Preamble of the Course- Adult Continuing Education & Extension (Discipline – II)

Background of the Department

The Department of Adult, Continuing Education and Extension had its beginnings in 1976. University of Delhi was examining the question of setting up a full-fledged department in this area to offer degree level teaching courses and research programmes. Around the same time, the University Grants Commission (UGC) in its “Policy Frame of Higher Education” had recognized “Extension” as the third dimension of the University system. The Adult Education Programme of the Government of India offered a concrete opportunity to the university system to introduce this as an extension activity.

In 1980, the University Grants Commission accepted the University of Delhi’s proposal to formulate a detailed and long-term plan on alternate educational needs of the city of Delhi. This plan was accepted and a regular Centre for Adult, Continuing Education and Extension was sanctioned in 1982. It later became a full-fledged Department under the Faculty of Social

Sciences in February 1985.
Activities of the Department

The Department conducts the following major academic programmes:

1. Post M.A. Diploma Course in Adult and Continuing Education (1985 onwards)

2. Adult Continuing Education for University: (Short term Courses)

  •   Training to update knowledge
  • Courses to acquire new skills

3. Adult Extension Education for those not eligible for University based courses:

  •   Courses to promote income generation
  •  Courses to promote family life education
  • Courses to promote value education

4. Community Outreach

  •   Courses to promote social change
  • Extension lecture
  • Awareness generation

5. College Based Extension Programmes

6. Sponsored Projects

7. Ph.D. Programme



1. Discipline – II Courses for the colleges

2. Yuva Centres in 20 colleges.

3. Community Innovation Centres in 10 Communities.

The University Grants Commission through its various guidelines reported in the Academic and Executive Council, authorized the departments of Adult, Continuing Education in Indian Universities to undertake teaching at the undergraduate and postgraduate levels.New Guidelines on Adult and Continuing Education 1988 focused on teaching at the undergraduate level including Foundation and Applied Courses. The department proposes Discipline – II Courses to provide opportunities to the undergraduate students for academic enhancement. The primary objective of DC-II by the Department is to provide opportunities to understand some interdisciplinary areas to be covered by the Department at proposed M.A. and Non-Credit Courses. Teachers from some of the colleges are also requesting to provide such courses by the department at the college level.

Availability of Resource Persons:

Lady Irwin College (Department of Development Communication & Extension), Institute of Home Economics, Maharishi Valmiky College of Education, College of Vocational Studies, Lady Sriram College and some other colleges of the University of Delhi are covering some of our areas in various disciplines. The department has produced Ph.D. Scholars in the areas of Social Sciences such as History, Political Science, Economics, Sociology, Geography and the pure Sciences. Hence, the teachers of the above mentioned colleges and research scholars of the Department will be eligible resource persons for the proposed course.

Contact Hours:

For all papers of Discipline – II, 5 periods per week (4 lectures + 1 student presentation) will be covered.

Mode of Evaluation:

Evaluation will be based on written Examination of 75 marks and Internal Assessment of 25 marks.

Name of the Papers under Discipline – II of the Department

Code No. ofPaper Title of Paper Theory Internal Assessment
DACEE 01 Adult & Lifelong Learning 75 25
DACEE 02 Extension and CommunityDevelopment 75 25
DACEE 03 Guidance and Counseling 75 25
DACEE 04 Ageing and Society 75 25
DACEE 05 Women Empowerment 75 25
DACEE 06 Management and Service Delivery of Civil Society Organization 75 25



Adult & Lifelong Learning


1. Understand conceptual framework of Adult & Lifelong Learning.

2. Gain insight into the relationship among Literacy, Adult Education and Lifelong learning

3. To equip students with emerging needs of life-skills for academic development

Unit I Conceptual framework and Historical Development.

1. Basic Concepts: Literacy, Adult Education, Continuing Education and Extension Education

2. From Adult Education to Lifelong Learning.

3. Historical Development of Adult Education in India: pre and post independence period

Unit II Emerging Trends and Partnership in Lifelong Learning.

