Handbook of Livelihoods Education

Educational courses and training programs for livelihoods promotion A handbook of livelihoods curriculum in India

24 October 2014 [Draft for private circulation only]

Draft for private circulation only

Table of Contents S. No

Section

Page

Preface

iii

1

Post graduate courses on livelihoods and rural management

1

2

Credit courses on livelihoods promotion and management

40

3

Training programs on livelihoods promotion

82

4

Appendix of other livelihoods courses and training programs

102

Xavier Institute of Management, Bhubaneswar

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Preface In 2013, Xavier Institute of Management Bhubaneswar (XIMB) organized a National Workshop on "Rethinking Livelihoods: Innovations in Teaching Livelihoods". The event saw participants from academic institutions, livelihoods promoting organizations, state livelihoods missions, etc. who shared different perspectives and practices in livelihoods education for creating livelihood professionals.

One of the decisions taken by the participants of the workshop was to strengthen collaboration between academicians and livelihoods promoters by sharing details about courses, training programs and other educational initiatives focused on creating livelihoods professional. Subsequently, XIMB initiated a process of putting together a compilation of nationwide livelihood education programs which includes diplomas, certificate programs, training programs, degree programs with various duration and focus areas.

We are happy to present here a compendium of livelihoods course curriculum and syllabus as a handy reference for livelihoods promoters, academics, livelihood missions. This is an effort to reduce the effort in designing new programs from scratch but strengthen collaboration between existing livelihoods promoters. We hope this will enhance efficacy of existing degree courses and training programs by accessing information on what the best practitioners have to offer in livelihoods education.

The current handbook contains a list of post graduate programs, course curriculum and training programs, collated from submissions in response to requests in multiple forums including the Livelihood Learning e-Group and the Work and Employment & Microfinance Communities of UN Solution Exchange India.

This first version of the handbook is only a draft compilation and we request readers to participate in this joint effort for collating information about various livelihoods educational initiatives by:  Helping in revising incorrect/incomplete information in this version of the handbook  Providing details of livelihood education programs in their or other organizations in India; this could include training/diploma/certificate/degree/distance/e-learning programs  Provide details about people/organizations who could be contacted for further information about such livelihoods education programs Based on inputs from members we will continue to update this compilation and hope to release it as an open access digital publication by January 2015.

We look forward to your suggestions and inputs for this handbook.

Thanks in advance!

C. Shambu Prasad and Joseph Satish V Xavier Institute of Management, Bhubaneswar (XIMB) Xavier Institute of Management, Bhubaneswar

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Section 1- PG programs on livelihoods and rural management 1. Institute of Rural Management Anand (IRMA) - Postgraduate Program in Rural Management (PRM) ............................................................................................................................... 2 2. Indian Institute of Forest Management (IIFM) - Post Graduate Diploma in Forestry Management (PGDFM) ....................................................................................................... 6 3.

Xavier University Bhubaneswar (XUB) - MBA in Rural Management ....................... 9

4.

KIIT School of Rural Management (KSRM) – MBA in Rural Management ............ 13

5. National Institute of Rural Development and Panchayati Raj - Post Graduate Diploma in Rural Development Management........................................................................... 16 6. Institute of Rural Management, Jaipur (IRM) - Post Graduate Diploma in Management – Rural Management ............................................................................................... 19 7.

Azim Premji University - MA in Development ................................................................. 20

8. Entrepreneurship Development Institute of India - Post Graduate Diploma in Management – Development Studies ........................................................................................... 23 9. Tata Institute of Social Sciences, Mumbai - M.A Social Work in Livelihoods and Social Entrepreneurship ................................................................................................................... 26 10. Tata Institute of Social Sciences, Tuljapur - MA in Social Work with specialization in Rural Development ........................................................................................... 29 11. Tata Institute of Social Sciences, Tuljapur - M.A. / M. Sc. in Sustainable Livelihoods and Natural Resources Governance ..................................................................... 31 12. Bharat Ratna Dr B.R. Ambedkar University, Delhi (AUD) - MPhil in Development Practice ........................................................................................................................ 34 13. Rajiv Gandhi National Institute of Youth Development - M.A. Development Practice .................................................................................................................................................... 38

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Institute of Rural Management Anand (IRMA) Postgraduate Program in Rural Management (PRM)

i)

Introduction

The Institute of Rural Management Anand (IRMA), established in 1979, is a pioneering academic institution in rural management education and research. It is committed to pursuing excellence along with creativity and integrity. The unique strength of IRMA lies in its ability to integrate development and management in all its endeavours and activities. Today, IRMA is recognised not only as an institution of excellence in teaching and research, but also acknowledged for having successfully created the new discipline of rural management. ii)

Rationale

Postgraduate Program in Rural Management (PRM) is a two-year fully residential program for those who wish to take up challenging managerial responsibilities in institutions working in the rural sector.

Many good stand-alone programs of business management and development are available in India today. IRMA's PRM integrates the two streams and equips talented men and women with both development perspectives and business acumen. IRMA trains talented men and women through a well-structured two-year Postgraduate Program in Rural Management, in order to undertake challenging responsibilities in development and producers' organisations with the right ethical values. IRMA has been working closely with its client organisations to integrate their emerging needs into its academic program by periodically revising the curricula. iii)

Course Design

The program comprises four different segments-classroom, village fieldwork, development internship, and management traineeship. About thirty percent of the total duration of the program is devoted to experiential learning and practical application of the knowledge and skills acquired in the classroom segments. The faculty is involved to a substantial degree in the design and supervision of all field-based segments. The evaluation of a participant's performance in the program is a continuous process affording an opportunity for frequent and regular corrections.

All four segments of the program are evaluated and the results are reported on the participant's grade card.

Classroom Segment: The courses in the first year cover the basics of rural management and development. All the courses in the first year are compulsory. The courses in Term I cover the foundation and contextual courses in rural management. The courses in Terms II and III cover different functional areas of rural management.

Term IV has core courses of four credits; these are compulsory for all PRM participants. In addition, participants are required to choose 3 credits of optional courses from among those offered during the term. Term V has 3.5 credits of compulsory courses. In addition, participants

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The optional courses are divided into two groups: Rural Development Management and Rural Enterprise Management. Each participant is required to take six credits from optional courses, selecting at least two credits from each group.

[One course credit is equivalent to 28-30 classroom contact sessions of 70 minutes each and requiring the participant to put in about 80-85 hours of work outside the classroom. Half course credit is equivalent to 15 classroom contact sessions of 70 minutes each requiring the participant to put in about 45 hours of work outside the classroom.]

Village Fieldwork Segment (VFS): The duration of the VFS is eight weeks. The academic goals of PRM require that the participants get involved in the interaction with rural communities in their own setting. Village stay during Induction and Village Fieldwork Segment (VFS) of the PRM curriculum provide exciting opportunities for participants to learn about village life and develop skills to interface with rural communities as well as to deepen their experiential knowledge of rural realities.

Participants are evaluated on the basis of reports and presentations of Exploratory Study of the Village (ESV), Theme Paper, and evaluation by the host organisation based on tasks undertaken during the Rural Action Component (RAC). Faculty Participant Collaborative Research (FPCR) may be encouraged in lieu of the Theme paper. In such a case, evaluation will be based on presentation and report of the participants on the FPCR theme.

Development Internship Segment (DIS): The duration of the DIS is eight weeks. The DIS provides opportunities for participants to learn through practical engagement and develop interactive skills with the community and grassroots organisations. The internship offers scope for application and appreciation of theories, tools and techniques learned in the classroom segment during the first year and network with development practitioners. The performance of participants in this segment is evaluated on the basis of reports, presentations of development interventions of the host organisation, and the tasks accomplished at the host organisation, apart from the assessment made by the reporting officer and guide.

Management Traineeship Segment (MTS): The duration of the MTS is nine weeks. MTS exposes participants to the functioning of organisations and gives them an opportunity to apply, test, and polish the skills acquired in the classroom. Participants develop practical skills and gain a realistic idea of the managerial functions of rural organisations. MTS helps participants to develop the key abilities that they will need on the job: working effectively with others, thinking and acting proactively, learning to manage people, and improving written and oral communication skills. MTS also imparts flexibility and creativity to the overall design of the program. Both MTS reports and the presentations are evaluated. iv)

Pedagogy:

IRMA's unique curriculum is based on a state-of-the-art pedagogy, with an emphasis on experiential learning. The courses are taught through a slew of modern teaching techniques such as case methods, interactive sessions, seminars, individual and group exercises, role-

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The pedagogy requires that participants play an active role in classroom sessions and discussions. The medium of instruction is English.

Course Structure

Term I (6.5 credits) Economic Analysis for Rural Management – I (1.0 Credit) Financial Accounting (1.0 Credit) Individual and Group Behaviour (1.0 Credit) Quantitative Analysis for Rural Management (1.0 Credit) Rural Society and Polity (1.0 Credit) Managerial Analysis and Communication (0.5 Credit) Rural Livelihood Systems (0.5 Credit) (Post Mid – Term) Rural Research Methods (0.5 Credit) (Pre Mid – Term)

Village Fieldwork Segment (3.0 Credits)

v)

FIRST YEAR Term II (7.0 credits) Collective Action and Cooperation (1.0 Credit) Financial Management (1.0 Credit) Macro Economic Perspectives (1.0 Credit) Marketing Management (1.0 Credit) Production and Operations Management (1.0 Credit) Understanding Organisations (1.0 Credit) Gender and Development (0.5 Credit) (Post Mid–Term) Operations Research (0.5 Credit) (Pre Mid – Term)

Term III (7.0 credits) Costing and Control Systems (1.0 Credit) Development Theories and Practices (1.0 Credit) Human Resources Management (1.0 Credit) Management Information Systems (1.0 Credit) Marketing Research and Analytics (1.0 Credit) Natural Resources and Sustainability (1.0 Credit) Legal Environment – I (0.5 Credit) (Pre Mid – Term) Legal Environment – II (0.5 Credit) (Post Mid – Term)

Term IV (7.0 credits)

Term V (6.5 credits)

Managing Collectives (1.0 Credit)

Financial and Commodity Derivatives (0.5 Credit) (Post MT) Managing Not-for-Profit Organisations (0.5 Credit) Public Systems Management (0.5 Credit) (Pre MT) Rural Finance (0.5 Credit) (Pre MT)

Project Management (1.0 Credit) Rural Development Interventions (1.0 Credit) Strategic Management (1.0 Credit) Optional Courses (3.0 credits)

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Management Traineeship Segment (4.0 Credits)

Development Internship Segment (3.0 Credits)

SECOND YEAR

Rural Marketing (0.5 Credit) (Pre MT) Social Entrepreneurship (0.5 Credit) (Pre MT) Values and Ethics in Management (0.5 Credit) (Post MT) Optional Courses (3.0 credits)

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List of Optional Courses (Term IV and V) Rural Development Management Group Rural Enterprise Management Group Corporate Social Responsibility Advanced Financial Management Cost Benefit Analysis Agribusiness Dairy Development Brand Management Development and Rural Communication Consumer Behaviour Economic Environment and Policy Critical Perspective on Organisations Geo-Informatics for Rural Management E-Business for Rural Enterprises Governance and Development Entrepreneurship ICT for Development Investment Analysis and Portfolio Management International Trade Management Planning and Control Management of Change Product Policy in Marketing Micro-Finance Promotional Strategy Public Policy Analysis Sales and Distribution Management Rural Innovations Service Operations Management Social Policy in Market Economies Six Sigma Social Marketing Strategic Management of Innovation and Technology Strategic Marketing and Planning Supply Chain Management Taxation Total Quality Management Understanding Negotiation

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Indian Institute of Forest Management (IIFM) - Post Graduate Diploma in Forestry Management (PGDFM)

i)

Introduction

Established in 1982 as an autonomous institution under the Ministry of Environment and Forests, Government of India, IIFM was conceptualized in response to the recommendations of the National Commission on Agriculture. Since its inception, IIFM has been home to some of the most brilliant young minds who are constantly raising the bar of excellence in this dynamic field. ii)

Course Design

PGDFM is the flagship course of IIFM. The two year, six terms, fully residential program comprises of foundation segment with four terms covering fundamental courses on management, forestry, environment and development. The three major specialized modules offered are: Conservation and Livelihood Management This specialization provides knowledge and first-hand experience of conservation issues/practices and the role of community in livelihood generation within an ecologically sustainable development framework. Emphasis is laid on converging scientific principles of responsible natural resource management with the specific needs of individual communities to bring about a holistic solution to social problems in the environmental domain. This specialization brings knowledge and sensitivity among its students towards the management of human and social dimensions of forest conservation.

Development Management This module focuses on various developmental aspects of society with a major concentration on rural environment. Subjects like rural marketing, supply chain management, adaptive management, microfinance, sustainable livelihood, impact assessment and natural resource management not only ingrain a sense of rural reality but also augment the decision-making capacity in students with respect to adapting conventional models of Marketing, HR, ICT, Finance and spatial analysis towards more comprehensive rural solutions.

Environmental Management Global warming and climate change are of immediate concern in today’s age and has become crucial for companies to incorporate environmentally responsible management systems into their mainstream business. As local solutions to global problems find increasing favour with policy makers across the world, there arises a need to develop efficient market interventions to capture the entire social costs of environmental externalities. It is in this light that the specialized module on Environmental Management finds place in the course. iii)

Curriculum Design

The PFM program offers dual (major and minor) specialization to the students.

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Draft for private circulation only Major Specialization: A student has to opt for one major specialization from available three specializations by opting minimum 8.0 credit courses in total (4.0 Credit compulsory and remaining 4.0 credit electives courses, from major specialization area, offered during Term V & VI). However, the total credit to be taken in each Vth and VIth term is 6.0 credit per term. The choice of major specialization will be based on the cumulative academic performance from Term I to Term III and also the preference of the student.

Minor Specialization: A student can also have a minor specialization by opting 4.0 credit courses from available compulsory / elective courses of the relevant module chosen for minor specialization. The choice of opting for minor specialization rests with the students. iv)

Course Pedagogy

IIFM provides its students opportunities for classroom learning using methods like case analysis and conceptual discussions based on the same, along with review of literature on various topics given as assignments and presentations. These methods induce self-study and group work among the students which enhance the interpersonal skills and inculcate the spirit of team work.

Field Work Two field visits for a duration of 15 days each is an integral part of the PGDFM program. It involves visits to national parks, villages, plantations, co-operatives, NGOs, PSUs, industries and various development project sites usually covering three or more states.

Summer Internship A ten week compulsory summer internship program with various organizations ranging from financial institutions, forest based organizations, development organizations, NGOs, government organizations and MNCs, provides opportunities for the students to apply academic knowledge to real time managerial problem situations.

Case Analysis A large amount of the pedagogy involves case-related discussions and analysis. These are supplemented with guest lectures, seminars, group exercises, field visits and industrial visits.

Research and Presentation To make the learning experience self-motivated, professors play the role of facilitators by providing a foundation for discussion and leaving the ground open for students’ research through self-study and presentations.

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Course Structure

Term Orientation

Module Content Induction program (Two Weeks) First Year

Credits

Term-I Term-II

Classroom

Term-III

Fieldwork (Three weeks) Classroom Compulsory Courses Summer Internship (Ten weeks)

7 7 0.5* 7 2.0*

Second Year Compulsory Courses Specialized Module

7 6

Term-IV Term-V Specialized Field Work Module Term-VI

Classroom Classroom

Compulsory Courses

For Major Specializations (Two weeks) Classroom Specialized Module

Specialized courses Conservation & Livelihood Mgmt Biodiversity Conservation Forest Policy, Law and Planning Land Management and Agro Forestry System Sustainable Forest Management and Certification

Development Management Adaptive Management Techniques for Development Development Theory, History and Policy NGO Management Rural Environment and Development Management

Elective courses Advanced Data Analysis Business Ethics and Corporate Social Responsibility Climate Change and Low Carbon Development Corporate Environmental Responsibility and Green Marketing Conflict Resolution in NRM Disaster and Risk Management Eco Advertisement and Campaign Economics of Development and Growth Models Ecotourism and Nature Conservation Environment and Resource Management Environment Risk Assessment and Management Environmental and Conservation Finance Environmental Policy and Law Geo-Informatics

Xavier Institute of Management, Bhubaneswar

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Environmental Management Environmental Impact Assessment Ecological Economics and Environmental Evaluation Modeling of Ecology and Economy Climate Change and Sustainable Development

Horticulture Practices and Management Integrated Watershed Management International Business Medicinal Aromatic Plants & Enterprises Development Microfinance Natural Resource Accounting Participatory Action Management People Parks and Wildlife Plantation and Agri Business Management Renewable Energy Management Research Design and Evaluation Social and Rural Marketing Social Impact Assessment Sustainable Livelihood and Social Entrepreneurship Wildlife Conservation & Management

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Xavier University Bhubaneswar (XUB) - MBA in Rural Management

i)

Introduction

Xavier Institute of Management, Bhubaneswar (XIMB), Xavier University owes its origin to a "Social Contract" between the Government of Odisha and the Odisha Jesuit Society. XIMB is one of the few B-schools in the country that seeks to equip its students, with the best of managerial insights into both, the corporate and the social sectors. The basic objective of the rural management program is to inject professionalism into the field of rural management and development. The two-year AICTE approved PGDM (RM) program, since its inception 15 years ago, has strived towards moulding rural managers, with the heart of a social worker and the mind of a business manager, by infusing professionalism into rural development and management.

ii)

Program Objectives     

To evolve alternative perspectives to understand and analyse the factors affecting the rural sector To develop professional skills to plan, implement and monitor development programs in the rural areas To build social entrepreneurial skills and leadership To create and manage changes and development processes of organisations working at various levels To promote passion for learning and commitment to pursue a career to serve and manage India's large citizen sector professionally

Over a period of two years, the students develop competencies to analyse problems in a holistic manner, to seek, organize and present information that could lead to insightful, practical and innovative solutions. The course curriculum further helps them decipher the complex situations and go beyond the obvious.

iii)

Program Design

The Academic Year consists of three terms. Each term is approximately of three months duration. The program is spread over six terms. The academic year commences with an Orientation Program for the newly admitted students. Regular classes for them begin soon after the Orientation Program.

iv)

Curriculum Design

The MBA-RM Program requirement is a minimum of 105 credits. The distribution of 105 credits into core and electives is decided by the Program Committee with approval of the Academic Committee. A course can be of 1.5, 2 and 3 credits. One credit is equivalent to 10 teaching/contact hours.

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Draft for private circulation only The program aims at evolving alternative perspectives to understand and analyse the factors affecting the rural sector, develop professional skills to plan, implement and monitor development programs, and build social and business entrepreneurial skills and leadership. It caters to the identified market niches of Development and Social Entrepreneurship, Rural Business Development and Rural Finance.

Rural Business Development and Marketing The emphasis on inclusive growth is hinged on the ability to provide professional business development services in rural areas. The courses in the RBD stream are intended to help the students in acquiring managerial skills related to production, supply chain management, value chain analysis, product and brand promotion, marketing of the rural products for the rural and urban markets and of the urban products appropriate for the rural markets.

Rural Finance Managing rural finance is an important aspect of financial inclusion and meeting the developmental aspirations of rural areas. This stream encourages students to appreciate the financial intermediation process and inter-relationship with different stakeholders with a view to develop managerial aspects of building viable rural architecture and mechanisms for sustainable rural financial delivery for wealth creation and poverty reduction.

Development and Social Entrepreneurship This stream offers courses and opportunities that enable the students to understand rural society as a dynamic social force impacting and impacted upon by business, environment, government and society. The courses in the area seek to provide the students with an interdisciplinary orientation by incorporating theoretical insights from different fields.

Rural Living and Learning Experience (RLLE) XIMB, Xavier University strongly believes that the students of MBA-RM must have the ability and willingness to learn from the lives of people with whom they are going to work. In order to learn from the people, XIMB, Xavier University believes that the students cultivate the culture of unlearning in order to learn and also to respect the rural poor. The best way to provide this process of un-learning is to help them to live with the people. Rural Living and Learning Experience (RLLE) is therefore an integral pedagogical component of MBA-RM. It carries 3 credits. It is compulsory for all MBA-RM students to complete the prescribed RLLE period.

XIMB, Xavier University has identified various strategic partners working in Orissa and the rest of India, who can guide the students to experience this learning and un-learning process.

