0971-4960 - Loyola

ISSN0971-4960

Vol. XXXINo.1Jan-June2017

LOYOLA JOURNAL OF SOCIAL SCIENCES Vol. XXXI, No.1, Jan-June 2017

LOYOLA JOURNAL OF SOCIAL SCIENCES

Jan-Jun 2017 No. 1

CONTENTS

Vol. XXXI

Editorial

1 The role played by Foreigners Elias Cebekhulu and 7in the Local Economic Nontokozo GwalaDevelopment of South Africa

2 Decentralisation in India–an G.Palanithurai 27unfinished agenda

3 A Formative Case Study Lynette Jacobs and 47Evaluation of the Vocational Corene de WetEducation OrientationProgramme presentedby a South African University

4 Straddling the Traditional/ Nompumelelo Ngcobo 69Modernity Development and Andrew OkemDivide: The Khomani Sanof the Southern Kalahari

5 Efficacy of psycho education D.Jayachandran 87and Pranayama-Meditation and K.A.KumarIn Reducing State-Trait AnxietyAmong Persons With Epilepsy

Loyola Journal of Social SciencesFounder Editor: Dr.E.J.Thomas S.J.

ISSN 0971-4960.

EDITORIAL BOARD

Editor-in-Chief : Joye James S.J., Loyola College of Social Sciences,Thiruvananthapuram, Kerala, India.

Editor : Sonny Jose, Head, Department of Social Work, Loyola College of Social

Sciences, Thiruvananthapuram, Kerala, India.

Co Editor : Elizabeth Mathew, Former Principal, Loyola College of Social

Sciences, Thiruvananthapuram, Kerala, India.

Co Editor : Betty C Mubangizi, Professor, University of KwaZulu-Natal,S. Africa.

Members:

Ann Denis, Professor Emeritus, Department of Sociology and Anthropology,

University of Ottawa, Canada.

MK George S.J., Provincial, Kerala Jesuit Society, Kerala, India.

Gurpreet Bal, Professor, Department of Sociology, Guru Nanak University, India.

John Joseph Puthenkalam S.J., Professor, Faculty of Economics, Sophia

University, Tokyo, Japan.

Jose Boban K., Former Principal, Loyola College of Social Sciences,

Thiruvananthapuram, Kerala, India.

KA Joseph, former Principal, Loyola College of Social Sciences, Thiruvananthapuram,

Kerala, India.

Michael Tharakan, former Vice Chancellor, Kannur University, Kerala, India.

Murali D.Nair, Clinical Professor, School of Social Work, University of

Southern California, USA.

G Palanithurai, Professor, Rajiv Gandhi Chair for Panchayati Raj Studies,

Gandhigram Rural Institute, Gandhigram, Tamilnadu, India.

EJ Thomas S.J., former Principal, Loyola College of Social Sciences,


Thomas Landy S.J., Director, Centre for Religion, Ethics and Culture; Holy

Cross College, Massachusetts, USA

Usha John, former Principal, Loyola College of Social Sciences,


Loyola Journal of Social Sciences is an International multidisciplinary, peer-reviewed,

biannual being published since 1987. The Journal is published by Loyola College

of Social Sciences, Thiruvananthapuram, which is an accredited institution at A

Grade with CGPA of 3.72 out of 4.00 by the National Assessment and Accreditation

Council (NAAC), India. Material printed is copyright of this Journal and should not

be reproduced without the written permission of the Editor-in-Chief. The Editorial

Board does not necessarily endorse the views expressed by the contributors.

The Journal is abstracted/indexed in:All India Index to Periodical Literature in English (AIIPLE),CSA SociologicalAbstracts, CSA Worldwide Political Science Abstracts Social Services Abstractsand the International Bibliography of the Social Science (IBSS).

EditorialThe present issue is both eclectic and multisectoral, weaving indivergent themes ranging from migration, to decentralization,education, land and livelihood, and finally, a frontier area ofneuropsychiatry. Cebekhulu and Gwala’s article attempts tounderstand and clarify the impact of cross-border migration in localeconomic development in South Africa. They carefully analysesthe nature of conflict and cooperation that exists between SouthAfricans and immigrants on the borderlands. G.Palanithurai’sdiscussion on decentralization, laments on how nascent andpasssive the Decentralisation process in India remained, in spiteof the people having lived and travelled over two decades with thetheme. The article purports how proper human resourcedevelopment programs could perhaps improve the scenario.

