SOCIAL RESPONSIBILITY PROJECT (SRP)

FINAL REPORT

Bengaluru

2018

Date for project submission: 30th May, 2018.

A STUDY ON THE PROFILING OF INMATES WITH SPECIAL
REFERENCE TO SPARSHA TRUST
SRP submitted in partial fulfilment of the requirements for the award

of the Degree of

MASTER OF BUSINESS ADMINISTRATION

OF

ACHARYA BANGALORE B-SCHOOL

SHRIVATHSA K

Under the guidance of

Dr.Swaroop ,

MBA DEPT.

ACHARYA BANGALORE B-SCHOOL

2018
Certificate from NGO
CHAPTERS:

 Chapter One: Introduction.

 Chapter Two: Research Design

 Chapter Three: Profile of the NGO.

 Chapter four: Data Analysis and Interpretation

 Chapter Five: Findings, Suggestions, and Conclusion

CHAPTER 1
 INTRODUCTION
The term, "non-governmental organization" or NGO, came into use in 1945 because of the
needfor the UN to differentiate in its Charter between participation rights for
intergovernmentalspecialized agencies and those for international private organizations. At
the UN, virtually alltypes of private bodies can be recognized as NGOs. They only have to be
independent fromgovernment control, not seeking to challenge governments either as a
political party or by anarrow focus on human rights, non-profit-making and non-criminal. As
of 2003, there werereportedly over 20,000 NGOs active in Iran. The majority of these
organizations are charityorganizations, and thus would not fall under the category of
development-oriented NGOs. In thisdocument the term NGO is primarily used for
organizations other than charitable organizations.The structures of NGOs vary considerably.
With the improvement in communications, morelocally-based groups, referred to as grass-
roots organizations or community based organizations,have become active at the national or
even the global level. Increasingly this occurs through theformation of coalitions with other
NGOs for particular goals, such as was the case in the case of the Bam earthquake for
example :-

A civil society is composed of three sectors: government, the private sector and civil
society,excluding businesses. NGOs are components of social movements within a civil
society. In thecase of Iran, where civil society is not yet mature, NGOs can have an important
role instrengthening the foundations of an emergent civil society. The issue of independence
is animportant one in the credibility of an NGO. It is hard for NGOs not to come under
anygovernmental influence. Individual governments do at times try to influence the
NGOcommunity in a particular field, by establishing NGOs that promote their policies. This
has beenrecognized by quite common use of the acronym GONGO, to label a government-
organizedNGO. Also, in more authoritarian societies, NGOs may find it very difficult to act
independentlyand they may not receive acknowledgment from other political actors even
when they are actingindependently.
CHAPTER 2
 RESEARCH METHODOLOGY OF THE STUDY
Descriptive type of research is carried for my study, because it includes surveys and
fact finding enquires of different kinds the major purpose of this research is description of the
state affairs as it exist at present.

DATA COLLECTION METHOD:-

DATA
COLLECTION

PRIMARY DATA SECONDARY DATA

PRIMARY DATA

The primary data has been gathered through interactions with the students in the division.
Some important information has been gathered through couple of instructed interviews. It is
collected through the following methods.

 QUESTIONNAIRE DESIGN:

The questionnaire was carefully designed to collect the responses from the student with
regard to the project followed. It consists of 9 questions. For each question every student
have to fill with the help of the five options given.

 SAMPLE SIZE:

The sample size is 20.

 SAMPLING TECHNIQUE: The sampling technique used for my study is simple

random sampling. It is also known as chance sampling. I have chosen this because in
sampling where each and every student in the population has an equal chance of
inclusion in the sample.
  QUESTINNAIRE CONSTRUCTION :

A 5-point linker scale was used to quantify each response of half of the questions. Responses
on the 5-point linker scale were strongly agree, can’t say, disagree, and strongly disagree.

SECONDARY DATA

The secondary data are those, which have already been collected by someone or else passed
through statistical process.

Sources of secondary data can be categorized into 2 broad categories, named published and
unpublished statistics. Various sources are available namely central and state government
publications, foreign government publications technical trade journals, books, magazines etc;
collected from various files, records.

 Sparsha trust internal records.

