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Nutrition is included in the Home Science subject, so you can apply for the UGC NET exam with Home Science. ... Candidates who are enrolled in the post-graduation and those who have completed also apply for the UGC NET exam. Aspirants must also follow age criteria for NET JRF i.e. 30 . No limitation for net examination..UNIVERSITY GRANTS COMMISSIONNET BUREAUNET SYLLABUSSubject: Home Science Code No. : 12UNIT-I : FOOD SCIENCE AND FOOD SERVICE MANAGEMENT1. Food science and nutrition.2. Properties of food – physical and chemical properties3. Quality evaluation of foods- objectives and subjective.4. Effects of cooking and processing techniques on nutritional components and other physical parameters, food preservation and application.5. Food pigments and additives.6. Food standards, microbiological safety of food, HACCP, food packaging.7. Perspectives of food service-menu planning, food cost analysis.8. New product development – nano technology9. Food service management of institutional level-hospital, educational institutions, social and special institutions10. Research methods-fundamental issues, concept, need relevance, scope and ethics in researchUNIT-II : NUTRITION AND DIETETICS1. Food groups – balanced diet, food pyramid, macro and micro nutrition.2. Nutrients-role of nutrients in the body, nutrient deficiencies and requirements for Indians.3. Public health nutrition4. Nutrition through life span-physiological changes, growth and development from conception to adolescence, nutritional needs and dietary guidelines for adequate nutrition through life cycle, nutrition concerns.5. Community nutrition, sports nutrition, nutrition in emergencies and disasters.6. Nutritional assessment-methods and techniques.7. Nutritional intervention-national nutrition policies and programmes, food and nutrition security.8. Clinical and therapeutic nutrition.9. Diet counseling and management.10. Research methods- research designs, principles and purpose of researchUnit-III : TEXTILES1. Textile terminologies- fibre, yarn, weave, fabric etc., classification of fibers, yarns and weaves, Identification of fibres and weaves.2. Manufacturing process of major natural and manmade fibres, properties and their end uses.3. Different methods of fabric construction-woven, knitted and non woven fabrics, their properties and end uses.4. Textiles finishes-classification, processing and purposes of finishes.5. Dyeing and printing-classification, method of block printing, tie and dye, batik, roller printing, screen printing, discharge, heat transfer printing and digitized printing.6. Traditional textiles of India-embroidered textiles, printed textiles, woven textiles, dyed textiles of various regions in India. Identification on the basis of fibre content, technique, motif, colour and designed.7. Textile Testing and quality control-need of testing, sampling method, techniques of testing fibres, yarn, fabrics and garments. Testing of colour-fastness, shrinkage, pilling and GSM of fabrics.8. Textile and environment-banned dyes, eco-friendly textiles, contamination and effluent treatment, Eco-label and eco marks.9. Recent developments in textiles and apparels- nano textiles, technical textiles, occupational clothing, zero waste designing, up cycling and recycling.10. Research methods-types of research, descriptive, survey, historical, qualitative, quantitative, analytical and action researchUNIT-IV : APPAREL DESIGNING1. Body measurements-procedure, need, figure types and anthropometry.2. Equipments and tools used for manufacturing garments-advancements and attachments used for sewing machine. Types of machines used and their parts.3. Elements and principles of design and its application to apparel. Illustrations and parts of garments.4. Fashion-Terminologies, fashion cycle, fashion theories, fashion adoption, fashion forecasting and factors affecting fashion.5. Pattern making-drafting, draping and flat pattern making techniques, pattern alteration and dart manipulation techniques.6. Apparel manufacturing-terminology used, seams, techniques and machines used, process of fabric to apparel manufacture.7. Apparel Quality testing-Quality standards and specification, Quality parameters and defects of fabrics and garments.8. Care and maintenance of clothing-principles of washing, laundry agents, storage techniques case labels and symbols.9. Selection of clothing for different age groups. Selection of fabrics for different and uses.10. Research methods-hypothesis testing, types and scopeUNIT-V : RESOURCE MANAGEMENT AND CONSUMER ISSUES1. Management-concept, approaches, management of time, energy, money, space, motivating factors, motivation theories, decision making.2. Functions of management-planning, supervision, controlling, organizing, evaluation, family life cycle-stages, availability and use of resources.3. Resources-classification, characteristics, factors affecting use, resource conservation, time management, work simplification techniques, classes of change, fatigue and its management.4. Management of natural resources-land, forest, water, air, water harvesting, municipal solid waste management, concept of sustainable development, SDGs.5. Money management-family income, types, supplementation, budgeting, household accounts, family savings and investment, tax implications.6. Human resource management- functions, need, human resource development-challenges, functions, manpower planning, training need assessment, training methodologies, training evaluation.7. Consumer-definition, role, rights and responsibilities, consumer behavior, consumer problems, education and empowerment.8. Consumer protection- consumer organization, cooperatives, alternative redressal, standardization, standard marks, quality control, buying aids, consumer legislation.9. Entrepreneurship-concept, process, barriers, entrepreneurial motivation, challenges, enterprise setting, project planning and appraisal, enterprise management.10. Research methods-sampling techniques, types of sampling, sampling procedures, probability and non probability samplingUNIT-VI : HOUSING AND INTERIOR DESIGN1. Design fundamentals – elements of art, principles of design, principles of composition.2. Colour – dimensions of colour, psychological effects of colour, colour schemes, factors affecting use of colour.3. Space planning and design-housing need and important, principles of planning spaces, types of house plans, economy in construction, planning for different income groups.4. Building regulations-norms and standards, zoning, housing for special groups and areas, housing finance.5. Housing and environment- building materials- impact on environment, green rating systems, energy efficiency in buildings, energy auditing, indices of indoor comfort.6. Energy as a resource- conventional and non- conventional sources, renewable /non-renewable energy, energy management, national efforts on energy conservation.7. Product design – design thinking process, diffusion and innovation, design communication, ergonomic considerations.8. Ergonomics – significance, scope, anthropometry, man, machine, environment relationship, factors affecting physiological cost of work, body mechanics, functional design of work place, time and motion study, energy studies.9. Furniture and furnishing – historical perspectives, architectural styles, contemporary tends, wall finishes, window and window treatments.10. Research methods-selection and preparation of tools for data collection-questionnaire, interview, observation, measuring scales, ranking and measurement, reliability and validity of toolsUNIT-VII : CHILD/HUMAN DEVELOPMENT1. Principles of growth and development, care