, the mood shifted to an extent even among the supporters. With ATMs going dry and long queues in front of banks, it became clear that the Government has not grappled with the many of the implementation problems at the planning stage itself.
Former Prime Minister Dr. Manmohan Singh perhaps provided the most stinging rebuke to the Government in the Parliament, finding fault both with the rationale as well as the implementation of the policy. He opined that the frequent modifications of the rules under which people can withdraw money from banks caused immense hardships to the common public and perhaps he also found resonance among many with that criticism. He also cautioned that the move could prove havoc with the economic growth of the country.16
IV Demonetisation and Digital Economy An immediate fall out is currency crunch in the market,and it had an impact on public and businesses alike. India was in the midst of a cash
13 Hindustan Times ‘Post demonetisation, India’s growth rate slowed to ‘still robust’ 7%: World Bank’[Online]http://www.hindustantimes.com/business-news/after-demonetisation-india-s-growth-rate-slowed- to-still-robust-7-world-bank/story-1dpDUtIgZznGsZbR72TQWM.html (Accessed 01.12.2017). 14Hindustan Times ‘Demonetisation will have positive impact on Indian economy, says World Bank CEO’ [Online] http://www.hindustantimes.com/business-news/modi-s-demonetisation-move-will-positively-impact- economy-world-bank-ceo/story-8Khb9U8UHOoEXoi75vyDfI.html(Accessed 01.12.2017). 15 Ramesh, M (2017), ‘Handled well, demonetisation can lead to positive transformation of economy’[Online] http://www.thehindubusinessline.com/economy/handled-well-demonetisation-can-lead-to-positive- transformation-of-economy/article9878544.ece (Accessed 14.12.2017). 16Suhasini, H and Vijaita, singh (2016) ‘Manmohan calls demonetisation a ‘monumental disaster’’ [Online]http://www.thehindu.com/news/national/Manmohan-calls-demonetisation-a-%E2%80%98monumental- disaster%E2%80%99/article16696637.ece (Accessed 14.12.2017). www.ijmer.in 238
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VOLUME 8, ISSUE 2, FEBRUARY 2019 management crisis. But this challenge was thought of as an opportunity to move to a cashless economy as well as alleviate immediate hardships to the common public. Some steps announced days after Demonetisation, addressed, perhaps belatedly the range of issues involved. The foremost step taken by the government to restore calm and reduce the anxiety levels of public, was to motivate people and adapt them to various non-cash methods like payments through cheques, internet banking, mobile banking/ wallets, debit/credit cards while the Government, Reserve Bank of India and the banking system were working to assuage the problem of cash crunch.
Hence the government also felt impelled to move ahead towards a cashless economy and launched a campaign to encourage people to shun hard currency altogether. The government of India has already initiated a major drive for sensitizing the public to make maximum use of these avenues. India, it was argued that it already has in place a robust payment infrastructure in the world. In the long run, it was argued, would provide a significant boost to the economy as more and more informal methods of business transactions migrate to the formal sector paving the way for greater transparency, financial inclusion (both on deposits and credit side) and better tax compliance.
However, the Finance Minister ArunJaitley injected a sense of realism to the push: “Digital transactions are a parallelmechanism, not a substitute, for cash transactions, and a cashless economy is actually a less-cash economy, as no economy can be fully cashless.”17
In an exclusive interview with Economic Times Now, ArunJaitley, the Finance Minister, pointed out that
“When an economy is evolving from a developing economy into a developed economy, you cannot have 12% of India’s GDP in shape of currency. Ideally developed countries have only about 4% and therefore you have to squeeze the amount of currency available,and you need to get people into the habit of using digital, cheques, plastic currency and so on. I think this is one step which has impacted on the life of every Indian. It will bring ethics. It will bring cleanliness,and it will in every sense help the economy. The logical step was India has to move towards the cashless society. Now, will India become cash-less overnight? The answer is no. But this will be one very
17Press Information Bureau of India [Online] http://pib.nic.in/newsite/PrintRelease.aspx?relid=155414 (Accessed 14.12.2017). www.ijmer.in 239
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VOLUME 8, ISSUE 2, FEBRUARY 2019 significant step where people have been shaken, people have realised,and I can tell you the bulk of India is welcoming it.”18
While this is not prima facie untrue, fifteen months down the line the proportion of hard currency in India vis-à-vis GDP rose to pre-demonitisation levels19 thereby demonstrating that there are other strong factors which impede the move towards a less-cash economy. The greater use of electronic transactions in the aftermath of Demonetisation thus can only be understood as a response to the cash crisis and not any long-term shift in the way people use and understand hard currency. The reasons may be several: the large informal economy, perceptions of insecurity in electronic transactions and unfamiliarity to the transactions to name a few. Most of the education regarding the use of electronic currency is still unintelligible to the people even if it is the native tongue. The language used is formal, stiff and legal and perceived by many as cumbersome, ambiguous and not user-friendly. Banks today are also charging such transactions,and most of the post-demonitisation users were people who were only transacting meager amounts of money. They felt cheated when such transactions were charged by the banks – promptly went back to the more familiar and of course cost-effective cash transactions.
An experiment to go completely cashless conducted in a village (Chatonguri, Assam), highlighted the following infrastructure problems as well which made people reluctant to choose electronic transactions as their preferred choice: (1) Fluctuating power supply and (2) Network problems and delay whichleft people wondering whether their transactions were completed or not, leading to issues of trust in such transactions.20There is a need to spread widespread knowledge and allay the fears amongst the public by creating adequate infrastructure to make digital transactions more widely used if it is argued that it will address critical issues that Demonetisation sought to address.
V Small Traders in Demonetisation Conundrum The concluding part of this essay is a result of small, basic research conducted in a small town in Tamil Nadu a town that resembles both in its size
18 The Economic Times, ‘Demonetisation decision was a logical step in journey towards cashless society’ [online] http://economictimes.indiatimes.com/articleshow/55352466.cms?utm_source=contentofinterest&utm_medium= text&utm_campaign=cppst(Accessed 14.12.2017). 19The Indian Express, ‘Cash-to-GDP ratio close to pre-Nov ’16 demonetisation levels’ [Online] http://www.newindianexpress.com/business/2018/may/04/cash-to-gdp-ratio-close-to-pre-nov-16- demonetisation-levels-1809949.html (Accessed 05.05.2018). 20Atnadip, Choudhury, (2017), ‘A Year Later, Assam's First 'Cashless Village' Still To Embrace Digitalisation’ [NDTV Online] https://www.ndtv.com/india-news/a-year-later-assams-first-cashless-village-still-to-embrace- digitalisation-1774564(Accessed 05.05.2018). www.ijmer.in 240
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VOLUME 8, ISSUE 2, FEBRUARY 2019 as well as socio-economic dynamics 1000s of such towns in the country. The research was conducted among 100 small traders, often economic lifeline between the wholesale market and the consumers. Their investment size is typical of the scale of such traders, ranging between Rs.10000- 200000. Many of them raise their working capital primarily through informal lending sources, thought of as one of the black sheep in everyday corruption.
The research asked very simple questions like the scale and source of credit, interest rates, the repayment schedule and the immediate impact they felt on account of demonitisation. Further, a few questions were asked to assess their perceptions and their understanding regarding demonitisation. All of them were approached in a place and time of their choice and were introduced through their known friends – to elicit frank responses.
Their average income per month varied between Rs. 4000- 10000 and nearly one-third never went to school. Six of them were graduates. The rate of interest ranged between 6% - 12% per month for the loans that they raised through informal credit sources. In fact, three out of five traders depended upon these sources primarily because they were from the same caste group. The repayment schedule also varied while one in every three people repaid the loan daily, one in four repaid it monthly,and the rest had no fixed schedule.
The sample gives us a reliable profile of a small trader approximating the bulk of the general public in India. Informal labour with no fixed source of income characterises Indian society. This is particularly type of segment who are allegedly suffered the most. Our survey points out to the following consequences in the immediate aftermath. Their credit sources ran dry; they struggled to raise working capital; prices went up as people stocked their goods anticipating a rise in prices. Lenders were reluctant to lend citing a shortage of money as a reason. Most traders who were selling perishable goods were forced to sell offering credit to their known customers. Because of the large denomination of the newer currency notes issued returning the balance became very difficult. Almost everyone reported a loss in their business (four out of five) and admitted they had to face hardships because of demonitisation.
