Rajesh Pravah Project

8/8/2019 Rajesh Pravah Project

1/49

Impact Assessment on FUN Camp as a Program

A PROJECT REPORT

ON

Impact Assessment on FUN camp as a

Program

AT

Pravah Inspiring YouthCitizenship

By

Rajesh Kumar Singh

Roll No.29084 (Batch 2009-11)

NIILM-Centre for Management Studies

Under the Guidance of

Mr. Avijit Chakravarti

(Assistant Professor)

Month & Year of Submission

June 2010

NIILM- Center For Management Studies Page 1


2/49


INFORMATION SHEET

1) Name of the company- Pravah NGO

2) Address of the company- Pravah, C-24 B, Second Floor, Kalkaji, New Delhi 110019.

3) Phone No. of the company- +91 11 2644 0619 91

4) Date of internship Commencement-1st May 2010

5) Date of internship Completion- 30th June 2010

6) Signatures & Name of the industry Guide- Mrs. Ishani Sen

7) Designation of the industry Guide-

8) Students Name-Rajesh Kumar Singh

9) Students Roll Number-29084

10) Students E-mail ID- [email protected]

11) Students Mobile/ residence numbers- 9990904295



3/49


ACKNOWLEDGEMENT

I express my sincerest gratitude and thanks to honorable, Mrs. Ishani Sen, Mr Deepjyoti Sonu

Brahma, Miss Eyinbeni Ngullie, Miss Rajani Nair because of whose kindness I had the

precious opportunity of attaining training at Pravah. Under their brilliant untiring guidance I

could complete the project being undertaken on the Impact Assessment on FUN camp as a

Program successfully on time.

Their meticulous attention and invaluable suggestions have helped me in simplifying the

problems involved in the work. I would also like to thank the overwhelming support of all the

people who gave me an opportunity to learn and gain knowledge about the various aspects of the

industry.

I would also like to thankProf. Avijit Chakravarty (Assistant Professor) ofNIILM- Center

of Management Studies, for his constant enthusiastic encouragement and valuable suggestions

without which this Project would not have been successfully completed.

Rajesh Kumar Singh

COURSE - PGDBM



4/49


Index

CHAPTER-1 Introduction

CHAPTER-2 Profile of the Organization

CHAPTER-3 Discussions

CHAPTER-4 Findings, Suggestions & Conclusion

BIBLIOGRAPHY



5/49


Project Theme: Impact Assessment on FUN camp as a

Program.

Objectives

Make an analysis of Feedback.

Make an analysis of Fun camp as a program.

Find out areas of improvement.

Recommendations.



6/49


Chapter-1

INTRODUCTION



7/49


NGO (Non Governmental Organization)

A non-governmental organization (NGO) is an organization that is not part of a government and

was not founded by states. NGOs are therefore typically independent of governments. Although

the definition can technically include for-profit corporations, the term is generally restricted to

social, cultural, legal, and environmental advocacy groups having goals that are primarily

noncommercial. NGOs are usually non-profit organizations that gain at least a portion of their

funding from private sources. Current usage of the term is generally associated with the United

Nations and authentic NGOs are those that are so designated by the UN.

Because the label "NGO" is considered too broad by some, as it might cover anything that is

non-governmental, many NGOs now prefer the term private voluntary organization (PVO).

A 1995 UN report on global governance estimated that there are nearly 29,000 international

NGOs. National numbers are even higher: The United States has an estimated 2 million NGOs,

most of them formed in the past 30 years. Russia has 65,000 NGOs. Dozens are created daily. In

Kenya alone, some 240 NGOs come into existence every year.

The International Red Cross and Red Crescent Movement is the world's largest group of

humanitarian NGO's.

Though voluntary associations of citizens have existed throughout history, NGOs along the lines

seen today, especially on the international level, have developed in the past two centuries. One of

the first such organizations, the International Committee of the Red Cross, was founded in 1863.



8/49


Types of NGOsThere are numerous possibilities to classify NGOs. The following is the typology the World

Bank uses.

Operational NGOs

Their primary purpose is the design and implementation of development-related projects. One

categorization that is frequently used is the division into relief-oriented or development-oriented

organizations; they can also be classified according to whether they stress service delivery or

participation; or whether they are religious and secular; and whether they are more public orprivate-oriented. Operational NGOs can be community-based, national or international.

Advocacy NGOs

Their primary purpose is to defend or promote a specific cause. As opposed to operational

project management, these organizations typically try to raise awareness, acceptance and

knowledge by lobbying, press work and activist events.

Important Features of NGOs

Purposes

NGOs exist for a variety of purposes, usually to further the political or social goals of

their members. Examples include improving the state of the natural environment,

encouraging the observance of human rights, improving the welfare of the disadvantaged,

or representing a corporate agenda. However, there are a huge number of such

organizations and their goals cover a broad range of political and philosophical positions.This can also easily be applied to private schools and athletic organizations.

Methods

NGOs vary in their methods. Some act primarily as lobbyists, while others conduct



9/49


programs and activities primarily. For instance, such an NGO as Oxfam, concerned with

poverty alleviation, might provide needy people with the equipment and skills they need

to find food and clean drinking water.

Networking

The International Freedom of Expression exchange (IFEX), founded in 1992, is a global

network of more than 60 non-governmental organizations that promote and defend the

right to freedom of expression.

Consulting

Many international NGOs have a consultative status with United Nations agencies

relevant to their area of work. As an example, the Third World Network has a

consultative status with the UN Conference on Trade and Development (UNCTAD) and

the UN Economic and Social Council (ECOSOC). In 1946, only 41 NGOs had

consultative status with the ECOSOC, but this number had risen to 2,350 in 2003.

Management of non-governmental organizations

Two management trends are particularly relevant to NGOs: diversity management and

participatory management. Diversity management deals with different cultures in anorganization. Intercultural problems are prevalent in Northern NGOs that are engaged in

developmental activities in the South. Personnel coming from a rich country are faced

with a completely different approach of doing things in the target country. A participatory

management style is said to be typical of NGOs. It is intricately tied to the concept of a

learning organization: all people within the organization are perceived as sources for

knowledge and skills. To develop the organization, individuals have to be able to

contribute in the decision making process and they need to learn.

