BRDE – 101/2017-2018

1.Describe major types and important features of Indian society in terms of caste and
class.

Ans.Social mobility between classes is possible through education and certain opportunities. On the
other hand, rural areas of India and other agrarian societies use the caste system, a closed system of
social stratification in which the population is divided between hereditary groups.

Meaning of Caste System

The origin of the word caste found differently. Some says that “caste” meaning lineage. In other
books the term caste was derived from from Spanish word “Casta” meaning breed or race. It means
that the people of the same caste belonging to the same race. The caste system today is still existent,
but not in its worst form. It is because of media, education and modern means of communication
available to the people. Though the law was passed in 1962 against illegal discrimination of
undoubtable caste but it this evil still exist in today’s world.

Definition of Caste System

There are some important definitions of caste system give below:

1. According to Colley, “when a class is somewhat hereditary, we call it caste”.

2. “When status is pre-determined that men are born without any change in their fortune, the
class takes the extreme form of caste”.
3. Someone can define it as the extreme form of class is called caste or people belonging to the
same breed or race.
Characteristics of Caste System
There are some important characteristics of a caste system.

Segmental Division
In segmental division of caste system, a society is divided into different segments. In this segmental
division the status or position of an individual is recognized by birth not by ability or money. Caste
confined the behavior of an individual in segmental division and described punishment for the
violators.

Group Hierarchy
It divides a group into lower and upper groups. Those who are on the top of such groups or segments
are considered pure if they compare to those who are at the bottom. Group hierarchy exists both in
social and religious class and everyone is limited to remain in their own group.

Characteristics of class system:

Class system is based on occupation, wealth, education, age, sex
1. Hierarchy of status group. In general there are 3 class – upper middle & tower. Status,
prestige & role is attached. Upper class are less in no in comparison to the other two whereas their
status & prestige is most. This is like a pyramid. Karl max (Rich & poor) preliterate &
2. Feeling of superiority & inferiority. In these 3 classes there are such feelings the upper class
people feel they are superior to the other two whereas the lower class feels it is inferior to the upper
class.
3. Class consciousness – wherever a class is formed this feeling a consciousness is a must. There
should be feeling of in group i.e. I belong class conflict is due to this the people of the preliterate class
feel the upper class exploits them their they unite revolt. The behavior action is determined by this
class consciousness.
4. Sub-classes, class is divided into different groups. Similar to caste system, the class system is
divided.
5. Class system is an open system.
6. There's social restriction in this too. In general there is endogamy in a class. To maintain their
status & position they mix among themselves & it is seldom that marriage between upper & lower
class is wished. Distinction between Caste & class. They are the two phenomena of social
stratification (Stratification is division of society on the basis of birth).

Class and caste are two phenomena of social stratification which offer many features in common not
only in their origin but also in their development and function. Both are agencies of social mobility
and selection in as much as they decide largely the position that a man occupies in society.

The word ‘caste’ is used in everyday life and we use it to distinguish one person from another. We say
that such and such person belongs to a particular caste. In saying it we generally mean to convey that
he is born of such parents or is a member of the family, said to belong to a particular caste. In this
way caste is a hereditary group. In biology this word is used only for descent or heredity. But this
definition is inadequate for the purposes of sociology since it requires a more comprehensive and
clear definition. Caste may be defined as a hereditary endogamous group which decides the
individual’s status in the social stratification and his profession etc.

Modern thinkers consider it best to enumerate the features of caste in defining it. The following are
the predominating characteristics of caste.

1. Determination by birth: The membership of caste is determined by birth. A person remains the

member of the caste into which he is born and his membership does not undergo any change even if
changes take place in his status, occupation, education, wealth etc.

2. Rules and regulations concerning food: Each individual caste has its own laws which govern the
food habits of its members. Generally there are no restrictions against fruit, milk, butter etc. but
kachcha food (bread etc.) can be accepted only from a member of one’s own or of a higher caste.

