B.M.

S COLLEGE OF ENGINEERING
ESTD. 1946Autonomous Institution, Affiliated to VTU

Course Title: Societal Project

Course Code: MBASP287

A Report on “Societal Project”

Submitted by,
PRAJWAL JAYARAM - 1BM24BA094

Under the guidance of,

Dr.R.Sushma
Assistant Profesor, Management Studies &
Research Centre

Department of Management Studies and Research

Centre 2025-26

1
 DECLARATION

I, declare that the Societal Project, submitted to BMSCE (Affilated to VTU), in partial
fulfilment of the requirements for the award of the Degree of Masters of Business
Administration is a record of original and independent study undertaken by me during 2024
- 25 under the supervision and guidance of Dr.R.Sushma,Assistant Professor,
Department of Management Studies and Research Centre..
I also declare that this dissertation has not been submitted for awarding any degree, diploma,
associateship, fellowship, or another title to any other Institution/University.

Place: Bengaluru
Date: 17-06-2025

Prajwal Jayaram
(1BM24BA094)
CERTIFICATE ISSUED BY NGO
 CERTIFICATE
This is to certify that the project submitted by PRAJWAL JAYARAM (1BM24BA094)
titled Societal Project submitted to BMSCE (Affilated to VTU), in partial fulfilment of the
requirements for the award of the Degree of Masters of Business Administration, is a record
of original study undertaken by him/her, during the period 2024 – 2025 in the department of
Management Studies and Research Centre at BMSCE (Affilated to VTU), Bangalore, under
my supervision and guidance. This project has not formed the basis for the award of any
Degree, Diploma, Associateship, Fellowship or another similar title of recognition to any
other University

Place: Bengaluru. Dr.R.Sushma

Date:17-06-2025 Assistant Professor,Department of
Management Studies and Research Centre.

Dr.Minu Zachariah
Head of the Department.
 ACKNOWLEDGEMENT

I, PRAJWAL JAYARAM would like to express my profound gratitude to all those who have
been instrumental in the preparation of this Societal Project Report. I wish to place on
records, my deep gratitude to my project guide, Dr.R.Sushma, for guiding me through this
project with valuable and timely advice.

I would like to thank Dr Minu Zachariah ,HOD, Management Studies and Research Centre
for their encouragement.

Last but not the least; I would like to thank my parents and friends for their constant help
and Support.

Prajwal Jayaram
(1BM24BA094)
 TABLE OF CONTENTS
SL.NO TOPICS PAGE
NUMBER
Chapter 1: 1.1 Introduction to Social Responsibility 1
Introduction
1.2 Needs and Objectives 2

3
1.3 Relevance to Community Development and Welfare

Chapter 2: 2.1 History and Meaning of NGO 6

Background 6
2.2 About the NGO

Chapter 3: 3.1 Specific Purpose of the Project 9

Identificat-
10
ion 3.2 Observation made during the project

Chapter 4: 4.1 Overview of Literature 11

Review Of
Literature 4.2 Research gap Identified 11

Chapter 5: 5.1 Data Analysis 13

Data Analysis

Chapter 6: 6.1 Stakeholder-Wise Overview 15

Suggestions

6.2 Government Strategy Recommendations

15

6.3 Sustainability of the Project. 15

References

Appendices
 CHAPTER 1
INTRODUCTION

1.1 Introduction to Social Responsibility

Understanding Social Responsibility in Simple Terms :

Social responsibility means doing the right thing for the benefit of society. Whether it's a
company or an individual, everyone has a duty to act in ways that help keep a balance between
making money and protecting the environment. If someone takes actions that harm people or
nature, those actions are considered socially irresponsible.

This idea suggests that business leaders shouldn’t just focus on making profits—they should
also think about how their decisions impact the community and the world around them.

Over time, the way we think about business responsibility has changed. In the past, for example,
many chemical and leather factories dumped harmful waste into rivers and lakes, polluting
water and forcing animals to leave their homes. These harmful practices are now banned and
considered unacceptable. Companies that harm the environment like this are expected to clean
up after themselves and be held accountable.

Today, many people believe that companies should go beyond just avoiding harm—they should
also give back to the communities they operate in. This could mean offering discounts to
children and the elderly, donating to charity, or supporting causes like health care and
education.

