In July 2010 the MA programme in Gender and Development Studies has been launched in the ODL mode. It is already on offer in the on-campus, full-time mode through classroom teaching from July 2009. After successful completion of the first year courses (two semesters in the on-campus programme), a learner has an exit option and would earn a Postgraduate Diploma in Gender and Development Studies.
The programme is likely to be of interest to academics and researchers; trainers, facilitators, supervisors; staff of organisations working in the area of gender and development; government personnel; personnel working in banks/ financial institutions.
Development policies and practices have a differential impact on women and men. This necessitates an understanding of the 'gender gap' in access to resources, privileges, entitlements and choices. Consensus has evolved around the need to explore the 'gender gap' in key development sectors and how this gap can be bridged. There is now greater emphasis on mainstreaming gender perspectives into the development process. This will contribute to building a gender-sensitive rubric of development, recasting development theory and action in the 'direction of improved living standards, socially responsible management and use of resources, elimination of gender subordination and socioeconomic inequality as well as to promote the organisational restructuring required to bring about desirable change.'
Exploration of gender issues has become an important activity for most non-governmental organizations. Increasing emphasis is being laid in Governmental agencies on establishing gender-differential impacts and taking positive, affirmative action towards gender equality and equity. It is now widely acknowledged that gender considerations need to be reflected in all development plans, programmes and policies. There is growing concern over the isolation of women in so-called 'soft' sectors in education, employment and development rather than mainstreaming gender concerns across all organisations, institutions and activities. While the concerns are clearly articulated, national goals and the UN millennium development goals cannot be achieved without concrete effort towards gender equality.
Achieving gender equality and gender equity requires multi-pronged approaches and strategies. One of the key approaches and strategies revolves around design and development of suitable educational programmes that equip practitioners and policy makers with the requisite knowledge and skills to make a valuable contribution in this sphere. The Master’s/ Postgraduate Diploma programmes would make an excellent foundation for analysing, critically assessing existing development interventions and promoting gender-sensitive/gender-based research and action. The strong focus envisaged on positive affirmative action would be of considerable significance.
Programme Objectives
The programmes seek to enable learners to:
- Analyse extent of gender-sensitivity of development interventions;
- Conduct gender analysis;
- Critically analyse gender differentials in selected development sectors;
- Identify appropriate research designs and methodologies for a range of research problems;
- Suggest positive affirmative action in development planning and practice to promote gender equity and equality
Programme Structure
The broad structure for the Master’s Degree/ PG Diploma in Gender and Development Studies uses a modular approach.
The Year I courses (two semesters in the on-campus programme) if successfully completed would earn the learner a Postgraduate Diploma in Gender and Development Studies. If the learner continues with the Year II courses (two semesters in the on-campus programme) and successfully completes them, the learner would earn a Master’s degree in Gender and Development Studies. Specializations according to the learner’s interest could be chosen from a range of optionals using a choice-based credit system.
Year I: Compulsory Courses
Learners would be required to complete five compulsory courses over a year in the ODL mode or two semesters in the on-campus mode. They would complete 16 credits in each semester(on-campus) and 32 credits in the first year (ODL mode).
Year II: Course Electives
Learners would be required to complete eight optional courses over one year (ODL mode) and two semesters (on-campus mode). They would choose courses worth 16 credits in each semester completing a total of 32 credits in the second year.
- Additional fee charges may apply as per University norms
Teleconferencing
Teleconferencing is a one-way video and two-way audio facility. Teleconferencing will be held every month. During teleconferencing session, you will get an opportunity to interact by phone in facility or fax with the resource persons/experts who participate in teleconferencing session and clear your doubts immediately.
The teleconferencing facility will be available at the Regional Centre and Selected Study Centres. The teleconferencing schedule will be sent to the Programme In-charge and Regional Director who would inform the students. Teleconferencing is done through Gyan Darshan Channel. Students must regularly attend these sessions. These will help them clarify doubts and interact with other learners all over the country.
Radio Counselling
Radio counselling will be held through FM and students can ask questions free of cost with phone in facilities right from their homes. A toll free telephone number 110012345 has been provided for this purpose.
Telecast
The Programme will also be telecast through DD Metro channel and schedule will be informed to students in advance.
Audio-video Programme
Audio and video programmes for each course have been prepared to support learning for the students. These Audio-video programmes in the form of cassettes are available at all Programme Study Centres. These Audio and video cassettes will be provided for viewing and listening. They can also hire the cassettes for viewing and listening.
Attendance
Students will be required to complete seventy-five percent attendance in theory counselling to become eligible for appearing in Term-end Examination. Similarly, they will be required to complete ninety percent attendance in practical contact sessions to become eligible for appearing in practical examination.
Continuous Evaluation of Theory Component
Assignments
Assignment is a means of continuing assessment of theory and practical. Assignments will help you to recapitulate the theory and go back to the text again in case students are unable to answer a particular question. Thus assignments also help to reinforce learning in distance learning system of education. These assignments consist of a set of questions and activities that you will answer at your own place by referring your blocks. The assignments will cover all types of questions (long answer type, short answer type, objective type, multiple choice questions and case studies).
The assignments will carry thirty percent weightage. Students will be required to obtain fifty percent marks as pass percentage in each assignment separately. Each assignment will carry 100 marks. In the final result assignments will carry thirty percent weightage.
Term-end Examination
As stated earlier, term-end examination is the major component of the evaluation system and if carries seventy percent weightage in the Final result. The University conducts term-end examination twice a year i.e., in June and December. They can take the examination only after completion of the course, failing which students can take the same in December or June of subsequent years years within the total span of the programme.
In case any student fail to get a pass score in the Tern-end Examination, the person will be eligible to reappear at the next Term-end Examination for that course as and when if is held, within the total span of the Programme.
