INCOME GENERATION SCHEMES FOR SUSTAINABLE DEVELOPMENT OF TRIBAL WOMEN

Purpose of the study: The study tried to evaluate two issues which are socio-economic conditions of tribal women and the impact of welfare schemes financing by banks for income generation among tribal women. Methodology: This empirical research adopted a quantitative method by distributing a schedule to 120 tribal women located in a rural-based Khammam district of Telangana state. The data analyzed by using the one-way ANOVA, mean, regression analysis and standard deviation (S.D.) with the assistance of Statistical Package for Social Sciences to determining the impact of income generation schemes on socio-economic conditions. Main Findings: This study found that incomes are improved phenomenally after availing welfare schemes targeted at tribal women. However, the tribal women are needed to facilitate awareness of various schemes on circulation by the Government. The known income generation schemes were impacted positively among few tribal women and they have expressed satisfaction as there was significant empowerment in their livelihoods. Applications of this study: The findings of the study are useful for the government in implementing income generation activities to strengthen tribal women economically, socially and politically. It would be relevant to apply solutions for the problems encountering by tribal women. Novelty/Originality of this study: The impact of income generation schemes has been addressed categorically concerning empowerment. Therefore a determined plan of implementation of further action can significantly empower the tribal women in all respects

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The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published by EDSIG, the Education Special Interest Group of AITP, the Association of Information Technology Professionals (Chicago, Illinois). Publishing frequency is six times per year. The first year of publication is 2003. ISEDJ is published online (http://isedjorg) in connection with ISECON, the Information Systems Education Conference, which is also double-blind peer reviewed. Our sister publication, the Proceedings of ISECON (http://isecon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the ISEDJ journal. Currently the target acceptance rate for the journal is about 45%. Information Systems Education Journal is pleased to be listed in the 1st Edition of Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science, in both the electronic and printed editions. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. AITP Education Special Interest Group (EDSIG) Board of Directors ABSTRACT The ubiquitous nature of social networking and online/electronic communication has become expected in every area of life by those students that are entering colleges and universities today. This is in direct opposition with the trend of colleges and universities to reduce support for basic infrastructure services such as school provided E-mail. The continued rise of reliance on adjunct professors as a source of direct on ground instruction has also led to a shift and reduction of the opportunities for the student to interact with their teachers. The availability of modern technology for communication has provided many new avenues for this interaction to take place. It is necessary for adjunct faculty and institutions to explore and leverage new channels of electronic and online communication to provide opportunities for timely and valuable exchanges between instructor and student outside of the classroom