3. Definite occupation: In the Hindu scriptures there is a mention of the occupation of all castes.
According to Manu the functions, of the Brahmin, Kshatriya, Vaishya and Sudras were definite. The
functions of the Brahmin were to study, teach, guide and perform religious rituals and to give and
receive alms, that of the Kshatriya to study, perform religious rituals, give alms, punish the evil and to
go to war; that of the Vaishyato study, perform religious rituals, give alms, work in agriculture, trade
and animal husbandry; that of Sudrato do menial work for all the other castes. Having developed
from Varna system the occupations in caste system are definite. In Hindu society even today in most
cases the son of a cobbler pursues the occupation of his father; the son of a carpenter becomes a
carpenter.

4. Endogamous group: The majority of persons marry only within their own caste. Brahmin,
Kshatriya, Vaishya and Sudra all marry within their respective castes; Hindu community does not
approve inter-caste marriage even now.

5. Rules concerning status and touchability: The various castes in the Hindu social organisation are
divided into a hierarchy of ascent and descent one above the other. In this hierarchy the Brahmins
have the highest and the untouchables the lowest position. The sense of superiority among the
Brahmin is much exaggerated and manifests in the South.

The stringent observation of the system of untouchability has resulted in some low castes of the
Hindu society being called untouchables who were consequently forbidden to make use of places of
worship, cremation grounds, educational institutions, public roads and hotels etc. and were
disallowed from living in the cities.

6. Authority: The last feature of caste worth considering is the existence within it of an organ
wielding a varying degree of authority which compels obedience from caste members. In the high
castes it is public opinion which exercises this control over its members, though in modern times this
may be eluded. In most cases the authority invested in a board called the panchayat which is
supposed to be composed of five members, but in fact there are many more social groups who meet
whenever its decisions are needed.

4. Explain important Features OF Community Development Programme .

Ans.
Features of Community Development Programme:

This project in India is an integrated programme for rural development, which has the following features:

1. The basic characteristic feature of community development is self-dependence. It means that

through this programme people are trained to become self-reliant economically.

2. To bring about a change in the administration is another important feature of community

development.
3. The most important feature of this programme is the involvement of the people in the system.

4. All-round development of blocks is another important feature of community development.

5. It has undertaken a countrywide programme of rural development.  The limited pilot approach
with which the programme started was abandoned soon after in preference to a countrywide
programme.  Therefore, a limited pilot approach in the matter of educating the rural people becomes
inadequate.

6. An extension service well manned and trained is being placed right in the village and at the block
level to assist and guide the rural people.

7. A big scheme for orientation and training of personnel has been undertaken to provide trained
workers of or the community development programme. 

8. The promotion of local leadership through education and training on a scale commensurate with
the programme of community development is now urgently called for.

9. The promotion of youth programmes as an integral part of the community development

programme is being taken up and will have much contribution to make to the education of rural
youth.

Community Development Programme as we know is a socio economic programme aimed at

development and re construction of the Rural Society. It aims at involving people in the development
programme and making them self reliant and co operative. It also aims at encouraging them to take
to new means for the development of the Rural Society. Because it aims at involvement and
participation of the rural people, it is carried out by institutions of Local Self Govt, and Local
Administration in the rural areas.

Forms of Community Development:

Community development is in fact a process and a method to bring about proper development and
upliftment of the village society. It has the following forms:

1) Community development as a process:

As a process it is responsible for bringing about social change. Before launching of this programme
people do not interest in the planning and development activities. They do not have any interest in
the study of their problems. Once this movement has been launched, people development interest in
their problems and study the collectively. In this manner community development is a process for
bringing about socio economic changes at the social and psychological level.

2) Community development as a method:

Community development is not only a process of social change but also a method for achieving this
object. A particular programme can be carried out through law and also on the basis of force, but
India is a democratic country which aims at bringing about a change with the co operation of the
people. Community development is the best method for this. It is based on the co operation of the
people.