Summer Internship Program (SIP) At the end of the first year, during the summer, a MBA-RM student is required to undergo “Summer Training� in an organisation for 8 to 10 weeks. For this purpose the student has to work on a specific project given to him/her by the sponsoring organisation. The objective of the summer training is to expose the student to the practical aspects of management and enable him/her to study specific problems in the organisation. This unique exposure to the real world of development and corporate sector would provide him/her an opportunity to relate the classroom learning to live problems.

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Course Structure

Core courses in MBA-RM1 Term I

II

III

Course Managerial Economics Rural Financial Institutions and Markets (2 credit) Financial Reporting & Analysis Introduction to Marketing Communication (4 credit) Quantitative Methods Rural Development Administration Societal Analysis and Development Alternatives Organisational Behaviour Rural Production Systems (1.5 credit) Macro Economic Analysis for Rural Society Accounting for Decision Making (1.5 credit) Social Research Methods Project Management Community Mobilasation & Institution Building Rural Livelihood Systems (1.5 credit) Rural & Inclusive Marketing (2.0 Credit) Rural Living & Learning Experience (4 credit) Financial Management Understanding Development Organisations (2.0 Credit) Human Resource Management Business Information Systems Operations Management Rural Environment and Public Policies Micro Planning Marketing Research (2 credit)

Elective courses Term IV IV

V

1

Course Ecosystem and Sustainability Management (Core: 2 credit) Micro Finance Management Advanced Methods of Data Analysis Insurance and Risk Management Sales & Distribution Management Cooperative Management Qualitative Research Methods Disaster Management Procurement Management & Warehousing Social Entrepreneurship

All other courses are of 3.0 credits each

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VI

Commercial Banking for Rural Management Globalisation & Development Project Monitoring & Evaluation (1.5 credit) Agriculture Output & Food Marketing Agriculture Input Marketing Consumer Behaviour in Rural Market Governance & Development Supply Chain Management Development Induced Displacement and Rehabilitation Training & Development Social & Ethical Responsibilities (Core:2 credit) Commodity Markets & Derivatives Gender Issues in Development Corporate Social Responsibility Rural Marketing Communication Transformational Leadership Strategic Management Health Care Management Culture, Crafts and Community Marketing (1.5 credit) ICT for Development (1.5 credit)

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4.

KIIT School of Rural Management (KSRM) – MBA in Rural Management

i)

Introduction

With a modest beginning in 1993, KIIT University today boasts if an impressive cluster of 16 academic campuses, spread across 25 square kilometers, housing 21 different Schools in areas ranging from technology to management, from medicine to humanities. The KIIT School of Rural Management (KSRM), Bhubaneswar came into existence in 2006. ii)

Curriculum Design

MBA (RM) program is designed to balance academics with experiential learning and has two specific segments - Class Room Segment (CRS), spread over 55 weeks and Field Segments (FS) of 33 weeks spread over four Semesters. The three FS components are designed in a progressive manner with Action Research Segment in Semester- I, Case Study Segment in Semester- II in year one and Management Traineeship Segment (MTS) in Semester- III in year two. Each student has to complete 92 Credits, including 56 Credits of Course Work and 36 credits of Field Work.

No. of segments No. of courses No. of off-campus segments Duration of a classroom session No. of sessions per course iii)

4 27 (4 or 2 credits each) 3 (12 credits each) 75 minutes each 24 sessions for a 2.0 credit course

Course Pedagogy

The School uses a very broad mix of teaching/ learning techniques which include: lectures by instructor, case studies, individual research projects, group projects, classroom discussions, videos shown in class, classroom presentations by students, computer based assignments and desk research. The School also provides a forum for students to develop general business knowledge and exposes them to speakers and events.

KSRM understands that every individual has a preferred learning style and therefore selfdirected learning is encouraged wherein individuals can become empowered to take more responsibilities with the learning endeavor not necessarily in isolation from others. iv)

Course Design

The MBA (RM) program comprises of all core management subjects like Marketing, Finance and HR as well as focused learning in the areas of Agri-Business Management and Rural Development Management. About 40% of the total program is devoted to experiential and practice oriented learning. In the field segments of the program, the students will get opportunities not only to apply their classroom learning but also to sharpen their creative abilities in solving problems in real life situations in the rural context.

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Module Classroom

Course Type Compulsory

II

Field Compulsory Semester Total Classroom Compulsory

III

Optional (limited to 2 credits) Field Compulsory Semester Total Classroom Compulsory

Optional (limited to 8 credits)

IV

Semester Total Field Compulsory Classroom Compulsory

Optional (limited to 2 credits) Semester Total Classroom Total Field Total Grand Total

Title of the Course Micro Economic Analysis Accounting for Managers Rural Production and Livelihoods Quantitative Techniques Managerial Analysis & Communication Development Research Methods Action Research Segment (ARS) Macro Economic Analysis Finance for Managers Marketing Management Rural Sociology Market Research Rural Finance & Commercial Banking Natural Resource Management Case Study Segment (CSS) Project Management Organizational Behavior Rural Marketing Agri- Business Management CSR Management ICTs for Development Human Resource Development (HRD) Micro Finance Commodity Trading and Marketing Management Information Systems Co-operative Management Climate Change- Challenges & Adaptation Financing Agricultural Value Chains International Trade in Agriculture Management Traineeship Segment (MTS) Strategic Management Strategic Marketing Legal Environment & Business Ethics Development Theory & Practice Rural Entrepreneurship Policy & Program Interventions in Rural Devt Strategic Issues in Development Organizations

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Credit 2 2 2 2 2 2 12 24 2 2 2 2 2 2 2 12 24 2 2 2 2 2 2 2 2 2 2 2 2 2 2 22 12 2 2 2 2 2 2 2 22 56 36 92

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Experiential Segments

1. Action Research Segment (ARS) The Action Research Segment allows students to self-train themselves in drawing village micro plans and social mobilization of rural people for a cause. At the end of this segment, students will themselves evaluate the impact of their own interventions from the target beneficiaries through a unique feedback methodology. The process involves mobilizing individual and groups to empower communities to create capacities for change. KSRM expects the host organization to engage students in social mobilization exercise wherein they wish to improve KAP (Knowledge, Attitude and Practices) of the target beneficiaries to enable them to address social and economic problems confronting them.

2. Case Study Segment (CSS) Rural management case studies are typical in describing a real situation faced by rural managers. It allows them to practice their analytical and managerial skills. This segment is done with active collaboration of organizations engaged in uplifting the quality of life of rural people.

In fact, the case study demands rigorous analysis of problems in a given context to obtain insights in understanding of the problem and their possible solutions. This segment helps the students to improve their diagnostic abilities to understand the problems in its context and search for solutions through community interactions and our generation of innovative ideas.

3. Management Traineeship Segment (MTS) The Management Traineeship Segment is a problem solving segment wherein students apply their analytical and decision making skills on specific problems posed by KSRM Partner Organizations on various aspects of rural development and management. The students attempt to address these problems through qualitative and quantitative research under the active guidance of experienced senior managers of the host organization and KSRM faculty. The students are challenged to make decisions under real and more demanding situations. In this component students are relatively more independent to integrate all their learning to create practical and viable outcomes.

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5.

National Institute of Rural Development and Panchayati Raj - Post Graduate Diploma in Rural Development Management

i)

Aim of the Program

To develop a committed and competent cadre of Rural Development Management Professionals in the country ii)

Strategy   

iii)

Offer a range of courses that addresses key policy and management issues in rural development Provide students with core development and management insights and impart analytical skills for planning and managing Rural Development Programs Develop students' capacities and infuse right attitudes, values and ethics.

Objectives of the program

On completion of the Program, the students will have developed:  Expertise in planning and management of rural development programs with focus on participatory development and innovation  Competence in reorienting the development delivery systems for improved delivery of services  Sensitivity to the issues of equity and gender  Appreciation of the rights and entitlements of the rural poor and the socially disadvantaged groups  Right attitudes and values necessary for rural development professionals  Positive thinking and leadership qualities. iv)

Program Design

The PGDRDM design rests on the tripod of (i) Rural Development Philosophy, Concepts, Principles, Policies, Programs and Organisations (ii) Rural Development Management Practices, and (iii) Rural Social Sector.

The program Duration is one year (Three Trimesters) v)

Course Pedagogy

The Program consists of three major components, namely a) Classroom teaching and interactive learning b) Fieldwork (short visits and long visit) and c) Field Attachment (Rural Organisational Internship).

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Draft for private circulation only The first Component envisages exposure to attitudes, skills and knowledge relevant to the rural society, rural development philosophy and concepts, and rural development management theories and practices. The second one primarily revolves around understanding the rural society, its people, dynamics of interaction, institutions, relationships and livelihoods by way of intensive fieldwork. The last Component seeks to equip the students with skills of managing organisations/enterprises through organisational internship for 'hands on learning and applications'.

Field visits and Field Attachment / organisational internship (6 weeks) are interspersed with the classroom component. Other associated academic activities equalling ten weeks duration at different time points include short field visits, seminars, workshops, fortnightly forum presentations, special lectures, thematic assignments, quizzes and examinations. Special lectures, exposure visits, panel discussions, games and case studies comprise the pedagogy and learning methodology. Student seminars, theme-specific assignments and project work are expected to further aid the process of self and interactive learning, both in and outside the classroom. vi)

Program Framework

The classroom component is offered in the First Trimester (14 weeks); a large part (10 weeks) of the Second Trimester is devoted to classroom followed by eight weeks of rural organisational internship also called as 'field attachment (FA)', and the rest of the Third Trimester (12 weeks) caps up the classroom learning. In effect, the program envisages twenty courses with 39 credits.

The courses and the related field and project work cover the essentials of rural society, economics, people and organisations; good governance; natural and human resource development; rural development management principles and practices; project planning and management; management accounting and financial management; IT and ICT; agro-processing and small and medium rural enterprises; rural organisations; rural credit; micro-finance; rural insurance; livelihoods; rural product marketing; infrastructure; social sector services; development communication; skill development; rural health management and overall quality of life, among others as listed trimester-wise. Based on the program design and its objectives, the courses seek to fulfil the objective of the classroom component that is presented in three parts.

Field Attachment (FA)-Rural Organisational Internship As part of the PGDRDM curriculum requirement, the students are sent on short and long field visits for field work and field attachment (Rural Organisational Internship) of six weeks at the end of the second trimester in small groups. This component carries a weightage of 2.0 credits.

The short field visits of 2-3 days duration numbering 25-30 visits (about 12 weeks) are arranged across the courses throughout the Program. The short and long field visits of two-three days spread over all the three trimesters provide the students with core development and management insights while imparting analytical skills for planning and managing rural development programs. The Six- week Field Attachment (Rural Organisational Internship) component seeks to sensitise the students to the hard core problems of the rural society, its dynamics, its realities and institutions. Also, the FA component focuses on Institutions, organisational structures, organisational culture, management systems, HRD, finance, production processes, marketing, value addition, etc.

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The students, under the guidance of the CPGS Faculty, designated faculty members of other Centres of NIRD, the PGDRDM guest faculty and Heads / Supervisors of the host organisations, are expected to focus on the stated objectives, understand the processes, analyse the outcomes and reflect and report on the overall learning drawn from the FA-Rural Organisational Internship. The FA is scheduled during the period after the end of the second trimester and commencement of the third trimester. Specific learning and application oriented tasks / projects will be generated both by the CPGS and the host organisations for individual or group work.

Though the students are given a chance to choose an organisation short-listed by the CPGS for FA, the CPGS reserves the right to attach a student to any organisation considered important from the viewpoint of the objectives of the PGDRDM. Project Work The students are required to undertake project work on specific themes of their choice. A major part of the project work will revolve around electives and Fieldwork and Organisational Internship. The project work will run throughout the Second and Third Trimesters.

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6.

Institute of Rural Management, Jaipur (IRM) - Post Graduate Diploma in Management – Rural Management

i)

Introduction

The PGDM-RM program offered at IRM is a unique program with specializations in Rural Banking and Finance (RBFM) and Agribusiness Management (ABM). ii)

Program design

To meet the need for professional managers in rural organizations and rural market oriented business houses, IRM offers a well knitted PGDM-RM program, bearing in mind, the complex environment in which these organizations work. The priority is always given to the nurturing of young talented managers through a well-structured and practice oriented program structure so as to enable them to undertake challenging responsibilities in the rural environment. iii)

Course structure

Semester I Principles of Management Rural Economic Environment of Business Organizational Behaviour Quantitative Techniques in Management Information Technology for Business Business Communication Management Accouting Managerial Economics Rural Development Interventions

Semester II Marketing Management Financial Management Production & Operations Management Human Resources Management Strategic Management Research Methods in Management Project Management Rural Business Communication International Business Management Summer Internship Project Semester III Agri-business Management (ABM) Rural Banking & Finance Management (RBFM) Agricultural Marketing Management Rural Banking & Finance Management Agriculture Production & Supply Chain Management Commodity Trading-Futures & Options Agriculture Credit & Insurance Micro & Macro Credit Management Agricultural Farm Power & Machinery Cooperative Management Service Marketing & Relationship Management Service Marketing & Relationship Management Rural Retail Management Rural Retail Management Semester IV Business Ethics and Corporate Governance Entrepreneurship & Small Business Management Rural Advertising & Sales Promotion Business Law & Intellectual Property Rights Marketing of Banking Services & e-banking (RBFM) Seed Production Management (ABM)

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7.

Azim Premji University - MA in Development

i)

Introduction

Azim Premji University was established in Karnataka by the Azim Premji University Act 2010 as a not-for-profit University and is recognized by The University Grants Commission (UGC) under Section 22F. The beginnings of the University are in the learning and experience of a decade of work in elementary education by the Azim Premji Foundation. The University was founded as one of the key responses to the constraints and challenges that the Foundation encountered both within and in the environment, and as part of a larger strategy to contribute to the Education and Development sectors in the country. ii)

Rationale

Development, broadly construed, refers to the range of interventions that purport to advance and secure individual and social well-being in a sustainable and equitable manner. Any attempt to explain development must contend with the plurality of conceptions of human well-being.

India continues to have serious development challenges: for example, after more than six decades of independence, India has an unacceptably high percentage of its population living in absolute poverty and alarmingly high levels of infant mortality and malnutrition. These statistics emphasize the moral necessity for state and non-state sectors to renew their engagement with the challenges of development in constructive ways. iii)

Objectives

This program aims to prepare individuals capable of informed and thoughtful development action, which are aware of the complexity, depth and scope of the discourse of development, its ethical imperatives and its implications for policy and action with special reference to the Indian context that requires conceptual rigour and sensibilities in students that would help them:     

iv)

acquire core understandings in and across the disciplines that contribute to the domain of development and relate them to situations “on the ground” relate these conceptual frameworks to dimensions of development that are targets of public action and policy such as health, education, livelihood and sustainability provide students with opportunities to encounter and critically engage with instances of both challenging problems and attempted interventions engage with the complex lived realities of people and communities explore the ethical and personal dimensions to locate themselves actively in their social context Program Design

The Program is designed as a 72-credit, full time post-graduate degree program, delivered in four semesters. It is structured with a common core curriculum that lays the foundations and a wide set of electives based on student preferences.

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Draft for private circulation only Students have the flexibility to specialise in specific areas or choose or to follow a generic program. Specialisation is through choosing a specific set of electives belonging to the chosen area. Current Specializations offered are:  Health and Nutrition  Law and Governance  Public Policy  Livelihoods  Sustainability v)

Curriculum Design

Core Courses: They set the context and provide the theoretical and analytical background for understanding the key debates and issues in the domains associated with development. They draw from selected disciplines to help in developing a deep understanding of the nature of development.

They also equip the students with the basic skills required for effective action in this domain. In total there are eight core courses as above Electives: The elective courses are designed to build knowledge bases – theoretical, practical or procedural -- in particular areas related to the development domain in general. They are meant to supplement and extend understanding acquired in the core areas through deeper engagement with specific aspects. Students may choose from a combination of 2, 3 or 4 credit electives to obtain the 24 credits required. In any given semester there will be a wide range of electives on offer. Electives cut across multiple areas related to Health, Livelihoods, Public Policy, Economics, Sustainability, Social movements, Social entrepreneurship etc..

Open Courses: A well-rounded and balanced curriculum needs to include opportunities for students to explore areas of human and social interest that focus on themes related to the arts, culture, the sciences and other subjects of topical interest. Open courses allow the students to pursue courses in Music, Art, Dance, History, Poetry, Theatre etc… In each semester there are a wide range of open courses offered.

Field Engagements: Engagement with field practice forms an integral part of this master’s program. It will help students develop a deeper understanding of the practical implications of the conceptual understanding gained through their course work. The multiple opportunities for field engagement, starting from the first semester onwards, provide students with exposure to a variety of settings. The field engagements will allow students to introspect on their role as change agents in the development domain, as well as hone their skills in doing this effectively.

We expect the experience to build humility, empathy, optimism and a sense of anticipation for the future Specializations: This program is offered as a general program or as a Program that permits students to pursue specific interests and develop expertise in a chosen area while drawing upon concepts, perspectives and skills developed in the core courses.

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Students interested in a specialization area, by the beginning of their third semester, choose electives from a set of courses within the specialization areas on offer. Of the twenty-four credits that students need to obtain from elective courses, they are required to obtain a minimum of eighteen credits from courses within the specialization area. A specialization may specify compulsory pre-requisite courses. In addition, specializations will require students to do their third semester six credit field practice over and above the taught courses in that area. vi)

Course Structure

Courses Credits Semester Economics of Development 4I Ecology and Development 4I Sociology of Development 4I Political Philosophy and Politics in India 4I Law and Governance 4 II Philosophy of Development 4 II Introduction to Research 4 II Social Interventions 4 II Field Engagements 12 ALL Electives 24 III and IV Open Courses 4 ANY Total 72

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8.

Entrepreneurship Development Institute of India Post Graduate Diploma in Management – Development Studies

i)

Introduction

Today, there is a great demand and an even greater vacuum for professionally qualified personnel to empower and lead the huge surge of social development initiatives. Professionals who can contribute to economic development with inclusive growth, can help in building a just & equitable society, provide sustainable & entrepreneurial solutions, redefine governance and use technology for the benefit of the bottom of the pyramid.

The 2-year PGDM-DS program at EDI is designed to enhance your leadership skills and your competencies to develop and implement strategies that enable the organization you work with to be strongly positioned for the future. ii)

Objectives  



iii)

building a cadre of new generation development professionals with required knowledge, competence, orientation and values transferring the expertise and rich experience of EDI for the promotion of solutions in the areas of Microenterprise, Micro finance, Livelihood promotion, Women entrepreneurship, Group entrepreneurship, Social Enterprises and Corporate Social Responsibility offering rewarding careers in action around o Overall economic development with inclusive growth o Sustainable and environment friendly solutions o Governance o Use of technology for development Program design

Post Graduate Diploma in Management – Development Studies is designed as a broad and multi-disciplinary program to equip students with knowledge, analytical and conceptual skills of social and economic development. It prepares students with ability to provide entrepreneurial solutions to social problems, livelihoods for rural and urban poor, corporate social responsibility initiatives and creating social enterprises. iv)

Curriculum design

EDI applies innovative training techniques, competent faculty support, consultancy and quality teaching and training materials to create specialists in fields of development research, micro finance, micro enterprise development, rural & urban livelihoods, fund raising, gender studies, corporate social responsibility and social entrepreneurship. EDI offers academic opportunities that are intellectually rigorous and extraordinarily diverse.

