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 Food Transportation Cultural Accommodation
Program committee committee
1. Keerthana 1.Divyanand 1. Melchi 1. Banazer 1. Bibin
2. Issac 2.Akshaya 2. Gloria 2. Shruthi A 2. Pavitra
3. Ankita 3.Gayathri 3. NehaD’souza
4. Dolma Lhamo 4. Nguilih
5. Karuna 5. Prakrity
6. Krishnaa 6. Taruni
7. Maria Jose 7. Karthik
8. Sangeeta 8. Gracious
Varghese
 Discipline Evaluation Documentation Finance First Aid
1. Srithi 1. Shruthi 1. Aastha 1. Shijo 1. Deepa
2. Betty Srinivasan 2. Charmaine 2. Vineeta 2. Dolma Lashe
3. Linchu 2. Smruthi 3. Lakshmi
4. Nidhi 3. Vishnupriya 4. Kaviya
5. Priyanka 4. Neha 5. Raveena
6. Rebecca Esther 6. Sonu
7. Rushil 5. Ishan 7. Supreeth
6. Renita 8. Aparna
9. Akhila

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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C
u
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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