Service Learning Project Report

“Bridging Hearts and Minds: Learning Through Service”

submitted in partial fulfillment of the requirements for the Degree of

BCOM (International Accountancy and Finance)

CHRIST (Deemed to be University), Bangalore Central Campus

Submitted By

Mr. Arif Manzoor Mr. Shakeeb Soofi Mohammed Mr. Orrhymn Rinso
2422010 2422060 2422042

Under the Guidance of

Dr. Priya J
Department of Professional Studies

Academic Year 2024-25

1
 DECLARATION

Us, Mr. Arif Manzoor, Mr. Shakeeb Soofi Mohammed, Mr. Orrhymn Rinso Kundukulam,
hereby declare that this Service Learning Study is undertaken under the guidance of Priya J,,
Department of Professional Studies, CHRIST (Deemed to be University), Bangalore Central
Campus.

We further declare that this has not previously formed the basis of the award of any
degree, diploma or other similar title of recognition.

Place: Bangalore
Date: 17-03-2025

2
 CERTIFICATE BY GUIDE

This is to certify that this Service Learning Project Report on “ “Bridging Hearts and Minds:
Learning Through Service” submitted to CHRIST (Deemed to be University), Bangalore Central
Campus in partial fulfilment for the requirement of BACHELOR OF COMMERCE
(PROFESSIONAL), is an original and independent work carried out by Arif Manzoor
(2422010), Shakeeb Soofi Mohammed (2422060), Orrhymn Rinso Kundukulam (2422042)
under my guidance and supervision.

This has not previously formed the basis of the award of any degree, diploma or
other similar title of recognition.

Place: BANGALORE
Date: 17-03-2025
Dr.. Priya J

3
 ACKNOWLEDGEMENT

We would like to express our sincere gratitude to all those who made our service project titled
“Bridging Hearts and Minds: Learning Through Service”, a collaboration between CHRIST
(Deemed to be University) and ACT OF LOVE a resounding success.

Firstly, I thank the Department of Professional Studies, for their unwavering support in
approving this project and providing us with the necessary resources to make it happen. We are
grateful to our teacher, Priya J, for their guidance, encouragement, and expertise throughout the
project.

Our deepest appreciation goes to SNEHA JYOTHI ORPHANAGE for their immense support
they provided for us to carry out the program into a great success. Their partnership was
invaluable in providing us with direction, expertise, and a clear understanding of the needs we
aimed to address.

Finally, a big thank you to our fellow students who participated with enthusiasm and dedication.
Their teamwork, creativity, and commitment were instrumental in achieving our project goals.
This project would not have been possible without the collective effort and support of each and
every one mentioned above. We are incredibly grateful for the opportunity to learn, grow, and
make a difference in our community.

Arif Manzoor
2422010

Shakeeb Soofi Mohammed

2422060

Orrhymn Rinso
2422042

4
 ABSTRACT OF THE PROJECT

Bridging Hearts and Minds: Learning Through Service

This service-learning project, "Bridging Hearts and Minds: Learning Through Service," was
designed to bring education and encouragement to the children at Sneha Jyothi Orphanage.
Many of these children face challenges like language barriers, low confidence, and limited
access to learning resources. Our goal was to make learning fun and meaningful by using
storytelling, role-playing, and games to teach them basic English and math. Over three
interactive sessions, we worked to boost their confidence, improve their communication skills,
and create a supportive learning environment. More than just an educational initiative, this
project was about connection—helping the children feel seen, heard, and capable. By the end of
our time together, they weren’t just learning new skills; they were gaining the confidence to use
them, and we, in turn, learned the power of patience, empathy, and service.

5
 TABLE OF CONTENTS

[Link] Contents Page

number
1 Chapter 1: Unveiling the Challenge and Defining the 7
Service
2 Chapter 2: Goal Statement 10
3 Chapter 3: Project Objectives 12
4 Chapter 4: Project Steps and Timeline 15
5 Chapter 5: Challenges 19
6 Chapter 6: Collaborations 22
7 Chapter 7: Budget 25
8 Chapter 8: Impact Assessment 27
9 Chapter 9: Adherence to UN SDGs 31
10 Chapter 10: Learning outcomes 24
11 Chapter 11: Photographs 40
12 Chapter 12 : Conclusion 43

6
 CHAPTER 1
UNVEILING THE CHALLENGE AND THE
DEFINING THE SERVICE

7
Introduction

For our service-learning project, our team had the privilege of working with the children at
Sneha Jyothi Children’s Orphanage, a home dedicated to providing shelter, education, and care
to orphaned and underprivileged children. These children come from diverse backgrounds, many
of whom have limited access to quality education and basic life skills, particularly in English
language proficiency and fundamental mathematics. The lack of these essential skills can
significantly limit their future opportunities, hindering both their personal growth and
professional development.