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Course Pedagogy

A learner centric pedagogy is built around experiential immersion, critical reflection, workshops, exposure to culture through literature, films and field visits supported by lectures, cases and first hand research experience & project development, taking a student through the following:  knowledge of self  knowledge of society  knowledge of action and  knowledge of managing action Course design Term I

Preparatory Module - Induction (3 weeks)

Economics I - Managerial Economics Fundamentals of Accounting

Weekend worksh ops

Statistics for Managers

Micro Organisation Behaviour Marketing Management Development Perspective 1 Module 1: Discourse on Development - Theory & Practice Module 2: Rural & Urban Sociology Module 3: Political Economy of Development Written Analysis & Communication I Public Speaking & Verbal Communication including PPT based Presentations Personal Growth Laboratory (T Groups)

Term II Economics II Module 1: Macro Economics Module 2: Development Economics

Term III

Cost Accounting

Operations Management Research Methods (Market Research) Writing a winning proposal/business plan

Legal Framework for Organisations/Enterprises Operations Research

Domain Specific Optional Courses Any 3 out of 4) Option 1: Health Option 2: Education Option 3: WASH Option 4: Natural Resource Management

Financial Management

Development Perspective 2 Module 1: Poverty, Gender, Equity Module 2: Livelihoods Framework Module 3: Understanding Participation & Participatory Research Methods Written Analysis & Communication II

Field work segment (4 weeks)

vi)

Development Perspective 3 Module 1: Human Rights & Rights Based Programs Module 2: Environment and Sustainable Development Module 3: Thematic & Sectoral Models of Development

PRA (in the field)

Theatre for Change

AMT

Appreciative Inquiry

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Term V

Social & Rural Marketing India & International Development - Strategies & Institutions

Macro Organisation Behaviour

Summer Traineeship Segment (8 weeks)

Project Planning and Management

Weekend worksh ops

Social Entrepreneurship

Micro Finance (Savings, Credit, Insurance) Micro Enterprise Development & Management Courses of Independent Study (CIS) 1. Heritage Based Industries & Traditional Enterprises 2. Agri business & Food processing Enterprises 3. Social Problems as Enterprise Solutions 4. MEDM & Sustainable Livelihoods 5. Women Entrepreneurship 6. Cluster Development & Growth Design Thinking Workshop for innovative solutions Negotiation

Human Resource Management Strategic Management Module 1: Principles & Concepts of Strategic Management Module 2: Strategic Management for Development Sector Organisations IT Applications for Development Module 1: MIS Module 2: ICT for Development Module 3: GIS for Development & Business Planning Development Perspective 4 Module 1: Innovations Module 2: Corporate Social Responsibility Module 3: Fundraising & Resource Mobilization Environment for Economic & Social Action

Submission of Project Concept Note based on CIS & Field Research Segment Facilitation methods Workshop by Faculty and Students

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Term VI Supply Chain Management Value Chain Analysis Development Communication including Mass communication

Advocacy & Networking

Field research segment (3 weeks)

Term IV

Disaster Management Development Perspective 5 Module 1: Public Policy Analysis & Research Module 2: Development Planning, Approaches and Tools Module 3: Informal Sector Economy & Local Economic Development

Final Project Report, Presentation & Defence Photography & Documentary Film making Workshop by Students

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9.

Tata Institute of Social Sciences, Mumbai - M.A Social Work in Livelihoods and Social Entrepreneurship

i)

Introduction

Conventional definitions and approaches to enhance livelihood opportunities and capacities of the poor to combat poverty have been found to be too narrow and often do not consider vulnerabilities, marginalities and social exclusion as vital determinants of poverty. However, today, there is a growing recognition, particularly within the profession of Social Work that attention must be paid to diverse factors and processes, which either constrain or enhance poor people's ability to make a living in an economically, ecologically, socially and culturally sustainable manner. The proposed MA Social Work in Livelihoods and Social Entrepreneurship is an attempt in this direction. ii)

Objectives     

iii)

To develop students' understanding of the context and dynamics of livelihoods and livelihood approaches of the poor, vulnerable and marginalised communities.

To enhance analytical skills as well as to strengthen professional competence of social work students in managing individual or community-based social enterprises and governance, which have implications for livelihoods, resilience and sustainabilty.

To enhance students' capabilities in developing a meaningful and holistic understanding of people's assets and strengths in dealing with ecological, livelihood and knowledge uncertainties.

To help students in comprehending the social work principles and framework which govern the management of social enterprises and analysing their linkages with rightsbased approaches, empowerment and enhancement of livelihoods.

To prepare professionals in managing social enterprises engaged in creating sustainable livelihood opportunities for the poor and disadvantaged.

Curriculum Framework

Course Foundation Course Core Social Work Courses Thematic Courses Field Work Research Total

Credits 6 17 26 24 6 79

Field Work In the first year, the students will be placed for field work in those settings, urban and rural, where they get a general understanding of communities, their resources, livelihood challenges and strategies. While the third semester field work will be in innovative not-for-prfoit organisation and projects run by NGOs, government organisations etc. Working on livelihood

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Research Livelihoods and social enterprises being a new thematic area requires developing capacity at all levels, particulary with respect to students' research. The research component aims at building knowledge and capacities in innovating livelihood enhancement and social enterprise development. This capacity is a pre-requisite for any professional in the field of sustainable livelihoods, poverty reduction and social entrepreneurship. Conventional research programs in the field of livelihoods and poverty reduction are highly specialised and narrow in terms of disciplinary scope. These training programs are often tailored to meet academic requirements without paying due attention to the complex nature of vulnerabilities, resource management and livelihood strategies. Consequently, graduates of these programs develop technical expertise in a narrow field, but fail to fit and operate in the interdisciplinary and dynamic contexts of community life-worlds. Moreover, there is a greater need for professionals with broader cross-cutting competences to influence change in communities under different livelihood systems, technological and sociopolitical landscapes.

The purpose of the research project is to familiarise students in taking up interdisciplinary studies facilitating the development of knowledge, innovate practices and institutions in enhancing and diversifying livelihoods of poor and marginalised communities. The focus will be to develop the students' cross-cutting research skills and the requisite mindsets to influence utilisation of knowledge and technology driven innovations for sustainable rural and urban transformation.

Faculty will encourage students to (i) Take up action research projects to enhance development through application of knowledge, science and technology; (ii) Select research topics suiting the development and management of organisations and institutions such as farmer organisations and other community-based social enterprises.

The Research Project includes the following guidelines: 1) As a pre-requisite, must have passed the Core Social Work Courses on Research Methods.

2) At the end of the research project, i.e at the end of the fourth semester, the student should submit a dissertation.

3) The thesis will carry a credit of 6 credit units.

4) The progress of the research of each student will be evaluated through (i) Fortnightly discussions with the Research Supervisor and (ii) periodic research presentations at the various phases of the research activity.

5) Students will be encouraged to choose their own topic within the broader thematic area of Livelihoods and Social Enterprises. In some cases, the Centre in tune with the ongoing faculty research interests, will provide topics in advance for the students to choose.

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Course Structure

Semester I

II

Course Code FC1 SW1.2 SW1.1 SW2 SW4 LSE1 CODP 1 FW1.1 SW1.3 SW3 SW5 SW1.4 LSE 2 LSE 3 FW1.2

III

LSE 4 LSE 5 LSE 6 LSE 7 CODP11 LSE 8

IV

LSE 9 FW2.1 LSE 10 CODP 13 LSE 9 FW2.2

Course

Credits

Foundation Course Social Case Work Social Group Work History and Perspectives of Social Work Research Methods I Introduction to Human Economy Rural Development and Governance (Cross-listed from CODP) Field Work Community Organisation Critical Perspectives on Social Work: Introduction to Social Theories Research Methods II Social Welfare Administration Development, Marginalities and Sustainable Livelihoods Livelihood Uncertainties, Vulnerability and Adaptation Field Work Total credits in first year Livelihoods Promotion and Social Entrepreneurship Development Business Plan Development for Social Sector Financial Management Social Action and Livelihoods Transformation State, Social Protection and Development Programs* (Cross-listed from CODP) Micro-level Planning and People's Development Initiatives* Livelihoods Innovation Lab Field Work Livelihood Impact Assessment and Evaluation Program Planning and Management (Cross-listed from CODP) Livelihoods Innovation Lab Research Field Work Total credits in second year Total credits in the program

6 2 2 2 3 2 2 6 2 2 2 2 2 2 6 43 2 2 2 2 2 2 6 2 2 2 6 6 36 79

* Students have the option to cross-list the course C.1.7.6 Women and Work (4 Credits) of the M.A.Social Work in Women Centred Practice instead of CODP11 and LSE 8.

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10. Tata Institute of Social Sciences, Tuljapur - MA in Social Work with specialization in Rural Development i)

Distribution of Credit Hours

Semester I

II

III

IV

Detail

Credits

Foundation Courses

6

Core Courses (3 Courses)

6

Field Work

5

Foundation Courses (4 Courses)

8

Core Courses (4 Courses)

8

Field Work

5

Core Courses (6 Courses)

12

Electives (1 Course)

2

Field Work

5

Core Courses (5 Courses)

10

Electives (1 Course)

2

Dissertation and Viva-Voce Internship Total ii)

5 (4+1) 76

Semester-wise Distribution of Courses

Semester Course Code FC 1 FC 2 FC 3 FC 4 I CC 1 CC 2 CC 6 Field Work FC 5 FC 6 FC 7 FC 8

Course Title Understanding Indian Society Introduction to Political economy State, Democracy and Polity Professional Social Work: History and Ideologies Social Work Methods: Working with Individuals; Group; and Communities Philosophy of Social Sciences Research Rural Development Experience : A Cross country analysis India's Development Experience Social Aspects of Poverty and Theories of Justice Social Movements and Rural Transformation Indian Constitution and Decentralised Rural

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Credits 2 2 2 2 2 2 2 5 2 2 2 2

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II

CC 3 CC 4 CC 7 CC 8 Field Work CC 5 CC 9 CC 10

Development Quantitative and Qualitative Research Methods Concept, History and Theories of Development Advanced Social Work Skills and Tools for Rural Development Environment, Climate Change and Development

Social Policy Analysis Farm Non-Farm Linkages and Livelihood Issues III Modes of Natural Resources Use and Sustainable Rural Development CC 12 Technology and Development CC 18 Rural Development Projects: Policy, Planning and Management CC 17 Development Organization and Management Semester Course Code Course Title A student can choose any one elective from the List EC 01 EC 1 Gender and Development III EC 3 Advanced Dalit and Tribal Social Work Practice Skills EC 5 Multilateral Institutions and Rural Development Field Work CC 11 Food Security, Right to Food and Rural Livelihoods CC 13 Rural/Agro-Based Industries and Rural Marketing CC 14 Models of Rural Entrepreneurship CC 15 Financial Inclusion and Microfinance CC 16 Financial Management and Accounting IV A student can choose any one elective from the List EC 2 Development Communication EC 02 EC 4 Corporate Social Initiatives EC 6 Disaster Management EC 7 Micro-finance Institutions and Rural Insurance Dissertation & Viva-Voce Internship

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2 2 2 2 5 2 2 2 2 2 2 Credits 2

5 2 2 2 2 2 2

5 (4+1) -

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11. Tata Institute of Social Sciences, Tuljapur - M.A. / M. Sc. in Sustainable Livelihoods and Natural Resources Governance i)

Introduction

Present economic policies are increasingly threatening the right to livelihood based on access to natural resources of many poor and ordinary Indians. Private and corporate control over natural resources and consequent overexploitation is an issue of major concern for development field.

Developing livelihoods strategies and achieving sustainability of livelihoods are central to most development progammes in India. Fair and transparent natural resource governance is integral to the sustainable livelihood development. Government has developed a range of policies and programs which have immense potential to contribute to the goal of sustainable development, but it is felt that there is a great need of knowledge generation and skilled livelihood professionals. Civil Society Organizations have developed many successful initiatives in natural resource based sustainable livelihoods for rural and urban poor. With the help of government policies and learnings from grassroot initiatives, sustainable livelihoods can be achieved for large number of marginalized and disempowered people across India. The analysis of the current situation indicates that there is a great need for trained professionals, who understand the theory as well as practice of sustainable livelihood development, dynamics and paradox and are able to use the government’s policies and programs in a better manner. The larger aim of this program is to enhance peoples’ well being through education, research, knowledge, skills, innovations and transformative actions. ii)

Program Design

This M.A / M. Sc. program aims at developing livelihood professionals, strong democratic value oriented practitioners, with in-depth knowledge of theory and practice of sustainab2le livelihoods as well as Natural Resource Governance, and their interdependence. The combination of courses in this program focuses on interdisciplinary and multidisciplinary approaches that include understanding the society, ecology, environment, sociology, economy, politics, governance and policy. This will provide reflexive learning, give a unique perspective and enhance capacity to work as Livelihood Professional in current global scenario. This program is oriented towards action research for betterment of society, and particularly towards equitable and just development for the poor and women. This program will develop sensitive, secular, and intelligent cadres of professional in livelihoods sector and engage them in creating innovative forms of sustainable livelihoods approaches especially for the poor and disadvantaged sections of society. iii)

Program Framework

The program is spread over 4 Semesters. The distribution of credit hours and the details of the courses taught are as follows:

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II.

III.

IV.

Course Details Foundation Courses (3 Courses) Thematic Courses (3 Courses) Core Courses (1 Course) Field Work: Module I Total credits of First Semester Foundation Courses (2Courses) Thematic Courses (3 Courses) Core Course (1 Course) Field Work: Module II Total Credits of Second Semester Thematic Courses (5 Courses) Field Work: Module III Total Credits of Third Semester Thematic Courses (1 Courses) Core Course (1 Course) Dissertation and Viva-Voce Internship / Field immersion program Total Credits of Fourth Semester

Total Credits iv)

Credits 06 06 02 05 19 04 06 04 05 19 10 05 15 02 02 08 00 12 65

Course Structure

Course Code FC 1 FC 2 FC 3 SL 1 SL 2 SL 12 CC 8 FWI FC 4 FC 6 SL 3 SL 4 SL 5 CC 3 FWII SL 6 SL 7 SL 9

Name of Course SEMESTER I Understanding Indian Society Introduction to Political Economy India’s Development Experience Livelihood Perspectives and Approaches to Sustainable Development Political Economy of Development and Livelihoods Skills & Tools for Sustainable Livelihoods and Natural Resources Governance Environment, Climate Change and Development Fieldwork Module I: Understanding Rural and Urban Societies SEMESTER II State, Democracy and Polity Social Aspects of Poverty and Theories of Justice Governance of Natural Resources and Sustainable Livelihoods Ecology and Sustainable Livelihoods Livelihoods: Policies, Practices and Challenges Research Methods (4 Credits) Fieldwork Module II : Working with Civil Society Organizations SEMESTER III Decentralized Planning in Rural Livelihoods Food Security, Rural and Urban Livelihoods Vulnerability, Risks and Strategies in Sustaining Livelihoods

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Credits (19) 2 2 2 2 2 2 2 5 (19) 2 2 2 2 2 4 5 (15) 2 2 2

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Project Formulation, Planning, Monitoring & Evaluation Gender and Sustainable Livelihoods Fieldwork Module III: Working with Governmental & Non-Governmental agencies, Cooperatives, Mission Programs etc.

SEMESTER IV Linkages in Livelihoods Livelihood Promotion, Innovations, Conservation and Practice (Workshop) Dissertation & Viva-voce/ documentary/digital resources Project Development: Visiting Models of best practices in NRM & Governance

SL 8 SL 13 Dissertation Internship/ Immersion Total Credits FC: Foundation Course, CC: Core Course, SL: Thematic Course and FW: Fieldwork

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2 2 5 (12) 2 2 8 Non Credit Compulsory 65

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12. Bharat Ratna Dr B.R. Ambedkar University, Delhi (AUD) - MPhil in Development Practice i)

Introduction

The School of Development Studies (SDS) and the School of Human Studies (SHS) at Ambedkar University, Delhi (AUD) in collaboration with PRADAN, offer an MPhil in Development Practice.

The program being among the first of its kinds, running into its second academic session, the idea driving this MPhil is that a new set of professionals, trained in rural development/ transformational skills are needed to fulfill the bottom-up version of the Indian developmental dream, seeking to link the ‘transformation of self’ to the larger goals of social justice and collective transformation.

Hence the present program is planned to build on PRADAN’s existing work and bring their work to a University (in the form of a program that gives an MPhil degree in Development Practice), guided by the vision of bridging equality and social justice with excellence. This would also offer to the country at large and to the developmental sector a cohort of trained professionals every year. ii)

Course Rationale

Going by present trends, by 2030, at least 60 per cent of the population in India is likely to live in rural settings. However, currently, there is little societal focus on the issues faced by rural people; rural areas continue to be seen as both transient and ‘backward’. After 60 years of independence, there remains a huge deficit in the availability of quality human resources to work in the villages, along with communities. In order to transform such mainstream perspectives, there is an immense need to institutionalize, legitimize, and bring rigour to the field of rural development practice, research and policy. This requires a new thinking about development (beyond mere critique), that is grounded in everyday rural realities of poverty, lack of basic services and inability to influence larger societal processes and that builds on local traditions of sharing and collectivity. PRADAN, the Ambedkar University, Delhi partner in this MPhil program, has been engaged in giving shape to this for over the past 30 years. iii)

Objectives

The proposed program has two broad goals: i. (a) to institutionalize in a University setting the professionalizing of rural development practice (where developmental practice is seen as a socially meaningful and legitimate arena of work)

ii.

(b) to de-institutionalize the existing imagination of the University (which is largely academic, urban and elite) through its partnership with a grassroots level developmental sector agent of change (here PRADAN) and take it to the rural sector, make its University-level work relevant to the needs of the rural poor and to build ‘capacities’ in terms of developing and increasing the pool of quality human resource in the developmental sector This would involve an understanding of

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Pedagogy

The pedagogy of the program comprises of two integral aspects – experiential learning and learner support and reinforcement systems. Experiential learning premises itself on the immersion of the learner in actual life experience and engaging with the milieu of practice; the opportunity to reflect by herself/ himself as well as receive observations and feedback from peers, mentors, supervisors and members of the milieu itself. Building a cognitive map supported by existing or evolving theory ties the experience of the learner in an attempt to help her/him make meaning of her/his experience. Drawing up fresh hypothesis, evolving new ones to experiment with and learn from, becomes the next step. Learner support groups and reinforcement systems are meant to create a learning community. To build consonance between experience ‘out-there’ and experience and learning ‘in-here’ in the classroom, groupcentred pedagogy will focus on the learners’ sharing, critiquing and helping each other examine stances, approaches and methods that they have used in practice. Over a period of time it is envisaged that a vibrant learning community will emerge in charge of their own learning and deriving joy through contribution towards each other’s learning and growth.

Field immersion The program involves a field ‘immersion’ of 8 months; where the students shall be expected to stay 1 month ‘in’ the village and 7 months at the village district.

MPhil dissertation The MPhil Dissertation will entail doing an Action Research Project, collaborating the field immersion experience of the students with the theoretical understanding of the developmental context, in the University. v)

Immersion at PRADAN Development Centre, Kesla Core Interdisciplina ry Courses (at AUD)

Course Structure Semester I (Aug – Dec)

Semester II (Jan – May)

Orientation to the MPhil Program & Pre-Course Immersion-- 15 days– at Kesla Understanding the Rural - 4 Credits Institutions in Rural Spaces Deprivation and Resources

Natural Resource Management 15 days – 2 Credits Gender and Development - 2 credits

Rural Livelihoods – 15 days – 2 Credits

Equality, Discrimination, Marginalization and Devt - 2

Intervention, Inclusion and Collective Action –2

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Semester III (Sept – Dec)

Semester IV (Jan – May)

Politics, Resistance and Change – 2 Credits

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Experiencing Self – Relating Self with Others - 4 Credits Philosophy of Development Practice -4 Credits Research Methods

Seminars/ Workshop

Credits Environment, Natural Resources, and Development - 2 Credits Listening, Learning and Communication – 2 Credits Research Methods in Rural Contexts- 2 Credits Participatory Research and Grassroots Engagement Methodology (to be transacted at Kesla) – 5 Days 2 Credits Education in Rural Context

Credits Reflections on Justice – 2 Credits

Discourses on WellBeing – 2 Credits

Project Management – 2 Credits

Rural Through Art, Literature, Films 4 Credits Dissertation Seminar: Giving final shape to the Action Research Project

Health in Rural Context Gender, Culture, Rights and Ethics Practicum/ Immersion

Reflective Practice

Immersion I (2 months): Stay in a Rural Household (1 month) and Village study (1 month) -- 2 Credits

Group Processes at AUD – 1 Credit

Group Processes at Kesla – 2 Credits

Immersion II (2 months): Developing Competencie s in Community/ Group Context –2 Credits

Action Research (16 weeks) – – 12 Credits

Group Processes at AUD – 1 Credit

The Development Practitioner - 2 Credits

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Course Evaluation

Each module would have appropriate assignments to evaluate the understanding of core ideas and their application in a development context. These would include a combination of essays, seminar presentations, book reviews, peer assessment and other reflective pieces.