Corene de Wet evaluates the remedial Vocational EducationOrientation Programme, aimed at addressing the dearth of qualifiedlecturers in South Africa. The article highlights various deficienciessuch as dissemination, content and tutoring model; the lack ofinstructor commitment, poor subject knowledge, teaching skills,and the uni-dimensionality of assessment. Ngcobo and Okem’sarticle examines how the Khomanis of Southern Kalahari, negotiatedthe “traditional” and “modern” livelihood and land-use strategies,in finding a suitable development model. The paper travels theexpanse of the organic connection between land, economic choices,power, and identities and the implication of these for livelihooddevelopment among the Khomanis. D. Jayachandran’s is a clinical,technical paper examining the effectiveness of a new technique incontrolling state-trait anxiety among epileptic patients. Theexperimental group was exposed to psycho-education as well aspranayama-meditation. The paper extols the virtue of thecombination of psycho-education and pranayama-meditationmethods which was found effective in reducing state-trait anxietyamong persons with epilepsy.

Sonny Jose Editor

Loyola Journal of Social Sciences, Vol. XXXI, No.1, Jan-Jun 2017

Decentralisation in India – An Unfinished Agenda

G.PalanithuraiRajiv Gandhi Chair for Panchayati Raj Studies,

Gandhigram Rural Institute Tamil Nadu, India

Email: [email protected]

Abstract : This paper is the outcome of two decades of involvementin various capacities within the area of Decentralisation. Theresearcher, an academic activist has associated with civil societyorganizations, donor agencies and governments (both State andCentre), involved in policy studies, capacity building and trainingof Gram Panchayat (Village Level Body) leaders mostly womenand Dalits (marginalised groups), and carried out action researchin decentralization in the past two decades in the Gandhigram ruralarea of Dindigul district of Tamil Nadu State in India.

The process of decentralization that started since IndianIndependence has not caught up in all the Indian States with thefervor of democratization of power as it has been constitutionalised.The factors that favoured and rose against the movement ofdemocratization that stands for justice, equality and fraternity, hasbeen highlighted in this paper through a historic perspective. Sincestudies have been focusing more on the process structuring ofdevolution of power to the grassroot communities, few of themconcentrated on the impact upon these communities due to thedevolution. Hence more importance has been given to State –specific outcomes. This paper attempts to bring together the macroand the micro perspectives of the problem of decentralisation. Theground reality has been presented through documents of theGovernment and data from the field research undertaken at thelowest levels of the village.

Key words: Panchayat, democratization, devolution, decentralization,Pan Indian studies.


46

A Formative Case Study Evaluation of theVocational Education Orientation Programme

presented by a South African UniversityLynette Jacobs

Senior lecturer, Open Distance Learning University of Free State, South Africa

[email protected]

Corene de WetProfessor., Open Distance Learning

University of Free StateSouth Africa

[email protected]

Abstract: In 2010 a Vocational Education Orientation Programme(VEOP) was piloted and continues to be delivered by several highereducation institutions in South Africa. The VEOP aims to addressthe training needs of Further Education and Training College (FETC)lecturers in the absence of a full qualification for FETC lecturers inSouth Africa. This article reports on findings from two on-sitepeer evaluations of the activities of the School of Open Learning(SOL) at the University of the Free State and results from anevaluative survey on the VEOP. This study identified a number ofstrengths of the programme such as SOL’s dissemination of studymaterial and the tutoring model. Several deficiencies of the VEOPwere exposed, amongst others, the lack of commitment of andsubject knowledge and teaching skills of tutors; insufficientinformation in course guidelines; the excessive quantity andcomplexity of specific modules; the one-dimensionality ofassessment activities, that the VEOP is not designed in line withnational needs, as well as the needs of the students and employersin mind. Recommendations are made to address the deficienciesof the VEOP.

Keywords: distance education; programme evaluation; South Africa;vocational training.


0971-4960 - Loyola

Documents

Transcript of 0971-4960 - Loyola