 Files

 Journals

 Manuals and

 Schedules, etc.
CHAPTER 3
 PROFILE OF THE NGO
SPARSHA TRUST

Mr. Gopinath. R comes from the remote village of Manchigana halli in Kolar district.
He was the youngest in an educated family of 4 children (1 elder sister and 2 elder
brothers). He did not enjoy a joyful childhood because his father sold all the family’s
properties and the house to fund his alcohol addiction before finally abandoned the
family when Gopinath was 3 years old. His mother started to live without shelter,
with 4 young children, and later in a hut built thanks to someone’s help who gave
some space in his premises (now also people of Manchigana halli called Gudusalu
Ramakka and their children). The children could not afford to go to school, and were
forced to work with their mother. Even the young Gopinath had to accompany his
elder brother to clean cow shed and work in the farming field for daily meals.
While cleaning the cow shed, Gopinath was watching the owner’s children going to
school, he heard them talking about the school, the games, etc., he was wondering:
“why can’t I go to school too?”. Five to six years passed, and one day Gopi’s father
came back to the village, telling to everyone that he was now leaving in Bangalore
and doing construction work. Gopinath approached his father and followed him in
the city as he thought that he was now in a good position and could take care of him.
In Bangalore (NGF), his father took him to work with him and to live with his new
wife (by that time he had second marriage). His step mother was very affectionate
towards Gopi, she hold his hand and enrolled him in a nearby school. Gopi’s life
completely changed from there and built up his desire to reach for the skies.
However he was still forced to do a part time job with his father after the school hour.
He was lucky to have likeminded friends in MSW. With their support, he started a
group called the SWAP-Social Worker Association for People in the year 2002.
Through this association he focused on improving primary children education. He
went with his friends to government schools and private schools in Ramnagar, city
market, cement colony, Yeshwanthpura. They met slow learners, study disabled,
school dropouts, etc., identified their problems, and accordingly counselled them.
They were also organizing, through this association, health check-up camps,
awareness programs on education, and personality development classes for the
government schools’ children.
In 2004, Gopi Started working on child labour issues. His career started as a state
level Coordinator for the project of State Alliance For Education. This work led him
to travel all over Karnataka for 3 years and to study the problems of children who are
deprived of education. He decided to raise his voice to bring every child to school and
to improve the quality of the education in the Common School System in India.
During his job he met one of the Singh community groups in Akkiappa Garden, near
Yeshwanthpura. In this community, no children had ever reached high school,
because when children reached the age of 12 or 13 years old, their parents pushed
them into the workforce: making and selling knives for the boys, cooking and taking
care of their younger siblings for the girls. Gopi managed to convince the parents to
bring their children back to school and every day evening, for 2 hours, he organized
special coaching and personality development classes for them. After 3 years of
effort, it was a memorable day when 7 boys and 2 girls passed the SSLC scoring
above 60 percent. All the children continued their higher studies in Vivakananda
 College, Rajajinagar. Now the oldest children are taking care of the youngest and
ensure that they get minimum education (at least 2nd PUC).
In the same time, during his Sundays, Gopi started to search children who had never
been enrolled in schools or had dropped out the educational system. He found a
group of such children near Bettalasuru who was engaged in quarry work. Gopi
installed then a paper hut in the area and started to give them awareness about
education every Sunday for 2 to 3 months. Later he even started to give non formal
classes to these children.
Based on his experience, Gopi realized that he would not be able to reach more
children by working individually. He discussed with his well-wishers and finally
registered an organization in 2005 with a team of MSW volunteers. The organization
‘SPARSHA TRUST’, which means ‘to touch a needy’, had been created.

OUR VISION

Sparsha Trust is a registered, charitable trust started in the year 2005. The trust is
working for the holistic development of needy and vulnerable children focused on
promotion and facilitation of Child Rights. It is committed for the identification,
rescue and rehabilitation of children from 6 to 18 years old.
According to a survey conducted by the government and private departments in
2014–15, there are more than 14,000 child labourers and school dropouts in
Bangalore City, and the number is growing day by day. These children are living in
the streets and are deprived, out of school, drug-addicted, victims of sexual abuse,
begging, rag-picking, running away, forced to work or victims of trafficking. Some of
them do not have any parental care, are single-parent children, are suffering from
different types of exploitation in the society or neglected by the secure social system.
These underprivileged children are deprived of their fundamental right to
education and do not receive any support to come to the mainstream.