during pregnancy and pre-natal and neonatal development.2. Theories of human development and behavior.3. Early childhood care and education – activities to promote holistic development.4. Influence of family, peers, school, community and culture on personality development.5. Children and persons with special needs, care and support, special education, prevention of disabilities, rehabilitation.6. Children at risk-child labour, street children, children of destitute, orphans, child abuse and trafficking.7. Adolescence and youth: changes, challenges and programs to promote optimal development.8. Adulthood, characteristics, changing roles and responsibilities in early and middle adulthood.9. Aging-physical and psychological changes and care needs.10. Research methods-types of variables and their selection.UNIT-VIII : FAMILY STUDIES1. Dynamics of marriage and family relationships.2. Family welfare-approaches, programmes and challenges, role in national development.3. Domestic violence, marital disharmony, conflict, resolution of conflict.4. Parent education, positive parenting, community education.5. Family disorganization, single parent families.6. Family studies-family in crisis, family therapy, initiatives for child development.7. Human rights, rights of children, rights of women, status of women, gender roles.8. Guidance and counseling- across life span and for care givers.9. Health and well being across life span development.10. Research methods- data collection and classification, coding, tabulation, inferential and descriptive statisticsUNIT-IX : COMMUNICATION FOR DEVELOPMENT1. Basics of communication- nature, characteristics, functions, process, models, elements, principles, barriers, perception, persuasion and empathy, types of communication, levels (settings) of communication transactions, process of listening.2. Communication systems and communication theories- human interaction theories, mass communication theories, message design theories, communication systems, culture and communication.3. Concept of development- theories, models, measurement and indicators of development.4. Concept of development- communication models and approaches, diffusion and innovation, mass media, social marketing.5. Role of communication in development- need and importance, development journalism, writing for development-print, radio, television and internet.6. Concerns of development communication- gender, health, environment, sustainability, human rights, population, literacy, rural and tribal development.7. Advocacy and behavior change communication- concept, theories, models, approaches, application and challenges.8. Traditional, modern and new media for development – folk forms of songs, art, dance, theatre, puppetry, advertisement, cinema, ICTs for development-community radio, participatory video, social media and mobile phones.9. Organisation/agencies/institutes working for development communication- international/national/state and local.10. Research methods-analysis of data through parametric and non parametric tests.UNIT-X : EXTENSION MANAGEMENT AND COMMUNITY DEVELOPMENT1. Historical perspectives of extension–genesis of extension education and extension systems in India and other countries, objectives of extension education and extension service, philosophy and principles of extension programme development.2. Programme management- need assessment, situation analysis, planning, organization, implementation, monitoring and evaluation.3. Extension methods and materials- interpersonal, small and large group methods, audiovisual aids-need, importance, planning, classification, preparation and field testing, use and evaluation of audio-visual materials.4. Curriculum development and planning for extension education and development activities, Bloom’s taxonomy of educational objectives and learning.5. Non-Formal, adult and lifelong education-historical perspectives, concept, theories, approaches, scope, methods and materials used, challenges of implementation and evaluation, issues to be addressed.6. Training, skill development and capacity building for human resource development-methods of training, entrepreneurship development.7. Community development- perspectives, approaches, community organization, leadership, support structures for community development, Panchyati raj institutions, NGOs and community based organisations.8. People’s participation and stakeholders’ perspectives, Participatory Learning and Action-methods and techniques.9. Development programmes in India for urban, rural and tribal population groups- programmes for nutrition, health, education, wage and self employment, women’s development, skill development, sanitation and infrastructure.10. Research methods-scientific report writing, presentation of data, interpretation and discussion.

I think I can answer this question to some extent. I can’t compare with other states exactly as I am unaware how things work in other states. But can try explaining things working in Kerala Jails.My experience with jail comes from 3 main accounts.In my current profile, our firm is working with various NGOs in financing and technical guidance. A few NGOs registered with us, are into training and supporting prisoners as well as their families. We are constantly evaluating and auditing various reports and presentations they make.One of my relatives worked in Viyur Central Jail as Chief Welfare officer before he retired 2 years back. So I understand a lot of conditions prevailing in jails of Kerala.Personally visited 2 Jail facilities recently to evaluate and study the impact and effectiveness of various training programs provided NGOs supported by us.Like across India, Kerala has a 3 tier Jail systemSubjail/Special Sub Jails:- Mainly to house under-trials/unconvicted prisoners during their remand period either for their personal safety or for smooth conduct of investigation etc. Special Subjails were constituted to house undertrials whose remand period has extended beyond the mandatory 90 days period as well as those convicted for petty crimes whose sentences are less than 90 days/3 months.District Jail: Primary purpose of District jail is to house convicted criminals whose sentences are less than 6 months. Under-trials of sensational cases and those classified as sensitive are moved to this prison. These jails are located in District HQ of each districtCentral Jail: To house all regular convicted prisoners. Under-trials of political cases, key sensational cases like those related to terrorism or similar, those who are classified into highly sensitive as well as under-trial prisoners related to white-collars whose cases are pending in specialized economic courts etc are kept here. There are 3 main jails- Trivandrum, Thrissur, and Kannur.Then there are Open-Jails to house prisoners who are towards the last phase of their sentence and those who have the good track record so as to help them to rehabilitate faster with society.Traditionally, Kerala Jails faced almost all similar issues as like jails elsewhere in India. In 2010, then the ruling LDF Government overhauled the prison system completely. The thrust of these prison reforms was more focused for Central/District jails, hence I will be focused these two sectors with a clear admission that there are much more issues still prevailing for remand prisoners living in Subjails/special sub-jails.One key change which happened was altering the identity of officials working in Prison. Previously they were called Wardens and expected to be like whip-masters in circus camps. The older job concept for wardens was to tame and punish prisoners. This has been changed the job identity itself changed to a correctional