The basic premise underlying the assessment of immersion is that data is a mirror that aids reflection and learning. Those around the learner can help him/her generate such data; the system for review then becoming a formal mechanism to help all concerned reflect on this data and learn from it. The assessment process discussed below has been developed by experts in the field of psychology and psychometry, and has been used and refined for over 15 years in the field. Data is gathered through both sociometric and direct methods.

It covers the following key components:  Interest in community work  Respect for social norms and practices  Understanding the community context with a developmental perspective, with a special focus on o Understanding community problems through their eyes o Intervening to help or facilitating the community solve its problems 

Ability to comprehend the total task to be undertaken, with a focus on o Breaking the task into components o Understanding his/her role in the components o Planning to implement her/his part in the total task



Application of self to work in terms of o quality, o progress or completion o cost effectiveness o schedule and timeliness, and o accrued benefits

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13. Rajiv Gandhi National Institute of Youth Development M.A. Development Practice i)

Introduction

The Rajiv Gandhi National Institute of Youth Development (RGNIYD), Sriperumbudur, Tamil Nadu, is an Institute of National Importance set up in 1993. RGNIYD functions as a vital resource centre with its multi-faceted functions of offering academic programmes at Post Graduate level encompassing various dimensions of youth development, engaging in seminal research in the vital areas of youth development and coordinating Training Programmes. The Institute is a nodal agency for training youth as a facilitator of youth development activities in rural, urban as also tribal areas. ii)

Rationale

Development, as broadly understood, refers to a range of perspectives, predominantly premised on dominant discourse of western modernity and plurality of approaches. Moreover, the stateled-development model has not yielded desired results and India continues to face the development challenges At this juncture, it becomes imperative to articulate development thinking and development action with a fresh outlook taking into consideration of ground realities in the Indian context. In view of the present scenario and in recognition of the need for the quality professionals in the development sector, RGNIYD has launched M.A Development Practice. iii)

Course Design

The course is designed to break the new ground, drawing extensively from the wide range of theoretical perspective, issues and practices with alternative possibility. The overarching framework of the programme encompasses the canvass of key approaches, methodologies and methods. The pedagogic methods in the class room learning are entwined with the field immersion that provides immense opportunity for field tested learning. On the completion of the course, the students will be imbibed with substantive knowledge in development perspectives, issues and methodologies. This programme, with its value added thematic workshops and specialized training will enhance the employability of the students as professionals in the development sector in diverse settings.

Credit Requirements Core papers (Theoretical & conceptual Foundation – Papers) 52 Compulsory electives – Offered by the Department 16 Internal elective (Specialization offered by the Dept.)

14 [and/or] Open electives outside the discipline Dissertation (compulsory) 6 Internship (compulsory) 2 Total credits 90 Minimum requisite credits within the subject - 76 (Core papers, Electives,Dissertation and Internship)

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iv) S. No

Course Structure

Subject Code 1 2 3 4 5 6

MADP801 MADP802 MADP803 MADP804 MADP805 MAYD101

7 8 9 10 11 12 13

MADP806 MADP807 MADP808 MADP809 MADP810 MAYDP102 MADPF1811

14 15 16 17 18 19 20 21

MADP 812 MADP 813 MADP 814 MADP 815 MADP 816

22 23 24 25 26 27

MADP 817 MADP 818 MADP 819 DPPR 820

Title of the Course FIRST SEMESTER India: Society, Economy and Polity (Foundation Course) Conceptualizing Development Theories of Development Development : Disparities and Issues Research Methodology Understanding Youth (Common paper) Practicum TOTAL CREDITS SECOND SEMESTER Social Exclusion and Social Justice Poverty and Development Governance and Development Gender and Development : Approaches and Strategies Human Development Positive Psychology for Youth Field Immersion/ Internship TOTAL CREDITS THIRD SEMESTER Development Communication Development Research Programme Planning and Evaluation Human Rights and Development Environment and Sustainable Development Open Elective Open Elective Field work - Critical Analysis of Development Programmes and MLP TOTAL CREDITS FOURTH SEMESTER Project Management Disaster Management Open Elective Field Practicum Development Action (Social Action Project) Dissertation Block Placement with Government / Industry / Civil Society (4 weeks) TOTAL CREDITS

Core/ Elective

Credits

C C C C C E

4 4 4 4 4 3 NC 23

C C C C E E

4 4 4 4 3 3 2 24

C C C E E

4 4 4 3 3 3 3 NC 24

C E E E

4 3 3 3 6 NC

TOTAL COURSE CREDITS

19 90

Common papers to be offered by the Schools: Understanding Youth, Positive Psychology for Youth

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Section 2 – Credit courses on livelihoods promotion & management 1.

Institute of Rural Management, Anand ............................................................................................ 41 (i)

2.

Rural Livelihood Systems ................................................................................................................ 41 Indian Institute of Forest Management, Bhopal ............................................................................. 43

(i) 3.

Livelihoods, Local Institutions & Governance ................................................................................. 43 Xavier University Bhubaneswar....................................................................................................... 47

(i)

Rural Production Systems ............................................................................................................... 47

(ii)

Rural Livelihood Systems ............................................................................................................ 49

4.

KIIT University .................................................................................................................................. 52 (i)

5.

Rural Production Systems and Livelihoods ..................................................................................... 52 Azim Premji University ..................................................................................................................... 55

(i)

Competencies for Livelihood Intervention ..................................................................................... 55

(ii)

Understanding Livelihoods: Concepts and Theory ..................................................................... 57

6.

Entrepreneurship Development Institute of India ......................................................................... 59 (i)

7.

Livelihood Promotion – Strategies, Institutions and Management ................................................ 59 Ambedkar University Delhi .............................................................................................................. 61

(i) 8.

Rural Livelihoods ............................................................................................................................. 61 Tata Institute of Social Sciences (Mumbai) ..................................................................................... 62

(i)

Development, Marginalities and Sustainable Livelihoods .............................................................. 62

(ii)

Livelihood Uncertainty, Vulnerability and Adaptation ............................................................... 66

(iii)

Livelihood Promotion and Social Entrepreneurship Development ............................................ 70

(iv)

Social Action and Livelihood Transformation ............................................................................. 73

(v)

Livelihood Impact Assessment and Evaluation ........................................................................... 76

(vi)

Livelihood Innovation Lab ........................................................................................................... 80

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1.

Institute of Rural Management, Anand

(i)

Rural Livelihood Systems

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Institute Of Rural Management, Anand Post Graduate Programme in Rural Management Rural Livelihood Systems ?

1 0.5 (out of ?)

Prof. Pramod Singh ?

Academic Year 2012-14

Course Rationale Livelihood is a set of activities using own and common endowments (human and material), to generate adequate resources (cash and non-cash), for meeting the requirements of self and the household, usually carried out repeatedly and as such becomes a way of life. Ideally, a livelihood should keep a household meaningfully occupied in a sustainable manner and with dignity.

Livelihood interventions are conscious efforts by a household, community or other agencies to promote and support livelihood opportunities for a large number of people (other than those directly or indirectly employed by them). Government of India has been one of the largest agencies involved in such livelihood promotion efforts. However, the cooperative sector, the corporate sector as also the NGO sector has also contributed to promoting livelihoods. The basic process of designing a livelihood intervention involves three fold activities: (i) observing and understanding the local economy (getting to know the people, assessing factor conditions, understanding local demand condition); (ii) selecting livelihood activities suitable for the poor in the area; and (iii) deciding on intervention.

Course Objectives: The course provides a holistic and interdisciplinary exposure to the understanding of concepts, processes, and relationships between available endowments, production systems, and livelihoods of rural people. The course has three modules with five sessions each. Its first module provides livelihood perspectives to the participants; discusses life support systems and sustainable livelihoods linkages, processes, tools and techniques for designing livelihood interventions; and measurement of sustainable livelihoods. The second module deals with the major agro-climatic region-wise associated production systems and land and water-based livelihood options. It also deals with the gaps and potential of agriculture, livestock, and allied agricultural activities in various agro-climatic zones. Non-farm and forest-based livelihoods are discussed separately. In the third module, the course deals with the critical understanding of livelihood promotion approaches that have been adopted by the major development organisations in India.

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Course Pedagogy: Pedagogy for the course will include interactive session, case analysis, group and individual exercises, and presentations.

Course Structure: Session Topics Number Module 1: Conceptual Frameworks, Approaches, Tools and Techniques (5.5 sessions) 1–2 Livelihood perspectives: approaches and frameworks 3 Livelihoods and life support systems 4 Measuring sustainable livelihoods 5 Designing a livelihood intervention: process, tools and techniques Module 2: Rural Production Systems and Dependence of Livelihoods (5 sessions) 6-7-8 Agro-climatic, and agro-ecological regionalization and associated production systems Development of agricultural, horticultural & fruits crops, and livestock in various agro-climatic zones 9 Forest dependent livelihoods 10 Livelihood options in rural non-farm sectors Module 3: Livelihood Interventions Adopted by the Prominent Development Organizations (4.5 sessions) 11-15 Critical understanding of the existing interventions on agriculture based livelihood interventions Critical understanding of the existing interventions on forest based livelihoods Critical understanding of the existing interventions on non-farm based livelihoods Critical understanding of the existing market-led livelihood interventions Critical understanding of livelihood interventions by state Terminal Examination

No. of sessions 2 1 1 1.5 3

1 1

4.5

Fieldwork component: ?

Assessment Plan: ?

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2.

Indian Institute of Forest Management, Bhopal

(i)

Livelihoods, Local Institutions & Governance

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Indian Institute Of Forest Management, Bhopal Post Graduate Diploma in Forestry Management Livelihoods, Local Institutions & Governance (LLIG) ?

5 1 (out of ?)

Prof. P.K. Biswas ?

Academic Year 2011-13

Course Rationale In India about 26% of India’s population is living below poverty line. In this context, livelihood options are of critical importance for their development. In our development programmes and policies, it is a major concern. Lot of National and International donor agencies are providing inputs for livelihoods opportunities. In this context, it is important to examine the linkages of livelihood options with various development programmes, policies and projects. It is also important to bring in institutional reforms and promote local institutions for effective governance, which can facilitate sustainable development through livelihood security.

Course Objectives: - To assess the poverty context of India.

- To discuss the livelihood concepts and issues.

- To establish linkages between livelihood issues and development programmes and policies.

- To develop skills for analyzing and promoting livelihoods through local institutions.

- To analyze existing governance structure for facilitating development of the rural poor through sustainable livelihood opportunities.

Course Pedagogy: The course will make use of available knowledge base, which has been accumulated over a period of time. The course requires thorough understanding of concepts and issues regarding livelihoods and development strategies. Group discussion and classroom discussions will be encouraged. Case studies will be analyzed for better understanding. The sessions will be conducted adopting highly participatory approach.

Course Structure: Session Theme 1-2 Understanding Poverty Context of India Xavier Institute of Management, Bhubaneswar

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3-7

8-13

14-19

20-25

26-30

- Situational analysis of poverty - Overcoming Poverty Concepts & Approaches Livelihood Concepts - Livelihood framework –Different models (like DFID, OXFAM, CARE, UNDP) - Spatial, sub-sectoral and segmental analysis of livelihoods - Framework for analyzing livelihood intervention choices - Designing a livelihood intervention Linkages: Development Programmes & Livelihood Options - Natural Resource and Livelihood Options (land, water and forest) - Rural Development through NRM (Agricultural productivity, livestock, NTFP, watershed, informal sector, fisheries, manufacturing, service sector, etc.)

- Critical evaluation of development programmes in the context of livelihood issues

Mid Term Examination after 15 sessions Livelihood and Micro Enterprise Development - Micro Enterprise Development - 3M Model for Micro Enterprise development - Enabling environment for micro enterprise development - Linkages between Micro Enterprise development and Community Institutions New Horizons in Livelihood Institutions - Public Investment in Livelihood initiatives - Experiences from State Rural Livelihood Projects - National Rural Livelihood Mission - Enabling policy environment - Attracting Private Capital - Women empowerment Local Institutions and Governance System for Enabling Livelihood - Tools for assessing vulnerable segments and

Xavier Institute of Management, Bhubaneswar

UNDP Reports HDR Reports www.livelihoods.org www.empowerpoor.org www.makepovertyhistory.org Datta et,al 2004

Case studies: (i) BAIF’s Wadi Model. (ii) Promotion of Goat Husbandry in Dholpur by PRADAN (iii) Watershed plus – Adding value to a watershed programme: the AKRSP (I) Experience (iv) Beyond JFM: Dugli, Jawara Peoples Protected Area. (v) Livelihood Intervention through Inland fisheries – A case from Andhra Pradesh (vi) Sadguru’s Lift Irrigation Initiative: Lifting the Spirits of Tribal Communities in Western India.

Farrington, et al, 1999 (Ch 5, 6 & 8) Mathew, 2002 Datta et,al 2004 Class note User Manual for 3M Model – MART, DFID and CARE India Film on Micro Enterprise Development i) “Tantuj” ii) “Jhinna” Case study: i) Knitwear Cluster of Ludhina.

Various Policy Documents Case studies: (i) Case studies from MPRLP and BRLP. (ii) CEMEX: Innovations in Housing for the Poor.

Prahlad, 2005 Riley, 2002 Edwards & Fowler, 2003 (Ch 1&3) Case Studies:

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(i) Triveni Sugar Mill (ii) Cooperative marketing of milk and BASIX Intervention. (iii) A Community’s New Enterprises Restore a National Forest. www.taruleadingedge.org

Field visit

Being incorporated in 2nd Field Work segment after Term-V

End Term Examination

Fieldwork component: Being incorporated in 2nd Field Work segment after Term-V Assessment Plan: Class Participation Quiz Assignment Mid Term End Term

5% 10% 20% 30% 35%

Course Reference Material Text Books - Datta, S., Vijay Mahajan & Gitali Thakur (2004). A Resource Book for Livelihood Promotion (Second Edition). BASIX & New Economics Foundation, Hyderabad.

- Pastakia Astad & Sachin Oza, (2011), Livelihood Augmentation in Rainfed Areas : A strategy Handbook for the Practitioner, Vol. I – IV, Development Support Centre, Ahmedabad.

Selected Readings - CARE India (2005). Conference Report of Micro Finance India, New Delhi.

- Datta Sankar and Vipin Sharma (2010), State of India’s Livelihoods Report 2010, SAGE Publications, New Delhi.

- Datta Sankar, Orlanda Ruthven and Vipin Sharma, (2011), State of India’s Livelihoods Report 2010, SAGE Publications, New Delhi.

- Durst, et.al, (2005), In search of Excellence: Exemplary Forest Management in Asia and the Pacific, FAO and RECOFTC, Thailand.

- Edward Michael, Alan Fowler, (2003). The Earth Scan Reader on NGO Management, Earth Scan, London - Farrington, J, Turton, Cathryn & James, A.J. (1999). Participatory Watershed Development: Challenges for the Twenty First Century, Oxford University Press, New Delhi - Ford Foundation (2002). Sustainable Solutions: Building Assets for Empowerment and Sustainable Development, Newyork Xavier Institute of Management, Bhubaneswar

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MART (2004). User Manual for 3M Model, MART, DFID and CARE India.

Mathew, George (2002). Panchayati Raj : From Legislation to Movement, Concept, New Delhi Prahlad, C.K. (2005). The Fortune at the Bottom of the Pyramid. Pearson Education (Singapore) Pvt. Ltd., Indian Branch, New Delhi, India.

Riley, J.M. (2002). Stakeholders in Rural Development: Critical Collaboration in State NGO Partnership, SAGE Publications, New Delhi

Web Sites - www.livelihood.org - www.empowerpoor.org - www.makepovertyhistory.org - www.ashoka.org - www.nri.org - www.akdn.org

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3.

Xavier University Bhubaneswar

(i)

Rural Production Systems

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

School Of Rural Management, Xavier University Bhubaneswar MBA (Rural Management) Rural Production Systems ?

1 1.5 (out of ?)

Prof. Niraj Kumar ?

Academic Year 2014-15

Course Description It is important to understand the existing and potential rural production system in order to develop and strengthen the livelihood system in villages. Both production and livelihood system for villagers are interrelated and should complement each other. Like any other system, these systems too affect and get affected by both internal and external factors. To manage the system well we also need to understand the type and level of such influences. Understanding livelihood, various elements, and different approaches of livelihood analysis is required for a rural manager to put the same in practice.

Course Objectives After the course is over student would be able to know and Learn –  What constitute rural production system?  Factors Affecting Rural Production system?  Rural Production Approaches  Methods of Development Interventions Course Structure Session Topics Reading/case list Number 1 -2 Fundamentals for the Reading Materials increasing rural production Discussion Points: In The Footsteps of Mahatama 3 Factors Affecting Rural Chapter 1 and 2, Two Ears of Corn by Ronald Bunch Production system Discussion Points: An interview with Deep Joshi of PRADAN, Magsaysay Award Winner 4 Paternalism in Development Chapter 2, Two Ears of Corn by Ronald Bunch 5 Why is Rural Production Students Led, Teacher Facilitated Discussion Session Xavier Institute of Management, Bhubaneswar

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6-7 8-9

10 11

System Different?

Approaches in development interventions Methods of Increasing Rural Production

Jargons or Reality?

Recapitulations

Chapter 3, Two Ears of Corn by Ronald Bunch Discussion Points: Why Do We Fail ?

2nd Chapter, The Art of Facilitating Participation: Releasing the power of Grassroots Communication, by S.A. White Discussion Points: Slogan That Misfired Discussion Points; Jargons From Books

Course Reference Material  Bunch, R. 1982, Two Ears of Corn, Oklahoma: World Neighbours  Conroy, C. 2005 Participatory Livestock Research, AGuide, ITDG Publishing, UK  Singhal, A. and E. M. Rogers, 2003, Combating AIDS, Communication Strategies in Action, New Delhi, Sage Publication.  Crowell, D. W. (2003) The SEWA Movement and Rural Development: The Banaskantha and Kutch Experience, Sage Publication, New Delhi  Mahanty, S. Fox, J. Nurse, M., Stephen, P., Mclees L. (2006) Hanging the Balance: Equity in Community  Based Natural Resource Management in Asia, RECOFTC, Bangkok and East West Center, Hawaii.  Varma, M.K. (1997) Managing More Effectively: A Professional Approach to Get Best Out of People , Response Books, New Delhi.  White, S. A. (1999) The Art of Facilitating Participation: Releasing the power of Grassroots Communication, Sage Publication, New Delhi.  White, S. A., Nair, K.S. and Ascroft, J. (1994) Participatory Communication: Working For Change and Devlopment, Sage Publication, New Delhi.  Wilcox, D. (2004) The Guide to Effective Participation, Partnership Books, Brighton.

Besides the above, a reading material comprising additional information will be provided to students.

Assessment Plan: Quizzes Project Work/Mid Term Assignments End Term Pass Mark

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(ii) Rural Livelihood Systems Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

School Of Rural Management, Xavier University Bhubaneswar MBA (Rural Management) Rural Livelihood Systems ?

2 1.5 (out of ?)

Prof. C Shambu Prasad ?

Academic Year 2014-15

Course Description Establishing effective institutional platforms for the poor that enable increased income through sustainable livelihood programmes has been a key development strategy in recent years. There is a demand for a new cadre of livelihood professionals in rural areas serving government, civil society and the private sectors. This introductory course seeks to provide students with an opportunity to equip themselves with the knowledge, skills and practices to promote rural livelihood systems in a sustainable manner.

Course Objectives At the end of this course, the learners will be able to:   

Develop a basic understanding on the concept and approaches of livelihoods Understand the different livelihood strategies adopted by people and institutions working with the poor in farm and non-farm sectors.

Use different tools and techniques to assess or map livelihood options and design livelihoods interventions.

Course Structure Module Basics livelihoods

Session Contents of 1-2 -Context- poverty - meaning of livelihoods - definition of livelihoods

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Suggested Readings Livelihoods of rural poor ( SOIL 2008 report) Robert Chambers and Gordon R. Conway: Sustainable Rural Livelihoods: practical concepts for the 21st Century

49

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3

Sustainable Livelihood Approaches Livelihood Promotion

4-5

Livelihood mapping

9-10

6-8

- Livelihood portfolio of rural poor -Agriculture, Migration, Diversification - Sectoral Approaches in Livelihoods sustainable livelihood principles - livelihood frameworks Livelihood promotion by different agencies major livelihood programmes in India - challenges in livelihood promotion Tools and techniques for livelihood mapping and sub sector analysis

Ian Scoones: Sustainable Rural Livelihoods: A Framework for Analysis Types of livelihood interventions. A resource book for livelihood promotion DFID: Sustainable Livelihoods Guidance Sheets

Case studies of various organizations (Experiences of livelihood promotion. Learning from the field- the Livelihood school) SOIL reports

Resource book

Field Work Component: The Group project is to be carried out by students in the villages during their RLLE and is to be submitted

by Dec 4th.

