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Edited and Published by:

IGNOU RC SHILLONG

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INDIRA GANDHI NATIONAL OPEN UNIVERSITY Regional Centre Shillong

Poktieh, Nongthymmai, Shillong -793014, Meghalaya. Phone: 0364-2521117/2521271/2520503 E-mail: rcshillong@ignou.ac.in

ADMISSION NOTIFICATION FOR JULY 2016 CYCLE

Indira Gandhi National Open University announces ADMISSIONS to its Distance Education Academic Programmes for the Academic Cycle commencing from July 2016.

MASTERS DEGREE:

MA (Philosophy), MA (Education), MA Anthropology), MA (Gender & Development Studies), Master of Social Work, Master of Social Work (Counselling), MA (Distance Education), MA (Economics), MA (English), MA (Hindi), MA (History), MA (Political Science), MA (Psychology), MA (Public Admin.), MA (Rural Development), MA (Sociology), MA (Tourism Management), M.Com, Master of Computer Applications, Master of Library and Information Science, M.Sc.(Dietetics and Food Services Management), MA (Gandhi and Peace Studies), MA (Translation Studies).

BACHELORS DEGREE:

Bachelor of Science (B.Sc.) (with major in Physics, Chemistry, Mathematics, Botany and Zoology), Bachelor of Arts (with major in English, Pol. Science, History, Economics, Public Administration, Sociology, Philosophy, Psychology), BA (Tourism Studies), Bachelor of Commerce (B.Com.), Bachelor of Computer Applications (BCA), Bachelor of Library & Information Science, Bachelor of Social Work (BSW).

BACHELOR PREPARATORY PROGRAMME:

Bachelor Preparatory Programme (BPP) (This is a Bridge Course only for students taking admission in IGNOU Programmes and who do not have 10+2 but are above 18 years of age, under Non-formal stream. BPP will not entitle students to claim qualifications equivalent to 10+2 in the Formal stream).

PG Diploma & Diploma Programmes:

PG Diploma: Disaster Management, Environment and Sustainable Development, Higher Education, International Business Operation, Journalism & Mass Communication, Rural Development, Intellectual Property Rights, Translation.

Diploma: Creative Writing in English, Early Childhood Care and Education, HIV and Family Education, Tourism Studies, Women Empowerment & Development, Nutrition and Health Education, Nursing Administration.

Certificate Programmes:

Disaster Management, Environmental Studies, Teaching English, HIV & Family Education, Tourism Studies, Food & Nutrition, Nutrition & Child Care, Rural Development, Organic Farming, Water Harvesting & Management, Beekeeping, Human Rights, Information Technology, Guidance, Poultry Farming, Consumer Protection, Appreciation Course on Environment.

Last Date for Application : 31st July, 2016 with late fee of Rs. 300/- : 15th August, 2016

Student Handbook & Prospectus can also be obtained from the following IGNOU Study Centres:

1 NEHU, Bijni Complex, Laitumkhrah, Shillong. 16 St. Mary’s College, Laitumkhrah, Shillong.

2 Tura Government College, Tura. 17 K.J.P. Synod, Synod Complex, Mawkhar. 3 Tirot Singh Memorial College, Mairang. 18 Jaintia Eastern College, Khliehriat, Jaintia Hills

4 Sohra College, Sohra, Cherrapunjee. 19 St. Thomas Mission Home, Mendipathar.

5 Trikrikilla College, West Garo Hills, Trikrikilla. 20 Kiang Nangbah Govt. College, Jowai. 6 Sawlyngdoh Higher Secondary School, Mowkaiaw. 21 Ri-bhoi Area Welfare Association, Umsning.

7 Sokha Higher Secondary School, Sokha. 22 Mawsynram Higher Secondary School, Mawsynram.

8 Williamnagar College, EGH, Williamnagar. 23 Women’s College, Laitumkhrah, Shillong. 9 Mendipathar College, EGH, Mendipathar. 24 Jyoti Stroat School For Blind Bethany Society, Shillong.