officer. As correctional officers, their job concept is now focused on helping prisoners to overcome their habits and assisting in rehabilitation. This is much strongly felt in the attitude of much of younger generation officers appointed and many of senior officials are constantly trained to get into the new thought process.Bldgs/facilityMuch of Central jails and district jails operate in the traditional facility built in Monarchy/British era. Due to which, jail facility as such isn’t comparable to any modern facility and much of the cells are dark, dungeon kind with a dingy atmosphere. However many jails have newer blocks which are designed as spacious, well ventilated etc. One key change is replacing walls with bars in the front side, so as to allow maximum ventilation and exposure to outside.Kerala’s first disabled-friendly jail opened in PalakkadMost of newer Prison bldgs built post-2014 are designed as Disabled friendly with ramp facilities as well as tactile tiles for blind and specially designed toilets etc.One notable change is the introduction of fans in all Jail cells in Central/District jails which previously wasn’t allowed. So as all the 3 central jails now have produces 1/3rd of their total energy requirements from Solar power. Due to the installation of solar panels, prisoners also now able to access hot water from solar heaters in bathrooms.Dressing/groomingJail uniform for men- Pic taken during a personality development class in Trivandrum JailUniforms are still the same as it used to be in olden days. Male prisoners get a pair of white mundu, shirt, and undergarments while females get similar mundu, long blouse with undergarments. All of them gets a towel, a bedsheet, a blanket etc.Hygiene is strictly followed by the compulsory washing of clothes on a daily basis. Prisoners get a soap bar, a brush, a paste gel (normally one per cell depending upon numbers), hair oil and a comb. Women prisoners do get sanitary napkins (which is sponsored by HLL Lifecare). In Trivandrum, they have a vending machine for napkins (not sure about other places).For men to shave, there are designated inmates as barbers who do shave for others. Though the rule limits shaving once in a week, it's mostly a daily or once in two-day matter. Men can’t grow their beards unless approved by Jail authorities, mostly limited on religious/medical grounds.Many older concepts of shaving head/moustache upon admission etc were removed though long hair won’t be permitted. A monthly haircut is mandatory for all male prisoners. No haircuts as such for women.FoodA typical jail food served to inmatesOne key area improved is Food. The much dreaded Godamunda (Steamed Wheat Dough Balls which is extremely bland) is completely removed.Much of Jail food has been standardized and redeveloped to much nutritious and balanced meal. The focus is much on diversity and proper meals. Infact much of the food on Jail menu has attracted eyebrows of people outside citing inmates gets more food options than in many smaller restaurants outside. Of course, the food may not be tasty, but there are better ways to ensure that each prisoner gets the minimum quantity of nutrition. Various NGOs bodies and human rights organization often conduct random checks and quality assessment to ensure the food served has requisite nutrition as proposed in the manual. Much reports indicated, there is an extremely low rate of corruption when comes to food handling by prison authorities in Kerala when compared to other states.The following is the official regular menu for 3 Central Jails of KeralaApart from normal days foods, Chicken Biriyani (with boiled eggs) is served during major Non-Hindu festivities like Eid, Christmas, Easter etc while a full Kerala Sadya being offered for Onam, Vishu etc. The menu is near similar for District jails and slightly lesser in items for Subjails.Prisoners with special needs or medical issues have their own independent menu. There are a full-time dietitian and nutritionist appointed in Central Jails and part-time dietitians in District jails.Chapati-mutton curry, rice-aviyal & theeyal: Kerala’s jail inmates relish healthy foodOne interesting part is that Kerala spends the highest amount for food for the prisoner on per capita basis, in India. The state spends Rs 120 per day per prisoner for the food while Delhi spends only Rs 31.31 per day per prisoner or Maharashtra spends only Rs 32 per day per prisoner.Due to this factor, prisoners often gain weight in Kerala jails, something unusual in other jails in IndiaConvicted criminal Govindaswamy in the sensational Soumaya Murder case. Left pic when he was arrested and right pic when he was brought to court after 4 years in prison. Often this pic is used by many to criticize the Jail department for its concept of well-feeding all its convicts.SportsThe debut of Kerala Jail Cricket team against visiting team of Sri Lanka Prisons Department’s official teamAll 3 Central Jails in Kerala have football court apart from an open field to play cricket. Every block features a volleyball court or badminton facility as Sundays afternoons are regularly used to practice volleyball within the blockRecently a Jail Cricket team was formed with professional training and support from Kerala Cricket Association. The team made its debut recently when they played against Sri Lanka Prison Officers team in Trivandrum.LibraryKerala has a huge thrust on library movement across the state. The same thrust is seen in Prisons too. Trivandrum Central Jail’s library is one of the oldest in the state, started in 1900s with more than 1000 reference books and nearly 5K books on various topics. Apart from its own collection, Trivandrum Jail has a tie-up with State Central Public Library to arrange books on a rental when prisoners make a request.Both other prisons, Kannur and Thrissur have huge libraries. Most of the libraries in the state do donate older copies of their books to jails, once they get newer versions. In addition, organizations are involved in donating books, which includes popular literary organizations like Manorama, DC Books etc. Many district jails have a tie-up with local libraries for books on the rental scheme.Last year, Trivandrum jail rolled out an E-library scheme where prisoners can read books in digital format through Amazon Kindle readers so as they have access to nearly 15,000 works. This service will be extended to all central jails and district jails of Kerala.E-library for inmates at Kerala jailPrisoners also can learn and earn degrees/post graduation in social/business areas through distant education program of IGNOU. Occasionally IGNOU faculty also conduct Sunday classes for prisoners of Central jails in helping to clear doubts and prepare for examinations. There is a special short term parole called Study Leave for those who enrolled for higher education to attend examinations or pre-exam training programs etc (subjected to track record of the prisoner).Inauguration of Mandatory literacy training program.There is a mandatory literacy and primary class training (upto 9th standard) for all prisoners who haven’t passed matriculation which is compulsory. The declared goal of Government is 100% literacy in Kerala Jails.Fine Arts TrainingMany jails are also into training prisoners into fine arts, thus to make them more creative in nature. The Jail department has its own prisoner music bands as well as a traditional Chenda (Drum school) training several prisoners into professional Chenda experts.Chenda classes in Thrissur JailJail Music bands performing its concert in TrivandrumShort film made by prisoners as part of Film Training course provided to them.Personality development courseYoga