Community Development as a programme:

Community development is also a programme on the basis of which the process of change is carried
out. Without proper programme, neither the method nor the process shall have any utility. This
programme implies development of the society through violent method and process.

4) Community development as a movement:

It is not only a method and a programme but a movement for eradicating illiteracy, unemployment
and poverty. This programme aims at bringing about a change for the welfare of the people. It was
launched as a movement for improvement of the village life. It is a democratic movement which is
getting more and more institutional day by day. Govt, at the centre as well as at the level of the states
have established separate ministries for the purpose.

It is based on the basic philosophy of Mahatma Gandhi and is aimed at infusing new life in the rural
life. It is intended at al round economic, social, moral, psychological development of the society. It
aims at the development of the individual as well as the society.

Programmes of Community Development:

The community development project does not aim at only one thing. It has a large number of
programmes included in it. Through these programmes, it is intended to bring about the changes in
the rural community. The programme included in the community development project is as follows:

1) Agriculture and connected works:

Community development is also aimed at bringing about the development of agricultural facilities.
These facilities include, tilling the barren land, providing improved means of implements to the
agriculturalists providing them with improved seeds and better irrigation facilities and making
arrangement for improving the breed of the animals and so on. The real task is to bring about the
improvement of the agriculture so that the condition of the Rural Society may improve.

2) Development of communication:

Rural society can improve only when means of communication and transport in the rural areas are
developed. The community development project aims at construction of new roads and also making
arrangement for transport and communication facilities.

3) Development of education:
The constitution of India envisages compulsory primary education. It implies that even adults have to
be educated. Under community development projects centers of social education, night schools, and
other institutions for imparting education have to be set up. Apart from it libraries, reading rooms
and centers of social education have also to be set up. These institutions aim at expansion of
education and extension of educational facilities.

4) Development of health services:

If rural life ahs to change, health services and facilities in the rural areas need improvement. It can be
done by providing facilities for drinking water medical and health services, maternity and child
welfare services etc, all these things are included in the community development programme.

5) Development of training facilities for workers:

A large number of workers are involved in the community development programme. These workers
have to be trained so that they can discharge their duties properly. For these things the training of
the programmes, include this things also. Once such facilities are available to the workers they shall
be able to change the face of the Rural Society.

6) Development of the housing facilities:

Rural areas of India suffer from dearth of houses and especially hygienically designed houses. The
community Development Programme includes providing better designs for houses and also making
arrangement for better housing facilities. If these things can be done, the condition of the Rural
Society shall improve.

7) Development of Social Welfare Work:

It is necessary to organise various social –welfare programme for the Rural Society so that people in
the rural areas may have better facilities for recreation, health and other activities. Community
Development Programme includes the activities for improvement of the social welfare work.

Characteristic Features of the Community evelopment Programme:

Community development project in India is an integrated programme for improvement and

development of the rural society. This country has a large scope for it, particularly in the rural areas.
It would mean change in the administrative set up and structure. It would also involve training and
educational facilities. It has the following features:

1) Importance of Self Dependence:

The community development project aims at developing the self dependence in the people. It means
through this programme they are trained to be become self dependence. They earn their livelihood
and also solve their economic needs.

2) Area development or development of areas:

Under this project a particular area is chosen for development. This area in developed in different
ways. Through these programmes an all-round development of that area is made.
3) Change in the administration:

If this programme of community development has to succeed, changes have to be made in the
administrative set up. It involves changes in the tendency of the people. A new machinery has been
evolved as a result of which different types of workers are placed in different administrative set ups.
At the village level, there is a ‘Gram Sevak’ or a village worker and onwards there are other persons
responsible for the development of the society.

4) Importance of the blocks:

Under this programme, a particular area is selected for development. That area is known as a block.
Within that area attempt is made to develop agriculture, co operative animal husbandry, establish
institutions of Panchayat Raj, bring about facilities for social education, public health etc.