Questions were also asked regarding their perception and understanding of demonitisation. Surprisingly, six out of seven respondents supported demonitisation in no uncertain terms. When the same respondents were again asked after 60 days, there was no appreciable decline in the support for demonitisation. This has important lessons to be learned in public perception about corruption. Many genuinely believed that hardships are worth suffering if www.ijmer.in 241
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VOLUME 8, ISSUE 2, FEBRUARY 2019 it can stamp out corruption. However, it was also seen that demonitisation changed people’s economic behaviour to a certain extent. The majority said that they would not have large currency reserves and their savings pattern would also change. Traders were also seen to be keen on learning technology based transaction methods even though they had no idea that it would also impede their ability to tap informal credit sources.
One of the other interesting observations that could be made was the reliance upon trust as a huge factor in the economic exchanges of small traders. Many a small trader was not averse to extending credit or deferred payment method to their customers, a trust that their own creditors extended to them. It seemed to work very well at the ground level, for not a single complaint was received regarding breach of trust.
VI Conclusion The demonitisation experiment has important lessons for important stakeholders - Government, critiques of the policy and the larger public. Government as the most important element in the policymaking process should factor the complex dynamics that any particular policy may create in society. Apparently, during demonitisation the government failed to comprehend these complex dynamics as well as was shockingly underprepared for a policy that by any stretch of the imagination was aimed at shaking the foundations of the economic culture in the country. Pious optimism often leads to blind spots in policymaking where the policy makeris intoxicated by his/her own rhetoric and believes in it. Probably the homework that was required for the implementation of a policy measure of this scale was missing from demonitisation.
India is still largely a poor country; where the majority of the populations have to struggle very hard even to have a modicum of economic security in everyday life. However, going by the findings of this research, the public at large is both a yearning as well as hopeful for solutions addressing problems that they believe is beyond the reach of their personal capacities. Corruption perhaps is the supreme of them all. In spite of the immense hardships as well as the uncertainty that demonitisation brought to whatever meager economic security they had, the bulk of the population largely extended unreserved support for demonitisation. In a large complex democracy like India, this support still remains one of the chief ingredients of the success of democracy.
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VOLUME 8, ISSUE 2, FEBRUARY 2019 with supreme responsibility in the policymaking process. India still remains a society that places trust in the forefront of any relationship. The relationship between state and citizens also appears to be premised upon the trust the citizens’ place upon the state. Disappointments and failure to alleviate to some of the major problems of our society will continue to erode this trust that the citizens have placed upon the state. Demonetisation is a powerful reminder that the political leaders need to repay this trust through more responsible action. Otherwise, citizens’ support for such policies in future will be at a premium.
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AN ANALYSIS OF TERRORISM FROM HUMAN RIGHTS PERSPECTIVE S. Segar Madras Christian College Chennai
Abstract
Terrorism is a criminal act that influences the public beyond the immediate victim. The strategy of terrorists is to commit acts of violence that draws the attention of the local populace, the government, and the world to their cause. The terrorists plan their attack to obtain the greatest publicity. The effectiveness of the terrorist act lies not in the act itself, but in the public’s or government’s reaction to the act. Terrorism thrives in environments of dejection, humiliation, poverty, political oppression, extremism and human rights abuse. It also flourishes in contexts of conflict and foreign occupation and profits from weak state capacity. Terrorists often set out to create an atmosphere of extreme uncertainty in which normal decision-making process become difficult and interfere with democracy and the rule of law. Although a terrorist would achieve his goal of threatening and inducing fear in the public by performing a terrorist act, there is no guarantee that such an act will either create the political change or attain the desired response by the government or the public. In this paper an attempt is made to explicate the notion of terrorism and a detailed examination of some instances of terrorism from the recent past to highlight the need for understanding terrorism from a human rights perspective.
Introduction Terrorism comes from the Latin word ‘terrere’ which means ‘to frighten’. It has its synonym in a French word ‘terrorisme’. It refers to state terrorisme as practiced by the French govt. during 1793 – 94. The term terrorism is included in the English dictionary in 1798 signifying ‘systematic use of terror as a policy’. Terrorism is not a new phenomenon. The instances of terrorism are available in the ancient, medieval and modern history of the world. But the notable thing is that now the terrorism has assumed the form of a dangerous trend. Terrorism originally referred to acts committed by a government. In the present social scenario, the term terrorism refers to the killing of innocent people for political purpose in such a way as to create a spectacle. This meaning can be trace back to Sergey Nechayev, who described himself as a terrorist. Nichayev founded the Russian terrorist group “People’s Retribution” in 1869. Terrorism is classified as fourth generation warfare and as a violent crime. Terrorism, in a broader sense, is defined as the use of violence or threatened use www.ijmer.in 248
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VOLUME 8, ISSUE 2, FEBRUARY 2019 of violence in order to achieve a political, religious or ideological aim. It is considered a major threat to society. Terrorism is the unlawful use of or threat of violence especially against the state or the public as a politically motivated means of attack or coercion. Terrorists use violent tactics in an effort to create political change, threaten or induce fear in the public and / or government, raise media attention or further their political cause. Unfortunately terrorists attacks fall upon innocent victims. The word terrorism is first officially used at the Third Conference for the Unification of Penal Law held at Burssels under the auspices of the League of Nations in 1931. Here the term is used in the meaning of ‘the deliberate use of means capable of producing a common danger to commit an act of imperiling life, physical integrity of human health, or threatening to destroy substantial property’. “Usually used by the powerless against the powerful, terrorism operates through surprise. Violence designed to instill fear in a population, a state, and the international community is the means that terrorists use to make a political statement.” (Karen Mingst, Essentials of International Relations, p.191.) The United States Department of Defense defines terrorism as “the calculated use of unlawful violence or threat of unlawful violence to inculcate fear, intended to coerce or to intimidate overnments or societies in the pursuit of goals that are generally political, religious or ideological.” United Nations defined terrorism in 1992 in the following way: “An anxiety-inspiring method of repeated violent action, employed by clandestine individual, group or state actors, for idiosyneratic, criminal or political reasons, whereby – in contrast to assassination – the direct targets of violence are not the main targets. In November 2004, General Secretary of the United Nations report described terrorism as any act ‘intended to cause death or serious bodily harm to civilians or non-combatants with the purpose of intimidating a population or compelling a government or an international organization to do or abstain from doing any act. Terrorism thrives in environments of dejection, humiliation, poverty, political oppression, extremism and human rights abuse. It also flourishes in contexts of conflict and foreign occupation and profits from weak state capacity.Terrorists often set out to create an atmosphere of extreme uncertainty in which normal decision-making process become difficult and interfere with democracy and the rule of law. Aim of Terrorists Terrorisms a criminal act that influences the public beyond the immediate victim. The strategy of terrorists is to commit acts of violence that draws the attention of the local populace, the government, and the world to their www.ijmer.in 249
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VOLUME 8, ISSUE 2, FEBRUARY 2019 cause. The terrorists plan their attack to obtain the greatest publicity. The effectiveness of the terrorist act lies not in the act itself, but in the public’s or government’s reaction to the act. For example, in 1972 at the Munich Olympics, the Black September Organization killed 11 Israelis. The Israelis were the immediate victims. But the true target was the estimated 1 billion people watching the televised event. Those billion people watching were to be introduced to fear - which is terrorism's ultimate goal.The Black September Organization used the high visibility of the Munich Olympics to publicize its views on the plight of the Palestinian refugees. Similarly, in October 1983, Middle Eastern terrorists bombed the Marine Battalion Landing Team Headquarters at Beirut International Airport. Their immediate victims were the 241 U.S. military personnel who were killed and over 100 others who were wounded. Their true target was the American people and the U.S. Congress.
Instances of terrorism
TWIN TOWER ATTACK The September 11 attacks (also referred to as 9/11) were a series of four coordinated terrorist attacks by the Islamic terrorist group al-Qaeda on the United States. The attacks killed 2,996 people and injured over 6,000 others.