During our preliminary assessment, we identified that limited exposure to foundational subjects
—especially English and mathematics—posed a significant challenge to the children’s academic
progress. Additionally, language barriers and low confidence levels restricted their ability to
communicate effectively and perform well in their studies. Many of the children lacked the
ability to form simple sentences in English, perform basic arithmetic operations, and express
themselves confidently in a learning environment.

To address these challenges, our team designed an interactive and engaging learning program
that spanned three days and eight hours of instructional time. Instead of relying on traditional
teaching methods, we incorporated entertainment-based learning to make the experience both
effective and enjoyable. Our teaching methods included:

● Singing and Dancing: Using songs to teach pronunciation and sentence structures.
● Storytelling and Role-Playing: Encouraging the children to participate in interactive
storytelling to improve their listening and speaking skills.
● Games and Hands-on Activities: Making learning fun through word games, spelling bees,
number games, and problem-solving exercises.
● Group Work and Personalized Attention: Dividing the children based on their learning
levels to ensure no one was left behind.
● Multilingual Support: Using Kannada, Hindi, and Tamil translations where needed to
help children grasp concepts better.

Through these activities, we successfully enhanced the children’s English vocabulary, basic math
skills, and writing abilities, while also boosting their confidence in communication. We observed
notable progress in their ability to form simple sentences, participate in conversations, and solve
basic arithmetic problems. More importantly, they overcame their fear of making mistakes,
learned to interact confidently, and developed a sense of joy and accomplishment in their
learning journey.

8
Additionally, our engagement with the children at Sneha Jyothi Orphanage reinforced key
personal and professional skills for us as volunteers, including teamwork, adaptability, problem-
solving, and empathy. The experience highlighted the importance of social responsibility and the
role of education in breaking barriers and reducing inequalities—values that align with the
United Nations Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4)
and Reduced Inequalities (SDG 10).

Ultimately, our service-learning project was not just about teaching academic subjects—it was
about fostering hope, confidence, and a love for learning in these children. It was a
transformative experience, both for them and for us. By combining education with creativity and
compassion, we were able to make a meaningful difference in their lives while gaining valuable
lessons in leadership, social engagement, and community impact. The project reaffirmed our
belief that small efforts, when made with sincerity, can create lasting positive change in the lives
of those who need it most.

9
 CHAPTER 2
GOAL STATEMENT

10
GOALS:

1. Enhancing Educational Opportunities for Underprivileged Children

The primary goal of this service-learning project was to provide the children at Sneha Jyothi
Orphanage with access to basic education in English and Mathematics, which are essential skills
for their academic and personal growth. Many of these children come from backgrounds where
educational resources are limited, and they often face challenges such as language barriers, low
confidence, and a lack of structured learning. By implementing interactive teaching methods
such as storytelling, role-playing, and educational games, we aimed to create a supportive and
engaging learning environment. Our focus was on helping them build a strong foundation in
reading, writing, and basic arithmetic while making the process enjoyable and meaningful.
Beyond just academics, our initiative sought to instill a lifelong love for learning by showing the
children that education can be both fun and rewarding.

2. Fostering Confidence, Communication, and Social Development

In addition to academic support, this project aimed to boost the confidence and communication
skills of the children by encouraging active participation and social interaction. Many of the
children were initially hesitant to speak in English or express their thoughts due to fear of
making mistakes. Through structured activities that promoted teamwork, discussions, and
creative expression, we worked to create a safe space where they felt comfortable learning and
trying new things. By engaging in group-based learning, games, and hands-on exercises, we
encouraged them to collaborate, support one another, and develop essential social skills. The
ultimate goal was to empower these children with the confidence to communicate effectively,
express themselves freely, and develop a positive self-image that would help them in their future
academic and social endeavors.

11
 CHAPTER 3
PROJECT OBJECTIVES

12
OBJECTIVES:

1. Understand What Kids Need :

Start by identifying the specific learning gaps before planning lessons, so every child gets the
right support.