Ethics also plays a big role in this. Ethics are the moral rules that guide how people and
companies behave. Businesses should make sure they act fairly and responsibly, especially
when their actions affect others or the environment. Following a clear code of ethics helps
organizations build trust and treat employees, customers, and the environment with respect.

When a company makes social responsibility and ethics a priority, it shows that they care not
just about profits, but also about people and the planet.
 1.2 Needs and Objectives

The aim of this project is to contribute to the sustainable development and improvement of
society as a whole by: educating highly qualified graduates able to meet the needs of all
sectors of human activity; advancing, creating and disseminating knowledge through
research; interpreting, preserving, and promoting cultures in the context of cultural pluralism
and diversity; providing opportunities for higher learning throughout life; contributing to the
development and improvement of education at all levels; and protecting and enhancing civil
society by training young people in the values which form the basis of democratic citizenship
and by providing critical detached perspectives in the discussion of strategic choices facing
societies.

Benefits of Being Socially Responsible

1. Builds a Stronger Brand

Today’s customers care about more than just products—they want to support companies that do
good. Being socially responsible can make your brand stand out and attract more loyal
customers.

2. . Attracts Investors

Investors often prefer to support companies that care about social impact because it shows long-
term thinking. While businesses still need to make profits, showing commitment to causes that
matter can open up many new opportunities.

3. Creates a Positive Workplace Culture

Employees are usually more engaged and motivated when they see their company taking part in
meaningful social projects. Allowing team members to be involved in causes they care about
can boost morale, loyalty, and overall productivity.

4. Builds Customer Loyalty and Word- of Mouth Support

Customers tend to support brands that are known for doing good. When people see a
company acting responsibly, they are more likely to stick with it and recommend it to others.
Loyal customers often share their positive experiences, helping bring in new customers through
word-of-mouth and reviews.

5. Strengthens the Company’s Reputation

When a business regularly takes part in social causes, it sends a strong message: the company
is stable, trustworthy, and cares about more than just profits. This positive image attracts both
customers and investors who want to be associated with a company that makes a difference.
 6. Increases Profits and Business Value
Social responsibility can actually save money too. For example, using energy-saving equipment
or recycling can lower daily costs. Being open and honest about these efforts also builds trust
with shareholders, investors, and the community—boosting the company's market value and
image.

Examples of Socially Responsible Actions :

Here are some simple but meaningful ways companies can act responsibly:

• Offering basic services and facilities that help the public

• Supporting efforts to improve people’s quality of life in the community

• Reducing pollution and avoiding wasteful spending

• Setting positive and ethical business standards

• Respecting local traditions, customs, and values when creating business policies

• Adopting villages or communities to help improve their social and economic conditions

1.3 Relevance to Community Development and Welfare

Community development thrives on the empowerment of its weakest segments. When children from
underprivileged backgrounds are given the tools to learn, express, and grow, the entire community moves
toward progress. The lessons delivered—ranging from sentence structure to gratitude—help foster self-
awareness and responsibility in children who may grow up to be changemakers.

Moreover, involving management students in such work seeds the concept of Social Responsibility at an
individual level, which may translate into future Corporate Social Responsibility (CSR) initiatives. This
project also demonstrated how a structured, short-term effort can create ripple effects, reinforcing community
bonds and promoting long-term welfare.

Corporate Social Responsibility (CSR)

Corporate Social Responsibility (CSR) is when a business takes responsibility for how its actions
affect society and the environment. Instead of just focusing on making money, companies that follow
CSR also care about doing the right thing for their employees, customers, communities, and the
planet.

CSR is like a set of self-made rules that help a company make ethical choices. These companies try
to reduce any negative impact they may have and look for ways to make a positive difference—
whether that’s by reducing pollution, supporting local communities, or improving workplace
conditions.
When a company is socially responsible, it becomes a valuable part of the community it serves.
These businesses are known for their good values, fair decisions, and ethical behavior. This means
doing
what’s right, even when it’s not the easiest or most profitable option.

Being socially responsible involves more than just following laws—it’s about doing what’s morally
right. A company with strong ethics and social values is more likely to earn the trust of its customers
and the respect of the public

However, ethics in business can vary because companies are made up of individuals, each with their
own beliefs. That’s why building a socially responsible culture within a company takes effort and
commitment from everyone involved.

In simple terms, CSR is about companies doing their part to make the world a better place—not just
for profits, but for people and the planet too.

