National Policy Of India On Social Justice Health And Empowerment

The International Forum for Social Development was a 3 year project undertaken by the United Nations. Department of Economic and Social Affairs between 2001 and 2004 to promote international cooperation for social development and supporting developing countries and social groups not benefiting from the globalization process. This publication provides an overview and interpretation of the discussions and debates that occurred at the four meetings of the Forum for Social Development held at the United Nations headquarters in New York, within the framework of the implementation of the outcome of the World Summit for Social Development.

This special issue of the Journal of Development Policy Review (JDPR) focuses on the ‘COVID-19 Pandemic and India’. The whole journal divided into the following sections: Insights, Policy Perspectives, Special Articles, Young Voices, and Report Review. Articles in these sections cover the COVID-19 pandemic that has already posed and continues to pose innumerable challenges for policymakers and citizens across the globe.

This volume highlights a range of issues underpinning elder care in India, with particular focus on the challenges that India faces in caring for the elderly. In addition to the very limited state support and near total dependence on the family for long-term social care and economic support, the changing dynamics between generations in the family structure and privatization of health care in general create new challenges that need to be addressed. Although care plays a significant role in the well-being of the elderly, there is not much research available from India. This volume draws on field-based evidence and the legal framework in India to understand the ways in which care is organized for the elderly and to locate the main sources of care provision. The book addresses key themes such as shrinking of traditional support base of the elderly, trajectory of old age homes in India and care arrangements for the elderly within the community. Written by academics and practitioners in the field of gerontology, this book is an informative resource for demographers, gerontologists, social scientists studying aging, and human rights and legal experts working with the aged.

This book examines how and where psychology can engage itself in the framing of social policies for national as well as human development in India. Although the role that psychological knowledge can play in informing social policy decisions has been discussed for a long time, psychologists by and large have had little role in framing policy decisions related to such important domains as education, health, social justice and social inclusion. Policy makers, not only in India, but more or less everywhere have focused on interventions at the macro level, which has led them to ignore the root causes of the problems lying at the micro level. However, with the more humanistic approaches now being followed by economists and other social scientists, the person in society is slowly taking centrestage. Micro-level variables like happiness, the wellbeing of individuals and the social relationships within which people define themselves are becoming important. Therefore, this book discusses important psychological issues related to human development; particularly, health and education, social justice, social integration, environment and work organizations, besides focusing on some general issues relating to the logic of making social policies. It is a first-ever attempt in India to inform policy makers about how micro-variables can be a crucial factor to consider while framing social policies.

From the founder of empowerment evaluation (EE), a framework uniquely suited to advancing social justice causes, this book explains the theories, principles, and steps of conducting EE from scratch or within a preexisting evaluation or work plan. David M. Fetterman describes how EE enables program planners and participants to define their mission or purpose, take stock of how well they are doing, and plan for the future to achieve self-determined goals. EEs of two large programs (Feeding America and USAID/REACH) are discussed in depth; other EE case examples address such topics as raising test scores in impoverished and rural schools and bridging the digital divide in communities of color. User-friendly features include chapters on conducting EE remotely and frequently asked questions, as well as illuminating sidebars and glossaries of acronyms and concepts/terms.

This book discusses emerging issues concerning ageing in India, describes the multi-layered vulnerabilities of older adults in the context of health care and caregiving, and explores social, legal and economic perspectives. It also analyses the existing policies and programmes intended to address these age-related issues and assesses the importance of preventive geriatrics towards active ageing, as well as the current scenario of institutional care for the elderly in India. Gathering fifteen chapters written by leading researchers in the fields of geriatrics, social work, anthropology, sociology, psychiatry, economics, law and mental health, the book presents the latest findings on ageing-related topics such as elderly health, family change, old age homes, age friendly environments and the role of integrative medicine. Accordingly, it offers a valuable resource for researchers, academics, practitioners and policymakers in the areas of gerontology, demography and sociology, as well as all those interested in the study of ageing populations.

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms. Offering insightful comments on the contemporary issues related to Education in India, the book underlines the need for teachers to draw from the reforms suggested in the New Education Policy 2020 to ensure equitable learning. It aims to develop teachers’ capacity to identify students’ needs and ensure community participation. The book discusses a range of topics such as holistic assessment, reflexive pedagogy, ICT, innovations in education, and inclusiveness among others. While providing theoretical as well as empirical insights on the approaches needed in classrooms for better learning, it also provides anecdotal evidence and case studies to support equity-based education. The book will be of interest to teachers and researchers of education, vocational education, and teacher education. It will also be useful for educators, educationists, education administrators, Special educators, academicians, policymakers, in-service teachers, teacher educators and teacher trainees.