OUR AIMS

o Create a safe home for every child with a free access to basic facilities (food, health,
clothing)
o Guarantee that children enjoy their constitutional rights and eradicate the child
labour system
o Develop the children’s creativity and strengthen their self-confidence
o Provide quality and skills-oriented education to empower underprivileged children
and youths
o Create a community of responsibility and solidarity in which every child has his/her
own place
o Raise public awareness about Child Rights: care, protection, development and
education
 WHAT SPARSHA DOES
Child protection

Child care

Child development

Multi-Dimensional Development Program

>Child Protection

In recognition of Sparsha’s capability of reaching out to the needy children in a

continuous manner and having the right impact through effective suite of
intervention services, the Government of India has selected Sparsha to set up a
ChildLine Centre for Bangalore Rural District at Hoskote, Devanahalli,
Dodballapura, and Nelamangalla Taluks. From its inception till December 2015, 136
cases have been attended.
ChildLine is India’s first 24-hour, toll free, emergency phone outreach service for
children in need of care and protection linking them to long-term services for their
care and rehabilitation. Any child and concerned adult can call 1098 and access the
ChildLine service any time of the day or night. It is aimed especially to help children
who are being treated violently or sexually abused by adults. ChildLine is a totally
confidential service for children and young people up to the age of nineteen. Anyone
can contact a ChildLine counsellor to talk about anything - no problem is too big or
too small.
Each call centre has a team of trained youth who answer the telephone lines 24 hours
a day. Within 60 minutes (at most) of receiving a call, the team rushes to the child
and solves the crisis. It may involve going to a police station, the Juvenile Welfare
Board to or a hospital. There is a regular follow up till the child tides through the
crisis, after which options for long term rehabilitation are presented to the child.
Globally no other non-profit children's helpline provides such outreach services.
ChildLine goes beyond counselling over the phone by using the telephone as a
medium to link children in need with services that exist for their rehabilitation.
Objectives:

o To reach out to every child in need of care and protection by responding to

emergencies on 1098.
o Awareness about ChildLine 1098 amongst every Indian child.
o To provide a platform of networking amongst organizations and to provide linkages
to support systems that facilitates the rehabilitation of children in need of care and
protection.
o To work together with the Allied Systems (Police, Health Care, Juvenile Justice,
Transport, Legal, Education, Communication, Media, Political and the Community)
to create child friendly systems.
o To advocate services for children those are inaccessible or non-existent.
o To create a body of NGOs and Government organizations working within the
national framework and policy for children.
o To be a nodal child protection agency in the country, providing child protection
services to children in need of care and protection.
o To contribute and work towards strengthening and participating in a global
movement that addresses issues related to child protection and ensures that
children's voices are heard.

>Child Care

Nisarga Grama, a nature village

In view of the various challenges we were facing to support all these children, it
seemed necessary to have a unique huge centre regrouping all the amenities for the
children’s development. And the centre had to be located far away from the city, to
ensure that the children are not lured back to their old ways.
That is why the Sparsha team has recently initiated its dream project: ‘Nisarga
Grama’ – a nature village for 500 underprivileged and vulnerable children in
Hesaraghatta, Bangalore – whose only purpose is to get every child to school.
Nisarga Grama is a state-of-the-art rehabilitation centre, self-sustained and eco-
friendly, which will play a key role in providing children with education and life-skill
development.
Mission: Ensure that children in the 6-18 years age group enjoy their Right to
Education.
Goal: To create a child-friendly space where children can express themselves through
various creative activities and use Nisarga Grama as a platform for their overall
development.
 Objectives:

o To guarantee protection, education, participation and overall growth in an eco-

friendly and self-sustained centre to the children already under our care and other
needy children.
o To reach every child in need of care and protection and to reintegrate him/her back
to parental care.
o To create multi-dimensional learning spaces and open platforms for the overall
growth of each child.
o To make the centre energy-efficient by the use of biogas, solar energy, rain water
harvesting and recycling.
On October 22nd, Nisarga Grama will open its doors to 300 children who need care
and protection and finally to a total of 500 children before 2018.

Nisarga Grama will offer them an access to all kinds of facilities like dormitories for
boys & girls, classrooms, Kitchen & Dining hall, multipurpose hall, Multi-
Dimensional Learning Centre (Library, computer lab, science lab, theatre training
centre), art and craft centre, vocational training centre, staff quarters, service centre,
open air auditorium, cow shed, agricultural activity, solar & bio-gas system, a
playground for children, etc. All the children will get there nutritional balanced food,
individualized education, and will have access to many developmental activities.