10 Captain Williamson Memorial College, SGH, Baghmara. 25 Nongstoin College, Nongstoin.

11 Sngap Syiem College, Mawkyrwat. 26 Ri-Bhoi Computer Management Institute, Nongpoh.

12 St. John Mary Vianney (JMV) School, Rajabala. 27 Kya Lyngdoh Welfare Organisation, Nartiang.

13 St.Paul Higher Secondary School, Marbisu. 28 Seng Kynthei Mawkneng Lai-Kyntoit, Mawkneng.

14 St. Dominic Savio Hr Sec. School, Garobadha. 29 Shillong College, Laitumkhrah, Shillong 15 Sacred Heart Higher Secondary School, Dalu, Barengapara.

REGIONAL DIRECTOR

For details, visit IGNOU Website: www.ignou.ac.in or contact Regional Centre Shillong.

Buy Admission Prospectus from Regional Centre, In person: Rs 200/-, by post: Rs 250/-

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Message: Editorial Board

“Learning Community “ will be a platform for all those associated with IGNOU; a mission of

taking education to far reaches of the country; to share ideas, experiences in education and

its dissemination. We welcome ideas/short articles from our valued learners, colleagues, co-

coordinators and academic counselors.

Education plays a pivotal role in developing skills and human resources. Distance Education

is not only alternate learning, it is learning for people who desire to bring back continuity of

education in their lives. It is continuing education for those living in remote areas and hilly

tracts.

Learning Community as online magazine of IGNOU Regional center Shillong will affirm or

reaffirm faith in learners of IGNOU as a vibrant community to share their views on education

with peer groups and teachers. We also invite academics to express their views on education

as salutary and binding force;applying knowledge for use and benefit of societies.

The internet must be used rigorously to augment the culture of education. One must use it

not for rhetoric and slander but for creative processes of learning, giving and sharing.

Information, which is at our doorsteps because of the World Wide Web, must be

concomitantly transformed to knowledge of head and heart.

Welcome all to this platform, which we will be updating periodically. However, we will be

depending heavily on your brief articles and views!

Editorial Board

“Learning Community”

IGNOU Shillong

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Career Options in Social Work

Social work may be defined as an art, a science, and a profession that helps people solve

personal, group (especially family), and community problems and attain satisfying personal,

group, and community relationships through social work practice. Social work practice today

is often generic and the major focus is on reducing problems in human relationships and on

enriching living through improved human interaction. Certainly the main focus of the social

worker is on helping people improve their social functioning, their ability to interact and

relate to others.

Social work is an art as it requires great skills to understand people and to help them to help

themselves. It is a beginning science because of its problem solving method and its attempt

to be objective in ascertaining facts and in developing principles and operational concepts. It

is a profession because it encompasses the attributes of a profession.

Social work is a profession for those with a strong desire to help improve people’s lives.

Social workers assist people by helping them cope with issues in their everyday lives, deal

with their relationships, and solve personal and family problems. Some social workers help

clients who face a disability or a life-threatening disease or a social problem, such as

inadequate housing, unemployment, or substance abuse. Social workers also assist families

that have serious domestic conflicts, sometimes involving child or spousal abuse. Some

social workers conduct research, advocate for improved services, engage in systems design

or are involved in planning or policy development. Many social workers specialize in serving a

particular population or working in a specific setting.

Professional social workers are generally considered those who hold a professional degree in

social work and often also have a license or are professionally registered. Social workers

have organized themselves into local, national, and international professional bodies to

further the aims of the profession. A Bachelor’s degree (BSW) is the minimum requirement

for entry into the profession of social work, but many positions require an advanced degree.

A Master’s degree in social work (MSW) is typically required for positions in health settings

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and is required for clinical work as well. Some jobs in public and private agencies also may

require an advanced degree, such as a master’s degree in social services policy or

administration. Supervisory, administrative, and staff training positions usually require an

advanced degree. College and university teaching positions and most research appointments

normally require a doctorate in social work (PhD). Many government colleges, universities

and private educational institutions are offering this course throughout the country. There is

also M.Phil. and Ph.D. programmes in Social Work offered by many institutions. Indira

Gandhi National Open University (IGNOU), the People's University, which was established

with a mission to advance frontiers of knowledge and promote its dissemination through

sustainable Open and Distance Learning (ODL) systems, is one of the universities in India

which are offering courses on Social Work. The university enables access to higher education

to a wide cross section of students who are unable to access and also who wish to pursue

their higher studies but doesn't have enough time for the regular classes. The university has

undergone rapid expansion and it is now widely accepted as a system leader in the field of

Open and Distance Learning throughout the world.