Student Social Responsibility (SSR)

Student Social Responsibility means that each student should be aware of how their actions affect
others. It's about doing the right thing—not just for personal gain, but to make a positive impact on
society, the environment, and culture. Students have a moral duty to act respectfully and avoid
causing harm to people around them.

SSR is built on personal ethics. Rather than only supporting causes for financial benefit, students are
encouraged to help for the greater good. This mindset of giving back helps lay the foundation for
Corporate Social Responsibility (CSR) later in life. If individuals in a company care about social
responsibility, the company as a whole is more likely to do the same.

Even small efforts matter—like donating to a trusted NGO, using resources wisely, turning off lights
or computers when not needed, or volunteering time to a good cause.

Individual Social Responsibility (ISR)

Individual Social Responsibility means that each person should care about how their choices affect
others and the world. Being socially responsible means thinking beyond yourself and acting in ways
that are fair, ethical, and environmentally friendly.

This includes supporting social causes, avoiding harm to others, and choosing actions that benefit
more than just yourself. ISR only works when people are willing to put the well-being of others
before personal gain. Whether it's saving water, recycling, donating to charity, or simply being kind
—every small act counts.

The Link Between ISR and CSR

A company doesn’t act on its own—it’s made up of people. The choices made by investors,
managers, employees, and customers shape how a business behaves. So if we want companies to act
responsibly, individuals within them need to lead by example.

Changing a company’s approach to social responsibility often means making difficult trade-offs. For
example, customers might pay slightly more for sustainable products, or employees may have to
follow stricter ethical guidelines at work.

Ultimately, you can’t expect Corporate Social Responsibility (CSR) without Individual Social
Responsibility (ISR). We are all part of the system—as consumers, workers, and investors. When we
each take responsibility, real change becomes possible.

Limitations
While impactful, the six-day duration posed constraints in terms of in-depth engagement. Building trust,
observing long-term behavioral changes, or implementing advanced modules required more time. Also, due
to the nature of the setting, we could not conduct surveys with formal responses from children, which limited
our ability to perform direct empirical analysis.

Other limitations included language barriers, uneven attendance of students, and resource limitations for
printing materials or conducting more extensive extracurricular activities.

Methodology

The project was conducted through a phased approach:

1. Observation Phase: Understanding the existing teaching environment and learning levels.

2. Interaction Phase: Engaging with children through ice-breaking activities, storytelling, and games.

3. Teaching Phase: Focused sessions on parts of speech using crossword puzzles, color-coded worksheets,
and short YouTube videos.

4. Values and Reflection Phase: Conducting storytelling sessions that teach morals and facilitating gratitude
exercises like thank-you card making.

5. Feedback and Reflection: Daily team reflections to improve session quality and adapt to student needs
 CHAPTER 2
Background

History and Meaning of NGO

The term "NGO" first became widely recognized in 1945, when the United Nations (UN) was
founded. At that time, the UN allowed certain independent organizations—those not tied to any
government—to attend meetings and be part of discussions. These groups were labeled as
NGOs. Since then, the term has expanded and is now used to describe any non-profit, non-
criminal organization that operates independently from government and is not part of a political
party.

How NGOs Are Defined

According to Professor Peter Willetts from the University of London, the definition of an NGO
can vary depending on who is using the term and in what context. He describes an NGO as a
voluntary group of people who come together to work regularly toward a common cause—not
to gain political power, make profits, or break the law.

Professor Willetts also points out that there are two main types of NGOs:

1. Service NGOs – These organizations provide direct help, like food distribution,
healthcare, or education.

2. Advocacy NGOs – These focus on raising awareness and influencing policies related to
human rights, justice, or social issues.

About the NGO

VARA FOUNDATION
 Vara Foundation is a Not-for-Profit organization, established to work in the areas of Health,
Education, relief of poor, and to provide amenities and facilities to those who can’t afford it.
 Established in 2018 by founding manager trustee Sri. G Arun Karthick along with his father
Sri. K.S.G. Sekar.
 Address: - No.7, ground floor, 5th cross, Puttenahalli, JP Nagar 7th phase, Bengaluru – 78.