5) Programme for the people and involvement of the people in the programme:

The most important feature of this programme is the involvement of the people. It is a programme in
which people have to do things collective. It is programme for the people in which people have to be
involved. In short it may be called a programme of the people, for the people and by the people.

5.Describe the concept of micro finance and Self Help Groups.

Ans.A self-help group (SHG) is a village-based financial intermediary committee usually composed of
10–20 local women or men. A mixed group is generally not preferred. Most self-help groups are
located in India, though SHGs can be found in other countries, especially in South Asia and Southeast
Asia.
Members also make small regular savings contributions over a few months until there is enough
money in the group to begin lending. Funds may then be lent back to the members or to others in the
village for any purpose. In India, many SHGs are 'linked' to banks for the delivery of micro-credit.
Structure

A SHG may be registered or unregistered. It typically comprises a group of micro

entrepreneurs having homogeneous social and economic backgrounds, all voluntarily coming
together to save regular small sums of money, mutually agreeing to contribute to a common fund
and to meet their emergency needs on the basis of mutual help. They pool their resources to become
financially stable, taking loans from the money collected by that group and by making everybody in
that group self-employed. The group members use collective wisdom and peer pressure to ensure
proper end-use of credit and timely repayment. This system eliminates the need for collateral and is
closely related to that of solidarity lending, widely used by micro finance institutions. To make the
bookkeeping simple, flat interest rates are used for most loan calculations.
Goals
Self-help groups are started by non-governmental organizations (NGOs) that generally have broad
anti-poverty agendas. Self-help groups are seen as instruments for goals including empowering
women, developing leadership abilities among poor and the needy people, increasing school
enrollments, and improving nutrition and the use of birth control. Financial intermediation is
generally seen more as an entry point to these other goals, rather than as a primary objective. This
can hinder their development as sources of village capital, as well as their efforts to aggregate locally
controlled pools of capital through federation, as was historically accomplished by credit unions.
NABARD's 'SHG Bank Linkage' program
Many self-help groups, especially in India, under NABARD's 'SHG Bank Linkage' program, borrow from
banks once they have accumulated a base of their own capital and have established a track record of
regular repayments.
This model has attracted attention as a possible way of delivering micro-finance services to poor
populations that have been difficult to reach directly through banks or other institutions. "By
aggregating their individual savings into a single deposit, self-help groups minimize the bank's
transaction costs and generate an attractive volume of deposits. Through self-help groups the bank
can serve small rural depositors while paying them a market rate of interest.
NABARD estimates that there are 2.2 million SHGs in India, representing 33 million members, that
have taken loans from banks under its linkage program to date. This does not include SHGs that have
not borrowed. The SHG Banking Linkage Programme since its beginning has been predominant in
certain states, showing spatial preferences especially for the southern region – Andhra-Pradesh,
Tamil Nadu, Kerala and Karnataka. These states accounted for 57% of the SHG credits linked during
the financial year 2005–2006.

Advantages of financing through SHGs

 An economically poor individual gains strength as part of a group.

 Besides, financing through SHGs reduces transaction costs for both lenders and
borrowers.
 While lenders have to handle only a single SHG account instead of a large number of
small-sized individual accounts, borrowers as part of an SHG cut down expenses on travel
(to and from the branch and other places) for completing paper work and on the loss of
workdays in canvassing for loans.
 Where successful, SHGs have significantly empowered poor people, especially women, in
rural areas.
 SHGs have helped immensely in reducing the influence of informal lenders in rural areas.
 Many big corporate houses are also promoting SHGs at many places in India.
 SHGs help borrowers overcome the problem of lack of collateral.

7.Describe the involvement of major NGOs in development activities for the youth.

Ans.Non-governmental organizations (NGOs) have played a major role in pushing for sustainable
development at the international level. Campaigning groups have been key drivers of inter-
governmental negotiations, ranging from the regulation of hazardous wastes to a global ban on land
mines and the elimination of slavery.