training for PrisonersEvery district Jail and central jails in Kerala have mandatory annual personality development workshop. In addition, almost all jails have mandatory Yoga training.Training and rehabilitationMaybe, it's in this area, Kerala’s jails find much better and professional than many other jails across India. Kerala’s Jail Industry model, as developed since 2010, now rivals almost equal to Tihar Jail which has set an exemplary record in this field.Prior to 2010, most of the jail works are mundane in nature. It served no purpose for anyone. Since penal provisions have a concept of hard labor as envisioned in the colonial era, most of the prisoners were into unproductive labor like chipping stones or cutting wood or some light furniture parts making etc which never helped both prisoners or prison.By 2010, many such jobs came to an end. A proper modern prison industry model was put forward by then the DG-Prisons Alexander Jacob.The first venture was into food production. Since prison labour was cheap, he proposed developing ready-to-eat food products that can be sold public at competitive rates. A wide range of products like cooked chappatis/rotis, egg curries, chicken curry etc was sold at rock bottom prices which fuelled interest of the public in a big way. A Single roti/chappati costs only Rs 2 (while in hotels, it cost Rs 5–10), while an egg/vegetable curry priced at Rs 20, while Chicken /Mutton curry for Rs 50 or Kebabs/chilly Chicken/biryanis etc for Rs 80. These all are sold in kiosks established in front of Jail gates operated by Prison staff.Packed kits of ready-to-eat food products under the brand- Food for FreedomThis venture clicked so well across all jails, that a brand itself born out of it- Food for Freedom (FF) and people queue up in front of jails to buy food which is of high-grade quality with no use of any preservatives or harmful substances like Ajinomoto etc. The food is also used to support people in distress as during Chennai flood (where Kerala Jails dispatched approx 2 Lakh Rotis and curries to support people in camps) and during recent Kerala floods when Jail department rolled out 20,000 food packets and 50,000 bottled water per day to be air-dropped as well as distributed in various camps.Public ques in front of major jails to purchase food from Jail which is extremely popular nowadaysThe success of selling food impacted prisoners in a big way. They currently earn Rs 150 per day for a cooking+a small share of total profit (translates around 4500–5000 Rs per month) through which they can support their families. Further, this has been extended to remand prisoners in district jail, so as they don’t sit idle inside cells hatching new plans upon release.Buoyed by the success of Jail food sales, a new model has been put forward- Jail Cafe. The first cafe is now opened in Trivandrum, outside the Jail gate which is managed by prisoners instead of Prison staff. They are trained with basic Barista management course as well as other professional Self-service restaurant training. So as it helps them to fastly rehabilitate themselves with the society and adds up their professional experience to join in restaurants/hotel sector upon release. The success of Jail Cafe is now prompting Jail authorities to replicate to other jails.Jail Cafe cum restaurant in Trivandrum managed by prisoners.There is also a new concept of Freedom Parks being successfully rolled out in Thrissur prison called as Freedom park in front of the jail. The area has been redesigned as a family park with multiple options to unwind in evenings and weekends with dedicated kiosks for purchasing jail food. The aim of Jail Park is to remove negative notions about a jail and help public to easily socialize with prisoners and thus helping them to rehabilitate faster upon release in addition to a place to sell food.Jail Park in front of Thrissur Jail is a popular picnic spot for families with fountains, small kids rides, open-air restaurant etc intended to remove negative notion against Prison.Jail department has also tested a new model of off-site food kiosks at busy areas like bus stations, railway stations, government hospitals, IT Parks etc selling packed ready-to-eat food combos like Chappati-Chicken curry for Rs 30 or Beef Biriyani for Rs 60 etc as well as packed mineral water for Rs 10.The first Food Kiosk of Jail department in the busy bus station of Trivandrum Thampanoor, close to Trivandrum Central Railway StationThis model is proposed to be expanded by allowing dependants/relatives of inmates to open a kiosk under franchise model where they invest to open a kiosk that comes with an option of availing subsidized loan from Canara Bank. The project is pending for the government’s final approval and expected to roll out by end of this year.Jail department has already partnered with various agencies to become backend central kitchen for large-scale catering. During ISL Kochi matches, packed food prepared from Jails were sold in the facility. So as during Sabarimala season time, Pathanamthitta jail prepares combo pack of Chappatty-Veg curries to be sold at low rates for Ayyappa pilgrims which served an effective way to keep the prices in restaurants during pilgrim season under control.Recently Open Jails started a new scheme of renting prisoners as cooks for catering agencies as low as Rs 140 per day. These prisoners work as a part-time cook during day hours at specified caterers and thus able to gain career expertise as a professional chef at catering agency which they might continue upon release. Prison department is now proposing to use this a privilege option for prisoners with an excellent track record, so as it motivates them better as they can move of prison during day hours and work actively in society. This also will reduce the social stigmas against them in a big way.BakeryInauguration of first Jail bakery in Thrissur JailBuoyed by success of Jail food, the department has now ventured in bakery sector which is currently operational in Kannur, Thrissur Jails and Kochi district jail rolling out breads, buns, fruit buns etc. In Kannur jail, they started making cake and pastries, chips, biscuits, and sweets like homemade Chocolates, Ladoo, Halwa which are currently sold only to bakeries or large scale party orders. The scheme is planned to extend to all major jails.The food business is highly lucrative for many Kerala jails as they have achieved a monthly revenue of nearly Rs 1 Lakh in many jails and an aggregate profit of Rs 3 crore.Other Jail industryOrganic farming in Kerala JailsFarming is the second major Jail industry. Traditionally farming in jail was strictly for its own subsistence purposes. However post 2015, there is a massive pro-organic farming movement happening in Kerala society and Jail department also joined with that. Jail department has set up vegetable gardens in all its facility that produces excess than whats required for the jails. These organic vegetables are sold regularly to the public at standard market prices without any premium. Jail authorities make it a point to host Onam/Vishu Vegetable market in front of the Jail gates when the demand is higher.Kerala Prison DG R Sreelekha IPS inaugurating fish farmingAs part of diversification, recently they tried out caged fish farming with an experimental trial of freshwater pomfret farms in Subjail-Trivandrum engaging remand prisoners which proved a huge success, which is currently expanded to 4 Subjails in the state and will eventually cover all jails with remand facility. Apart from public sales, one aim is to ensure availability of fish curry meals to remand prisoners to ensure they get better nutritious food than current.And all