2. Use Fun and Engaging Materials :

Prepare worksheets, flashcards, and interactive tools that are easy for kids aged 6-10 to
understand and enjoy.

3 .Set Clear Learning Goals :

Break lessons into small, achievable milestones, like learning the alphabet in one session and
forming sentences in another.

[Link] in Both English and Kannada :

Use Kannada explanations where needed to help children grasp concepts without feeling lost.

5. Assess Learning in a Fun Way :

Check progress through spelling bees, sentence-making games, and simple math quizzes instead
of formal tests.

6. Make Every Child Feel Included :

Create a welcoming environment where all kids, no matter their skill level, feel encouraged to
participate.

7. Bring Learning to Life with Play :

Use storytelling, songs, and games to make lessons fun and engaging.

8. Ensure Volunteers Have Clear Roles :

Assign specific tasks to each team member to keep teaching sessions organized and efficient.

13
9. Focus on Hands-On Learning :
Get kids involved in practical activities like writing exercises, pronunciation practice, and group
discussions.

10. Encourage Kids to Learn from Each Other :

Promote teamwork by pairing children up or organizing small group activities.

11. Listen to Feedback :

Have informal chats with kids and caregivers after each session to find out what’s working and
what can be improved.

12. Adjust Teaching Methods When Needed :

Stay flexible and change strategies if certain activities aren’t engaging the children effectively.

13. Keep Track of Progress :

Maintain simple records of each child's improvement to guide future lessons and teaching
approaches.

14. Support Learning Beyond the Classroom :

Provide caregivers with basic materials and guidance so kids can continue learning at home.

14
 CHAPTER 4
PROJECT STEPS AND TIMELINE

Phase 1: Research & Organization Selection (January 10 - January 20, 2025)

15
January 22 - 24, 2025: Initial Brainstorming and Team Formation

● Our team of three members (Arif Manzoor, Shakeeb Soofi Mohammed, and Orrhymn
Rinso) met to discuss the project requirements and our collective interests.
● We explored different service-learning project ideas, considering education, healthcare,
and community welfare.
● After discussion, we decided to focus on education—particularly on improving English
and Math skills for children from underprivileged backgrounds.

January 25 - 27, 2025: Researching Potential Organizations

● We started researching NGOs, orphanages, and community centers in and around

Bangalore that would align with our project vision.
● Criteria for selection included:
○ Need for educational support
○ Accessibility and feasibility of working with children
○ Willingness of the organization to collaborate within our timeframe
● We compiled a list of five potential organizations that met our criteria.

January 29 - 31 2025: Shortlisting Organizations & Reaching Out

● We contacted the shortlisted organizations via email and phone calls, explaining our
intent and requesting a collaboration.
● Some organizations had scheduling constraints, while others were open but required
official approvals.
● After discussions, we narrowed down our choice to Sneha Jyothi Children’s Orphanage,
which showed strong interest in our initiative.

February 1 - 2, 2025: Finalizing Sneha Jyothi Orphanage Partnership

● We conducted a video call with the orphanage management to discuss their specific
needs and expectations.
● They highlighted that their children struggled with English communication and basic
mathematics, aligning perfectly with our project goals.
● A physical visit was scheduled to assess the environment and finalize details.

Phase 2: Planning and Curriculum Development

16
February 3-4, 2025: Visiting the Orphanage & Understanding Student Needs

● Our team visited Sneha Jyothi Orphanage in Thagachaguppe Village.

● We met with the children and observed their current learning levels, identifying that:
○ They were shy and hesitant to communicate in English.
○ Their math skills varied, with some struggling with basic operations.
○ Writing skills were underdeveloped, especially sentence formation.
● After this assessment, we adjusted our teaching strategy to make it more interactive and
engaging.

February 4-5, 2025: Structuring Lesson Plans and Teaching Methods

● We divided the 3-day learning program into:

○ Day 1: Spoken English
○ Day 2: Basic Math
○ Day 3: Writing Practice
● We designed interactive teaching methods, including:
○ Flashcards and Visual Aids for vocabulary building.
○ Songs, Role-Playing, and Games for engagement.
○ Real-life applications for math concepts.
● Each session was planned to be 2-3 hours long, balancing learning with play.

