DEPARTMENT OF SOCIAL WORK

RURAL CAMP REPORT-2014

16-22 FEBRUARY 2014

Report of the Rural Camp-2014

Table of Contents

Introduction

About the camp

Objectives of the rural camp

Proposed Tasks

Methodology used for conducting the tasks

Committees

Groups Made for the Camp

Special Activities Conducted in the Camp

Reports of the Committees

Reports of the Groups

Achievements

Conclusion

Introduction

The rural camp, which was organized by CSA and the department of Social Work, provided an

opportunity to the students to gain practical skills and be exposed to the rural areas.

The students of Christ University (MSW 2013-2015) were required to go for a Cross Cultural

Field Study in the village Hoskote. The objective of the study was to conduct an Impact

Assessment of a former CSA project which is now handled by CMRC. The rural camp was held

from 16th

February to 22nd

February. The students were divided into several committees. The

class was divided into 10 different committees to look after different aspects of the rural camp.

At the camp site, the students were divided into 5 groups so as to visit the different villages in

Hoskote.

About the Project

The CFCD-Chetana Project between KNH-CCCYC and CSA worked for seven years, spread

across Kolar and Bangalore Rural districts, Hoskote and Malur Taluks. It was a project meant to

enrich the performance of CSA in promoting child focused community development programs in

a participatory manner with the goal of improving the quality of life of marginalized

communities and their children. Over the seven years of the project, CSA, with the guidance of

KNH-CCCYC has tried several strategies and innovations in order to draw the best results out of

the project.

Objectives of the Rural Camp

1. Conduct impact assessment of CFCD – Chetana Project of Hoskote

2. Preparation and submission of reports

3. Interaction and awareness program for the community

4. Conduct cultural programs for the community

Proposed Tasks

Develop tool for Impact assessment and train for administration

Social Analysis – Impact assessment

Interaction with the village communities, beneficiaries of CHETANA project

Focus Group Discussion with the Village Groups (beneficiaries of the project)

Organizing cultural programs for the community.

Prepare an impact assessment report

Methodology used for conducting the tasks

Baseline Survey

Observation

FGDs

Meetings

Cultural activities i.e. Street Plays, Songs, Dance etc.

Analysis and Interpretation of the data collected

Preparation of the report

Committees

Overall student coordinators:

1. Vinith. A

2. BhagyalakshmiGanapati

Planning and

Program

Food

committee

Transportation Cultural

committee

Accommodation

1. Keerthana

2. Issac

3. Ankita

4. Dolma Lhamo

5. Karuna

6. Krishnaa

7. Maria Jose

8. Sangeeta

Varghese

1.Divyanand

2.Akshaya

3.Gayathri

1. Melchi

2. Gloria

1. Banazer

2. Shruthi A

3. NehaD’souza

4. Nguilih

5. Prakrity

6. Taruni

7. Karthik

8. Gracious

1. Bibin

2. Pavitra

Discipline Evaluation Documentation Finance First Aid

1. Srithi

2. Betty

3. Linchu

4. Nidhi

5. Priyanka

6. Rebecca

7. Rushil

1. Shruthi

Srinivasan

2. Smruthi

3. Vishnupriya

4. Neha

Esther

5. Ishan

6. Renita

1. Aastha

2. Charmaine

3. Lakshmi

4. Kaviya

5. Raveena

6. Sonu

7. Supreeth

8. Aparna

9. Akhila

1. Shijo

2. Vineeta

1. Deepa

2. Dolma Lashe

Groups Made for the Camp

Group 1 Group2 Group 3 Group 4 Group 5

Akshayaa Neha D’Souza Renita Vinita Gayathri

Ishan Benazer Vinith Nidhi ShruthiSrinivas

Vishnupriya Bhagyalakshmi Keerthana Krishnaa Lakshmi

Srithi Bibin Divyanand Ankita Dolma Lhamo

Betty Shijo Raveena Gloria Isaac

Dolma Lhashe Smruthi Aastha Deepa Supreeth

Priyanka NehaLal Nguilih Pavitra Aparna

Akhila Kaviya Charmaine Sangeetha Linchu

Melchi Karuna Rebecca Karthik Sonu

Shruthi Abraham Rushil Taruni Gracious Prakrity

Maria

Special Activities Conducted during the Rural Camp

Meeting the Board of Directors (BOD)

The entire class along with the concerned staff met the Board of Directors at

Halsinkaipura, to discuss the schedule for the rural camp. In the afternoon, a few of the

groups conducted a Focused Group Discussion with the Board of Directors about CMRC

and its functioning.