1. Emerging needs and future perspective of lifelong learning.

2. Lifelong Learning needs of Industries.

3. Role of non-governmental organizations – national and international organization.

Unit III Lifelong Learning & Development

1. Lifelong Learning and Social Development.

2. Lifelong Learning and Economic Development

3. Lifelong Learning and Cultural Development

Unit IV Lifelong Learning in selected Countries

1. Lifelong Learning in SAARC countries with special focus on India

2. Lifelong Learning in selected African countries- Tanzania, South Africa

3. Lifelong Learning in E-9 countries

Practicum and exposure

1. Sharing some issues – Nai Talim of Mahatama Gandhi, Night schools of Zakir Hussin, Lok Jumbis, SEWA model etc,

2. Exposure visit to Shakshar Bharat districts, JSS, SRC

3. Visit to community innovation centre of the department

4. Hands-on experience to the students in community.

Essential Readings:

Jarvis, P. (2010), Adult Education and Lifelong Learning: Theory and Practice, Routledge

Preece, J (2009), Lifelong Learning and Development: A Southern Perspective, London : Continuum International Publishing Group.

Gerhard, F. (2000). “Lifelong Learning – More than Training”, Journal of Interactive Learning Research, Volume 11 issue 3/4 pp 265-294

Singh, M. (2004), Institutionalizing Lifelong Leaning, UNESCO, Paris

Rajesh & Dixit,V.K.(2011), Lifelong Learning: Issues and Challenges, Global Book Organization, New Delhi.

DACEE (2009). Ed., Readings in Lifelong Learning, DACEE, DU

Books in Hindi

Rajesh (2009), From Campus to Community, University Press, University of Delhi, Delhi

Suggested Reading

UNESCO (2001), Draft proposal and plan for United Nations Literacy Decade, UNESCO, Paris

World Education forum (2000), Education for All, The Dakar Framework for Action, Paris



Extension and Community Development.


1. To enable the students to understand policy and practices of extension education & services in the context of social and economic development of the country.

2. To equip them with the necessary skills of provisioning development opportunities to adult illiterates and aged through need based extension programmes and

3. To enable them to develop an insight from the extension programmes organized at various level.

Unit I Historical Perspective:

1. Concept, objective and philosophy of extension programme

2. History of Extension: India and World

3. Extension Policies and Programmes in the context of developmental needs and Agencies involved in Extension

Unit II Emerging Extension Issues

1. Social, political and economic context of extension education and services.

2. Major extension initiatives in the country especially in agriculture, rural development health, environment, employment and technology transfer.

3. Identification of types of skills with individual needs and making provisions of imparting the skills, Emerging frontiers and limitations of extension

Unit III Extension Planning

1 Planning and organizing extension.

2 Ideological basis of extension.

3 Reflective practices in extension, power relation and extension function, participatory democracy

Unit IV Extension and Development

1. Globalization & extension

2. NGOs and extension, engagement of universities with society: reflections.

3. Case studies and their analysis in agriculture, health and rural development.

Practicum and Exposure

1. Visit to place(s) of significance to extension movement

2. Field visit to gain knowledge to agricultural centres/dairy/health, extension centers

3. Engaging in extension service delivery structure and preparing a case study of institutions/agencies engaged in delivery of extension services/ education

Essential Readings

Bhatia, S.C (ed.) (1984), Continuing Education Status and Directions, IUACE, New Delhi, Daniel, O. R & Nancy. T (2001), The Making of Literate Societies, Blackwell, USA, Dubey, J.P (2008), University Extension: A Historical Perspective, AP India.

Dubey J.P (2010), University Extension: A Structural and Functional Perspective, LAP Lambert Germany.

Kundu C.L (1994), Adult Education Programme in the University System, Nirmal Book Agency, Kurukshetra.

Rolling, N.(1988), Extension Science, Cambridge University Press,

Book in Hindi

Rajesh (2009), From Campus to Community, University press, University of Delhi

Suggested Reading

Daivadeenam ,P (2002), Research Methodology in Extension Education, Agro Tech Publisher ,Udaipur. Rajesh (1996), Extension Education in Colleges and Universities in India, Student Aid Publications, Delhi.





Guidance and Counseling

1. To help students in taking informed decision through Guidance and Counseling

2. Develop skills in Guidance & Counseling

3. Make them understand Counseling and Guidance in various settings.

Unit –I Conceptual Framework of Guidance & Counseling

1. An introduction to Guidance and Counseling- Concept and definition

2. Nature, Scope and Rationale

3. Approaches to counseling theories – psycho analysis, client centered, existential, rational- emotional-emotive, cognitive and behavioral, multi-model approach in Counseling

