A PROJECT REPORT ON

Impact Assessment on FUN camp as a Program

AT

Pravah
Inspiring Youth Citizenship
By

Rajesh Kumar Singh

Roll No.29084 (Batch 2009-11)

Under the Guidance of

Mr. Avijit Chakravarti (Assistant Professor)

Month & Year of Submission-August 2010

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- Miss. Eyingbeni Ngullie 7) Designation of the industry Guide- Associate Coordinator-Adoloscent Intervention 8) Students Name-Rajesh Kumar Singh 9) Students Roll Number-29084 10) Students E-mail ID- rajeshsingh412@yahoo.in 11) Students Mobile/ residence numbers- 09990904295

NIILM- Center For Management Studies 2

Page

CERTIFICATE OF AUTHENTICITY
August 16, 2010.
This is to certify that dissertation report on Impact Assessment on FUN camp as a Program prepared by Rajesh Kumar Singh, Roll No.29084 Of PGDM 2009-2010 Batch is his original work under my guidance and supervision. Signature of the Faculty (Mr.Avijit Chakravarty) Signature of the Student (Rajesh Kumar Singh)

NIILM- Center For Management Studies 3

Page

ACKNOWLEDGEMENT

I express my sincerest gratitude and thanks to honorable, Mrs. Ishani Sen, Miss Eyinbeni Ngullie, 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 thank Prof. Avijit Chakravarty (Assistant Professor) of NIILM-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 - PGDM

NIILM- Center For Management Studies 4

Page

NIILM- Center For Management Studies

Page

PREFACE
The main motivation of undertaking this project was to provide the detailed and comprehensive study about the FUN Camp as a program. This study provides the opportunity to Pravah to know the perspective of the students about the FUN Camp as a program. It is also of immense use to launch the program with other schools. The report has been organized into four parts. Part I deals with the detailed overview about the NGOs which are in operational in India. Part II provides is brief introduction about the organizationPravah. The third part is conclusive of discussions and feedback from the students and based on that findings and suggestions are been inculcated in last part. I owe my sincere thanks to everyone who helped me in doing this project. It was a fun and also a learning experience for me. I hope the knowledge and experience gained while undertaking this project will help me in my future endeavors in one way or the other.

NIILM- Center For Management Studies

Page

CONTENTS

CHAPTERS

PARTICULARS Research Design

PAGES 8

1 2 3 An Overview (NGOs in India) Profile of the Organization 3. 1 About Pravah 3. 2 Pravah history 3. 3 Explore with Pravah 3. 4 Youth Intervention 3. 5 Adolescent Intervention Discussions 4.1 Brief Introd About Sessions of FUN Camp 4. 2 Student Feedback 4. 3 Analysis of Feedback 4. 4 Analysis of FUN Camp as a Program 5 Findings, Suggestions, Conclusion 5.1 Key Findings 5. 2 Recommendation for Improvement 5. 3 Step by step process Suggestion for the launch of FUN Camp in other schools. 5. 4 Conclusion 45-51 9-14 15-34

35-44

Annexure Bibliography

52

NIILM- Center For Management Studies 7

Page

Chapter-1 Research Design

NIILM- Center For Management Studies 8

Page

Project Theme: Impact Assessment on FUN camp as a Program

Statement of the Problem

The main problem involved in this case was to know the outreach of the FUN Camp. In order to make thorough enquiry about the impact of the FUN Camp as a program the study was undertaken. And also to know the impact of the program on the mindset of the students and peers.

Objectives of the Study

o o o o o Make an analysis of Feedback. Make an analysis of Fun camp as a program. Find out areas of improvement. To know the step by step process for the launch of FUN Camp in other schools. Recommendations.

Need for the Study

The main significance of this study was to spread knowledge about the FUN Camp as a program.

Scope of the Study

The scope of the present study is confronted to understanding the outreach of FUN Camp as a program.

Limitations of the Study

0Despite all the earnest efforts made by the investigator the required information was not forthcoming due to the reason that some of the respondents hesitate to give required information. 0FUN Camp was never attended by the investigator personally.

NIILM- Center For Management Studies

Page

Chapter-2 An Overview (NGOs in India)

NIILM- Center For Management Studies 10

Page

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.

NIILM- Center For Management Studies

Page

11

Types of NGOs
There 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 developmentoriented 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 or private-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.

NIILM- Center For Management Studies

Page

12

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 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 an organization. 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.

NIILM- Center For Management Studies

Page

13

 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.

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 budget of 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: 0Unincorporated and voluntary association. 0 Trusts, charities and foundations. 0Companies not just for profit. 0Entities formed or registered under special NGO or nonprofit laws. NGOs are not subjects of international law, as states are. An exception is the International Committee of the Red Cross, which is subject to certain specific matters, mainly relating to the Geneva Convention.