Focused Group Discussion with School

Authorities

The groups visited six different villages,

namely, Seethanayakahalli,

Yellachamahalli, Appasandra,

Doddethagli, Doddadenahalli and

Tarabahalli and conducted Focused Group

Discussions with the school authorities

regarding various aspects concerning their respective schools.

Focused Group Discussion With

Cluster Level Association

Five villages were visited by the

groups of students to conduct

Focused Group Discussions with the

members of Cluster Level

Associations. The purpose was to

gain a clear understanding of the

way these CLA’s work. The villages

visited were Tarabahalli, Gaunakanahalli, Thoranahalli, Halsinkaipura and

Yelachamanahalli.

Focused Group Discussion with Activity

Center Facilitator and Children

The five groups visited nine different villages to

conduct Focused Group Discussions with the

facilitators of the Activity Centers and the

children who attend the Activity Centre sessions

in the evenings. The villages were Byranahalli,

Jodipura, Chikanallala, Doddatagali, Yelachamanahalli, Appasandra, Halasinkaipura,

Googuttehalli and Seethanayakanahalli. The purpose of these FGD’s was to assess

whether these Activity Centers were functioning adequately and whether the children

were benefitting from the provided facilities.

Household Surveys

307 households located across 14 villages were visited to conduct extensive household

surveys. The fourteen villages were Chanigaripura, Doddatagali, Seethanayakanahalli,

Yelachamanahalli, Appasandra, Gaunakanahalli, Doddadenahalli, Halasinkaipura,

Chikanalala, Jodipura, Bandigudisullu, Thoranahalli, Googuttehalli and Govindapura.

The survey consisted of 45 questions which covered the areas of the functioning of

CMRC, CSA and Chetana.

School Activity

A few student trainees visited a school in Thoranahalli to conduct activities and play

games with the primary students of that school.

Cultural Programme

T

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e

C

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t

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ral Committee organized two programs which were held in Googuttehalli and Chiknalala.

The students performed for the members of these communities. In Googuttehalli, the

performance was more recreational in nature while in Chiknalala, it was more awareness

based as the students performed a street play on health and hygiene.

Reports of the Committees

Planning and Program

The Planning and Program Committee was responsible for organizing and scheduling programs

for each day. On the first day, they instructed the student trainees about when to assemble in the

morning on the day they left for the camp. After reaching Hoskote they all had a general meeting

in which the program for the day was decided. The committee allotted time from five o’clock in

the evening for the entertainment team to perform and conduct cultural activities. The next day,

the student trainees were allotted work by CSA and this continued for the next three days. It was

the committee’s responsibility to make sure the student trainees left on time for the Focused

Group Discussions and household surveys. When some of the student trainees were busy in

documentation work and other student trainees were practicing for the street play, the planning

committee organized the remaining students and instructed them to visit a school nearby to

engage the children in activities. The planning committee also had to make sure that the students

cleared the camp by 2pm on 22nd

February.

The biggest hurdle faced by the Planning and Program Committee was that they were given the

schedule at the last minute which took them time to gather and convey information to the other

students. This in turn affected the rate at which the students visited their respective villages,

resulting in loss of time.

Food Committee

The student trainees assisted the Food Committee in serving the food every day. According to

their groups, each student served food during the camp on a rotation basis. The food was

prepared by a hired caterer. The details of the organization are as follows:

Maruthi Mess, Kelamangalam Road,

Archettipalli Bus Stop,

Hosur-653110.

Transportation Committee

The Transportation Committee booked private buses as the college buses were unavailable on

the scheduled dates. A bus and a mini-bus were arranged for the 51 students along with 3 faculty

members.

For the household surveys of the impact assessment, it was necessary for the 5 groups to travel

around the villages in Hoskote. Also, the girls were divided into two groups and were allocated

to stay in two different villages during the nights. A tempo was used every morning to pick up

the group of the girls staying in the different village and drop them where the rest of the class

was. In the evenings, after dinner, the tempos would drop the group of girls back to their village.

Altogether, two small tempos were arranged for the entire week to travel around different

villages within a radius of 15kms. After breakfast, the 5 different groups visited different villages

for the survey and would return in the tempos for lunch. Post lunch, the students would visit

different villages to continue their survey and the tempos would drop them back to Hoskote for

dinner. This was the daily agenda which the Transportation Committee was responsible for.