Unit-II Counseling Process

1. Types of guidance and counseling- telephone, personnel, postal on line and referral

2. Counseling process and strategies

3. Assessment and appraisal in Guidance and Counseling

Unit-III Approaches to Counseling

1. Counseling in various settings- family, clinical, career, professional

2. Counseling for vulnerable and differently able persons

3. Ethics in Counseling

Unit-IV Guidance & Counseling: Some Issues

1. Counseling to special target groups- Peer, Parents, Students, Teachers

2. Application of technology in guidance and counseling

3. Guidance and Life- skills building

Practicum and exposure

1. Visit to University information centre

2. Field visit to counseling centers (Drug de-addiction centers, Integrated Counseling and Testing Centers (Educational Institutions , Hospitals, Legal Courts – counseling units)

3. Case study and working with NGO/ organizations on guidance and counseling

4. Role- play and group presentations on various counseling techniques.

Essential Readings:

Gibson, R & Mitchell (2002), Introduction to Counseling and Guidance, Harrell prentice hall, (6th edition), New Jersey.

Archer & McCarthy C.J (2008), Theories of Counseling& Psychotherapy, Merrill Prentice Hall, New Jersey.

Cullex, S. (1991), Integrating Counseling Skill in Action, Sage Publication, New Delhi, UNESCO, (2001), A Handbook of Counseling Services, UNESCO, New Delhi.
Joneja, J.K, (1997), Occupational Information and Guidance, NCERT, N. Delhi

Rajesh and Subramanian, T.K.V., (2005), Telephonic Counseling in University System, N. Delhi, Bista International.

Book in Hindi

Oberai , S.C (2001), Educational ,Vocational Guidance and Counseling, Loyal Books , Delhi

Suggested Readings

Singh , K (2007), Counseling Skills for Managers , Prentice Hall of India, N. Delhi

Aggrawal, R (2007), Elementary Guidance and Counseling, Sipra, Delhi



Ageing and Society


1. To improve understanding regarding Gerontology and educate students regarding national policies and programs related to Ageing in context of Lifelong Learning and Adult Continuing Education

2. To educate basic issues of senior citizens, care-giving, counseling etc.

3. Enable student about critical issues of Ageing workforce, its prospects, opportunities and challenges.

Unit –I: An Overview

1. Demographics-birth and death rates, sex ratio, dependency ratio, life expectancy.

2. Demographic transition, changes in age structure, disability and morbidity patterns.

3. Population aging in the developed and developing world and its impact on the individual and society.

Unit-II: Care-Giving

1. Health issues and Management.

2. Adjustment issues and Mental Health after retirement.

3. Stress of caregivers, Geriatric Counseling.

Unit-III: Policies and Programmes

1. Intervention programmes of Social justice.

2. Indian National policy on Aging (1999).

3. Maintenance and Welfare of Parents and Senior Citizen Bill-2007.

Unit-IV: Empowerment in the Third Age

1. Approach of Gerontology, Third Age Education, Social Cohesion.

2. Ageing workforce as a resource, Adult Continuing and Lifelong Learning Strategies, Skills Enhancement.

3. Participatory and Qualitative Ageing, Employment opportunities.

Practicum and Exposure

1. Field visits to Old Age Homes.

2. Interaction /Field visits to communities.

3. Case Studies.

Essential Readings:

Agewell Foundation (2010), Changing Trends of Old Age, Age Well Research and

Advocacy Centre.

Kam, P.K (2003), Empowering Elderly: A Community Work Approach Community development journal, Oxford Journal, Vol.-31, issue 3, PP 230-245.

Lloyd, P,(2002), The Empowerment of the Elderly People, School of Social Sciences, University of Sussex UK, London.

Ministry of Law and Justice, Government of India (2007), The Maintenance and Welfare of

Parents and Senior Citizens Act, 2007.
Cohen, L. (1998), No Ageing in India, University of California Press, Berkeley. Rajan, S.I. (2005), An Aging in India, Rawat Publication, New Delhi

Suggested Reading

Irudaya Rajan, Misra and Sarma (1999), India’s Elderly: Burden or Challenges, Sage
Publications, New Delhi.