Relations

The relationship among businesses, governments, and NGOs can be quite complex and

sometimes antagonistic. Some advocacy NGOs view opposition to the interests of

Western governments and large corporations as central to their purpose. But NGOs,

governments, and companies sometimes form cooperative, conciliatory partnerships as

well.



10/49


Staffing

Not all people working for non-governmental organizations are volunteers. Paid staff

members typically receive lower pay than in the commercial private sector. Employees

are highly committed to the aims and principles of the organization. The reasons why

people volunteer are usually not purely altruistic, but self-serving: They expect to gain

skills, experience and contacts.

Funding

Large NGOs may have annual budgets in the millions of dollars. For instance, the budgetof the American Association of Retired Persons (AARP) was over $540 million dollars in

1999. Human Rights Watch spent and received US$21, 7 million in 2003. Funding such

large budgets demands significant fundraising efforts on the part of most NGOs. Major

sources of NGO funding include membership dues, the sale of goods and services, grants

from international institutions or national governments, and private donations. Several

EU-grants provide funds accessible to NGOs.

Even though the term 'non-governmental organization' implies independence of

governments, some NGOs depend heavily on governments for their funding.

Legal status

The legal form of NGOs is diverse and depends upon homegrown variations in each

country's laws and practices. However, four main family groups of NGOs can be found

worldwide:

Unincorporated and voluntary association.

Trusts, charities and foundations.

Companies not just for profit.

Entities formed or registered under special NGO ornonprofit laws.

NGOs are not subjects ofinternational law, as states are. An exception is theInternational

Committee of the Red Cross, which is subject to certain specific matters, mainly relating

to the Geneva Convention.

http://en.wikipedia.org/wiki/Voluntary_associationhttp://en.wikipedia.org/wiki/Trustshttp://en.wikipedia.org/wiki/Charitieshttp://en.wikipedia.org/wiki/Foundation_(nonprofit_organization)http://en.wikipedia.org/wiki/Not_just_for_profithttp://en.wikipedia.org/wiki/NPOhttp://en.wikipedia.org/wiki/International_lawhttp://en.wikipedia.org/wiki/International_lawhttp://en.wikipedia.org/wiki/International_Committee_of_the_Red_Crosshttp://en.wikipedia.org/wiki/International_Committee_of_the_Red_Crosshttp://en.wikipedia.org/wiki/International_Committee_of_the_Red_Crosshttp://en.wikipedia.org/wiki/Geneva_Conventionhttp://en.wikipedia.org/wiki/Trustshttp://en.wikipedia.org/wiki/Charitieshttp://en.wikipedia.org/wiki/Foundation_(nonprofit_organization)http://en.wikipedia.org/wiki/Not_just_for_profithttp://en.wikipedia.org/wiki/NPOhttp://en.wikipedia.org/wiki/International_lawhttp://en.wikipedia.org/wiki/International_Committee_of_the_Red_Crosshttp://en.wikipedia.org/wiki/International_Committee_of_the_Red_Crosshttp://en.wikipedia.org/wiki/Geneva_Conventionhttp://en.wikipedia.org/wiki/Voluntary_association


11/49


TOP 10 NGOs of INDIA

Help Age India

Sargam Sanstha

Smile Foundation

Give India

Lepra Society

Udaan

Deepalaya

Uday Foundation

Karmayog

Pratham



12/49


Chapter-2

PROFILE OF THE ORGANIZATION

About Pravah

Pravah is an organization based in New Delhi, India that works with young people to impact

issues of social justice through youth citizenship action. Pravah became a registered organization

in 1993.

Pravah works with adolescents and diverse groups like youth organizations and institutions

working directly with young people.

Through our active citizenship programme and youth development interventions, Pravah build

and nurture:

Respect and understanding of citizenship.

Requisite attitude of ownership for common spaces.

Leadership skills for social change and behaviors to develop strong relationships as thefoundation for change.

After a decade of intensive work, Pravah have expanded our portfolio to include teachers

training, incubating new initiatives and facilitative work with other organizations working on

youth development. Together with these partners Pravah are currently advocating for youth

development and citizenship action.



13/49


Pravah History

Pravah is an organization based in New Delhi, India, working to impact issues of social justice

through youth citizenship action. In 1992 a wave of violence and rise in communal thinking

forced a group of young professionals in their early twenties, to stop observing passively andtake action something that we had forgotten to do for a long time.

What started as a small campaign led in colonies and colleges to mobilize public opinion against

the violence through creative mediums like theatre later began to flow as Pravah.

Pravah became a registered organization in 1993 and since then, Pravah team has grown to

include over 25 professionals with vast experience in diverse fields such as human resource

development, theater, psychology and social sciences. Pravah now partner with more than 40

Indian civil society groups.



14/49


Pravahs Outreach:

Some Highlights In the last 15 years:

o Outreach to as many as 15,000 school students through workshops and trainings

conducted in 25-30 schools in Delhi and Rajasthan. Pravahs school curriculum is now apart of the mainstream curriculum in 10 schools. Pravah has also trained 100 school

teachers to become ambassadors of the Me to We curriculum.

o More than 10,000 young people have engaged with Pravah youth programs and

processes. Approximately 100 young people commit 80 hours each of volunteering in

rural and urban NGOs every year.

o Every year, Pravah clocks approximately 20,000 hours of youth volunteerism in 40

organizations across India.



15/49


o Pravah organizes campaigns on various issues of social change that are designed by

school students, youth groups and teachers. Since 1997, Pravahs campaigns have

reached more than 150 schools and enlisted the participation of 150,000 young people.

o Pravah received the Sanskriti Award in 2003 for its outstanding work in the youth

community.

o The CEO of Pravah is on the NSS Advisory Board for Delhi University.

o The International Bureau of Education (IBE), part of UNESCO, has featured Pravah in

their CD, Learning to Live Together which focuses on good practices in schools.

o Pravah was invited by CBSE to write a few chapters for their life skills textbooks.

Pravah Philosophy

The prominent Chief Seattle, leader of the native American tribes made a significant comment in

1854 when the white man was fragmenting their common world into small independent ranches

and farmhouses: The earth does not belong to man, man belongs to the earth. All things are

connected, like the blood, which unites one family. Whatever befalls the earth befalls the sons of



16/49


the earth. Man did not weave the web of life; he is merely a strand in it. Whatever he does to the

web, he does to himself.

