Centre: Centre for Lifelong Learning
Medium of Instruction:- English
Eligibility:- Minimum Std. XII
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DYLSC New Year Flyer 2017
Last Date for Receipt of Completed Form at the Institute by Post and in Person
To be announced
Date of announcement of short list
Announcement of Selection on TISS Website
Orientation and Commencement of Academic Session 2017–2018
Commencement of Academic Session -Semester I
Commencement of Academic Session -Semester II
About the Centre for Lifelong learning
The Centre for Lifelong Learning (CLL) was established on February 15, 2006, with the objective of providing training for adult learners in the areas of expertise in the Institute. The CLL was earlier known as Department of Extra Mural Studies, which was established in 1981.
It caters to two kinds of adult learners: (a) The Professional groups getting trained for their continuing education and (b) the general population from diverse backgrounds who are outside the formal education system or those who have not had the opportunity to access formal education system and want to access training or goal-oriented short-term vocational programmes.
By promoting the philosophy of lifelong learning, the CLL would maximise the capacities and potential of adult learners to contribute meaningfully as citizens to create a society that promotes and protects the values of dignity, equity, social justice and human rights.
Develop lifelong learning as a discipline of study and field of practice, and, engage with diverse populations of adult learners, irrespective of caste, gender, class, ability and age
To prepare and implement a comprehensive strategy for Lifelong Learning for diverse populations across the life span
To devise and implement relevant certified academic programmes for a range of adult learners to move them towards responsible citizenship and to take on public leadership.
To offers cutting edge courses to meet the demands of adult learners seeking to work with vulnerable groups in society.
To network, collaborate and set up partnerships with public and private sector institutions for teaching, research and extension.
Duration:- The learner may join at the Std. XII level and will have the option to exit after earning a 'Certificate degree' in one semester. The successful completion of a 2 semester programme would lead to the award of the Diploma.
Thus, the course will be offered in a ladder manner, from Certificate level to a Diploma.
Mode of delivery
The course will be offered;
In Open and Distance mode
The Certificate course will be offered in contact mode.
The Diploma will be offered through on line mode.
Youth form an integral part of any society, and are part and parcel of the development process. As per the Census data of India 2011,India is a young nation, The adolescent and the youth population constitute a critical segments of the Indian population as the future demographic, social, economic and political development depends on them.
Till a decade back, youth was never a group which was taken seriously. Their issues were either combined with child welfare programmes [adolescents] or schemes and services for adults [work]. It is only in recent years that that they have been brought into focus and considered a group with specific needs and competencies by the state, policy makers, and civil society. Therefore, investing in them seems to be the best way to leverage the nation’s competitive advantage for reaping the benefits of the demographic dividend.
Definition of youth
Definitions of youth have changed continuously in response to fluctuating political, economic and socio-cultural realities. Globally, there has been no standardized definition of youth-hood as a stage of human development. It has been highly debated in terms of age and characteristics, and has been defined differently in different cultures and societies. The National Youth Policy of 1983 defines those in the age range of 13-35years as youth, while the National Youth Policy of 2014 includes those in the age group of 15-30 years as youth . This age range would have differing social roles and requirements, and, hence age group is divided into two broad sub-groups of 13–19 years[adolescents] and 20–35 years [youth]. In other definitions, the age span of 15-25years is often referred to as Youth, and the age range of 25-35years is considered young adulthood ( UN World Plan of Action for Youth; Commonwealth).The National Youth Policy document of 2003 covered the age group of 13-35 years.
