Community Empowerment by Dr. SBM Prasanna, Dr. K Puttaraju, Dr.MS Mahadevaswamy (books under 200 pages TXT) 📕

31- 03-2014

Achievement during 2014- 15

Rank

Cumulative progress since inception (as on 31-12-2014

Rank

SHGs six months old

Bagalkot

7551

254

10

7805

12

7079

Bangalore

7875

232

12

8107

11

7115

Belgaum

14146

1575

1

15721

4

12987

Bellary

6677

228

13

6905

17

6734

Bidar

21092

960

2

22052

2

21499

Bijapur

5803

361

6

6164

18

6093

Chikmanglore

12938

56

21

12994

6

12653

Chitradurga

6841

133

17

6974

16

6835

Davangere

5755

112

20

5867

19

4806

Gulbarga

7007

170

15

7177

15

5939

Hassan

13925

132

18

14057

5

13233

Kcc-Dharwad

8866

299

9

9165

10

7000

Kolar

2101

130

19

2231

21

1885

Kodagu

4555

135

16

4690

20

4596

Mandya

16365

952

3

17317

3

16140

Mysore

11390

245

11

11635

8

9809

N.Kanara

6859

346

7

7205

14

6651

Raichur

6544

673

5

7217

13

5199

Shimoga

9194

312

8

9506

9

9426

S.Canara

30064

877

4

30941

1

30476

Tumkur

11478

212

14

11690

7

11404

 

Total

217026

8394

 

225420

 

207559

Sources: Department of Micro Finance, Karnataka State Co operative Apex Bank Ltd., Chamarajpet, Bangalore 18

Interpretation:

The above table depicts the progress of SHGs formation. From the above table it can observe the progress of SHGs in various districts of Karnataka as on 31-3-2014 and achievement (new) of SHGs during 2014-15 and cumulative progress of SHGs from inceptions on 31-3-2014 and it can also observe in the table that six months old SHGs. from the above table it is found that S. Canara having highest number of SHGs as compared to other districts of Karnataka state with an number of 30,941 SHGs. Bidar stood at second highest number of SHGs with an number of 22,052SHGs and Mandya stood at third highest with a number of 17,317 SHGs. from the above table it also found the progress of formation of SHGs during 2014- 15, during the present year in term of formation of SHGs Belgaum stood at first place with the formation of 1575 SHGs . Bidar stood at second position with the formation of 960 SHGs in present year. Mandya stood at third position with number of 952 SHGs. Chikmanglore stood last place with least performance in terms of formation of SHGs with a number of 52 only.

Table No.2 : Table showing the Women SHGs in various districts in the state of Karnataka as on end December 2014

Sl. No.

Name of The DCCB

Women SHGs

Rank

1

Bagalkot

6779

16

2

Bangalore

8043

10

3

Belgaum

13044

4

4

Bellary

6822

15

5

Bidar

22052

1

6

Bijapur

5578

17

7

Chikmanglore

12038

6

8

Chitradurga

6974

14

9

Davangere

5558

18

10

Gulbarga

7065

13

11

Hassan

12299

5

12

Kcc-Dharwad

8027

11

13

Kolar

2231

21

14

Kodagu

3712

20

15

Mandya

16503

3

16

Mysore

10506

7

17

N.Kanara

5513

19

18

Raichur

7162

12

19

Shimoga

8171

9

20

S.Canara

20966

2

21

Tumkur

10122

8

Total

199165

 

Sources: Department of Micro Finance, Karnataka State Co operative Apex Bank Ltd., Chamarajpet, Bangalore 18

 

Interpretation:

The above table depicts the Women SHGs in various districts in the state of Karnataka. It is observed that Bidar district stood at first place in terms of having more number of women SHGs i.e. 22,052 SHGs in the state of Karnataka. S.Canara stood at second place with women SHGs of 20,966SHGs. Then Mandya stood at third place with 16,503 SHGs. N. Kanara stood at 19th place with a number of 5513SHGs. Kodagu and Kolar stood at 20th and 21st place with 3712 SHGs and 2231 SHGs respectively. From the above table it can understand that there is good progress of SHGS in different districts of Karnataka for the women empowerment.