Today, IGNOU serves the educational aspirations of over 3 million students in India and

other countries through 21 Schools of Studies and a network of 67 regional centres, around

2,667 learner support centres and 29 overseas partner institutions. The University offers

about 228 certificate, diploma, degree and doctoral programmes, with a strength of nearly

810 faculty members and 574 academic staff at the headquarters and regional centres and

about 33,212 academic counsellors from conventional institutions of higher learning,

professional organisations, and industry among others.

The School of Social Work at IGNOU aims at providing quality education in the areas of social

work, HIV/AIDS, Counselling and family studies and tribal studies. The school offers a series

of Programmes of Study in Social Work- Certificate, Diploma, Bachelor in Social Work,

Master in Social Work, Master in Social Work (Counselling) and M.Phil and Ph.D in social

work.

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The objective of IGNOU’s Certificate in Social Work and Criminal Justice System is to train a

cadre of graduate professionals interested in working in the correctional settings such as

jails, family courts, beggars home, special schools for boys and girls, observation home,

rescue home, etc. Thus, the programme would be relevant for the various NGO professionals

who are working in the correctional settings.

The Post Graduate Diploma in Social Work among the Tribals (PGDSWT) is the first of it kind

in Indian higher education system. This programme is not on offer in any conventional or

ODL institute in the country. It has been designed to provide basic knowledge and

information regarding the Tribes/Tribals in India. Attempts have also been made to help the

learners understand the relevance of social work in the tribal regions and/ for the tribals. The

programme aims to provide trained professionals for tribal development in all respects who

would be able to address the issues and problems confronted by the tribals in India.

IGNOU’s Bachelor Degree programme is Social Work (BSW) is meant for candidates who are

interested in providing professional assistance to people in need. Persons with professional

training/ degree in Social Work generally work in socially relevant areas such as health care,

community development, education, industry, counselling, family, correction, social defense,

women, children, disability etc. With globalisation, market economy and liberalisation, new

concerns and human problems are emerging which needs to be addressed. This programme

will be particularly useful to people employed at middle and lower levels with NGOs and

social and developmental agencies both in government and private sector.

The Master of Social Work programme at IGNOU offers opportunity to learners for higher

studies in professional social work. Besides offering the core courses pertaining to social

work curriculum across the globe and India, it includes themes in some of the emerging

areas of social work such as globalization, migration, history of social work in India, theory

paper on social work practicum and a course on HIV/AIDS which are expected to be highly

useful in the present day context.

IGNOU also offers Master of Social Work (Counselling) programme to provide both academic

learning and professional education and training in counselling, extending beyond theoretical

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knowledge. This programme is tailored to suit counsellors working in a private range of

organizational and community contexts as well as individuals in a family. In this fast

changing social scenario, the problems being faced by people across the board are

numerous. Unlike in the western world, counselling services are very inadequate in India.

IGNOU’s Master’s Programme in Social Work is so designed that it will prepare a cadre of

dedicated and qualified professionals to work in the field of counselling, apart from being an

excellent human being. Job opportunities are available for professional social workers with

central and state governments, NGOs, social and welfare agencies including schools,

hospitals, mental health settings, women and child care services, counselling centres,

research organisations, donor agencies, charitable trusts, corporate houses and institutional

set up for various vulnerable sections of the society.

By Dr. N. Samungou Singh

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Distance Education In The Not Too Distant Future

The other day when the board class ten results were declared a neighbour mentioned that

her domestic help's maid's daughter had failed her examinations and the father beat the girl

up. This probably happens in India regularly in some way or the other. Beating up the girl

child is not new. I was affected by the statement as the question of examinations and '

failures ' need to be properly adressed. Education is not very cheap in private schools, and

all government schools are felt by parents as not up to the mark. In this case it is a private

school of dubious quality, but the parents must have had a difficult time funding the

education of the child in this case.The mother is a domestic worker, and the father is a

mechanic in a garage on a part time basis. Now, in this situation what are the means and

ends for the child, where the ambience is not at all suited for learning, where the younger

brothers were once victims of child trafficking, where getting beaten up by parents is a

regular happening? Life must be as bad as hell for the children, and the parents who hardly

have time to look after their children, and also schools such as these pay the teachers a

pittance, in turn teaching is poor, the teachers may not be qualified or trained teachers as

well.

