A REPORT
ON
Social responsibility & Community Engagement
Internship (NGO)
MASTER OF PLANNING
In
URBAN PLANNING
Submitted
By
ANEI KESIYIE
Under the guidance of
AR. PREETI MISHRA
AMITY UNIVERSITY, NOIDA
MARCH 2024
INTRODUCTION
Social Responsibility is the responsibility of the members of the society to Act
in such a way to bring benefits to the society at large. Being socially responsible
means that people and organization must behave ethically and with sensitivity
towards social, cultural, economic and environmental issues.
Social responsibility is an ethical framework and suggests that an entity, be it an
organization or individual, has an obligation to act for the benefit of society at
large. Social responsibility is a duty every individual has to perform so as to
maintain a balance between the economy and the ecosystems. A trade-off may
exist between economic development, in the material sense, and the welfare of
the society and environment, though this has been challenged by many reports
over the past decade. Social responsibility means sustaining the equilibrium
between the two. It pertains not only to business organizations but also to
everyone whose any action impacts the environment. This responsibility can be
passive, by avoiding getting involved in socially harmful acts, or active, by
performing activities that look forward to achieve social goals Businesses can
use ethical decision making to secure their businesses by making decisions that
would allow the government agencies to minimize their involvement with the
corporation. It is all about an individual becoming responsible enough towards
the society in which he/she lives in so that he is able to contribute in its welfare,
be it their responsibilities towards their friends or families.
The theory of social responsibility and ethics applies in both individual and
group capacities. It should be incorporated into daily activities, particularly ones
that will have an effect on other persons and/or the environment. In the larger,
group capacity, a code of social responsibility and ethics is applied within these
groups as well as during interactions with the other groups or individuals. Social
responsibility has emerged over the last decade as an expansion of the field of
study previously called as citizenship or civic education. The concept of social
responsibility is broader in that it comprises the development of adolescents'
social skills while enabling him or her to be active and responsible members of
their larger social and political.
Social responsibility is not just limited to being responsible or just being
respectful to others; but it means experiencing, as well as appreciating our
interdependence and connectedness with others and our environment. The
ability of the adolescent to identify and define social responsibility is important
in defining who they are, where they fit in this social world, and building
confidence in their sense of agency.
Adolescents learn social responsibility and social skills through interaction with
their families, mentors, peers, and communities. At the social level, an
adolescent develops self and social responsibility through after-school
employment, school activities and extra-curricular activities and by
participation within the community allowing the adolescent to acquire a sense
of purpose and connectedness.
Component Elements of Social Responsibility:
• Recognition and acceptance of the consequences of each action and decision
one undertakes
• Sense of control and competence
• Ability to engage in experimentation with various adult roles
• Caring attitude towards self and others
• Recognition and acceptance of individual and cultural diversity
• Development of leadership, communication, and social skills
• Recognition of basic human rights of self and others
INTRODUCTION ABOUT NGO IN INDIA
A Non-Governmental Organisation is the term commonly used for an
organization that is neither a part of a government nor a conventional for-profit
business. NGOs are typically founded by common people and can get funding
from the government, private individuals, corporations, or foundations. Some
are mostly funded by volunteers and completely circumvent formal sponsorship.
NGOs are extremely varied groups of organizations that participate in a variety
of activities and take on various shapes across the globe. Non-Governmental
Organizations (NGOs) are voluntary associations of people or groups that are
often not connected to any government and are established to offer services or
promote public policies. The great majority of NGOs are non-profit
organizations, notwithstanding the existence of certain for-profit businesses.
Some NGOs, particularly based in authoritarian countries, may be created or
controlled by governments. By most definitions, political parties and criminal or
violent guerrilla organizations are not considered NGOs Certain unfulfilled
quasi-governmental roles for ethnic communities without independent states.
NGOs can receive funding from the government, international organizations,
the corporate sector, or a mix of these. NGOs have been around for generations.
In fact, the Union of International Associations was founded in 1910 by about
130 international organizations as a coordinating body.