Four passenger airliners operated by two major U.S. passenger air carriers were hijacked by 19 al-Qaeda terrorists. Two of the planes, American Airlines Flight 11 and United Airlines Flight 175, were crashed into the North and South towers, respectively, of the World Trade Center complex in New York City. Within an hour and 42 minutes, both 110-story towers collapsed, with debris and the resulting fires causing partial or complete collapse of all other buildings in the World Trade Center complex, including the 47-story 7 World Trade Center tower, as well as significant damage to ten other large surrounding structures. Third plane, American Airlines Flight 77, was crashed into the Pentagon (The headquarters of the United States Department of Defense). The fourth plane, United Airlines Flight 93, initially was steered toward Washington, D.C., but crashed into a field in Stonycreek Township near Shanksville, Pennsylvania with 343 and 72 killed respectively. Moscow theatre hostage crisis The Moscow theater hostage crisis (also known as the 2002 Nord-Ost siege) was the seizure of a crowded Dubrovka Theater by 40 to 50 armed Chechens on 23 October 2002 that involved 850 hostages and ended with the death of at least 170 people. The attackers, led by MovsarBarayev, claimed allegiance to the Islamist militant separatist movement in Chechnya. They demanded the withdrawal of Russian forces from Chechnya and an end to the Second Chechen War. www.ijmer.in 250
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2006 Mumbai attacks The 11 July 2006 Mumbai train bombings were a series of seven bomb blasts that took place over a period of 11 minutes on the Suburban Railway in Mumbai, the capital of the Indian state of Maharashtra and the nation's financial capital. The bombs were set off in pressure cookers on trains plying the Western line of the Suburban Railway network. 209 people were killed and over 700 were injured. Multiple car bombings in irag 2007 August 14 2007, Qahtaniya bombings: Four suicide vehicle bombers massacred hundreds of members of northern Iraq's Yazidi sect in the deadliest post-war attack to date. The final death toll given by the Iraqi government was 411, but the Iraqi Red Crescent reported that over 500 people had been killed and 1500 wounded. A suicide truck bomber struck the ThiraaDijla Bridge near Taji, killing ten people and sending three civilian vehicles plunging into the river below. 2008 Mumbai attacks The 2008 Mumbai (Bombay) attacks were a series of attacks that took place in November 2008, when 10 members of Lashkar-e-Taiba, an Islamic militant organisation based in Pakistan, carried out a series of 12 coordinated shooting and bombing attacks lasting four days across Mumbai. The attacks, which drew widespread global condemnation, began on Wednesday, 26 November and lasted until Saturday, 29 November 2008, killing 164 people and wounding at least 308. Eight of the attacks occurred in South Mumbai: at ChhatrapatiShivaji Terminus, the Oberoi Trident, the TajMahal Palace & Tower, Leopold Cafe, Cama Hospital, the Nariman House Jewish community centre, the Metro Cinema, and in a lane behind the Times of India building and St. Xavier's College. There was also an explosion at Mazagaon, in Mumbai's port area, and in a taxi at Vile Parle. By the early morning of 28 November, all sites except for the Taj Hotel had been secured by Mumbai Police and security forces. On 29 November, India's National Security Guards (NSG) conducted 'Operation Black Tornado' to flush out the remaining attackers; it culminated in the death of the last remaining attackers at the Taj Hotel and ending the attacks. The Jnaneswari Express derailment The Jnaneswari Express derailment occurred on 28 May 2010 in the West Midnapore district of West Bengal, India. It was disputed as to whether sabotage or a bomb caused damage on the railway track, which in turn led to a train's derailment before an oncoming goods train hit the loose carriages resulting in the deaths of at least 141 passengers. The 2011 Mumbai bombings (often referred to as 13 July) were a series of three coordinated bomb explosions at different locations in Mumbai, India, on 13 July 2011 between 18:54 and 19:06 IST The blasts occurred at the Opera House, at Zaveri Bazaar and at Dadar West localities, leaving 26 killed and 130 injured. www.ijmer.in 251
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One may argue as to the degree of innocence each individual may have. The terrorist attack most always end in the killing of children. There can be no argument to the killing of innocent babies. Terrorism can never be justified when it inflicted on innocent civilians. Killing others for any reason other than self- defense is not morally acceptable. Morally we must treat humanity never simply as a means but always at the same time an end. In other words, terrorists cannot morally justify innocent deaths to achieve some ultimate goal. Terrorists cannot avail themselves of such theories to justify furthering the ends of some small group at the cost of greater damage to the interests of others. Even if we assume that the terrorists goals were justifiable, terrorists attack in no way guarantee a set end result. Although a terrorist would achieve his goal of threatening and inducing fear in the public by performing a terrorist act, there is no guarantee that such an act will either create the political change or attain the desired response by the government or the public. The media attention that is derived from the act may or may not be conducive to the terrorists’ objectives. One may argue that the terrorists are justified in their actions. Those who are in support of terrorist attack would not likely support the attacker’s cause. For example, a group of people may bomb the white House because the president killed innocent people in Syria and the countries without just cause. The terrorists believe that if they bomb the White House and kill the president, the present government will fall and the wars in the Middle East will end. They may be some who believe that they are justified. Take a life for a life. However, if the supporters of these terrorist attacks would examine the consequences, they would change their standpoint. How do we measure the attackers’ success? Is success measured by the number of deaths or the fall of government? What would happen when the present government is replaced by more and greater corruption? What about the innocent lives lost during the terrorist attack? Taking innocent lives is the very thing which the terrorists oppose. This is a contradiction in belief? How do we assess the value or cost of the fear and terror that this attack will instill on the entire nation? Is this a desired result?
Conclusion An attack on the white house would impose a significant impact on our current government and public climate. Immediate and sever actions would be taken. However, these terrorists do not exhaust all legal possibilities. Alternatives such as passive resistance and non-violent civil disobedience must first be attempted. We have created a legal system to create change as well as protect the www.ijmer.in 252
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VOLUME 8, ISSUE 2, FEBRUARY 2019 public. Our society has created various means for voicing our disapproval, without the need for violence. These terrorists can vote, form groups and foundations, peacefully protest, and write letters to elected members. They have the freedom to join activities, or even go to those areas were violations are taking place. All these methods will not produce immediate results, and our judicial system is not without faults. But these systems were put in place to protect an individual from harm. W.D. Ross suggested that it is our ultimate responsibility to not harm others. Richard affirmed that there are no circumstances under which the intentional killing of innocent persons can be justified. Many individual would obtain that terrorism can never be justified. Therefore, terrorism usually cannot be justified but in some rare instances it is justifiable. In the event that all political means of mediation have been exhausted and lives of innocent people are threatened or the basic needs of life are deprived then those individuals would be justified in fighting for self-preservation. May be a word other than terrorism can be used. Bibliography
1. Brian Orend, Human Rights: Concept and Context, Broadview Press Ltd., Canada, 2002. 2. Clapham, A., Human Rights: A Very Short Introduction, Oxford University Press, UK, 2007 3. Durga Das Basu, Human Rights in Constitutional Law, Prentice – Hall of India, New Delhi, 1994. 4. Pappu Rama Rao, “Is there Human Rights Tradition in Indian Thought?”, Unpublished article, Miami University, USA:2000. 5. Patrick Hayden (ed.), The Philosophy of Human Rights, Paragon House, 2001 6. Smith, R.K.M. and van den Anker, C.(eds.), The Essentials of Human Rights, Oxford University Press, UK, 2006 7. http://en.wikipedia.org/wiki/Human_rights 8. http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx 9. http://braungardt.trialectics.com/philosophy/political-theory/characteristics- of-human-rights/
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A STUDY ON IMPLEMENTATION OF RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN (RMSA) IN AIZAWL CITY
H. Lalremmawii Lallianzuali Fanai Research Scholar Professor Institute of Advanced Study Institute of Advanced Study in Education in Education Aizawl, Mizoram, India Aizawl, Mizoram, India
Abstract
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of Government of India, launched in March, 2009, to enhance access to secondary education and improve its quality. The present study had been taken up in Govt. Secondary Schools in Aizawl City.It was found that there was decentralization of management system in RMSA Mission. Powers and responsibilities were distributed with various authorities from Central government to the lowest, school level but retained central control. There were four levels of management in the scheme of RMSA, such as central level, state level, district level and school level. Ministry of Human Resource Development, Govt. of India and State Ministry of School Education were found involved deeply and played a key role with a number of experts, staffs and members in the implementation of the scheme. Even though Class-VIII had been shifted to Elementary Schools;enrolment and retention of students in secondary schools were also found increased after implementation of RMSA Scheme. The investigator further found that the schools under study were located at reasonable and walk able distance for the students.
Key words: The Rashtriya Madhyamik Shiksha Abhiyan, Access, Quality, Structure, Implementation.