On the first day, the Transportation Committee arranged two small vehicles, but the students

were not comfortable with them. Therefore, one vehicle was replaced by 407, which was the best

transport facility which could be availed of, from that village. The students were cooperative

throughout the week, without complaining about the inconvenience. The students returned to

Bangalore by a semi-sleeper bus.

Cultural Committee

The role of this committee was to ensure that entertainment along with learning existed during

the camp. The committee began planning for the various activities that could take place in the

village. The main objectives of the committee were-

1. To ensure complete participation of the students in all the activities

2. To ensure maximum participation from the people in the village

3. To build rapport with the village community

4. To spread awareness among the communities

5. To create a pleasant atmosphere in the village

In order to achieve these objectives, the committee planned out a list of activities that could be

done. The committee was given 2 days with 3 hours each day (5-8) to conduct cultural programs.

The first day was on 16th

Feb, 2014 in the village of Googuttehalli . This was the first day of the

camp and was a good day to conduct cultural events because it would be helpful if the students

could build rapport with the village community which in turn would be helpful for future tasks.

On this day, the committee planned to play sports and conduct some programs like singing and

dancing which involved the students as well as the village community. The committee got in

touch with the facilitator of the village in order to get a list of all the performances that would

take place from their end after which a final list of events were prepared for the program.

To begin with, the students and the men from the community played games such as volley ball

and throw ball during which a few other members were helping in setting up the stage. Also, a

few of them went around the village in order to gather crowd. After this, the cultural event began

followed by many community participants who sang and danced. The students performed a few

dances and songs that they had prepared for. The event ended at around 7:30pm. The feedback

that the committee got was good.

The second time that the committee was required to organize an event was on 21st Feb, 2014.

This time, the committee wanted to have a theme. The objective was to spread awareness about

health and sanitation among the village community. The event took place at a village called

Chiknalala. The committee prepared a street play which showcased the importance of simple

things such as keeping drinking water clean and covered, boiling water before drinking and how

the ignorance of this, could hamper the life of a person. The committee also added lighter

elements to the play like keeping it a little humorous so that the crowd would not get bored. The

second part of the event was followed by dance and singing performances from both the students

and the children of the community. The event ended at 7:30 pm as planned.

Thus, the committee planned the events carefully keeping in mind the likes and dislikes of the

community. Even though the committee had to face unseen challenges such as a power cut

among other things, they did not give up and completed the event successfully.

Accommodation Committee

The students were divided into three groups.The first group consisted of 11 boys and stayed at

Halsinkaipura government school. The second group of 20 girls, stayed at Pragrati Cluster Level

Association in Halsinkaipura and the third group of 20 girls were stayed at Chethana Cluster

Level Association in Yelchamanahalli. This place was 7 km away from the other two. The three

groups came together for the tasks to be undertaken in Halsinakaipura. The group was assisted

by two faculty members in the beginning and one more faculty member joined after three days.

The stay was comfortable for everyone. There was just one toilet for each group and the students

faced some difficulties due to this. There were enough mattresses and pillows for everyone.

Apart from these small issues the accommodation was quite comfortable.

Discipline Committee

The objectives carried out by the discipline committee were the following:

To maintain order during the field study and avoid trouble causing behaviors.

To ensure standardized and regulated behavior for all during hours of work.

To maintain a conducive atmosphere during group meetings and discussions.

To help maintain a hygienic and clean environment at the campsite as well as in the

community.

To ensure cleanliness of places of common usage like toilets and eating areas.

To encourage punctuality and keeping up of schedules.

To maintain safety of students during stay and travel.

The activities carried out by the discipline committee were as follows:

A list of do’s and don’ts were prepared and students were given orientation about the

same

The list was put up in the 3 different places of stay

Garbage bags were bought and kept in appropriate places for waste disposal and

segregation.

Group meetings were re organized in a way where students sat in their 5 groups and the

group leaders were made accountable to maintain discipline of their respective groups.

Thorough checks were done to ensure non-possession of alcohol, cigarettes and

substances and to prevent usage of the same.

To ensure dress codes, students were screened prior to stepping out from their places of

stay.

Timely reminders were passed around to ensure maintaining time schedules.

Constant reminders were given to ensure students don’t loiter around alone.

Evaluation Committee

The evaluation team consisting of six members was responsible for the evaluation of two

committees each. The first committee, Planning and Program, had the toughest job in hand of

planning the field study schedule, with a few alterations to it, here and there. Although the

committee was helped extensively by the class representatives, there was scope of better

coordination within the committee itself, since not all the members were abreast with the plan.