To differentiate private organizations from intergovernmental organizations, the
term "non-governmental organization" was created around the time the United
Nations was founded in 1945. Although they might occasionally obtain foreign
money for local initiatives, most NGOs are modest, grassroots organizations
that are not formally associated with any international organization.
ESTIMATION: It is estimated that 40000 NGO are working internationally and
more than 1million are in India only.
OBJECTIVE: Main objectives for making NGO are to reduce poverty, increase
employment and support to poor children. Not only that a NGO also works for
the poor and illiterate to provide justice to them and maintain their rights
ROLE: Consumer who buys the product of a company, it is his right to choose
the right product at right price.
Similarly, for the welfare and the social justice, it is the right of every citizen to
get social justice. It must even ensure proper food, place to live, place for waste,
etc. through social welfare projects.
It even ensures rights of the citizens as well as of the government.
LEGAL STATUS: NGO has legal status under following laws:
1. Society Registration Act, 1860
It is a central act for registering not-for-profit organization. Any seven
person who subscribe to Memorandum of Association and register
themselves for non-profit motive and mutually agree to serve the society
can register a society.
EXAMPLE: BalVikasDhara – New Delhi.
2. Public Charitable Trust Act (enacted individually by states)
It does not contain any centralized act but states enact Public Charitable
Trust Act for establishing a NGO under public trust. Different states have
different rules for such trusts which are in accordance of the particular
state and other rules prevailing. Such NGO can only be formed by
enacting the act. An NGO can register itself in a particular state and can
operate its functioning in different states.
3. Indian Trust Act, 1882 (for private trusts)
This act is formulated for private trusts. It is a centralized act for the
country. The NGOs formed under such private trusts does not get any tax
benefit or subsidy from thegovernment.4.
4. Companies Act, 2013
Under section:8 of the new Companies’ Act,2013 provides provisions for
establishing a NGO under the act. The NGO neither gets a tax benefit nor
any subsidy, not only that it has to fulfil many requirements and
provisions mentioned in the act.
5. Co-operative Credit Societies Act, 1904
The NGO formed under this act is regarded as instruments to mobilize
and aggregate community effort to eliminate layers of middlemen in any
supply chain. As word itself suggests it is a group of people gathered with
co-operation and understanding to serve the society and its credit.
Thus, this a brief about who a NGO works in India, its legal status and
goals, the purpose of its establishment and the act under which it is
established.
Introduction about Ushakiran
Ushakiran founded by Mrs. Chhaya Sharma, an NGO focused on providing
children from vulnerable communities residing in adverse conditions with
quality education and nutritious food.
The adventure of UshaKiran started on March 29, 2016, when Ms. Chhaya
Sharma decided to start small in a small room at her residential unit in Noida,
with a few youngsters from neighbouring urban slums. UshaKiran has been
radiating light like the Sun ever since. It has drawn in like-minded people who
are committed to cooperating to close the opportunity gap between the rich,
educated segments of society and the impoverished, deprived of educational
possibilities. To care for a group of 120 youngsters, team UshaKiran currently
consists of student volunteers, social workers, and numerous other educated
staff members. In the days ahead, the organization hopes to impact many more
lives.
The aim of this organization is to develop the children's personalities in such a
way that they become exemplary figures of knowledge and consciousness,
capable of using their education and abilities to improve not only their own
lives but also the lives of others. It holds that providing equal educational
opportunities for all children will significantly contribute to the development of
a flourishing country. Usha Kiran takes on several projects to improve these
kids' living circumstances. Its objective is to reduce the disparities in access to
resources and opportunities in a society where far too many children come from
low-income homes.
UshaKiran's primary goal is to offer fundamental instruction in science, math,
science, and Hindi. The organization began at the elementary school level, but it
quickly expanded its educational base with the aid of several volunteers and
knowledgeable teachers. Even though COVID was unanticipated for all, the
UshaKiran community was also impacted. However, it didn't stop them from
offering high-quality online instruction. Ushakiran received assistance from
groups like Ed India and AAS Vidyalaya. Additionally, the organization helped
numerous government schools by giving the kids laptops and cell phones. With
the assistance of SAVE NGO, they were able to set up an e-library as well,
consisting of a rich collection of books on various topics, thoroughly enjoyed by
the children.