I. INTRODUCTION The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of Government of India, launched in March, 2009, to enhance access to secondary education and improve its quality. The implementation of the scheme started from 2009-10 to generate human capital and provide sufficient conditions for accelerating growth and development and equity as also quality of life for everyone in India. Largely built upon the successes of SSA and, like SSA, RMSA leverages support from a wide range of stakeholders including multilateral organizations, NGOs, advisors and consultants, research agencies www.ijmer.in 254
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VOLUME 8, ISSUE 2, FEBRUARY 2019 and institutions. The scheme involves multi-dimensional research, technical consulting, implementation and funding support. Just in its fourth year of implementation, RMSA covers 50,000 government and local body secondary schools in India. Besides this, an additional of 30,000 aided secondary schools can also access the benefits of RMSA; but not infrastructure and support in core areas.
RMSA has a clear vision which includes –
To provide a secondary/Sr. Sec. School within a reasonable distance of every habitation, which should be 5 kilometres for secondary schools and 7-10 kilometres for higher secondary schools. To ensure universal access of secondary education by 2017 (GER of 100%) and universal retention by 2020. To provide access to Secondary Education with special reference to economically weaker section of the society, the educationally backward girls, children with special needs and other marginalized categories like SC, ST, OBC and educationally backward minorities. The national policy document of RMSA has drawn up its the specific goals and objectives such as: . To ensure that all secondary schools have physical facilities, staffs and supplies at least according to the prescribed standard through financial support in case of Govt./local body and Govt. Aided Schools and appropriate regulatory mechanism in case of other schools. . It aims at improving access to secondary schooling to all young children according to norms through proximate location (Secondary schools within 5 Kms. and higher secondary schools within 7Kms), efficient and safe transport arrangements/residential facilities, depending on local circumstances including open schooling. However, in hilly and difficult areas, these norms can be relaxed. Preferably residential schools may be set up in such areas. . To ensure that no child is deprived of secondary education of satisfactory quality due to gender, socio-economic, disability and other barriers. . To improve quality of secondary education resulting in enhanced intellectual, social and cultural learning. . To ensure that all students pursuing secondary education receive education of good quality.
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Need and importance of the study RashtriyaMadhiyamik Shiksha Abhiyan (RMSA) has played an important role in strengthening secondary education in the country. The visions of this scheme are to achieve universal access of secondary education by 2017 and universal retention by 2020. Access has a great impact on student’s enrolment and retention in the school.Management structure also has a big influence on implementation of the scheme and rate of delivery of effective administration. The deeper study of the implementation of the scheme in Aizawl City rather than a glance from safe distance is required whether its vision is achieved or not.The investigator felt the need to study how far these goals and objectives have been implemented in the study area. Hence, the present study has been taken up.
II. OBJECTIVES OF THE STUDY 1) To find out the management structure of RMSA. 2) To study the enrolment and access of students in Government High Schools in Mizoram and Aizawl city. III. METHODOLOGY AND PROCEDURE
Method of the study Descriptive Survey Method was adopted for the study. Population and sample The population in the present study comprises of all the Government Secondary Schools in Aizawl city. There are 26 Government Secondary School in Aizawl City at present. 13 schools are selected for sample of the study to represent the total population. Tools used For present study, the investigator developed questionnaires for Headmasters of Government High Schools and State Project Director, RMSA, Mizoram. The investigator also collected secondary data such as State Reports and Analysis; and document from the office of Directorate of School Education and State Project Office of RMSA. Procedure of data collection The investigator herself went to each school and administered questionnaires to obtain primarydata in elementary schools within the study area. The investigator approached State Project Director also and administered questionnaire made for him. Office of the Directorate of School Education, Aizawl and State Project www.ijmer.in 256
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Office of RMSA, Aizawl were also visited by the investigator and collected secondary data such as document, State report and Analysis. Books, journal, newspapers and internet were also made use as secondary data. Procedure of data analysis The distributed questionnaires were collected by the investigator and then tabulated, analyzed and interpreted carefully with secondary data to generate reliable information. For analysing data, statistical technique i.e. percentage is employed to find accurate results and then descriptive interpretation were made to draw the conclusion.
Diagram.1. Structure of RMSA. www.ijmer.in 257
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A detail analysis of data in Diagram.1. indicates that there are four level governing body of RMSA such as executive committee at national level, state executive committee at state level, district education committee at district level and School Management and Development Committee (SMDC) at school level. The organizational system of RMSA at national level, there areNational Mission under the Chairmanship of Minister ofHuman Resource Development; Executive Committee, chaired by Secretary, Department of School Education & Literacy, MHRD and Technical Support Groups with 39Consultants. At the State Level, Governing Council is set up and chaired by Chief Minister with Minister, Dept. of Education as vice chairman and Secretary, in charge of School Education as member Secretary. State Executive Committee was also established under the chairmanship of Secretary, In charge of School Education and Director, Dept. of School Education is appointed as Member Secretary.State Planning Team is existed and convened by 1 Officer with the help of other members. District Education Committee is responsible for particular district and for selecting members of District Planning Team. District Commissioner (DC) is appointed for Chairman, District Project Coordinator (DPC), RMSA is acted as Secretary. There are three bodies at school level, School Management and Development Committee (SMDC) is the apex body, School Building Committee and Academic Committee are also established separately.
1. Number of Secondary Schools and Enrolment ofSecondary Students in Mizoram. Table.1. Number of Secondary Schools and Enrolment of Secondary Students in Mizoram. No. of Year School Boys % Girls % Total 2009-10 521 24548 50.29 24263 49.71 48811 2010-11 538 25183 50.11 25069 49.89 50252 2011-12 543 24464 50.19 24277 49.81 48741
2012-13 584 19598 50.42 19272 49.58 38870 2013-14 612 21271 50.71 20674 49.29 41945 2014-15 610 20503 50.36 20208 49.64 40711 2015-16 614 20824 49.64 20710 50.36 41534 Source: Statistic Cell, Depart. of School Education, Mizoram. 2009-2016 www.ijmer.in 258
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Fig.1. Enrolment of Secondary students in Mizoram.
Source: Statistic Cell, Dept. of School Education, Mizoram.2009-2016. The detail study of the fig.1 reveals that number of schools is increased every year except 2014-15. There are 521 secondary schools in 2009 when RMSA scheme is started and risen to 614 in 2015-16. Figure.2. Enrolment of Secondary students in Mizoram
Source: Statistic Cell, Dept. of School Education, Mizoram.2009-2016
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There is a small difference (not even 1%) in enrolment of secondary school boys and girls every year. The total number of students is decreased in 2011 from 50252 to 48741 and in 2012, from 48741 to 38870. Then, enrolment remains moderate in the following years as per figure.2. 2. Enrolment of students in Government High Schools in Aizawl City. Table.2. Enrolment of students in Government High Schools in Aizawl City. Sl.No Year Male % Female % Total 1 2009 1212 48.77 1273 51.23 2485 2 2010 1200 48.66 1266 51.34 2466 3 2011 893 47.40 991 52.60 1884 4 2012 1070 51.03 1027 48.97 2097 5 2013 1042 51.53 980 48.47 2022 6 2014 1057 51.34 1002 48.66 2059 7 2015 971 50.42 955 49.58 1926 8 2016 916 48.13 987 51.87 1903 9 2017 1002 49.60 1018 50.40 2020
Source: Statistic Cell, Department of School Education, Mizoram. 2009-2016 Figure.3.Enrolment of students in Government High Schools in Aizawl City.
Source: Statistic Cell, Depart. of School Education, Mizoram. 2009-17
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The above data in table.2 and figure.3.show that the enrolment of the secondary students from the year 2009 till 2017. The total number of students enrolled in secondary school is 2485 in 2009 and was decreased at two consecutive years. Then, the enrolment was slightly increased from 2012 and again decreased in 2015 to 2016. In 2017, enrolment is rise again. Percentages of enrolment of male and female students are quite well balance. Enrolment of female students is higher in the year 2009-11 and 2016-17 than male enrolment. The lowest percentage of male enrolment is fallen to 47.40% while the lowest for female is 48.66%. The highest percentages for male and female are 51.53% and 52.6%. This finding implies that there is gender parity in the enrolment of students in Secondary Schools in Aizawl City. 3. Distance and access of the schools Table.3. Distance and access of the schools.