Assessment Plan: Quizzes and Assignments Participation in Learning Mapping Livelihoods (Group Project) End Term Exam

25% 10% 30% 35%

Course Reference Material The key text that would be used for the course is Sankar Datta, Vijay Mahajan, Gitali Thakur. Eds. A resource book for livelihood promotion. 3rd edn. 2009.

Hyderabad: The Livelihood School. The 4th Edition of the resource book (2014) will also be used with the 3rd edition.

1. Overview of Livelihoods. Vijay Mahajan, Mona Dikshit and Kaushiki Rao. In State of India’s Livelihoods (SOIL): The 4P Report. Eds by Sankar Datta and Vipin Sharma. 2008 2. Evolution of Livelihoods – Eldis Livelihoods Connect 3. Introduction to Livelihoods. The Livelihood School Resource Book. Module 1.

4. Livelihoods of Rural Poor – Sanjiv Phansalkar. PRADAN Training material Xavier Institute of Management, Bhubaneswar

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Draft for private circulation only 5. Robert Chambers and Gordon R. Conway: Sustainable Rural Livelihoods: practical concepts for the 21st Century. IDS Discussion paper 296. 1991.

6. What are Livelihood Approaches – Eldis Livelihoods Connect 7. Adopting Diverse Routes to Gaining livelihoods: Implications for the family – Sanjiv Phansalkar.

PRADAN Training material 8. Decision making by rural families: The 5 As– Sanjiv Phansalkar. PRADAN Training material 9. Types of Livelihood Interventions. Livelihood School Resource Book. Module 3.

10. Livelihood Strategies – Eldis Livelihoods Connect 11. Sustainable Livelihoods Guidance Sheets – DFID section 2 12. State of India’s Livelihoods – A time of volatility. SOIL Report 2011. Chapter 1

Apart from this relevant resource material such as State of India’s Livelihoods (SOIL) report: 2008- 2013 will be referred even as students will be encouraged to make use of new online repositories on livelihoods such as http://knowledge.livelihoods-manthan.net/homerepository.html . Students are encouraged to read widely from library resources and internet sources such as http://www.eldis.org/vfile/upload/1/document/0901/section1.pdf http://www.eldis.org/vfile/upload/1/document/0901/section2.pdf and several websites of Livelihood Promoting Organisations (LPOs).

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4.

KIIT University

(i)

Rural Production Systems and Livelihoods

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

KIIT School of Rural Management, KIIT University MBA (Rural Management) Rural Production Systems and Livelihoods Compulsory 1 2.0 (out of ?)

Prof. Pradeep Kumar Mishra and Dr. L. K. Vaswani ?

Academic Year 2014-15

Course Rationale The rural economies in developing countries are based on production systems that differ fundamentally from those in the developed world. The Rural Production Systems range from relatively natural systems with few modifications and minimal inputs, through to intensive production of crops and livestock, poultry and fish. On the other hand rural non-farm self-employment has become especially dynamic with farm households rapidly diversifying into the sector to increase income. However, there are limits to the ability of the traditional farming/non-farm systems to cope with rapid externally induced change.

The pressures placed on these systems have resulted in serious environmental damage and increased poverty.

An essential prerequisite for improving their efficacy is the knowledge and understanding of prevailing production systems and the problems and constraints that limit production .Often the approach has tended to be top-down, whereby perceived rather than real constraints are addressed to seek improvements. The failure of such development interventions to deliver substantive improvements in poverty reduction has been well recognized.

There is clear evidence over the last decade for steady legitimization of the `livelihood' concept to achieve integration of economic, social and environmental policy dimensions into one decision-making framework. Cohesion across each of the three dimensions is essential, since the livelihood decisionmaking domain of each person is facilitated /constrained by interacting factors in all three. Better `triangulation' of these disparate but mutually supportive aspects of public policy is at the heart of the sustainable livelihoods concept.

Course Objectives:  To provide an understanding of linkages among poverty, livelihoods, national economy, policies, and resources in rural areas  To acquaint the students to the farm-based and non-farm rural production system Xavier Institute of Management, Bhubaneswar

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To discuss the conceptual frameworks related to livelihood promotion To discuss how livelihood promotion can be undertaken

Course Syllabus: Rural Production Systems: History and evolution of rural production systems including non-farm activities; Rural farming systems: Cropping systems, Livestock systems, Fisheries and Agro-forestry systems, the role of rural non-farm activities in rural development.

Rural livelihood approaches: which are people-centered (bottom-up) to enable rural men and women to men and women build assets and develop their skills to access new opportunities for income generation and employment.

Conceptual Frameworks: Sustainable Rural Livelihood Framework, 9-square Mandala, Porter Framework Livelihood Promotion Roadmap: Household Portfolio Mapping, Market Assessment, Triangulation, External Environment Analysis, Susbsector Analysis, Identification of Product Course Pedagogy The pedagogy will consist of lectures, guest lectures, case studies, field visit and field assignment. The purpose using mix of pedagogical tools is to continuously keep the students engaged with the subject to maximize his/her learning.

Course Material and Evaluation: The students will be provided with the teaching notes and other relevant reference materials in line with the course description and session plan for the course.

Assessment Plan The evaluation component will be as under: Class Participation Quiz Assignment Mid Term End Term

5% 15% 20% 20% 40%

Course Material: Reference Books:

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Draft for private circulation only 1. Datta, Sankar, Vijay Mahajan and Gitali Thakur (2009) A Resource Book for Livelihood Promotion, Third Edition, Hyderabad: The Livelihood School and BASIX 2. Ruedi and Ruedi Hogger (Eds) (2004) In Search of Sustainable Livelihood Systems: Managing Resources and Change, New Delhi: Sage Publications Other Readings Chambers, R. (1983) Rural Development: Putting the Last First, London: Longman Hogger, Ruedi (2004) ‘Understanding Livelihood Systems as Complex Wholes’ in Baumgartner, Ruedi and Ruedi Hogger (Eds) (2004) In Search of Sustainable Livelihood Systems: Managing Resources and Change, New Delhi: Sage Publications Stockholm Environment Institute (n.d.) Definition of Livelihood in Divakarannair, Nandakumar (2007) Livelihood Assets and Survival Strategies in Coastal Communities in Kerala, India, Ph.D. Thesis, University of Victoria Maheshwari, Shriram (1985) Rural Development in India: A Public Policy Approach. New Delhi: Sage Publications

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5.

Azim Premji University

(i)

Competencies for Livelihood Intervention

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Azim Premji University MA (Development) Competencies for Livelihood Intervention Elective Third (out of ?)

3 (out of ?)

Rajesh Joseph & Porag Shome ?

Academic Year 2014-15

Course Rationale Adopting a sustainable livelihood approach for addressing livelihoods challenges faced by the poor has been adopted as an important way forward in our country as well as in other parts of the developing world, where a large number of people still live in deprivation and poverty. In order to address such challenges, not only strong state policies, good governance and strong leadership are necessary but also demands for strong & integrated livelihood interventions that involve communities for their development. In order to address the livelihoods challenge of poor, students of livelihoods must be equipped with basic competencies to engage, mobilise, identify appropriate livelihood interventions and put them into action. And, the current course envisages capacitating the student on similar direction.

The course is built on the theoretical knowledge of the livelihoods as well as the livelihoods perspective, which will equip the students to enhance their knowledge of working in and with communities to address livelihood issues.

The acquired competencies will help the students to engage with large livelihood interventions such as BRLF, NRLM, NULM, MGNREGS as well as Livelihood Promotion Organisations.

Course Objectives The primary objective of the course is to provide a knowledge base to students and capacitate them for Livelihood Intervention. The concepts are built on the theoretical foundations of what is required for livelihood promotion and, this in turn, would help the student to translate these concepts into action on the field. The course will help the student to develop Livelihoods interventions through understanding and translating these concepts into workable solutions.

Course Structure The livelihoods approach focuses on strategies adopted by households which use resources and capabilities to generate desired outcomes (material and non-material) within given institutional structures in the context of risk and vulnerability. Each module proposed in the course is built on the Xavier Institute of Management, Bhubaneswar

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This course will also orient students to work with Government and Non-government Agencies, funding agencies, bi-lateral agencies and CSR initiatives engaged in livelihood promotion. The modules would also expose the student to various contemporary debates and familiarise the student with various legal and other conditions affecting choice of people’s organization for livelihood interventions.

Unit Time Table: 48 Hours in Classroom, would also require 64 hours of preparatory time (as large number of sessions will involve presentation of their assignments, where time is being budgeted separately, below).

Week 1 to 3 Week 4 to 8 Week 9 to 12 Week 13 to 14 Week 15 to 16 Week 16

Module 1 Module 2 Module 3 Module 4 Module 5 Assessment

Understanding Participatory Development Livelihood Mapping Understanding People’s Livelihoods in Markets Collectivizing for Livelihood Intervention Identifying a Livelihood Intervention Student Presentations

Fieldwork component: The students would engage with field or field-based organizations to get a practical experience of the tools and technique learned in the class room. This practicum would be on three Wednesdays before the class in Weeks 4, 13 and 16. A one day long workshop will be used to synthesis the learning of the field engagement.

Assessment Plan: Individual assignment(s) Group assignment(s) Term paper Surprise Tests(4) Class Participation

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(ii) Understanding Livelihoods: Concepts and Theory Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Azim Premji University MA (Development) Understanding Livelihoods: Concepts and Theory Elective Third (out of ?)

4 (out of ?) ? ?

Academic Year 2014-15

Introduction: Analysing the livelihoods of people is complex process going beyond conventional approach to development that has been primarily economic, focusing on specific sectors or activities (for example, agriculture, micro and small enterprises, wage labour etc.). Livelihoods perspective recognizes the fact that people employ multiple strategies often engaging in several activities in any given time period, and challenges sectoral approaches to understanding complex rural development problems. The livelihoods approach tries to bridge multiple disciplines in natural and social sciences, rather than ‘create artificial divisions in complex realities’ (Scoones, 2009)1.

Course Rationale Research on livelihoods goes back to early 20th century. However, livelihoods as an approach evolved and captured the interest of researchers and development practitioners only during the last three decades. This approach focuses on the livelihood strategies of households in the face of risks and vulnerabilities within the boundaries set by assets, capabilities and institutions. Therefore, Development students who propose to engage in livelihood interventions and research need to understand how different disciplines have contributed to the rigorous grounding of livelihoods as a perspective2.

Course Objectives This course will provide an understanding of theories and concepts cutting across disciplines such as economics (development economics, new institutional economics etc.), sociology, human geography, political ecology and anthropology, that have shaped the livelihoods perspective. It will enable the students to look at the key components of a livelihood approach from the relevant theories and debates that will form the basis for various implementation methodologies.

1 Scoones, Ian. 2009: Livelihood Perspectives and Rural Development, Journal of Peasant Studies, 36(1), January 2009.

2

This course will complement the course “Competencies for Livelihood Interventions”.

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Draft for private circulation only Course Syllabus The course will cover the following themes:  Household as a unit of analysis;  Social exclusion, deprivation and poverty;  Forms of capital;  Institutional structures, processes and forms of organization that influence livelihood choices;  Risk and vulnerability that people face and how they cope with them; and  Geography, livelihoods and Globalization Course Structure Week 1 Week 2 to 3 Week 4 to 5 Week 6 to 7 Week 8 Week 9 to 10 Week 11 to 12 Week 13 Week 14 Week 15 to 16

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 6 Module 7

Conceptualizing Livelihoods Household as a unit of Analysis Social Exclusion, Deprivation and Multidimensionality of Poverty Forms of Capital MID TERM Risk and Vulnerability Institutional Structures, Processes END TERM Institutional Structures, Processes and Forms of Organization Livelihoods in Transition

Assessment Plan: ?

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Entrepreneurship Development Institute of India

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Livelihood Promotion – Strategies, Institutions and Management

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Entrepreneurship Development Institute of India Post Graduate Diploma in Management – Development Studies Livelihood Promotion – Strategies, Institutions and Management ? ?

3 (out of ?) ? ?

Academic Year 2014-15

Course Rationale The course will help students of the Development Studies get to understand Livelihood promotion and its methods and use of tools. These could thereafter be used by them to delineate a Livelihood intervention and develop a management plan for the same. The students undergoing this basic level input will be able to develop a livelihood programme based on the inputs received.

Course Objectives: ?

Course Structure: Session Content 1 What is the meaning of livelihoods? How can one define Livelihoods of poor Method: Brainstorming on the words using cards followed by Lecture and Slide Presentation 2-3 What has been the efforts made by the state, civil society in promoting livelihoods?

History of Livelihood promotion in India: Sriniketan experiment to MNREGS Method: Lecture using slides presentation and capturing efforts so made and what learning’s they have for us in the present day.

4 Is there a definitive way to promote livelihoods? What does it mean for a promoter?

Method: Small case methods 5-6 Difficulties livelihood promoter encounters while making efforts to promote Livelihoods with poor Method: Simulation Game 7 Different Livelihood promotion models that could be used as strategies when livelihood has to be promoted with Poor Method: Lecture 8-9 Is there a Framework that as livelihood promoter we can look at while we promote Xavier Institute of Management, Bhubaneswar

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13

14-15 16-17 18-24

Livelihoods Method: Putting up three different frameworks and comparing the elements of each of them.

Understanding the different elements of a framework Method: Using the various component of a framework: Portfolio Mapping, Market analysis and Understanding the factor conditions to Triangulation exercise.

Using the 3 E method to understand the point of intervention Method: Students develop understanding of the question framing for undertaking the 3 E tool Moving from identification of point of intervention to doing a sub sectoral analysis Discussion on a live example of a sub sector analysis Method: Case analysis Working on different elements of a Livelihood Promotion Project - Innovation and livelihood promotion (18 Session) - Productivity enhancement design (19-20 Session) - HR plan (21 Session) - Marketing Plan (22 session) - Financial plan (23-24 Session) Students to prepare assignment based on this inputs.

Fieldwork component: ?

Assessment Plan: Assignment(s) Mid Term Examination End Term Examination

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Ambedkar University Delhi

(i)

Rural Livelihoods

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Bharat Ratna Dr. BR Ambedkar University, Delhi MPhil (Development Practice) Rural Livelihoods ?

Three (out of four) 2 (out of 64) ? ?

Academic Year 2014-15

Course Rationale The aim of this course is to build understanding of different approaches to create and tap opportunities to enhance well being and livelihoods and enable communities to take charge of working towards a better quality of life. This course will equip the student to understand dimensions of well-being and livelihoods and their links with markets and business. It will help them explore patterns of social exchange governing livelihood-seeking behaviour and options available to poor families, especially in the light of changing landscapes of opportunity—including rights and constitutional guarantees, and new economic opportunities. Drawing upon their field experience and village study, students will be encouraged to reflect upon dilemmas of constructivist approach of a livelihoods practitioner.

Course Objectives: ?

Course Structure: ?

Fieldwork component: ?

Assessment Plan: ?

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Tata Institute of Social Sciences (Mumbai)

(i)

Development, Marginalities and Sustainable Livelihoods

Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Centre For Livelihoods And Social Innovation, School Of Social Work, Tata Institute Of Social Sciences (Mumbai) M.A Social Work in Livelihoods and Social Entrepreneurship Development, Marginalities and Sustainable Livelihoods ?

2 2.0 (out of 79) Dr. Swati Banerjee ?

Academic Year 2014-15

Course Rationale The complexities of poverty, marginalization and development are posing newer challenges for practitioners. Today, there is mounting concern over the multiple crisis of food, water and livelihoods and resource conflicts of the marginalised groups and communities. For effectively responding to these contemporary concerns, practitioners need to be equipped to apply and integrate critical thinking and practical field experience from a wide range of perspectives, and to be innovative in seeking meaningful solutions. This course thus seeks to approach development in its complex and multiple manifestations and its interfaces with the livelihood insecurities and the sustainable livelihoods debate. It would essentially strengthen the capacity to weave theoretical perspectives with contemporary development concerns and challenges for equitable and sustainable practice.

Course Objectives  Developing students’ critical and analytical skills to comprehend the complexities underlying development and practice and its interface with the sustainable livelihoods debate.  Facilitating critical and creative thinking and engagement of students with contemporary developmental and livelihood concerns from a wide range of perspectives.  Familiarising students in exploring alternative approaches to an 'equitable' and 'sustainable' form of development in sustaining life and livelihoods of the marginalised groups and communities.

Course Content Unit Topic No of No Hours 1 Deconstructing Development: 4 Politics of concepts and contestations; Development Realms, Vulnerabilities and

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3

4

5

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Marginalities; Marginality – Vulnerability Overlap, Shifts in development thinking Conflicting Paradigms and Alternative Perspectives in Development Thinking: Key Post Development Thinking and Alternative thoughts - Debate on Development and Underdevelopment , Right to Development, Freedom and Unfreedom, People's Agency in the discourse of alternative development Gendering Development and Livelihoods: Intersecting and Compounding Marginalities: Importance of understanding Gender Construction for the study of development and livelihoods; Gender dimensions of Development - Approaches and Policies; Gender and livelihood constraints and struggles ; Feminist Practice Contemporary Processes of Development and Marginalised Livelihoods: Contemporary processes and projects of development; multiple crisis of food, water and livelihoods, resource conflicts and livelihood insecurities The Sustainable Livelihoods Debate at the interface of Development Thinking: Emergence of Concepts and Perspectives - sustainability, sustainable development and sustainable livelihoods as alternate pathways to development and their crtique Development Challenges and alternative pathways for 'equitable' and 'sustainable' livelihood opportunities: Critical review of practice Total number of hours

6

6

4

6

4

30

Course Pedagogy: Lectures, discussions, case studies, seminars etc.

Assessment Plan: Written Assignment and Presentations Course Reference Material Essential Readings  Aseem Shrivastava and Ashish Kothari (2012). Churning the Earth. The Making of Global India.

Penguin Books India.  Apffel –Marglin, Kumar and Mishra (ed.) (2010). Interrogating Development: Insights from the Margins. New Delhi: Oxford University Press.  Gita Sen and Caren Grown (1987). Development Crises and Alternative Visions. USA: Monthly Review Press.  Hyde, C. Feminist Community Practice in M. Weil (ed.). (2005). The Handbook of Community Practice. London: Sage Publications.  Krishna Sumi (ed.). (2007). Women's Livelihood Rights: Recasting Citizenship for Development.

New Delhi: Sage Publications.

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Kriemild Saunders (ed.). (2007 – third impression). Feminist Post – Development Thought: Rethinking Modernity, Post – Colonialism and Representation. New Delhi: Zed Books.

Oseen C. Women Organising for Change (1999). Transformational Organizing as a Strategy for Feminist Development in M. Porter and E. Judd (eds.). Feminist Doing Development: A Practical Critiqe. London: Zed Books.

Parasuraman S et al. (2003). Listening to people living in poverty. Bangalore: Books for Change.

Rai M. Shirin (2008) The Gender Politics of Development: Essays in hope and despair. New Delhi: Zubaan (an imprint of Kali for Women).

Ruth E. Gordon and Jon H. Sylvester (2004). Deconstructing Development. School of Law Working Paper Series, Villanova University School of Law, Working Paper 4.

Sachs, Wolfgang (ed.). (1992). The Development Dictionary. London: Zed Books.

Ranjit Dwivedi (2006). Conflict and Collective Action – The Sardar Sarovar Project in India. New Delhi: Routlege.

Sen Amartya (2000) Development as Freedom. Oxford: Oxford University Press.

Willis, Katie. (2006) Theories and Practices of Development. London: Routledge.