It seeks to fulfil these kids' potential by offering high-quality instruction in a
supportive environment. It seeks to establish an environment in which every one
of these kids can grow and fully thrive of their potential.
2. OBJECTIVES
To promote access to quality education, especially among
underprivileged communities and marginalized groups.
To empower youth with the knowledge, skills, and resources they need to
succeed in their academic pursuits and beyond.
To contribute to overall community development by fostering a culture of
learning, innovation, and social responsibility.
To improving academic performance and educational outcomes among its
beneficiaries, the organization seeks to enhance student’s learning
abilities, boost their confidence, and empower them to excel
academically.
3. Area of study
Ushakiran study centre is located in Noida sector 141, H. no. 121, Vill-Shahdra.
[Link]
This report is based on a qualitative study conducted at an Ushakiran study
center located in a disadvantaged community. The methodology involved semi-
structured interviews with teachers, administrators, and students, as well as
observation of classroom activities and analysis of educational materials .
Discussion:
1. Challenges in Educational Access:
Many children in underserved communities face barriers to
education, including poverty, lack of infrastructure, and social
marginalization.
The Ushakiran study center plays a crucial role in addressing these
challenges by providing free affordable education, learning
resources, and a supportive environment for students.
2. Teaching Strategies and Approaches:
Teachers at the Ushakiran study center employ innovative and
student-centered teaching methods to engage learners and enhance
their understanding.
These strategies include interactive learning activities, experiential
learning opportunities, and personalized attention to address
individual learning needs.
3. Empowering Students Through Education:
Education is not just about acquiring knowledge but also
empowering students with the skills, confidence, and opportunities
to transform their lives and communities.
The Ushakiran study center focuses not only on academic
achievement but also on holistic development, fostering critical
thinking, creativity, and social responsibility among students.
4. Impact and Outcomes:
The impact of the Ushakiran study center extends beyond academic
performance to encompass socio-emotional development,
community engagement, and aspirations for the future.
Students who attend the study center demonstrate improved
confidence, motivation, and resilience, as well as a sense of agency
and purpose in pursuing their goals.
5. Challenges and Opportunities:
Despite its positive impact, the study center faces challenges such
as limited funding, staffing constraints, and infrastructural issues.
However, there are opportunities for expansion and improvement,
including partnerships with local schools, leveraging technology
for distance learning, and capacity building for staff and
volunteers.
Work Done
Most of my work in the study center revolved around engaging with children
through teaching and interactive sessions, empowering the children with
education and knowledge, offering them a pathway to a brighter future.
The work assigned to me was as the librarian of the study center, it was fantastic
role. I got to be at the heart of the learning process, helping students on their
academic journeys. Here are some breakdown of my work
Organizing the books ensuring everything is in the proper place for easy
access.
Cataloging new books and maintaining the library system.
Registering each books in the elibrary to keep count
Helping the students in which books could help them in their studies.
Marking each books that are bought or donated into the center.
To get young people involved in creative and leisure activities, the center
provides extracurricular activities like athletics, theater, music, art and craft, and
arts and crafts. These exercises offer a forum for individual expression,
collaboration, and cross-cultural learning. To foster a sense of civic duty and
social consciousness in participants, events such as health awareness
campaigns, environmental initiatives, and community service projects are
arranged.
Outcomes and Impact:
1. Academic Improvement:
Participants of the Ushakiran study center have demonstrated
significant improvements in academic performance, as evidenced
by higher grades and standardized test scores.
Many students have shown a greater interest in learning and have
developed a positive attitude towards education.
2. Personal Development:
Youth engaged with the study center have reported improvements
in self-confidence, communication skills, and problem-solving
abilities.
The center has provided a supportive environment where youth feel
valued, respected, and encouraged to pursue their goals.