Sl.No Details Response Average distance of the 1 schools 4.23 km No. of Schools say ‘Yes’ No. of Schools say ‘No’ If schools locate at walk 2 able distance 13 -
If transportation is 3 provided to the students 13 -
The average distance to government secondary school for students was 4.23 kms. and was located at a walk able distance in the study area. The schools are located at reasonable and acceptable distance as per norms. There was no provision for transportation for the students as indicates in table.3.
IV. MAJOR FINDINGS 1. It was found that there was decentralization of management system in RMSA Mission. Powers and responsibilities were distributed with various authorities from Central government to the lowest level but retained central control. 2. The investigator found that the Department of School Education and Literacy, Ministry of Human Resource Development was implementing the scheme of RMSA at National Level. www.ijmer.in 261
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3. It was also found that there were 3 bodies at State Level namely, Governing Council, Executive Committee, State Project Office. Governing Council was the apex authority, but the Executive Committee was acted as gearing agency. 4. Two bodies were found to be functioned at District Level such as District Education Committee and District Planning Team. 5. At school level, SMDC was found to be constituted and responsible for all the activities including planning, collection of data under SEMIS, implementation, monitoring, evaluation and remedial actions on all components of RMSA scheme.
6. The investigator found that RMSA has opened new schools in un-served areas, as a result, increasing number of secondary schools from 521 when RMSA was introduced in 2009 and reached 614 secondary schools in 2015- 16. 7. It was found thatenrolment of boys and girls fell between 49% - 51%, it impliedthat there was parity in enrolment of the boys and girl in secondary schools. 8. The investigator found that the decreased of enrolment in 2009-11 was due to shifting of Class-VIII to elementary schools. From the year 2012, enrolment of students was increased to 2020 in the year 2017. This implied that the implementation of RMSA had a great impact and enhanced enrolment and retention of students in secondary schools. 9. It was found that the school were located at a walk able distance in the study area and acceptable as per norms although some students are coming from the nearby villages and outskirt of the city.
CONCLUSION:
RMSA has appropriate chain of management structure in the country for successful implementation of the scheme. In study area also, it is well implemented to provide quality education to students, the children from outskirt of the city were also enrolled and retained in the school after implementation of the scheme of RMSA. However, the scheme is going to subsume with other centrally sponsor schemes. In the future, the stronger and better structure will provide better education to children of school going age and will also develop overall quality of education in the country.
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References:
1. ASER Centre | New Delhi 2015. Study on access, provisioning and learning in secondary education A two-block study in Hardoi (Uttar Pradesh) and Sambhalpur (Odisha). New Delhi. Retrieved from http://img.asercentre.o rg/docs/Resea rch%20and% 20Assessments/Current/Education/baselinereport2015.pdf
2. Das, A. (2018). Education of the differently able at secondary level and role of RMSA, a study with special reference to Kamalpur, development block of rural Kamrup. Indian Journal of Research. 7(3) 33-35. ISSN - 2250-1991. 3. Department of School Education and Literacy (2014). Social Assessment for Rashtriya Madhyamik Shiksha Abhiyan Final Report 2014. New Delhi. Retrieved from http://rmsaindia.gov.in/administrator/components/com_pdf/pdf/RMSA _Final_Report_July_2014_SA.pdf
4. Khojol. H. (2017), Implementation of RMSA in Mizoram. Zoram Observer. IV(6) 27-34. 5. Kumar, Namesh (2014). Rashtriya Madhyamik Shiksha Abhiyan: Issues and concern. Scholarly research journal for Humanity Science & English Language. 2(9)2328- 2334. ISSN-2348- 3083. Retrieved from https://www.academia.edu/13013943/RASHTRIYA_MADHYAMIK_ SHIKSHA_ABHIYHAN_ISSUES_AND_CONCERNS?auto=downloa d 6. Lalthanzira, C. (2014). Mizoram School Education Handbook (2nd Ed.) Lalthanzira, C. (Ed.) Aizawl.,Mizoram. Tochhawng, T. ISBN: 978-81- 927628-5-2.
7. Mizoram Education Mission Society (2009). Framework for Implimentation of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Aizawl. Author.
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PROMOTION OF LIBRARY AND INFORMATION SOURCES AND SERVICES Girish T.S. Librarian C. Bhimasena Rao National College of Law Shivamogga Karnataka, India ABSTRACT
As librarians we should be dynamically promoting and marketing our library services. This paper aims to clarify promoting for librarians. Everyday solutions are provided on how to implement a promoting strategy, with particular importance on the value of using electronic information resources. It also shows the link between promoting library services and raising the profile of the library. The motivation behind this paper is to give an outline of the writing on the joining of Promoting ideas and the usage of showcasing systems in library administration.
KEYWORDS: Library Services; Information Services; Promoting; Library Marketing . INTRODUCTION
Promoting is frequently viewed as a set of strategies and techniques that belong to administrators outside of librarianship. However as librarians we are all elaborate in the process of Promoting. As librarians we all participate in this process of assessing our users needs and trying to fulfil them. Thus, we are already Promoting our library information skills. However, in order to do this effectively librarians need to embrace the total Promoting function involving market research and analysis, service planning and promotion. As indicated by Philip Kotler characterizes showcasing as the examiner, arranging, execution and control of the deliberately figured program, intended to realize intentional trades of qualities with the target, markets to achieve hierarchical destinations. It depends having on planning associations offering terms of target markets require and wanted and on utilizing compelling evaluating, correspondence and dissemination to educate, propel and benefit, the business sectors. Advertising brings a component of rivalry which will bring about giving better administrations.
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WHY PROMOTING For the libraries and data focus, showcasing of item and administrations are required for the accompanying reasons: 1. For Self Survival: Libraries are confronting expanding risk from the developing data industry; require the utilization of the showcasing strategies in libraries to survive itself in this focused world. 2. Maximum Use of Library Resources: Marketing gives a chance to the utilization of library assets maximally. 3. Generating Funds: Library isn't revenue driven association however it is likewise can't make misfortune. In the sense, they should stay inside the financial plan, yet from showcasing, in any event, a few assets can be produced by the libraries.
WHAT IS PROMOTING? "Showcasing is the movement, set of foundations, and procedures for making, conveying, conveying, and trading contributions that have an incentive for clients, customers, accomplices, and society on the loose." - American Marketing Association Conceivable item and administrations for a library for promoting are: 1. Print Media: Books, Journals, Bibliographies, and Directories and so forth. 2. Electronic Information Product and Services: Diskette, Floppies and so forth. 3. Online Information Product and Services: Online diary, organizing items and so forth. 4. Different Services: Xeroxing, interpretation administrations. PROMOTION Essentially promotion is the means of informing your users what you do and what you can do. The benefits for those who promote their library services include: increased usage, increased value in the organization, education of users and changed perceptions. The promotional plan emerges from the marketing plan. It is to do with how to achieve the objectives that have been forecast. It involves: a description of the service requiring publicity; description of the audience at which publicity is targeted; details of the campaign method to be employed including type of publicity to be used and method(s) of distribution; execution of campaign; analysis of campaign performance. The setting of clear promotional objectives will also ensure that the success of the advertising campaign can be evaluated. From time to time it should be accepted that promotional activities have not met their objectives. At
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VOLUME 8, ISSUE 2, FEBRUARY 2019 this point the marketing strategies need to be re-evaluated in the context of the feedback received.