Pravah believe that instead of curing in the aftermath of social conflicts, we need to engage

positively with them. As future decision makers, youth need to internalize a social orientation

and a regard for common spaces, so that they can become socially responsible decision makers in

the future.

We feel that sustainable social change emanates from individuals. Change them or their

orientation and the system will change. Long term changes will therefore be brought about by

developing in young people the relevant values, attitudes and skills.

J.Krishnamurti said, To live is to be related we have to teach children about life and that is to

teach them about relationships.

This goes hand in hand with reverence for common spaces the rivers, roads, sky and collective

consciousness of society. Our objective is to enable individuals to leave the shores of their self-

absorbed islands and voyage into the world of relationships.

Pravah believe that the way to engage people into having a deeper and further horizon is to instill

in them a respect for the journey and not only the fruits. This is possible by focusing on the skills

of reflection, self-awareness, analysis, conflict resolution and citizenship.

To rub out years of learned collective wisdom, to shed old baggage that is very dear to us, to

unlearn and learn again is an effort undertaken only by an inspired handful. So we, at Pravah,

work with youth, who may be comparatively free of baggage, the sands of their soul not yet

overcrowded by footprints. They would be the ones occupying powerful positions in the future,

people who can potentially influence the course of societal action and move it towards

prevention rather than cure, delayed gratification rather than instant utopias, long term rather

than short term.

It is walking the thin line between fun and work, social responsibility and sacrifice, creativity

and indiscipline, Hindi and English, right and left, black and white, from me to we.

Partnerships

THOUGHT SHOP FOUNDATION (TF) was the oldest organization established in 1993

and run by professionals whose expertise is in social communication. Their experience with

young people was in the areas of adolescent reproductive health and gender. What they brought

to the table was their knowledge of Kolkata and local areas, their relationships with young



17/49


18/49


Pravah works with both adolescents as well as youth in promoting active citizenship. Pravah

engages with these two groups through two broad interventions, the School Programs and Youth

Action.

Youth Intervention

Adolescent Intervention

Youth Intervention

Pravah provides opportunities to young people in the age group of 17 25 years to become

active citizens. While we facilitate their learning about their own selves and social realities

through workshops, exposures, youth clubs, volunteerism we also create spaces for them to

demonstrate active citizenship.

4 Initiatives operate under the umbrella of Youth Intervention:

SMILE

Youth for Development

Global Xchange

Change Looms

Students Mobilization Initiative for Learning Though Exposure (SMILE)

SMILE is one of Pravah oldest programs and has stayed on and grown alongside Pravah. SMILE

(Students Mobilization Initiative for Learning through Exposure) runs as a program across India

with an aim to involve young people in activities which help them to belong and take

more responsibility in whatever they do. SMILE has helped us reach out to many young and

exciting minds, helping them to learn and explore with us - while of course having a lot of fun.



19/49


We at Pravah run the Delhi Chapter of SMILE while continuously trying to spruce it up with

endless cups of chai!

How do we actually do these abstract things? In SMILE you can do whatever excites you the

most films, theatre, writing, songs or even abstract art! There is however only one condition

you have to get involved with issues and people around you in ways which affect both.

In SMILE you will map out your own learning journey; we are just the navigators who will

support and create those spaces that you need.

o Youth for Development (YFD)

Offer Indian youth an opportunity to contribute to development issues in communities anddevelop skills for leadership. Youth for Development is a partnership between Pravah and

Voluntary Service Overseas (VSO).

As part of Youth for Development (YFD) program you will get to work in a rural area for six

months. This means that you can get the experience of working in these areas as well as use what

you learn to help out in some issues which the people out there feel are important for them.

How is it different from any other rural internship?

Here you can learn in two ways: first, you get to learn when we actively design your trainings

with our partners, like Voluntary Service Overseas (VSO). So you are not simply left on your

own while also having the chance to chart your own journey. Second, you of course gain a great

deal from the experience of working in an organisation in the field you want. At the end of your

placement you will also give your feedback and share your experience with us. The programme

will pay for travel, accommodation, food, medical costs, training and a stipend While you are

with us, you will also be required to raise a minimum of Rs. 5,000 which will contribute towards

your action projects. Again, we will be around to assist you with these various activities, while

you get to call the shots.

o Global Xchange (GX)

Global Xchange is a 6 month long international volunteering exchange programme and is a

Pravah, VSO and British Council partnership.

The vision of GX is to build mutual respect among young people and promote global active

citizenship. Young global citizens are individuals who learn from the experience of others



20/49


around the world, have an awareness of issues facing developed and developing regions and put

that learning into action.

The programme will bring together 9 young people from the UK and 9 young people from India

to spend 3 months in a community in the UK and 3 months in a rural community in India.

The volunteers will live in host homes in counterpart pairs, to ensure a rich experience of the

community life, and understanding of the culture and lifestyle of the respective regions as well as

an opportunity to deeply understand the issues concerning day to day life.

One day in a week is reserved for the team to come together, share their varied experiences, and

learn about the community- its culture, places and issues. The Xchange will pay for travel,

accommodation, food, visas, medical costs, training and an allowance.

All the 9 selected Indian volunteers will be expected to take part in 3 training sessions:

Introductory Training Course (ITC): This will prepare you for the arrival of the

overseas volunteers and will also look more specifically at preparing you for working in a

cross-cultural environment.

In country Orientation: The ITC goes directly into the in-country orientation, which

starts with the arrival of the overseas volunteers. The training then focuses on building

supportive and trusting relationships. There are more opportunities for training, reflection

and review throughout the program during educational activity days, mid-phase reviews

and de-briefs.

Returned Volunteer Workshop: 4 weeks after returning home, the Indian volunteers

are invited to attend a returned participant workshop. Its purpose is to support returned

volunteers in their 'life after GX by giving them the chance to reflect on their

experiences and to help them focus on their future plans.

A Learning Opportunity for Young People

GX offers an opportunity to learn by experience about the diversity of peoples lives within the



21/49


global community, develop knowledge, skills and values. GX provides you an opportunity to

engage with critical, social and developmental issues first hand and contribute in whichever way

possible to the communities both in India and UK.

Counterpart Pairs: Each volunteer has one counterpart from the exchange country with

which they live. They may also have another counterpart from the exchange country with

whom they work.

Host Homes: Each pair of volunteers will be staying with a family in the host

community. Just as we look for diversity in our volunteers and communities, we also

encourage variety in our host homes.