But NGOs are not only focusing their energies on governments and inter-governmental processes.
With the retreat of the state from a number of public functions and regulatory activities, NGOs have
begun to fix their sights on powerful corporations - many of which can rival entire nations in terms of
their resources and influence.

Aided by advances in information and communications technology, NGOs have helped to focus
attention on the social and environmental externalities of business activity. Multinational brands have
been acutely susceptible to pressure from activists and from NGOs eager to challenge a company's
labour, environmental or human rights record. Even those businesses that do not specialize in highly
visible branded goods are feeling the pressure, as campaigners develop techniques to target
downstream customers and shareholders.

In response to such pressures, many businesses are abandoning their narrow Milton Friedmanite
shareholder theory of value in favour of a broader, stakeholder approach which not only seeks
increased share value, but cares about how this increased value is to be attained.

Such a stakeholder approach takes into account the effects of business activity - not just on
shareholders, but on customers, employees, communities and other interested groups.

There are many visible manifestations of this shift. One has been the devotion of energy and
resources by companies to environmental and social affairs. Companies are taking responsibility for
their externalities and reporting on the impact of their activities on a range of stakeholders.

Nor are companies merely reporting; many are striving to design new management structures which
integrate sustainable development concerns into the decision-making process.

Much of the credit for creating these trends can be taken by NGOs. But how should the business
world react to NGOs in the future? Should companies batten down the hatches and gird themselves
against attacks from hostile critics? Or should they hold out hope that NGOs can sometimes be
helpful partners?

For those businesses willing to engage with the NGO community, how can they do so? The term NGO
may be a ubiquitous term, but it is used to describe a bewildering array of groups and organizations -
from activist groups 'reclaiming the streets' to development organizations delivering aid and
providing essential public services. Other NGOs are research-driven policy organizations, looking to
engage with decision-makers. Still others see themselves as watchdogs, casting a critical eye over
current events.

They hail from north and south and from all points in between - with the contrasting levels of
resources which such differences often imply. Some are highly sophisticated, media-savvy
organizations like Friends of the Earth and WWF; others are tiny, grassroots collectives, never
destined to be household names.
Although it is often assumed that NGOs are charities or enjoy non-profit status, some NGOs are
profit-making organizations such as cooperatives or groups which lobby on behalf of profit-driven
interests. For example, the World Trade Organization's definition of NGOs is broad enough to include
industry lobby groups such as the Association of Swiss Bankers and the International Chamber of
Commerce.

Such a broad definition has its critics. It is more common to define NGOs as those organizations which
pursue some sort of public interest or public good, rather than individual or commercial interests.

Even then, the NGO community remains a diverse constellation. Some groups may pursue a single
policy objective - for example access to AIDS drugs in developing countries or press freedom. Others
will pursue more sweeping policy goals such as poverty eradication or human rights protection.

However, one characteristic these diverse organizations share is that their non-profit status means
they are not hindered by short-term financial objectives. Accordingly, they are able to devote
themselves to issues which occur across longer time horizons, such as climate change, malaria
prevention or a global ban on landmines. Public surveys reveal that NGOs often enjoy a high degree
of public trust, which can make them a useful - but not always sufficient - proxy for the concerns of
society and stakeholders.

Not all NGOs are amenable to collaboration with the private sector. Some will prefer to remain at a
distance, by monitoring, publicizing, and criticizing in cases where companies fail to take seriously
their impacts upon the wider community. However, many are showing a willingness to devote some
of their energy and resources to working alongside business, in order to address corporate social
responsibility.

To learn more about what these partnerships look like, go to 'Opposites attract' using the menu on
the left. There, NGO-business relations expert Jem Bendell explores several NGO-business
relationships and explains how the new wave of partnerships differs from old-style corporate
philanthropy.

The development of community is a dynamic process involving all segments of the locality, including
the often-overlooked youth population. The key component to this process is found in the creation
and maintenance of channels of interaction and communication among diverse local groups that are
otherwise directed toward their more individual interests. By facilitating interaction and developing
relationships, these diverse individuals interact and begin to mutually understand common needs.
When relationships, consistent interaction, and channels of communication can be established and
maintained, increases in local adaptive capacities materialize and community can emerge.