NEED OF LIBRARY PROMOTING OF LIBRARY SERVICES
1. To advance the utilization of accessible perusing material in the library and make mindfulness among the clients. 2. To streamline the utilization of data inside restricted assets and labor. 3. Constrained Budget for library needs to advertise benefits and create assets for library 4. To enhance the picture of the library. 5. Because of data blast, peruses require exact and rectify data for their examination and study
EXPERTS SKILLS REQUIRED FOR PROMOTING LIBRARY / INFORMATION SERVICES
1. The impression of client's needs information of directing client's studies and so on. 2. Capacity to get input from clients and expertise to investigate the criticism. 3. Most essential nature of taking the right choice at the perfect time. 4. He should have specialized information, for example, utilization of web, website page outline, and item plan and introduction aptitudes. 5. He ought to know about different advertising procedures THE MEDIUM Promotional activities can take many forms and the promotional media will depend on the nature of the target audience and on promotional objectives. Personal Skills Your manner whether in person or on the telephone, will affect your users' rating of the library. You need to be professional and use quality procedures but you also need to smile and establish a personal relationship with as many of your users as possible. If you react positively to complaints, people will be encouraged to tell you about other things they would like changed. Instead of defending your position think about their suggestions. Make yourself highly visible, visit the staff room, memorize names, learn research interests of staff. Make a point of visiting staff rather than waiting for them to visit you. Establish the key players and the people who can and want to help. E-Mail Where a large proportion of the users are on e-mail it is an easy way of reaching them, quickly and cheaply. It can be targeted more precisely than most other methods and so is effective at reaching specific audiences. I have found that www.ijmer.in 266
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VOLUME 8, ISSUE 2, FEBRUARY 2019 staff respond quicker to e-mails than any other medium. By maintaining up-to- date address lists different user groups can be targeted with different versions of the advertising `message'. The Internet The Internet has the power to improve the library's image and to allow the library to offer enhanced services. Although it takes time to set up and maintain services on the Internet, it can reap rewards in terms of user satisfaction and recognition. A Library Web home page serves as a promotional tool advertising in-house library services and electronic information resources on the web. The pages should include an e-mail link to the library making the librarian easy to contact. Newsletters and Leaflets Newsletters and leaflets are both a means of delivering information. A newsletter can be used to list interesting new web sites, new journals and online services, and perhaps more general science news of interest. It does not have to be long but should be produced on a regular basis. Leaflets and guides can be handed out, and displayed on notice boards. The library notice board should be in a prominent place. THE MESSAGE Once you have decided upon the advertising medium you need to consider how to convey the message you want to get across. The wording and layout of the advertisement are critical. The advertisement should be uncluttered with the text printed against a pale or white background making it easier to read. White ``space'' is powerful. Use good quality print. Do not print texts in capitals as it is harder to read. Use illustrations and pictures. Keep the layout interesting, with bullet points, sub-headings and so on. Use bold colours and catchy headlines and large print. Express the service/product in terms of readers interests. Use short sentences, short paragraphs, and avoid long words. Avoid jargon. Give examples. Look at other peoples advertisements and judge for yourself what is attention grabbing. A good advertisement attracts Attention, arouses Interest, creates Desire and stimulates Action, known as the A-I-D-A sequence. Attention You need to get a reader's attention. Within two seconds most readers give up and move on so your job is to grab their attention in those two seconds, and www.ijmer.in 267
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VOLUME 8, ISSUE 2, FEBRUARY 2019 keep them reading. The most important thing about a headline is that it should emphasise the benefit of the service to the reader. The headlines job is to answer the reader's question ``what's in it for me?'' Interest Once you have got the readers attention the next thing is to turn that attention into genuine interest. The first paragraph should encourage further reading. The advertisement should stress how the users will positively gain from the new service or product. Desire The next crucial ingredient in your advertisement is desire. As you have been writing the advertisement you should have been cultivating a desire in your reader to own the product or take advantage of your service. However, be honest and do not exaggerate. Continue expressing the service in terms of readers interest.
Action The desire needs to be converted into action. Tell the reader what to do now that you have persuaded them to use the service - ``Phone this number'', ``Put date in your diary'', ``Act now''. Encourage action and involvement. The easier you make the process of contacting you the more likely they are to do so. The time and cost involved in advertising needs to be considered. Whatever you do to promote your services will entail costs, even if it is only the cost of your time, therefore you need to make sure that you get full benefit for the cost incurred. It is also important to advertise at the right time and with the right frequency. CHALLENGES OF PROMOTING IN LIBRARY AND INFORMATION SERVICES
Here is a portion of the real difficulties: 1. Make a positive picture One of the greatest difficulties looked by data bookkeepers is to make a positive picture as most clients hold negative states of mind towards curators. For a considerable length of time, individuals thought of custodians as "prepared" or "talented "however not really as "experts" and have no clue about the capabilities or preparing prerequisites (Ajileye-laogun, 2004). In this way, the administrators need to show that they have the two capabilities and an assortment of aptitudes. 2. Be proactive Dialect issues may obstruct clients from looking for help offered by the library (Patton, 2002). A few clients need to depend on companions as opposed to administrators for data or guideline. Every single proficient bookkeeper must www.ijmer.in 268
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VOLUME 8, ISSUE 2, FEBRUARY 2019 speak with clients about their administrations since trades between the administration operator and the client can inspire data about client prerequisites, and furthermore allow the administrations specialist to clarify the association's items and how these can meet the client needs (Rowley, 1998). 3. Manufacture a great relationship There is no genuine easy route to giving great data administrations to clients. As indicated by (Curry and Copeman2005), quality reference benefit includes a connection between the client and custodian inside a "Cycle of Dimension of Service": eagerness to help client; learning; evaluation and activity. 4. Know how to discuss well with clients from various societies Data custodians need to learn methods for styles in light of the fact that the manner in which individuals imparts changes generally between one part of correspondence style is dialect utilization. Crosswise over societies, a few words and expressions are utilized in dif age ways (DuPraw, 2002). For example, one client who had immense fines for a book he obtained on the grounds that he misconstrued the idea of restoring a book. To him, "restore" a book implies returning it on the rack. Try not to expect that the manner in which you are carrying on is the "right" method for getting things done. Think about an assortment of ways to deal with a system. 5. Regard for social contrasts One of the noteworthy obstructions in diverse correspondence is the utilization of dialect. Custodians are not changing their style due to clients correspondence troubles; they are unconscious of the dialect utilized and of the need to give definitions or exhibits of "peer audited", "call number" "full- content", "subject heading" or "Boolean pursuit". (Wang and Frank 2002) CONCLUSION As librarians we should be actively promoting and marketing our library services. The basic aim of marketing is to know and understand our users in order that the library is able to satisfy those needs in an effective way. A marketing plan is an essential tool which will enable us to focus our efforts. The market plan should assess where you are now (market research), where you are going (objectives) and how you are going to get there (strategies). The library should offer need to give brilliant client benefit improving its picture as data supplier in the data period. Promoting library and data administrations incorporates client needs, desires, uniqueness, responsiveness, relationship, nature of administrations, proficient abilities and capabilities, esteem included administrations, and so on.
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REFERENCE
1. Adeloye, A. (2003). How to market yourself and your library organization: a solo librarian's guide. The Bottom Line, 16(1), 15-18. 2. Adeyoyin, S.A. (2005). Strategic planning for marketing library services. Library Management, 26(8/9), 494-507. 3. Ashcroft, L. (2002). Issues in developing, managing and marketing electronic journals collections. Collection Building, 21(4), 147-154. 4. Bhat, M. I. (1998). Marketing of library and information services at British Council library network in India. DESlDOC Bulletin of lnformation Technology, 18(3), 29-33. Retrieved from http://www.gndec.ac.in/~librarian/sveri/dbit1803029.pdf (Archived by WebCite® at http://www.webcitation.org/6fLL3QDFI) 5. Campbell, J., & Gibson, S. (2005). Implementing an action plan. College & Undergraduate Libraries, 12(1/2), 153-164. 6. Chartered Institute of Marketing. (2009). Marketing and the 7 Ps: a brief summary of marketing and how it works. Maindenhead, UK: Chartered Institute of Marketing. Retrieved from http://www.cim.co.uk/files/7ps.pdf 7. Cummings, S. (1994). Marketing and promotion of information products. Quarterly Bulletin of the International Association of Agricultural Information Specialists, 39(1/2), 69-75. 8. Glynn, T. & Wu, C. (2003) . New roles and opportunities for academic library liaisons : a survey and recommendations, Reference Service Review ,31 (2), pp122-128. 9. Zachert, M.J. and Williams, R.V. : “ Marketing measures for information services “. Special Libraries, 17, 1986, pp 61-70
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PARTICIPATION OF WOMEN MEMBERS OF SCHOOL MANAGEMENT COMMITTEE (SMC) FOR MANAGEMENT OF PRIMARY SCHOOLS IN KORAPUT DISTRICT
Sukanta Kumar Patnaik Research Scholar ( Ph. D. in Education) D.P.I.A.S.E. Berhampur University, Odisha
Abstract
Objectives: To find out the present status of primary schools in Koraput District. To determine the involvement of women members in SMC meetings; To analyze their perception regarding roles and functions; To explore their involvement in different activities of school; To provide information to optimize their participation; and To find out their training needs. Methodology: Using the descriptive survey research method, 180 Primary Schools have been selected through stratified sampling and 360 Women Members of SMC along with 45 numbers each from other category members are selected using systematic sampling. First hand data has been collected using tools like school information schedule, questionnaires, interview schedules, etc, and analyzed using simple statistical techniques. Major Findings: Around half of the women members of SMC belong to Scheduled-Tribe and one-third of them are illiterate. Only one-third women members attend the SMC meetings regularly and participate actively. In average, just 18% women members are aware of their roles, functions and responsibilities and 9% involve in different activities of the school. Eradication of poverty, financial upliftment, proper training, appreciation and honour, provision of allowances, etc are the vital requirements for their active participation. Participation of women members from semi-urban/urban areas is better than the tribal/hilly/rural area members. Results and Discussion: The study reveals that the women members of the SMCs are neither active in the meetings nor involve in different activities of the school. They do not have adequate knowledge regarding their roles, functions and responsibilities for management of the school. Especially, the performance of the socio- www.ijmer.in 278
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VOLUME 8, ISSUE 2, FEBRUARY 2019 economically and educationally backward women members of tribal/rural area SMCs is very discouraging. Such inactive participation of women members in management is adversely affecting the quality aspects of primary schools in Koraput district. Hence, to come over such a situation of great concern, necessary measures need to be taken at an early date. Key Words: 1. School Management Committee (SMC) 2. Women Members of SMC 3. Primary Schools 4. Koraput District.