Suggested Readings  Bina Agarwal, Jane Humphries, Ingrid Robeyns (ed.). (2004). Capabilities, Freedom and Equality: Amartya Sen's Work from a Gender Perspective. New Delhi, Oxford University Press.  Das. S.K. (2008). Watershed Development and Livelihoods. People’s Action in India. New Delhi: Routledge  Femida Handy, Meenaz Kassam, Suzanne Feeney and Bhagyashree Ranade (2006) Grass-roots NGOs by Women for Women. New Delhi: Sage Publications.  Government of India (2010). Report of the Committee Constituted to Investigate into the proposal submitted by POSCO India Pvt. Limited for establishment of an Integrated Steel Plant and Captive Port in Jagatsinghpur District, Orissa, II. Report Submitted by Dr. Urmila Pingle, Dr. Devendra Pandey, Dr. V. Suresh- Letter to Shri Jairam Ramesh, Preface, Introduction, Sections I and 6  Gadgil Madhav and Guha Ramachandra. (1995). Ecology and Equity: The Use and Abuse of Nature in Contemporary India. London: Routledge  Hay Peter. (2002). A Companion to Environmental Thought. New Delhi: Rawat Publications  Kalas Peggy Rodgers, (2000). Environmental Justice in India. Asia Pacific Journal on Human Rights and the Law  John G. Clark. 1995. Economic Development vs. Sustainable Societies: Reflections on the Players in a Crucial Contest. Annual Review of Ecology and Systematics, Vol. 26, pp. 225-248  Krishna Sumi. (2009). Genderscapes: Revisioning Natural Resource Management. New Delhi: Zubaan, an imprint of Kali for Women  Lakshmi Lingam and Swati Banerjee. 2007. Compendium for the course, Women Development Practice and Politics. (Available in Women’s Studies Library, TISS)  Lemos Maria Carmen and Agrawal Arun., (2006). Environmental Governance. Annu. Rev. Environ. Resour. 31:297–325 Xavier Institute of Management, Bhubaneswar

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LEAD India. (2002). Rio, Johannesburg and Beyond – India’s Progress in Sustainable Development. New Delhi: Orient Longman Redeliff, M. (1984). Development & the Environmental Crisis: Red or Green Alternatives?

London: Methuen Planning Commission of India (2006) Report on Development Challenges in Extremist Affected Areas, Chapters 3 and 4 Swati Banerjee (2011) Women’s Leadership Blossom’s in Ashtul Village, Akola in D. Parthasarathy, Thanksy F. Thekkekara, Veena Poonacha (ed). Women’s Self Help Groups: Restructuring Socio – Economic Development. New Delhi: Dominant Publishers.

Swati Banerjee. (2000). Depleting Forest and Changing Patterns of Life on the Access to Food of the Katkari Tribal Women in Raigad, Maharashtra in Prabha Krishnan (ed.). In Search of Annapurna: Meeting the Evolutionary, Ecological and Ethical Needs of the Community. Mumbai: TRUTH Satterthwaite David., (2003). The Links between Poverty and the Environment in Urban Areas of Africa, Asia, and Latin America. Annals of the American Academy of Political and Social Science Shiva Vandana. (1988). Staying Alive: Women, Ecology and Survival in India. New Delhi: Kali for Women Sengupta Arjun (2000) Realizing the Right to Development. Development and Change, Vol. 31: 553-78.

Shiva Vandana and others. (1991). Biodiversity: Social & Ecological Perspectives.

Montevideo:World Rainforest Movement Salome, R, Helzi, N and Catherine, F.A. (2005). Supporting Women’s Participation in Community Economic Development in M. Weil (ed.). The Handbook of Community Practice. London: Sage Publications.

Sachs Wolfgang and others(ed.). (2002). The Jo'burg Memo- Fairness in a Fragile World - A Memorandum for the World Summit on Sustainable Development Berlin:Heinrich Boell Foundation http://www.worldsummit2002.org/memo/index.htm

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(ii) Livelihood Uncertainty, Vulnerability and Adaptation Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Centre For Livelihoods And Social Innovation, School Of Social Work, Tata Institute Of Social Sciences (Mumbai) M.A Social Work in Livelihoods and Social Entrepreneurship Livelihood Uncertainty, Vulnerability and Adaptation ?

2 2.0 (out of 79) Dr. Sunil D. Santha ?

Academic Year 2014-15

Course Rationale: Ecological, social, political and economic systems are undergoing change at a rapid pace creating different scales of vulnerability. Changes occur simultaneously in space and over time, and through numerous forms of geographical interdependence and historical path-dependency resulting in ecological, knowledge and livelihood uncertainties. Economic globalisation, shifting patterns of political governance, and new expressions of community and identity are all part of this growing complexity, as both contributors and responses to it. Interactions within and between processes and systems constantly generate unpredictable outcomes and surprises; the result is a world which is inherently less predictable and knowable. In this context, conventional models which have guided the study of environment and development interventions, based on notions of equilibrium and predictability, fail to hold up. Thus, it becomes very crucial that students understand how vulnerable people sustain their livelihoods in an uncertain world and what institutional arrangements mediate their access to resources.

This course provides students an opportunity to examine different facets of uncertainty and complexity in resources, community and institutions governing natural resources including common pool resources.

It also helps the students in capturing the coping and adjustment processes that vulnerable groups adhere to and the various factors influencing the adaptation strategies.

Course Objectives - To develop the students' knowledge and sensitivity to diverse uncertainties, vulnerability contexts and adaptation strategies of poor and marginalised people.

- To enhance students' capacities in analysing and applying suitable frameworks in analysing vulnerabilities.

- To strengthen the students' understanding on livelihood-environmental linkages and help them recognise the intricacies involved in making livelihood decisions amidst micro and macro level uncertainties.

- To familiarise students with the common livelihood adaptation strategies that poor people resort to and help them to identify the essential conditions necessary for the success of such adaptation strategies.

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Course Pedagogy: Lectures, presentations, role plays and discussions Course Content: Unit Content 1 Theoretical Perspectives on Risk and Uncertainties: The conceptualisation of risk and uncertainty – The Risk Society – Governmentality and Risk – Systems Theory and Risk – Culture and Risk - Ecological, livelihood and knowledge uncertainties.

2 Global Environmental Change and Marginal Livelihoods: Shocks, trends, seasonality and changes - Natural Resource Management; Common Pool Resources and Rural Livelihoods; Climate Change and Livelihoods – Agriculture, Fisheries and Forests.

Climate Change and Health.

3 Understanding Vulnerability in the context of Risk and Uncertainty: Uncertainty and vulnerability - Meaning and definitions of vulnerability - Vulnerable groups and livelihoods: Peasants, Shepherds, Nomadic tribes, Traditional fishworkers, Forestdependent communities; Manual scavengers, Mining workers, Women in households, Women in insecure working conditions, child labourers, bonded labourers; disability and vulnerability- Models to understand progression of vulnerability: The Political Economy Model – The Sustainable Livelihoods Framework – The BBC Framework.

4 Livelihood Adaptation Strategies and Institutions of the Poor: Livelihood Assets: Natural, Physical, Human, Financial, Social and Cultural Capital; Access to Resources; Structures and Processes in deciding access to resources – State, Market and the Civil Society. Livelihood Adaptation Strategies: Resource Valuation, iterations and Livelihood Strategies; Mobility, Storage, Communal Pooling, Livelihood Diversification, Market Exchange; Planned and Autonomous Adaptation Strategies; Role of State and NGOs. Local Knowledge Systems in Livelihood Adaptation. Livelihood Outcomes: Indebtedness, Poverty and Vulnerability. Farmers' Suicide; Migration; Crime; Trafficking of women and children; Capability Approaches, Entitlement and Human Capacities.

5 Re-thinking Risk and Uncertainties: Uncertainty and its political economy – Rethinking Institutions, Livelihoods and Environmental Governance – Complex Communities and Relational Webs.

Hours 10

2

8

6

4

Assessment Plan: Assignments and Examination Course Reference Material: Essential Readings - Agrawal, A. (2008) The role of local institutions in adaptation to climate change, Paper presented at the Social Dimensions of Climate Change, Social Development Department, The World Bank, Washington DC, March 5-6.

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Birkman, J. (Eds) (2006) Measuring Vulnerability to Natural Hazards: Towards Disaster-Resilient Societies, Hong Kong: United Nations University Press.

Karim Hussein and John Nelson (1998) Sustainable Livelihoods and Livelihoods Diversification, IDS Working Paper 69, IDS. Mehta, L; M. Leach; P. Newell; I. Scoones; K. Sivaramakrishnan and S. Way (1999) Exploring Understandings of Institutions and Uncertainty: New Directions in Natural Resource Management, IDS Discussion Paper 372, IDS Sussex.

Yamin, F, A. Rahman, and S. Huq (2005) Vulnerability, Adaptation and Climate Disasters: A Conceptual Overview, IDS Bulletin, 36 (4). 14pp.

Zinn, O. Jens (2008) Social Theories of Risk and Uncertainty: An Introduction, London: Blackwell.

Suggested Readings - Adger, W.N. (2000) Institutional adaptation to environmental risk under the transition in Vietnam, Annals of the Association of American Geographers, 90(4), pp. 738-758.

- Adger, W.N. (2006) Vulnerability, Global Environmental Change, 16 (3): 268–281.

- Batterbury, Simon and Tim Forsyth (1999) Fighting back: human adaptations in marginal environments, Environment 41:6 6-11, 25-29 (July–August 1999).

- Beck, U (1991) Risk Society: Towards a New Modernity, London: Sage.

- Berry, S (1989) Social Institutions and Access to Resources, Africa, 59 (1), pp:41-55.

- Blaikie, P.; T. Cannon; I. Davis and B.Wisner (2005) At Risk: Natural Hazards, People's Vulnerability and Disasters, London: Routledge - Bromley D.W. And Cernea M (1989) The Management of Common Property Natural Resources: Some Conceptual and Operational Failures, Washington D C: World Bank.

- Burton I., D. Elliot and S. Joel. (2006) Adaptation to climate change: International Policy Options, Pew Centre on Global Climate Change, Arlington, USA. http://www.pewclimate.org/docUploads/PEW_Adaptation.pdf (Accessed on 21/1/2011) - Chambers, R (1989) Editorial Introduction: Vulnerability, Coping and Policy, IDS Bulletin, 20:2.

- Christoplos I., S. Anderson, M. Arnold, V. Galaz, M. Hedger, R.J.T Klein, and K.L. Goulven. (2009) The Human dimension of climate adaptation: The importance of local and institutional issues, Commission on Climate Change and Development, Stockholm, Sweden.

- Cleaver, F (2002) Moral Ecological Rationality, Institutions and the Management of Common Property Resources, Development and Change, 13(2), pp. 361-383.

- Ellis, Frank (1998) “Household strategies and rural livelihood diversification.” Journal of Development Studies , Vol. 35, No. 1, pp. 1–38.

- Escobar Latapi, Agustin and Mercedes Gonzalez de la Rocha (2009) “Survival revisited: Women, households and poverty reduction in Mexico.” In Shahra Razavi (ed.), The Gendered Impacts of Liberalization: Towards Embedded Liberalism? UNRISD/Routledge, London and New York.

- Finan, T.J. and D.R. Nelson. (2001) Making rain, making roads, making do: public and private adaptations to drought in Ceara, Northeast Brazil, Climate Research, 19 (2001), pp. 97-108.

- Gadgil, M and R. Guha (1995) Ecology and Equity: The Use and Abuse of Nature in Contemporary India. London: Routledge.

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IFRC. (2009). Climate change adaptation: Strategies for local impact: Key messages for UNFCC negotiations; Technical paper for the IASC task force on climate change, IFRC. Klein R.J.T., R. J. Nicholls, and N. Mimusa. (1999) Coastal adaptation to climate change: can the IPCC technical guidelines be applied? Mitigation and Adaptation Strategies for global change, 4,pp. 239-252.

Klein, R. J. T. and R.S.J.Tol. (1997) Adaptation to climate change: Options and Technologies – An overview paper, Institute for Environmental Studies.

Puppala, J; M.A.Oommen; and A. Sridhar eds. (2011) Traditional Knowledge Commons, Common Voices, Issue 7, Anand: Foundation for Ecological Security.

Sanganina P C et al (2009 ) Innovating Africa: Enriching People's Livelihoods, London: Earthscan.

Smit B. ed., 1993, Adaptation to Climatic Variability and Change, Environment Canada, Guelph.

Verrest Hebbe (2007) Home-based economic activities and Caribbean Urban Livelihoods: Vulnerability, Adaptation and Impact in Port of Spain, UNIVERSITEIT VAN AMSTERDAM

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(iii) Livelihood Promotion and Social Entrepreneurship Development Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Centre For Livelihoods And Social Innovation, School Of Social Work, Tata Institute Of Social Sciences (Mumbai) M.A Social Work in Livelihoods and Social Entrepreneurship Livelihood Promotion and Social Entrepreneurship Development ?

3 2.0 (out of 79) ? ?

Academic Year 2014-15

Course Rationale Social entrepreneurship and social enterprises are necessary for addressing the issue of economic necessity of vast section of our population in both rural and urban areas. This course aims at introducing the concept of social enterprises and social entrepreneurship as an alternative to mainstream development approaches, leading to sustainable development resulting in appreciable social dividends.

It is envisaged the conceptual knowledge of the students need to be enhanced by making them realise the significance of social values and innovation in development. Students also need to be given a fair understanding of the strengths and differentiation in the role of the established or old social economy (large scale copperatives, mutuals and associations) and the new social economy in the form of income generating NGOs, third sector organizations and social enterprises.

Course Objectives  To introduce the concept of Social Entrepreneurship as a technique to promote livelihoods of the poor and marginalised.  To understand organizational and collective dimensions of Social Enterprises.  To understand the characteristics of social enterprise models.  To understand the role of social entrepreneurship in livelihoods promotion, challenges and way forward.

Course Content Unit Content Hours 1 Livelihoods Fairness and Promotion in an inequitable society, Understanding Social 2 Entrepreneurship as a technique to promote and expand livelihoods of the poor and the marginalized 2 Definition and Purpose of Social Entrepreneurship: Concept of Entrepreneur and 8 Entrepreneurship; Social Value Creation; Social Enterprises and Social Entrepreneurship; Role of Social Entrepreneur Xavier Institute of Management, Bhubaneswar

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Theoretical Frameworks in Livelihoods and Social Entrepreneurship: Livelihood Innovation Models; Approaches of the State, NGOs, CSR, Social Enterprises and CBOs Legal perspectives in the governance of social enterprises Transforming and Promoting Livelihoods through Social Entrepreneurship: Prospects and Challenges (Case Studies and Field Visits) Total hours

6 6 8 30

Course Pedagogy Lectures and Discussions Assessment Plan Assignment and Examination Course Reference Material Essential Readings  Alexander C, (2010) 'The third sector'. In K. Hart, J-L Laville and A.D. Cattani eds. The human economy. Cambridge: Polity Press, 213-224.  Fayolle, A. And Matlay, H. (2010) Handbook of Research on Social Entrepreneurship.

Cheltenham: Edvard Elgar.  Franz W. Gatzweiler. Heike Baumuller, Christine Ladenburger, Joachim von Braun (2011).

Marginality. Addressing the root causes of extreme poverty in H.‐D. Evers, Solvay Gerke, Conrad Schetter (eds). ZEF Working Paper Series, Department of Political and Cultural Change Center for Development Research, University of Bonn.  Hulgård, L. (2011) Social economy and social enterprise – An emerging alternative to mainstream market economy?, China Journal of Social Work, Vol. 4, No. 3, November 2011, 201215.  Nicholls A. (ed.) (2006) Social Entrepreneurship: New Models of Sustainable Social Change, USA: OUP.  Patrizio Warren. (2002). Livelihoods Diversification and Enterprise Development. Livelihood Support Programme (LSP) Working Paper 4. Food and Agriculture Organisation of the United Nations.  Steyaert C. and D. Hjorth (2007) Entrepreneurship as Social Change: A Third New Movements in Entrepreneurship, Northampton: Edward Elgar Publsihing.  Ziegler, R (ed.) (2009) An Introduction to Social Entrepreneurship: Voices, Preconditions and Contexts, Northampton: Edward Elgar.

Suggested Readings  Alvord, S. H., Brown, L. D., & Letts, C. W. (2004) Social entrepreneurship and societal transformation. Journal of Applied Behavioral Science, 40(3): 260–282.

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Austin, J., Stevenson, H., & Wei-Skillern, J. (2003) Social entrepreneurship and commercial entrepreneurship: Same, different, or both?, Working paper series no. 04-029, Harvard Business School.

Becchetti,L. and C. Borzaga(eds.) (2010) The Economics of Social Responsibility. The World of Social Enterprises, London: Routledge.

Bent-Goodley, T B (2002) Defining and conceptualizing social work entrepreneurship. Journal of Social Work Education. http://findarticles.com/p/articles/mi_hb3060/is_2_38/ai_n28921699/ Dees, G. (1998) The meaning of social entrepreneurship.

Http://www.fuqua.duke.edu/centers/case/documents/dees_SE.pdf.

Defourny, J. (2010). Concepts and realities of social enterprise: a European perspective, in Fayol, A. And Matlay, H. Eds. Handbook of Research on Social Entrepreneurship. Cheltenham: Edvard Elgar Defourny, J. & Borzaga, C. (2001) The Emergence of Social Enterprise, London & New York: Routledge.

Elkington,J. And Hartigan P. (2008) The Power of Unreasonable People. Boston: Harvard Business Press.

Jarman-Rohde, L., McFall, J., Kolar, P., & Strom, G. (1997). The changing context of social work practice: Implications and recommendations for social work educators. Journal of Social Work Education, 33, 29-58.

Nyssens, M. (2006) (ed.) Social Enterprise. At the crossroads of market, public policies and civil society, London: Routledge.

Tropman, J. E. (1989). Human service entrepreneurship: The four "C" approach. Administration in Social Work, 13(3/4), 219-242.

Young, D. R. (1991). Providing entrepreneurial leadership. In R. L. Edwards & J. A. Yankey (Eds.), Skills for effective human services management (pp. 62-75). Washington, DC: NASW Press.

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(iv) Social Action and Livelihood Transformation Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Centre For Livelihoods And Social Innovation, School Of Social Work, Tata Institute Of Social Sciences (Mumbai) M.A Social Work in Livelihoods and Social Entrepreneurship Social Action and Livelihood Transformation ?

4 2.0 (out of 79) ?

Mr, Mahesh Kamble Academic Year 2014-15

Course Rationale This course is designed to provide students with knowledge, skills and strategies required to promote social action as an important method to transform the livelihoods of the marginalised population.

Students will explore social action and social change as well as analyse in depth various methods to promote social transformation. Students will thus have the opportunity to analyse cases of social action and the diverse strategies that emerge, enabling them to reflect on the relationship between theory and the practice of social action.

Course Objectives  To enable students to understand and apply the skills of social action in transforming vulnerable livelihoods.  To develop student's ability to identify his/her own motivation and commitment to social justice.  To develop students' skill in implementing strategies and evolving plans for social action and social change.  To enhance students' skills in reflecting upon and evaluating the effectiveness of social action strategies in transforming livelihoods.

Course Content Unit Content 1 Conceptualising Social Action: Meaning; Essential elements of social action; Objectives of Social Action; Understanding Social Action through Paulo Freire and Saul Alinsky 2 Principles of Social Action: Credibility; Legitimisation; Dramatisation; Dual Approach; Multiple Strategies; Mani-fold programmes.

3 Means of Social Action: Research and collection of data; Planning; Meeting key informants; Public meetings and awareness creation; Mass media and press; Legal Xavier Institute of Management, Bhubaneswar

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5

action; Representation to authorities; Coordination and networks; Implementation.

Strategies of Social Action: Campaign/promotional strategy; Collaboration; 6 Pressure/advocacy strategy; negotiation; litigation/legal strategies; Conscientisation; Human relations; Political organisation; Economic organisation; Conflict management; Situation modification; Direct Action.