Host communities: In both countries, the volunteers live and work in a community that

is new to all of them. In India, the community will be a rural area in Jharkhand or

Rajasthan.

Volunteer placements: Volunteer placements are structured so that the volunteers are

able to have maximum takeaways about the community and its issues and at the same

time make a positive and practical contribution to community initiatives.

Educational activity days (EADs): Usually held once a week, EADs provides the

volunteers with an opportunity to come together and engage in active learning about

community development issues in each country. Each week, different counterpart pairs

run the sessions.

Community Activity Days (CADs): An opportunity for the GX team to engage a larger

part of the community by organizing action days which will benefit the community

learning and welfare. The action days are based on the theme of the exchange,

interactions with the community, as well as the funds raised by the team.



22/49


o Change Looms

Change Looms is a leadership and organizational development programme that supports,

encourages and recognizes young people and their teams who have started and are running their

own independent projects or organizations working for social change. The programme is

intended to support new organizations grow and move forward. Personal and organizational

development support to the young change leaders and their teams form the core of Change

Looms.

Till date we have engaged with more than 35 social change organizations / projects across 16

States through this programme. Some of the issues these young people have been working on

include: prevention of Child Sexual abuse, Rights of homeless people, theatre for social change,

awareness of nomadic tribes of Maharashtra, Institutional Care of mentally-challenged destitute

children, Gender & Womens empowerment, Life-Skills through Sports, Life-Skills and

leadership for social change in school children.

The programme duration is for 18 months during which participants will be offered:

Training and capacity building; mainly through a one-week residential workshop- the

Development Centre (planned in September 2010).

Mentoring opportunities and opportunities to network with social sector leaders from

across the country.

Financial assistance for availing learning and organizational development opportunities.

Participants are encouraged to go on exposures and participate in collective learning

events and workshops.

All this will happen during the 18 months learning phase that will begin with the

Development Centre and culminate with the Recognition Event; a public event where

teams will be felicitated for their work.



23/49


Adolescent Intervention

Pravah's school programs, collectively called Adolescent Intervention works with the age group

of 13-17 years to inspire them towards active citizenship. This is done either through directioninterventions or through training of teachers in schools.

4 Initiatives operate under the umbrella of Adolescent Intervention:

From Me To We

FUN Camp

CLAP

Teacher Training

From Me to We (FMTW)

From Me to We (FMTW) is focused on inspiring adolescents to take up active leadership in

areas of social change. To assist the youth do this, we at Pravah help create learning and life

skills programs which we conduct in cooperation with the schools and teachers under the 'Pravah

'From Me to We' Conflict-Positive Curriculum'. Personal interaction and facilitation are key

components of our processes. Learning ought to be fun and it happens best when the learner

takes responsibility for it. Therefore, theatre, games, simulation exercises, stories, case studies

are a core component in our 42 hour school curriculum. We currently reach out to 3500

adolescents in over 30 schools, mainly in and around Delhi, Rajasthan, Gujarat and Karnataka.

SUBPROGRAMS



24/49


Every module, topic or day in our workshop would contain elements of all of these key

messages.

o The Self to Society Module

Guides and encourages a young persons understanding of self in relation to the world around

them through an inward look and an understanding of their relation to the world around them. An

individual is encouraged to grow in to the roles of a responsible brother, sister, friend, lover and

neighbor that will extend naturally into responsible citizenship. Social issues are put into the

correct perspective -no right way is emphasized but skills and processes of arriving at your own

stances are elaborated. Natural principles of going beyond stereotypes, appreciating diversity and

practicing tolerance are internalized through games, role plays and exercises.

o The Conflict Positive Process Module

Pravah believe conflict is a positive process. Our interventions enable young people to recognize

different dimensions of conflict in personal as well as social spheres and to deal with them

positively.

o Citizenship and Voluntary action

The final phase of all Pravah interventions focuses on developing in young minds an

understanding of citizenship issues & constitutional rights. This is done by engaging young

people in social action through projects and campaigns and thus working on issues of diversity,homelessness, peace, disarmament, poverty & sustainable development, gender, stereotyping and

equality.

How will the program work in your school?

Three facilitators, who are trained in creative programs on life skills and social

responsibility, work with adolescents of IX or X standard.

A staff member needs to be appointed to coordinate with and support the facilitator.

You would be required to provide infra-structural resources and conveyance expenses for

the program.



25/49


Citizenship Learning and Action Program (CLAP)

If you are between 13 and 17 and there is something which really gets you thinking makes you

angry or just forces you to talk aloud, this is where you should tell us about it.

Citizenship Learning and Action Program (CLAP) is about applauding young people, like you,

who are already out to change things. In CLAP you need not be 18 years to be a citizen or to take

a decision. This is why we let you decide what citizenship means to you! Whatever affects you,

whatever you feel strongly about is your citizenship action. And Pravah is here to help you take

that forward. Just like you get praised for an awesome painting or some rocking dance moves,

Pravah at CLAP recognize your leadership skills in making social change.

SUBPROGRAMS

Learning Workshop

The first three days you will get a chance to meet other people like you. They will also be doing

work like you but in very different areas and ways. What better way to know much more about

them?

And then you can also join us in learning more about the way you are working and how you can

do it better. The fun starts on the fourth day when we tell everyone what you have been up to -

by hosting a grand public event where you get recognition for you work your way!

We give you the space to set up a stall and tell your story to everyone around in your own unique

way. What more! Here you can also put your skills to use sing, dance, paint, act whatever it

takes to take your ideas across.We will help you do all that and more! You will also get a

certificate and a cash prize for the use of your work! Working for something you believe in was

never as much fun

PARTNERS

SANSKRITI SCHOOL, NEW DELHI



26/49


Sanskriti School is located in New Delhi and was established by the Civil Service Society in

August 1998.

The school aims to impart education based on the following 4 tenets: imbibing values, respect for

all, excellence as a life guiding principle and inspiration to contribute to the betterment of the

world. It empowers students to discover that learning is an on going experience and enable them

to become life long learners. The instructional programme is such that it fosters holistic

development of each individual and helps them to maximize their potential. The school believes

that each student is a unique individual and they must learn to take pride in their achievements.

At Sanskriti we believe that working in a team in a disciplined environment is not only a life skill

but also conducive to achieving goals. And finally the learning process is a partnership between

the school, parents and teachers.