Shikshana Mitra

Shikshana Mitra, “A friend for education” was initiated to reach the children who are
deprived of education. This program focuses on children from 6 to 14 years old (80%
are girls) and takes place in two different centres in Bangalore. Educated young
persons are selected in the target community; these youth become the role model for
the children by ensuring that every child is enrolled into formal or non-formal
schools situated near the centre. They also, conduct tuition classes, motivation
classes and other creative classes to help the children to develop themselves.
Shikshana Mitra I is a centre initiated in September 2009 and situated in the
Sanjivininagar area of Bangalore. This area has a significant population of
construction labour, domestic labour, and apartment house keeping (contract
labour) workers. The children of this community do not find support for education at
home, and hence there was a large proportion of school dropouts among them. Each
year 40 to 45 children are accommodated in this centre.
Throughout the year we conduct various programs for all the children:

o We profile all the children based on various parameters such as: family situation,
mental, physical and educational status.
o We provide nutritious food and comfortable accommodation.
o We counsel them about the importance of finishing their education.
o We offer classes in English, Yoga & Meditation, Health & hygiene, Career guidance
etc.
o We provide them with an access to a library and to computers.
We started a residential centre called Shikshana Mitra II in the month of June 2010,
in response to a survey realized in April 2010. This survey was conducted all over
Bangalore, and showed that a large population is engaged in construction work at
Manyatha Tech Park near Hebbal. This population consists of migrants from
northern Karnataka who have come in search of work due to natural calamity (2009
was an especially bad year for northern Karnataka because of floods) and poverty.
These families are engaged in daily wage work. Due to low wages, they are not able to
fulfil their basic needs like nutritious food, clothing, house, etc. More than 4 people
live in small plastic covered tents or thatched houses which are smaller than 4’ x 3
’meter. In our survey, we found lots of children who were engaged in work, taking
care of younger siblings, or were at home.
In two months, we conducted 4 community meetings and 2 street plays to give
awareness about the dangers of child labour and the importance of education. We
took up a house for rent near the area and created an informal centre for the children
who were out of school. By the end of May 2010, children started enrolling in our
centre. We profiled each child, and came to the conclusion that these children were
in need of accommodation, food, care and protection. This led us to install a
permanent centre in this area for 40 to 45 children: Shikshana Mitra II.

Makkala Mitra

Makkala Mitra are two open centres welcoming every day 25 to 35 school dropouts,
child workers, rag-pickers and other children in need. Since January 2012, the
centres are open 24h/24 to provide care and protection at any time to any child. The
Women and Child Welfare Department of Government of India are supporting this
project.
In these open centres, the children can come whenever they want to have access to all
the basic facilities (food, water, healthcare, accommodation). We offer them a safe
environment to play, enjoy their childhood and rebuilt their lives. A counsellor, a
care-taker, a teacher and field workers are looking after the children there.
After a three-month follow-up, we motivate them to start learning activities to bridge
the education gap. After 12-15 months, these children will be enrolled to
neighbouring government schools to get a formal education. In the meanwhile,
children will either reintegrate with their families, either register in government or
private childcare institutions.
Every year, 80 to 90 children get an access to one of these centres. All the
information about the children is given to the Child Welfare Committee.
Throughout the year we conduct various programs for all the children:

o We classify the children according to age, knowledge, interest, etc.

o We introduce various teaching methods like child to child tutoring, using charts,
using cards, games, CD Shows, building up a cultural group, etc.
o We welcome national and international volunteers to teach English and other skills
to the children
o We organize various competitions and Theme-based story telling classes and
celebrate festivals
o We involve children in art and craft by making teaching materials
o We insure their healthcare by regular check-ups in the nearby Government Hospital

Chinnara Thangudhama (UDC) – a centre for Urban Deprived

Children

This centre was inaugurated in December, 4th 2010, by the Honourable Education
Minister of Karnataka. It is a centre which welcomes boys who have deviated from
the mainstream, especially:

o Children who were drug-addicted and need a rehab,

o Those who were begging, rag picking, running-away or involved in child labour
o Those who have committed non-serious offences
o Those who have conflicts at home or who do not have parental care
o Those who were sexually abused
We are helping these children through the following actions:

o Children are being trained by a team of 10 expert volunteers to get rid of addictions
through counselling, educational guidance, self-evaluation, sessions of introspection,
Yoga, Meditation, etc.
o We are trying to make sure they get minimum education and can go back to normal
life.
o Regular Health check-ups are done with the help of a nearby government hospital.
o As a motivation factor, children are taken to various exhibitions, to the funfair and
the zoo, or to rural camps, etc.