Graph No.1 : Graph showing Number of SHGs and also women SHGs out of total SHGs in the state of Karnataka as on end December 2014

Inference:

The above graph depicts the total number of SHGs and also women SHGs in various districts of Karnataka State. From the above table it can be observed that S.Canara having more number of SHGs even percentage of Women SHGs is also more in S. Canara. Then Bidar stood at second place and Mandya stood at third place. From the above graph it is found that very less number of SHGs and Women SHGs are found in Kolar district.

Table No.3 : Table showing the SHGs Savings with Bank in the state of Karnataka on end December 2014

Sl. No.

Name of The DCCB

SHGs Savings with Bank/PACS (Rs. In Crores)

Rank

Bagalkot

3.33

15

Bangalore

3.04

16

Belgaum

14.41

6

Bellary

4.47

14

Bidar

18.22

3

Bijapur

13.50

9

Chikmanglore

14.28

8

Chitradurga

0.05

21

Davangere

0.10

20

Gulbarga

2.86

18

Hassan

19.71

2

Kcc-Dharwad

6.33

12

Kolar

2.80

19

Kodagu

5.69

13

Mandya

17.31

4

Mysore

15.65

5

N.Kanara

14.65

7

Raichur

2.90

17

Shimoga

8.59

11

S.Canara

63.65

1

Tumkur

10.56

10

 

Total

242.10

 

Sources: Department of Micro Finance, Karnataka State Co operative Apex Bank Ltd., Chamarajpet, Bangalore 18

Interpretation:

The above table depicts the SHGs Savings with Bank in the state of Karnataka. From the table it can be observed that S. Canara stood at first place in terms of SHGs savings with Bank with an amount of Rs. 63.65Crores, and then Hassan stood at second place with an amount of Rs. 19.71 Crores. Bidar stood at third place even though it is a backward district in the state of Karnataka with an amount of Rs.18.22 Crores. Kolar stood at 19th Place with an amount of Rs. 2.80Crores. Davangere and Chitradurga stood at 20th and 21st place with an amount of Rs. 0.10 Crores and Rs. 0.05 Crores respectively.

Conclusion:

From the above study it is found that progress of women SHGs in Karnataka year by year is commendable. From the study it is also found that SHGs have been identified as a way to alleviate poverty and women empowerment. And women empowerment aims at realizing their identities, power and potentiality in all spheres of lives. It should be noted that the real empowerment of women is possible only when a woman has increased access to economic resources, more confidence and self motivation, more strength, more recognition and say in the family matters and more involvement through participation. Although it is a gradual and consistent process, but women should build their mindset for taking additional effort willingly for their overall development. SHGs have the potential to have an impact on women empowerment. at last it can be conclude that India is the country where a mutual model between banks, NGOs, MFIs and Women’s organizations is furthest advanced. It therefore serves as a good preliminary point to look at what we know so far about ‘Best Practice’ in relation to micro-finance for women’s empowerment and how different institutions can work together.

Reference

Abdul Raheem, aphyasmeen and solthana kissan (2007), World empowerment of women thought self help group a view sakthi sugans Ltd, Pp. 48

Anitha H S and Revenkar A D (2007), “Micro Credit through SHG for Rural Development”, Southern Economist, Vol. 46, No. 8.

Anandarajkumar P. “Multi programme approach to Women’s Economic Independence” Kurukshetra, Vol. XLIII No. 11 August 1995 PP 73-76.

Arjun Y., Pangannavar (2010) "Women SHG Programmes and Rural Poverty: A Micro Study" Southern Economist, Pp47-50

Agarwal P. “Role of Women in Socio-Economic Development” Social Welfare March 1987 Pp 13-16.

Bhatia B S, Verma H L and Garg M C (1994), Encyclopedia of Cooperative Management, Deep and Deep Publication, New Delhi.

Chandra P., Parida and Anushree Sinha (2010) "Performance and Sustainability of Self Help Groups in India: A Gender Perspective" Asian Development Review, Vol.-27(1), pp80-103.