FORD FOUNDATION

Ford Foundation established an office in India in 1952. It was the Foundation's first program

outside the United States, and remains the largest of its overseas field operations. The

Foundation has made major commitments in the areas agriculture and rural development, forest

and natural resource management, reproductive health, livelihoods, human rights, governance,

education and culture, religion cooperation and security and the promotion of in-country

philanthropy.

o Teacher's Training

In Teacher's Training Pravah believe that educators can play a very important role in creating

socially responsible citizens. Our learnings of the last three years has reinforced our belief that

that there is a need to enable and support teachers to make connections between education and

the social reality of learners as well as the teachers themselves.

Further the professional development of a teacher has to be linked intrinsically to the teacher as a

person in the socio economic context he/she lives in. This will enable teachers to move beyond

the frameworks imposed by the education system and transform themselves into educators

beyond boundaries. We support these through the teachers training initiatives and the Educators

Collective.

The World Is My Classroom: An Intervention with Teachers



27/49


Pravah train teachers, for a period of one year, to design and conduct a life skills program with

students from classes VIII to XII. The training is conducted through modules on self and

adolescents, managing conflicts positively and on instruction design and facilitation. The 50-

hour introductory workshop will take place over 6 full days. Approximately 30 hours is required

with students, either in the form of weekly or fortnightly sessions or 5 full day workshops.

Initially a facilitator from Pravah will accompany the teachers during the sessions.

The goal is to build a nucleus of teachers who would run the program independently. The school

based resource center would involve not only students and teachers but also school authoritys

school authorities and parents as partners in the process of tapping the immense potential of

youth. For this we can facilitate setting up a Teachers Learning Center (TLC) on life skills and

citizenship education in your school.

The activities of the resource center will be: Learning sessions for teachers in areas like

reflective practices, assessment of students, classroom management, communication skills and

democratic classrooms. Projects on active citizenship in areas like social sciences and language

teaching. Exposure trips, which help learning and sharing innovations as well as to widen

perspective on education.

The criterion for selecting the school would be as follows:

The school has had a relationship with Pravah through the teacher training initiative.

The school has access and is willing to engage and share intensively with 2-3 other

schools in the locality, catering to students of diverse socio-economic backgrounds.

The school is willing to commit physical space and other necessary infrastructure.

We are currently hosting a Teachers Resource Centre at Bluebells school, New Delhi.

Educators' Collective

The Collective is a network of school teachers, educators, and teacher trainers, who are working

for social transformation through the agency of the youth. Most educators who have been



28/49


through our teachers' program are included in this Collective. It creates support and facilitates

professional development through shared and experience based learning.

A Teachers Platform for self-transformation, leadership, and community building for meaningful

change in the classroom, school and the community is also a part of the Collective.

o Friendship Udankhatola (FUN) Camp

Cities are crowded but the cars are so comfortable! Villages are beautiful but I cannot stand the

mosquitoes!

It is time that we challenge what we know, to come out of comfort zonesperhaps it is time for

a FUN camp! FUN Camp is a 6-day experience for young people between the age of 13 and 17.

Why go? Social development, Two Indians, Sustainable development the jargon goes on.Still there is so much which does not make sense. One way out is to walk with the youth and

show them the real pictures through their own experiences the FUN camp way! In the process

you can understand yourself and how you are connected with the dos and donts, the cool and

the not- so cool of any society. After all, whatever you do has an effect somewhere and

whatever happens out there impacts you! Why not live out these links for a few days?



29/49


What happens?

Before the camp, a half day orientation is conducted for the students and a full day

orientation for the teachers accompanying the students.

The camp includes trekking, games, bonfire, group interactions, cooking and other

activities to enable hands-on learning.

There is a participant-facilitator ratio of 6:1 to ensure that the participants are never left

unattended. The facilitators, both male and female, are specially trained for working with

young people.

Medical facilities are available on the campus.

There are separate dormitories for boys and girls.

For the purpose of better learning and understanding students are not allowed to carry any

attention diverting instruments e.g. books, walkman, iPod, mobile phone.

A certain dress code is followed and all the disciplinary rules that are there in the school would

also be applicable to them during entire camp.

FUN Camp to rural areas

The camp encourages young people from the urban areas to get to know the rural areas, which

present a very different set of values and lifestyles. This knowledge and the sensitivity that

comes with it, helps them in becoming effective decision-makers in whichever field they choose

for their future.

Return FUN camps



30/49


A Return FUN Camp is an urban exposure trip for rural adolescents. The objective is to provide

an exposure to various facets of city life, urban India, that is and help develop confidence, and

interpersonal skills among the participants. The participants would get flavor of city life in its

totality rather than just a place as one full of opportunities which would also help them

appreciate better the importance of their own surroundings.

The camp is hosted by Sanskriti School and the ex FUN campers volunteer for the program. We,

at Pravah, facilitate the camp. So far, 4 camps have been hosted with more than 91 participants

from various places like Rajasthan and Uttrakhand.

Teachers FUN camp

Theme based FUN camps

Theme of the Camp: Livelihood

Venue: UMBVS, Phalodi (Base Camp), Pokran Primary School, Raniser Village.

UMBVS or URMUL Marusthali Bunkar Vikas Samiti is a cooperative society of about 170

weavers. The society is engaged in managing the business of the weavers. It acts as an interface

between the market and the weavers. Over the years, it has spread into other development works

like panchayati raj, education, health etc.

The theme of the camp Livelihood: Weavers community would try to look at the larger

picture of Livelihood through the lens of the weavers.

First the emphasis would be to understand the weaving as an age-old traditional craft. The focus

would be to understand the dynamics of the society of the weavers community.

In the second stage, weaving as an employment and weaving as a livelihood would be examined.

The Phalodi block of Jodhpur district in Rajasthan has been a traditional centre for around 500

weavers families of the Jaswal community. Since a few years, due to

economic compulsions, many of them have moved to other means of livelihood. Livelihoods

have diversified and weaving is still battling on with the advent of modern and faster machines.



31/49


Theme of the Camp: Land and Forest, Agriculture

Venue: SIDH, Kempty (Base Camp) Ghati School, Gaid Village, Kandikhal village and,

Garkhet village

SIDH is an organisation which has been working on the issue of education for the last 2

decades. It has integrated local traditional knowledge with its modern outlook for a more

sustainable educational system. SIDH has enlarged its outreach program to include youth,

teachers and most importantly the local people in its work.