During the process of residents and groups interacting, the capacity for local action emerges
(Wilkinson, 1991; Luloff & Bridger, 2003). This capacity is often referred to as "community agency."
Agency is therefore reflected in the capacity of people to manage, utilize, and enhance those
resources available to them in addressing local issues (Wilkinson, 1991; Luloff & Swanson, 1995;
Luloff & Bridger, 2003; Brennan, 2005). Community exists in the collective actions of its members.
These collective actions allow residents of all ages and backgrounds to participate in the creation,
articulation, and implementation of efforts to support local change. Through this process of
interaction, the collection of individuals creates an entity whose whole is greater than the sum of its
parts.

While much of the attention given to building local capacities is often focused toward adults, youth
are an increasingly visible and active component in community development efforts. Such
involvement contributes to both the development of community and the social and psychological
development of the youth involved. To encourage youth involvement in the community, it is vital to
understand the influences, motivations, obstacles, and feedback that they receive from the
community.

Factors Influencing Youth Involvement in the Community

Youth typically spend a substantial amount of time in activities extracurricular to school, including
involvement in community-based organizations, school and local sports teams, and school-based
clubs. All of these, and the interaction with individuals within them, directly influence youth
involvement in their communities.

Previous research supports the premise that participation in community activities is associated with
behavioral well-being among adolescents. Influences on youth becoming involved, such as increasing
academic performance during high school, increasing the likelihood of college attendance (Eccles &
Barber, 1999), greater school engagement (Lamborn, Brown, Mounts, & Steinberg, 1992), and
reinforcing positive social values or setting an example (Youniss & Yates, 1997), have been found to
affect involvement.

Other factors have been reported by youth as influencing their need for and willingness to be a part
of a greater good through involvement. These include: feelings of efficacy (Sherrod, Flanagan, &
Youniss, 2002), the need to be valued and taken seriously by others in the community (Flanagan &
Van Horn, 2001), increasing their own self-esteem, and having a responsibility toward society by
performing a public duty (Independent Sector, 2001). Recognition by the community at large is part
of feeling valued (Scales & Leffert, 1999).

Finally, other factors, such as parental involvement, can facilitate influences on youth involvement.
Youth whose parents are actively involved in the community are more likely to become active
themselves (Chan & Elder, 1999). Youth whose parents do not participate in civic activities may still
become active in their communities; however, a supportive and reinforcing parental relationship may
have a greater contribution to civic engagement than parental modeling (Fletcher & Van Horn, 2000).
Perhaps as a result of an increased awareness of the advantages for adolescents, parents play an
important role in linking their children to the world around them (Parke & Ladd, 1992).

Motivations for Youth Involvement

Youth and adults have identified a variety of motivators for volunteering or becoming active in their
communities. These have included practical assessments of their activities, such as: to meet school
requirements; hopes of getting higher grades in a particular class; improving their chances of getting
into college; or as an entry to a desired job (Andolina, Jenkins, Keeter, & Zukin, 2002). Motivations
can also be the result of more practical conditions, such as a need to develop job contacts and
enhance existing skills. In geographic areas where employment opportunities are limited, voluntary
activities can offer a valuable alternative to paid employment (Clary, Snyder, & Ridge, 1992;
Independent Sector, 2001).

Youth also report becoming active for self-actualization (recognition, raise self-esteem) and social
responsibility (setting an example, public duty) (Clary, Snyder, & Ridge, 1992; Independent Sector,
2001). Feelings of efficacy (Clary, Snyder, & Ridge, 1992; Sherrod, Flanagan, & Youniss, 2002), having
responsibility/leadership (Kubisch, 2005), and the need to be taken seriously (Flanagan & Van Horn,
2001) have all emerged as important reasons why youth pursue community involvement.