February 6 2025: Gathering Resources & Materials

● We pooled personal funds to buy learning materials such as:

○ Notebooks, pencils, and worksheets
○ Flashcards and visual learning aids
○ Small gifts (chocolates) as motivation

Phase 3 : Implementation

Day 1: Spoken English (3 Hours)

7th February 2025, Friday

On the first day, we focused on building confidence in spoken English. We started with basic
words, greetings, and simple sentences to help them get comfortable. Since most of them spoke
Kannada, Hindi, or Tamil, we used pictures, hand gestures, and translations to make things
easier.

17
To keep it fun, we played word games, acted out common phrases, and encouraged them to
repeat after us. At first, they were shy, but as the session went on, they started trying new words
with more confidence. We wrapped up with a fun speaking activity, ensuring everyone
participated and enjoyed learning.

Day 2: Basic Math (3 Hours)

9th February 2025, Sunday

The second day was all about math. We introduced number recognition, counting, and basic
addition and subtraction. To make it engaging, we used flashcards, number games, and real-life
examples with objects like chocolates and pencils.

Since some kids found math easier than others, we divided them into small groups, giving extra
attention to those who needed it. By the end of the session, we did a quick recap and played a
number-based game to reinforce what they had learned in a fun way.

Day 3: Writing Practice (2 Hours)

11th February 2025, Tuesday

On the last day, we focused on writing skills. We helped the kids practice forming letters, writing
simple words, and recognizing common spellings. We also encouraged them to write their names
and small sentences using what they had learned from the spoken English session.

After the writing exercises, we did a quick recap of both spoken English and math through
interactive activities. The day ended with fun team games, chocolates, and heartfelt goodbyes.
Seeing their excitement and willingness to learn made the whole experience truly special.

18
 CHAPTER 5
CHALLENGES

CHALLENGES:

19
While working on this project, we encountered several challenges, ranging from initial decision-
making to logistical difficulties and challenges faced by the children. However, each obstacle
provided valuable learning experiences and helped us refine our approach to ensure the project's
success.

Challenges Faced by Our Team

One of the first challenges we encountered was deciding which organization to work with. We
initially considered multiple options, including old age homes and various NGOs, before finally
choosing to work with Sneha Jyothi Orphanage. The decision-making process was difficult
because each option had its own set of benefits and challenges. After discussions within our team
and evaluating where we could make the most meaningful impact, we ultimately decided that
working with children at an orphanage would align best with our goals.

Another significant challenge was the travel logistics. The orphanage was located in Kengeri,
while our team was based in Koramangala. This required us to take the metro from
Koramangala to Kengeri, followed by an Uber ride to reach the orphanage. The long travel time,
along with the additional cost of transportation, sometimes caused delays and exhaustion.
However, we managed this challenge by planning our schedules in advance and ensuring that we
left early enough to reach on time.

Keeping the children engaged throughout the sessions was another major challenge. Many of
them were not used to structured learning environments, and maintaining their attention for long
periods required constant creativity. To address this, we avoided traditional lecture-based
teaching and instead used interactive learning methods such as storytelling, role-playing, and
educational games to make the sessions engaging and enjoyable.

We also faced a lack of teaching resources since we did not have a dedicated budget. We had to
rely on our own books, pencils, and stationery to conduct the sessions. To maximize the
available resources, we designed creative, low-cost learning aids and adapted our teaching
methods to be more hands-on, using everyday objects and relatable examples to reinforce
learning.

Challenges Faced by the Children

One of the key challenges for the children was their varying learning levels. Some children had
basic familiarity with English and Math, while others were just starting to learn. This made it
difficult to teach at a uniform pace. To overcome this, we grouped the children based on their
learning levels and provided individual attention where needed, ensuring that no child was left
behind.

20
Another significant challenge was the lack of confidence among the children. Many were
hesitant to speak in English or participate in activities because they feared making mistakes. To
help them overcome this, we created a safe and encouraging environment, where mistakes
were seen as a part of learning. We also used positive reinforcement, team-based learning,
and peer encouragement to gradually help them become more comfortable.

Challenges Related to the Organization

Coordinating with the orphanage authorities and integrating our sessions into the children’s
daily routine required careful planning. Since the orphanage had a structured schedule for meals,
rest, and other activities, we had to negotiate flexible session timings that did not disrupt their
routine. We worked closely with the staff to find suitable time slots and adjusted our sessions
accordingly.

Another challenge was the limited availability of learning materials at the orphanage. There
was a shortage of notebooks, writing tools, and other essential educational resources. To address
this, we donated our own stationery and books to the children, ensuring they had the necessary
materials even after our sessions ended.