Ganapathi R and Sannasi S (2008), “Women Entrepreneurship: The Road Ahead”, Southern Economist, Vol. 46, No. 18, pp. 36-38.

Gudaganavar Nagaraj V and Gudaganavar Rajashri S (2008), “Empowerment of Rural Women through SHG”, Southern Economist, Vol. 47, No. 19, pp. 35-37.

Jayaraman R. (2005) "Performance Analysis of Fisherwomen SHGs in Tamilnadu" final report submitted to NABARD, pp1-63.

 

Attitude towards E-Learning among secondary school teachers in Mandya city

Dr.Latha.M

Guest Faculty, Department of Studies in Education, University of Mysore, Mysore-570006

Abstract

The research article conducted to examine secondary school teachers attitude towards E-Learning of secondary school teachers of Mandya city in relation to gender subjects taught and types of schools. The study was conducted on sample of 120 secondary school teachers in Mandya City. The sample was drawn by simple Random Sampling Technique. The findings revealed that no significant difference between gender, subjects taught and government, aided and unaided secondary school teachers of Mandya City.

Introduction

In the modern era Information and communication Technology is becoming part and parcel of the educational system. ICT is medium of teaching and learning ans also an assisting tool for making assignments, collecting data and documentation, communicating and conducting research. ICT provides enjoyable environment for both teacher and learner. Educational technology also called Learning technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processess and resources.Teachers are the learning and information architects of e-education and experiences the challenges of their e- teaching in the most unexpected ways. The e-teacher is surrounded by rapidly changing e-environments and technologies.

The concept of E-Learning

E-learning refers to internet based learning or web based learning or online learning is the delivery of learning /training/educational programme by electronic means. According to Laurillare(2006) “E-Learning as the use of any of the new technologies or applications in the services of learning or learner support”.

Types of E-Learning

There are fundamentally two types of E-Learning

Synchronous Learning

AsynchronousLearning

Synchronous, means at the same time involves interaction of participants with an instructor via the web in real time. Synchronous technologies are telephone, video conferencing, web conferencing .

Asynchronous means not at the same time allows the participants to take their own pace, without live ineraction with the instructor. Asychronous technologies are audio casette, e-mail, message board forums, cell phones voice mail, video cassette, CD-ROMS. A new form of learning known as blended learning is emerging. As the name suggests it is an amalgamation of synchronous and asychronous learning methods.

E-Learning Applications

E-examination: students are administered many proof exams in the internet environment before the formal exams.

E-drills: with the internet based drill softwares, it is aimed to create an effective and productive studying atmosphere for students.

E-book and E- television : in order to enable the students to access the books and TV programs on the internet, the content of the course books and TV programs could be presented on the internet as e- books and e –television.

E-counselling: one to one academic counselling provided to the students could also be provided in a similar format on the internet. Parallel to the research software students are allowed to ask questions to their academic counselors related to their study subject.

Strategies for E-Learning

E-lecturing : E-lecturing as learning environment provides crucial concept and techniques to techniques to fulfill learner’s need so as to solve the problems through lecturers and discussions. It uses learning management system. As awe bases platform for distributing and facilitating the e- learning curricula.

E-mentoring: it facilitates the learner to seek assistance from the mentor electronically. Online mentor is a professional assistant in a particular subject area where in a resource person provides ongoing feedback.

E-tutorial: it is an instrument in the hand of modern educator to provide education to the learner to bridge the gaps of face to face interaction and to provide expertise to master the content of a particular course.

Need and importance of the study

Introduction of Information and Communication Technology into schools and college had impact on teachers in terms of their overall workload, including preparing lesson plan with the administrative functions and educational context. The ability of the teacher to integrate ICT into the learning experience of pupils in such away that the potential of the technology is fully realised. Teachers have to be confident in their own ICT capabilities and understand the potential benefits of using technology in a planned and pedagogially sound way on this context the investigator interested to study the attitude of secondary school teachers on E-Learning.

Objectives of the study

To study the attitude of secondary