Improving the Participation of Tribal Women in Developmental Programmes

Nisha, R; Asokhan, M.

doi:10.26725/jee.2016.4.28.5764-5767

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The rest of the respondents participated in value addition of millets and value addition of forest produce 6.50 per cent and 5.50 per cent. This finding is in line with the findings of Indumathi (2013) and Nisha (2013).…”

Section: Non-governmental Organization Developmental Programmessupporting

confidence: 82%

Participation of Tribal Women in the Developmental Programmes for their Livelihood Security

eswaran¹,

Jansirani²,

Asokhan³

et al. 2017

Int.J.Curr.Microbiol.App.Sci

Self Cite

View full text Add to dashboard Cite

Section: Non-governmental Organization Developmental Programmessupporting

confidence: 82%

Participation of Tribal Women in the Developmental Programmes for their Livelihood Security

eswaran¹,

Jansirani²,

Asokhan³

et al. 2017

Int.J.Curr.Microbiol.App.Sci

Self Cite

View full text Add to dashboard Cite

“…According to several academics' perspectives, Extension Education is defined variously Chakanika and Sichula (2016); Igwe & Abbah (2021) as examples) nonetheless, the core of development is to understand the purpose and structure of educational processes (Mwansa et al, 2019;Levine, 2004;Nisha, 2006;Savile, 1965) in order to broaden our understanding and meet the needs of community and self-development (Savile, 1965;Chakanika et al, 2016). Through this debate, Powers and Tiffany (2006) contend that include young people in research groups and using efficient research techniques can help foster youth development and raise the standard of academic studies on topics that have an impact on young people's lives.…”

Section: Application Of Extension Education Principles In Formal Settingmentioning

confidence: 99%

Extension Education Principles through Postgraduate Programme: A Conceptual Review

Yusof,

Arshad,

Hamzah

2023

IJARBSS

View full text Add to dashboard Cite

Through the incorporation of self-directed learning and remote learning into the educational system, the sequence from the diffusion of COVID-19 and the transition to the endemic phase has resulted in an awareness of lifelong learning. In light of the fact that self-efficacy in the learning process is the foundation of Positive Youth Development (PYD), e-learning has become the most popular choice and continues to be used. As a consequence, there is a need to improve self-efficacy in the learning process. In the context of education, self-efficacy is a significant factor in determining student accomplishment throughout the learning process and a contributor to the development of generic skill. The learning process can be fulfilled through obtaining formal education through the university system, with a focus on the Extension Education as a hub for the process of lifelong learning. Exploration of the Extension Education serves as the basis for the viability of postgraduate programmes, giving people the chance to acquire balanced skill sets while also helping them to attain their goals. Thus, the intention of this concept paper will thoroughly explain the definition and development of Extension of Education and how the postgraduate course complies to the parameters set out in the area of extension education and how this process of learning impacts the Positive Youth Development. In this study, generics are viewed as a vital element that must be integrated into each person's life in order for them to live a lifelong life, in addition to being seen as a strength to meet obstacles in the world of work. It must begin by examining how a formal education system fosters the growth of self-efficacy. Youth empowerment during this time period depends on the process of applying skills in a real-world environment since it promotes the concept of responsibility and the perception that their efforts are having a positive impact. The elements of the '5C' in Positive Youth Development will be nurtured during this process through effective youth-adult connection throughout the skill-building activities, as well as youth engagement and leadership.

show abstract

“…Social ties in community group are not always able to improve the participation of their members. As Nisha & Asokhan (2016) discovered in the Nilgiris Tamil Nadu, the social capital that develops in the life of the community is a barrier to women's groups participating in several development programs. The finding is in line with the statement by Rustiadi et al (2011) that the bonding community has such weaknesses as the strong distinction between "our people" and outsiders; there is only one alternative answer; difficult to accept the flow of change; less accommodative to outsiders, but they give priority to the interests of the group.…”

Section: Introductionmentioning

confidence: 99%

Benefits of social ties in farmer groups at agricultural extension planning in the district of Lima Puluh Kota, Indonesia

2018

View full text Add to dashboard Cite

Social ties is an important form of social capital in community groups, including farmer groups, because it will determine the activity of the group. Social ties can be formed based on the connection between ancestry and non-ancestry relationships. This article examines the benefits of the farmer group social ties in the agricultural extension planning process in Kabupaten Lima Puluh Kota, a case study of farmer groups at the village level (nagari). The research design used is mixed methods research, that is a combination of qualitative and quantitative methods simultaneously with the weight of the method more pressed on qualitative methods. The type of the research used is case study. Three villages as the locations of this case study are Nagari Balai Panjang, Tanjuang Gadang and Batu Balang Kabupaten Lima Puluh Kota. Site selection was done purposively, with the reason that farmer groups in the three nagari have social bonding based on the connection between ancestry and non-ancestry relationships. Data collection techniques are interviews, questionnaires, documentation, and observation. Data were obtained from key informants from the leader of farmer groups as many as thirteen (13) people and agricultural extension workers as many as three (3) people with snowball techniques. Data ware analyzed by qualitative descriptive techniques using data interpretation analysis tools, and quantitative data is analyzed by scoring techniques using the Arnstein participation ladder. The result of the research proves that social ties of the farmer group play a role as a mobilizer of the participation of the group members in improving the village level agricultural planning process (nagari). The participation level of farmers in the village (nagari) of study cases is at tokenism level up to citizen power for each stage of composing agricultural extension program.

show abstract

Improving the Participation of Tribal Women in Developmental Programmes

Abstract: ABSTRACT

Cited by 3 publications

References 0 publications

Participation of Tribal Women in the Developmental Programmes for their Livelihood Security

Participation of Tribal Women in the Developmental Programmes for their Livelihood Security

Extension Education Principles through Postgraduate Programme: A Conceptual Review

Benefits of social ties in farmer groups at agricultural extension planning in the district of Lima Puluh Kota, Indonesia

Contact Info

Product

Resources

About