The legal definitions of children, adolescents and youth vary according to the roles expected, and the services to be provided. The Convention for the Rights of the Child defines a child as those up to the age of 18 years, which overlaps with the definition of youth. The ICDS considers its beneficiaries [adolescent girls] as those between 11 and 18 years; the Reproductive and Child Health programme defines adolescents as being between 10 -19 years. The legal age for voting in the Central and State elections is 18 years, while the permissible ages for marriage are 18years and 21 years for girls and boys respectively.
rationale for the diploma in youth leadership and social change
Ministry of Youth Affairs and Sports has collated eight flagship programmes under one scheme entitled Rashtriya Yuva Sashaktikaran Karayakram (RYSK). The programmes included under these are; Nehru Yuva Kendra Sangathan (NYKS), National Youth Corps (NYC), National Programme for Adolescents Development (NPYAD), International cooperation (IC), Youth Hostels (YH), Assistance to Scouting & Guiding Organisations, National Young Leaders Programme (NYLP), National Discipline Scheme (NDS). Apart from these, the National Service Scheme(NSS) and Rajiv Gandhi National Institute of Youth Development (RGNIYD) are critical youth programmes of the Government in India.
The RYSK will now act as the flagship umbrella programme of the department, for empowerment of the youth to enable them, to realise their potential and in the process contribute to the National building processess. All these programmes definitely require manpower at the grass roots to run them.
Apart from these programmes since the last five years increasing importance has been given to Skill Development and Employment programme for youth. The National Skill Development Corporation and National Vocational Education Training under the National Skill Development Mission are strongly spearheading skill programmes for youth. The potential for employment at the grass root level for Diploma holders in youth development is very high.
Further, there are several Organizations and Individuals who are directly or indirectly engaged with youth development work. Nearly all the FAPs of the TISS are engaged with youth and issues [e.g., Prayas with under trials; Koshish with youth beggars; Sathi which works on health issues; Projects like the interventions with NSS students (NUSSD), the M-Ward project and the vision of the School of Vocational Education also emphasis engagement with youth. Considering the complexities of change and its effects on youth hood, it is felt necessary to offer a certified training for those who are working with youth/ youth workers in various capacities.
hence the summary;
Youth workers who work with government, non government, educational, and other organisations; provides support to young people throughout adolescence. Some youth leaders/workers who focus more on organising and running structured programs, while others having a less structured role perhaps focused on providing psychological support for a particular youth demographic (eg. unemployed youth, young offenders, homeless youth, etc.
Objectives and Learner Outcomes
Overall Objective:: To provide certified training to youth workers, in order to promote the understanding and practice of social change through self empowerment and development of leadership qualities..
1. Provide knowledge about youth issues and challenges, thereby contextualize these issues and challenges in contemporary India.
2. Develop analytical skills so that learners may begin the process of critically reflecting upon the institutions/policies/cultural beliefs that influence youth and their lives in the process of participating in social change.
3. Build leadership capacities of learners to empower youth to identify their rights and responsibilities and facilitate their participation in social, political and cultural issues affecting them.
4. Equip the trainees with a range of practice skills required when intervening on issues of social change and development.
At the end of the course, the learners would be able to,
The above mentioned learning outcomes will be developed in an academic curriculum which is based upon the following core values.
Core values: human dignity; social justice; non-violence; sustainability; democratic participation; equity; acceptance of diversity; practice of non-discrimination; people-centred;
The dimensions of wellbeing and participation will be addressed in relation to the diverse categories through which society views youth based on class, caste, religion, gender, ability and location.
The methodology for organizing the programme would be based on a participatory, reflective, field based and self-directed learning mode of teaching.
Duration and Pedagogy of the Course
Keeping in mind the principles of adult and lifelong learning, the Certificate will be a first step in the Certification process. It is proposed to bring in flexibility into system by allowing multiple exit options.
The learner may join at the Std. XII level and will have the option to exit after earning a 'Certificate degree' in one semester. The successful completion of a 2 semester programme would lead to the award of the Diploma.
