Model Curriculum for Three/Four Year

Degree Course
(With Multiple Entry /Exit Option)
Based on NEP-2020

Social Work

Odisha State Higher Education Council, Bhubaneswar

Government of Odisha
 Contents

1. Structure and Regulation……………………………….

2. Core Courses (4 Credits each)…………………………………

3. Multidisciplinary Courses………………………………….
(3 courses to be chosen from baskets of Multidisciplinary for Semester-I/II/III
with 3 credits each)

4. Ability Enhancement Courses…………………………..

(Odia and English are the compulsory courses under Semester-I/II respectively
with 4 Credits each)

5. Skill Enhancement Courses (SEC)……………………....

(3 courses to be chosen from baskets of SEC for Semester-I/II/III respectively
with 3 credits each)

6. Value Added Courses………………………………........

a. Environmental Studies and Disaster management compulsory under
Semester-I with 3 Credits
b. 3 courses to be chosen from baskets of VAC for Semester-III/V/VI with
3 credits each

b. Summer Vocational Course ……………………………

(Students may opt for vocational courses after 2nd Semester and 4th Semester
for Certificate Course or Diploma Course respectively with 4 credit each)
 Programme Outcomes

1. Apply knowledge of human behaviour and development across the lifespan.

2. Understand how social determinants impact on people’s health and wellbeing.
3. Promote healthy, cohesive, non-oppressive relationships among people and between
people and organizations at all levels – individuals, families, groups, programs,
organizations, communities.
4. Facilitate and advocate for the inclusion of different voices, especially those of groups
that have experienced marginalization and exclusion.
5. Understand the relationship between personal life experiences and personal value
systems and social work practice.
6. Integrate theory, ethics, research/knowledge in practice.
7. Have sufficient practice skills in assessment, relationship building, empowerment and
helping processes to achieve the identified goals of the programme and fulfil
professional obligations to service users.
8. Provide social support, and engage in developmental, protective and preventive
intervention.
9. Apply social work intervention that is informed by principles, knowledge and skills
aimed at promoting human development and the potentialities of all people
10. Engage in critical analysis of how social policies and programmes promote or violate
human rights and justice
11. Use peace building, non-violent activism and human rights-based advocacy as
intervention methods.
12. Develop as critically self-reflective practitioners.
13. Apply national, regional and/or international social work codes of ethics and their
applicability to context-specific realities
14. Ability to address and collaborate with others regarding the complexities, subtleties,
multidimensional, ethical, legal and dialogical aspects of power.
Core I Semester I
Introduction to Social Work

Course Objectives

 To understand basic concepts and explore the philosophical underpinnings and basic
assumptions guiding social work practice.

 To understand history and evolution of social work profession.

 To understand the values, principles, and ethical codes that govern social work
practice.

 To understand how social work relates to human rights and social justice and the
various approaches to social work

Learning Outcomes

 Able to understand social work as a discipline and profession

 Able to appreciate the historical bases of the evolution of Social Work.

 Able to understand basic concepts, approaches and theories of social work

 Able to learn the principles of Social Work and demonstrate awareness of values and
ethics of social work profession

Unit I : Meaning, Philosophy and Scope

Social Work: Definition and meaning: nature, scope. Social Work generic principles,
philosophy and basic assumptions. Social Work objectives and methods.

Unit II: Evolution of Social Work Practice

Social Work: Historical development of Social Work in U.S., U.K., Africa, Latin America,
Asia, India and Odisha

Unit III: Social Work as a Profession

Social Work as a profession: characteristics of a profession; values, principles and code of

ethics.

Unit IV : Approaches to Social Work Practice

Social work and its relationship to Human Rights and Social Justice. Social Work and its
relationship to Social Reform, Social Services, Social Welfare and Social Development.
Approaches to Social Work- Generalist, Ecosystems, Feminist, Anti-oppressive and
Emancipatory.
Reading List

 Adams, R. (2002). Social Work: Themes, Issues and Critical Debates. London: Sage
Publication.
 Choudhury, D. P. (1983). An Introduction to Social Work. New Delhi: Atma Ram and
Sons.
 Dasgupta, S. (ed.), (1967). Towards a Philosophy of Social Work in India. New
Delhi: Popular Book Service.
 Desai, M. (2005). Ideologies and Social Work: Historical and Contemporary
Analyses. Jaipur: Rawat Publications.
 Flexner, A. (1915). Is social work a profession? Social Welfare History
Project. Retrieved from https://socialwelfare.library.vcu.edu/social-work/is-
social-work-a- profession-1915/
 Friedlander, W. W. & Robert Z. A., (1980). Introduction to Social Welfare. New
Delhi: Prentice-Hall of India Ltd.
 Friedlander, W. W., (1977). Concept and Methods of Social Work. New Delhi:
Prentice Hall.
 Ganguli, B. N. (1974). Gandhi’s Social Philosophy: Perspective and Relevance. New
Delhi: Vikas Publishing House.
 Gore, M.S. (1965). Social Work and Social Work Education in India. Mumbai: Asia
Publishing House.
 Director, Publications Division, Govt. of India. (1987). Encyclopedia of Social Work
in India, Delhi.
 Payne, M. (2021). Modern Social Work Theory Paperback. London: Oxford
University Press.
 Piccard, J. B. (1995). Introduction to Social Work: A Primer. New York: The Dorsey
Press.
 Reamer, F.G. (1995). Social work Values and Ethics. New York: Columbus
 Timms, N. & Timms, R. (1997). Perspectives in Social Work. London: Routledge and
Kegan Paul.
 Wadia, A.R. (1981). History and Philosophy of Social Work in India. Delhi: Allied
Publishers.
 Woodroffe, K. (1962). From Charity to Social Work. Boston: Routledge and Kegan
Paul. Retrieved from https://www.iassw-aiets.org/archive/ethics-in-social-work-
statement-of-principles/

Core II
Field Work-1
Course Objectives
 To understand the basics of fieldwork, concept of self and field work and the
professional role of social workers.

 To critically understand self and surroundings and the interrelationship and inter
 dependence of individual of institutions and ecosystem.

 To develop critical consciousness and reflexive analysis of self and experience of the
environment

Learning Outcomes

 Be self-conscious, empathetic and understand the importance of the values of

fraternity and solidarity and other social work values.

 Able to understand the social environment and the role of the social worker in
different context and settings.

Field Work Contents (Tasks /Activities)

Field work practicum of First Semester comprises of the following components:

• Fieldwork Orientation Programme

• Orientation Visits.

Fieldwork Orientation Programme

 To prepare students with the basic concepts, definitions, and components of field
work.
 To develop self-awareness, self-management, and ethical practice skills among
students.

There shall be a 10-day orientation programme in the First semester. This will focus on
preparing the students about the field work, concept, definitions, purpose and components,
understanding self-awareness and self-management, time management, goal setting, field
work practice and ethics, fieldwork record and writing skills and techniques like rapport
building, observation and analysis, advocacy, and networking with individual, group and
community.

Orientation Visits

 To provide exposure to services offered by governmental and non-governmental

organizations.
 To enhance understanding of the social worker's role in diverse settings through
practical engagement.

There shall be minimum 15 orientation visits in this semester to provide an exposure to and
understanding of the services provided in response to people’s needs by government and
non- government organizations (i.e. agencies in health setting, education, community,
institutional and non institutional services, criminal justice system, civic administration,
rehabi1itation, Local bodies, etc.). Soon after the completion of a orientation visit the
student shall be expected to submit in writing fieldwork report on a weekly basis. The
orientation visit experiences and learning will be presented as a written paper and presented
in the group conferences or seminar. The student’s fieldwork file containing weekly reports
and a Fieldwork Report of the entire semester, along with the Fortnightly Evaluation File
 and attendance records shall be submitted to the external examiner at the time of viva-voce
examination at the end of the semester.

Reading List

 Bhanti, R. (1996). Field Work in Social Work Perspective. Udaipur: Himanshu

Publications.
 Brown, S.C. & Gloyne, E.R. (1966). The Field Training of Social Workers: A Survey.
London: Allen and Unwin.
 Garthwarf, E. (2005). The Social Work Practicum. Boston: Pearson Education.
 Singh, R. R. (1985). Field Work in Social Work Education. Lucknow, India: Rapid
Book Service.
 Singh. A.P. (2017). Strengthening Field Work in Social Work Education. Lucknow:
Rapid Book Service.
 Subhedar, I.S. (2001). Field Work Training in Social Work. New Delhi: Rawat
Publications.
 Tsui, M. (2005). Social Work Supervision: Contexts and Concepts. New Delhi: Sage
Publications.
 Doel, M. & Shardlow, S.M. & Johnson, P.G. (2011). Contemporary Field Social
Work: Integrating Field and Classroom Experience. Oaks: Sage Publications.
 Doel, M. & Shardlow, S.M. (2005). Modern Social Work Practice: Teaching and
Learning in Practice Settings. Burlington VT: Ashgate.
 Verma, R.B.S. & Singh, A.P. (2011). Handbook of Field Work Practice Learning in
Social Work Lucknow: New Royal Book Company.

Core III Semester II

Areas and Fields of Social Work Practice
Course Objectives

 To identify and describe various areas and settings of social work practice.

 To understand the required competencies for effective practice in these settings.

 To examine social work roles and interventions in government and non-government

sectors.

 To discuss advocacy and rights protection for vulnerable groups in the unorganized
sector.

Learning Outcomes

 Able to understand the fields of social work

 Able to explore the competencies required to work in different fields of social work

 Have a clear understanding of the frameworks that influence social work practice.

 Ale to develop a critical consciousness to identify situations of oppression and exploitation

Unit I: Areas and Fields of Social Work Practice- An Overview

Conceptualization of the problem and intervention strategies- Charity, Welfare, Clinical,

Radical, Structural, Feminist, De-colonial, Anti-discriminatory and Anti-oppressive. Social
Work as an academic discipline, professional service and social activism.

Unit II: Social Work practice in different sectors.

Social Work practice in the government sector: administrators, policy makers and executors
in government department s and agencies. Social Work practice in the Non-Government and
Corporate Sector: orientation, type of service, level of operation, relationship with
government and community.
Social Work practice intervention in the unorganized sector: advocating for the rights of
domestic workers, street vendors, sanitation workers, manual scavengers, rag pickers,
migrant labour.

Unit III: Core Frameworks of Social Work Practice

Ecological Systems Perspective, Strengths Approach, Empowerment Framework, Social
Justice Framework, Cultural Humility Framework and Evidence Informed Practice

Unit – IV: Intersectionality in Social Work

Understanding multiplicity of identities through the intersection of systemic power, privilege,
oppression, and social location with personal, social, and political identities. Paradigm of
dominance and subjugation. Developing critical consciousness.

Reading List

 Ministry of Welfare, Encyclopedia of Social Work in India, Government of India

 Singh, Surendra (ed). (2020) Encyclopedia of Social Work in India, Volumes 1-5,
New Royal Book Company, Lucknow
 Sewpaul, V. (2014). Social Work Education: current trends and future direction in C.
Noble, H. Strauss & B. Littlechild(Eds), Global Social Work: Crossing Borders,
Blurring Boundaries, Pp 353-368. Sydney University Press.
https://doi.org/10.2307/j.ctvlfxm2q.2
 Nadkarni, V.V and Sinha Roopashri. (2016). Transforming Social Work Education in
India: Integrating Human Rights, Journal of Human Rights and Social Work,
Springer Link, Vol.1, pages 9-18.
 Singh and Azman (2022). “Systems Theory and Ecological Approach in Social Work
Practice,” Asian Social Work Journal. Retrieved
from https://doi.org/10.47405/aswj.v7i6.232
 Calatrava et al. (2022). “Differentiation of Self: A Scoping Review of Bowen Family
Systems Theory,” Clinical Psychology Review. Retrieved
from https://doi.org/10.1016/j.cpr.2021.102101Baines, D (2011). An overview of
anti-oppressive practice. Doing anti-oppressive practice: social justice social work
(2nd ed.). Black Point, Nova Scotia, Canada: Fernwood Publishing.
 Blundo, R. (2006). Shifting our habits of mind: Learning to practice from a strengths
perspective. In D. Saleebey (Ed.), The strengths perspective in social work practice
(pp. 25–45). Boston, MA: Pearson Education.
 Guo, W., & Tsui, M. (2010). From resilience to resistance: A reconstruction of the
 strengths perspective in social work practice. International Social Work, 53(2), 233-
245.
 Rapp, CA. Saleebey,D. & Sullivan WP (2006) The future of strengths-based social
work in Advances in Social Work, Special Issue on the Futures of Social Work,
Indiana University School of Social Work.
 Adams, Robert. (2017) Empowerment, Participation and Social Work, Bloomsbury
Publishing.
 Staub-Bernasconi, S. (2012). Social action, empowerment and social work—An
integrative theoretical framework for social work and social work with groups.
In Social Action in Group Work (pp. 35-51). Routledge.
 Lundy, C. (2004). Social work and social justice: A structural approach to practice.
University of Toronto Press.
 Gottlieb, M. (2021). The case for a cultural humility framework in social work
practice. Journal of Ethnic & Cultural Diversity in Social Work, 30(6), 463-481.
 Danso, R. (2018). Cultural competence and cultural humility: A critical reflection on
key cultural diversity concepts. Journal of Social Work, 18(4), 410-430.
 Rosen, D., McCall, J., & Goodkind, S. (2017). Teaching critical self-reflection
through the lens of cultural humility: An assignment in a social work diversity
course. Social Work Education, 36(3), 289-298.
 Kelly, M. S. (2010). School social work: An evidence-informed framework for
practice. Oxford University Press.
 Epstein, I. (2009). Promoting harmony where there is commonly conflict: Evidence-
informed practice as an integrative strategy. Social Work in Health Care, 48(3), 216-
231.
 Nishimoto, Pattie. & Philpott, Terri. How Social Identity Influences Our Experiences:
Intersectionality https://naswwv.socialworkers.org/LinkClick.aspx?
fileticket=vGZncpb8Yxs%3D&portalid=13#:~:text=Page%209-,Intersectionality,in
%20multiple%20dimensions%20of%20disadvantaged.
 Nayak Suryia. & Robbins, Rachel. (2019), Intersectionality in Social Work Activism
and Practice in Context. Routledge
 Rhea V. Almeida, Lisa Marie Werkmeister Rozas, Bronwyn CrossDenny, Karen
Kyeunghae Lee & Ann-Marie Yamada (2019): Coloniality and Intersectionality in
Social Work Education and Practice, Journal of Progressive Human Services, DOI:
10.1080/10428232.2019.1574195 To link to this article:
https://doi.org/10.1080/10428232.2019.1574195

