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

Marketing Audit (including internal and external situation analysis),

Develop a marketing plan out lining strategies with regard to 4 P’s,

Implement marketing strategies,

Plan results evaluation.

CONCLUSION

Clever marketer is one who not only convinces the consumer, but also involves the consumers in marketing is product. Corporate should create the awareness among the consumers, what are the benefits of green as compared to non green ones. The increasing economic development, rapid growth of population and the countries natural resources. Industrial pollution, soil erosion, deforestation, rapid industrialization, urbanization, and land degradation are all worsening problems. Environmental pollution is one of most serious problems facing humanity and other life forms on planet today. So it’s the right time to implement the green marketing. Green marketing helps in the effective out comes like cost cutting, employee satisfaction, waste minimization, society welfare for companies as well for society.

References:

Aseem prakash, “Green marketing public policy and management strategies" business strategies and the environment, Bus.Strat.Env.11, 285-297(2002).

Pavan misha and Payal Sharma, “Green marketing in India : Emerging opportunities and challenges”, Mishra etal/Journal of Engineering, Science and management education, vol.3-2010/9-14.

Priti Aggarual, “Green marketing in India : Emerging opportunities and challenges”, G.J.C.M.P, VOL.2 (4)July –August 2013, ISSN..2319-7285.

Ramakrishna. H “, “Green marketing in India: some Eco-issues”, Indian journals of marketing,2012. ISSN-0973-8703.

Sing P.B, Dr. Kamal K Pondey, “Green marketing: Policies and practices for sustainable development”. Integral review – A journal of management – ISSN..2278-6120, Vol.5,No.1 June-2012.

Impact of Educational Development Programmers on Scheduled Caste Students in Karnataka

S.Rajesha* & Prof. M.G.Basavaraja**

*Research Scholar, Dept. of Economics, PG Centre, Mandya

**Professor, Dept. of Economics, Sir M.V.PG Centre, Mandya

Abstract

Education is very essential to every individual. Education is a powerful tool of bringing about suitable changes in the economic, political, social and cultural scenario of a nation. So it’s a basic necessity of individuals. Education provides so many accesses and it enhancing mental capacity, improving of skills, knowledge and increasing creativity. So its take wider scope in the every nation. In India, educational status is not enough to meet our requirements. so National Literacy Mission encourages to increasing the literacy rate at maximum level, but also not reached proper goal in education sector. So even this situation Government of India introducing verities of educational development programmes for weaker sections, like SC/ST’s, OBC’s and Minorities. Educational programmes are Sarva Sikshana Abhiyana, Elementary education for all, and so on. In India all state governments are take care on education improvements, so in budget spend so much of finance to education

Educational development Programmes for Scheduled Caste Students in Karnataka.

The present study is relating to educational development programmes for SC students in Karnataka. Government of India at the national level and Karnataka government in the state have implemented various educational development programmes for the SC students in Karnataka. Government of India with respect to the education development of SC students has introduced major scholarship programmes. They include post-matric scholarships, pre-matric scholarships, up gradation of merit for SC student’s scheme and Rajiv Gandhi National Fellowships. The other important educational schemes for the SC students include:

Special coaching facilities for competitive examinations,

Hostel facilities to both girls and boys for pursuing education from middle school level to higher education.

Government of Karnataka also has various educational development programmes for SC students. The Directorate of Social Welfare is administering these programmes for the welfare of SC students. The important programmes are

Financial assistance is given to SC students pursuing M.Phil and Ph.D. Courses respectively.

Special incentive money in given to though SC students who secure with in the first three ranks in graduation and post-graduation levels during the academic year.

One time assistance is given to SC students studying in IIM/ IISc, IIT, and other related institutes,

Special finance assistance for the SC students who are studying in foreign universities.

Price money is being awarded to the SC students who get first class in first attempt in public examination.

Merit scholarship given to tenth standard SC students who score more than 60% marks in annual examinations. For fifth to sixth standard SC student’s pre-matric scholarship is given to those who get the highest marks in public examination.

Pre-matric hostels are providing free-boarding and lodging facilities to SC students studying in 5th to 10th standard along with books, dresses and other needs in addition to meeting the boarding expenditures. Post matric scholarships are being given to SC students with the income of the family not exceeding in the family income of one lakh.

In the college hostels, residential schools, Morarjee Desai model residential schools, Navodaya model schools SC students are provided free of cost boarding and lodging facilities along with books, uniforms, beds, hair oil, washing and luxury soaps are given.

In the human welfare center SC children students are given mid-day-meals,

Under the Navachethana schemes reputed institutions, private institutions are imparting training to SC educated unemployed youths in different trades and computer to enable them to get employment.

Government of India also has formulated various educational programmes for SC Students. The main educational development programmes of Government of India for SC students is with regard to major scholarship programmes which are administered by Ministry of Social Justice and Empowerment, the important scholarships are – post-matric scholarships, pre-matric scholarship, up gradation of merit for SC student scheme and Rajiv Gandhi National Fellowships. There are also other schemes such as;

Providing coaching facilities to students to prepare them for various competitive examinations being conducted by union publc service commission, state public service commissions, banks and so on,

Hostel facilities to both boys and girls for pursuing education from middle level onwards.