The theme of the SIDH FUN camp was Land and Forest with an in-depth focus on agriculture. It

was designed to give the students an exposure to the rural society of the Jaunpur block of the

Tehri district. The students worked at the agricultural field or with the cattle related activities.

The Jaunpur block of the Tehri district has some of the very diverse and unique Land and Forest

reserves and agricultural patterns. The farming is mainly organic but there are signs of chemical

use. There has also been mass exodus of youth from these areas. Now, the community has to

depend on the outside world for its sustenance.



32/49


CHAPTER-3

DISCUSSIONS

Brief Introduction



33/49


About The Sessions of FUN Camp

Who Am I?

Purpose: This session explains the importance of self-awareness and self-disclosure in a group.

The focus is on the process of self-reflection and sharing about the participants interests,

thoughts and/or concerns regarding themselves and the world. It is displayed to participants that

such sharing helps in developing self-confidence.

The session emphasizes trust as a value and demon states that personal disclosure helps in

generating trust and inspires others to do the same, and thereby leads to better interpersonal

relationships.

Trust, one of the core values of the conflict positive approach, will be visited time and again in

the session that follows.

Session Objective

At the end of the session, the participants will be able to:

Explain the concepts of self-exploration and self-awareness.

Identify and share their interests, aspirations, strengths, weaknesses and concerns.

Explain how, through sharing, they have gained an enhanced understanding of self and

others. Explain the importance and effects of sharing about oneself, in interpersonal relationship.



34/49


Stereotypes

Purpose: This session builds an understanding of stereotypes and makes the participants reflect

on their own stereotypes. Through group discussions, participant determines how stereotypes are

formed and their relationship with prejudice and discrimination. The focus of the session is on

challenging these stereotypes and their validity and learning to distinguish between facts, myths,

and opinions through critical thinking.

Session Objective


Define stereotypes and identify their personal stereotypes.

Distinguish between stereotypes, facts, opinion stereotypes.

Explain the link of stereotypes with prejudice and discrimination.

Sustainable development

Purpose: This session seeks to build an understanding of the term development, the concept of

sustainable development and enables participants to analyze the links between distribution of

resources, equity of access and sustainable development.

Session Objective:


Explain the word development.

Explain the concept of sustainability and relate how it is connected to their lifestyle.

Articulate the link between distribution of resources and equity of access.



35/49


36/49


Some Students Feedback

o The kind of experiences we shared with all of us in the group and even individually have

changed my perspective about certain things in life. The main learning being about

prioritizing in life. I will definitely be giving more thought to very decision. Prachi

Singh, (Bhiyasar village).

o I learnt most from the villagers. The simple life they lead without creating any fuss and

most importantly the happiness they find in simple things. I will stop cribbing about

insignificant things in my life. Akriti Singh, (Ranisar Village).

o The who am I session made me open up to people in a way I never thought was

possible. It gave me an opportunity to know how common all our problems were and

helped strengthen our bonds Neha Joshi, (Bhojasar village).

o This camp helped me to know my classmates and my friends better. The most precious

discovery was of me in a totally new way. The village experience was also awesome as

for the first time I got to experience life in a village. - Anjuri Chandra (bengti Village).

o It gave me a space to learn and know the person that I really am. - Suveera (bengti

village)

o This camp was full of fun and learning. My misconceptions about villages and village

life were broken, thanks to pravah. -Imkan Ali (Bhiyasar village).

o The most enriching experience was interacting with the people in the village and

knowing more about their lives. - Nayantara menra (Bhiyasar village).

o The whole experience was very enriching. People whom I didn't even know seemed so

familiar and close to me. Thank you Pravah. -Aditya Malhotra (Ranisar Village).



37/49


o Going to the weaver's house and learning to weave was the most profound and enriching

experience. The most beautiful discovery I made about myself was accepting otherpeoples' point of view. - Meghna Jain (Ranisar Village).

o Thanks to Pravah for this meaningful and fun trip. - Kajal Dalal (Bhojasar village).

Analysis of Feedback

The Fun Camp is neither a holiday nor a study tour. Instead the programme is designed for

experiential learning. Urban school students are taken to a village where a credited NGO has

been working towards empowering the community. Students stay with the community,

interacting with the village people and learning about their lives. The program seeks to

breakdown stereotypes by exposing them to the tradition, culture and environment of the

community. This helps in understanding different lifestyles and a deeper understanding of

existing issues.

Exposure to life in a village puts our own lives in perspective. It teaches us to appreciate what we

have and strive for all that we have lost such as hospitality, generosity, love for nature, clear

skies, simplicity and judicious use of resources and a sense of belonging.

Before leaving for the camp, it is important that the facilitators meet the students and the teachers

to share with them the objective of the trip. During this meeting the apprehensions of thestudents are heard and dealt with. They are advised on what to expect and what not to expect.

Ground rules are decided upon and the mood for the camp is set.

The feedback of the students returning from the camp is very exciting and overwhelming. The

camp helps the students to discover totally new dimensions of them, helps to know their friends

and classmates in a better way, carry enriching experiences with themselves and that too with

full dose of fun.

Some of the important areas which are largely focused upon in the camp to help the students are:

Group Dynamics

Initially it was easy for one to sense the incoherency present in the group. It was observed that

there were a lot of smaller groups within the big group. Also, this disconnect was clearly visible

when the big group was divided into three main groups. But slowly and steadily during the camp

it was observed how the group cohesiveness was increasing.



38/49


Understanding the Camp Model

Here we are concentrating on the sessions and the ice breakers. The ice breakers like trust walk,

trust fall, 1 to 20, confusion and human knot proved fruitful for the facilitators as all these ice

breakers were aimed at breaking the initial wall of ice that forms, mostly between the students

and the facilitators and also among the group members . The session that played an important

role in building up group cohesiveness the most was who am I. Initially it was noticed that thestudents, in all the three groups, were not comfortable opening up but finally some students took

the initiative. Although there were some students who didn't open up at all, but even they found

the session interesting and easing? Also sessions on stereotypes and livelihood helped the

students to subside their preconceived notions about village life.

Interaction and communication

The interaction between the students and the villagers helped the students to get another

perspective of life. Staying with the villagers, doing the work they do, eating with them, knowing

about their culture and beliefs, all these helped the students to learn about the village life.