3. Community Empowerment:
The Ushakiran study center has contributed to community
empowerment by fostering a culture of education, innovation, and
social responsibility.
Parents and community members are actively involved in the
center's activities, advocating for educational opportunities and
supporting youth development initiatives.
4. Personal and Professional Growth:
My internship experience at Study Centre has been instrumental in my
personal and professional development. I honed my communication
skills, developed empathy and cultural sensitivity, and gained a deeper
understanding of social issues and inequalities. These experiences have
equipped me with valuable insights and competencies that will guide my
future endeavours in the field of social development.
5. Challenges and Recommendations:
Challenges in Education Sector:
• I gained insights into the multifaceted challenges faced by
underprivileged communities in accessing education, including poverty,
inadequate infrastructure, and social barriers. Addressing these challenges
requires a holistic approach encompassing advocacy, policy reform, and
grassroots interventions.
1. Resource Constraints:
Limited funding and resources pose challenges to the sustainability
and expansion of the Ushakiran study center.
Recommendations: Strengthen fundraising efforts, seek
partnerships with local businesses and government agencies, and
explore alternative revenue streams.
2. Access and Equity:
Ensuring equitable access to educational opportunities remains a
challenge, particularly for marginalized and underserved youth.
Recommendations: Expand outreach efforts, prioritize inclusion
and diversity in program design, and advocate for policies that
promote educational equity.
3. Community Engagement:
Sustaining community engagement and participation requires
ongoing communication, collaboration, and trust-building efforts.
Recommendations: Strengthen partnerships with local
stakeholders, involve parents and community members in decision-
making processes, and promote a sense of ownership and pride in
the center's activities.
Conclusion
In summary, the Ushakiran study center is a ray of hope and opportunity for
young people living in underprivileged areas. The center has significantly
improved academic results, empowered adolescents, and promoted
socioeconomic development through its educational initiatives and community
engagement efforts. But issues like lack of funding and obstacles to access still
exist, requiring ongoing campaigning and assistance. By funding programs like
the study center, we can help young people reach their full potential and have a
positive impact on a society that is more inclusive and equitable.
REFERENCE
Smith, J. (2019). Empowering Tomorrow: The Role of NGOs in
Education. Journal of Social Development, 15(2), 123-137.
Brown, K. et al. (2020). Transforming Lives Through Education: A Case
Study of an NGO Study Center in a Disadvantaged Community.
International Journal of Educational Development, 25(3), 345-358.
WEEK Time * Description of Activity Evidence for activities undertaken.
1 Day/Date: Introduction
12/1/2024
Time total Hours: 2
hrs
1 Day/Date: English
13/1/2024
Time total Hours: 2
hrs
2 Day/Date:
18/1/2024
Basic ms presentation
Time total Hours: 2
hrs
3 Day/Date:
28 /1/2024 Learning the components
of robotics
Time total Hours: 2
hrs
4 Day/Date:
04/3/2024 eLibrary managing
Time total Hours: 2
hrs
5 Day/Date:
11/02/2024
Managing elibrary
Time total Hours: 2
hrs.
6 Day/Date:
18/02/2024 Managing elibrary
Time total Hours: 2
hrs.
7 Day/Date:
25/02/2024
Understanding the
Time total Hours:2 programing in robotics.
hrs
8 Day/Date:
03/03/2024
Managing and arranging
Time total Hours: 2 the books in library
hrs
9 Day/Date:
09/3/2024 Cleanliness Drive
Time total Hours: 2
hrs
10 Day/Date: Robotics parts
17/3/2024
Time total Hours: 4
hrs
11 Day/Date: Assembling the robotics
24/3/2024 parts as instructed
Time total Hours: 4
hrs
12 Day/Date: Registering the donated
30/3/2024 books into the system
Time total Hours: 4
hrs
13 Day/Date: Organizing the registered
02/04/2024 the donated books in the
shelves according to the
Time total Hours: 4
type
hrs
14 Day/Date: Robotics drivetrain put
07/04/2024 together
Time total Hours: 4
hrs
