International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS)

1-6

Authors: Rebecca Waweru

The aim of the study was to establish if there is collective action by beneficiary community in the community driven development approach. The study design was a descriptive ex-post facto cross-sectional survey which used a non-random sampling technique and both qualitative and quantitative approaches. The study population was 2304 members of community interest groups. Ninety (N-90) individual and five (5) focus group interviews (N-47) were conducted to generate primary data, collected using individual questionnaires and interview schedules respectively. The study established that although communities have the option of acting collectively in the community driven development approach, the main project activities in which they participate collectively in are needs assessment through participatory rural appraisal (PRA), planning and implementation while low collective action was reported in project, identification, monitoring and evaluation. Further, youth and individuals outside organised community groups hardly act collectively with other development constituents. It can be concluded that collective action as an attribute, ideal and tenet of community driven development is not always assured since there is systematic isolation of segments of community including persons who are not members of organized groups. Implications of study findings are that development practitioners/policy makers ought to ensure that they involve individuals in collective project activities and not only work with people in groups since some individuals in project areas may not necessarily belong to organized groups and might therefore miss out as development constituents. Keywords: Community, Driven, Development, Approach, Collective Action, Participation, Beneficiary.

13-17

Authors: Dr. Manoj Kumar Sadual

A country like India rich in Traditional Knowledge (TK) is not aware about its importance and usefulness in the present economic scenario. As a result, bio-piracy has been struck down the Indians several times in different issues like turmeric, neem, basmati, etc. Still there is no absolute legal provision to curb the bio-piracy, and to protect and preserve TK. In the herb-related trade India is a big trade house, but we are not able to capitalise the precious knowledge. Bio-piracy is a great threat to TK. The native people lives in and around the forest depend upon the resources of the forests for their subsistence. To protect the indigenous people it is necessary to protect their knowledge and practices. This paper highlights the significance of TK through Indian legislations regarding the conservation, development and sustainable use of TK for the benefit of its holders. Keywords: Traditional Knowledge, Bio-Piracy.

25-32

Authors: Nagendra singh Gangola

Education is necessarily a process of inculcating values to equip the learner lead a life – a kind of life that is satisfying to the individual in accordance with the cherished values and ideals of the society. Philosophers, spiritual leaders and educationists of our country, all in various ways, have emphasized the role of education for ‘character development’, ‘bringing out the latent potentialities and inherent qualities’ and developing an ‘integrated personality’ for the well-being of the individual and the society at large. Whatever term me may use, the importance of developing values has long been embedded in the age old traditions of India’s civilization and cultural heritage, spanning over the centuries. The diverse and rich cultural heritage that we are so fortunate to inherit in our country is in many ways symbolic of the foundation and wellspring of values from which we draw our values nourishment. Life of individuals and communities and that of our saints, sages and philosophers are examples of values like self-discipline, survival in the absence of material resources, simplicity, handling conflicts without violence, exploring simple but revolutionary ideas. How can we prepare our future generations to cope with the challenges and fast changing realities of today and tomorrow? How can we develop citizens who can bring about the transformation of the culture of violence, intolerance and greed to one of peace, non-violence and respect for one another? These are not going to be achieved with the click of a finger .There is no ready-made solution waiting to be adopted. Values cannot be forced, even if conveyed with good intentions. No real integration or internalization of a value can be achieved unless the learner agrees with it. This Paper explores various approaches to value education from the point of view of an educator or a teacher. Key Words: Value Seeds, value facilitators, mentorship, community partnership, pedagogy