Diploma in Gerontology
Location: Mumbai
School: School of Social Work - Mumbai Campus
Intake: 30
Eligibility
Medium of Instruction: English
12th Pass.
Age Criteria
All candidates must be 25 years or on 1st June of the year of admission for the Diploma Programmes.
Other Criteria
Preference would be given to those who are working in social work organisations and have two years of work experience.
All NGO personnel involved with geriatric services in fields such as health, mental health and education; administrators of human service organizations and corporate sector personnel.
The Course will cater to all who intend to branch out or initiate services for the elderly.
The Diploma Programme has an interdisciplinary focus and so it will invite those from medical, legal and financial backgrounds who wish to address issues of elderly and to audit specific subjects in particular.
Consideration will be given to candidates in the age group 55+.
Description
Important Dates of Year 2026-27
|
Last Date of submission of application form |
15th June, 2026 |
|
Personal Interview (Online) |
Between 22nd to 26th June 2026 |
|
Declaration of Selection list with waiting list (On TISS website) |
To be announced |
|
Last Day of Fee payment |
To be announced |
|
Last date for completing the admission procedure for selected candidates |
To be announced |
|
Date of commencement of the program |
To be announced |
The Diploma Programme has an interdisciplinary focus and so it will invite those from medical, legal and financial backgrounds who wish to address issues of elderly and to audit specific subjects in particular.
Consideration will be given to candidates in the Age Group 55+.
Description
The Centre for Lifelong Learning (CLL) was established on February 15, 2006, with the objective of providing training for adult learners in the areas of expertise in the Institute. The CLL was earlier known as Department of Extra Mural Studies, which was established in 1981.
It caters to two kinds of adult learners: (a) The Professional groups getting trained for their continuing education and (b) the general population from diverse backgrounds who are outside the formal education system or those who have not had the opportunity to access formal education system and want to access training or goal-oriented short-term vocational programmes.
Vision
By promoting the philosophy of lifelong learning, the CLL would maximise the capacities and potential of adult learners to contribute meaningfully as citizens to create a society that promotes and protects the values of dignity, equity, social justice and human rights.
Mission
Through extension, training, teaching, and research, the Centre will, develop lifelong learning as a discipline of study and field of practice, and, engage with diverse populations of adult learners, irrespective of caste, gender, class, ability and age.
Objectives
Duration: One year, 2 Semesters, part time (Friday: 6 - 9 pm & Saturdays: 10:00 am to 6:00 pm)
Medium of Instruction : English
DIPLOMA IN GERONTOLOGY
In 1989, sociologist and demographer, Alfred Savvy said that “The 21st century will be the century of ageing of mankind.”
Throughout the 20th century, the proportion of people aged over 60 has increased in all countries of the world. This is also referred to as population ageing. Population ageing all over the world is the result of human victory over death and diseases as well as unwanted child bearing. According to the World Bank, due to improvement in mortality figures and decline in fertility levels, in the 20th century, Older population across major regions of the world, except, Africa has been growing at a rate faster than ever before (Rani, 2001). It is only since the last century that a sizable proportion of population has survived to experience old age. This extension of life has the potential to enrich society provided the wisdom and experience of Older Adults is integrated into life and living. As a consequence, in our time Ageing has become an important issue.
The growth rate of the elderly population is more rapid in developing countries like India than developed countries. Apart from demographic transitions, socio-economic and political changes together with increased individualism have altered living conditions of the elderly. Thus on account of rapid increase of the Ageing population all over the world, ageing and issues relating to Older Adults are increasingly being recognised and studied by people from various disciplines.
Gerontology is a study of late Adulthood and of Older Adults as a special group. Gerontologists are concerned with understanding the many aspects of ageing right from cellular processes involved in improving quality of life of older people. An interdisciplinary approach is not only appropriate but necessary given the complex health and mental health, social and economic concerns of Older Adults.
The elderly population in India is second largest in the world, next only to China. This population which was 77 million according to the 2001 Census (7.5 per cent of the total population), which grew to 104 million in 2011 (2011 Census) and is projected to increase to 137 in 2021. Population projections show that by 2050, the elderly population in India will surpass the population of children below 14 years. The proportion of people over 60 having reached above 7 per cent qualifies India as an ‘ageing’ country (as defined by the United Nations). Three-fourth of the elderly population lives in rural areas. Their annual growth rate is higher (3 per cent) as compared to the growth rate of the entire population (1.9 per cent).