The second committee, the Food Committee, did a commendable job of working out the menu,

and making sure that quality food was delivered every day on time. Along with the class

representatives, they worked out a schedule for serving the food, with each group getting the

responsibility on the basis of rotation.

The third committee, the Discipline Committee, had a challenging job of maintaining decorum at

all times. They tried their level best to maintain discipline throughout the field study, however, a

little more coordination within the members would have yielded more favorable results.

The fourth committee, the Transport Committee made arrangements within the budget given to

them. Since the tempos were the only mode of travel, they made sure there were sufficient

number of them, to accommodate all the students and the faculty.

The fifth committee, the Documentation Committee, had a major role to play in the gathering of

data from home visits, and compiling the findings to be presented to the Board of Directors.

They had a huge task of deciphering the answers in the forms, in order to code them.

The sixth committee, the Cultural Committee put up a string of entertaining performances by the

students, within the time allotted to them. However, more coordination amongst the members

was required.

The seventh committee, the Finance Committee kept a record of the accounts, and planned

according to the budget provided to them.

The eighth team, the First Aid Team was active and available at all times, although it would have

been better had they kept a stock of essential medicines ready at all times, in order to avoid

running short of them.

The last committee, the Evaluation Committee, observed and assessed the programs, and

suggested changes and findings during the daily evaluation meetings.

Documentation Committee

The Documentation Team consisted of 9 members. During the 7 days at the rural camp, the

documentation team made sure to document and take pictures of all the programs that took place.

The team gave the various groups a daily report format which was to be submitted to the

documentation team everyday so that they could keep a track of the events that each group was

taking part in.

Once the Focused Group Discussions were completed, the documentation team analyzed the data

of the same as well as entered the data into excel sheets and wrote the reports of the four Focused

Group Discussions.

The household survey consisted of 307 samples. The documentary team did a very good job in

entering the data of the 307 samples/ 45 questions per house into the excel sheets after which the

data was analyzed and coded and put in tables to make it simpler to understand.

First Aid Committee

Several people of the village faced health problems, so the Committee during their seven days in

the camp was able to address several of these issues. The main health issues faced were common

cold, headaches and stomach aches. All these issues were addressed by giving them appropriate

medicines. Two of the students left the camp before the last day due to medical reasons.

The Committee labelled all the medicines along with their descriptive function for ease of

understanding and so that they could be used even if the member in charge was not present. This

medication was also provided to the students and faculty who were unwell during the course of

the camp. Several suggestions were given to the village folks on how they could take care of

their health even in the absence of trained medical staff.

The Committee would like to convey their gratitude to Mr Murgan who assisted the students in

procuring the medicines from the hospital late at night. He was of immense help right through

the camp.

Reports of the Groups made for the Rural Camp

Group 1

Group 1 consisted of 11 members. The group had to ask questions to the Board of Directors of

CMRC and to the members of the CLA on the first day of the camp. This meeting was held in

the same village where the camp was setup.

The next day, the group had to go to the village, Sitanayanakahalli to ask questions to the staff

members regarding the functioning of the school as well as other factors such as quality of

education imparted to the children along with the rate of literacy in the village, the qualifications

of the teachers, etc. The group was accompanied by Mrs. Sushma who contributed a great deal in

extracting information from the faculty members. The group was divided into 2 parts for the

task. Half of the group took the interview and the other half was involved in engaging the

children. The group was quite satisfied with the responses of the staff members and found them

to be quite forthcoming.

In the evening, the group went to another village called Doddanahalli. The purpose of this visit

was to see understand the role of the activity center. It turned out that the old activity center had

been closed down and the new one was just there for namesake with no facilitator. The children

used to gather there and perform dances. Nevertheless, the children were very talented and

uninhibited when it came to performing dance moves and the members of group 1 also joined

them. However, the visit was not fruitful as there was no facilitator to answer the questions.

The next day was spent by group 1 in a village called Tarbahalli where they asked questions to

the CLA members. The CLA members were very welcoming and hospitable towards the group.

They answered all the questions put forth by the members of group 1. The person accompanying

the group on this day was Mr. Manoj and he ensured that all the members of the group

participated in the discussion and also ensured the participation of all the CLA ladies present

there by asking probing questions in addition to the ones on paper. However, the responses got at

the school in the same village were far from satisfactory as the staff members were appointed

post the CSA project and hence they had little information about the school, CSA or any other

concrete facts pertaining to the study. In the evening, the group was further divided as some of

the members of the group had to stay back at the camp to assist the documentation team with the

compilation of data.