Case Studies on Social Action and Livelihood Transformation 8 Total Number of Hours 30

Course Pedagogy Lectures, role plays, documentaries and case analysis Assessment Plan Assignment and Examination Course Reference Material Essential Readings  Baviskar, A. (2010). Social Movements in India. In Oxford Companion to Politics in India, edited

by N. G. Jayal and P. B. Mehta. New Delhi: Oxford University Press.  Siddiqui.H.Y. (ed). (1984) Social Work and Social Action, New Delhi, Harnam Publications.  Perspectives in Social Work, Vol. XI No 2 May- Aug, 1996, Special Issue on Social Advocacy,College of Social Work, Nirmala Niketan.  Barsky, A. E. (2007) Conflict resolution for the helping professions. CA: Brooks-Cole.  Desai, Murali. (2002) Ideologies and Social Work. New Delhi: Rawat Publications.  Freire, Paulo (1970) Education for the Oppressed. New York: Seaburg Press.  Gopal Guru, and A. Chakravarty. (2005). Who are the Country's Poor? Social Movement Politics and Dalit Poverty. In Social Movements in India: Poverty, Power, and Politics edited by Raka Ray and M. F. Katzenstein: Rowman & Littlefield, 135-160.  Mary Katzenstein, Smitu Kothari, and U. Mehta. (2001). Social movement politics in India: institutions, interests, and identites. In The Success of India's Democracy, edited by A. Kohli.

Cambridge: Cambridge University, 242-269.  Reason, P. And Bradbury H (ed.) (2000) Handbook of Action Research: Participative Inquiry and Practice, Sage: Thousand Oaks.  Saul D. Alinsky (1946) Reveille for Radicals, University of Chicago Press, Chicago.

Suggested Readings  Deshpande, R. (2004). Social Movements in Crisis? In Indian Democracy, edited by Rajendra Vora and S. Palshikar. New Delhi: Sage Publications, 379-409.  Oomen.T.K. (2010). (ed). Social Movements I: Issues of Identity and Social Movements II: Concerns of Equity and Security. Oxford University Press.  Fisher, W. F. (1997). Doing Good? The Politics and Antipolitics of NGO Practices. Annual Review of Anthropology 26 439-464.

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Guha, R. (2002). Chipko: Social History of an Environmental Movement. In Social Movements and the State, edited by G. Shah. New Delhi: Sage Publications.

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(v) Livelihood Impact Assessment and Evaluation Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Centre For Livelihoods And Social Innovation, School Of Social Work, Tata Institute Of Social Sciences (Mumbai) M.A Social Work in Livelihoods and Social Entrepreneurship Livelihood Impact Assessment and Evaluation ?

4 2.0 (out of 79) Dr. Sunil D. Santha ?

Academic Year 2014-15

Course Rationale Assessing the impact of livelihood enhancement programmes on people, their capacities and opportunities is an important skill that students of livelihood and social entrepreneurship need to acquire. There is also a urgent need in the development sector to recruit personnel with professional skills and knowledge in taking up livelihood impact assessment programmes. Students need to develop their expertise with respect to baseline assessments, impact appraisal and assessment. The capacities of the students also need to be equipped to demonstrate how livelihood changes are influenced by the different activities carried out under diverse livelihood enhancement and development programmes.

Course Objectives  To develop students' knowledge and skills in carrying out livelihood impact assessments in different development contexts.  To enable students to get a comprehensive understanding of the approaches and methods used in impact assessment and develop their own practical methods in the field.  To help students to reflect on lessons learnt about how to apply the different approaches in livelihood impact assessment and to link them to the wider understanding about how to develop practical applications of the sustainable livelihood approach.

Course Content Unit Content Hours 1 Planning for Livelihood Impact Assessment: Choosing institutional partners; 4 Selecting local investigators; Logistics; Working out budgets; Methodology and Time-frame.

2 Livelihood Baseline Survey: Objectives and purpose of livelihood baseline data; 6 Livelihood Exposure and Vulnerability Profiling; Livelihood zoning; Area and Settlement Selection; Seasonal Impact and Response calendars; Response typologies; Institutions for livelihood support; Use of socioeconomic tables and

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3

4

5 6

statistics Assessing Livelihood Impact: Stakeholder analysis; Impact of project/ programmes/ events on local people and non-participating communities; Tangible and intangible impact; Direct and indirect impacts; Positive and negative impacts; Intended and unintended impact; Financial Impact. Impact of and on government bodies, NGOs, private sector and other external stakeholders Sources of Information: Secondary sources, Project documents, enterprise records, Key informants, PALI, HH Survey, Discussions with non-participants/ outsiders, Market visits, Financial information, Social Audit; Oral History and Livelihood Histories Cumulative Impact Assessment and Evaluation Case Studies on Livelihood Impact Assessment

6

4

4 6

Course Pedagogy Lectures, Role plays and documentaries Assessment Plan Assignments and Examination Course Reference Material Essential Readings  Adato, M. and R. A. Meinzen-Dick (2002). Assessing the Impact of Agricultural Research on Poverty using the Sustainable Livelihoods Framework. EPTD discussion / FCND discussion paper Washington, International Food Policy Research Institute.  Ashley, C. and K. Hussein (2000). Developing methodologies for livelihood impact assessment: experience of the African Wildlife Foundation in East Africa. Sustainable Livelihoods Working Paper Series. London, Overseas Development Institute: 1-60.  Rennie, J. K. and Singh, N. C. (1995) Participatory research for sustainable livelihoods: a guidebook for field projects. Canada: International Institute for Sustainable Development.  Ruben, R., R. Fort, et al. (2009). "Measuring the impact of fair trade on development."

Development in Practice 19(6): 777 – 788.  Simanowitz, A. with contributions by S. Johnson and J Gaventa (2000) Making Impact Assessment More Participatory Working Paper no. 2, Improving the Impact of Microfinance on Poverty – Action Research Programme. Brighton: Imp-Act, Institute of Development Studies at the University of Sussex Suggested Readings  Abebe, D., Cullis, A., Catley, A., Aklilu, Y., Mekonnen, G. and Ghebrechirstos, Y. (2008).

Livelihoods impact and benefit-cost estimation of a commercial de-stocking relief intervention in Moyale district, southern Ethiopia. Disasters 32/2 June 2008.

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

         

 

 

Ashley, C. and Carney, D. (1999) Sustainable Livelihoods: Lessons from early experience. London: DFID. Burns, J. and Suji, O. (2007). Impact Assessment of the Chical Integrated Recovery Action Project, Niger.

Feinstein International Center, Medford https://wikis.uit.tufts.edu/confluence/display/FIC/Impact+Assessment+of+the+Chical+Integrate d+Recovery+Action+Project%2C+Niger Burns, J., Suji, O. and Reynolds, A. (2008). Impact Assessment of the Pastoralist Survival and Recovery Project,Dakoro, Niger.

Feinstein International Center, Medford https://wikis.uit.tufts.edu/confluence/display/FIC/Impact+Assessment+of+the+Pastoralist+Survi val+and+Recovery+Project+Dakoro%2C+Niger Carney, D. (ed.) (1998) Sustainable Rural Livelihoods: What contribution can we make?. London: DFID. Centre for Micro Planning (2003) Planning implementation monitoring and evaluation of rural development projects.-- hyderabad: NIRD, 2003.

DFID. (2007).

"Sustainable livelihoods guidance sheets."

2007, from http://www.livelihoods.org/info/info_guidancesheets.html#1.

Gottret, M. V. and D. White (2002). "Assessing the impact of integrated natural resource management: Challenges and experiences." Conservation Ecology 5(2).

Paul, E. (2005). "Evaluating fair trade as a development project: Methodological considerations."

Development in Practice 15(2): 134-150 Reddy, V. R., M. G. Reddy, et al. (2004). "Participatory watershed development in India: Can it sustain rural livelihoods?" Development and Change 35(2): 297-326.

Save the Children UK (1999) Toolkits – A Practical Guide to Planning, Monitoring, Evaluation and Impact Assessment by Louise Gosling with Mike Edwards, London: Save the Children Watson, C. (2008). Literature Review of Impact Measurement in the Humanitarian Sector.

Feinstein International Center, Medford White, S. and J. Petit (2004) Participatory Methods and the Measurement of Wellbeing Participatory Learning and Action 50, London: IIED Cromwell, E., P. Kambewa, R. Mwanza and R. Chirwa, with Kwera Development Centre (2001) Impact Assessment Using Participatory Approaches: ‘Starter Pack’ and Sustainable Agriculture in Malawi Agricultural Research and Extension Network Paper No. 112. London: Overseas Development Institute .

Goyder, H., Davies, R. and Williamson, W. (1998) Participatory impact assessment. UK: Action Aid. Guijt, I. (1998) Participatory Monitoring and Impact Assessment of Sustainable Agriculture Initiatives: An Introduction to the Key Elements SARL Discussion Paper No. 1, July 1998. London: International Institute for Environment and Development.

Hulme, D. (2000). "Impact Assessment Methodologies for Microfinance: Theory, Experience and Better Practice." World Development 28(1): 79-98.

INTRAC (1999) Evaluating Impact: The Search for Appropriate Methods and Instruments Ontrac No. 12

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Raina, R. S. (2003). "Disciplines, institutions and organizations: impact assessments in context." atley, A., Aklilu, Y., Mekonnen, G. and Ghebrechirstos, Y. (2008). Livelihoods impact and benefit cost estimation of a commercial de-stocking relief intervention in Moyale district, southern Ethiopia. Disasters 32/2 June 2008.

Ashley, C. and Carney, D. (1999) Sustainable Livelihoods: Lessons from early experience. London: DFID. Burns, J. and Suji, O. (2007). Impact Assessment of the Chical Integrated Recovery Action Project, Niger.

Feinstein International Center, Medford https://wikis.uit.tufts.edu/confluence/display/FIC/Impact+Assessment+of+the+Chical+Integrate d+Recovery+Action+Project%2C+Niger

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(vi) Livelihood Innovation Lab Institution Program Name Course Title Course Type Term Credits Course Instructors Course Webpage Last delivered during

Centre For Livelihoods And Social Innovation, School Of Social Work, Tata Institute Of Social Sciences (Mumbai) M.A Social Work in Livelihoods and Social Entrepreneurship Livelihood Innovation Lab ?

3&4 2.0 (out of 79) Dr. Swati Banerjee and Dr. Sunil D. Santha ?

Academic Year 2014-15

Course Rationale This skill based course is designed for students interested in nurturing an idea towards the development of a social venture. The course is aimed at enhancing students' capacities in creatively addressing societal issues and field challenges in the Social Work profession. Students, individually or as a team could develop a specific idea to pursue or an area of interest with the understanding that by the end of the course, a specific plan of action will emerge, followed by its initial implementation. This course will be linked with the LSE 5 Business Plan Development for Social Sector course, where the students will get involved in business plan development for a social venture, by associating with the field action projects or faculty interests of different Centres in the School of Social Work.

Course Objectives  To develop students' practical skills in addressing societal and livelihood challenges.  To provide a structured, field-based platform for students in developing and implementing creative solutions aimed at social value creation.  To enhance opportunities of field-action projects and entrepreneurial ventures to synthesis classroom learning and their application in social work practice.

Course Content The majority of course time will be focused on team-based project work outside the classroom. Student teams comprising of two to three students will explore the feasibility of effectively addressing a social issue, which a particular Centre of the School of Social Work or other Schools are dealing with and then develop and implement a business plan for an appropriate social venture. The respective teams will be provided faculty advisory support and classroom sessions with focus on supporting teams in the development of their respective social venture. The field action projects of the School will be the main platform for the students to develop their business plan, pursue program and product prototyping activities, explore cross-cutting topics related to business planning and organizational design, design

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Course Content Unit Content 1 Class Room Modules: Conceptualisation of proposal with individual faculty mentors and through field visits; Presentation of Proposals and Action Plans and discussion (Linked to LSE 5, Business Plan Development for Social Sector course in the 3rd Semester) 2 Innovation Lab: Implementation of Development Plans; Presentation and Follow up Plans Total No. of Hours

Hours 10

20 30

Assessment Plan Business Plan Development, Field-work and Implementation Essential Readings Appropriate reading material suiting the team's project needs will be provided to the students.

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Section 3 – Training programs on livelihoods promotion 1.

PRADAN ........................................................................................................................................................ 83 (i) Livelihoods Promotion Training Programme ............................................................................ 83

2.

(ii)

Livelihoods Promotion Module ................................................................................................... 86

(iii)

Programme for Livelihoods Promotion ................................................................................... 88

Institute of Livelihood Research and Training (ILRT) ................................................................ 94 (i) Curriculum on Livelihood Promotion and Managerial skills ............................................... 94

3.

Chaitanya ...................................................................................................................................................... 97 (i) E-Learning course for Federation Managers.............................................................................. 97

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1.

PRADAN

(i)

Livelihoods Promotion Training Programme

(For the organizations initiating livelihoods promotion) a) Over-all objectives As improving livelihoods of rural poor involves complex interaction of many actors and factors such as the stages of the family, available natural resources, market, government programmes etc, the need for formal training inputs on livelihood promotion is being felt. It is being envisaged that conducting a specially designed livelihoods training programme for the organizations initiating livelihoods promotion will facilitate developing shared perspective and initiate livelihoods activities more effectively.

The programme thus aims to provide the required conceptual and practical understanding to the participants, which would help them in initiating livelihoods activities in their own area.

The programme is of 5 day duration. Participants engage in pre-training work before the first phase. b) Pre-training work - Identify the livelihoods activities for which your working area provides the best opportunities and for which your area provides the least opportunities. Write your observations to support your opinion.

- Spot and write the major trends in your working area that has an impact upon the livelihoods related activities.

- Identify and write the livelihoods activities you propose to do in your working area and give reasons behind it. c) Course Outline and activities Attitudes and assumptions espoused by the practitioner to appreciate the contributions of different actors and factors to the livelihoods of the villagers.

Knowledge and concepts related to understanding area and people from development perspective, dynamics around choosing livelihoods activity by the villagers, coping strategies adopted by them, local area economy, value-chain, linking small producers to the market, and basics of finance and costing.

Skills associated in articulating the interrelationship of different actors and factors with the livelihoods of the villagers and identifying suitable livelihoods interventions.

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Day 1

Focus Content Understanding the - Natural Resources area and its - Physical Infrastructures people from - Demographic profile with specific reference to poverty and women livelihood - Reach of Government programmes/initiative/schemes perspective: - Occupation and livelihoods practices Developing a - Industrial and service activities mental map - State of readiness of people to respond to external changes

2

Livelihoods canvas and Local area economy

3 4

5

Field Visit Linking producers market

small to

Basics of finance and costing

-

Definition of livelihoods Routes to livelihoods Choice of portfolio of activities, 5As framework Risk and its mitigation/coping strategies Looking into people’s own initiatives at improving their situation Honey Bee and Hybrid Activities Industrialisation and new economy, implications and possibilities for livelihoods Theoretical inputs on local area economy and sub-sector Planning for field visits Exposure to Market Sub-group presentation on learning from field visit as regard to local area economy, value chain and its relevance to market linkage Why market is important for small producers/holders Explore opinion about market (thoughts, values associated), myth Local/Regional/Global Market Commodities and differentiated product Fragmentation- Aggregation Price dynamics Margins at various level Institutions and entities in the market Role of financial intermediation Interlocked markets Costing Break even analysis Cost volume profit Cash flow Working capital Elements of business plan How to prepare a business plan Facilitating factors and constraints in implementation

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Contents 1. Livelihoods of the Rural Poor 2. What drives the choice of livelihoods options by the rural poor 3. Decision making by rural families: The 5As 4. Understanding and Interpreting Risk 5. Risk Related Attitudes and Behaviour 6. Coping With Risk 7. Risk Related Behaviour and Livelihood Promotion Efforts 8. Honey Bee Activities 9. Essential concept of an enterprise 10. The importance of analysis of the local economy for livelihoods enhancement 11. An introduction to livelihood promotion

12.

13.

14.

15.

16.

17.

18.

19.

Author/Source S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar

Excerpts from “A Resource Book for Livelihood Promotion”

by Basix and New Economic Foundation Analysing livelihood opportunity in your area: Module 3 from Basix Excerpts from “A resource book Resource Book for Livelihood Promotion”

by Basix and New Economic Foundation Success Failure of Livelihoods S.J. Phansalkar Idea for Community Risk Management Sonu Agarwal Understanding Sub-Sectors S.J. Phansalkar Value Addition Choice and Considerations While Deciding On Value S.J. Phansalkar Addition Elementary concepts of financial management for the task of S.J. Phansalkar livelihood promotion Making a business plan S.J. Phansalkar Challenges of integrating small holders in markets S.J. Phansalkar

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(ii)

Livelihoods Promotion Module

(For Development Apprentices of PRADAN) a) Background and Objectives PRADAN’s Development Apprenticeship Programme recruits fresh university graduates from over 60 campuses across India. Apprenticeship covers a period of 12 months. An apprentice is assigned to a PRADAN project under the guidance of a trained Field Guide as a “learner member.” During the first seven days, the apprentice conducts a reality check, while getting oriented in the team. If she is then interested in carrying on, the apprentice goes through a systematic learning process that includes two fieldwork segments, two foundation courses, and a visit home, to another team and another NGO. All these put together helps the apprentice to explore her preparedness – intellectual, physical, emotional, and social – in taking up a career in grassroots development. She learns the nitty-gritty required for being a development professional. This module is part of Foundation Course-II, which is conducted during twelfth month of the Development Apprenticeship.

At the end of this module the participants would have   

enhanced understanding on constituents of livelihood and their relationship identified factors and forces that effects livelihood choices of rural women explored attributes of desirable livelihood portfolio

This is a 4 days module and has pre-training assignment. b) Pre-Training Assignment -

-

Documenting two short cases: Success and failure Documenting household economic details (access and control by women) and activity portfolio (productive, reproductive roles)-use of gender analysis framework. Decision making in economic and activity portfolio.

Compile cash flow

c) Session & Activity Plan Day 1

2

Content - Introduction - Suicide game - Consolidation of understanding as regard to livelihoods of rural poor based upon the suicide game - Factors of success and failure - Livelihood portfolio - Diverse routes to livelihoods and their importance and implications - Considerations for taking livelihood decision :5A - Factors those affect o social norms ,belief, culture, history, o immediate family and society

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3

4

o Market o Institutions - How it affects women Contd - Dignity - Screening Movie: Lesser human - Livelihoods canvas/Conceptual Basis - Definition and elements of livelihoods - Interaction with a village woman - Reflection on the interaction - Sharing - Attributes of desirable livelihood portfolio - Role and focus of development practitioner based upon experience

d) List of Readings S. no. Content 1.

Adopting Diverse Routes to Gaining livelihoods: Implications for the family 2.

Human Dignity and Livelihoods 3.

Family Transition 4.

Decision making by rural families: The 5 As 5.

Suicide Game

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Author/Source S.J. Phansalkar S.J. Phansalkar Dinabandhu Karmakar S.J. Phansalkar SDTT & AT

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(iii) Programme for Livelihoods Promotion (For Executives of PRADAN) a) Over-all objectives and phases of the programme The programme aims to - provide concepts, frameworks, tools and techniques necessary to better equip a professional to undertake the practical tasks involved in livelihoods promotion - enhance awareness about the larger dimensions of livelihoods, the factors and patterns of social exchange that tend to govern the manner in which the poor families seek livelihoods, and the options available for livelihood enhancement - help participants explore the implications of such options for the income and non-income aspects of livelihoods, the broader well-being of the family - develop a pool of livelihood practitioners who would play a role in kindling poor families’ dreams and hopes for a better future, creating and tapping opportunities to enhance livelihoods, and enabling them to take charge of their lives and livelihoods and work towards a better quality of life The programme is divided in two phases of 8 days each. Participants engage in pre-training work before the first phase, and inter-phase work between the phases. These “outside-training-module” components of the programme are very important as they serve the dual purpose of (a) preparing the participants for better assimilating during the “in-training” inputs, and (b) giving them opportunity to establish strong links between these inputs and field realities. b) Pre-training work (a) Assignment -

Documenting two short cases—of a successful and unsuccessful attempt by the rural poor to come out of their poverty: Documenting household economic details and portfolio of activities Assessing household cash-flows:

(b) List of Readings No.

Case Studies

Author/Source

1.

2.

Sustainable Rural Livelihoods Sustainable Livelihood Security Index

Chamber and Conway Manangement Development Programme, IRMA

c) Phase-I (a) Course outline and Objectives

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Draft for private circulation only Attitudes and assumptions espoused by a livelihoods practitioner, regarding self and the community.

Knowledge and concepts underlying livelihoods; family transitions from resignation to proactively working towards own wellbeing; constituents of livelihood promotion; powerlessness of the family; seasonal cash flows, activities, decision-making, income expenditure gaps, and diverse portfolios; the interplay of social, economic and personal issues; and resources, skills, knowledge, markets, external environment, and constituents of livelihood promotion. Exposure to a wide range of options tried out in India.