Another important thing they learned is the lesson on contentment'. The life of the villagers was

hard; it was a day to day struggle for them. But their smiling faces told us that they were still

content and happy. For example the interaction between the URMUL staff and the students also

proved fruitful for the camp. Knowing the history of the organization and how it creates mass

awareness and provides employment though the art of craft to the villagers, all these information

proved vital for the camp.

Shift in consciousness

During the reflection sessions, especially during the second day, the transformation, in the

thought patterns, of the students was clearly visible. Their encounter with the harshness of lifehad opened their eyes to the realities of the world. The realization that there is no actual divide

between the rural and urban community and each impacts the other, made them understood the

need for rural and urban unity. Also there was urgency from the students to do something

productive for the villagers on education, and health issues mostly.



39/49


Analysis of Fun camp as a program

INTRODUCTION

The camp is an interactive experiential learning module that enables urban students to learn

about rural India through hands -on exposure. It provides an opportunity to urban students tomake friends with rural adolescents, learn traditional crafts, gain insight into rural socio -

economic structures through a village study, builds leadership and team spirit through adventure

and enhances personal confidence and inter-personal skills. The program is designed as an

intensive participatory learning experience of 5 to 7 days using creative methodologies like

theatre, music, simulation exercises and games. The entire camp is designed as a journey where

students reflect upon themselves and their roles in society as well as break stereotypes through

interactions with local people in rural areas. The focus is on breaking stereotypes through

exposure and developing respect for each others culture, traditions, environment and knowledge

systems. Sports, art, music, theatre and adventure are an intrinsic part of the camp.

The camp is also designed with the purpose of exposing students to voluntary work, NGOs and

development work in general. The students are prepared before the camp, through an orientation

workshop for what they are likely to experience. The emphasis is on learning by doing and

reflecting on the rural experience, with a view to identify areas of change by:

Inculcating positive values and attitudes

Building ownership for self and society

Developing interpersonal skills

Developing opportunities to exercise social responsibility

After the camp feedback is collected from the students in a follow up program, to evaluate the

impact and learning from the exposure. Students fill in logbooks to record their experiences,

attitudes and thoughts before and during the camp. Facilitation and personal interaction by the

resource persons helps students assimilate the learnings. A great deal of planning is done to



40/49


ensure that the whole experience is educational as well as fun. The logistics and the

arrangements for the camp are organized by Pravah in partnership with an NGO that is working

in a rural area.

Overall Analysis of Fun Camps

City life is fast becoming individualistic and self-centered. The gap between rural-urban is

increasing day by day. Recently the fiasco that happened in West Bengal, has actually worked

like an alarm clock, waking us up from a deep slumber. Also the Narmada dam incident has

shown us how urban decisions have an impact on rural society. What can we do to close this gap

because each impacts the other?

The best possible solution is to awake the youth of this country to this great divide and make

them realize that how important is it for both the societies to come together for the real progress

of this country and its people. In 1992, after the Babri Masjid demolition, a group of youngprofessionals in their early twenties responded to the situation and the wave of communal riots

and bloodshed that followed before and after the event. They mobilised public opinion against

the violence through campaigns and other creative platforms. From a loose group of young

individuals, Pravah became a registered organization in 1993. From then onwards it has

incessantly worked with youth on active citizenship. One of the important programmes is the

adolescent intervention programme.

Fun camp is an important aspect of adolescent intervention programme. The camp works on self

to society '- model. This model helps to realize the importance of youth and active citizenship.

The basic aim is to understand how an individual can contribute to the society. This model also

helps to understand the rural-urban relation and how each impacts the other in various forms. It

also helps the students of that particular age to understand the other important perspective of life.

The structure of this camp helps to become aware of the self and how an individual is inclusive

to his/her environment. The model also focuses on action plan that is implementing the learning

during the camp. This implementation can be in various forms like- theatre, exhibitions,

documentaries and comics and all other modes possible to create awareness all around. This year

in the month of March, fun camp was organized at Phalodi, which falls under the district of

Jaisalmer. Students of Sanskriti School were part of this camp (class xi).

There were fifty-three students, seven facilitators from Pravah and six teachers from Sanskriti

School.

Camp Analysis

Some of the areas that we are largely focused upon:



41/49


Group Dynamics

Initially it was easy for one to sense the incoherency present in the group. It was observed that

there were a lot of smaller groups within the big group. Also, this disconnect was clearly visible

when the big group was divided into three main groups. But slowly and steadily during the camp

it was observed how the group cohesiveness was increasing.

Understanding the Camp Model

Here we are concentrating on the sessions and the ice breakers. The ice breakers like trust walk,

trust fall, 1 to 20, confusion and human knot proved fruitful for the facilitators as all these icebreakers were aimed at breaking the initial wall of ice that forms, mostly between the students

and the facilitators and also among the group members . The session that played an important

role in building up group cohesiveness the most was who am I. Initially it was noticed that the

students, in all the three groups, were not comfortable opening up but finally some students took

the initiative. Although there were some students who didn't open up at all, but even they found

the session interesting and easing? Also sessions on stereotypes and livelihood helped the

students to subside their preconceived notions about village life.

Interaction and communication

The interaction between the students and the villagers helped the students to get another

perspective of life. Staying with the villagers, doing the work they do, eating with them, knowing

about their culture and beliefs, all these helped the students to learn about the village life.

Another important thing they learned is the lesson on contentment'. The life of the villagers was

hard; it was a day to day struggle for them. But their smiling faces told us that they were still

content and happy. For example the interaction between the URMUL staff and the students also

proved fruitful for the camp. Knowing the history of the organization and how it creates mass

awareness and provides employment though the art of craft to the villagers, all these informationproved vital for thecamp.

Shift in consciousness

During the reflection sessions, especially during the second day, the transformation, in the

thought patterns, of the students was clearly visible. Their encounter with the harshness of life

had opened their eyes to the realities of the world. The realization that there is no actual divide



42/49


between the rural and urban community and each impacts the other, made them understood the

need for rural and urban unity. Also there was urgency from the students to do something

productive for the villagers on education, and health issues mostly.

CHAPTER-4

Findings, Suggestions

&

Conclusion



43/49


KEY FINDINGS

Almost all the organizations contacted gave positive feedback on the camps on all aspectsincluding its vision, the design, coordination, facilitation, and the impact on the students.