Finally, activeness in the community is facilitated by youth participation in community-based groups.

Interaction between social groups promotes awareness of needs and helps identify volunteer
opportunities (Wilkinson, 1991; Luloff & Swanson, 1995). Overall, a variety of motivations are present
that shape civic behavior. Included are traditional factors (motivations and sociodemographics), but
also the extent to which people interact with each other.

Obstacles to Successful Youth Involvement

Despite the influences and motivations, significant obstacles exist that inhibit, and often discourage,
community activeness among youth. Among the leading obstacles prevalent in the research, not
being taken seriously, not being asked, and not being assigned or having an identifiable role are
consistently noted in the research literature (Independent Sector, 2001). Felix (2003) identified other
challenges to youth involvement in communities, including a lack of communication and awareness of
opportunities, turf issues among organizations competing for youth participants, youth fears of
speaking out, lack of diversity, and adultism or the systematic mistreatment of young people simply
because of their age.

Other factors such as lack of transportation (Scales & Leffert, 1999), lack of time (Sherrod, Flanagan,
& Youniss, 2002), and not being sure of the benefits of their contributions (Israel, Coleman, & Ilvento,
1993) can limit the active involvement of youth. Scales & Leffert (1999) identified four key barriers
that keep youth from participating in activities: lack of interesting programs, transportation problems,
lack of knowledge about programs, and cost. Similarly, community organizations may be uncertain of
the role or impact that youth may have in their efforts (Israel, Coleman, & Ilvento, 1993). Viewing
young people as transient, participating in too many other activities, and having less predictable
schedules, community organizations may exclude youth. Last, the extent to which youth can
contribute to the decision making process of organizations and play an active role in program/policy
development is important in shaping youth involvement.

Efficacy and Youth Involvement

The views and opinions of others, namely authority figures, can greatly influence youth community
involvement. Youth report a greater likelihood of becoming involved if their participation is valued by
parents, teachers, community leaders, etc. (Camino, 2000; Fogel, 2004; Jarrett, Sullivan, & Watkins,
2005). The receptivity of authority figures can play a central role in youth efficacy, their engagement,
and their continued involvement in the community.

Historically, previously held negative beliefs by both youth and adults (Jarrett, Sullivan, & Watkins,
2005; Zeldin, 2004) have created a disconnection between youth involvement and youth-adult
partnerships in the community. Often, youth have not been viewed as essential contributors to
society, mainly due to stereotypical images and misconceptions of their age and developmental
capacity. The period of intense emotional changes during adolescence helps contribute to the lower
expectations of youth from adults and subsequent decreased opportunity for youth to participate in
community activities (Camino & Zeldin, 2002). Such conditions have led to a lack of recognition and
receptivity by adults, and often, the wider community.

The increasing presence of youth in the development process and the establishment of youth-adult
partnerships have created an environment where communities are more receptive. The active
involvement of youth highlights their value and provides an opportunity to erase negative
stereotypes. Recent research has focused on such positively held adult notions of youth and their
relationship to encouraging youth involvement. Zeldin (2002) reported that many adults perceive
adolescents as being capable of contributing to their communities, performing well in community
positions, and taking proactive approaches to their life development. This receptiveness opens the
door to long-term youth involvement, while also facilitating greater appreciation for the youth
contribution to the community by adults (Camino, 2000).

These factors all result in influences, motivations, obstacles, and feedback that directly or indirectly
influence youth toward or away from local involvement. These variables are examined further in the
study reported here to determine whether any predict involvement, so that Extension professionals
may consider and recognize key factors in order to engage youth in local interactions, particularly in
the implementation of 4-H programs.

8.Explain Present status and various initiatives of rular education.