Apta Mitra – a centre for destitute street people

Due to the changes in the socio-economic conditions in villages, there is an increased

migration of people towards cities. There is also a social churn in the urban
communities in which the seniors, the children and the physically-challenged citizens
are not being taken care of and are left on the side. These people from urban poor
families, who do not get family care and societal support, become beggars, rag-
pickers, street vendors etc. They become addicted to drugs, or exploited and evolve
 on the fringe of society. They don’t get access to the basic amenities and are forced to
live in inhuman conditions. According to the BBMP survey done in November 2010,
there are more than 3000 urban homeless in the city, and according to the civil
society survey done in April 2009, more than 17000 homeless have been identified in
the streets.
The Supreme Court of India in its recent judgment has declared that there needs to
exist at least one centre for homeless people per 100,000 persons. A synergy was
necessary between local NGOs, civil society and government to implement this order
of the Supreme Court. With this as a background, BBMP has proposed to create open
centres for Urban Homeless in Bangalore. Sparsha has then created in 2011 one
centre to provide night supper, accommodation, health care counselling and
placement to urban homeless, people sleeping in the streets, beggars and elder
people. This centre is in Murphy Town in Bangalore and takes care of 50 senior
citizens and children.
Mobile creches

Large numbers of people have migrated to Bangalore in search of jobs; many of them
come to work on a very low daily wages in construction sites. The workers came with
their families and their children who became working children or street children
deprived of basic education. By considering these factors, there is an urgent need and
necessary interventions from voluntary organizations and right minded volunteers to
tackle this issue.
This burning issue should be focused on childcare, prevention from abuses,
protection from dangers, educational rehabilitation and mainstreaming of the
dropouts, working and street children through various interventions.
Sparsha Trust is collaborating with Mobile Crèches India to settle a group of mobile
crèches in Bangalore. We ensure childcare – health, nutrition, early learning and
care – for 0 to 14 year old children. It is a partnership between real estate developers
and contractors, other local communities and the government. The main goals are to
create awareness around child related issues, mobilize a common voice around
childcare and enable young families to adopt best childcare practices.
The children are divided in three different groups according to their age:

o For 0 to 3 year old children: provide care, medical assistance, balanced and
nutritional food, playful environment
o For 3 to 6 year old children: in addition to these, offer them learning activities
through playful activities
o For 6 to 14 year old children: in addition to these, give to children a non-formal
education and bridge their education gap to enrol them to school .
o Save me
With the collaboration of Fidelity National Financial and Woman and Child
Development Department, four contact points have been created in Mysore road,
Bangalore urban and Hosakote Bangalore rural areas, in order to connect to every
child that needs care and protection and give him/her basic education.
At any of these contact points, it is estimated that around 60 to 70 children of labour
workers are not going to school. Approximately 150 to 200 huts are in these areas,
and the elder girl children are taking care of siblings, cleaning house, washing the
 vessels etc. They are easy target for abuse by local people and strangers. Many cases
are filed through ChildLine regarding harassment. Also, there are other threats to the
safety of these children, such as snakes, scorpion, stray dogs and chances to fell into
drainage, water pits, bore well and holes. At Contact Point, we prevent and protect
these children from all these threats by creating a safe, caring environment where the
children can come to spend the whole day, play with other kids and participate in
various learning activities.
Contact Points were set up in the areas where most of the low-waged migrants are
working, where these abandoned, underprivileged children are mostly found. These
areas include garbage dump yards, unauthorized slums, quarry working area, railway
stations, bus stations, migrated construction working areas.
Activities:
One social worker is working together with one volunteer in these areas every day
from morning till evening to identify the street children and bring them to a Contact
Point. Their goal is to convince the parents to send their children to contact points
and engage them in learning, reading activities, making them to play games,
providing recreational facilities like TV show, children motivational movie related to
education and refreshing them by giving snacks. Each child can have access to
educational course, developmental activities and obtain one warm meal every day.
Upon successful completion of the bridging course, these children are admitted into
public schools for formal education. Facilitators discuss with the parents regarding
their children progress, preparing chart for each child regarding their learning level;
they do parents and children counselling. If needed, these children are also
connected into other shelters/care centres.
We are targeting to operate 4 contact points at 4 locations, in which every day,
approximately 100 children receive our services. Out of these, we expect 80% of
children will be admitted into mainstream education and settled in a public school
within 12 months after joining the programme.
We also partner with other organisations to raise awareness among our other
stakeholder groups in order to have a wider and bigger impact.
Approach & Methodology:
o Having a good understanding of the local issues of the children, and having the right
knowledge and expertise at our centres to provide the required services for our
children and their parents.
o Providing safe and comfortable Contact Point locations, with a range of services
offered to the children and their families (such as education, counselling, and basic
meals).
o Engaging and educating the children under a safe, comfortable environment with a
range of daily activities and protect them from harassment and abuses. Educating
and engaging their parents also to raise awareness, as well as the societies around
these centres.
o Connecting the children in need to open feeding centres, and providing educational
bridging course to support integration of these children into the mainstream
education system.
Centre of Activity:
In Bangalore urban, Sparsha Trust contact points are located at the following
places:
o Mastri Palya, behind Manyata techpark, near Hebbal
o Vinayaka Layout, Nayanda Halli, Mysore Road, Bangalore
In Bangalore rural, Sparsha Trust contact points are functioning in:

o Chimasandra, Old Madras Road, Bangalore

o Sowkyaroad, Thirumala shetta halli, Hoskote Talu

Child Development

Vignana Mitra – a Multi-Dimensional Learning Centre (MDLC)

Sparshahas initiated a MDLC centre designed to enrich the learning experience and
ensure all-round development of children. MDLC aimed to provide focused
educational support, in terms of computing education and training on science
through demonstrations of experiments in science labs. We also offer to children
spoken English trainings.
The project has a long lasting impact. In this centre, Sparsha also focuses on
other aspects such as training the children on life skills and soft skills, strengthening
their confidence and preparing them to open themselves to the world of knowledge.
Since 2011, we have been able to reach more than 150 children enrolled in
government schools every year.

Youth Skill Development

Market Aligned Skill Training (MAST)

Adobe Youth Leadership Program - Youth Voices and Graphic & Print Design
Course – A livelihood training centre for under privilized youthscollaboration with
America India Foundation and ADOBE software, the MAST centre provides
breakthrough learning experiences to 50 young adults (18 to 24 years old) every year,
by using video, multimedia, digital art, web, animation, audio tools, and comic strips.

It is a six-month course about Graphic and Print Design. In job-oriented lessons,

students learn how to use the most important software in this field: Adobe
Photoshop, Adobe Illustrator, Adobe InDesign, Adobe Acrobat and Adobe Light
room. In addition to this, they get English communication course, soft skills
development and financial literacy.
It aims to enable youth to explore and participate in social changes in their
communities and the whole world, and ignites young people’s creativity and
confidence. Adobe Youth Voices is a program with three guiding principles: Engage,
Enhance, Exhibit.
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION

Introduction
After collecting the requisite secondary data relevant for the purpose of this project work, it
was planes to collect the primary data also on the theme’s/ subject to a sample survey. Thus
a suitable questionnaire was design to obtain the views perceptions of respondent on relevant
aspects. A copy is placed at annexure.

Methodology
In order to carry out the survey the random sampling was adopted as the target was to each
department call levels. The survey was conducted by meeting the despondence personally at
the convenience and their choice. Accordingly most of the respondents referred their work
place as they felt comfortable to fill the questionnaire distributed among the despondence and
it was also collected. All questionnaires took 4-5 hours to complete.

The primary data was collected by meeting 50 Students in different Classes. The respondents
were identified on random bases in each department. Accordingly the survey was completed
on random sampling method.

Questionnaire Design
Thequestionnaire was designed in such a way that the first five options are pertaining to the
personal data which are in agreed nature such as designation, department etc, the quantitative
data was designed with forced choice of 5 scales methods i.e. 0-5 level like

 Strongly agree

 Agree

 Disagree

 Strongly disagree

 Can’t say

The quantitative data was designed by administrating the open ended questions with the
ranking method so as to ascertain the quality information from the survey findings.
1- Are you satisfied with the Education provided by your school ?
Table-1

RESPONSES NO. OF . % OF RESPONSES

RESPONSES

Strongly Agree 12 60

Agree 6 30

Disagree 1 5

Strongly Disagree 0 0

Can’t say 1 5

TOTAL 20 100

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Source: Questionnaire
Graph-1
 Interpretation:

The above chart shows that the 60% of Sparsha Trust students were Strongly Agree, 30% of
students Agree, 5% of students Disagree , 0% of students Strongly Disagree and 05% of
students Can’t Say, with Education provided by their school and trust

2- Are you satisfied with the Infrastructure Facility of your school ?