1. The course will be offered;
a) In dual mode; Contact and Online (blended)
The Diploma will be offered through an online mode(blended)
Youth Identity and Human Development
Citizenship and Participation
Programmes, Policies, Schemes and Services for Youth
Education and Livelihood
Core Leadership Skills for working with Youth
Participatory Teaching Methodology for Social Development
Total Course Credits/hours
Total Credits/ hours
Requirement for a Certificate Programme is as below: Theory/ Inputs = 12 credits /180hrs. ( 1 credit = 15hrs)Field Practicum = 8 credits/240hrs. ( 1 credit = 30hrs)--------------------------------------------20 credits/ 420 hours
Youth and Sexualtity
Youth and Crime
* Course number YLSC -VII and YLSC- VIII will be offered through online classes. Requirement for a Diploma Programme is as below: Theory/ Inputs = 12 credits/180hrs. ( 1 credit = 15hrs) Certificate Course Field Practicum = 8 credits/ 240hrs. ( 1 credit = 30hrs) Diploma Course Theory/ Inputs = 4 credits/ 120hrs.( 1 credit = 30hrs) Project Work = 6 credits/180hrs ( 1credit = 30hrs) ---------------------------------------------------------- Total 30 credits (300 hours)Total Number of hours = 420hrs (Certificate programme) + 300hours = 720hrs (Diploma programme)Bridge Programme for Certificate holders in Youth development and Social Change offered through Ministry of Youth Affairs and Sports, Nehru Yuva Kendra Sangathan(NYKS)Scheme:Centre for Lifelong Learning(CLL) is offering a Certificate programme in Youth Development and Social Change (passed by the Advisory Committee of CLL) to the Nehru Yuva Volunteers of NYKS, MoYA. Around 600 students (volunteers) across Maharashtra and Goa are enrolled for this course. This programme is jointly certified by CLL and NYKS. CLL will offer 10 seats to these students in the Diploma(online) programme, to enable them to continue the Diploma in Youth Leadership and Social Change.They will undergo an additional course (bridge programme) which is YLSC VI -Participatory Teaching Methodology for Social Development in contact mode to qualify for the Diploma course.
YLSC I : Youth Identity and Human Development This course gives an overview of the status of youth in India and the ecological systems influencing their development. It also looks at the issues in construction of youth-hood from the ecological perspective. The focus is on developing an ability to appraise and appreciate diversity while understanding individual developmental tasks.Learner ObjectivesAt the end of the course, the learner will, be able to,Describe and explain the developmental paradigm in India in relation to youthTo construct a holistic profile of Indian youthhood from the ecological / systems perspectives.To acquire an insight into the critical developmental issues affecting youth and to discuss the influence of societal systems on youth.To determine the psycho-social processes of identity formation during early adoslescence (12-16years) and youthood (17-20years) Course Content The National developmental paradigm in relation to youth:Demographic perspective, Diversity; caste, class, gender, ability and region. Indian Scenario in Education, Employment and Livelihood.Situational analysis of youth in India: Characteristics of youth based on location urban, rural, tribal; role: student ,non-student, ; gender; class; caste; ability.,Youth culture: young people’s participation, understanding and meanings of subcultures, life- stYLSCs, gender concerns Social construction of Identity: The Ecological Perspective.Ecological and Individual challenges in Identity formation:Impact of family, peers, media technology and educational institutions.________________________________________________________________________________YLSC II : Citizenship and ParticipationThis course believes in the power of youth as leaders and mobilisers of change and focuses on their role in community building and collective action through voluntary initiatives. In this course, the student will learn about the significance of youth leadership and participation as a dimension of growth and development. The learner will be exposed to various civil society initiatives and movements using diverse methods of mobilization. The course will also introduce the learner to the constitutional mechanisms of participation enshrined in the three tier system of Panchayati Raj.Learner ObjectivesAt the end of the course, the learner, will be able to, Be convinced about the need for youth participation for self-growth, leadership and contribution to society and social change.To understand the skills and tools required for mobilising youth for social change.Be exposed to civil society initiatives and movements and the strategies used.Course Content Concepts of citizenship and participation: political and social participation; roles and responsibilities as citizens, Indian polity, history, society and cultural diversity,Civil society initiatives and movements and strategies used.Skills for mobilisation of groups and communities – awareness, advocacy, lobbying, networking, use of media;including social media. Political