21
 CHAPTER 6
COLLABORATIONS

22
Sneha Jyothi Orphan Children's Home isn’t just a shelter—it’s a place where children find love,
care, and a chance to build a brighter future. Founded on March 19, 2010, in Thagachaguppe
Village on the outskirts of Bengaluru, this orphanage was created to give orphaned and
underprivileged children more than just food and a roof over their heads. It was built to give
them hope.

Here, every child is more than just a number. Sneha Jyothi ensures they receive proper nutrition,
healthcare, and, most importantly, an education that can change the course of their lives. But
beyond the basics, the orphanage focuses on shaping well-rounded individuals—offering not just
academic support but also extracurricular activities, moral guidance, and life skills that help them
stand on their own feet.

What makes Sneha Jyothi truly special is the sense of belonging it creates. These children aren’t
just being cared for; they are being nurtured, encouraged, and treated like family. Volunteers and
donors play a huge role, not just by providing resources but by being present—teaching,
mentoring, and bringing joy into their lives through interactive programs and vocational training.

The journey at Sneha Jyothi is about more than survival; it’s about giving these kids the tools
and confidence to dream. With the unwavering support of its dedicated staff and kind-hearted
well-wishers, the orphanage continues to transform lives, proving that every child, no matter
where they come from, deserves a fair shot at a happy and fulfilling future.

23
24
CHAPTER 7 : BUDGET

25
BUDGET:

Below is the budget for conducting the 8-hour teaching program with three team members while
keeping the total expenses within ₹4000.

CATEGORY DETAILS AMOUNT

(INR)

Travelling Expenses Metro travel for three persons 2250

(Rs 250 per day per person
for 3 days)

Books and other Stationeries Notebooks, pencils, erasers, 800

crayons, color pens

Snacks and other Drinks Chocolates, biscuits, chips, 720

juices

Printouts and Photocopies Worksheets and pictures 350

TOTAL 3920

26
 CHAPTER 8
IMPACT ASSESSMENT

27
Before starting the teaching sessions, we conducted an informal pre-assessment to gauge the
children's existing knowledge of basic English, mathematics, communication skills, and
confidence levels. The assessment included simple exercises such as:

● Recognizing and naming common objects in English.

● Counting and performing basic arithmetic operations.
● Responding to simple conversational prompts like "What is your name?" or "How old
are you?"
● Participating in group activities and social interactions.

The results indicated several challenges:

● Limited English vocabulary: Many children could not name basic objects or introduce
themselves in English.
● Lack of confidence: When asked a question, some children remained silent or responded
in Kannada, Hindi, or Tamil.
● Struggles with math concepts: Basic counting was manageable, but simple addition and
subtraction posed difficulties.
● Hesitation in group activities: Some children avoided participating, preferring to
observe rather than engage.

Post-test Performance Analysis

At the end of the three-day initiative, we conducted a post-assessment using similar questions to
measure progress. The transformation was significant:

● Improved English skills: Many children could now respond confidently to basic
questions like "What is your name?" with full sentences. Some even initiated
conversations.
● Enhanced communication confidence: Shy children who previously avoided speaking
attempted full sentences and participated in discussions.
● Better math skills: Children could count fluently, recognize numbers, and solve simple
arithmetic problems with greater accuracy.
● Increased engagement in activities: More children actively took part in games,
storytelling, and role-playing, demonstrating greater enthusiasm and teamwork.

28
Comparison and Analysis of Pretest and Post-test Results

The table below highlights the measurable improvements in key skill areas:

Skill Assessed Pretest Performance Post-test Performance

Post-test Performance Limited to a few words, Children could name objects,
mostly non-verbal responses colors, and introduce
themselves confidently

Communication Skills Shy, hesitant, and mostly Engaged in basic

silent conversations, asked
questions, and responded
politely

Hygiene Awareness Vague or incorrect answers. Children demonstrated

handwashing steps and listed
hygiene habits

Teamwork & Social Skills Little collaboration, some Participated in group

children kept to themselves. activities, helped peers, and
showed cooperation.

Achievement of Project Objectives

The project's objectives were clearly reflected in the post-test results and the children’s behavior:

Objective 1: Enhance Basic Literacy and Storytelling Skills — Achieved.

Children introduced themselves confidently and recognized common words. Storytelling
sessions improved their creativity and willingness to speak.

Objective 2: Improve Foundational Math Skills — Achieved.