Table-2

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 14 70

Agree 6 30

Disagree 0 0

Strongly Disagree 0 0

Can’t say 0 0

TOTAL 20 100

Source: Questionnaire
Graph-2
 NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 70% of Sparsha Trust students were Strongly Agree, 30% of
students Agree, 0% of students Disagree , 0% of students Strongly Disagree and 0% of
students Can’t Say, with Infrastructure Facility provided by their school.

3- Are you satisfied with the Teachers teaching in the class ?

Table-3

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 4 20

Agree 10 50

Disagree 3 15

Strongly Disagree 1 5

Can’t say 2 10

TOTAL 20 100
 Source: Questionnaire
Graph-3

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 20% of Sparsha Trust students were Strongly Agree, 50% of
students Agree, 15% of students Disagree , 5% of students Strongly Disagree and 10% of
students Can’t Say, with Teacher teaching in class.
4- Are you satisfied with the Envinorment of your Classroom ?

Table-4

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 9 45

Agree 5 25

Disagree 2 10

Strongly Disagree 1 5

Can’t say 3 15

TOTAL 20 100%

Source: Questionnaire
Graph-4

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

 Interpretation:

The above chart shows that the 45% of Sparsha Trust students were Strongly Agree, 25% of
students Agree, 10% of students Disagree , 5% of students Strongly Disagree and 15% of
students Can’t Say, with Environment of the classroom.

5- Are you satisfied with the Resources provided by the school for your
Education ?
Table-5

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 8 40

Agree 6 30

Disagree 3 15

Strongly Disagree 1 5

Can’t say 2 10

TOTAL 20 100

Source: Questionnaire
Graph-5
 NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 40% of Sparsha Trust students were Strongly Agree, 30% of
students Agree, 15% of students Disagree , 5% of students Strongly Disagree and 10% of
students Can’t Say, with Resources provided by the school for education.

6- Are you satisfied with your Library/Activity labs ?

Table-6

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 4 20

Agree 8 40

Disagree 5 25

Strongly Disagree 3 15

Can’t say 0 0

TOTAL 20 100
 Source: Questionnaire
Graph-6

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 20% Sparshsa Trust students were Strongly Agree, 40% of
students Agree, 25% of students Disagree , 15% of students Strongly Disagree and 0% of
students Can’t Say, with Library/Activity lab .

7- Are you satisfied with your school location ?

Table-7

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 5 25

Agree 11 55

Disagree 3 15

Strongly Disagree 1 5

Can’t say 0 0

TOTAL 20 100
 Source: Questionnaire
Graph-7

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 25% of Sparsha Trust students were Strongly Agree, 55% of
students Agree, 15% of students Disagree , 5% of students Strongly Disagree and 0% of
students Can’t Say, with School location.

8- Are you satisfied with your school working hours ?

Table-8

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 11 55

Agree 8 40

Disagree 1 5

Strongly Disagree 0 0

Can’t say 0 0

TOTAL 20 100
 Source: Questionnaire
Graph-8

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 55% of Sparsha Trust students were Strongly Agree, 40% of
students Agree, 05% of students Disagree , 0% of students Strongly Disagree and 0% of
students Can’t Say, with School working hours.

09- Are you satisfied with your school career guidance program for your
future ?
Table-09

RESPONSES NO. OF . RESPONSES % OF RESPONSES

Strongly Agree 2 10

Agree 12 60

Disagree 3 15

Strongly Disagree 1 5

Can’t say 2 10

TOTAL 20 100
 Source: Questionnaire
Graph-09

NO. OF . RESPONSES

Strongly Agree Agree Disagree Strongly Disagree

Interpretation:

The above chart shows that the 10% of Sparsha Trust students were Strongly Agree, 60% of
students Agree, 15% of students Disagree , 5% of students Strongly Disagree and 10% of
students Can’t Say, with Career guidance program.
Councelling on Inmates Of Sparsha Trust:

Councelling Report
Personal Details:

 Student Name : Narsamma

 Father Name : Subramani
 Mother Name : Sannamma
 Father Occupation : Nil ( Missing)
 Mother Occupation : Nil ( Missing)
 Age : 17
 Sex : Female
 Education : First Puc
 Adress : Narasamma D/O Subramani Madhugiri ( Town)
 Academic Performance: Good
 Parents relationship: Normal

General appearance:

 Mood : Happy
 Talk : Loud talk
 Memory : Normal
 Clean : Normal

Family History:

These students coming from low class family. She has one younger sister, she
studying in 8th standard in nisargadhama. Her father and mother both missing 7
years back. Her mother got another marriage. Auto driver taken this child and
admitted in sparsha trust.