engagement of youth: historical understanding of democratic politics in India, Democratic Institutions and Democracy at Grass Roots,Indian Perspective,Basic principles of Indian Constitution,Federalism, devolution of Power & Local Self- Govt. Institutions, Administrative structures and Governance._____________________________________________________________________________YLSC III : Programmes, Policies, Schemes and Services for Youth This course will examine the various central and state policies designed specifically for youth. It will discuss the processes that lead to policy formulation. They will learn to analyse existing policies and factors that contribute to, or act as, barriers to the desired goals. The course will enlist and explain the schemes available for youth as a group and will also discuss the pragmatic issues involved in conducting youth programmes. Learner ObjectivesAt the end of the course, the learner will, be able to,Explain the process of policy formulation and background of select national & state policies. Be aware of and be able to review the Policies for Youth in the country.To know the Government Schemes and flagship programmes for youthCourse Content Social policy : Formulation: Process and challenges.The Need And Relevance of a Youth Policy – Globally and Nationally. National Youth Policy in India -its objectives, focus areas, and implementationStructure of Governance and Relevant Legislation pertaining to youth – RTI, National Skill Development Commission(NSDC) and National Council of Vocational Training (NCVT). Government Flagship programmes and Schemes for youth: Nehru Yuva Kendra Sangathan (NYKS), National Youth Corps (NYC), National Programme for Adolescents Development (NPYAD), International cooperation (IC), Youth Hostels (YH), Assistance to Scouting & Guiding Organisations, National Young Leaders Programme (NYLP), National Discipline Scheme (NDS).National Service Scheme (NSS)Rajiv Gandhi National Institute of Youth Development (RGNIYD)YLSC IV : Education and Livelihood In this course, the learner will be enabled to comprehend the various systems of learning, through the formal, non- formal, informal systems of education. They will study the significance of lifelong learning in today’s context. The course will also focus upon the significance of social & psychological dimensions of employment to a youth’s identity and well-being. Learner ObjectivesAt the end of the course, the learner will be, Familiar with the different educational patterns in India with an emphasis on Non Formal Education Secondary and Higher Education.Able to study the Social and economic factors which support/inhibit choices for youth in terms of nature and forms of work and the effects on youth identity, aspirations, life goals and well-being. Able to explain the factors affecting unemployment and the social, & psychological impact of unemployment and underemployment.Course Content Concepts of learning, teaching and education; purposes of education -knowledge, values, action.Education in a democracy and as a tool for social change.Types of learning : formal, non-formal and informal . The formal system of education in India. Vocational Education, Skill Development programmes, NSDC and Deen Dayal Grameen Kaushalya Yojana. Skill development initiatives of the Government of India. Status of work and employment in India. Factors which influence the opportunities for youth work and the choices available to them - location, political, socio-cultural factors,Effect of caste and gender on work and social identity, on agriculture, poverty and rural reconstruction._______________________________________________________________________________YLSC V : Core Leadership Skills for Working with YouthThis course believes in the power of youth as leaders and mobilisers of change and focuses on their role in community building and collective action through voluntary initiative. It focuses on the skills required for mobilisation of people at the local, community level and moving forword towards large scale change.The core leadership and people skills focused upon are for youth leadership at the community & public level. Learner ObjectivesAt the end of the course, the learner will, be able to,Practice skills for working with youth at the individual, group and community levels.Discuss the impact of leadership stYLSC on motivation.Identify & determine the different strategies of leadership.Describe the advantages of team work & co-operation. Work on self and with others to remove barriers to team work and overcome resistance to change. Course ContentWorking with Groups & Teams: significance, types of groups. principles and techniques of group work. Group Dynamics.Interventions in a community context: concept of a community; analysis of a community; community dynamics- leadership, power, control, politics of participation,role of youth groups, strategies for public leadership social barriers to change. Leadership Styles: Transactional & Transformative.Team work & Conflict Resolution.Dynamics of Social and Political Change. ________________________________________________________________________________YLSC VI : Participatory Training Methodology for Social DevelopmentThis course would focus on skills related to facilitation and group empowerment. These would be specialized modules related to the thematic areas of the course. The modules would relate to life skills education which is based on the principle of lifelong learning. 