Ans.Majority of India still lives in villages and so the topic of rural education in India is of utmost
importance. A survey named called the Annual Status of Education Report (ASER), shows that even
though the number of rural students attending schools is rising, but more than half of the students in
fifth grade are unable to read a second grade text book and are not able to solve simple
mathematical problems. Not only this, the level of maths and reading is further declining. Though
efforts are being made, they are not in the right direction. The reason cited for this problem in
surveys is the increasing number of single classroom to educate students from more than one grade.
In some states attendance of teachers and students is also declining. These are a few reasons why
schools have failed to educate rural India.
Quality and access to education is the major concern in rural schools as there are fewer committed
teachers, lack of proper text books and learning material in the schools. Though Government schools
exist, but when compared to private schools then quality is a major issue. Majority of people living in
villages have understood the importance of education and know that it is the only way to get rid of
poverty. But due to lack of money they are not able to send their children to private schools and
hence depend upon government schools for education. Above that, in some of the government
schools there is only one teacher for the entire school and if they don’t show up at work, then it is a
holiday. If the quality along with number of teachers and, that too committed teachers can be
improved in these schools, then aspiring rural children and India can fulfill their dreams of doing
something great.
Some government schools in rural India are overly packed with students, leading to a distorted
teacher- student ratio. In one such remote village in Arunachal Pradesh there are more than 300
students in class X which makes nearly 100 students in each classroom. In such a situation it is
impossible for teachers to pay full attention towards each and every student, even if they are willing
to help.
Every village is not provided with school which means that students have to go to another village to
get education. Owing to this parents usually do not send their daughters to school, leading to a
failure in achieving rural education in India.
Poverty is another setback. Government schools are not as good and private schools are expensive.
This results in a very low number of students actually clearing their secondary education and taking
admission in a colleges for further studies. So the drop-out-rate at the secondary level is extremely
high in villages. Only parents who can afford college education send their kids to secondary schools. If
parents are not able to send their wards for higher education then all their previous efforts get
wasted as completing just secondary education means a low paying job and the person is again struck
in the same never ending cycle of money, life and poverty.
Most textbooks are in English and since people in rural areas either speak their native language or
Hindi, but not English that defeats the purpose. This results in lack of their interest in studies. Though
some of the students from villages are really brilliant, as they have a wealth of practical knowledge
and know how to survive even in very harsh conditions of life, difficultly in understanding their
textbooks, lack of facilities and their poverty are a hurdle in their education.
Quality related issues are far powerful than poverty. Students are not at all encouraged to think but
they are asked to memorize pre-defined questions for exams. So for many students clearing
examination at the end of  the session, passing their exam becomes more important than gaining
knowledge. Also as per the new CBSE rule, every student is supposed to be promoted to the next
class irrespective of marks in their examination. Hence majority of students do not bother to study,
which means a decline in their education level . Neither students nor teachers take any interest in
studies which is why the level of education is declining in India despite many efforts.
The foundation to turn India into a strong nation has to be laid down at primary and rural levels and
so the quality of education right from the beginning should be excellent. Education and text books
should be made interesting. For rural students textbooks related to their culture, their traditions and
values should also be there so as to create their interest in studies.The reasons behind so many drop-
outs in spite of free education should be found out as this is a hurdle on the road to progress.
Improvement in the condition of government schools, education quality, committed teachers and
more salaries to these teachers should be part of development.
There is a difference between city and village student not in terms of brain or development but their
initial environment, skills, learning ability, availability of infrastructure, and access to different
facilities. All of these must be considered while making the curricula which should not be different
but how it is going to be taught would make the difference. Encourage the genuine rural students
who are interested in education and make them competent. There are many examples of success in
rural education in India like the Barefoot college, 8 Day Academy and Gurukul School in Bihar. These
are innovative and successful examples of schools running in rural India. It is the time to replicate
such efforts as our country and its rural population is very vast which means one of two stories of
these kinds won’t make any difference. Instead of this large number of such schools are required in
rural India. It is also absolutely mandatory to evaluate the success of the schools and students at each
and every level. Timely assessment will throw light on present problems and achievements. Let us try
to build a solution around these problems which will resolve the overall issues of rural education in
India.