In India, as in many other Asian countries, it had been taken for granted that families would be the most natural living environment for people of all ages including Older Adults. But the traditional family structure is undergoing drastic changes. Urbanisation, migration, industrialisation, women’s entry into labour force and many such social changes have steadily chipped away at the joint family system. Community and caste networks that sustained the elderly within family are also breaking down.
India, with a great deal of heterogeneity and diversity, has to face the challenge of ensuring that needs of Older Adults are adequately met especially with reference to their: health and nutrition; work and finance; security; property and housing; sensitization of family and community towards elderly issues; protection from neglect, violence and destitution (elder abuse); self-fulfillment; death with dignity. It is necessary that these are fulfilled as rights and not as charity.
In fact, today, Older Adults demand that society should not only ensure independence and participation, but also provide care, fulfillment and dignity. Limited understanding of factors influencing their quality of life is largely responsible for Older Adults being denied a dignified existence. After all, the last stage of life holds as much potential for growth and development as earlier stages.
The Human Rights framework in this course will be taught through the concepts of dignity and justice that identify and acknowledge, stereotypes regarding the elderly, familial biases, social myths and cultural faults. By identifying, these students can understand the issues at hand and develop a perspective on pursuing change in the attitude of society as well as advocate for governmental action to defend the dignity of the Older Adult.
Goals of the Diploma Programme in Gerontology
To prepare learners for interdisciplinary practice with older adults and their families while providing professional leadership in the field of Gerontology.
To generate a trained cadre of functionaries for effective intervention based on a Human Rights perspective for enhancing the ‘Quality of Life’ of Older Adults.
The Educational Objectives are as follows:
General Information
Work and Employment
Gerontology is a growing and upcoming field—Careers in Ageing are going to be among the next big things in the 21st Century workforce, thus, after graduating the Course participants will be able to some professionals work directly with older persons.
Their activities may include:
Developing programmes such as health promotion, senior theater groups, or intergenerational activities for older persons in senior centers, community agencies, or retirement communities.
Providing direct care to frail, ill, or impaired older persons in hospitals, clinics, nursing homes, or through adult day are or home care programmes.
Counselling older persons and their families about issues of caregiving, employment, death and dying, or mental health.
Advising older clients about estate planning and investments, financing long-term care, or housing options.
Other professionals are less directly involved with older persons, but work on their behalf, educate others, or investigate issues in the field of ageing.
Examples of their activities include:
Conducting research on the ageing processes and diseases associated with ageing such as Alzheimer’s disease or Osteoporosis.
Analysing issues related to older persons such as retirement opportunities, income maintenance, the health care system, and housing alternatives.
Planning, administering, and evaluating community-based services and service delivery systems for older persons.
Teaching courses on ageing to college and university students, health care professionals, and older adults.
Advocating with or on behalf of older persons before legislative bodies or in institutional settings.
Designing products to meet the special interests and needs of older persons.
Advising business, industry, and labour regarding older workers and consumers.
Some professionals devote themselves full time to the field of ageing. Others divide their time between ageing and other areas of interest within their disciplinary, professional, or clinical areas.
Application of the Programme inputs will be possible in all human service organisations: social agencies, medical and educational institutions as well as the whole gamut of initiatives for older adults ranging from Institutional Care to Day Care Centres, Community-based interventions and Senior Citizens’ Associations.