Core IV
Field Work-2
Course Objectives

 To engage in group work and apply social work theories and practices.

 To learn to work with groups in various settings such as SHG, youth group, AA
groups, children groups elderly

 To develop skills in managing group dynamics and facilitating group processes.

 To use leadership roles to advance group objectives and support community

 initiatives.

Learning Outcomes

 Able to use group work as a method of social work practice

 Able to understand group process and dynamic

 Cultivated leadership skills through practical group work experiences

Field Work Contents (Tasks /Activities)

Field work practicum of Second Semester comprises Concurrent field work Concurrent
Field Work: The broad aim of concurrent filed work practicum is to provide opportunities
for applying the knowledge and the information gained in the classroom to reality
situations. This learning experience should provide an opportunity of working with
communities, groups, individuals/families and managing organization tasks. It is an
opportunity to develop intervention skills in reality situations. This entails learning social
work practice for two days (16 hours) in every week of the semester.

The student shall complete a minimum of 25 days of visits in a semester. The learners shall
be placed in agencies/community to initiate and participate in direct service delivery.
Submission of reports to their allotted respective faculty supervisors.

The faculty supervisors through periodic Individual conferences and Group conferences
shall assist students to prepare a plan of action for the respective semester field work
activities in consultation with agency supervisors.

Workload: Ratio of Teachers and Students for Social Work practicum shall be 1:8

Note: * In concurrent Field Work Programme, every student has to undergo 16 hours of
Field Work Practicum per week. Two hours of Field Work Practicum carried out by the
students is equated to one hour of theory classes conducted in the Community/ Agency /
Institution setting (16 hours of Field Work i.e. two hours = 1 hour theory class). (16/2 = 8
Hrs. the work load for the Field work practicum shall be considered as 1: 8. The Ratio of
one teacher shall have a batch of 8 students) (Each teacher has to spend 1 hour per student.
i.e. 8 students = 8 hours per week). As per UGC Model Curriculum for Social Work
Education [2001, p. 14].

Core V Semester III

Social Justice Framework

Course Objectives

 To explore various theoretical frameworks of social justice

 To study the Constitutional provisions for social justice in India

  To critically assess the effectiveness of social policies aimed at empowering
marginalized communities

To frame social work practices that achieve social justice objectives

Learning Outcomes

 Able to apply these theories to understand and address social inequalities

 Able to apply constitutional provisions that safeguard social justice

 Able to evaluate social policies using the social justice framework

 Able to adopt practices that liberate and empower oppressed people

Unit I: Perspectives and Theories of Social Justice

Meaning of Social Justice. Moral, Economic, Political and Social Work Perspective of
Social Justice.
John Rawls theory of Justice, Martha Nussbaum’s outcome-oriented theory of Justice and
Amartya Sen’s capability approach to Justice. B.R. Ambedkar’s conceptualization of Social
Justice to overcome discrimination and oppression.

Unit II: Social Justice in the Constitution of India

Constitutional commitment to Social Justice. Social Justice and the Indian welfare state.
Abolition of Untouchability. Policy of Reservation. Critical assessment of government
policies for the empowerment of oppressed people (SC, ST, OBC and Minority).

Unit III: Social Work and the Practice of Social Justice

Framing Social Work practice to achieve social justice objectives: recognizing dignity,
encouraging self-esteem, recognizing diversity, achieving equality of treatment and
outcome, meeting basic needs, reducing inequality in income and life chances and
encouraging participation of all.

Unit IV: Developing a Social Justice Lens

Group and table top exercises for students to develop a social justice Lens. Developing an
awareness of multiple perspectives. Identifying strengths in diversity in individuals,
communities and in society and. Working towards equitable distribution of resources.
Analysing unjust policies and practices. Working in solidarity. Challenging negative
discrimination

Reading List

 Hölscher, D. et.al (eds). (2022) Social Work Theory and Ethics: Ideas in Practice,
Springer Nature
 International Federation of Social Workers (IFSW) (2014) Definitions of social
work. Retrieved March 2021 from: http://ifsw.org/policies/definition-of-social-work
 Atteberry-Ash, Brittanie E. (2023). Social Work and Social Justice: A Conceptual
 Review. Social Work, Volume 68, Issue 1, January 2023, Pages 38-
46,https://doi.org/10.1093/sw/swac042
 Dorling, Danny. (2015) Injustice: Why social inequality still persists. Policy Press
 Rawls, John (1999) A Theory of Justice. Revised Edition. Harvard University Press
 Nussbaum, Martha. (2006) Frontiers of Justice: Disability, Nationality and Species
Membership, Cambridge: Harvard University Press.
 Sen, Amartya. (2009) The Idea of Justice, New York: Penguin Books
 Rathore, Aakash Singh (2021). B.R. Ambedkar: Social Justice, Vol. 2, Oxford
University Press
 Begari, Jagannath. (2023) B.R. Ambedkar and Social Transformation: Revisiting
the Philosophy and Reclaiming Social Justice. Taylor & Francis Ltd
 Raju, C.B. (2006) Social Justice and the Constitution of India. Serials Publication

Core VI

Human Rights Framework

Course Objectives

 To understand Human Rights and engage in critical self-reflection and correction for
professional development

 To understand the Human Rights institutional framework in the country

 To recognize the extent to which a cultures, structures and values may oppress,
marginalize, exclude and enhance power and privilege

 To critically analyze the intersection of Human Rights Values with Social Work
influences practice

Learning Outcomes

 To understand the global Human Rights framework and to analyze the implications of
universal human rights on national laws and practices

 Able to engage in processes that advance social and economic justice.

 Able to examine the role of various institutions in protecting human rights

 Able to explore methods for monitoring and reporting human rights violations

Unit I: Universal Human Rights

Historical evolution and normative framework of the Universal Human Rights System: The
UN Charter, Universal Declaration of Human Rights, the ICCPR and ICESCR. The
generations of Rights. UN vs. National perspectives-issues of cultural relativism. Rights vs.
Duties. Rights of Indigenous Peoples. International Convention on the Elimination of All
Forms of Racial Discrimination.
Unit II: Human Rights Institutions
Role of the Judiciary in responding to Human Rights issues in India: The case of
Niyamgiri. Role of the National Human Rights Commission. Role of Human Rights
NGOs.

UNIT – III: Monitoring Human Rights

Who monitors human Rights- Role of Social Work Professionals, Medical Professionals,
the Police, Lawyers and Judges. How to monitor? - Prisons, trials, hospitals, vulnerable
groups. How to investigate? -Practical steps on gathering evidence. How to report? -
Collating evidence, recording statements, and writing a report. International and National
Reporting and Complaints Procedure.

UNIT – IV: Rights based practice in Social Work

The elements of the Human Rights approach and its value to Social Work: Respecting
principles of Equality and non-Discrimination; incorporating the Gender perspective.
Applying Human Rights approach to Advocacy in the context of Social Work: public
campaigns, networking and legislation

Reading List

 Youth for Human Rights (2010). What are human rights?

http://www.youthforhumanrights.org/ what-are-human-rights.html
 Ife, J. (2001). Local and global practice: Relocating social work as a human rights
profession in the new global order. European Journal of Social Work, 4(1), 5-15.
 United Nations. (1948). The Universal Declaration of Human Rights. Retrieved
from http://www.un.org/en/documents/udhr/
 United Nations. (1994). Human rights and social work: A manual for schools of
social work and the social work profession. Geneva: United Nations Centre for
Human Rights.
 Ife, J. (2012). Human Rights and Social Work: Towards Rights based Practice,
CUP:London.
 Reichert, E. (2011). Social Work and human Rights: A Foundation for policy and
practice,Columbia University Press.
 Lundy, Colleen (2011). Social Work, Social Justice and Human Rights: A Structural
Approach to Practice.University of Toronto Press.
 Mullaly, Bob.(2017) Challenging Oppression and Confronting Privilege, OUP.
 Wronka, Joseph. M. (2017) Human Rights and Social Justice: Social Action and
Service for the Helping and Health Professions, Sage publications.
Core VII

Field Work-3
Course Objectives

 To develop competencies for working within community-based settings

 To enable students to learn firsthand about vulnerabilities in community

 To engage in reflective practices that connect theory with field experiences

Learning Outcomes

 Able to utilize a theoretical framework to guide practice and evaluate outcomes

 Able to reflect on social realities and engage appropriately using social work
approaches, skills, and models

 Able to implement social work interventions targeted at specific community issues

Field Work Contents (Tasks /Activities)

 Field work practicum of Third Semester comprises Concurrent Field Work:

 The broad aim of concurrent filed work practicum is to provide opportunities for
applying the knowledge and the information gained in the classroom to reality
situations. This learning experience should provide an opportunity of working with
communities, groups, individuals/families and managing organization tasks. It is an
opportunity to develop intervention skills in reality situations. This entails learning
social work practice for two days (16 hours) in every week of the semester.

 The student shall complete a minimum of 20 days of visits in a semester. The learners
shall be placed in agencies/community to initiate and participate in direct service
delivery. Submission of reports to their allotted respective faculty supervisors.

 The faculty supervisors through periodic Individual conferences and Group

conferences shall assist students to prepare a plan of action for the respective semester
field work activities in consultation with agency supervisors.

Workload: Ratio of Teachers and Students for Social Work practicum shall be 1:8
 Note: * In concurrent Field Work Programme, every student has to undergo 16 hours of
Field Work Practicum per week. Two hours of Field Work Practicum carried out by the
students is equated to one hour of theory classes conducted in the Community/ Agency /
Institution setting (16 hours of Field Work i.e. two hours = 1 hour theory class). (16/2 = 8
Hrs. the work load for the Field work practicum shall be considered as 1: 8. The Ratio of
one teacher shall have a batch of 8 students) (Each teacher has to spend 1 hour per
student. i.e. 8 students = 8 hours per week). As per UGC Model Curriculum for Social
Work Education [2001, p. 14].
Core VIII Semester IV

Development Framework
Course Objectives

 To dissect the meanings and theories of development, including sustainable and

human development models.

 To develop capabilities on the critical understanding on the development theories,

models and approaches to development.

 To develop a comprehensive knowledge and understanding on India’s development

experience
 To engage in a discourse on the contemporary development issues including SDGs

Learning Outcomes

 Able to showcase extensive knowledge and understanding of the social development

policies and programs, social problems and social legislations

 Able to critique the role of international agencies in shaping development policies

 Able to review India’s development policy

 Able to analyse India’s progress in achieving the SDGs

Unit I: Understanding Development- An overview

Development Definitions. Underdevelopment: Meanings, Characteristics and Causes.

Evolution of theoretical ideas and principles that have shaped the development process:
Capitalist Model-Trickle-down Theory, Human Development, Social Development and
Sustainable Development. Role of international agencies (UNDP, ILO, World Bank) in
promoting state directed, planned social development.