On the next day, half of the group stayed back at the camp and helped the documentation team

compile information about CLA and other aspects vital to the study while the ones who went to

the field had to do the household surveys. For the household surveys, they were further divided

into sub groups and each sub group had to cover 10 houses. The village they visited was

Sitanayakahalli. Those who stayed back had to interpret the questionnaires which the other group

members had filled based on the answers given by the community members.

On the following day, half of the group members went to Chiknahalla to assess the community’s

knowledge regarding CBOs and CSA. The response was quite underwhelming as most of them

could not distinguish between CSA and Chetana as they thought the two to be interlinked. Their

knowledge about the CBOs was also below par.

On the next day, some members of the group were involved with the documentation process

whereas the others were practicing for the cultural program which took place in the evening. A

few of the members were part of the street play while some performed dances.

On the last day, most of them were involved in the documentation process. Some were

writing/typing the information while the others were helping them by clearing their doubts and

explaining the responses given in the questionnaires.

There were quite a few challenges faced by the group in the form of discrepancies in the answers

of the respondents to the questions mentioned. Apart from that, the respondents were not able to

give the answers to the questions asked as they perhaps misinterpreted the questions and went on

another tangent.

There were quite a few learnings as well to be had as certain group members were very

spontaneous with the questions and made the community people feel comfortable. At the same

time the impact of the questions was not diluted.

Overall, the outcomes which group 1 had set out to achieve were met quite effectively. The

group members worked well as a team and managed to complement one another.

Group 2

The whole group went to Gugutanahalli on the first day and conducted a cultural event for the

villagers. The group got support and appreciation from the native villagers. The program was

supported by the children through their participation in the dances as well as in singing. On the

second day, the group went to Yelchammanahalli government school and had a session with the

teachers. Meanwhile, a small group engaged with the students. The students enquired about the

functioning of the school and the kind of help which they receive from CSA or CMRC. This

particular school was supported by CSA till three years back. The school children were given

text books, note books, uniforms etc during the active functioning period of CSA. As per their

understanding there are a few SHGs functioning in this village. The students found that the

school lacked proper toilet facilities as well as provisions for drinking water. The SHG groups

lent their support in manifold ways such as helping the school make renovations and by

conducting celebration programs. The number of girl children who go to the school in this

village is higher than the male children.

In the evening, the group members visited Dottathahalli village to know about the functioning of

the activity centre. The student trainees found that there is no proper place for running the

activity centre. At present, tuitions and other activities are conducted in a temple. The children of

this village aspire for the activity centre to run smoothly. The group members met the facilitator

of the activity centre and asked a few questions regarding the functioning of the same. The

facilitator also expressed the inconvenience due to the lack of a building for the activity centre.

On the next day, the second group went to Gonakkanahalli and met the SHG group members.

The student trainees asked a few questions regarding the functioning of the SHG. This particular

SHG is named as Kirana and provides lots of help to its members as well as to the villagers in

manifold ways such as, loans, credit facilities, construction of buildings etc. In the evening the

group members went to Jodippura village to know about the functioning of the activity centre,

but the student trainees could not meet the facilitator. The student trainees spent few hours with

the children in the activity centre. These visits were very much enriching for the student trainees.

Group 3

Group 3 visited a village called Halsinkaipura. The day started with the student trainees

receiving orientation about the objectives to be covered and introducing them to the Board of

Directors of CMRC; other than that the functioning of the group was also discussed. The whole

interaction was also documented in the form of video for future reference. The other members,

who took part in the cultural activities, were sent for the practice session. Later, some cultural

activities at Gugottahalli were conducted.

Then they visited Appasandra village and made observations. The village school was visited by

the students in order to enquire about the respective assessment. It was learned that government

was providing various amenities like school uniform, bags and mid-day meals. The Anganawadi

initiative was started by CSA and taken forward by the government. Their understanding of

SHGs, CLA or any program initiated by the CSA is just in the form of SHGs run by CSA.

During the course of the week the students visited Thoranahalli village. They interviewed the

members of the CLA and gained a clear understanding of CLA’s functioning and the

improvements that have taken place in the past 3 years after the withdrawal of the intervention

on behalf of CSA.

The group also visited Chiknalala village. The activity centre was situated at the Anganawadi

centre. The facilitator had a detailed time table for the children. The students understood the

positive changes that are unique to this activity centre. The activity centre has a large number of

children who pass to high school. Many students were engaged in conducting activities for the

children.