Dr. B.R. Ambedkar View points on Education for Weaker Sections

Education is the key to development. In the present era of globalization, liberalization and privatization dimensions with regard to availability and accessibility to educational opportunities particularly for Dalits and poorer sections of our society are changing very rapidly. Dr. B.R. Ambedkar has empirically raised the slogan of educate, organize and agitate giving his famous slogan. His vision on education has much relevance to the empowerment of Dalits in the post modern society.

Dr. B.R. Ambedkar and speeches on his vision by eminent social scientist and articles are also included to make a retrospection of approaches and achievements towards the educational development of Dalits in modern India. In the illuminating and inspiring forward thinker writes: until and unless Dalits achieve education, their aspiration to become socially at par with the local, regional, national & international community’s cannot be fulfilled. Education makes enlightenment the sole aim of life. This was the philosophy that Ambedkar accepted and tried to revive. Besides this there was another reason. Whose life and movement Ambedkar had studied was a believer of the educatability and the creativity of the people – Dr.B.R.Ambedkar.

The Gandhian view points on the Development of Education.

Gandhiji’s approach to India’s rural development was holistic and people- centered. It was rooted in his conviction in the tenets of truth, non-violence and the goodness of human beings. Influenced as he was by Tolstoy, Ruskin and the teachings of The Gita, he placed more emphasis on moral and spiritual values in education.

Gandhi did not fully accept modem education, which emphasized only literacy and acquisition of information. In his opinion, modem education was debauchery of the mind. Hence, he developed a new system of appropriate education and training which he called Nai Taleem. He believed that nai taleem would help develop the full potential of children and adults, through full development of their bodies, minds and spirits. He wanted to see nai taleem to be self-supporting and practice oriented. It is unfortunate that India has not yet geared its education system to the needs of the country, and that is why its human resources remain underdeveloped and less productive as compared to other countries that have given the highest priority to education and training.

Need for the Study on Educational Programmes for SC Students

So far there is no systematic study on the educational development programmes in Karnataka. Hence, there is a greater need for empirically rigorous work to indentify the causative factors for programmes to succeed or fail. Most of the studies have focused on quantifying the benefits derived; the analyses of the institutional aspects of the intervention have not been regorance. The present research study tries to attempt to fill this research gap in the literature by raising the following research questions and identifying four hypotheses.

Research Gap and Researchable Issues

It is evident from the literature review that studies relating the education and educational facilities in the context of weaker sections development are many. But there is no specific and special study on the educational development programmes and facilities for the SC students in Karnataka. In recent years, also, there is no study in Mysore district about the educational aspects of SC students even though various educational development programmes have been implemented adequate measures have not been taken with regard to impart quality education for SC students. The general observations indicate that SC students have to be equipped the proper knowledge with regard to Mathematics, English, and General Knowledge etc., therefore there is need of furnishing a set of useful remedial measures for imparting quality education for the SC students in the state. In order to fill up the said are research gap the present research study entitled “ A study on the educational development programmes for scheduled castes students in Karnataka: A Case Study of Mysore district” is undertaken with the following of objectives and Hypotheses.

Objectives of the Study

Against the above backdrop the following objectives have been formulated for the present study.

To study about the district – wise distribution of SC Students and their problems in Karnataka.

To study about the various educational development programmes of Government of India and State Government for the benefits of SC students in Karnataka.

To study about the impact of educational development programmes on the SC students of Karnataka.

To critically evaluate Government of India, State Government educational development policies and programmes and examine their adequacy and relevance in the light of prevailing educational needs of SC students.

To draw policy inferences to prescribe suitable suggestions for strengthening the educational development programmes for SC students in Karnataka.

Hypotheses for the Study

For the purpose of this research study, following research propositions or hypotheses have been formulated for empirical testing. These hypotheses have been formulated on the basis of the observation, thinking, hunch, imagination, vision and related aspects. The hypotheses formulated for the study are given below:

Most of the SC students would not have continued their education but for education development programmes of government.

Faster, sustainable and more inclusive growth would not have taken place among SC students but for educational development programmes offered by government.

Most of the SC students are facing different kinds of problems in availing of education facilities doing their study period.

The existing educational development programmes are not succeeded in adequate skill development of SC students.

Research Methodology Adopted for the Study

This study is both inductive as well as deductive; this is because the logical research processes of both these methods are useful in research studies. In fact, these two methods go hand in hand and inseparable parts of a system of research reasoning. This research study adopts a mix of research methodologies both descriptive and analytical in nature. The data sources for the study are both primary data through field studies; the secondary data will be collected from the publications of Government of India, state government, Reserve Bank of India, State Bank of India and other commercial banks, research study reports of different research organizations including planning commission.

References

Manzoor Hussain ( 2012 ),‘Socio- Economic Issues on Vulnerable People in India”, Abhijith Publications ,New Delhi , page number 73-88.

M.G. Basavaraja (2010) Higher Education in India: Issues and Challenges’ Journal of Development and Social Change, volume number 8, page No.135-141

Katar Singh (2009) ‘Rural Development Principles, Policies, and Management’ Sage Publications, India Private Limited, New Delhi, page No.86-88.

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