NIILM- Center For Management Studies

Page

14

TOP 10 NGOs of INDIA

Help Age India Sargam Sanstha Smile Foundation Give India Lepra Society Udaan Deepalaya Uday Foundation Karmayog Pratham

NIILM- Center For Management Studies

Page

15

Chapter-3 Profile of the Organization

NIILM- Center For Management Studies 16

Page

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: 0Respect and understanding of citizenship. 0Requisite attitude of ownership for common spaces. 0Leadership skills for social change and behaviors to develop strong relationships as the foundation 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.

NIILM- Center For Management Studies

Page

17

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 and take 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.

NIILM- Center For Management Studies

Page

18

Pravahs Outreach:
Some Highlights In the last 15 years:
15 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 a part of the mainstream curriculum in 10 schools. Pravah has also trained 100 school teachers to become ambassadors of the Me to We curriculum.

15 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. 15 Every year, Pravah clocks approximately 20,000 hours of youth volunteerism in 40 organizations across India. 15 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. 15 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.

15 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.

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

NIILM- Center For Management Studies 19

Page

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 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.

NIILM- Center For Management Studies

Page

20

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 people who had leadership potential and excellent skills in designing and producing resources. Pravah, on the other hand, was the catalyst for the Youth Resource Centres (YRCs). The idea of a YRC model emerged from TFs engagement with Pravah. TF then translated it into action by adapting it to the local context. Thereafter, Pravahs interventions included inputs in developing the overall YRC strategy, curriculum development, exposure to youth development processes, and training in the conflict positive framework, instructional design and facilitation. The result of the partnership is a model for setting up YRCs - four YRCs have been set up with a total of 54 members, equipped with resources and run by youth trainers. Patang was founded relatively recently by a former Pravah team member who was familiar with Pravahs processes and approach to youth development. They have adapted Pravahs school and college programs to their context. Pravahs role was to build the leadership of the team, facilitate organizational development processes and put critical organizational systems in place. Today, Patang is designing and implementing successful programs in collaboration not only with Pravah but other partners as well. One of these new partnerships includes designing and facilitating sessions at the MSW course in Sambalpur University. These partnerships illustrate the credibility Patang has gained over the years in Orissa. It is now gradually developing into a regional resource centre which will impact many more lives and organizations in the region.

Saher was positioned even earlier on the organizational curve a start up, in every sense. Even though it had started as a local youth group in 1997, it was registered as an

organization only in 2003 and comprised a team of volunteers who organized sporadic events to bring people of different communities together and promote communal harmony. SAHER was part of the Change Looms program in 2006, and one of the Pravah team members facilitated intensive organizational change processes with them following the Change Looms development centre. Pravahs mentoring helped SAHER conceptualize and design its college program, Parwaaz. Pravah also provided several exposure and training opportunities to the SAHER team so that they could develop their skills and understanding of youth development. At an institutional level, Pravah facilitated the SAHER team to explore what they were doing in Jogeshwari, why they were doing it, what their strengths and areas of improvement were and how they could achieve their objectives. A large part of the how concerned staffing, roles and building capacities of the team in facilitation and conflict positive. .

NIILM- Center For Management Studies

Page

21

Explore With Pravah

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. 0Youth Intervention 0Adolescent Intervention

0Youth 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:o SMILE

o Youth for Development o Global Xchange o Change Looms

NIILM- Center For Management Studies

Page

22

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. 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.

Youth for Development (YFD)

Offer Indian youth an opportunity to contribute to development issues in communities and develop 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 organization 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.

NIILM- Center For Management Studies

Page

23

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 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: 0Introductory 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. 0In 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.

NIILM- Center For Management Studies

Page

24

A Learning Opportunity for Young People GX offers an opportunity to learn by experience about the diversity of peoples lives within the 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.

0Counterpart 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. 0Host 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. 0Host 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. 0Volunteer 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. 0Educational 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.
0Community 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.

NIILM- Center For Management Studies 25

Page

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 mentallychallenged destitute children, Gender & Womens empowerment, LifeSkills 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:

0Training and capacity building; mainly through a one-week residential workshop- the Development Centre (planned in September 2010). 0Mentoring opportunities and opportunities to network with social sector leaders from across the country. 0Financial assistance for development opportunities. availing learning and organizational

0Participants are encouraged to go on exposures and participate in collective learning events and workshops.

0 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.

NIILM- Center For Management Studies

Page

26

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 direction interventions or through training of teachers in schools. 4 Initiatives operate under the umbrella of Adolescent Intervention: o o o o 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 Every module, topic or day in our workshop would contain elements of all of these key messages. 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.

NIILM- Center For Management Studies

Page

27

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. 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? 0Three facilitators, who are trained in creative programs on life skills and social responsibility, work with adolescents of IX or X standard. 0A staff member needs to be appointed to coordinate with and support the facilitator. 0You would be required to provide infra-structural resources and conveyance expenses for the program.

NIILM- Center For Management Studies

Page

28

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

NIILM- Center For Management Studies

Page

29

PARTNERS Sanskriti School, New Delhi 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.

NIILM- Center For Management Studies 30

Page

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

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.