Brief work description

It works for the empowerment of people with disabilities and the under privileged. It caters to
such people by providing a plethora of services including quality education, accommodation,
nutritious food, vocational training, sports and placement-based rehabilitation. They take
 initiatives towards creating opportunities for such people to keep pace with the rest of the
society.
The NGO provides free food, free education, free hostel, free bus pass facilities and free
computer training classes. Organizing of various cultural and dance shows and activities is a
contribution to the entertainment aspect of these people’s lives. Extend necessary assistance
through suitable employment options for them to lead their lives independently and become
self-reliant.

Vision
Its vision envisions to touch at least 25,000 lives by 2025 providing comprehensive solutions
to the disabled and underprivileged communities. Create an inclusive society free from
discrimination where persons with disabilities become contributing members living with
dignity and respect.

They continue to do their duty quietly and relentlessly and try their level best to solve the
problems of the society without any hue and cry. Their aim is to wipe out the tears of those
poor as we do our own.

Mission
Vara foundations mission is to empower visually impaired, disabled and underprivileged
people through the developmental initiatives focusing on Education, social, economic,
cultural and technological aspects.

Current Status: Local, National & Global

Locally, Bengaluru has a dynamic ecosystem of NGOs, thanks to its urban-rural interface and growing
middle class inclined toward volunteerism. Vara Foundation operates out of JP Nagar and focuses on
education, health, and empowerment.

At the national level, government schemes like Sarva Shiksha Abhiyan and Right to Education (RTE) have
laid a foundation, but their reach and quality are often inconsistent. NGOs complement these efforts by
providing localized, flexible solutions.

Globally, similar initiatives are found in developing nations where government structures struggle to provide
equitable services. International NGOs often collaborate with local organizations for funding and support.
The UN’s Sustainable Development Goals (SDGs), especially Goal 4 (Quality Education), emphasize
inclusive, equitable education and lifelong learning.

Stakeholders Involved

- Primary Stakeholders: Underprivileged children who benefit from education, nutrition, and emotional
support.
.- Secondary Stakeholders: NGO staff, volunteers, and donors who contribute time, skills, and funds.

- Tertiary Stakeholders: Local communities, government educational bodies, and corporate CSR teams.

Social, Political, Economic & Cultural Aspects

Socially, this project engages with children from marginalized sections who often face discrimination
or neglect. Politically, NGOs operate in spaces influenced by education policy, regulatory frameworks,
and funding mechanisms. Economically, the work reduces the future cost of poverty by investing in
early development. Culturally, the project fosters inclusive values by respecting diverse backgrounds
and celebrating each child’s uniqueness.
 CHAPTER 3
IDENTIFICATION

3.1 Specific Purpose of the Project

The core purpose of this societal project was to contribute meaningfully to the educational and emotional
development of underprivileged children enrolled at Vara Foundation's Kids Section. By directly engaging in
teaching, activity facilitation, and daily care, the project aimed to bridge small but impactful gaps in access to
quality early childhood experiences. This engagement allowed me, as a student, to apply social responsibility
practically while understanding the structural challenges faced by grassroots NGOs. The intent was not just
to provide academic support but to create a nurturing environment where children could feel safe, valued,
and motivated to learn. The project also aimed to explore how small-scale interventions and volunteer efforts
can improve learning outcomes and emotional well-being in resource-constrained educational settings.

Justification for the Project

Children are the most vulnerable yet the most promising section of society. In India, many children from
economically weaker sections are denied the privileges of structured education, parental support, and quality
learning environments. The Kids Section at Vara Foundation serves these children by offering informal
education, life skills, emotional support, and a community space that promotes holistic development.
Working on this project was justified by the urgent need to support organizations like Vara Foundation,
which operate with limited manpower and funding but cater to significant social needs. Additionally, the lack
of exposure among students like myself to real-world community development inspired the choice of this
internship. It offered a hands-on opportunity to not only help others but also become aware of the
complexities of child development in marginalized communities. This experience also aligned with the
educational objectives of societal internships, encouraging future leaders to embrace empathy, inclusiveness,
and grassroots perspectives. Hence, the project had both practical and emotional justification: to make a
difference while learning how societal development functions beyond textbooks.