Plan and Action:

Arrange a lot of science book.

Observation:
This girl is very clean. She always thinks about her parents, and remembering
her siblings. She is very loud. And her future aims are very clear. She reads lot of
general subjects. Very talented lad.
2. Personal Details:

 Name: Chandan
 Sex : Male
 DOB : 09-05-2003
 Adress : Hari Nagar, near banashankari,uttarahalli (p),kanakapura main road,
Bengaluru.
 Mobile no : -
 School : Government model school
 Class : 7th
 Caste: SC
 T-shirt : 32
 Shoe : 07
 Favourite Subject : Kannada
 Favourite Sports : Cricket
 Hobbies : Playing, Watching TV, Drawing
 Aim : Soldier
 Future plan : Admitting this student to a well infrastructurerd school.
 Maintainance regarding health, discipline and concentrating towards studies.
CHAPTER 5
 FINDINGS
The children coverage detail of Sparsha Trust from 2012 -2016 ;

Year Female Male Total

2011-12 28 21 49
2012-13 115 96 211
2013-14 50 156 206
2014-15 150 231 381
2015-16 108 181 289

1. In the Year 2014-15 Sparsha Trust with the help from supporters , continued to see
improvements in children of different categories such as child labour, rag picking, begging,
drug abuse, sexually abused, orphans, run away children and who have committed non-
serious offences are there at Shelter.

2.181 children are being housed in different center in the year 2014- 15. These children
have been brought from different area

3.The top 3 Parameters with highest in last survey are good in quality education.

4. The program of the institution is good compare to the last records.

5. The admissions of students have been increasing over the years. And the grade scale of
learning is also increased.

6. 126 children are enrolled to the regular school of Government which is near to the
centers and going regularly.
 SUGGESTIONS
 As a general rule, efforts shall continue to be made to plan the education/career of the
children in such a way that they become self reliant by the time they attain the age of 18
years.

 If older children (above 18 years) have to be kept in children’s homes in the absence of
other alternatives separate arrangements for them would be desirable instead of keeping
them with younger children.

 Special care and safety shall be provided for girls. Every effort should be made to get
them married. They shall not be discharged from homes without making proper and
suitable alternative arrangements.

 Academically brilliant children, whether boys or girls, shall be given full opportunity and
must be encouraged.
CRITERIA FOR ADMISSION OF CHILDREN INTO CHILDREN’S HOME:

 Children who are orphans, abandoned, missing, runaway child, whose parents
cannot be found after reasonable inquiry and do not have near relatives to
look after them.
 Children who are found without any shelter or settled place of abode or any
other ostensible means of subsistence.
 Children of single parent families deprived of adequate family care due to
death, desertion, prolonged illness, imprisonment of one of the parents.

ADMISSION OF CHILDREN
> No child can be admitted or sent out of the CCI without the permission of Child
Welfare Committee and Deputy Commissioner.
>The Child Welfare Committee will meet once in a quarter and after holding such an
enquiry, the Committee will send its reports to headquarter by 10th of the succeeding
month in which the meeting is held.
> The Committee should also take into account any new facts, which come to its
notice at the time of review.
> It would be incumbent for the CCI to annex all the reports of the Committee with
the Grant-in-aid proposals before sending it to the Headquarter.
> The State can refer any children who need care and protection with the approval of
CWC to the institution and it shall be binding upon the CCI to ensure the security of
the child .
 CONCLUSION

All the statutory and non-statutory measures are provided to student as per the standard
measures, which improves student quality in education.

Any NGO success and growth depends on Students. The NGO may have rich resources of
capital, infrastructure, technology but if the quality of manpower is not good, the NGO
cannot succeed. Student welfare plays a vital role in every NGO.

Besides several other factors the economic development of a country depends upon the
effective functioning of Students. In order to achieve this superiors and the state should take
necessary steps for the satisfaction of student in their respective places.

>Students are satisfied with the present conditions and feel secure about their future

>Almost all the students are satisfied with the resources and facilities given to them.

>40% of the student feel that there should be an interactive sessions for their growth.

>Management shares a very good relation with the students.

>80% students were satisfied with the facilities provided to them and are free to express
theirviews freely to the NGO management.

>Teachers are ready to clear the doubts and help in improving their performance.

>90% of the students feel that the NGO policies really protect their interests.

>80% of the students are satisfied with the present management setup.