Semesterwise Courses:
|
Semesterwise Courses |
Credits / Hours | |
|---|---|---|
|
DG 1 |
Gerontology: A Multidisciplinary Perspective |
2 credits / 30 hours |
|
DG 2 |
Health and Well-being I |
2 credits / 30 hours |
|
DG 3 |
Health and Well-being II |
2 credits / 30 hours |
|
DG 4 |
Policies, Programmes and Management of Services for Older Adults |
2 credits / 30 hours |
|
DG 5 |
Developmental and Therapeutic Interventions with Older Adults & their Families |
2 credits / 30 hours |
|
DG 6 |
Collective Action, Advocacy and Networking |
2 credits / 30 hours |
|
DG 7 |
Older Adults with Special Needs |
2 credits / 30 hours |
|
DG-SC I |
Ageing and Media |
2 credits / 30 hours |
|
DG-SC II |
PIDP: Personal and Interpersonal Development of the Practitioner |
2 credits / 30 hours |
|
|
Skill workshops, Organizational Visits and Direct Field Work |
12 credits / 720 hrs |
|
|
7 Basic Courses; 2 Credited Seminar Courses |
18 credits / 900 hrs |
|
Total |
30 Credits |
|
DG 1 : GERONTOLOGY : A MULTIDISCIPLINARY PERSPECTIVE
(2 credits / 30 hours)
Introduction
This course will impart a comprehensive and holistic overview of the field of gerontology. It will explain the fundamental concepts from different disciplines such as sociology, psychology, anthropology, social work, education and economics which relate to understanding the issues of the Older Adult. The course will emphasise cognitive and attitudinal aspects of work with older adults within the human rights framework.
Learner Objectives
The student will
Course Contents
DG 2 : HEALTH AND WELLBEING I
(2 credits / 30 hours)
Introduction
This Course is to familiarise the student with the physical aspects of ageing and its consequences on the ageing individual and his/her family. Changes in body function and physical health play an important role in determining the available energy and adaptive skills of Older Adults. It is necessary to understand the nature of these changes as these are extensive at this stage of life.
Learner Objectives
The student will
Course Contents
DG 3 : HEALTH AND WELLBEING II
(2 credits / 30 hours)
Introduction
The psychosocial changes an individual experiences in the process of ageing have a strong impact on his/her overall sense of health and well-being. The way an Older Adult perceives himself/herself influences the way in which he/she regards the ageing process. The student will understand that each individual has a unique personality as also differing life circumstances and, hence, there are a variety of ways of adapting to old age.
Learner Objectives
The student will
Course Contents
DG 4 : POLICIES AND PROGRAMMES FOR OLDER ADULTS
(2 credits / 30 hours)
Introduction
This Course will expose the student to an understanding of national and international policies. Policies are ideological sources intended as a base from which to develop programmes and to set up organisational infrastructure to deliver services. Hence, the Course proceeds from giving a macro-level understanding including the political economy of ageing to teaching the principles of management of services in the public, private as well as the NGO sector.
Learner Objectives
The student will:
Course Contents
DG 5 : DEVELOPMENTAL AND THERAPEUTIC INTERVENTIONS WITH FAMILY AND OLDER ADULTS
(2 credits / 30 hours)
Introduction
This Course is specifically to look at the issues of ageing individuals in the context of their immediate life environment. Hence, the Course is for preparing students to develop appropriate skills in planning and implementing developmental and therapeutic interventions. It will equip the student with knowledge and skills to create opportunities that facilitate the experience of ageing as an enriching one.
Learner Objectives
The students will be able to:
Course Contents
(i) Lifespan Perspective on Human Development:
(ii) Therapeutic and Preventive Interventions:
Physical Issues (Physiotherapy, Yoga, Laughter Club, Respite Care, Hormone Replacement, Medicines and Exercise, Nutritional Care, Education on adoption of healthy lifestyle behaviours)
Mental Issues (Conflict Resolution, Coping with loss, Stress Management, Building Self Concept, Development of Skills in Relationship building, Assertiveness and Negotiation, early identification and appropriate referral of mental ill-health)
(iii) Skills for Working with Older Adults:
Expectations from workers in gerontology, Defining role and functions. Specific areas: health and disability, psychological aspects (work-related, self-esteem and mental health), social and cultural aspects (social roles and support, family relationships leisure, handling technology), economic security (dependency, housing, retirement and reduction in income, unorganised sector), legal and advocacy issues (legal problems, wills, rights of older people, advocacy for legal aid).
(iv) Skills for Work with Caregivers
Enabling the development of appropriate attitudes in caring for older adults (viewing older adults with dignity and worth, accepting the onset of old age and subsequent physical and mental debilitation). Education about the nature of ageing and its impact on an individual and the family unit including end of life issues. Facilitating the acquisition of skills to perform necessary roles and responsibilities for effective caregiving. Helping to acquire appropriate attributes especially patience in caring for older adults. Self care issues: respite care; readiness to institutionalise older adults when necessary; adopting measures of prevention of burnout
DG 6 : COLLECTIVE ACTION, ADVOCACY AND NETWORKING
(2 credits / 30 hours)
Introduction
This Course will focus on the dynamics of working with Groups and Communities. It will sensitize students to the need for advocacy and networking and equip them with skills for community engagement.