While the focus was on English, children demonstrated improved number recognition and
arithmetic skills through engaging activities.

Objective 3: Build Confidence and Communication Skills — Strongly Achieved.

Children who were initially silent were now speaking in sentences and responding with
enthusiasm.

29
Objective 4: Foster Social Interaction and Teamwork — Achieved.
Group activities encouraged cooperation, with children helping each other and forming
friendships.

Objective 5: Create a Fun and Engaging Learning Environment — Achieved.

The interactive approach made children excited about learning, reducing hesitation and
increasing participation.

Emotional and Behavioral Impact

Beyond academics, the project had a significant emotional and social impact on the children:

● Boosted Confidence: Initially hesitant children became more expressive. One child, who
refused to speak on the first day, proudly introduced themselves by the final session.
● Increased Engagement: Children began looking forward to the sessions, with some
asking, "When will you come again?"
● Stronger Social Bonds: Group activities fostered teamwork and friendships,
encouraging children to collaborate and support one another.

Final Reflection

This project was not just about teaching English and Math; it was about empowering these
children with the confidence to learn and grow. The noticeable improvement in their skills,
participation, and enthusiasm reinforced our belief in the power of education and interactive
learning. More than just knowledge, these sessions gave them a sense of belonging, self-belief,
and the motivation to continue learning beyond our time with them.

30
 CHAPTER 9
ADHERENCE TO UNITED NATIONS
SUSTAINABLE DEVELOPMENT GOALS

31
INTRODUCTION TO UNSDGs

The United Nations Sustainable Development Goals (UNSDGs) are a set of 17 global goals
established by the United Nations (UN) in 2015 as part of the 2030 Agenda for Sustainable
Development. These goals serve as a universal call to action to end poverty, protect the planet,
and ensure prosperity for all by 2030. They provide a comprehensive roadmap for governments,
organizations, and individuals to work towards a more equitable, sustainable, and resilient future.

Each of the 17 SDGs addresses critical global challenges, including poverty, hunger, health,
education, gender equality, clean water, climate action, and economic growth. They are
interconnected, meaning that progress in one area contributes to progress in others. The SDGs
emphasize sustainability, ensuring that economic and social development occurs in a way that
preserves resources for future generations.

A key aspect of the UNSDGs is their commitment to "leaving no one behind," meaning that
development efforts must prioritize marginalized and vulnerable populations. The SDGs also
highlight the importance of global partnerships (SDG 17), encouraging collaboration between
governments, businesses, civil society, and individuals to achieve sustainable progress.

As part of our group service-learning project at Sneha Jyothi Orphan Children Home, we
contributed to several United Nations Sustainable Development Goals (SDGs) by teaching
children basic education, dance, music, and other engaging activities. The key SDGs addressed
through our efforts include:

SDG 4: Quality Education:

Quality education is essential for children's overall development and future opportunities. Our
team designed and conducted interactive learning sessions focused on basic subjects such as
Mathematics and English. We used creative teaching methods such as storytelling and role-
playing to make lessons more engaging and easier to understand.

SDG 3: Good Health and Well-Being:

Dance and music not only provided entertainment but also promoted physical activity among the
children. Through our interactions, we aimed to create a positive and supportive environment,
boosting their confidence and emotional [Link] physical activity, we recognized the
importance of mental health. We took time to interact with the children, encouraging them to
share their thoughts and feelings in a safe space. By engaging in games and storytelling
activities, we created a sense of belonging and emotional support among the children.

SDG 10: Reduced Inequalities:

Children living in orphanages often face social and educational disadvantages. Our project aimed
to bridge this gap by providing equal learning opportunities regardless of their [Link]

32
noticed that some children were shy and hesitant to participate in group activities. To build their
confidence, we conducted public speaking and other activities, where they could perform and
show off their talents. This helped them develop communication skills and gain the confidence to
express themselves in different [Link], we introduced cultural exchange activities
where we taught the children about the different traditions, festivals, and languages our group
members follow. This helped broaden their perspective and encouraged a sense of unity and
respect for diversity.

SDG 17: Partnerships for the Goals

This initiative was a collaborative effort involving our team, the caregivers at the orphanage, and
the children themselves. Working together, we contributed to their growth and development,
embodying the essence of SDG 17, which emphasizes collective action for sustainable progress.

Through this experience, our team not only made a meaningful impact on the children's lives but
also gained a deeper understanding of the power of education and creative engagement in
fostering a brighter future for underprivileged children.