Knowledge related to local area economy analysis, area profiling, using secondary data sources, assessing resources and collecting data in a village, and helping family analyse its resources and skills including household economic analysis.

Ability to jointly generate livelihood options with groups, families and individuals At the end of the 1st phase, participants would have enhanced their  Exploration of own attitudes and assumptions related to dignity, identity and choices  Understanding and ability to map motivations, factors, patterns and forces contributing to the groups, families and individuals present social, economic and psychological conditions  Ability to diagnose the differential impact of these motivations, factors, patterns and forces on groups, families and individuals (b) Activity Plan Day

Content

1

Naranpur Express Demo

2

Naranpur Express

3

Definition of livelihoods; Routes to livelihoods; Enlightened opinion – Chambers – Conway, DFID, Amartya Sen; Factors of success and failure; Family transition; Immediate Return System, Delayed Return System.

4

Dignity, implication of different routes to livelihoods; New Rights and Constituional Guarantee, their reliability and effectiveness for livelihood of poor;

5

Industrialisation & New Economy : Implications, Possibilities for Livelihoods; Decision making by farmer households; Concept of risk, risk and uncertainty, sources of risk, calculating portfolio risk, co variant,

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How do people make resource-use choices? Designing programme considering risk; Algebra of livelihoods, Honey bee, Hybrid, sectoral intervention, Vishweshwarayya Complex, incentives; Commodity markets; Futures market

7

Micro-enterprises, Individual and group owned enterprises

8

Introduction to Local Area Economy Study

(c) List of Readings S.No. 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

Reading Materials

Author/Publishing Organisation

Livelihoods of the Rural Poor Adopting Diverse Routes to Gaining Livelihoods Why People Go Hungry Access to Basic Services PRADAN's livelihood approach Gender and Poverty Entitlement and Rights: Relevance to Development The sense of being powerless Managers Human Dignity and Livelihoods Many Faces of Gender Inequality Human Rights: a matter of Decency and Dignity What drives the choice of livelihoods options by the rural Historical Experiences and Behavioural Orientations poor?

Family Transition Decision making by rural families : 5 As Understanding and Interpreting Risk Risk related attitude and behaviour Coping with risk Vulnerabililty and adaptation in dryland agriculture in India's SAT Risk related behaviour and livelihood promotion efforts Ideas for Community Risk Management Common Property Resources by NS Jodha Possibilities and Limits to Growth with Modern aspirations Honey Activities, Sectoral Interventions and Hybrids in RuralBee India Vishwesarayya Complex Essential concept of an enterprise Spectrum of enterprises in livelihoods enhancement When can an enterprise be viable easily?

S.J. Phansalkar S.J. Phansalkar Kenneth J. Arrow ICCO PRADAN UNDP S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar Amartya Sen Harry Derksen S.J. Phansalkar S.J. Phansalkar Dinabandhu Karmakar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar Cynthia S. Bantilan and K.V. Anupama S.J. Phansalkar Sonu Agarwal N.S. Jodha S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar

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Case Studies

1 2 3 4

A case study on Ankur Vanvasi Vikas Sanghathan Case study on production of organic manure in Baglatui Operation Health at the Door Steps : Kitchen Herbal Gardens service centre AGROCEL

5 6

Ashwini (GAH) Janarth

7

Manglu Harwaha

Author/Publishing Organisation

S.J. Phansalkar G.Raju and Hari Ramurthy Mihir Sahana, Rekha Mehra and Sankar Dutta S.J. Phansalkar, Rekha Mehra and Mihir Sahana Ranjit Gupta

d) Inter-phase works (a) Group Assignment Local Area Economy study of an area (preferably a block) (b) List of Readings No. 1.

2.

3.

4.

5.

Reading Materials An Introduction to livelihood promotion

Author/Publishing Organisation Excerpts from ‘A Resource Book for Livelihood Promotion’ By Basix and New Economic Foundation Practical aspects of sample surveys S.J. Phansalkar An introductory note on researching any thing S.J. Phansalkar Analysing Livelihood opportunities in your area Excerpts from ‘A Resource Book for Livelihood Promotion’ By Basix and New Economic Foundation The importance of analysis of the local economy for S.J. Phansalkar livelihoods enhancement

e) Phase-II (a) Course outline and Objectives Attitudes and assumptions espoused by the practitioner to negotiate and orchestrate constituents.

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Draft for private circulation only Knowledge and concepts underlying strategic /risk planning, livelihood planning, business development services, service providers, building partnerships with constituents of livelihood promotion, building user groups, developing an exit strategy, nurturing linkages, group vs. individual. Supply chains, value addition, working capital assessment, sustainability and evaluation parameters related to efficiency, effectiveness and impact. Introduction to frameworks to explore, evaluate and pilot livelihood options.

Skills Conducting a sub-sectoral study and using tools such as Porter Framework and 3Es; business idea generation, project feasibility analysis, business planning.

At the end of this phase, participants would have enhanced their: • Ability to select areas for intervention and evolve objectives and goals • Ability to jointly generate livelihood options with groups, families and individuals, and evaluate their feasibility • Ability to establish and nurture stable working arrangements with relevant individuals, groups or institutions (b) Activity Plan Day

Content

1

Presentation of inter-phase assignment; Generating options, Critera for short listing, Application of Tool : 3 E; Introduction to sub-sector, value chain, overview of sub-systems: production, processing and marketing

2

Filed work for studying sub-sector

3

Presentation of field work, Basic financial statements: Balance Sheet and Profit & Loss Account

4

Cash flow statements, Essential concepts in costing, Working capital management

5

Business viability: Break even, leverage and related concepts and exercises; Financial viability: NPV and IRR; Inputs for making a comprehensive business plan; Group activity: preparing business plan for identified activity

6

Appraisal of the elements considered by the sub-groups in preparing business plan; Small-holders in the market; Logic of collective action, Design principles for a cooperative

7

Review of the business plan prepared by the sub-groups; IOF vs. MOF; Monitoring and performance measurement; Revenue model; Further working on business plan by the sub-

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Presenttaion of business plan by the sub-groups and feedback

(c) List of Reading No. 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Reading Materials Author Exercises for Exploring External Environment (3-E) Step Understanding Sub-sector S.J. Phansalkar Value Addition A primer in marketing Elementary Concepts of Financial Management Challenges of Integrating Small holders in markets Promoting Producers’ Collectives – Lessons from Experiences Multicoops : Parameters for Success

S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar S.J. Phansalkar KV Raju

S.J. Phansalkar and R. Srinivasan Problems and Issues in Managing Enterprises of S.J. Phansalkar Producers Issues in managing a group enterprise S.J. Phansalkar Issues in managing an individual centered enterprise S.J. Phansalkar Analysing organizational performance in village Debi Prasad Mishra and cooperatives Tushaar Shah Evolving technology through collaboration and S.J. Phansalkar partnership

(d) List of Case Studies No. Case Studies Beena Brajkishore 1.

Kesla Poultry Sahakarita Maryadit 2.

Bholaram Rambharose 3.

Sasha 4.

Janarth 5.

6.

Lijjat Papad

Xavier Institute of Management, Bhubaneswar

Author Avinash Paranjape Avinash Paranjape S J Phansalkar Annapoorna, Mihir Sahana, S J Phansalkar S J Phansalkar, Rekha Mehra and Mihir Sahana Prof. K.R.S.Murthy

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2.

Institute of Livelihood Research and Training (ILRT)

(i)

Curriculum on Livelihood Promotion and Managerial skills

a) Introduction Institute of Livelihood Research and Training (ILRT) (formerly The Livelihood School) is an academic and research institution engaged in building and disseminating knowledge necessary for promoting a large number of livelihoods. Since its inception in 2004, it has been engaged in collating, analyzing and building knowledge on livelihood promotion, developed a variety of course modules for building capacities of livelihood practitioners. ILRT evolved as an independent entity since April 2007, over the last six years crossed many milestones to reach its objectives. b) Rationale The livelihood promotion initiatives in India are constrained with non-availability of qualified human resources, especially for the community work at the cutting edge level. In order to work as livelihood professionals at the village level, the candidates must be equipped with knowledge on community processes and community institutions. They must also be well versed with some of the commercial and management principles, specially they would require a deeper understanding of the culture and society they work in to assess their aspirations and preferred livelihood strategy.

NRLM being a large time bound program being implemented through SRLMs. Large number of professionals are being recruited by SRLMs whose responsibilities include mobilizing the community, identify appropriate livelihood solutions for them and roll out projects to put them into action. While these staff are qualified and experienced and inducted at appropriate levels into SRLMs, there is an urgent need to strengthen their technical and managerial skills and enhance the knowledge and provide appropriate tools and techniques to promote large scale sustainable livelihoods. The project staff at the district level of SRLMs play critical role in the successful implementation of livelihood promotion mandate of the Mission. The curriculum is therefore designed at capacity enhancement of district level managers of SRLMs. c) Process ILRT has adapted consultative process to decide on the design and content of the curriculum. The steps involved in this process are detailed below: i.

A curriculum development team (CDT) was constituted within ILRT with faculty experienced in content development. A review committee was constituted to review and provide feedback on the work of CDT at every stage of development.

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iii.

iv.

v.

vi. vii. viii. ix.

Bihar Rural Livelihood Promotion Society (BRLPS) which is leading state mission implementing NRLM since last seven years was chosen to study the capacity enhancement requirements of the project staff at the district level. he CDT visited Patna and Muzaffarpur district and undertook a need assessment exercise. At the district level detailed interaction with the district managers and his team of seven thematic managers provided an overview of the capacity building needs.

Discussions were held with the senior management group on their perception of the role of the district managers and the skills and knowledge they should possess in discharge of their duties to achieve project goals of BRLPS Based on interactions and field visits referred above, a curriculum outline was designed which is a combination of theory and practice, subject matter and managerial aspects, knowledge and skill The curriculum outline was discussed with all the district managers and the thematic managers and senior managers of BRLPS in a workshop to elicit response to the outline.

Based on the feedback received in the workshop, the outline was revised and content developed and curriculum finalized.

Discussion was held with senior manager of BRLPS on the suitable duration of the training programs that need to be designed for disseminating the curriculum designed Based on the discussion above a five day training module is designed with 29 sessions. Session plans, teaching methodology, resource materials were developed for delivering the training.

d) Objectives of the curriculum The objectives of the proposed curriculum developed is twofold, one is to enhance the ability of the participants in designing a livelihood intervention to effectively guide his/her teams in the process of livelihood promotion and second is to enhance the managerial abilities to become an effective manager.

The specific objectives of the module are as follows:  To build comprehensive understanding on the concept of livelihood and livelihood promotion process  To create understanding of the livelihood needs and capacities of the marginally excluded communities  To improve the understanding of the participants on various factors directly and indirectly influence the livelihoods  To enhance the abilities of the participants in designing a livelihood intervention using appropriate tools and techniques.  To improve managerial skills of the district manager to be an effective Manager in managing his unit e) Curriculum outline The curriculum proposes to cover the following topics  Understanding livelihoods of poor & promoting Livelihoods

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Draft for private circulation only  Process of selection of livelihoods for promotion  Tools & techniques for identification of livelihoods for promotion  Introduction to Sub sector analysis*  Introduction to Value chain analysis*  Introduction to Enterprise development of livelihoods*  Collective action & Aggregation*  Understanding Principles of effective management-Effective Managerial Skills  Thematic Integration * The current curriculum covers introduction to Sub-sector analysis, Value Chains, Enterprise development and collectivization. Each of this is a separate course in itself. f)

Training Module

A five day training module has been designed to disseminate the curriculum developed. The module has 29 sessions which include 19 sessions on livelihood and livelihood intervention design aspects and 10 sessions on effective managerial skills. The skills required for undertaking sub-sector studies, value chain analysis, enterprise development, formation and management of FPOs are introduced during the module. These skills need larger time frame for capacity enhancement. The duration of module is kept at five days considering the work schedule of the district managers and the constraints in being away from work for longer time

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3.

Chaitanya

(i)

E-Learning course for Federation Managers

a) Introduction Chaitanya, a developmental organization established in 1993, has played a catalytic role in spreading the Self-Help-Group (SHG) movement in and around Maharashtra. The main objective of the organization is to develop the capabilities of the rural poor, especially women and youth, to become leaders in the process of development to increase their quality of life. Chaitanya has moved to fulfill this vision by the building of strong sustainable institutions (SHG, village organizations and Federations) that are owned and governed by the local community.

As one of the twenty resource organizations identified for capacity building under National Rural Livelihood Mission, Chaitanya is also one of the few organizations in the country providing training and resource services to others, based on experiential learning. The inimitable feature of Chaitanya's capacity building inputs is the strong focus on demonstration. Only that is shared which has been tried and tested.

Since the last four years, Chaitanya has been conducting six –month certificate course on Micro-Finance Development and Management and NGO management and Sustainability in collaboration with Tata Institute of Social Sciences. The aim is to build a pool of fresh talents with specialized training in diverse management areas as well as empathy and sensitivity to the challenges of the development sector. The two courses impart functional knowledge, perspective and skills, to shape motivated youth into efficient professionals in the development sector. b) Rationale With the launch of National Rural Livelihood Mission, and the requirement for a large pool of resources, there was a need to think beyond class room sessions. Chaitanya collaborated with other management institutions as part of Livelihood Manthan Network1 to design an e-learning course for federation managers and professionals interested in livelihood promotion. c) Objectives 

To build capacity of youth in the field of community based micro-finance by imparting to them necessary values, attitude, knowledge and skills to address the issues of poverty at grass root level.

1

Includes XLRI, XIM Bhubaneswar, TISS Mumbai, EDI Ahmadabad, MDI Gurgaon, IIM Udaipur, The Livelihood School Hyderabad and Chaitanya Pune

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To build a cadre of professionals trained in management, development and sustainability of community based institutions – SHGs, village organisations and federations.

d) Target Group    

Livelihood Managers and staff currently working in NRLM or have applied for jobs at NRLM, trainers identified to conduct trainings Staff of civil society organisations that have promoted or are interested in promoting SHG federations Other professionals interested in understanding the sector.

Students or fellows interested in joining the development sector.

e) Selection and evaluation procedure The interested candidates can visit the website from where they would be able to register for the course. After the payment of fees the, e-learning material will be delivered at their address. It is not a fully online course because of the limitations of connectivity.

However, the evaluation would be based on certain exercises and assignments – like conduct of SHG meeting – for which videos can be uploaded on to the website.

50% of the evaluation would be based on these assignments while for remaining 50% a final written examination would be conducted. A certificate with grade obtained is awarded to students. f)

Credits and duration of the course

There are eight modules of two credits each and a field work component of four credits making it a twenty credit certificate course. The course can be completed in four months time but since it involves self learning, it can be extended up to one year. Examinations will be conducted twice in a year (the frequency can increase as the number of students increase).

The course would require a host partner that would take care of field work component as well as conduct of the final examinations. Five day class room sessions are proposed in the pilot phase of 2014 15. g) Course details Course offered Duration Credit Number of Seats Eligibility

: : : : :

Xavier Institute of Management, Bhubaneswar

E- Learning Course for Federation Managers 6 months – can be completed in one year 20 credits (16 credits theory and 4 credits field work) 50 per center graduation from any recognized university

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Draft for private circulation only h) Learning methodology The course begins with conceptual understanding of poverty and gradually progresses to impart technical components of efficient management of SHG-federations. The curriculum has been carefully designed to build knowledge, perspective and sensitivity for working in the field. The teaching methodology includes field work/ visits to gain experiential learning. The course material has been developed by professionals working in the field and thus has grass root perspective in its content. The content taught is thereby absolutely contextual and functional.

‘Learning by doing’ forms a significant method of diffusing knowledge. Students are given opportunity to observe and work with SHG groups and federations of women. This helps students in relating theory to practice and gives them platform to practice their learnings simultaneously. Towards the end of the course, students are placed with organizations working in micro-finance for a period of 2 months which gives them exposure to the field of micro-finance and a chance to institutionalize their learnings. i)

Course content

The detailed course content along with the delivery method is attached in the excel sheet. Here is a snapshot of the eight modules.

S r # 1

Leve l

Module

Topic

Basic

Poverty, Gender And Development

1. Introduction to dimensions and causes of poverty 2. Methods used for measuring poverty 3. Gender and poverty

2

Building Institutions Of The Poor – Overview of Principles, Structures And Processes of SHGs

3

Financial Systems Of SHGs

4. Overview of the poverty alleviation schemes 5. Analysis of shift in approaches to poverty alleviation 6. Importance of access to finance and role of financial institutions 1. SHGs - A tool for poverty alleviation and women’s empowerment 2. Formation of groups – understanding key principles and characteristics 3. Introduction to financial counseling savings, credit, insurance 4. Two and three tier structures of federations of self help groups 1. Introduction to books of SHGs 2. Learning to maintain various books 3. Audit of SHGs - preparation, conducting the audit, reporting 4. Gradation of SHGs

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4

Building Institutions Of The Poor – Formation Of Village Level Organizations

5. Sharing the findings of audit and gradation of SHGs 1. Formation of clusters (village organizations) of SHGs 2. Structure and models of clusters 3. Functions and services offered by the cluster 4. Quality and sustainability of clusters

5

6

Building Institutions Of The Poor – Formation Of SHG Federations

Foun datio n

Human Resource Management And Development

1. Need, concept and principles of SHG federations 2. Governance and management of federation 3. Developing management processes in federation building 4. Services and models of federation 5. Book keeping, accounting and audit of federation 1. Understanding human resource management 2. Significance of effective recruitment 3. Division of roles and responsibilities 4. Succession planning 5. Capacity building 6. Role of Jankars

7

Promoting Leadership And Strengthening Community Based Governance

1. Understanding and building motivation 2. Effective communication 3. Conflict resolution 4. Concept of good governance in the context of federations 5. Role of the governing board in policy planning, implementation, monitoring and evaluation 6. Issues and challenges in governance 7. Defining and monitoring key parameters for good governance 8. Role of Jankars 9. Annual planning of federations

8

Building Sustainable Institutions

1. Defining sustainability and its different dimension 2. Financial and institutional sustainability of SHG federations 3. Sources and vehicles of raising funds 4. Models of making SHG federations financially sustainable 5. Exploring federations as business correspondents 6. Linkages with financial institutions 7. Methods of institutional assessment – credit rating and social rating

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Draft for private circulation only j) Expected outcomes After successful completion of the course students will be capable of undertaking following tasks:        

Understand poverty and undertake poverty assessment Form self-help groups of the poor Main record books of Self help groups Conduct audit and gradation of groups Form federations of SHGs Design and deliver training programs for members Build capacity of federation office bearers on leadership and self – governance Understand dimensions of sustainability and strategies to achieve the same

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Section 4 - Appendix of other livelihoods programs and courses In this section, we provide a sample list of other livelihood promoting courses and programs available at some institutions across India.

1. Diploma programs

i.

BAIF (with IGNOU) i. Diploma in Watershed Management (1 year)

2. Certificate programs i.

BAIF i. Certificate in Water Harvesting Management (6 months)

ii.

CGSIRD i. Certificate in Livelihood Planning and Supply Chain Management (3 months) ii. Certificate course on Decentralised Planning

iii.

Chaitanya (with TISS) i. Certificate in NGO Management ii. Certificate in Microfinance and Development

iv.

HDFSOM i. PG Certificate in Livelihood Management (1 year)

v.

XLRI i. PG Certificate in Entrepreneurship Management (1 year)

3. Training programs i.

APMAS i. Sustainable approaches for NGOs (5 day)

ii. iii.

BAIF i. Yashaswini Training Center (8 month residential program for rural women) The Goat Trust i. Certificate course in community Livestock Manager (2 months) ii. Certificate course in Mini commercial goat farm Management (6 month distance learning course)

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Draft for private circulation only iii. Certificate course in small Livestock Nursing & Management (12 month course for women)

iv.

IFMR i. Total immersion programme in finance and development (10 day)

v.

NIRD & PR i. (Various) Training programs on rural development

vi.

XLRI i. MDP on Financial Inclusion, Social Banking & Microfinance (4 day)

4.

Distance/E-Learning programs i.

Akshara Network i. Livelihood Management Programme

ii.

EDI i. Diploma in Social Entrepreneurship

iii.

IFMR i. Social science research

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