Failure in examinations is a shame in our society. The stigmatization of ' drop outs ' is

another problematic aspect of education and its dynamics. How do we redress such

problems? Vocational education is yet to get the impetus it deserves. Even now, although

boards in India have vocational streams at the plus two levels, the ' elitist ' students are in

the sciences, commerce and then the humanities. Vocational means the world of dirt, repair,

smudges and garages. Prior certification of skills is not thought of, and this is so readily in

need of in the unorganized sectors. The linking up of Industrial Training Institutes with

vocational courses in conventional education is an absolute necessity. The point is that there

should be no hair splitting between ' vocational' and ' professiona' the latter largely meaning

management, law, computer sciences or engineering sciences. What is ' professional '

depends on the needs and skills of the learner, whether it is cognitive or psychomotor. With

all this talk about skills education, we have to enunciate and adopt a larger framework in the

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country for students who may not be intellectually oriented or gifted, but are good with skills

and practically applied work.

Education is still fragmented into primary, secondary, tertiary, higher education and so on. It

is the duty of every educator to think holistically in terms of education, and the linkages

between school education, higher education and training of teachers. True there are

refresher and orientation courses for college and university teachers in India, but these are

done perforce to obtain certificates for the next promotion.

Educational policies, must take into account literacy, school education, higher education and

also the opportunities provided by open and distance learning which is still considered by

many to be second rate. They do not understand the technological nuances of open and

distance learning, student management there and the chances it gives to address failure in

schools and colleges, as well as to give fresh opportunities to the much maligned ' drop outs

'. Why do such people drop out is the question, in the social and economic matrix. For

example does everyone know that the Indira Gandhi National Open University in India allows

school drop outs without a ten plus two certificate to do graduation, after undertaking a six

months preparatory programme, in commerce or the humanities, with an alternative in

mathemamatics? How many know that the same university offers Associate Studentship upto

32 credits, ie four courses, for students who might have missed out on a a subject say,

Economics in college? True the end of education is a Degree, but the bias towards it must

also be challenged, for the sake of deriving sheer pleasure in learning.

The teacher's task at whatever level is to engage with students, whether by teaching,

guidance or counselling. If the responsibility comes to a halt in the classroom, then any

teaching or that matter learning will suffer from a gap or a hiatus, where the transaction is

two way and didactic. Distance and Open Learning attempts to make this learner centred,

rather than teacher centred, where the experience of teaching is not self congratulatory, I

have delivered a brilliant lecture today- but how many have understood it, how do we follow

it up for the ' weaker ' student?

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The thinking that education is a linear progression is based on false premises. The very

student who does outstandingly at the Masters or the Research levels, also studied at school

and will probably reminisce fondly upon his or her school teacher than some of the university

or college teachers. Prima facie education has to do with the head, but it is also the heart as

well. If we can work linkages and clear logical connections between school/ basic education,

literacy, higher education, and distance education, then we we will have holistic references

to education. Again the example of the Indira Gandhi National Open University. The

University offers a Post Graduate Diploma in Higher Education for college or university

teachers, or those who desire to be so, in the form of very practically oriented academecic

programme.

We are tired of listening to statistics. The common one is - out of the 25 percent eligible for

higher education, only thiteeen can actually get admission into colleges. Seats are too less.

In the not so distant future distance education both at school and college should take over

the reins of education. And each college and university teacher must go to a school class

room and engage with young and sensitive minds, irrespective of gender, caste or class.

That will be the day. Bravo, when we get out of our educational prudery, elitism, high

handedness crass commercialization, and exploitation ( read privatisation and disparities in

pay structures, the lesser are classes, the ' higher ' you teach!).