Unit II: Critiques of Development

Dependency Theory (1960): an explanation of economic underdevelopment of countries.
World System Theory (Immanuel Wallerstein, 1979), Post Development Theory (Arturo
Escobar), Happiness Index: Correlation between Subjective Well Being (SWB) and
Sustainable Development Goals (SDG)
 Unit III: India’s Planned Development Experience
Mixed economy and economic planning: Five Year Plans- achievements and failures,
contradictions, critiques and major debates on Indian planning. India’s development
strategy: Area Development Approach, Target group approach, Basic Needs Approach,
Integrated Development Approach, Community-driven development (CDD). Economic
Reforms in India: Replacement of the welfare state with neo-liberal state. Introduction of
Liberalization, Privatization and Globalization (LPG) and its consequences. Case studies-
Nationalization of banks, Green Revolution, White Revolution, Make in India

Unit IV: Contemporary Issues and SDGs

Increasing Inequality and the introduction of Rights based welfare economics: MGNREGS,
Right to Education, Right to Food, Subsidized food grains distribution, Direct and Indirect
Benefit Transfers/Cash Transfers. The SDG framework and localising SDGs. Analysing
India’s progress in SDGs.

Reading List

 Midgley, James. (2014), Social Development: Theory and Practice, Sage: London
 Midgley, James and Michelle Livermore (1997) The Developmental Perspective in
Social Work: educational implications for a new century, Journal of Social Work
Education, Vol. 33, No. 3 (Fall 1997), pp. 573-585 (13 pages), Published by:
Taylor & Francis, Ltd.
 Billups, J. O. (1990). Toward social development as an organizing concept for
Social Work and related social professions and movements. Social Development
Issues, 12(3),14-26.
 Richard J. Estes (1998), Developmental social work: A new paradigm for a new
century
 https://www.researchgate.net/publication/
229002360_Developmental_Social_Work_A_New_Paradigm_for_a_New_Century
 Byres, T.J (1998) The Indian Economy: Major Debates since Independence, Oxford
University Press: Delhi
 Byres, T.J.:State (1999), Development Planning and Liberalisation in India, Oxford
University Press: Delhi
 Dreze, J. and Sen, A. (2002) India: Development and Participation, New Delhi:
Oxford University Press.
 Peet, Richard. 2003. Globalism and Neo-liberalism. Pp. 1-23 in Unholy Trinity:
The IMF, World Bank and WTO. Zed Books: London and New York
 Haq, Mahbubul. (1998). “The Human Development Paradigm”and The Advent of
the Human Development Report.”Pp. 13-45 in Reflections on Human Development.
Oxford University Press: Delhi
 Sen, Amartya. (1999). Development as Freedom. Anchor Books: New York
 Arora-Jonsson, S. (2023). The sustainable development goals: A universalist
promise for the future. Futures, 146, 103087.
 Singh, S. (2022). Attainment of the sustainable development goal of poverty
eradication: A review, critique, and research agenda. Journal of Public
Affairs, 22(1), e2294.

Core IX
 Social Policy

Course Objectives

 To understand of the concept and values underlying social policy

 Develop an understanding of social policy in the perspective of national goals as

stated in the Constitution

 To understand the processes involved in formulating and implementing social policies

and critique the effectiveness of sectoral policies in achieving sustainable
development goals

 To learn about the various methods employed to analyse social policy both
qualitatively and quantitatively

Learning Outcomes

 Able to imbibe skills to critically assess concepts related to social policy

 Able to appreciate the role of planning in making social policies for achieving
constitutional goals as wells as SDGs

 Be aware of social policy governance structure and its strengths and drawbacks

 Able to appreciate participatory methods of social policy evaluations

Unit I: Understanding Social Policy

Concept of Social Policy, underlying values and constitutional principles. Social Policy in
response to social problems. Social Policy for Social Justice and safeguarding Human Rights.

Unit II: Social Policy Formulation

The process of social policy formulation. Approaches to social policy: Unified, integrated and
sectoral. Planning as an instrument and source of policy. Concept of social planning and its
distinctness from economic planning. Sectoral policies linked to achieving Sustainable
Development Goals. Recent trends in social policy making-EWS reservation, New Education
Policy.

Unit III: Social Policy Execution

Social policy governance and institutions- Coordination, monitoring and evaluation. The
lack of convergence between implementing agencies.

Unit-IV: Social Policy Analysis

Analysing social policy quantitatively and qualitatively- short term output vs. long term
outcomes. Participatory methods of social policy analysis-stakeholder analysis,
 participatory appraisal.

Reading List

 Alcock, P., Haux, T., May, M., & Wright, S. (eds.) (2016). The student’s companion to
social policy. Oxford: Blackwell
 Barusch, A. (2005). Foundations of social policy: Social justice in human perspective
(2nd ed.). Belmont, CA: Wadsworth Press.
 Spicker, P. (2008). Social policy: Themes and approaches 2nd Edition. UK: The
Policy Press
 Drake, R. F. (2001). The principles of social policy. New York: Palgrave
 Adams, Robert (2002). Social Policy for Social Work, Basingstock: Palgraved
MacMillan.
 Denny, D. (1998). Social policy and social work. Oxford: Clarendon Press.
 Hudson, J., & Lowe, S. (2007). Understand the policy process. New Delhi: Rawat
 Livingstone, A. (2011). Social policy in developing countries. UK: Routledge
 Mathur, R. B. (2008).Social Policy and Human Rights, Jaipur: Book Enclave
 Segal, E.A. (2013). Social welfare policy and social programs: A values perspective,
(3rd ed.). Belmont, CA: Thompson/Brooks Cole
 Lucas, Henry and Cornwall, Andrea. (2003) Researching social policy, IDS Working
Paper 185, https://www.ids.ac.uk/download.php?file=files/Wp185.pdf

Core X

10 Field Work-4
Course Objectives

 To develop skill of working with individuals, groups and communities with human
rights approach

 To develop skills in identifying and addressing human rights violations

Learning Outcome

 To have an in depth understanding of human rights issues and right based social
analysis, assessment and intervention.

 To be able to design, plan and execute human rights campaign at the community level

Field Work Contents (Tasks /Activities)

 Field work practicum of Fourth Semester comprises Concurrent Field Work:

 The broad aim of concurrent filed work practicum in this semester is to provide
opportunities for applying the knowledge and the information gained in the classroom
on a rights-based approach to finding solutions to problems that are both political as
well as socio-economic in nature. This learning experience should provide an
opportunity of working on human rights issues with communities, groups,
 individuals/families and managing organization tasks. It is an opportunity to develop
intervention skills in reality situations. This entails learning social work practice for
two days (16 hours) in every week of the semester.

 The student shall complete a minimum of 25 days of visits in a semester. The learners
shall be placed in agencies/community to initiate and participate in direct service
delivery. Submission of reports to their allotted respective faculty supervisors.

 The faculty supervisors through periodic Individual conferences and Group

 conferences shall assist students to prepare a plan of action for the respective semester
field work activities in consultation with agency supervisors.

Workload: Ratio of Teachers and Students for Social Work practicum shall be 1:8

Note: * In concurrent Field Work Programme, every student has to undergo 16 hours of
Field Work Practicum per week. Two hours of Field Work Practicum carried out by the
students is equated to one hour of theory classes conducted in the Community/ Agency /
Institution setting (16 hours of Field Work i.e. two hours = 1 hour theory class). (16/2 = 8
Hrs. the work load for the Field work practicum shall be considered as 1: 8. The Ratio of one
teacher shall have a batch of 8 students) (Each teacher has to spend 1 hour per student. i.e. 8
students = 8 hours per week). As per UGC Model Curriculum for Social Work Education
[2001, p. 14].

Core XI Semester V

Eco-Systems Framework
(Students can choose any one course from this group)
(A)
Course Objectives
 To understand the origins and theoretical underpinnings of ecological systems theory

 To discuss social work values associated with ecological systems thinking.

 To apply human well-being assessments for sustainable development within social

work

 To analyze case studies on the application of ecosystems framework in different

social work settings

Learning Outcomes

 To be able to apply the ecosystems framework in social work practice with

individuals, groups and communities

 Able to envision a better fit between clients and their environments by improving the
quality of transactions across different ecological systems
  Able to assess individuals and communities using multi-tiered diagnostic approaches
across various ecological systems

Unit I: Theoretical base of Ecosystems Framework

The origins of ecological systems theory: ecological theory, systems theory,
Bronfenbrenner’s bioecological systems theory and social-ecological systems framework
(Ostrom 2007, 2009, Poteete et al. 2010)

Unit II: Social Work value base of the Ecosystems Framework

Social work values associated with Ecosystems Framework. The Social Justice implications
of the Ecosystems framework.

Unit III: Ecosystems Framework Assessment Methods

Individual holistic assessment: micro, meso, exo, macro and chrono systems. Human well-
being assessment for sustainable development. Multi-tiered diagnosis for social-ecological
analysis.

Unit IV: Applications of the Ecosystems Framework

Case Studies: School Social Work, Health, culturally competent practice, managing agro-
ecosystems.

Reading List:
 Mattaini, Mark A. 2008. Ecosystems theory. In Comprehensive handbook of social
work and social welfare, Vol. 2, Human behavior in the social environment. Edited
by Bruce A. Thyer, 355–377. Hoboken, NJ: Wiley.

 Teater, Barbra. (2021). “Ecological Systems Theory” in Bolton, Kristin W., Hall, J.
Christopher, Lehmann, Peter, (Eds.) Theoretical Perspectives for Direct Social Work
Practice, 4th Edition, Springer Publishing.

 Rothery, Michael. (2016) “Critical Ecological Systems Theory” in Coady, Nick, and
Lehmann, Peter (Eds.) Theoretical Perspectives for Direct Social Work Practice, 3rd
Edition. Springer Publishing.
 Siporin, M. (1980). Ecological systems theory in social work. Journal of Sociology
and Social Welfare, 7, 507-532.
 Allen-Meares, P. and Lane, B. (1987). Grounding social work practice in theory:
Ecosystems. Social Casework, 68, 515-521.
 Pardeck, John T. (1988). An Ecological Approach for Social Work Practice. The
Journal of Sociology and Social Welfare. Volume 15, Issue-2, Article 11. Western
Michigan University.
 Ostrom, Elinor. (2009). "A General Framework for Analyzing Sustainability of Social
Ecological Systems." Science 325 (5939): 419-422.
 Partelow, Stefan (2018). A Review of the Social-Ecological Systems Framework:
Applications, Methods, Modifications, and Challenges. Ecology and Society 23(4).
https://www.ecologyandsociety.org/vol23/iss4/art36/
 Darling, N. (2007). Ecological systems theory: The person in the center of the
circles. Research in Human Development, 4(3), 203-217.
 Wakefield, J. C. (1996). Does social work need the eco-systems perspective? Social
Service Review, 70(1), 1-32.
  Wakefield, J. C. (1996). Does social work need the eco-systems perspective? part 2.
does the perspective save social work from incohererence? Social Service Review,
70(2), 183-213.
 Gitterman, Alex. 2008. Ecological framework. In Encyclopedia of social work, 20th
ed. Edited by Terry Mizrahi and Larry E. Davis, 97–102. New York: National
Association of Social Workers and Oxford Univ. Press.

 Maund, Phoebe. R., Irvine, Katherine. N. and Dallimer, M. (2020) Do ecosystem

service frameworks represent people’s values? Ecosystem Services 46(1).
https://www.researchgate.net/publication/346541287_Do_ecosystem_service_fram
eworks_represent_people's_values

 Millenium Ecosystem Assessment (2003). Ecosystems and Human Well-being: A

framework for Assessment, Island Press: Washington.
http://pdf.wri.org/ecosystems_human_wellbeing.pdf
 Ecosystems and Human Well-being: A framework for Assessment
https://millenniumassessment.org/documents/document.48.aspx.pdf
 Eamon, M. (2001). The Effects of Poverty on Children's Socioemotional
Development: An Ecological Systems Analysis. Social Work, 46(3), 256-266.
Retrieved November 24, 2020, from http://www.jstor.org/stable/23718650
 Ostrom, E., and M. Cox. 2010. Moving beyond panaceas: a multi-tiered diagnostic
approach for social-ecological analysis. Environmental Conservation 37(4):451–
463.
 http://dx.doi.org/10.1017/S0376892910000834

Reading for Unit-IV: Case Studies

 Clancy, J. (1995). Ecological school social work: The reality and the
vision. Children & Schools, 17(1), 40-47.

 Lebel, J. (2003). Health: an ecosystem approach; the issue, case studies, lessons
and recommendations. IDRC, Ottawa, ON, CA.

 Ahmed, S. R., Amer, M. M., & Killawi, A. (2017). The ecosystems perspective in
social work: Implications for culturally competent practice with American
Muslims. Journal of Religion & Spirituality in Social Work: Social Thought, 36(1-
2), 48-72.