33
 CHAPTER 10:
LEARNING OUTCOMES

34
As students of Finance and Accountancy, this experience allowed us to apply and enhance our
academic knowledge in practical, real-world contexts while also developing key personal and
professional skills. Below are the key learning outcomes we gained from the service learning
experience:

Application of Communication Skills:

During our time at the orphanage, we were required to simplify complex concepts and
communicate effectively with individuals who had limited proficiency in English. This
experience sharpened our ability to convey information clearly and adapt our communication
style to different audiences. We learned how to break down mathematical concepts into simple
terms, which will be invaluable in professional settings where we need to explain financial
matters to non-financial stakeholders.

Teamwork and Collaboration:

Working in a group of peers and alongside staff at the orphanage, we were able to strengthen our
collaboration skills. We learned how to distribute tasks efficiently, share responsibilities, and
support one another in achieving common goals. This experience reinforced the importance of
teamwork in professional environments, where effective collaboration often leads to better
problem-solving and decision-making, particularly in projects related to finance and accounting.

3. Development of Leadership and Initiative:

While at the orphanage, we took on leadership roles during activities such as storytelling, role-
playing, and language lessons. This experience helped us build confidence in taking the
initiative, managing group activities, and guiding others toward achieving objectives. The ability
to lead and inspire others is a crucial skill in the finance and accountancy sectors, particularly
when managing teams or leading financial projects.

4. Cultural Sensitivity and Adaptability:

Engaging with a diverse group of children from different backgrounds enhanced our cultural
sensitivity. We learned to approach situations with empathy and adapt our teaching methods to
be more inclusive, understanding the different learning needs of individuals. In the globalized
finance world, cultural sensitivity is important, as professionals often work with clients,
colleagues, and stakeholders from various cultural and socio-economic backgrounds.

35
5. Problem-Solving and Critical Thinking:

We faced challenges during our service learning, such as language barriers and varying levels of
understanding among the children. These obstacles required us to think critically and find
creative solutions to make learning engaging and effective. The ability to adapt and problem-
solve in real-time is an essential skill that we can transfer to the finance world, where quick
thinking and resourcefulness are often necessary in solving complex financial issues.

6. Social Responsibility and Community Engagement:

This service learning experience allowed us to recognize the importance of social responsibility
and community engagement. By contributing to the education and development of the girls at the
orphanage, we learned the value of giving back to society and using our skills for the greater
good. This perspective will influence our approach to corporate social responsibility (CSR) in the
finance sector, where financial professionals are increasingly expected to consider the social and
environmental impact of their decisions.

7. Enhancing Personal Reflection and Growth:

The service learning experience encouraged us to reflect on our own strengths, weaknesses, and
professional aspirations. By working in an unfamiliar setting and stepping outside our academic
comfort zones, we gained new insights into how we can grow both personally and professionally.
This self-awareness is crucial in our journey as future finance and accountancy professionals, as
it enables us to identify areas for further development and improvement.

8. Empathy and Emotional Intelligence:

Interacting with the girls at the orphanage required us to develop emotional intelligence and
empathy. By engaging with them, we learned to listen actively, recognize their needs, and
respond with compassion. These skills are important in the finance industry, especially when
dealing with clients, colleagues, or stakeholders in sensitive situations that require both
professionalism and empathy.

9. Understanding the Broader Impact of Finance:

While our primary focus was on teaching English and basic math skills, this experience gave us a
deeper understanding of how education and financial literacy are interconnected. We realized
that the financial empowerment of individuals and communities begins with basic knowledge
and skills. This insight will inform our future work in finance and accounting, as we may be

36
involved in initiatives aimed at improving financial literacy or supporting underprivileged
communities.

10. Ethical Awareness and Professional Integrity:

In our interactions with the children, we had the opportunity to practice ethical behavior by
creating a safe, supportive, and respectful environment. Upholding values such as integrity,
honesty, and fairness in our service learning mirrored the ethical standards expected in the
finance profession. We gained a stronger appreciation for the role of ethics in our future careers
and the impact our decisions can have on individuals and organisations.

Below are the primary outcomes that the girls experienced during our time with them:

1. Improved English Language Skills:

One of the main goals was to enhance the girls' basic English language proficiency. Through
interactive lessons and games, the girls expanded their vocabulary, practiced sentence formation,
and gained confidence in speaking English. By the end of the sessions, many of the girls were
able to express themselves more clearly in English, using simple sentences and engaging in basic
conversations. This improvement in language skills not only boosted their confidence but also
opened up new opportunities for future learning.