Learner Objectives
The student will be able to:
Course Contents
DG 7 : OLDER ADULTS WITH SPECIAL NEEDS
(2 credits / 30 hours)
Introduction
This course will address specific sections amongst the elderly who require special understanding and attention. In our country the significant groups who comprise these amongst the elderly are women, rural and tribal elderly, and victims of abuse and neglect that socially and economically deprived groups such as SCs and STs, and those living in hilly and inaccessible areas.
Learner Objectives
The student will:
Course Contents
SEMINAR COURSE (DG-SC)
Duration: 60 Hours
Weightage: 4 Credits
The Seminar Courses are designed for enabling students to integrate classroom inputs into their repertoire of knowledge and skills in a practical manner. Thus, the Seminar Courses offer a wide gamut of Experiential Learning opportunities to strengthen their competency for effective work with Older Adults. Seminar Courses have thus been proposed as follows:
|
COURSES |
CREDITS |
|
|
DG-SC I |
Ageing and Media |
2 |
|
DG-SC II |
PIDP : Personal and Interpersonal Development of the Practitioner |
2 |
DG–SC I: AGEING AND MEDIA
(2 credits / 30 hours)
Introduction
Along with the Family, School and Peers, Media is an important agent for socialisation. It has the potential to shape thoughts and impact attitudes. Also, it can mobilise people in a desired direction. This course will expand the students understanding of how Media stereotypes Older Adults and their issues. It will equip the student to appropriately use Media in breaking such stereotypes and advocate an image that portrays Older Adults as distinct and resourceful.
Learner Objectives
The student will:
Course Contents
Module I
Module II
Module III
DG–SC II : PERSONAL AND INTERPERSONAL DEVELOPMENT OF THE PRACTITIONER
(2 credits / 30 hours)
Rationale for the Course
Effective practice requires deep insight into one’s self both as a person and as a professional. It becomes vital to understand the interplay of the personal and professional selves of the individual. In order to be able to do so, a counsellor should be equipped to look into one’s self, introspect, and gain insights into one’s functioning and skills of interaction. The counsellor needs to be aware of his/her values/attitudes/prejudices related to caste, class, gender, well-being, health and disability and ways in which these influence the counselling process. This self-awareness is expected to sharpen and enhance one’s intuition and empowers the counsellor to be sensitive to one’s own strengths and needs, and, thus, be more effective in understanding that of the others. This is done in the context of the socio-cultural environment from which one comes, and influences the personal and professional self of the individual.
Helping professions, counselling mandate the use of self as a tool for building and maintaining relationships as well as bringing about change. Enhanced understanding of the self would ensure the conscious use of self in the counselling process and enable greater efficiency on the part of the practitioner.
Learner Objectives
The students will
Course Contents
Understanding the self, strengths and attributes; self-awareness; communication patterns and styles, body language, feedback, space; understanding personal style; emotional regulation and display.
Detailed Course Contents
Unit I: Self
Understanding the self-strengths, attributes review, talents, gifts, johari window. self-awareness/exploration, values, beliefs, prejudice, stereotypes. (5 hours)
Weaknesses and problem areas of the self, areas of improvement, scope for change. (5 hours)
Factors which help determine the self: family peer group, media, gender and sexuality, disability, caste, class, life experiences. (self-study)
Unit II: Communication
Patterns and styles of communication, congruence between thinking, feeling and doing. Blocks in communication. Sharpening awareness of others, active listening and responding/reflecting skills, asking questions. Body language and gestures. Control, authority, power and assertion. Negotiation. Territoriality and use of space. Using silence. Giving and receiving feedback.
Unit III: Emotions
Handling emotions of self and others, emotional intelligence, emotional display and regulation.