16Methodology: The skills will be taught through workshops which will be experiential in nature.Learner ObjectivesAt the end of the course, the learner, willl be able to, Develop and implement a programme for life skills education.Be aware and gain beginning skills to use participatory training methods.Course Content Steps in planning and implementing a life skills programme. Participatory Training: Ideology and Methods, Learning in Groups, Adult Learning and Motivation. Learning Cycle.Training Cycle and steps in designing a participatory training programme. Self as a Learner & Self as a Facilitator, Skills & Qualities of an Effective Facilitator. Managing and Organizing Training. Field PracticumA distinctive feature of the certificate programme is the emphasis laid on the Field practicum. Field practicum enables the students to integrate and reinforce the knowledge acquired in the classroom with actual practice in the field under competent supervisor. It offers avenue to the students to test out in reality what is actually learnt in the class, its a complete experiential learning process. These strategies focus on observations, reflections and developing insights , and also aims to intervene and plan strategies in the practice area.Record writing is equally significant and emphasized.The learner will be placed in community/ agency setting which engages in the class inputs provided.Duration : 240 hrs Weightage : 8 creditsLearners ObjectivesAt the end of the field practicum the learner will be able to;Apply knowledge and skills obtained in the classroom based on ‘human rights framework” on making appropriate interventions.To develop an understanding of the problems and opportunities in working with diverse populations and with youth population in particularTo develop the self awareness necessary to assess ones own values, attitudes, feelings, strengths, limitations, interests, performance and leadership qualities.Field Practicum: will consist of supervised placements of students in a variety of settings. A continuous performance assessment of student fieldwork will take place through learner recordings supervisory reports from the field supervisors. 18There will be final evaluation of the learners performance guided by prescribed assessment tools. ________________________________________________________________________________YLSC VII : Youth and SexualityThis course is designed to prompt an exploration of common behaviours and attitudes towards sexuality and gender differences. It aims to improve the ability of participants to reduce gender inequalities at the personal, organisational and community level. The course also gives an understanding of how class, caste, sexual orientation and gender intersect with each other to create social meaning and political impact.Learner ObjectivesAt the end of this course, the learner, will be able to,Identify the manifestations of patriarchy and consequences on gender inequity.Be aware of the link between sexuality and violence, and be sensitive to the factors causing violence against women .Course ContentYouth and sexuality: sexual development and experiences; Sexual preferences, variations, roles, power, exploration, sex education. Sexuality : concepts of sex and sexuality; sexuality and violence; sexuality and power, class, caste.Issues of rape, pornography, trafficking of female youth and initiatives to confront these.Regulation of sexuality and reproduction by the State.: contraception, moral policing, consumerismWorking with women and feminist practice : principles of feminist practice; gender audit; interventions with trans-genders, LGBT groups, women in prostitution. ; Civil society initiatives and movements Legislation, policies, programmes and schemes for women : CEDAW, Domestic Violence Act, Prevention of Sexual Harrassment at the workplace Act. 2013 Amendments to Crimincal Procedure Code related to Sexual Harrassment in public spaces. ________________________________________________________________________________YLSC VIII : Youth and CrimeThis course aims to explore patterns of offenses committed by young people. It also tries to assess the interventions and institutions which have been developed to deal with youth crime. The course will also try to critically examine the criminal justice system existing in our country.This course will attempt to familiarize the learners with the importance and relevance of crime prevention especially in the context of young offenders. Learner ObjectivesAt the end of the course, the learner will, be able to,To explain crimes committed by young persons and the reasons for the same with reference to the context in India. Define structure and functioning of the criminal justice system