2. Increased Confidence in Communication:

Many of the girls initially lacked confidence in speaking English, often shying away from
participating in discussions. Through encouragement, role-playing activities, and creating a
supportive environment, they began to feel more comfortable speaking up. This led to a
noticeable increase in their confidence, as they became more willing to participate in
conversations, ask questions, and express their thoughts and ideas. This newfound confidence
will serve them in all areas of life, particularly in school and social interactions.

3. Enhanced Math Skills:

Along with language skills, we introduced basic math concepts to the girls, using fun and
interactive methods. Activities like counting games, simple arithmetic problems, and problem-
solving exercises helped the girls strengthen their understanding of basic math principles. Many
of the girls demonstrated improved ability to solve basic math problems and showed increased
interest in learning about numbers and calculations. This boost in their math skills will help them
perform better in their academic endeavors.

37
4. Fostering Creativity Through Storytelling and Role-playing:

Storytelling and role-playing activities were instrumental in fostering creativity and imagination.
The girls were encouraged to think creatively as they participated in stories and acted out
different characters. These activities not only enhanced their language skills but also encouraged
them to think critically, solve problems, and work collaboratively with their peers. By creating
their own stories and acting out roles, the girls developed important skills in creativity,
teamwork, and problem-solving.

5. Strengthened Social Interaction and Teamwork:

Throughout the sessions, the girls were encouraged to work together in pairs or small groups,
which helped them develop better social interaction skills. They learned how to collaborate,
share ideas, and communicate effectively with one another. These social skills are important for
building relationships, working in teams, and participating actively in community activities. The
girls also became more comfortable expressing themselves in group settings, improving their
ability to interact with others in a variety of social situations.

6. Better Writing Skills:

Writing exercises such as sentence construction, short story writing, and completing worksheets
helped the girls improve their writing abilities. Many of the girls who initially struggled with
writing gained the skills to write simple sentences and short paragraphs by the end of the
sessions. This improvement in writing will enhance their academic performance, particularly in
school assignments and exams.

7. Increased Motivation for Learning:

By making learning fun and engaging through games, role-playing, and interactive storytelling,
the girls developed a more positive attitude toward learning. Many expressed excitement about
the activities, showing a greater interest in participating and asking questions. This increased
motivation to learn will not only benefit them in their academic studies but also inspire a lifelong
love of learning and self-improvement.

8. Improved Problem-Solving and Critical Thinking:

The various activities, including games, puzzles, and role-playing, challenged the girls to think
critically and solve problems. They learned how to approach tasks with a problem-solving
mindset, working through challenges and finding solutions. These skills are crucial for their
academic success and for handling life’s challenges with confidence and resilience.

38
9. Cultural and Emotional Growth:

The experience allowed the girls to engage with new ideas and concepts outside of their usual
environment. By interacting with people from a different background, they developed a broader
understanding of the world. The emotional support they received also helped build their
resilience, empathy, and emotional intelligence, equipping them to navigate their social and
emotional worlds more effectively.

10. Sense of Achievement and Empowerment:

As the girls successfully participated in various activities, from learning new English words to
completing math problems, they experienced a sense of accomplishment. This sense of
achievement not only boosted their self-esteem but also empowered them to take on new
challenges with a positive attitude. They gained the confidence that they are capable of learning
and achieving their goals, which will positively impact their future endeavors.

39
 CHAPTER 11
PHOTOGRAPHS

40
7th February 2025, Friday:

41
11th February 2025, Tuesday

42
CHAPTER 12:
CONCLUSION

43
CONCLUSION:

Spending time at the orphanage wasn’t just about teaching—it was about learning, growing, and
connecting on a deeper level. We walked in thinking we’d be the ones helping, but in many
ways, the children taught us just as much. We learned patience, how to simplify ideas, and the
power of a kind word. They, in turn, gained confidence, picked up new skills, and found joy in
learning.

More than anything, this experience showed us that real impact isn’t always about grand gestures
—it’s about showing up, listening, and making someone feel seen. The smiles, the laughter, and
the bonds we built reminded us that even the smallest efforts can make a big difference. It wasn’t
just about education; it was about creating a space where they felt encouraged, supported, and
capable. And in doing so, we grew too—learning the value of empathy, teamwork, and the
importance of giving back.

44