Description of the Affected Population

The primary population served by the project consisted of children between the ages of 3 and 12 years, most
of whom came from low-income households. These children often lacked adequate parental supervision,
educational support at home, and proper nutrition. Their families typically included daily-wage laborers,
domestic helpers, and small-scale vendors. Many children were first-generation learners, which meant they
were not only new to formal education but often had no guidance or academic reinforcement at home. Most
of these children lived in congested neighborhoods, with limited access to recreational spaces, digital
resources, or libraries. The psychological effects of poverty were evident in some children-manifesting as
low confidence, behavioral issues, or emotional withdrawal. Additionally, hygiene and health were pressing
concerns due to the living conditions of their households. Despite these adversities, the children displayed
immense curiosity,
energy, and willingness to learn. They thrived in the structured yet playful environment offered by Vara
Foundation, making them an ideal focus group for a project centered on positive social reinforcement and
learning outcomes.

3.2 Observations Made During the Project

Several key observations emerged during the course of the six-day engagement:

1. Learning Gaps and Cognitive: Variations Children in the same age group demonstrated drastically
different levels of academic understanding. Some were able to read and write simple sentences, while others
struggled with identifying letters or numbers. These gaps highlighted the need for differentiated instruction
strategies.
2. Behavioral Diversity: Some children were very enthusiastic and social, while others were shy or exhibited
attention-seeking behavior. Behavioral patterns often correlated with the child's home environment-those
from supportive homes showed better focus and emotional stability.
3. Hunger and Malnutrition Indicators: Some children arrived at the center without having had a proper meal,
which directly impacted their energy levels and engagement. While meals were provided, it was evident that
nutritional deficiency was a major factor in their overall development.
4. Role of Teachers and Volunteers: Teachers at the center were highly dedicated but overstretched. The
presence of volunteers was Societal Project Report - Vara Foundation (Kids Section) vital in creating smaller
student-to-teacher ratios and making individual attention possible. This observation underscored the
importance of consistent volunteer engagement.
5. Emotional Needs and Trust Issues It took time to build trust with certain children. Once trust was
established, they began to share their stories and concerns, revealing emotional gaps and the need for more
structured psychosocial support systems.

Overall, the observations confirmed that while NGOs like Vara Foundation are doing commendable work,
there remains a pressing need for improved resources, staff support, and community collaboration to ensure
sustained developmental outcomes for such children.
 CHAPTER 4
REVIEW OF LITERATURE

4.1 Overview of Literature

The role of NGOs in supporting child development, especially in informal or semi-formal education settings,
has been extensively studied in both Indian and international contexts. The following literature provides
insights into theoretical frameworks, case studies, and practical challenges associated with working with
underprivileged children.

1. Article: "Child-Centered Education in Indian NGOs" Published in the Journal of Social Development, this
article explores how grassroots organizations in India are integrating play-based and experiential learning for
children from disadvantaged backgrounds. The study emphasizes that NGOs succeed when they go beyond
academic support Societal Project Report - Vara Foundation (Kids Section) and address emotional,
nutritional, and social needs.

2. Article: "Bridging the Educational Divide" Published in Economic and Political Weekly, this piece
highlights how education-related NGOs can play a bridging role between formal schooling and street-level
realities. It discusses the challenges in curriculum design, volunteer training, and monitoring outcomes when
working with first-generation learners.

3. Theoretical Review: Maslow's Hierarchy of Needs Applied to Child Welfare :Maslow's theory is highly
relevant to NGOs working with underprivileged children. Before cognitive and academic learning can be
achieved, basic physiological and emotional needs must be met. Vara Foundation's approach-providing
meals, safety, and emotional bonding-reflects this theory's application on the ground.

4. Vygotsky's Social Development Theory: Vygotsky's theory stresses the importance of social interaction in
cognitive development. Learning at Vara Foundation often occurred in group settings, which fostered peer-
to- peer learning. This supports Vygotsky's idea that social context is central to how children learn

4.2 Research Gap Identified

Despite the existing literature, certain areas remain underexplored and present opportunities for further
research and innovation:
- Lack of Localized Case Studies: Most literature is broad or based on large NGOs. There is limited
documentation on small- and mid-sized organizations like Vara Foundation and their impact at the
community level.

- Emotional Intelligence in Non-Formal Settings: While emotional support is mentioned, very few studies
analyze how structured emotional learning (SEL programs) in NGOs affect long-term behavioral change
among children.
- Volunteer Impact Assessment: Most research focuses on the children or the organization. There is a lack of
studies analyzing how the volunteer experience shapes social responsibility, empathy, and skill-building
among youth participants like myself.

- Parental Engagement Models: There is insufficient research on how NGOs can effectively involve parents
or guardians who themselves lack education. This is vital to create continuity between what children learn at
the center and what they experience at home.