Women Empowerment


1. Enable students to understand the historical perspective of women empowerment

2. Acquaint the students with some of the major development programmes for women and their impact on society.

3. Make students aware of existing programmes and strategies for Empowerment of women

Unit I Historical Perspective of Empowerment

1. Historical Perspective of Women Empowerment in Pre-Independent India

2. Historical Perspective of Women Empowerment in Independent India

3. Government Policies and Programmes on Women Empowerment.

Unit II Women in Organized and Unorganized Sectors

1. Characteristics of Working Women in India- Employability Trends.

2. Women in Organized Sectors in India.

3. Women in Unorganized sector and Invisible Works.

Unit III Legal Rights of Women in India

1. Legal literacy for women

2. Women and Indian Constitution

3. Human Rights and Women Empowerment.

Unit IV Determinants of Women Empowerment

1. Women’s Education

2. Socio-economic determinates of Empowerment

3. Culture and Empowerment of Women

Practicum and exposure

1. Field visit to Gender Resource Centers in Delhi

2. Exposure to training and livelihood program for women including self- employment program (e.g. SEWA etc.)

3. Working for Self Help Groups to women in the communities

4. Visits to Woman’s Panchayat

5. Exposure to skill building program for women

6. Decent Employment Opportunities for Women (ILO experiences and CSO integration program)

Essential Readings

Arunachalam. J (2005), Women’s Equality – A Struggle for Survival: Gyan Publishing House, New Delhi

Kamala, S. & Singh, U. K. (2008), Towards Legal Literacy : Oxford University Press, New Delhi

Karl, M (1995), Women and Empowerment – Participation and Decision Making: Zed Books Ltd., London.

Parvin, R.M. (2005), Empowerment of Women – Strategies and Systems for Gender Justice: Dominant Publishers and Distributors, New Delhi,

Selvam, S. (2005), Empowerment and Social Development – Issues in Community Participation: Kanishka Publishers, Distributors, New Delhi

Sinha, A. K (2008), New Dimensions of Women Empowerment: Deep & Deep Publications Pvt. Ltd., New Delhi

Suggested Readings

Bhadauria, M (1997), Women in India – Some Issues: APH Publishing Corporation, New Delhi

Rao, D.B and Rao, D.P, (2004), Women Education and Empowerment: Discovery Publishing

House, New Delhi




Management and Service Delivery of Civil Society Organizations (CSOs)


1. To improve understanding of CSO functioning and its role in development,

2. To educate students regarding program management and service delivery components, issues and challenges,

3. To develop the skills of students on effective program management and service delivery of CSO at community level.

Unit – I Introduction to Civil Society Organizations

1. Historical Development

2. Aims and objectives

3. Mission ,Vision and legal framework

Unit – II Governance and Administration

1. Governance and Administration system of CSOs

2. Human resource management.

3. Financial management of CSOs

Unit – III Functioning of CSO

1. Role and activities of CSOs in development and welfare schemes

2. Functioning of National and International Agencies

3. Projects cycle and its component

Unit –IV Project Designing and Management

1. Service delivery and implementation

2. Designing of project proposal

3. Monitoring and Evaluation of Projects and schemes

Practicum and Exposure

1. Visit to Civil Society Organizations (CSO) for practical exposure

2. Exposure visit to the Registrar of societies office to experience the process of registration and other functioning

Essential Reading

Ali, C. (2006), A New Approach in Strategic Performance Management in NGOs: The Balanced

Scorecard, Faith University, Journal of Civil Society, Vol. 4, No. 15, pp. 103-117,

Muusse, B. (2010), Accountability Practice In Northern Development NGOs Master Thesis

Policy, Communication & Organization, Free University of Amsterdam

Commonwealth foundation (2009), Civil Society Accountability: Principles and Practice, A toolkit for civil society organizations in India Commonwealth Foundation, Marlborough House, Pall Mall, and London SW1Y 5HY United Kingdom page No. 8,

Ferreira, A.N., & Otley, D. (2009), The design and use of performance management systems: An extended framework for analysis. Management Accounting Research, 20, 263-282.

Lewis, L. (2005), “The Civil society sector; a review of critical issues and research agenda for

organizational communication scholars”, Management Communication Quarterly, Vol. 19, No. 2, pp. 238-267 Sooryamoorthy, R. & K.D. Gangrade, K.D. (2006), NGO in India, Cross sectional study, Rawat Publications, Jaipur.

Book in Hindi

Goyal (SL) and Kumar R (2005), Administration and Management of Non-Governmental

Organization, Deep and Deep Publication, New Delhi .

Suggested Readings

Mishra, J.K (2011), A Study of Management and Service Delivery of Select Civil Societies in Delhi, Unpublished Awarded Ph. D. Thesis, University of Delhi.

Dharmrajan, S (2001), “NGO As prime movers, Sectoral Action for Social Development, Kanishka Publishers and Distributers, New Delhi.

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