Unit IV: Boundaries and demarcating boundaries while working with people
Unit V: Teamwork
FIELD PRACTICUM
Introduction
Field Instruction provides an opportunity for students to integrate theory with practice. It is here that the experiential nature of the learning process comes to life as students have the opportunity to test out in ‘reality’, the relevance and applicability of knowledge, values and skills obtained in the classroom. Thus the Field Practicum enables students to undergo the complete Experiential Learning Cycle by moving from the ‘concrete act of doing’ to ‘making observations’ for ‘reflection’ and ‘developing insights’ to decide on ‘action plans’ that once again can be verified in the real world for effective practice.
Further, it offers avenues for reviewing the quality of interventions in the practice arena along with the opportunity for examining one’s own knowledge, values and competency in a practical setting.
Weightage: 12 Credits
Learner Objectives
The student will be able to:
Field Practicum consists of skill workshops, organisational visits and direct block field work.
The direct block field work process will consist of placements of students in a variety of settings as mentioned above. A continuous performance assessment of student fieldwork will take place through student recordings supervisory reports from the field supervisors. There will be a mid-placement review and feedback as well as a final evaluation of student performance guided by prescribed assessment tools. The student will have opportunities to:
Method of Evaluation
The Block Field Work will be recorded and documented in the form of recording and/or journal writing. These hours of fieldwork will be evaluated for the final grade.
As far as possible, students will be supervised by the faculty of CLL. Suitable organisations for field work have been identified and field assignments will be planned out by the Fieldwork Coordinator of the CLL and the agency personnel.
GRADING SCHEME :
A grade point of 4.0 is the minimum requirement for passing in Individual courses, including in fieldwork/ internship/research project. A minimum grade point average (GPA) of 4.0 is required for passing in a Semester. Letter Grades and corresponding qualifying descriptions and grade point range are given below.
|
Letter Grade |
Level of Performance/Competence |
Grade Point Range |
|
O |
Outstanding |
10 |
|
A+ |
Excellent |
9 |
|
A- |
Very Good |
8 |
|
B+ |
Good |
7 |
|
B |
Above Average |
6 |
|
C |
Average |
5 |
|
P |
Pass |
4 |
|
F |
Fail |
0 |
|
Ab |
Absent |
0 |
|
REMARKS IN THE SEMESTER GRADE SHEET |
|||
|
S1 |
- |
Supplementary – 1 |
|
|
S2 |
- |
Supplementary – 2 |
|
|
Re |
- |
Repeat Course / Fieldwork / Internship / Research Project |
|
|
I |
- |
Improvement Examination |
|
|
R |
- |
Re-evaluation |
|
|
M |
- |
Mandatory |
|
|
Op |
- |
Optional |
|
|
Au |
- |
Audit |
|
|
EC |
- |
Extra Credit |
|
|
SEMESTER RESULT DESCRIPTION |
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|
PP |
- |
Passed and Promoted (Passed in all courses, Fieldwork/Internship and Research Project) |
|
|
FS |
- |
Failed and allowed to keep Semester (that is, Failed in up to two courses or 4 credits) |
|
|
FR |
- |
Failed and Repeat Semester (that is, Failed in 3 or more courses or more than 4 credits) |
|
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[These rules are under review for Short Term Programmes] |
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Fee Structure:
|
COMPONENTS |
Diploma in Gerontology |
||
|
I Semester |
II Semester |
||
|
FEE |
Tuition Fee |
20,000 |
20,000 |
|
Examination Fees |
1,000 |
1,000 |
|
|
CHARGES |
Field Work / Internship / Experiential Learning Charges |
1,000 |
1,000 |
|
IT Charges |
2,000 |
2,000 |
|
|
Library Charges |
1,000 |
1,000 |
|
|
Other Charges (ID Card, Convocation & Misc.)* |
2,500 |
0 |
|
|
FUNDS |
Students' Competency Fund |
0 |
0 |
|
Lab/Studio Fund |
0 |
0 |
|
|
Development Fund |
2,500 |
2,500 |
|
|
Students' Union Fund* |
0 |
0 |
|
|
Alumni Fund* |
0 |
500 |
|
|
Health Care Fund* |
0 |
0 |
|
|
DEPOSIT |
Caution Deposit : (Refundable at the time of exit through NDC process) |
5,000 |
0 |
|
Semester wise Programme Fee |
35,000 |
28,000 |
|
|
Yearly Fees |
63,000 |
||
|
Total Programme Fee |
63,000 |
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