larger jails have large-scale dairy farms with a tie-up with Milk federations to milk sales. A large-scale professional butchery is also set up inside Viyur for production of cleaned and packed meat for various restaurants in the city.FashionJail Fashion Boutique stored opened by DG Jail- R Sreelekha IPSApparel unit in Kerala JailsThe recent venture of Kerala Jail department is into the Fashion industry with its own common brand- Free Fashionista. The clothing line is into designer wear production as well as operates its own boutique store in Trivandrum. The model primarily works with prisoners being trained in fashion designing and tailoring where they produce its own designs and models, sold both online as well as through its own boutique. Currently, 5 prisons across Kerala are into fashion designing and 120 prisoners being trained with various courses related to fashion designing. They are equally helped by reputed fashion designers and students from apparel schools.A proposal for linking with a mass production textile unit for a corporate brand is underway, which may help more prisoners being professionally trained in this sector.GroomingJail beauty saloon opened for public in Kannur JailAs part of helping prisoners to gain a valuable skill, the prison department introduced a professional men’s saloon for the public in Kannur. 30 prisoners are trained as barbers and makeup professionals, providing all grooming solutions for the public. These air-conditioned saloons operate under a brand- Phoenix Freedom Expressions provides all standard packages as any other leading beauty parlours offers. And its success helped Jail department to expand to Trivandrum and openly shortly in Kochi, Thrissur, and Kollam.FurnitureFurniture making facility operating in Kozhikode Jail supported by RUBCOTraditionally Jail department had carpentry units, primarily making furniture for government offices etc. Recently they have revamped the units to include a facility for toy making (both soft and wooden/plastic) and thus pushing its own range of affordable larger toys for children. The 3 central jails are also producing smaller furniture units like dressing tables, kitchen cabinets, wooden cupboards etc which being sold via small-scale vendors and dealers. Currently, the Jail department is in discussion with RUBCO in reviving some of its unprofitable manufacturing units which were closed due to the shortage of skilled labour. As jail has enough labour force, the plan is to revive one plant of Rubco using prisoners and start production of branded furniture which RUBCO were doing previously.Petrol pumpsA radical idea is proposed and currently in the last phase to use prisoner labour to run petrol pumps in National highways. Indian Oil Corporation has plans to set up 100 petrol stations as company owned in less popular locations, but lack trained attendants who can serve the company on the long-term basis instead of the current system of contract workers. So Jail department came up with an idea of providing the low-risk prisoners who are towards the end of their sentence periods as well as in open jails to work in some of the petrol stations. A full-fledged workshop and supermarket are proposed where jail labour can be specialized in such areas. The proposal got clearance for Kerala govt and currently waiting for IOC’s Central HR Clearance.Jail SupermarketAs jail department produces a wide range of retail products like pickles, ready to eat food, frozen food, chips, bakery items etc apart from toiletries like mosquito coils, agarbattis, toilet cleaners, brushes, liquid soaps etc, a proposal to set up supermarkets near to Jail compound was made. The first Jail supermarket will be opening shortly in Kannur followed by Thrissur.Contract labourKerala Prison department has proposed to provide skilled laborers as contract workforce for various construction projects. Recently an indoor stadium in Kannur was constructed using Prison labour which was constructed for much lower value than estimated due to cheaper labour. However, the project is yet to be cleared due to the government’s apprehensions about security.Recently Kerala Jail department revived the project after Kerala floods. A new proposal was made to make better use of skilled/trained workers for road/bridges and public infrastructure development works for rebuilding much of these facilities which shall be cost-effective. It's learned, the government has a positive stance on using prison labor for such projects now considering the savings they can make.Overall Prison industry is Kerala is highly booming. Kerala ranks top in per capita prisoner output in value-added products in the country. On average, a prisoner in Kerala produces products worth for Rs 30,000. Kerala also ranks top in Best Practices in the Field of Welfare and Rehabilitation of Prison Inmates program of NCRB.Equally, Kerala is also the highest spender for prisoner welfare activities which includes quality healthcare, food, and career development.Saying so, it's not everything perfect in Jails. There are many typical problems Kerala jails equally faces as like anywhere in India. The most serious being over-crowding.Still within all that limitations, Kerala has successfully able to redefine the model to more correctional and training facility, that too spread across the state instead of limiting to one or two facilities unlike other states.Jail is definitely not a desirable place to go in. But definitely, the place shouldn’t be a living hell, rather a facility to help those who once slipped or erred in their life to prepare for their future. In that area, Kerala jails are well performing.

This topic has fascinated may for some time to include myself. Over the course of time throughout college, teaching and grauate school I've done quite a bit of reading and research about the direct and indirect issues this practice strains. I hope the information I extrapolated from various peer reviewed journals and online reporting helps add some insight on this contentious topic. I've provided links throughout post to help the reader have the maximum information transparency. I hope you appreciate some of my tongue-in-cheek humor with some graphic choices.First I would like to start off saying, balancing creativity & standardization should be a greater concern to educators and administrators. Educators have been applying a variety of strategies to foster learning to examine the problems and the benefits of structured learning and assessment via standardization enforced on students, educators, and schools.Assessment is a critical component of any instructional system. Whether this assessment is carried out formally or informally, it plays an important role in determining the weaknesses of existing instructional strategies and how they can be corrected. Promoting students development and increasing the likelihood of attainment of educational goals are some of the key areas of application of conversations (Hall, Thomson, & Russell, 2007; Caram, & Davis, 2005). Providing students the opportunity to reflect and process their experiences can only be attained if interviewing and comprehension strategies are developed with an emphasis on a number of critical requirements. In many districts teachers are being evaluated according to evidence that content standards are the focus of the lesson. Students are expected to connect the lessons they are taught to the standards. Burke-Adams (2007). An inquiry-based learning enviornment specifically designs questions and interaction between students and the instructor. These strategies may help to coax students naturally to develop intimate knowledge of challenges and opportunities