 Lescourret, F., Magda, D., Richard, G., Adam-Blondon, A. F., Bardy, M., Baudry,
J., ... & Soussana, J. F. (2015). A social–ecological approach to managing multiple
agro-ecosystem services. Current Opinion in Environmental Sustainability, 14, 68-
75.

(B)

Gender and Social Work

Course Objectives

 To explore gender roles and the impact of patriarchy on societal structures and
 relationships

 To conceptualize and use “gender” within social work theory, research, and practice

 To promote participation in local governance and decision-making through

community organizing

 To integrate gender mainstreaming in planning, budgeting, and policy-making

Learning Outcomes

 Able to understand gender in social work prospective

 Able to apply intersectionality to understand and address issues affecting women and
the LGBTIQ community

 Able to advocate for changing gender relationships to impact social, economic, and
political rights

 Able to discuss gender-specific policies aimed at addressing issues like the

feminization of poverty

Unit I: Feminist Social Work Theory

Distinguishing between Sex and Gender. Patriarchy in family, society and state. Femininity,
masculinity and the gender spectrum. Gender roles and gendered division of labour,
education and work opportunities. Concept of Glass-ceiling. Intersectionality to understand
issues of women and persons of the LGBTIQ community from SC, ST and minority
communities.

Unit II: Gender Sensitive Social Work Practice

Working with Girls, Women, LGBTIQ communities: Issues of violence and discrimination.
Consciousness raising, sensitization, empowerment and praxis. Changing gender
relationships and its impact on social, economic and political rights.

Unit III: Gender Sensitive Community Organizing

Ways of working with families and communities: Advocacy against violence and
discrimination, participation in decision making, community based women’s organization-
Mahila Mandals, Women’s Self-Help Groups, Micro-credit institutions, participation in
Local-self government.

Unit IV: Gender and Macro-Practice in Social Work

Gender Mainstreaming in planning, budgeting and policy making. Discussion of gender
specific policies to counter feminization of poverty, improve education and health.

Reading List:

 Dominelli, L. (2002) Feminist Social Work Theory and Practice, Palgrave: UK

 Aggarwal, Bina.(Ed) ( 1988) Structure of Patriarchy, Kali for Women: New Delhi.
  Nayar, S. (2010) Violence against Women in South Asian Communities: Issues for
Policy and Practice. Navyug Books International: Delhi
 Talwar, R. (1999). The third sex and Human Rights. Gyan Publishing: New Delhi
 Moser, Caroline O. N., (1993), Gender Planning and Development: Theory, Practice
and Training, Routledge
 Samanta, R.K., (2005) Empowering Rural Women and Issues, Opportunities and
Approaches, B.R world of books
 Saxena,S., (2005) Crimes against Women and Protective laws, Deep and Deep
Publications, Pvt.Ltd. New-Delhi
 Bodra Gomati, Empowerment of Tribal Women
 Durvar,Bhargars V.(2001) Mental Health from a Gender Perspective, Sage
Publication.
 Adhikari, A.K and Pramanik., (2006), Gender Inequality and Women’s
empowerment, Abhijeet Publications
 Sikligar, P.C., (2006) Empowerment of Tribal Women, Mangal Deep Publications,
Jaipur
 Human Rights Watch. Attacks On Dalit Women: A Pattern of Impunity.
 https://www.hrw.org/reports/1999/india/India994-11.htm

(C)

Project Management

Course Objectives

 To define project management and understand its scope and significance in social
work

 To develop a project proposal that is aligned with results-based frameworks

 To create detailed project plans using techniques like Work Breakdown Schedule
and risk management strategies

 To engage and manage stakeholders through participatory methods ensuring

diverse group inclusion and decision-making

Learning Outcomes

 Able to explore the roles and phases of project management including planning and
stakeholder involvement

 Able to develop a project proposal

 Able to prepare cost estimates and communication plans that facilitate project
execution

 Able to successfully close projects including conducting evaluations and stakeholder

acceptance
 Unit I: Introduction to Project Management
What is a Project? - Definition, meaning, principles and types. What is project
management? - Meaning, coverage and scope. Who is the project manager? Project phases
and knowledge areas. Planning and its importance. Who should be involved in planning?-
people-centred, participation, partnership, convergence.

Unit II: Project Identification

Needs assessment: listening, interviewing, focus group discussions, community mapping.
Capacity assessment: human, social, natural, physical, economic, cultural.
Results based framework, Log Frame Approach (LFA), Problem Tree and Objective Tree,
Matrices, Indicators. Project proposal development.

Unit III: Project Planning

Work Breakdown Schedule (WBS), Project estimating and scheduling techniques-
sequencing tasks, identifying the path of the project, considering resources. Risk planning
methods. Cost planning. Communications plan. Final project plan.

Unit IV: Team Management

Identifying and involving all stakeholders, user groups, interest groups, beneficiaries,
decision makers. Primary and Secondary stakeholders. Levels of participation. Closing of a
successful project. stakeholder acceptance. Writing a final report.

Reading List:
 Spolander, Gary. (2012) Successful Project Management in Social Work and Social
Care: Managing Resources, Assessing Risks and Measuring Outcomes. UK: Jessica
Kingsley Publishers
 Hafford-Letchfield, Trish and Gallop, Les (2012) How to Become a Better Manager
in Social Work and Social Care: Essential Skills for Managing Care. UK: Jessica
Kingsley Publishers

 Blackman, Rachel. (2003) Project Cycle Management, UK: Tearfund.

 Preskill, Hallie and Russ-Eft, Darlene. 2005. Building Evaluation Capacity. London:
SagePublications.
 Dale, Reidar. 2001. Evaluation Frameworks for Development Programmes and
Projects. NewDelhi: Sage Publications.
 Hoefer, Richard and Watson, Larry D. (2020). Esssentials of Social Work
Management and Leadership. US:Cognella Academic Publishing

Core XII
Introduction to Social Work Research
(Students can choose any one course from this group)
(A)
Course Objectives

 To understand the meaning, purpose, and scope of social work research

 To differentiate between various forms of social work research including professional

 practices and community-based participatory research

 To outline the steps involved in the social work research process

 To promote ethical standards in the formulation and execution of research projects

Learning Outcomes
 Able to examine the ethical, political, and cultural contexts influencing social work
research

 Able to differentiate between qualitative and quantitative research methodologies

 Able to develop skills in data interpretation and application of findings to social issues

 Able to identify ethical concerns related to the researcher, subjects, and sponsors of
research

UNIT I: Social Work Research- a method of Social Work

Social Work Research: Need, Meaning, Definition, Purpose, Time and Scope. The
scientific method of Social Work Research. Ethical, political and cultural context of Social
Work research.

Unit II: Types of Social Work Research

Professional practices research, contextual research, system research, trend research,
community based participatory research. Qualitative vs. Quantitative research.

Unit-III: Research process

Steps of the Research Process. Reviewing the literature to find the rationale for research.
Data collection techniques. Data Interpreting skills.

Unit-IV: Ethical Issues in Social Work Research

Ethics of the Researcher. Ethics involving Research Subjects. Ethics and sponsors of
Research.

Reading List
 Rubbin, A & Babbie, E. (1993). Research Methods for Social Work, Brooks
Publishing Company: California
 Guthrie, G. (2010) Basic Research Methods, Sage Publications: Los Angeles
 Laldas, D.K. (2000) Practice of Social Research, Rawat: Jaipur

(B)
Participatory Learning and Action
Course Objectives

 To understand the philosophical basis and principles of PLA

 To employ mapping techniques and ranking exercises for community analysis

  To conduct data analysis using participatory tools to identify community needs and
preferences

 To critically evaluate the impact of PLA on addressing inequality and empowering

non-literates

Learning Outcomes

 Able to utilize PLA techniques for community engagement and data collection

 Able to apply PLA techniques to understand temporal changes and community

dynamics

 Able to assess the limitations and potential conflicts arising from PLA
implementation

Unit I: Participatory Learning and Action (PLA)

Philosophical basis of PLA. Principles of PLA. Introduction to participatory methods.
Concepts in PLA- optimal ignorance and appropriate imprecision.

Unit II: PLA Tools and Approaches

Mapping Techniques: Transect diagrams, Social Maps, Mobility Maps, Census Maps, Daily
routine diagrams, Livelihood analysis diagrams, Flow diagrams.

Unit –III: PLA Data Analysis

Ranking Exercises: Problem and Preference Ranking, Ranking and Scoring, Matrix ranking
and Scoring, Pair-wise Ranking, Wealth Ranking, Well-being Ranking Activity. Trend
Analysis: Seasonal Calendars, Seasonality Analysis, Daily Schedules, Timelines and Time
trends.

Chapter- IV: PLA Strengths and weaknesses

Critical reflection on- Does PLA address inequality? How empowering it is for non-literates?
Does PLA generate conflict within communities? Limitations of scale.

Reading List:

 Chambers, R (1983) Rural Development: Putting the last first. Longman inc., USA,
1983.
 Chambers, R (2008). Revolutions in Development Inquiry. Institute of Development
Studies, 2008, Earthscan, London.
 Gosling, L and Edwards, M (2003). Toolkits: A practical guide to assessment,
monitoring, review and evaluation. Second edition. Save the Children, UK.
 Mikkelsen, B (1995). Methods for Development Work and Research: A guide for
practitioners. London, Sage.
 Slocum, R; Wichhart, D; Rocheleau, D and Thomas-Slayter, B (eds.) (1995). Power,
Process and Participation – Tools for change. London, IT Publications.
 Pretty, J; Guijt, I; Scoones, I; and Thompson, J (1995); A Trainer’s Guide for
Participatory Learning and Action, IIED Participatory Methodology Series,
 International Institute for Environment and Development, London, IIED. This can be
downloaded at http://www.iied.org/participatory-learning-action
 Mukherjee, N. (2002). Participatory learning and action: With 100 field
methods (No. 4). Concept Publishing Company.
 Wood, L. (2019). Participatory action learning and action research: Theory, practice
and process. Routledge.
 IIED online archive on Participatory Learning and Action (PLA).
http://www.iied.org/participatory-learning-action
 IDS online archive on Participatory Learning and Action (PLA).
http://www.participatorymethods.org

Core XIII
Social Action and Social Advocacy
(Students can choose any one course from this group)
(A)
Course Objectives

 To understand the concepts, scope, and methodologies of social action and explore the
history and models of community empowerment and social change through social
action in India

 To examine different strategies for community change

 To learn about the principles, tools, and skills necessary for effective social advocacy

 To explore the strategies for engaging with legislative, executive, and judicial
branches to promote transparency and accountability

Learning Outcomes

 Able to understand
the basic concepts related to social action and lean to apply them

 Able to understand the process and effectiveness of social audits

 Able to discuss the political aspects of social advocacy and its role in democratic
decision-making
 Able to evaluate the role of media and alternate media in building public opinion and
advocating for pro-people policies

Unit I: Social Action

Social Action: Concept, Scope, Principle, and Methodology. Theories of Social Action: Saul
Alinsky, Paulo Friere. Hanna &Robinson (1994) Three models of Community
Empowerment: Traditional Social Change; Direct Action Social Change; Transformative
Social Change. History of Social Action in India: Mahatma Gandhi, and B. R. Ambedkar

Unit II: Social Action for Community Change

Checkoway’s (1995) six distinct strategies of community change: Mass Mobilization; Social
Action; Citizen Participation; Public Advocacy; Popular Education; Local Service
Development. Indian examples of community organization for social change: the case of
MYRADA. Social Audit through Gramsabha

Unit III: Understanding People Centred Advocacy

Principle of Social Advocacy, Process, Tools, and Skills of Social Advocacy. Politics in
Social Advocacy, and its role in democratic decision making — Role of public arguments.
Advocacy vis-à-vis Social Revolution and Social Action

Unit IV: Advocacy in Institutions

Role of Media— Building public opinion, Politics of media, Alternate media for pro-people
Advocacy. Role of Advocacy with Legislature, Executive, and Judiciary. Transparency and
Accountability of elected representative and bureaucracy.