1.0 INTRODUCTION Primary Education has been considered to be the basic need for development of our country since independence. Hence the directive principles of State Policy under Article 45 of the Constitution articulate to provide free and compulsory primary education to all children of 6 to 14 years of age within a period of 10 years. This estimated period was stretched further for more than five decades so as to reach the ultimate goal. Several measures such as setting up of different committees and commissions, formulating different policies, increasing budget for primary education, implementing different educational programmes and projects, opening new schools and providing the basic infrastructural facilities, etc, were undertaken. In result educational facilities at the primary education stage have expanded tremendously and it became accessible to a large section of population. However, this large-scale expansion has adversely affected the quality of primary education. The Global Monitoring Report (2007) ranked India 100 among 125 countries on the Education for All (EFA) Development Index, which accounts for progress on universal primary education, adult literacy, gender parity and quality of education. The 2010 ASER Report found that one in five children in Grade V was illiterate and only 25% could read Grade I text (Dayaram, 2011). The Right to Education Act of 2009 is the most recent step implemented from April 1, 2010 to achieve the goal of education for all. The present thrust of primary education is to provide quality learning along with cent percent of enrolment and retention. Quality learning is possible only in a quality primary school which has several indicators such as, availability of almost all infrastructural facilities, healthy and conducive classroom environment, appropriate teaching-learning environment, comprehensive and continuous evaluation, community participation, etc. It has been observed that active participation of the community in different activities of school automatically influences all the other indicators of quality education. There are a number of www.ijmer.in 279
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VOLUME 8, ISSUE 2, FEBRUARY 2019 examples of how communities have been involved in schooling (Govinda and Bandyopadhay, 2010). Visualizing such importance of the community, the Right of Children to Free and Compulsory Education (RTE) Act-2009 emphasizes their involvement in school management to ensure the quality and equity. Section 21 of the RTE mandated the formation of School Management Committees (SMC) for all government, government-aided and special category schools so as to encourage community participation in general and parental involvement for school management in particular. The idea is that the parents are the main stakeholders in the education process and hence they should be the change leaders who initiate the reversal of inefficiencies in the system through constructive, collective engagement (Dayaram, 2011). The ultimate goal behind this is to transform the primary schools into quality schools and to produce quality learners. According to UNESCO, quality learners are the learners who are healthy and supported in learning by their families and communities (EFA Global Monitoring Report, 2009). In an SMC, as per the provisions of RTE Act, the number of women is around 50% of the total members. Hence, their performance in the SMC is very much essential as they are entrusted with many important functions related to management of the school. But, in practical, the SMCs are unable to perform their roles and functions accordingly due to some reason or the other. Especially, in a socio-economically and educationally backward district like Koraput, the situation is very worse. Therefore, the present study has been conducted to analyze in detail about the participation of the women members of the SMCs for management of the primary schools in Koraput district. Further, the study explores the facts and reasons behind the inactive participation of some members and thereby provides probable solutions for their active participation highlighting their training needs for school management. 1.1 Objective of the Study: The objectives of the study are: To find out the present status of primary schools in Koraput District. To determine the involvement of women members in SMC meetings. To analyze the perception of women members of SMC about their roles and functions in management of primary schools. To explore their involvement in different activities of the school.
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To provide information regarding optimizing their active participation in SMC. To find out the training needs of the women members for better perception of their role and functions and active participation in school management. 2.0 METHODOLOGY OF THE STUDY The details of methodology, including the design of the research study, the population and sample with methods of sampling, different tools and techniques used for the collection of data, procedure of the study, and the techniques of data analysis, etc, are presented as follows: 2.1 Research Design: Descriptive Survey research method has been employed in carrying out the study. 2.2 Population and Sample: The sample for the study consists of 180 Primary Schools, randomly selected from all the blocks and ULBs of Koraput district following stratified sampling techniques and 360 Women Members of SMC from the selected schools following systematic sampling techniques. The other samples for the study consists 45 numbers each of the SMC Chairperson, PTA members, Ward Members/Councilors, Community members, Headmasters, Teachers and Student Members following simple random sampling techniques. 2.3 Tools and Techniques for the Collection of Data: The tools and techniques used for collection of data are such as: A school information schedule enquiring about basic details of the school along with the detailed data regarding the SMC of the school; Questionnaires for the Headmasters and Teachers enquiring mainly about the role, function and involvement of the women SMC members; Interview schedules for the women members of SMC, the Chairperson, PTA members, Community members Student members and Parents; Classroom Observation schedule to observe the teaching-learning process, etc; and, Schedule for focus group discussion with the children. 2.4 Procedure of data collection: The data for the study has been collected directly and personally by using the school information schedule and other schedules meant for different categories of informants in most of the cases. The researcher has used the communication technologies like voice-calling and video-calling using mobile phone and computer for conducting interviews and gathering data from those www.ijmer.in 281
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VOLUME 8, ISSUE 2, FEBRUARY 2019 informants who were not present during the visit to their villages. The researcher has also used the social media application whatsapp and e-mail for sending questionnaires and thereby to collect different data and information some headmasters and teachers. 2.5 Techniques of Data Analysis: The collected quantitative data has been analyzed using simple statistical techniques like percentage, mean and frequency. The data collected through qualitative tools has been analyzed using qualitative techniques such as description of attitudes, opinions and behavior. 3.0 MAJOR FINDINGS OF THE STUDY The major findings of the study are as follows: All the Primary Schools in Koraput district have followed the guideline for formation of the SMC (Notification No. 16485, dated: 30.07.2014 of Department of S&ME, Odisha). Only a few schools have 18 members in place of 19 in their SMC due to non-availability of either teachers or ward- members. Further, all the SMCs have their separate bank account with cheque book facility. The members, Chairpersons and Vice-Chairpersons of all the SMCs are being nominated by the PTA members through the process of selection. It is found that only one out of 15 posts of Chairpersons of SMCs are possessed by women but around half of the Ward Members/ Councilors nominated to SMCs are female. A large number of SMCs (84%) has 9 to 11 women members. A meager number of SMCs (2%) have 8 and the remaining SMCs have 12 of more number of women members. Further, it is found that the SMCs of semi- urban/urban area have more percentage of female members as compared to the SMCs of tribal/rural areas. Majority of the women members (90%) in SMCs are in the age group of 24 to 36 yrs. Very few members (1%) are below 24 and the rest are more than 36 years of age. The women members from the scheduled tribe category have the majority (52%) and from general category have the least number (9%) in the SMCs. The percentage of the SC and SEBC women members are approximately the same (around 20%). The qualification of the women members of SMCs is not so encouraging. Around one-third of them are illiterate and around half of them are under- www.ijmer.in 282