By ASG

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Paul's Mystique: A SHORT STORY

It was a winter’s Saturday evening and Paul and his father had just returned from an exhausting long

day tour of the forest, collecting fire woods and mouth-watering mushrooms. As usual they all sat by

the fire sifting the weeds off the delicious thing and listening to his father’s narratives. As their house

was situated at quite a distance to the right of the common pavement, the only sound interspersing

their speech was the bubbling sound of rice pot on the fire. To the left of the house there was a

stone-padded path to the spring water (a km away sourced from the deep forest), a place where

during the day time was frequented with villagers collecting drinking water. It was surrounded by a

clean stream which still stands unharmed by the dirt as you would expect in these days. Suddenly his

father’s voice softened and it seemed as some charming speaker had set forth with its tale.

Paul too who had heard the sound remarked, “It is strange that the poor bird of the forest is

here!”

His father stood up, went to the wooden window and pressed himself against it. It appeared

as if he wanted to confirm what Paul had said. He then moved to the corner of the room near

the main door, dragged an improvised high stick (used for combating snake and other

harmful crawling creatures) and his favorite slingshot. Paul followed him.

The night further mystified their feeling, the moon was bright but Paul could see only the

shadows of the bunch of bamboo leaves swinging in the air. As his father was ahead of him

he shouted, “Pa wait, the sound seems coming from the stream side”. His voice quivered a

bit as he was gripped with fear. As he walked he heard plaintive notes of a bird, then a low

cough of his father then his own steps. By now his mind wandered, how during the day they

had followed a cuckoo – a brown-stripped bird glittering by the dazing sun light. He now

recollected how his father shot twice, the second one while the cuckoo was at the back of the

branch of the temperate pine tree. The poor bird fell. He remembered how they searched the

area but could not find a trace of it and after about two hour of searching they left. His

palpitations grew as he recollected the events while moving down the slope of the forest as

they returned home. They both discussed about the bird and how he frequently heard the

flapping of a fallen cuckoo. By now he had reached an open field covered with tall grasses

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(up to his knee). His thoughts fired a jolt and his whole body jerked with fear by the bright

rays from the end of the stream. He saw three beautiful amazing girls dancing across. They

looked exceptionally beautiful and they all dressed in white blooming attire, that seemed

unsowed and with no ends. It was like a dream for him. One of the girls in the middle had a

shining cuckoo on her shoulder with his head buried on his feathers. All three of them were

holding a colorful plate with a painting that appeared like a blooming sun flower. They were

dancing, swinging the plate up and down, to the right to the left and back covering their

chest. It seemed they are following some rhythm. They swirled around from time to time. He

watched without blinking and as they turned back his hands stretched out trying restlessly to

stroke their silky, milky hair. His heart now beat with excitement. He moved slowly forward

and stopped now and then. The magical sham cast a spell and he no longer thought of his

father. Until then the dancing damsels seems unperturbed by his presence.

The middle one that had a cuckoo on her shoulder, slowly lifted her eyelids, passionately

looked at him and extended her delicate soft hand. Paul’s heart leaped with excitement as he

heard a sweet tone, “You can be a part of us” He pushed himself forward and fell on the cold

stream lying ahead of them. The water splashed his nerve and as he looked up he saw all

the darkness around. He gazed at the dazzling downstream that was under the effect of

moonlight. He now he realized the coldness percolating his body. He moved out. His father

could not be seen anywhere. He shouted, “Pa ...Pa...” but no answer.

He then quickly ran back home. As he reached the entrance, he slowly peeped from the

small opening and to his surprise he saw his father was telling stories as usual. He entered.

“Where have you been, boy?” – asked his mother. Paul could not even utter a word. He sat

at the corner and was extremely lost for words.

At dinner he told his father about all that had happened and asked him whether he had seen

such things. His father simply laughed and went to bed. That is clear for him that he even

took it as a superb joke. He got frustrated and went to bed. That night he was lying awake

till dawn. In the morning he told his sister and friends. They all gave a hearing and were

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savoring all what he got to say. At the end his sister said, “Bah you are great, a

Shakespeare”. For Paul he had lived to tell the tale not an imaginative conjuring.