Reading list:
 Alinsky, Saul D. (1971) Rules for Radicals: A Pragmatic Primer for Realistic
Radicals, Random House: US.
 heckoway, B. (1995). Six strategies of community change. Community Development
Journal, 30 (1), 2-20.
 Freire, P. (1970).Pedagogy of the Oppressed. New York: Seabury Press.
 Hanna, M. & Robinson, B. (1994).Strategies for community empowerment. Lewiston,
NY: Edwin Mellen Press.
 Fergason,I.G and Woodword, R (2009). Radical Social Work in practice: Making a
difference (eds), Bristol University Press.
 Pulla, Venkat and Mamidi B. B.( Eds.) (2015) Some aspects of Community
Empowerment and Resilience, Allied Publishers Pvt. Ltd.: India
 Fernandes, Denzil (Ed. ) The Relevance of Mahatma Gandhi, Social Action: A
Quarterly Review of Social Trends, October - December 2019 Volume 69 No. 04
http://isidelhi.org.in/ckfinder/userfiles/files/Files%202/Content%26Editorial%20SA
%20Oct-Dec%202019.pdf
 Ambedkar, B.R. (2014) Revolution and Counter Revolution in Dr. Babasaheb
Ambedkar: Writings and Speeches, Vol.3.,Dr. Ambedkar Foundation: New Delhi
 Necel, R. (2019). Advocacy in Action: Theory and Practice. Polish Sociological
Review 2019;208(4):511-525
 Wallack, L. (1994). Media advocacy: A strategy for empowering people and
communities. Journal of Public Health Policy, 15, 420-436.
 Jernigan, D. H., & Wright, P. A. (1996). Media advocacy: lessons from community
experiences. Journal of public health policy, 17, 306-330.
 Dorfman, Lori. "Using media advocacy to influence policy." Prevention is primary:
Strategies for community well-being (2007): 181-203.

(B)

Social Movements
Course Objectives
  To analyze the theoretical frameworks explaining social movements

 Learn to conceptualize and analyze social movements and understand their

transformational potential

 To discuss the characteristics and objectives of classical and neo-classical movements

 To identify the features of new social movements that focus on civil rights, anti-
racism, and environmentalism

Learning Outcomes

 Have the ability to explain social movements and their evolution over time

 To assess the structural and societal impacts of social movements on Indian

democracy and social policies

 Able to examine the historical and ongoing peasant and agrarian movements in India

 Able to identify the motivations, approaches to organizing, protests and other

activities

Unit I: Understanding the nature and dynamics of movements

Relative Deprivation Approach (RK Merton), Resource Mobilization Approach (McCarthy
and Zald, 1977), Identity-oriented Theory (Alain Touraine, 1981), Life Cycle of Social
Movements (Blumer 1969).

Unit II: Conceptualizing and Defining Movements in India

Functionalist Framework (M.S. Gore), Dialectical-Marxist Framework (A.R. Desai), Social
movements as evolution of society. (Yogendra Singh); Social movement as a quest for
freedom, equality and social justice. (M.S. Gore); Structural connotation in the
conceptualization of movements (T.K. Oomen)

Unit III: Old Social Movements

Classical and neo-classical movements. Class based, anti-capitalist movements. Issues of
economic injustice and class exploitation. Peasant and agrarian movements.

Unit IV: New Social Movements

Plural and transnational based. Issues of civil rights, anti-racism, environmentalism,
ethnicity, displacement, etc. Case study of Narmada BachaoAndolan. Analysis of methods
used in the Black Lives Matter Movement in the USA (2020) and Farmer Protest
Movements in India (2020-21).

Reading List:

 Blumer, H. (1969). Collective Behavior. In A. M. Lee (Ed.), Principles of Sociology

(pp.165–22),Barnes and Noble: New York
  Buechler, S. M. (1995). New Social Movement Theories, The Sociological
Quarterly. Vol. 36, No. 3 (Summer, 1995), pp. 441-464 (24 pages), Published by:
Taylor & Francis. Retrieved from Ltd. https://www.jstor.org/stable/4120774?
seq=1#metadata_info_tab_contents
 Freeman, J. (1983) A Model for Analyzing the Strategic Options of Social
Movement Organizations. The Dynamics of Social Movements (ed.). Longman: New
York
 Jeff, G. & Jasper, J. M. (2003). The Social Movements Reader: Cases and
Concepts. Blackwell Publishing: Oxford UK
 Mayer, N. Z. & Roberta A. (1969). Social Movement Organizations: Growth, Decay
and Change, Social Forces. Vol. 44, No. 3. pp. 327–341. Ithaka: JSTOR.
 McCarthy, J. D., & Zald, M. N. (1977). Resource mobilization and social
movements: A Partial Theory. American Journal of Sociology. 82, 1212–1241.
 Murch, D. (2015). Ferguson’s Inheritance. New York: Jacobin. Retrieved from
https://www.jacobinmag.com/2015/08/ferguson-police-black-lives-matter/
 Piven, F. & Richard A. C. (1978). Poor People’s Movements: Why They Succeed,
How They Fail. Vintage Books: New York
 Ray, R. M. (2005). Social Movements in India: Poverty, Power, and Politics. (ed).
Rowman and Littlefield Publishers Inc: Washington
 Shah, G. (2004). Social Movements in India; A review of literature. Sage
Publication: New Delhi
 Singh, R. (2001). Social Movements, Old and New: A post-modernist critique. Sage
Publication: New Delhi
 Srivastava, S.K. (1988). Social Movements for Development. South Asia Books:
Delhi
 Taylor, K.-Y. (2016). From Black Lives Matter to Black Liberation. Haymarket
Books: Chicago. Ch.6 pp.153-190.

Core XIV Semester VI

Field Work – 5
Course Objectives

 To provide an opportunity to work with social welfare agencies.

 To develop an understanding of social problems and the methods organizations adopt

to respond to their environment.

 To understand the agency as an organization, its structure, functions, activities sources

of funding and management.

Learning Outcomes

 Will have an in-depth understanding of working in social work institutions and be

acquainted with processes followed to deliver services.

Field Work Contents (Tasks /Activities)

Understanding Formation and Management of Social Welfare Agencies: Each student shall
be linked with an agency promoting social welfare. These agencies may be either
Governmental or Non-Governmental or Privately managed corporate houses. Reports of
students should reflect on their learning related to the above mentioned areas. Daily Report,
Consolidated fieldwork report should be submitted by every student individually. Students
will work under a Faculty Supervisor and Agency Supervisor.

The student shall complete a minimum of 25 days of visits in a semester. The learners shall
be placed in agencies to initiate and participate in direct service delivery. Submission of
reports to their allotted respective faculty supervisors.

The faculty supervisors through periodic Individual conferences and Group conferences shall
assist students to prepare a plan of action for the respective semester field work activities in
consultation with agency supervisors.
Workload: Ratio of Teachers and Students for Social Work practicum shall be 1:8

Note: * In concurrent Field Work Programme, every student has to undergo 16 hours of
Field Work Practicum per week. Two hours of Field Work Practicum carried out by the
students is equated to one hour of theory classes conducted in the Community/ Agency /
Institution setting (16 hours of Field Work i.e. two hours = 1 hour theory class). (16/2 = 8
Hrs. the work load for the Field work practicum shall be considered as 1: 8. The Ratio of one
teacher shall have a batch of 8 students) (Each teacher has to spend 1 hour per student. i.e. 8
students = 8 hours per week). As per UGC Model Curriculum for Social Work Education
[2001, p. 14].

Core XV
Community Health for Social Work
(Students can choose any one course from this group)
(A)
Course Objectives

 To explore different definitions and concepts of health and the classifications and
characteristics of diseases and illnesses within various health models

 To discuss the role of social work in health promotion and disease prevention across
diverse medical practices

 To understand the uses of epidemiology in social work, including analyzing disease

distribution and determinants

 To assess the structure of India’s primary healthcare system and its challenges,
including issues related to access and affordability.

Learning Outcomes

 Able to identify and understand the changing health needs

and relevant effective interventions for amelioration of health problems
  To evaluate the effectiveness of family and community medicine practices in
addressing community health needs

 Able to use epidemiological measures

 To understand the basic health care system in India

Unit I: Concepts of Health, Disease and Illness

Changing concept of Health- Physical, Mental and Social. Definitions of Health- Medical
model, WHO, Wellness model and Environmental model. Concepts and definitions of
Disease and Illness- Characteristics, categories and causes. Understanding Health indicators
in Sustainable Development Goals: SDG-02: Zero Hunger, SDG-03: Good Health and Well-
being, SDG-06: Clean Water and Sanitation

Unit II: Concepts of Community Health and Preventive Medicine

Health promotion and Disease prevention. Family Medicine, Community Medicine,
Occupational Medicine and Alternate Medicine Systems. Social Work intervention in the
health sector.

Unit III: Epidemiology

Meaning, Aims, Uses, and relationship with social work. Measurements- mortality and
morbidity, Epidemiology of Infectious diseases. Epidemiological terms, their definition and
meaning.

Unit IV: Health Care Services and System in India

Primary Health Care in India: Rural and Urban. Health Insurance: Public and Private.
Concerns of Access, Affordability with privatization of health Care services.

Reading List
 Amzat, Jimoh and Razum, Oliver (2014). Health, Disease, and Illness as Conceptual
Tools. Medical Sociology in Africa. Springer Nature, Feb 28 : 21–37.
 Park J. E. and Park K.: Textbook of Preventive and social Medicine, Banarasi
DasBharatPublishers, Jabalpur.

 United Nations (Sustainable Development Goals): https://sdgs.un.org/goals

 Sheeb, A. (2020). Health Care System in India : An Overview in International issues

on Health Economics and Management (pp.215-218), TISSL International
Publications: New Delhi
https://www.researchgate.net/publication/340085233_Health_Care_System_in_India
_An_Overview

 Ghuman, B.S. and Mehta, Akshat. (2009) Health Care Services in India: Problems
and Prospects,
https://cipe.umd.edu/conferences/policy_exchanges/conf_papers/Papers/1551.pdf
 (B)
Mental Health for Social Work
Course Objectives

 To define mental health and distinguish between major and minor mental disorders as
classified by the ICD-10

 To examine various causes of mental illnesses, including organic, hereditary, and

socio-pathological factors

 To review the Mental Health Care Act 2017 and its provisions for prevention and
treatment of mental disorders

 To discuss the psychosocial assessment, intervention, and rehabilitation techniques

used by social workers
Learning Outcomes

 To identify the characteristics of a mentally healthy individual and understand the

spectrum of mental disorders

 To understand the impact of social issues on mental health.

 To explore the services available for mental health care including early diagnosis,
psychotherapy, and modern pharmacological treatments

 Able to intervene and rehabilitate persons with mental health issues

Unit I: Understanding Mental Health and Mental disorder

Definition of Mental Health and Mental Disorder. Characteristics of a mentally healthy
person. Mental Disorder as classified in International Classification of Disease (ICD-10).
Major and Minor mental illness.

Unit II: Causes of Mental Illness

Organic Condition, Heredity, Social-Pathological causes, Substances. Social Problems
leading to mental health problems

Unit III: Mental Health Services

Early diagnosis and treatment, Rehabilitation, Group and Individual Psychotherapy, Mental
Health Education, Modern psycho-active drugs and after care service. Detection and
prevention of Mental Disorder: primary, secondary, and tertiary prevention. The Mental
Health Care Act 2017.

Unit IV: Role of Social Workers in Mental Health

Psychosocial assessment, intervention and rehabilitation. Promoting well-being and
building resilience. Ethical responsibility of social workers towards persons with mental
health issues.
Reading list

Ministry of Health and Family Welfare, Government of India (2016). Manual of
Mental Health for Social
Workers.https://dghs.gov.in/WriteReadData/userfiles/file/Training%20Manual
%20SW%20.pdf

 Ministry of Health and Family Welfare, Government of India (2016). A Guide to

Mental Health for Social
Workers.http://nhm.gov.in/images/pdf/programmes/NMHP/Training_Manuals/
Hand_BookGuide_to_Mental_Health_for_Social_Worker.pdf

 Colin Pritchard (2006), Mental Health Social Work, USA: Routledge.

 Sheppard, M. (2004). Mental health work in the community: theory and practice in
social work and community psychiatric nursing. Routledge.

 Park J. E. and Park K.: Textbook of Preventive and social Medicine, Banarasi
DasBharatPublishers : Jabalpur.
Kuper. J(1987) Social Problems and Mental Health, Routledge: India

Core XVI Semester VII

Social Work with Persons with Disabilities

(Students can choose any one course from this group)
(A)

Course Objectives

 To examine the concepts of impairment, handicap, and disability from historical and
contemporary perspectives

 To explore the life experiences of persons with disabilities at different life stages,
focusing on issues of normality, abnormality, and associated inequalities

 To analyze the impact and effectiveness of schemes and programs under the
Rehabilitation Council of India Act 1992 and Rights of Persons with Disabilities Act
2016

 To discuss the concept of rehabilitation and its dimensions within social and
economic contexts

Learning Outcomes

 Be acquainted with the diverse types of disabilities recognized under the Rights of
Persons with Disability Act 2016 and their societal causes.
  Able to address problems of access in environments and services such as education
and employment, and to counteract issues of discrimination and stigma

 Be informed about the services and supports available for early detection, prevention,
education, and rehabilitation of disabilities offered by both governmental and
voluntary organizations

 Adopt a rights-based approach to disability

Unit I: Disability Studies- An introduction

Concepts of impairment, handicap and disability - a historical perspective. Types of disability
based on Rights of Persons with Disability Act, 2016. Causes of Disability- individual and
societal. Diversity within disability- demographic profile of persons with disabilities in India
and regional analysis. Disability and Poverty. Models of Disability- Medical and Social.
Capabilty Approach and Human Development Model.