Difficulties faced throughout the week

First time exposure to FGD’s, limited interaction and faced some difficulties in retaining

the confidence of the students.

Language constraint was a major difficulty as it limited the interaction and only a

handful of students were able to take part in the interactions with the community people.

Formulating questions was an issue.

Learnings

Values such as cooperation and coordination were learnt while conducting FGD’s.

The students discussed the loopholes in the government plans for the implementation of

effective measures pertaining to the community problems.

The community at times would deviate from the main objective of socio-economic

development and enter into politics.

Group 4

The students belonging to group 4 reached Halsinkaipura and had an interaction with the

community members. Afterwards, there was a focused group discussion with the self help group

members. The members of group 4 had to observe the interaction. In the evening, the students

went to Googutehalli to conduct a cultural program.

Some of the members of group 4 interviewed a school teacher and collected information

regarding whether or not they were aware of CFCD. The students were unable to collect

adequate information because the school teacher was relatively new and did not know the details

of the project. The other members of the group interacted with the children and conducted games

for them.

In the evening, the group members visited Appasandra village for the Impact Assessment

pertaining to the children’s activity centre. The students interacted with the children and played

games with them. Two of the students were interviewing the facilitator of the activity centre,

while the others were interacting with the children. The facilitator was newly appointed to the

activity centre and therefore, was unable to provide adequate information to the students.

The members of group 4 interacted with the Self Help Group members in Halsinkaipura village.

The student trainees asked the members of the SHG about the services they avail of and how

their SHG functioned.

In the evening, the students went to Googutehalli village for the Impact Assessment pertaining to

the children’s activity centre. The students interviewed the facilitator but were unable to get

adequate responses as the facilitator was newly appointed and did not know the details of the

different projects.

For the next three days, the students were subdivided into different groups and visited different

villages to conduct the household surveys. On the last day of the rural camp, all the group

members were engaged in writing reports concerning the findings and outcomes.

The learnings of group 4 are as follows:

In two villages the teachers were new so they were not aware of CSA.

It was difficult to engage all the members during the FGD.

In one activity centre, the animator was depending on the children to provide the

answers.

Difficulties faced

Detailed understanding about the various projects and the community.

There was no proper criterion for selecting the teachers for the activity

centers.

The animators were not adequately qualified.

A major difficulty faced by group members was the language barrier.

Group 5

On the first day of the camp, all the students had a meeting with the Board of Directors (BODs)

regarding the schedule for the field study. The meeting set the tone for the Focused Group

Discussions and the home visits, since the board members would preside over the FGDs.

The group first visited a school in Doddedanahalli, in order to carry out a FGD with the teachers

of the school, on the effectiveness of the Chethana Project. While two of the Kannada speaking

students were discussing the questionnaire with the teachers, the rest of the students were busy

carrying out group activities with the school children, who seemed very enthusiastic. In the

evening the group visited Sitanayakanahalli village, for the FGD with teachers of the Children

Activity Centre (CAC).The children came from the nearby villages, and seemed to be keen on

studying.

In order to carry out the FGD with the CLA, the students visited Yelachamanahalli village, for

having a discussion with Surya CLA. For the FGD with the activity centre teachers, the students

visited Byranahalli village, which had a well functioning activity centre, with separate rooms for

children of different classes. The teacher gave good insight about her job.

The final day of the camp involved a complete evaluation of the findings, in the form of

statistical data and reports. All the groups seemed to have done a good job with the respective

questionnaires that were given to each of them.

ACHIEVEMENTS

The following were the objectives that the students achieved during their rural camp:

Successful conduction of the impact assessment of CFCD – Chetana Project of Hoskote

Interactions with the village communities and the beneficiaries of CHETANA project

Conduction of Focus Group Discussion with the village groups (beneficiaries of the

project)

Organized cultural programs for two communities

Prepared and submitted impact assessment reports

CONCLUSION

The camp was a huge learning experience for all the students. The objectives that were laid down

for the camp were by and large met. The most important benefit of the camp was that the

students learnt to work as a team. The food, weather and surroundings were different and the

students interacted extremely well with the local community as well as adjusted admirably to the

rural setting. The students did a commendable job in mobilizing the community and the huge

turnout of people that attended the programs bears testimony to this fact. During one of the

programs, the students spread awareness about health and hygiene. The students also interacted

with the children of the activity centers and played several games with them. The rural camp was

a very good occasion for the students to exercise their social work principles and skills and the

students benefitted immensely by the experience.

-Charmaine D’Souza

Karuna Misra