in India and comment upon correctional policies and programmes. To reflect on the crime prevention strategies adopted for youth in the global and Indian context.Course ContentYouth in conflict with law; youth in conflict areas Concept of youth deviance; high risk behaviourCriminal Justice System - The legal framework; Indian Penal Code, Code of Criminal Procedure and Evidence Act, The system - police, prison, judiciary and corrections. Rights of persons arrested. Issues and trends in Juvenile and Youth justice; issues and strategies in providing services to youth. Crime prevention; relevance of crime prevention in context of globalization, combating cyber crimes, terrorism, drug trafficking, family and community role in prevention._______________________________________________________________________________Project WorkThis is an important component of the Youth Leadership and Empowernment- envisioning social change programme. The project work enables students to undertake two projects from the basket of suggested projects. It creates a bridge to independent learning for students through online mode.This component will develop their skills in organizing, basic research skills (survey), critical thinking skills, anaylytical skills and the expression of their own ideas.With appropriate facilitation and planning, project work will be made more meaningful where the students will carry out work independently and in groups and the final outcome will be a knowledge production in the form of a report or an article which will contribute to the thematic domain of youth. Equal emphasis will be laid on the task as well as the creating of it. The learner will be given one independent and one group task of equal weightage (3 credits each)_______________________________________________________________________________Assessment UnitEach course of study, credited or non-credited, taught or field related, or research study, will be assessed through the following assessment unit types with prescribed weightages, as per a pre-defined schedule, which is provided at the commencement of a semester. These may involve individual or group work:(a) Assignments—which are held in the course of the semester, conducted as individual or group assessments.(b) Class presentations—individual or group which are held during the semester.(c) Reflective journals or field diaries(d) Reports or dissertations or productions (e) Faculty assessment of class participation or field work, or process aspects of field work or dissertation/research.(f) Written tests (open book, closed book, take home) conducted during or at the end of the semester(g) Viva/oral test or examination(h) Observation by faculty/supervisor(i) Non-credited compulsory requirements of programmes require certificates of participation/completion and also include evaluative components, which may be mentioned in testimonials. (j) No course has only one type of evaluation instrument. Each course has at least an assignment and end semester examination. The end semester examination weightage will not exceed 60% of the course. (k) In general the total number of assessment units will not exceed the number of credits of the course. For e.g. a two credit course is assessed by two units of assessment—an assignment and an examination or two assignments or two tests. Grading SchemeA grade point of 4.0 is the minimum requirement for passing in Individual courses, including in fieldwork/ internship/research project. A minimum grade point average (GPA) of 4.0 is required for passing in a Semester. Letter Grades and corresponding qualifying descriptions and grade point range are given below.
Level of Performance/Competence
Grade Point Range
Outstanding Performance-demonstrating high level mastery and ability to apply concepts to new situations
9.0 - 10.0
Excellent-demonstrating mastery of all learning or assessment situations
8.0 - 8.9
Very Good-demonstrating mastery of most learning or assessment situations
7.0 - 7.9
Good-demonstrating thorough competence in most situations
6.0 - 6.9
Moderate-showing reasonably acceptable competence in some situations, minimal competence in others
5.0 - 5.9
Average Competence-demonstrating minimal competence in most situations, while showing considerable capacity for improvement in others
4.0 - 4.9
Below Average Competence-Not passing, but still showing some capacity for improvement or development
3.0 - 3.9
Unsatisfactory Competence-Below satisfaction level performance marked by lack of engagement or inability to apply concepts
2.0 - 2.9
Highly Unsatisfactory competence-Complete lack of engagement and comprehension; also frequent absence
1.0 - 1.9
Unacceptable-Non-completion of assignments or blank responses in a test or blank answer sheets
0 - 0.9
Semester I : Rs. 17,800/-
Semester II : Rs. 21,500/-
Total Rs. 39,300/-
Fees and Deposits
Library Deposit (Refundable)
Computer Infrastructure Use
Equipment Security Deposit
Students Medical Insurance Premium
* For the Diploma programme travel & accommodation for students will be in addition to the above
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