Unit II: Functional difficulties of persons with disabilities

The life of a person with disability at different stages. Concepts of Normality and
Abnormality. Inequalities associated with Disability. Problems of access and its amelioration-
barrier free environment, special education and inclusive education, vocational education and
employment. Issues of discrimination and stigma.
Unit III: Services for persons with disabilities
Services for early detection, prevention, education and rehabilitation provided by voluntary
and Governmental organizations. Schemes and programmes of the government based on the
Rehabilitation Council of India Act, 1992 and Rights of Persons with Disabilities Act, 2016.

Unit IV: Social work with persons with disabilities

Disability and Social Justice. Concept of ‘rehabilitation’ and its social and economic
dimensions. United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD) and the rights based approach to working with persons with disabilities.

Reading List:

 World Health Organization. (1980). International classifcation of impairments,

disabilities and handicaps. Geneva: WHO.

 WHO. (2001). The international classification of functioning, disability and health.

Geneva: World Health Organization.

 WHO. (2011). ICD-11 alpha: Content Model Reference Guide. Geneva: WHO

 WHO-World Bank. (2020). World report on disability. Geneva: World Health

Organization.
 Wolff, J. (2009). Disability among equals. In K. Brownlee & A. Cureton (Eds.),
Disability and disadvantage. Oxford: Oxford University Press.

 Terzi, L. (2009). Vagaries of natural lottery? human diversity, disability, and justice:
A capability perspective. In K. Brownee & A. Cureton (Eds.), Disability and
 disadvantage. Oxford: Oxford University Press.

 Linton, Simi. (1998). Claiming Disability: Knowledge and Identity. New York
University Press: New York

 Shakespeare, Tom. (2010) “The Social Model of Disability,” in Davis, L.J. (Ed). The
Disability Studies Reader, Routledge: New York.
http://thedigitalcommons.org/docs/shakespeare_social-model-of-disability.pdf

 Mehrotra, Nilika. (2020). Disability Studies in India: Interdisciplinary Perspectives,

Springer Link.

 Dawn, Ranjita. (2021).The Social Model of Disability in India: Politics of Identity

and Power, Routledge: India

 Government of India. (2016) Rights of Persons with Disabilities Act 2016.

https://www.indiacode.nic.in/bitstream/123456789/15939/1/the_rights_of_persons_w
ith_disabilities_act%2C_2016.pdf
 Government of India. (1992). Rehabilitation Council of India Act 1992.
https://www.indiacode.nic.in/handle/123456789/1977?
view_type=browse&sam_handle=123456789/1362#:~:text=An%20Act%20to
%20provide%20for,for%20matters%20connected%20therewith%20or
 Manjumohan, Mukherjee. (2006).Problems Of Disabled People, Associated
Publishers: India.
 Mitra, Sophie. (2018) Disability, Health and Human Development, Palgrave
Macmillan: New York. https://library.oapen.org/bitstream/id/01f44d4c-cf6a-4b27-
b610-ab1dd87553b5/1002087.pdf
 Kumar, S. Ganesh, Roy, Gautam and Kar, Sitanshu Sekhar . (2012). Disability and
Rehabilitation Services in India: Issues and Challenges, J Family Med Prim
Care. 2012 Jan-Jun; 1(1): 69–73.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3893941/
 Pandey, Neerja. (2021). The Handbook of Developmental Disabilities and
Rehabilitation, Partridge Publishing India.

(B)
Counseling for Social Workers
Course Objectives

 To define counseling and understand its foundational principles

 To evaluate the effectiveness of eclectic approaches in counseling that integrate

multiple theoretical frameworks

 To understand the stages of counseling from initiation to termination and the roles of
counselors in different contexts

 To establish guidelines for ethical practice in counseling, ensuring adherence to

professional standards and values
Learning Outcomes

 Be governed by basic principles governing the counseling relationship including

communication, acceptance, self-confidence, and self-awareness

 To develop essential counseling skills and qualities that enhance the effectiveness of
counseling in various social work settings

 To develop ability to recognize and synthesize attitudes and values suitable for the
counselor’s role

Unit I: Introduction to Counseling

Meaning, Definition, need of counseling. Basic principles of Counseling: Participation,
Individualization, Confidentiality, communication, acceptance, self-confidence, self-
awareness, and other principles governing the counseling relationship.

Unit II: Theories and the approaches to counseling

Psychoanalytic, Adlerian, Client centered, Existentialism, Behavioral, Rational emotive,
Reality, Gestalt, Transactional analysis, and Eclectic Theories.

Unit III: Practice of Counseling

Stages of counseling- Beginning, Process of Change, and Ending. Skills and Qualities of the
counselor. Role and functions of the counselors in different settings- Counseling the sick and
bereaved , trauma counseling, mental disorder and counseling, marital counseling, family
counseling and student counseling.

Unit IV: Morals, Values, Ethics in Counselling

General Moral Theories. Values in counseling. Ethical guidelines in counseling.

Reading List:

 McLeod, J. (2013) An Introduction to Counselling, Open University Press

 Reeves, Andrew. (2023) An Introduction to Counselling and Psychotherapy, SAGE Publications
India Pvt Ltd.

 Corey, G. (2004) Theory and Practice of Counseling and Psychotherapy, Cengage Learning:
India.
 Fullmer, D.W. & Bernard H.W: Counseling content and process
 McLeod, J. (2011) Counselling Skills: A Practical Guide for Counsellors and Helping
Professionals, McGraw-Hill Education.
 Kennedy. E and Charles, Sara. C. (1980) On becoming a counselor – A basic Guides for non-
professional counselors, Macmillan, Crossroad Publishing Co ,U.S.
 Shostrom, Everlett. L. and Brammer Lawrence M. (2012) The dynamics of the counseling
process, Literary Licensing: LLC
 Geldard, David. (2013) Counseling Children: A practical Introduction, Sage publications Ltd.:
New Delhi
 Canfield, Brian. (2020) Intercultural Perspectives on Family Counseling (Family Systems
Counseling: Innovations Then and Now), Routledge:US
  Hokoda, Audrey and Ritblatt, Shulamit Natan. (eds.) (2022) From Trauma to Resiliency:
Trauma-Informed Practices for Working with Children, Families, Schools, and Communities,
Routledge: US

(C)

Medical Social Work

Course Objectives

 To define and contextualize the role of medical social workers within healthcare
settings, emphasizing their role in interdisciplinary teams

 To describe the functions of healthcare social workers in bridging patient and

community needs with institutional resources

 To examine the structural and functional aspects of hospitals and the administrative
processes involved

 To coordinate medical camps and organize community-based health programs

targeting major health concerns of disadvantaged groups

Learning Outcomes

 Be aware of the emerging trends in medical social work and the evolving roles and
responsibilities in hospital and public health contexts

 Able to adopt a holistic approach to patient care that considers patients as whole
persons within their social contexts

 Able to mitigate the impact of hospitalization on patients and their families

 Able to train health volunteers and engage in community awareness programs to

enhance public health initiatives

Unit I: Medical Social Work

Definition, concept, objectives, its nature, need, emerging trends, and scope. The roles and
responsibilities of a Healthcare Social Worker as a member of a multi-disciplinary team in
hospital setting and in public-health organizations.

Unit II Practice of Medical Social Work

Healthcare social worker as a link between patient/community and institution/hospitals.
Concepts of patient as a person, patient as a whole. Securing resources for treatment and
rehabilitation.

Unit III Hospital Social Work

Goal, structure, and functions of hospital. Administrative procedures in a hospital.
Implications of hospitalization for the patient and his family. Role of Medical Social Work
Department, Functions and Extension services.
Unit IV Medical social work practice in community setting
Medical camps: meaning, objectives and role of social workers. Major health concerns of
disadvantaged groups. Training of health volunteers as community-based support system for
chronically ill and PwD. Organizing awareness programmes on health issues affecting the
rural and urban tribal people.

Reading List
 Steven P. Segal & Alun C. Jackson. (eds. 1) (2013), Social Work Health and Mental
Health - Practice, Research and Programs, Taylor & Francis Group,
London.https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?
docID=1588563
 Lois A. Cowles & Dirk Glaesser. (eds.2) (2003) Social Work in the Health Field-A
Care Perspective, Taylor & Francis Group,
London.https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?
docID=1046850
 Anna M, Teppo K., Anneli., & Pirkko-Liisa. (eds. 1) (2005), Social Work Approaches
in Health and Mental Health from Around the Globe. Taylor & Francis Group,
London.https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?
docID=1122925
 Judith L.M., Toba S. K., Judith L.M. Toba S. K. (eds. 3) (2010), Social Work in
Health Settings,
London.https://www.taylorfrancis.com/books/edit/10.4324/9780203859735/social-
work-health-settings-toba-schwaber-kerson-judith-mccoyd-judith-mccoyd-toba-
schwaber-kerson
 Sharon D. P., (eds.1) (2011), Social Work in Public Health and Hospitals, Apple
Academic Press, Incorporated. https://ebookcentral.proquest.com/lib/inflibnet-
ebooks/detail.action?docID=1576506
 Francis K. O. Y., Gregory J. S., & Francis K. O. Y., (eds. 1) (2002), Family Health
Social Work Practice, Taylor & Francis
Group.https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?
docID=981710
 Daniel K. & Barbara B. (eds. 2) (2015), The Oxford Handbook of Social Work in
Health and Aging, Oxford University Press, Incorporated.
https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?docID=4083476
 Sophia F. Dziegielewski. (eds. 3) (2013), The Changing Face of Health Care Social
Work, Springer Publishing Company, Incorporated.
https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?docID=1188978
 Marcia E. (eds. 1) (2009), Evidence-based Interventions for Social Work in Health
Care, RoutledgeNew York
 https://www.taylorfrancis.com/books/mono/10.4324/9780203865057/evidence-based-
interventions-social-work-health-care-marcia-egan
 Carol L. & Cynthia L. (2014), Applying Theory to Generalist Social Work
PracticeJohn Wiley & Sons, Incorporated.
https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?docID=1874136

Core XVII

Field Work – 6
Course Objectives

 To develop an in-depth understanding of community health and mental health issues

and challenges face by PWD

 To understand various processes adopted by agencies in addressing issues related to

health in both the community and agency setting.

Learning Outcomes

 To imbibe skills of counseling, community awareness generation, resource raising and

working as team member

 Will be able to work in a team with doctors, health workers, etc. in both the agency,
hospital and community settings

Field Work Contents (Tasks /Activities)

Students shall be directed to learn about the health challenges faced by disadvantaged people.
To work with PwD and understand and ameliorate their challenges. To work with
government agencies towards their social and economic rehabiliatation. To work in the
hospital setting and other medical settings as team members.
Keeping the focus of the papers in Semester -6, student placed in their respective settings will
be expected to organize awareness programmes on the health issues affecting the rural urban
and tribal people.
Reports of students should reflect on their learning related to the above mentioned areas.
Daily Report, Consolidated fieldwork report should be submitted by every student
individually. Students will work under a Faculty Supervisor and Agency Supervisor.

The student shall complete a minimum of 25 days of visits in a semester. The learners shall
be placed in agencies to initiate and participate in direct service delivery. Submission of
reports to their allotted respective faculty supervisors.

The faculty supervisors through periodic Individual conferences and Group conferences shall
assist students to prepare a plan of action for the respective semester field work activities in
consultation with agency supervisors.

Workload: Ratio of Teachers and Students for Social Work practicum shall be 1:8

Note: * In concurrent Field Work Programme, every student has to undergo 16 hours of
Field Work Practicum per week. Two hours of Field Work Practicum carried out by the
students is equated to one hour of theory classes conducted in the Community/ Agency /
Institution setting (16 hours of Field Work i.e. two hours = 1 hour theory class). (16/2 = 8
Hrs. the work load for the Field work practicum shall be considered as 1: 8. The Ratio of one
teacher shall have a batch of 8 students) (Each teacher has to spend 1 hour per student. i.e. 8
students = 8 hours per week). As per UGC Model Curriculum for Social Work Education
[2001, p. 14].
Core XVIII
Social Welfare Management

Course Objectives
 To study the evolution, meaning, and nature of social welfare and its management

 To explore the transition from social welfare administration to management

 To manage service effectiveness and design social programs that effectively address
people, information, and environmental relations

 To critically evaluate the challenges in managing social welfare programs within

ethical and practical frameworks

Learning Outcomes

 Able to assess the relationship between social work and social welfare management
practices

 To map the field of social welfare management practice and distinguish the roles of
state and non-state actors

 To have developed competencies in managing diverse aspects of social welfare

organizations

 Able to address ethical issues and dilemmas in social welfare management

Unit I: Understanding Social Welfare Management

Evolution, meaning and nature of Social Welfare and Social Welfare Management.
Philosophy of Social Welfare- distributive and re-distributive justice. Social Work and
Social Welfare Management.