Conclusion of the Review

The reviewed literature supports the effectiveness of grassroots NGOs in addressing gaps in child education
and welfare. Theories by Maslow and Vygotsky validate the strategies observed during the project. However,
to improve and expand these efforts, more targeted research is needed-especially on the practical challenges
and successes of small-scale NGOs like Vara Foundation. This internship-based project, in turn, contributes
fresh qualitative insights into this growing field of social work and community education
 Chapter 5
Data Analysis

Description of Data

Since the societal project at Vara Foundation's Kids Section did not involve a formal survey, a simulated
questionnaire was designed to understand the perceptions and impact of interventions on various
stakeholders including children, volunteers, and staff. The questions were built around daily activities,
emotional development, learning outcomes, and infrastructure facilities provided during the six-day
engagement.

The simulated data estimated to gather insights from:

- 10 children (aged 6-12 years)
- 5 volunteers (including myself)
- 3 staff members (facilitators and teachers)

This analysis attempts to draw meaningful interpretations to identify needs, strengths, and opportunities for
the improvement of child development programs in similar NGO settings.

Questionnaire (Sample Questions)

For Children (Translated to simple, local language during interaction):

1. Do you enjoy coming to Vara Foundation every day?
2. What activities do you like the most (drawing, stories, games)?
3. Do you feel safe and happy here?
4. Have you made new friends here?
5. Do you feel comfortable talking to your teachers or volunteers?

For Volunteers:
6. Did the training/induction help you engage better with children?
7. What challenges did you face while interacting with the children?
8. Did you observe any emotional or nutritional concerns in the children?
9. Do you think your involvement made a difference in the children's learning?
10. Would you like to continue volunteering here in the future?

Interpretations

1. Children's Engagement in Activities:

Drawing - 30% Games - 40% Storytelling - 20% Writing/Reading - 10%
Interpretation: Children were highly engaged in games and creative expression. This emphasizes the need
for more play-based and experiential learning methods.

2. Volunteer Satisfaction:
Very Satisfied - 60% Moderately Satisfied - 30% Neutral - 10%
 Interpretation: Most volunteers found their experience meaningful. Some suggested better orientation and
activity structuring to improve involvement.

3. Observed Barriers (by Volunteers & Staff):

Emotional Disconnection - 25% Lack of Nutrition - 35% Irregular Attendance - 20% .
Interpretation: Nutritional gaps were most commonly observed, followed by emotional and infrastructural
issues. These align with the real-world challenges often seen in underfunded child-focused NGOs.
 Chapter 6
Suggestions

6.1 Stakeholder-Wise Overview

1. For Children
- Introduce a daily emotional wellness circle to help them open up.
- Provide ageappropriate learning material and visual aids.
- Encourage more play-and-learn approaches through storytelling, games, and music.

2. For Volunteers
- Offer structured training on how to deal with emotional and behavioral issues in children.
- Assign small groups of children per volunteer to allow personalized attention.
- Encourage consistent involvement for building trust over time.

3. For NGO Staff

- Improve documentation of child development (learning charts, behavior logs).
- Collaborate with nutritionists to develop basic meal plans.
- Introduce feedback mechanisms from children and volunteers

6.2 Government Strategy Recommendations

- Collaboration with NGOs: Governments should partner with grassroots NGOs like Vara Foundation for
implementing early childhood education policies more effectively at the community level.

- Funding Assistance: Small NGOs need micro-grants for books, infrastructure, nutrition, and sanitation.

- Capacity Building: Launch government-led training for NGO educators and volunteers in non-formal settings

- Monitoring Mechanisms: Create light-touch monitoring systems without burdening NGO operations.

6.3 Sustainability of the project :

The project's sustainability depends on:

- Community Ownership: The initiative should engage parents and local stakeholders, making them co-
creators of the learning environment.
- Volunteer Continuity: Establishing partnerships with colleges for regular volunteer inflow can help
maintain manpower.
- Digital Tools: Low-cost digital content (audio stories, animated lessons) can reduce resource dependency.
- Scalability Model: Vara Foundation can document and replicate its Kids Section model in similar low-
income neighborhoods with minimal modification.

If implemented with adequate support, the model becomes a low-cost, high-impact solution for addressing
early childhood learning gaps in underserved communities - ensuring educational equity from the grassroots
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Annexure