that students may face in understanding learning goals. Active listening by the teacher is essential for the process.Inspiring Higher-Order ThinkingLampert (2006) posits that effective use of inquiry-based activities that require students to address problems and have more than one solution equip students with skills and capabilities required in critical thinking. Student engagement is a critical in developing skills required in adopting a multi-dimensional approach to a problem. Dykstra (2008). The ability to theoretically consider a problem from multiple dimensions and come up with different solutions is reflective of possessing an extensive grasp of the theory involved in the problem and is classified as a form of higher order thinking (Laman, Smith, & Kander, 2006). However, the ability to effectively use inquiry-based approaches to develop learners’ critical thinking ability is affected by the structure of the questions and interaction between students and instructors.Does this sound at all remotely similiar as to what is actualty going on in schools?Here are some of the reasons why this topic provokes so much interest...One huge concern with tests, is there are many areas that are left unexplored."They measure what is measurable. Or worse, if not measurable prime facie, they bastardize/reduce these to be measurable/quantifiable numbers, e.g. scoring student essays. As a result, only the “measurable” is counted. And, if it is not “measurable”, it does not count, is not supported by these tests to be placed into the curriculum, is not taught by teachers.."The Side Effects of Standardized TestingHave we lost sight of our goal or has it changed? What is truly being measured?Consider these questions,Are we measuring:"" the ability to remember large amounts of data and communicate it back?""the ability to select the "right " answer like a robot?The list goes on and on.Testing is indead a form of measurement. And quite frankly it is black and white unlike life.The root of this question lies in the intent of the test. What is the test helping the test administor understand? How will the results be exploited? Who is benefiting from the test?For those of you who having been following the news our curent Secretary of Education acknowledges that standardized testing has flaws.Secretary Of Education Admits Standardized Test Have Big FlawsHere he is in 2009 providing numerous contradictory justifications for the continuation of standardized testing. Straight from his own mouth...I also agree with some NCLB critics: it unfairly labeled many schools as failures even when they were making progress -- it places too much emphasis on raw test scores rather than student growth -- and it is overly prescriptive in some ways while it is too blunt an instrument of reform in others.But the biggest problem with NCLB is that it doesn’t encourage high learning standards. In fact, it inadvertently encourages states to lower them. The net effect is that we are lying to children and parents by telling kids they are succeeding when they are not.TRANSCRIPT: Ed Sec Duncan's Speech on NCLBI supremely agree with this statement from the same NCLB Speech transcript later on: We need to agree on what’s important and how to measure it or we will continue to have the same old adult arguments – while ignoring children.Enough on Mr. Arne Duncan, indeed the same arguments continue to echo throughout the educational policies, the news and in our schools without ever making any progress in either direction.Take a look for yourself at the US national public school ranking progressivley droping each year.Page on NeaThe Economic Policy institute adamently denounces standardized testing.We are most certain of this: To make judgments only on the basis of national average scores, on only one test, at only one point in time, without comparing trends on different tests that purport to measure the same thing, and without disaggregation by social class groups, is the worst possible choice. But, unfortunately, this is how most policymakers and analysts approach the field.What do international tests really show about U.S. student performance?Apparently accountabilty is the root of this issue. The schools are being run like a Ford Motor car factory mandated to compete against each other performance wise to earn thier budget! It is most disheartening to realize the results are being exploited in this fashion! The schools needing more money are not being granted the resources.In all reasonable predictions of the education future, standards based grading and the accompanying testing will soon become the foundation of teacher accountability.BUSTED: Myths Exposed for New Teachers - Myth #3: Standardized Test Scores Shouldn’t MatterStudents are indeed being catergorized by thier ability to measure up or not.I know this may be a bit off topic but I couldn't help myself from adding it:Georgia’s graduation tests provide valuable information for students, educators, and parents about student strengths and areas for improvement. The tests identify students who may need additional instruction in the concepts and skills required for a diploma.Georgia High School Graduation Tests (GHSGT)This system blows my mind seeing the test is intended to determine if a student is ready to graduate or not. Not because a test is going to determine pass or fail and remain longer. Basically it wasn't until a point in time when it's too late for someone to finally get the attention he or she needed all along. Even more annoying is the motivation for the attention is move the student along and make way for more students.Who is to blame when four years inside the secondary education system students are able to fly under the radar unequipped for life? This is a disgrace on many levels. Where is the accountability, for educators and students? Is this the true motivation for standarized testing....I most certainly think it is! But the problem with this is that we are treating the symptoms of a deeper underlying issue. What issue may that be you ask.I will share with you...Better assessment methods are needed if high schools are to develop higher level skills students need for college and work.Unlike standardized exit exams, the use of high-quality assessment methods, such as performances, exhibitions and portfolios, has been shown to promote the development of skills, knowledge and disposition actually valued in college and employment. Employers have said they are more interested in examples of student work and problem-solving, such as portfolios, than they are in test results [or grades] (Peter D. Hart, 2008).Page on AacuAccording to college professors and employers, high school graduates must be able to analyze conflicting explanations, support arguments with evidence, solve complex problems that have no obvious answer, reach conclusions, conduct research, and engage in the give-and-take of ideas. Does this sound more like reality than the alternative we are mandating our youth to endure?The most amusing aspect about mandated standardized testing is it continuosly progressess in level of difficultness for each subsequent class. There's nothing wrong with raising the standards but where is this going to end?April state tests will be harder, Walcott saysWhat I'm saying is there needs to a balance. Please don't misconstue my statements to mean I'm totaly against standarized testing. As a matter of fact, there are areas in life where testing is useful as a screening process to help quickly organize one group from another. However, I don't believe standardized testing is the best way to fully reveal what a student is capable of. A better way to fully comprehend the depth and breath of a