In the mid –summer his sister at the annual dancing competition, had thought of performing

the dance based on Paul’s story. Since then the children and even adult were performing the

dance trying to incorporate the story that Paul had told to the minutest detail.

What does it matter whether you take it or not, you believe it for real or as another

Shakespeare’s tale, his story had seen the light!

By MPA student

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Education System

Our Education system is most modern and scientific but it does not cater to the masses. It

has completely failed to obtain its aim. How can I or we can say our education system is

completely a failure. It is necessary to highlight the few aims of education which are as

follows:

1. Maintenance of the continuity of the life.

2. Conservation of culture.

3. Education should cultivate the virtue of self restraint, prudence and the sense of values.

4. Education should enable an individual to live in harmony.

5. Self realization

6. To respect own religion and others.

7. Proper socialization.

8. Employment .

9. National feeling.

Likewise there are many other aims of education discussed by our prominent educationists.

After the independence till today we are completely failed to achieve most of the aims which

are illustrated as above. It reflects in our society – when we talk corruption, kidnapping,

freebooting, rape, intolerance, greed, injustice, misappropriation, religion pravartan,

morality, communal harmony, casteism, lack of devotion and dedication in Government

institutions procrastination etc, says a lot about the achievement of aim kof education. Till

today we are talking about literacy sarva shiksha abhiyan, adult education, girls education,

minority education and free compulsory education it reflects a lot about our educational

system , and more that can be achieve in this sphere .

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Our modern education system is an allopathic system. All of you are very familiar about

allopathy and allopathic system of medicine . Allopathy is the modern and scientific method

of treatment . It does not belief in hit and trial method. Before treatment a diagnosis of

disease is made through different tests and later on doctors prescribe the medicine which

cures the disease but at times it has some side effect. According to allopathic system of

education – teaching is system of training a student through lecture, experiment,

demonstration or by using different media tests, exams etc. but it does not explain or reveal

the interest which needs efficiency, aptitude, sentiment , master sentiment , emotion, will

and will power of the students. So to thrash out all the problems and to establish proper

socialization or to achieve the aims of education we should follow the Ayurvedic system of

education. Ayurvedic system of treatment based on vayu , pitta and kapha. It believes in the

elimination of the toxins from the body. The daily routine recommended by an ayurvedic

practioner is based on sound health practices like early rising. Cleaning of bowels , cleaning

of teeth , physical exercises , taking bath and different types of yoga etc. According to the

ayurvedic system of education teaching is a process to educate the students based on their

interest, needs, efficiency, aptitude, will, sentiment and emotions it gives the real meaning

of education and gives the strength to develop master sentiment and will power into a

student mind . The present education system is allopathic which encourages dropouts,

stagnation, reluctance delinquency and lack of attention etc. So we cannot achieve the aims

of education until and unless we do not change the system of education. I strongly condemn

the present educational system and its practices.

The principal causes of failure:

The present system of education I said is allopathic, allopathic treatment is mainly based on

diagnosis and test. If diagnosis and test is done properly half the work is done. Who does

this diagnosis and test? Who prescribes the medicine ? Certainly the answer will be a

competent, and well qualified Doctor. If a doctor is not well qualified there is no use of

treatment. He may happen to shoot an arrow blindly and aimlessly. It may happen that we

get a mango near a neem tree but it does not happen always, it happens by chance.

Similarly our education system is carried by teachers , if teachers are not well qualified ,

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competent skilled , certainly the result will be counter productive . It is necessary to identify

the problems and to work on them . The main and principal causes of failures are unskilled

teachers and Government policies . We should have Indian teachers services examination to

get qualified and skill teachers. Traditional method of developing a teacher is also not

functioning properly. To make them professional we should have professional education in

other fields we have specialized education as for example, engineering in civil , mechanical,

electrical, medicine department medical B,.Pharma, Bsc. Agriculture and may others . Why

not the same formula should be adopted for teaching too? Teaching is a process of

developing and appreciating to make students perfect human beings not only to earn their

daily bread. That is why we need to revisit the existing educational patterns of our nation.

By Arun Kumar, MAEDU, Enrollment No:156287656

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Fig: Enrolment statistics of IGNOU R C Shillong