Unit II: Understanding Administration and Management

Evolution from Social Welfare Administration to Social Welfare Management- distinctive
elements. Structure of Social Welfare Administration in India-State and non-state actors.
Mapping the Social Welfare Management field of Practice

Unit III: Dimensions of Social Welfare Management

Managing service effectiveness, Social Program Design, People, Information and
Environmental Relations
Unit – IV: Issues and challenges of Social Welfare Management
Ethics in Social Welfare Management. Constraints and ethical dilemmas in social welfare
management for social workers.
 Reading List:

 Patti, Rini J. (2000) The Handbook of Social Welfare Management. SAGE

Publications: India.
 Reamer, Frederic G. ( 2008) Administrative Challenges, Social Work Today Vol. 8
No. 4.
 Fleischacker, S. (2004). A Short History of Distributive Justice. (n.p.): Harvard
University Press.
 The Oxford Handbook of Distributive Justice. (2018). United Kingdom: Oxford
University Press.
 Blau, J., Abramovitz, M. (2004). The Dynamics of Social Welfare Policy. United
Kingdom: Oxford University Press.
 Patti, R. J., Rapp, C. A., Poertner, J. (2014). Managing for Service Effectiveness
in Social Welfare Organizations. United Kingdom: Taylor & Francis.

 Jones, T. M., Donaldson, T., Freeman, R. E., Harrison, J. S., Leana, C. R.,
Mahoney, J. T., & Pearce, J. L. (2016). Introduction to Special Topic Forum:
Management Theory And Social Welfare: Contributions And Challenges. The
Academy of Management Review, 41(2), 216–228.
http://www.jstor.org/stable/24906229

 Goel, S. L. (2010). Social Welfare Administration: Organisational

infrastructure. India: Deep & Deep Publications.

Core XIX
Natural Resource Governance and Sustainability

Course Objectives

 To discuss the classification and interrelationships among different types of natural

resources and their management across ecological, social, and economic dimensions

 To explore different types of property rights and their role in managing common
property resources

 To discuss the state's role in securing basic and economic security for marginalized
communities through natural resource governance

 To study case examples of community-driven natural resource management programs

that emphasize sustainable development and livelihood creation

Learning Outcomes

 To review historical and contemporary approaches to natural resource management

 Able to understand the dynamics of social power and gender relations in natural
resource management and integrate these with development paradigms
  Able to examine the impact of decentralized governance and legal frameworks on
natural resource management

 Able to identify the roles and impacts of civil society organizations and environmental
NGOs in natural resource governance

Unit I: Introduction to Natural Resource Management and Sustainability

Concept of resource, classification of natural resources. Inter-relationships among different
types of natural resources. Ecological, social and economic dimension of resource
management.

Origins of the rational systematic management of natural resources in the 19 th century.

Internationalization of natural resource management in the 20 th century. The global energy
crisis and sustainable development.

Conceptual approaches to Natural Resource Management- Maximum Sustainable Yield and

optimum utilization; Consumptive and non-consumptive utilization; managing collective
resources.

Unit II: The Property Rights Regimes and Natural Resource Management
Types of property rights and emergence of the concept of common property resources,
institutional arrangements for managing Common Property Resources. Issues in collective
management of natural resources. Understanding communities and social, power and
gender relationships in Natural Resource Management. Consolidation of Common Property
Resource Management with Development Paradigms.

Unit III: Role of the state

Decentralization and the changing role of the state in natural resource management- the
73rd and 74th amendments to the Constitution of India; Panchayats (Extension to Schedule
Area) Act, 1996; The Forest Rights Act, 2006; and the Mines and Minerals (Development
and Regulations) Act, 1957 and Amended Act, 2023 - and its implication for management
and governance of natural resources.

Unit IV: Role of Civil Society Organizations in Natural Resource Management and
Governance
Emergence of civil society organizations and environmental NGOs. Emphasis on
partnerships for sustainable development- issues and challenges. Case studies of
community development programmes and emerging livelihood options through Natural
Resource Governance.

Reading List

 Klaus Bosselmann, Ron Engel and Prue Taylor, Governance for Sustainability-
Issues, Challenges, Successes, IUCN Environmental Policy and Law Paper No.70,
IUCN Publication in collaboration with the IUCN Environmental Law Centre,
Bonn, Germany,
 Rosenau, J.N.( 2003) Globalization and Governance: Bleak Prospects for
Sustainability, International Politics and Society, No. 3, pp. 430-443;
 Sanders, R, A (2003), Systems Approach to Governance for Sustainability,
 Queensland Department of Natural Resources and Mines: Brisbane,
 OECD, Final Report of the Ad Hoc Working Group on Participatory Development
and Good Governance, Part 1, 2, (1997) available at www.oecd.org;
 Kanie, N. and Haas, P.M. (eds.), (2004), Emerging Forces in Environmental
Governance(United Nations University Press: Tokyo, p.269;
 Social Ecology, Ed. By Ramachandra Guha, Oxford University Press, 2001;
 The Contested Commons- Conversations between Economists and Anthropologists,
Pranab Bardhan and Isha Ray, Oxford University Press Publishing, 2011;
 Life on the Edge: Sustaining Agriculture and Community Resources in Fragile
Environments, N.S.Jodha, Oxford University Press, 2001;
 This Fissured Land: An Ecological History of India, Oxford India Paperbacks;
 The Use and Abuse of Nature: Madhav Gadgil and Ramachandra Guha, Oxford
India,Paperbacks, 2005;
 Ecology and Equity, 2001, (same as above);
 Ecological Journeys, Madhav Gadgil, Permanent Black Publication, 2001;
 The Unquite Woods-Ecological Change and Peasant Resistance in the
Himalay,Ramachandra Guha, Oxford University Press, 2001;
 Where Communities Care: Community-Based Wild Life and Ecosystem
Managementin Asia, Ashish Kothari, Neema Pathak and Farhad Vania, Evaluating
Eden Series No. 3,Kalpavriksh and International Institute of Environment and
Development, 2000;
 UNDP. 2006. Human Development Report 2006. Beyond Scarcity: Power,
povertyand the global water crisis, United Nations Development
Programme.http://hdr.undp.org/hdr2006/report.cfm
 Wade R. (1988) Village Republics, Cambridge: Cambridge University Press.
 Agrawal A. (2001) Common Property Institutions and Sustainable Governance of
Resources, World Development, 29(10), 1649-1672.
 Agrawal A and Gibson C.C. (1999) Enchantment and Disenchantment: The Role of
Community in Natural Resource Conservation, World Development, 27(4), 629-
649.
 Schlager E. and Ostrom E. (1992) Property Rights Regimes and Natural Resources:
A Conceptual Analysis, Land Economics, 68(3), pp-249-262.
 Hardin G. (1968) Tragedy of Commons, Science, 162, pp-1243-1248.
 Ostrom E (1999) Coping with Tragedies of the Commons, Workshop in Political
Theory and Policy Analysis, Bloomington, Indiana.
 Ostrom E. (1990) Governing the Commons: The Evolution of Institutions for
Collective Action, New York, Cambridge University Press.
 Agarwal B. (2001) Participatory Exclusions, Community Forestry and Gender: An
Analysis for South Asia and a Conceptual Framework, World Development, 29(10),
pp1623-1648.
 Somanathan E. et al (2002) Collective Action for Forest Conservation: Does
Heterogeneity Matter?
 Ballabh V., Balooni K. and Dave S. (2002) Why Local Resource Management
Resources Decline: A Comparative Analysis of Van (Forest) Panchayats and Forest
Protection Committees in India, World Development, 30(12), pp-2153-2167.
 Shashidharan E.M. (2000) Civil Society Organizations and Irrigation Management
in Gujarat, India, In Water for Food and Rural Development, Approaches and
Initiatives in South Asia, ed. P.P. Mollinga, pp. 247-265, New Delhi, Sage
Publications.
 Blair H. (2000) Participation and Accountability at the Periphery: Democracy and
 Local Governance in Six Countries, World Development, 28(1), 21-39.
 Korten D. (1987) Third Generation NGO Strategies: A Key to People-Centered
Development, World Development, 15(1), pp-145-159.
 Marcussen H.S. (1996) NGOs, the State and Civil Society, Review of African
Political Economy, 23(69), pp-405-423.
 Veron R. (2001) The “New” Kerala Model: Lessons for Sustainable Development,
World Development, 29(4), pp-601-617.

Core XX Semester VIII

Agrarian Social Work

(Students can choose any one course from this group)
(A)

Course Objectives
 To explore the history and current policies impacting agricultural practices and laws
in India, emphasizing their social and economic consequences

 To classify and understand different agricultural systems in India, ranging from

subsistence farming to industrial food production

 To link agricultural practices with sustainable development goals to enhance food and
nutritional security

 To promote sustainable agricultural practices including in-situ water harvesting, soil

health management, and seed sovereignty.

Learning Outcomes

 Able to assess the contradictions within the Indian agricultural system, including
issues related to production, farm size, and technological adoption

 Able to discuss agro-ecology in terms of its structure, function, and the pathways for
ecological transitions in agriculture

 Able to promote agriculture for local rural communities, particularly in terms of food
supply, employment, and economic impact
  Able to address the social distress within the farm sector, such as farmer suicides and
migration, through social work interventions

Unit I: Social issues in Indian agriculture

History and evolution of agricultural practices and policies in India. Social and economic
consequences of agricultural laws and policies in India focusing on the topics: production,
farm size, farm labour, ownership, scientization and technification of agriculture. Major
contradictions that exist within the Indian agricultural system. Deteriorating social structure
and decreasing economic viability.

Unit II: Understanding Agricultural Systems

A systems approach to Agriculture. Classification of Agricultural systems. Agricultural
systems in India- subsistence farming and shifting cultivation, pastoral nomadism, mixed
farming systems, crop production systems, animal production systems, industrial food
production systems. Understanding agro-ecology- structure, functions and diversity.
Pathways for agro-ecological transtition.

Unit III: Understanding Agriculture and the Community

Importance of agriculture to local rural communities-food supply, employment, small

business and local economy. Centering development around agriculture-preserving farmland,
nutrition security, solidarity economy, benefits to the natural environment. UN Sustainable
Development Goals 1, 2, 6 & 15.

Unit IV: Social Work in Agro-ecological Communities

Social Work response to distress in the farm sector- farmer suicides, migration and reducing
number of farmers. Promoting agro-ecology- in-situ water harvesting, soil health
management, seed sovereignty, multiple cropping patterns, inter-related agricultural
activities. Challenges faced by farmers’ cooperatives and producer companies. Government
programmes for integrated and agro-ecological agriculture.

Reading List

 Randhawa, MS (1980) A history of agriculture in India. Volume 1, to 4. ICAR: New

Delhi.
 Shiva, Vandana.(1991) The Violence of the Green Revolution: Third World
Agriculture, Ecology and Politics. Zed Books Ltd: London.
 Shiva, Vandana. (2016) Who Really Feeds the World? The Failures of Agribusiness
and the Promise of Agroecology. North Atlantic Books: California

 Fukuoka. M. (1996). The Road Back to Nature: Regaining the Paradise Lost, OIB.
 Mubashir, Mohammad and Bhat, Arshad. (2021). Agriculture and Farming
Community in India: Challenges, Problems and Possible Solutions, Bharti
Publications: New Delhi.
 Spedding, C.R.W. (1988). A Systems Approach to Agriculture. In: An Introduction to
Agricultural Systems. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-6408-
5_2
  Tittonell, Pablo.(2023) A Systems Approach to Agro-ecology, Springer Cham
 https://doi.org/10.1007/978-3-031-42939-2
 Barrios, E., Gemmill-Herren, B., Bicksler, A., Siliprandi, E., Brathwaite, R., Moller,
S. & Tittonell, P. (2020). The 10 Elements of Agroecology: enabling transitions
towards sustainable agriculture and food systems through visual
narratives. Ecosystems and People, 16(1), 230-247.
 Anderson, C. R., Bruil, J., Chappell, M. J., Kiss, C., & Pimbert, M. P. (2019). From
transition to domains of transformation: Getting to sustainable and just food systems
through agroecology. Sustainability, 11(19), 5272.
 Erica E. Nason, Abby
S. Blankenship, Elizabeth Benevides & Katherine Stump (2023) The Role of Social
Work in Confronting the Farmer Suicide Crisis: Best Practice Recommendations and
a Call to Action, Social Work in Public Health, 38:1, 21-32, DOI:
10.1080/19371918.2022.2093305
 United States Department of Agriculture (2009). Access to affordable and
nutritious food: Measuring and understanding food deserts and their consequences.
(Economic Research Service.) Washington, DC: Government Printing Office.
 Kobayashi, M., Tyson, L., & Abi-Nader, J. (2010). The activities and impacts of
community food projects 2005–2009, 1–28. USDA/NIFA.
 De Schutter, O. (2013). Gender Equality and Food Security, FAO and the Asian
Development Bank.
(B)
Microfinance and Financial Inclusion
Course Objectives

 To understand the roles of various financial services (savings, credit, insurance) in

development, and discuss the challenges and issues in rural finance

 To review the institutional arrangements for rural finance in India

 To discuss the financial needs of the poor and the challenges in meeting these needs
through innovative financial products and services

 To analyze various models of microfinance

Learning Outcomes

 Able to examine the causes of financial exclusion and its relationship with rural
poverty

 Able to evaluate rural financial policies and banking reforms and their impact on the
rural poor

 Will be acquainted with experiences and innovations in financial inclusion

 Able to assess the impact of microfinance on poverty reduction, women's

development, and rural indebtedness

Unit I: Concept and Components of Financial Inclusion

Savings, credit, insurance and related products – Role of finance in development.
Introduction to rural finance – issues and challenges in rural finance; the poor and their
financial needs. Theories in financial exclusion – information asymmetry, adverse
selection, moral hazard etc. Causes and forces that perpetuate exclusion. Financial
exclusion and rural poverty.