learners knowledge would be to cumulatively review on each learner on a case by case basis.I would like to emphasis there are many different strategies for understanding the level of a person's explicit knowledge. The complaint I have is why don't more tests focus on using the results as a tool rather than as a concrete assesment of a student's transferable knowledge and skills. Aditionally, I would like to point out the benefits of creative inquiry for students in the education system in general outweigh the problems and challenges of assessment via standardization.And yes it does influence how teaching is conducted.The complexities associated with education have been looked at from practical and theoretical dimensions. Dr. Elliot Eisner quite succinctly sums up the purpose of pursuing research on this topic."It does not require a great leap of imagination or profound insight to recognize that the values and visions that have driven education during the first quarter of the 20th century are reappearing with a vengeance today. We look for "best methods" as if they were independent of context; we do more testing than any nation on earth; we seek curriculum uniformity so parents can compare their schools with other schools, as if test scores were good proxies for the quality of education. We would like nothing more than to get teaching down to a science even though the conception of science being employed has little to do with what science is about. What we are now doing is creating an industrial culture in our schools, one whose values are brittle and whose conception of what’s important narrow. We flirt with payment by results, we pay practically no attention to the idea that engagement in school can and should provide intrinsic satisfactions, and we exacerbate the importance of extrinsic rewards by creating policies that encourage children to become point collectors. Achievement has triumphed over inquiry." (Eisner, 2004).The impact of different approaches and tools concerning retention and transmission must be assessed. It’s important for educators to appropriately guide and intervene during student learning. Without the ability to appropriately to guide students, educators risk students regressing to a single "right" answer. The benefits of students using inquiry-based approaches helps to develop their critical thinking ability. Consider how everyday discussions in the classroom can be enhanced by the structure of questions and teacher interaction. External variables and internal class factors are considered to be of equal importance in determining the impact that the environment has on education. Dr. Eisner even goes so far to explain the influence all aspects of what we do, have in other areas; from the design of curricula, to the practice of teaching, to the features of the environment in which students and teachers live. No one lives in a vaccuum.The Importance of Divergent ThinkingTeachers may consider using a curriculum framework such as Teaching for Intellectual and Emotional Learning (TIEL) that contains a creativity component that emphasis divergent thinking. Burke-Adams (2007). Communication should be used as a tool to foster, assess and reinforce creative learning by going further than the essential questions and engaging students.To identify effective strategies that aid in improving delivery strategies adopted in classroom settings and facilitate learning goals Sullivan (2008). Furthermore by reviewing the existing studies and knowledge relating to the use of communication as a facilitation tool, the review illustrates gaps in the literature and therefore areas that future studies should center on. Intelligence varies in situations where it is applied by also how it is applied. Creativity is necessary for an individual to effectively problem solve. Society benefits from creative individuals in the areas of science, technology, and art, which lead to an interactive world Ugur (2004).Every year the mounting pressure on students, teachers, adminstrators and schools continues to increase. The pressure is crushing to the point that the design of modern curriculum is narrowed to the point eliminating non-test items. Moon (2002). Standards emphasize answering questions correctly, instead of conceptually understanding a topic (Sandholtz et al., 2004).How does this effect the thought process of learners?Schooling where consideration for mode and focus of thought, would shape young minds to become multidimensional thinkers. Developing a balance between creativity and standardization is important to enhance creativity, comprehension, reinforce learning and foster engagement of students. It’s important for teachers to guide students in resisting early closure when they work to resolve complex open-ended problems.Brain processes that lead to creativity in humans have for a long time been subject to speculations. This is mainly because creativity is an important aspect of human potential and ensuring the adoptions of strategies that are more effective. Sternberg, and Li-fang (2005). To exploit the possibilities presented by creativity requires an overarching understanding of the operating principles of the human brain, an aspect that modern neuro-scientific technologies may soon make possible.Modes of thought.The mode and focus of thought are highlighted as possible dimensions that can be adopted in analyzing real life creative processes. There are two modes of thought, intuitive and analytical, and two focuses of thought, perspective and stimulus, which can be considered critical elements of description. Dreyfus (2009). This implies that any communication aimed at ensuring creativity should be developed in a manner that is aimed at incorporating these aspects. The approach or tools adopted in communication should not only be stimulating to the minds but also be analytical and intuitive to develop individual perspective of a subject.The fine arts bridge this gap. Fine arts can be defined as music, visual arts, drama, dance, and literature/creative writing. Research evidence shows that learning through the fine arts engages the student in two modes of "doing" that are typically beyond the meaning of study as used in the traditional classroom. The first mode requires performance, whether painting, dancing, or reciting a script. This is considerably different from answering a quiz or taking a multiple-choice test. The second mode requires creative action to be taken by the student—"to visualize what to paint as well as paint it or to choose tempo, dynamics, and phrasing while performing music." Oddleifson (2002).Success in learning is determined by the efficiency with which the learner adopts theory and applies the theorem in practice (Stewart, MacIntyre, & Galea, 2007). This implies that learners’ ability to develop a personal perspective of a theory is critical in ensuring that they creatively use information to develop further knowledge or explain practical phenomena. Dreyfus (2009). A study influenced by neuro-scientific research, proposed that cognition, which is critical to creativity, should be looked at as a sequential process requiring interspersing of both analytical and intuitive modes. Dreyfus (2009). The study developed critical information regarding the requirements in using communication as a tool and ensuring that students develop cognitive skills required in creativity.A fresh vision for schoolsThe development of a culture that values for exploration, surprise rather than control, and attention to diverse issues rather than to standard issues important in ensuring a holistic approach to education. The implementation of interactive communication strategies, that employs an element