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metric out of which two-third has acquired education just up to primary level. The women members of semi-urban/urban areas have a better qualification than the women members of tribal/rural areas. Only around half of the women members could be able to say the name of the and the total number of members in it and one-third of them unable to tell the total number of women members in their SMC. But many of them (82%) told the name of the Chairperson correctly. Only half of the schools conduct the meetings every month and around a quarter of schools conduct it in a gap of two-three months. There is no specific day in the month for conducting SMC meetings in majority of the schools (58%). The meetings are conducted on the Samiksha Divas and on the full-moon days in some schools (19% & 16%) and on Saturdays in a few schools (around 7%). Majority of the schools (46%) fix the timing of the SMC meetings convenient for all the members. But a number of schools (38%) conduct the meeting in the afternoon whereas the rest of the schools in the morning or forenoon session. Only around one-third of the schools inform the women members regarding conduct of the SMC meeting through notice book. All the other schools inform them through the students/ teachers/ Chairperson/ others. The duration of the meetings is less than an hour in majority of schools (59%) and more than two hours only in a few schools (just 2%). The attendance of the women members in the SMC meetings is not satisfactory (5 out of 13 in average). Their average attendance in the semi urban/urban areas is better (7.6 out of 14.6) than the tribal/rural areas (3.5 out of 11.4). Many of the women members (39%) have not attended a single SMC meeting conducted last year. In contrary, around one-third of the women members attended the SMC meeting for 9 days or more. Maximum number of (43%) women members remain absent in the SMC meetings due to works at home and baby-care. A quarter of them cannot attend as they need to go out for their livelihood and the rest of them either due to inconvenient timing or not being informed or being felt ignored by others or due to some other reasons. In the SMC meetings, the general points of discussion are on students’ regularity and dropout, curricular activities, achievement, SDP, infrastructure www.ijmer.in 283
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
development, utilization of grants, MDM programme, health and sanitations. Other points such as organizing co-curricular activities, regularity and sincerity of teachers, annual function, sports meet, study tour, picnic, etc. are neglected in the SMC meetings. The minutes of the SMC meetings are recorded by every school in a separate register. Further, records of expenditure of different grants also maintained. But in all these activities, the role of women members is very negligible. In the SMC meetings only one-third of the women members participate actively and another one-third rarely. Out of them around two-third allege that their suggestions, arguments, etc, are not responded properly. It is found that the women members of semi-urban /urban area SMCs involve more actively than the members of tribal/rural area SMCs. Almost all of them (93%) admit that they are not so active and competent enough to take part in the SMC meetings for which the male members ignore and dominate them in the meetings. Only a few women members (18%) are aware of their roles and responsibilities. The awareness of women members of tribal/rural areas SMCs is even worse. The involvement of women members of SMCs in different activities of the schools is very disheartening (only 9% in average). The involvement of the women members of the semi-urban/urban area SMCs, though not so much encouraging, is still higher than the tribal/rural area SMCs in almost all the activities of schools. The basic reasons for which the women members of SMCs cannot participate actively in different activities of school are their daily home related duties and engagement as daily labour/other professions (54% each), lack of adequate knowledge regarding roles and responsibilities (around 40%) and poverty and financial status of their family (37%). It is found that a higher percentage of women members of the tribal/rural area SMCs are facing the above obstacles than the women members of the semi-urban/urban area SMCs. For active participation of the women members of the SMCs, the vital requirements are their financial uplift and eradication of poverty (as per 55% women members) and proper training (53%). A huge percentage of women members of the tribal/rural area SMCs strongly support the above points as compared to the women members of semi-urban/urban area SMCs. Many of the women members (around 90%) of SMCs need further three days’ training as only one-fourth of them have received the empowerment www.ijmer.in 284
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019
training “Sahayog”. The major thrust area of the training are roles, functions and responsibility of the SMC members, details on RTE and Child Rights, infrastructure development, preparing SDP, controlling drop out and admission of OOSC, conducting different curricular and co-curricular activities, etc. 4.0 EDUCATIONAL IMPLICATIONS OF THE STUDY The following are some educational implication and recommendations for active participation of the women members of the SMC: The selection process of the women members into SMC should be reformed. The most educated, suitable and dedicated women need to be preferred. The SMC meetings should be conducted in the last week of every month. The date and time should be convenient for maximum number of members and informed to every member through the Notice Book. Their presence in the meetings should be made mandatory and actions have to be taken to the irregular members. The women members of the SMC should be well motivated and assigned different individual and group responsibilities of the school. There should be a healthy competition among the members to do something well for their school. Their good works must be appreciated and the best members of the SMC should be rewarded. Implementing proper plans of action for eradication of poverty and uplift financial condition, providing proper education, making aware on health and sanitation will resolve many socio-cultural and economic issues related to participation of the women members of SMC, especially in the tribal and rural areas. There should be two types of module developed for the training programme of SMC members: one initial training programme of five to seven days for the newly entered members and another refresher training of two-three days for the rest of members. The thrust area of the training programme should be their roles, functions and responsibilities, details on RTE, development of school infrastructure and environment, organizing curricular and co- curricular activities, conduct CCE, regularity and sincerity of students and teachers, etc. 4.0 SUGGESTIONS The conduct of this study is quite relevant of the time and of immense importance as it focuses light on the poor participation and involvement of women members of SMCs in different activities of primary schools in Koraput district. Their active participation for school management is highly essential with www.ijmer.in 285
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 8, ISSUE 2, FEBRUARY 2019 regard to provide quality education in all over the state/country and to make the prime objectives of the RTE Act successful. Hence, further research studies may be conducted on the participation of women members of other districts of either in the state of Odisha or other states of India. As there is provision to constitute SMC in all the government and aided primary and upper primary schools, studies may be conducted on the participation of women members of SMCs in the upper primary schools of Koraput or other districts. In-depth studies may be conducted to find out the probable solutions to come over the problems of inactive participation of tribal women members of SMCs for management of schools in Koraput district as well as the other districts of Odisha. Further, studies may be conducted on the role and participation of ex-officio members and student members of the SMCs of different primary and upper primary schools. 5.0 CONCLUSION The study reveals that the women members of the SMCs in Koraput district are not so active in the meetings like the male members. They do not have adequate knowledge regarding their roles, functions and responsibilities for management of the school. Their involvement in different activities of the schools is also very discouraging. The women members of the tribal, hilly and rural area SMCs, being backward in socio-economically and educationally as compared to the women members of semi-urban and urban area SMCs, are very inactive in almost all the fields of school management. Due to such type of poor performance of the women members, or in other words around half of the members of SMC, the overall performance of the SMCs in Koraput district is not satisfactory. This adversely affects the quality of primary schools and thereby, to produce quality learners. Hence, as it is a matter of great concern, necessary steps have to be taken as soon as possible to come over the present situation.
References: ASER (2010): Assessment Survey Evaluation Research Report,2010. Bell. R. C. S., (1941). Orissa District Gazettes: Koraput, Orissa Government Press, Cuttack. Dayaram (2011). School Management Committees and the Right to Education Act 2009: Resource Material for SMC Training. American India Foundation. New Delhi DISE (2009-10): District Information System for Education, 2009 -10. Govt. of India (2010): Right to Education Act 2009 Govt. of Odisha (2014): Department of School and Mass Education Notification No. 16485, dated: 30.07.2014 www.ijmer.in 286
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN: 2277-7881; IMPACT FACTOR – 6.014; IC VALUE:5.16; ISI VALUE:2.286
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Govinda R. and Bandyopadhyay, M. (2010). Changing Framework of Local governance and Community Participation in Elementary Education in India: CREATE Pathways to Access Research Monograph No.35, New Delhi/Brighton: NUEPA and University of Sussex. Kothari.C.R., (2003). Research Methodology: Methods and Techniques–New Age International (P) Limited, Publisher (Delhi) Kaul, L. (2003): Educational Research. Mishra, J.K.(2005). Concept Paper on Quality Education: Quality Package for Elementary Education. Mohanty.J., (2008). Primary and Elementary Education; Deep & Deep Publication; New Delhi. NCERT(2005): National Curriculum Framework-2005, New Delhi. Orissa Primary Education Programme Authority (2005). DPEP and SSA: Orissa at a Glance, Shiksha Soudha, Bhubaneswar. Pattnaik, Atulya Kumar, (2005). Ankur Approach-Quality Education: the joint UNICEF, Koraput District Administration Programme. Pradhan, N. and Mishra L.K., (2007). Retention of Primary School Children in Intensive Areas: A Case Study of Dalaiguda Gram Panchayat of Semilguda Block, Koraput, P.G.Dept. of Education, D.A.V. College, Koraput, Orissa. UNESCO. (2009). Overcoming inequality: why governance matters, EFA Global Monitoring Report, 2009, Oxford: Oxford University Press.
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