The other organizations viz. schools, while indicating their belief in the vision and

objectives, also focused largely on the need for improvement in aspects relating to

implementation such as design and delivery.

There was a clear need for the program - the findings indicate that all the partners felt that

the objectives had been met.

All the partners felt that the basic design was effective and in sync with the set objectives.However, there was a need for Pravah to ensure that activities that are challenging and

help provide insights into rural realities are included in every camp.

The camp had also made a considerable impact on the rest of the schools

culture/atmosphere. This can be attributed to the fact that in the schools, the experience of

the students and accompanying teachers has been by and large positive.

The program has been made an integral part of the curriculum in many schools. However,

in one of them, although rural exposure has become part of the school curriculum, it is no

longer undertaken in partnership with Pravah.

In the light of the feedback that the impact of the camp wears off over a period of time

especially because the students have so many activities vying for their attention, there is a

need for sustained follow-up. This therefore points to the need for long-term follow-up to



44/49


be integrated into the program, and plans for these (including action programs by

students) to be designed with the school.

In terms of future plans, all the partners were willing to make a long-term commitmentvis--vis the association with Pravah on future FUN camps.

On coordination and facilitation, there was general agreement on its effectiveness. In

some cases the feedback pointed to the relationship between facilitators and teachers not

being managed well, which led to ineffective coordination and facilitation.

The impact on students has been observed only in two of the schools in terms of students

demonstrating a significant positive change in attitudes and awareness about socialissues.

The analysis of the data from student logbooks shows considerable positive movement on

all the areas (Self-awareness, Trust, awareness on sustainable development, rural crafts,

interpersonal skills and rural knowledge).

Both the host organizations interviewed, felt that the program contributed positively

towards strengthening their objectives and enhancing their outreach. It was felt by the

Pravah team that designing the camp in partnership with the host organization would

greatly contribute to the content and quality of the program.

The organizations also shared that their expectations from the camp had been met with

and reiterated the fact that the objectives of the camp synchronized with their own

organizational objectives.



45/49


RECOMMENDATIONS

Strengthening Partnerships

One of the key findings in this evaluation has been the critical need for Pravah to strengthen its

relationship orientation towards schools and other institutional partners including NGOs. This

would enable Pravah to focus its energies to sustain and strengthen its relationships. Keeping in

mind the recommendation of developing a three-way partnership between Pravah, the NGO and

the school, the following parameters have been developed as key considerations:

Developing a partnership orientation to the school.

Developing an effective relationship with teachers.

Developing a relationship with parents.

Developing a relationship with NGOs.

Redesigning the orientation and pre-camp preparation processes

Facilitation

Facilitation emerged as a key area of concern in the evaluation. Due to the intensive nature of

these camps facilitators are in very close contact with teachers and students. It is important to

concentrate on developing facilitator competencies through training and monitoring, and

maintaining an optimal student facilitator ratio.

Follow Up



46/49


Strengthening FUN specific follow-up strategies i.e. post camp review, feedback, reporting and

facilitating action projects with students would help Pravah assess and reinforce the learning at

camp.

Sustainability

Pravah needs to develop processes for building a 3 way partnership between itself, the school

and the host organization.

Program Design

The general recommendations regarding the need to customize the program to the partner

schools apply to the FUN camps as well. However in view of the special nature of the program it

requires a greater degree of attention, since every camp site offers very different exposure

opportunities and degrees of hardship.

Fun Camps for Class IX

In view of the feedback received, recommendations have also emerged for the FUN camps

conducted specifically for students from Std. IX. The recommendations are that a separate design

be developed, with the campsite being relatively closer to Delhi, camps being of a shorter

duration and with a more flexible structure.

RECOMMENDATIONS

Launch of Fun Camp with other Schools

The first and foremost important is to create a grass roots awareness of the program. So

one of the first things I recommend in the introduction of this program to other schools is

to develop a list of key influencers who, in return for a critical review, receive the

program for free, prior to actual implementation.

After creating awareness about the product (i.e. Fun Camp), a list of those schools should

be prepared who actually want to host these type of camps to benefit their students.

When schools show interest in the program, try to reach and persuade them in every

possible manner.



47/49


After discovering what schools actually are in need of, accordingly make necessary

changes in the program and try to fill their needs.

Measures to Improve the Fun Camp Sessions

I think the advance visit to the base-camp site as well as village-stay sites should include

more pointed fact-finding on climate change in the area and how this is likely to affect

time schedules.

There is no foolproof method of ensuring the village visit or the Who am I? session

outcomes since both afford immense opportunities for deep, sometimes unexpected,

learning.

Some participants may feel that responses by villagers sound sometimes as rehearsed or

jaded (May be because these villages may have previously hosted FUN Camp groups), it

is advisable to orient participants to base their analysis on their own observations as well,

instead of just on interactions.

For the Who am I? session, it is important to process misgivings shared by participantswho may not understand the purpose of the session.

Definitely, great thought needs to be given to ensuring safety and security for the

participants. The unfortunate incidents should be forbidden.

It is very important to be sensitive to emergent needs of the group and make scheduling

changes accordingly.



48/49


CONCLUSION

Pravah being an organization that works with young people to impact issues of social justice

through youth citizenship action is there to stay. The impact assessment and organisational

development process for organisational and programmatic evaluation have thrown up several

recommendations for Pravah. It is critical need for Pravah to strengthen its relationship

orientation towards schools and other institutional partners including NGOs. This would enablePravah to focus its energies to sustain and strengthen its relationships. While some of them are

being operational through the change projects, a more conscious effort to integrate these into

Pravahs annual planning and review process would be undertaken. This would help Pravah as

an organization to increase their dimensions and expand their horizons.



49/49


BIBLIOGRAPHY

Pravah

www.pravah.org

www.google.com

www.bestindiansites.com
http://www.pravah.org/http://www.pravah.org/http://www.pravah.org/http://www.pravah.org/http://www.google.com/http://www.google.com/http://www.google.com/http://www.google.com/http://www.bestindiansites.com/http://www.bestindiansites.com/http://www.bestindiansites.com/http://www.bestindiansites.com/http://www.pravah.org/http://www.google.com/http://www.bestindiansites.com/

Date post:	09-Apr-2018
Category:	Documents
Upload:	sanjeevsingh86
View:	218 times
Download:	0 times

Rajesh Pravah Project

Documents