of surprise in a manner that allows students to explore, requires a new vision for schooling (Azevedo, 2005). Review of the requirements in developing communication strategies that allow for surprise and exploration by learners shows that there is little use of scientific principles. The experiences that a teacher has and the levels of creativity displayed by an instructor in developing communication strategies are important in ensuring that these critical requirements are incorporated (Walters, & Fehring, 2009). This implies that a teacher’s knowledge and expertise are important in the development of effective teaching plans and, effective communication which supports creativity and participation by students.Magolda and King (2007) determined that the effect of critical self-assessment of varied learning goals are necessary before seeking strategies through which conversation can be designed for meaning making.The Importance of Question StemsEfficiency in communication between students and with the instructor is important in facilitating aesthetic discussion. As an educational psychologist Allison King has an extensive background specializing in this area. She’s been doing research for over a decade. Her work has focused on technique for guiding student learning via "question stems" King’s research has shown these questions facilitate higher order thinking. The technique requires students to reconcile various perspectives and solutions for open-ended problems; therefore students develop a greater understanding of an issue. Lampert (2006).Instructors’ knowledge of the varied structures that can be used in framing questions aimed at facilitating aesthetic discussions is therefore vital in ensuring that this approach is used in developing learners’ ability and ensure that they are engaged in learning (Respress, & Lutf, 2006). Open-ended questions do more than just guide but also allow students or learners to reflect on problems, determine what is to be considered, apply learned theory and involve other students when developing responses. Though critical analysis skills are developed through such an approach, there are other benefits that are developed, mainly communication and retention (Renaud, & Murray, 2007).Burke-Adams (2007) sought to determine the benefits associated with developing a balance between standardization and creativity in education. The coexistence of standards and creativity in education is a controversial issue in educational instruction. There is no one right way of teaching and learning. There is no one right way of assessing student’s achievement. (Sternberg, & Grigorenko, 2004).Teachers are opting to implement teaching strategies that will prepare students for tests, which tend to depress the talents and potential of students. Moon (2002). Standardization in learning and testing is blamed for overemphasizing of basic skills which may limit the potential of gifted children.To avoid redundency I conclude with this premise. Developing an effective balance between standardization and using inquiry-based methods in education remains a key issue considering that educational settings vary. Class level research thorough out each grade level would be beneficial to ensure that relevant strategies are being implemented for students maturing stages of cognitive development. This would aid in determining what strategies are therefore important in ensuring the development of strategies that are relevant to learners.Good teacher observation, documentation of student work, and performance-based assessment, all of which involve the direct evaluation of real learning tasks, provide useful material for teachers, parents, and the public. Many nations that do the best in international comparisons, like Finland, use these techniques instead of large-scale standardized testing.ReferencesAzevedo, R. (2005). Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning. Educational Psychologist, 40(4), 199-20.Burke-Adams, A. (2007). The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction. Gifted Child Today, 30(1), 58-63.Caram, C.A., & Davis, P.B. (2005). Inviting Student Engagement with Questioning. Kappa Delta Pi Record, 42(1), 18-23.Dreyfus, S.E. (2009). A Modern Perspective on Creative Cognition. Bulletin of Science, Technology & Society, 29(1), 3-8.Dykstra, D.E. (2008). Integrating Critical Thinking and Memorandum Writing into Course Curriculum Using the Internet as a Research Tool. College Student Journal, 42(3), 920-929.Eisner, E.W. (2004). What Can Education Learn from the Arts about the Practice of Education? International Journal of Education & the Arts, 5(4), 1-13.Foo, S.Y., Ho, J., & Hedberg, J. (2005). Teacher understandings of technology affordances and their impact on the design of engaging learning experiences. Educational Media International, 42(4), 297-316.Hall, C., Thomson, P., & Russell, L. (2007). Teaching like an artist: the pedagogic identities and practices of artists in schools. British Journal of Sociology of Education, 28(5), 605–619.Laman, T.T., Smith, K., & Kander, F. (2006). Changing our Minds/Changing the World: The Power of a Question. Language Arts, 83(3), 203-214.Lampert, N. (2006). Enhancing Critical Thinking with Aesthetic, Critical, and Creative Inquiry. Art Education, 59(5), 46-50.Magolda, M.B., & King, P.M. (2007). Interview Strategies for Assessing Self-Authorship: Constructing Conversations to assess Meaning Making. Journal of College Student Development, 48(5), 491-508.Moon, T. R., Brighton, C. M., & Callahan, C. M. (2002). State standardized testing programs: Friend or foe of gifted education? Roeper Review, 25, 49–60.Oddleifson, E. (2002). A Fifty School Arts Education Demonstration Project. New Horizons for Learning, Retrieved 2/l]/2005 from: HYPERLINK "Page on Org" New Horizons for Learning.strategies.arts/cabc/oddleifson.html Thorley-Smith, S. (1990). Education and Youth At Risk. AiistnilianRenaud, R., & Murray, H. (2007). The Validity of Higher-Order Questions as a Process Indicator of Educational Quality. Research in Higher Education, 48(3), 319-351.Respress, T., & Lutf, C. (2006). Whole Brain Learning: The Fine Arts with Students at Risk. Reclaiming children and youth, 15(1), 24-51.Soter, A.O., Wilkinson, A.I., Murphy, K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47, 372–391.Sternberg, R.J., & Grigorenko, E.L. (2004). Successful Intelligence in the Classroom, 2004, Theory into Practice, 43(4), 274-280.Sternberg, R.J., & Li-fang, Z. (2005). Styles of Thinking as a Basis of Differentiated Instruction. Theory into Practice, 44(3), 245-253.Stewart, T.M., MacIntyre, W.R., & Galea, V.J. (2007). Enhancing Problem-Based Learning Designs with a Single E-Learning Scaffolding Tool: Two Case Studies Using Challenge FRAP. Interactive Learning Environments, 15(1), 77-91.Sullivan, R. (2008). Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content. Journal of Educational Technology Systems, 37(3), 335-347.Ugur, S. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom. Roeper Review, 26, 216–222.Walters, M., & Fehring, H. (2009). An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students. Australian Journal of Language & Literacy, 32(3), 258-272.Seeking a balance between standardization and creativity (Burke-Adams, 2007)Mode and focus of thought are important to development of cognitive ability (Dreyfus, 2009)Enhancing creativity, learning comprehension, critical thinking, reinforcing learning and fostering engagement of studentsAuthorship and self assessment (Magolda & King, 2007) and use of inquiry based activity (Lampert, 2006)Development of a culture that allows exploration, use of surprise and attention to distinctive issues (Eisner, 2004)