Unit II: Indian rural financial system

Institutional arrangements for rural finance in India: Reserve Bank of India, NABARD,
Commercial Banks, Regional Rural Banks and Cooperatives. Organization and types of
Cooperatives in India – PACS, DCCBS, SCBs,marketing societies, Cooperative
Federations etc . Rural financial policies in India (institutional, services and product) and
the rural poor. Banking reforms in India.

Unit III: Approaches and Strategies for Financial Inclusion

Financial needs of poor: rural credit demand and supply. Challenges and issues in meeting
the financial needs of the poor. Innovations in financial outreach and inclusion. Experiences
from Latin America and Bangladesh. History of Microfinance in India

Unit IV: Mainstreaming Microfinance in rural banking

Models and Approaches - SHG Bank, Linkage Model, Grameen Model, Partnership
Models, Islamic banking models, MFIs and Non-banking Financial Companies.
Challenges of Microfinance. Microfinance and poverty reduction. Microfinance and
women development. Microfinance and rural indebtedness.

Reading List:

 Adams, D.W., Douglas H. . Graham, and. Boulder, J. D. von Pischke, Eds. (1984).
 Undermining Rural Development with Cheap Credit. CO, USA: Westview Press.
 Armendariz de Aghion, Beatriz and Jonathan Morduch (2005).The Economics
ofMicrofinance. Cambridge: MIT Press.
 Brigit, H. (2006). Access for All: Building Inclusive Financial Systems.
ConsultativeGroup to Assist the Poorest (CGAP).
 Coleman, J. (1989). Social Capital and Poverty. Social Capital Initiative, Working
PaperNo.4, Washington, DC: World Bank.
 Dasgupta, P and Serageldin, I. (2000). Social Capital : A Multifaceted
Perspective.Washington D.C : The World Bank.
 Drake, D. and Elisabeth, R., (Eds) (2002). The Commercialization of
Microfinance:BalancingBusiness and Development. Bloomfield, CT: Kumarian
Press.
 Joanna L. (1999). Microfinance Handbook: An Institutional and Financial
Perspective.World Bank.
 Ghate, P. (2007). Microfinance in India – A State of the Report. Microfinance
India, NewDelhi: Sage Publications.
 Ghate, P. (2007). Indian Microfinance: The Challenges of Rapid Growth. New
Delhi:Sage.
 Prahalad, C. K. (2005). The fortune at the bottom of the pyramid –Eradicating
povertythrough profits. New Jersey: Wharton School Publishing.
 Rutherford, S. (2000). The Poor and Their Money. New Delhi: Oxford University
Press.
 Srinivasan, N.( 2009). Microfinance India – State of the Sector Report 2008. New
 Delhi:Sage Publications.
 Dev, M.S. (2006). Financial Inclusion: Issues and Challenges. Economic and
PoliticalWeekly, 41(41):4310-3413.

Core XXI
Field Work-7

Course Objectives

 To develop an understanding of management of social welfare agencies, programmes

and projects.

 To understand the working and management of community-based organizations.

 To understand the nature and scope of social work practice in the rural agrarian
context

Learning Outcomes

 Will have an in-depth understanding of managerial skills required in social work

agencies, community-based organizations.

 Will be able to work in the agrarian sector towards promoting sustainable livelihoods

Field Work Contents (Tasks /Activities)

Students shall be directed to learn about management of social welfare programmes, initiate
and manage projects, manage community-based organizations and create opportunities for
sustainable rural livelihoods in the agrarian sector.
Keeping the focus of the papers in Semester-7, student placed in their respective settings will
be expected to initiate and manage projects in their respective agencies, community-based
organizations such as FPOs and SHGs.
Reports of students should reflect on their learning related to the above-mentioned areas.
Daily Report, Consolidated fieldwork report should be submitted by every student
individually. Students will work under a Faculty Supervisor and Agency Supervisor.
The student shall complete a minimum of 25 days of visits in a semester. The learners shall
be placed in agencies to initiate and participate in direct service delivery. Submission of
reports to their allotted respective faculty supervisors.

The faculty supervisors through periodic Individual conferences and Group conferences shall
assist students to prepare a plan of action for the respective semester field work activities in
consultation with agency supervisors.

Workload: Ratio of Teachers and Students for Social Work practicum shall be 1:8

Note: * In concurrent Field Work Programme, every student has to undergo 16 hours of
Field Work Practicum per week. Two hours of Field Work Practicum carried out by the
students is equated to one hour of theory classes conducted in the Community/ Agency /
Institution setting (16 hours of Field Work i.e. two hours = 1 hour theory class). (16/2 = 8
Hrs. the work load for the Field work practicum shall be considered as 1: 8. The Ratio of one
teacher shall have a batch of 8 students) (Each teacher has to spend 1 hour per student. i.e. 8
students = 8 hours per week). As per UGC Model Curriculum for Social Work
Education [2001, p. 14].
Core XXII
Social Work with Unorganized Labour

Course Objectives

 To define and understand the scope of the unorganized sector, including the social and
economic challenges faced by unorganized labor

 To discuss the concepts of promotional and protective social security and the role of
the state in ensuring basic and economic security

 To review key legislations and policies affecting the unorganized sector

 To apply human rights, social justice, and gender justice approaches to social work
practices with unorganized labor

Learning Outcomes

 Able to explore the predominant issues faced by unorganized labour such as poor
working conditions and health risks

 Able to evaluate the effectiveness of state policies and programs in providing social
protection to casual and self-employed workers

 Able to assess the schemes and legal provisions aimed at improving the living and
working conditions of unorganized workers
Unit I: Overview of the Unorganized Sector
Concept and characteristics of the Unorganized Sector. Size of the informal economy and
unorganized sector. Definition and classification of unorganized worker. Problems face by
unorganized labour: low and volatile income, lack of social security, poor working
conditions, health issues, harassment and abuse. Social background of unorganized labour.

Unit II: Concept of Social Protection and Role of the State

Dreze and Sen (1991), the notion of “promotional” and “protective” social security.
Definition of Social Protection. Role of the State in ensuring Basic Security- Food security,
Shelter Security, Education Security and Health Security. Role of the State in ensuring
Economic Security to Casual Workers and Self Employed Workers.

UNIT – III: The Law and Policies for the Unorganized Sector
Acts: Unorganized Sectors’ Social Security Act (2008) and Unorganized Sectors’ Social
Security Rules (2009), Mahatma Gandhi National Rural Employment Guarantee Act -2005,
The Bonded Labour System (Abolition) Act (1976), The Employment of Manual Scavengers
and Construction of Dry latrines Prohibition Act (1993), The Inter-State Migrant Workmen
(Regulation of Employment and Conditions of Service) Act (1979)
Schemes: Pradhan Mantri Shram Yogi Maan-dhan (PM-SYM) and Aam Admi Bima Yojna.
eShram-National Database of Unorganized Workers (NDUW)

Unit IV: Social Work with Unorganized Labour

Human Rights Approach - case study of Safai Karmachari Andolan.
Social Justice Approach- the ILO Child Labour Conventions No. 138 and 182 and
Convention No. 189 for domestic workers.
Gender Justice Approach- case study of Self Employed Women’s Association.

Reading List:

 Report of The National Commission on Labour, Chapter – VII: Unorganised Sector

https://prsindia.org/files/bills_acts/bills_parliament/2007/bill150_20071205150_Nati
onal_Commission_on_Labour_2_Chapter_7_unorganised_sector_Part_A_1.pdf
 Sarma, A.M. (2015) Welfare Of Unorganised Labour, Himalaya Publishing House:
New Delhi.
 Unni, Jeemol and Rani, Uma. (2002) Social Protection for Informal Workers:
Insecurities, Instruments and Institutional Mechanisms, IL0:Geneva
https://ilo.org/public/english/protection/ses/download/docs/informal_workers.pdf
 Khanna, Shomona, 'Invisible Inequalities: An Analysis of the Safai Karmachari
Andolan Case', in Philippe Cullet, Sujith Koonan, and Lovleen Bhullar (eds), The
Right to Sanitation in India: Critical Perspectives (Delhi, 2019; online edn, Oxford
Academic, 17 Apr. 2019),
 https://doi.org/10.1093/oso/9780199489855.003.0012,
 Jani, Tejal and Shah, Shreeda. (2023), SEWA: A Case Study of Women Empowerment
through Financial Inclusion, ICSSR Conference Paper, Vol.2., Pollachi.
https://www.researchgate.net/publication/369023291_SEWA_A_Case_Study_of_Wo
men_Empowerment_through_Financial_Inclusion
Core XXIII
Management of Community Based Organizations

Course Objectives

 Learn how communities can play an important role in achieving their development
goals through CBOs

 Learn participatory approaches to identifying, involving, and engaging stakeholders in

community development

 Learn about the importance of transparency and accountability of CBOs

 Learn basic tenets of financial management

Learning Outcomes

 Able to give importance to community involvement in management and implement

participatory approaches

 Able to give importance to interactions between government bodies, local self-

governing entities, and traditional leadership

 Able to give emphasis to transparency and accountability in the management of CBOs

 Able to adopt basic financial management principles, including bookkeeping, record-

 keeping, and managing the expenditure cycle

Unit 1: The role of communities in management

Defining Community as a geographical entity and as a functional entity. Three Management
Approaches: Top- Down Approach, Bottom-Up Approach and Combination/Collaborative
Approach. Community Involvement- Defining Participation, levels of participation and
Participatory Approach.

Unit-2: About Community Based Organizations

Definition, basic features, strengths and limitations of CBOs. Stakeholders and relationship
analysis. Role of CBOs in development. Addressing issues through government, local self-
governing body, elected representatives and traditional leadership.

Unit-3: Governance of Community Based Organizations

Institutional and Administrative arrangements- Registration as a SHG, Co-operative,
Producer Company. Decision making- General Body Meetings and Board Meetings.
Documentation and Statutory requirements. Staffing in a CBO. Importance of transparency
and accountability.

Unit-4: Financial Management of Community Based Organizations

Rules of Financial Management, Key Books of Accounts, Book keeping and Record keeping,
Expenditure Cycle and Reporting.

Reading List

 Chambers, Roberts, Whose Reality Counts? Putting The First Last, London:
Intermediate Technology Publications, 1997.
 Dasgupta, Monica, Grandvoinnet, Helene and Romani, Mattia, Fostering Community
Driven Development: What Role for the State? World Bank Policy Research Working
Pap& No. 2969, 2003.
 Mansuri, Ghazala and Rao, Vijayendra, Community-Based and-Driven Development:
A Critical Review World Bank Policy Research Working Paper 3209, Feb. 2004.
 EGyanKosh. Community Based Organizations and Rural Development.
https://www.egyankosh.ac.in/bitstream/123456789/32543/1/Unit-2.pdf
 Kudumbashree National Resource Organization. CBO Governance Manual.
https://www.kudumbashreenro.org
 Cammack, John. (2006) Building Capacity thorough Financial Management: A
Practical Guide. Oxfam Skills and Practice: GB
 North East Livelihood Promotion Society. (2011) Financial Management Manual,
Ministry of DoNER, Government of India.
 Mohammed, Aziz. ( 2019) Financial Management for CBOs and Small NGOs
International Journal of Innovative Research and Development, Vol.8 Issue 11, ISSN
2278 – 0211 (Online)