NIILM- Center For Management Studies

Page

31

The criterion for selecting the school would be as follows: 0The school has had a relationship with Pravah through the teacher training initiative.
0The 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.

0The 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 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.

NIILM- Center For Management Studies 32

Page

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 zones perhaps 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? What happens? 0Before the camp, a half day orientation is conducted for the students and a full day orientation for the teachers accompanying the students. 0The camp includes trekking, games, bonfire, group interactions, cooking and other activities to enable hands-on learning. 0There 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. 0Medical facilities are available on the campus. 0There are separate dormitories for boys and girls. 0For 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.

NIILM- Center For Management Studies

Page

33

Return FUN camps 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.

NIILM- Center For Management Studies 34

Page

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.

NIILM- Center For Management Studies

Page

35

Chapter-4 Discussions

NIILM- Center For Management Studies 36

Page

Brief Introduction 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: 0Explain the concepts of self-exploration and self-awareness. 0Identify and share their interests, aspirations, strengths, weaknesses and concerns. 0Explain how, through sharing, they have gained an enhanced understanding of self and others. 0Explain the importance and effects of sharing about oneself, in interpersonal relationship.

NIILM- Center For Management Studies

Page

37

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 At the end of the session, the participants will be able to: 0Define stereotypes and identify their personal stereotypes. 0Distinguish between stereotypes, facts, opinion stereotypes. 0Explain 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: At the end of the session, the participants will be able to: 0Explain the word development. 0Explain the concept of sustainability and relate how it is connected to their lifestyle. 0Articulate the link between distribution of resources and equity of access.

NIILM- Center For Management Studies 38

Page

Values and Stances

Purpose: This session aims at building an understanding of values per se. the link of values with attitude and behavior and how they impact decision-making and individual stances in conflict are also explored in this session. The discussion in this session seek to advocate a respect for others viewpoints and values, because respect forms one of the basic building blocks of the conflict positive process. Session Objective At the end of the session, the participants will be able to: 0Identify the values which are important to them. 0Explain how values influence decision making and stances that one takes with respect to conflicts.

0Describe the need for respecting others decisions and stances in conflicts.

NIILM- Center For Management Studies

Page

39

Some Students Feedback

15 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).
15 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).

15 It gave me a space to learn and know the person that I really am. - Suveera (bengti village)
15 This camp was full of fun and learning. My misconceptions about villages and village life were broken, thanks to pravah. -Imkan Ali (Bhiyasar village).

15 The most enriching experience was interacting with the people in the village and knowing more about their lives. - Nayantara menra (Bhiyasar village).

15 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).

15 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 other peoples' point of view. - Meghna Jain (Ranisar Village).
o Thanks to Pravah for this meaningful and fun trip. - Kajal Dalal (Bhojasar village).

NIILM- Center For Management Studies

Page

40

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 the students 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.

NIILM- Center For Management Studies

Page

41

 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 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 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 life had 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.

NIILM- Center For Management Studies

Page

42

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 to make 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: 0Inculcating positive values and attitudes 0Building ownership for self and society 0Developing interpersonal skills 0Developing 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 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.

NIILM- Center For Management Studies

Page

43

Overall Analysis of Fun Camps

City life is fast becoming individualistic and self-centred. 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 young professionals 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.

NIILM- Center For Management Studies 44

Page

Camp Analysis
Some of the areas that we are largely focused upon: 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 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 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 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 life had 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.

NIILM- Center For Management Studies

Page

45

Chapter -5 Findings, Suggestions & Conclusion

NIILM- Center For Management Studies 46

Page

Key Finding
0Almost all the organizations contacted gave positive feedback on the camps on all aspects including 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. 0There was a clear need for the program - the findings indicate that all the partners felt that the objectives had been met.
0All 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. 0The 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.

0The 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. 0In 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 be integrated into the program, and plans for these (including action programs by students) to be designed with the school.
0In terms of future plans, all the partners were willing to make a long-term commitment vis--vis the association with Pravah on future FUN camps.

0On 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. 0The 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 social issues.
0The 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).

NIILM- Center For Management Studies

Page

47

0Both 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. 0The 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.

NIILM- Center For Management Studies

Page

48

Recommendations for the improvement of FUN Camp

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:

0Developing a partnership orientation to the school. 0Developing an effective relationship with teachers. 0Developing a relationship with parents. 0Developing a relationship with NGOs. 0Redesigning 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 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.

NIILM- Center For Management Studies

Page

49

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.

Measures to Improve the Fun Camp Sessions 0I 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. 0Some 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 participants who may not understand the purpose of the session.

0Definitely, great thought needs to be given to ensuring safety and security for the participants. The unfortunate incidents should be forbidden. 0It is very important to be sensitive to emergent needs of the group and make scheduling changes accordingly.

NIILM- Center For Management Studies

Page

50

Suggestions for the Launch of FUN Camp as a Program in other Schools

0The 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. 0After 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. 0When schools show interest in the program, try to reach and persuade them in every possible manner. 0After discovering what schools actually are in need of, accordingly make necessary changes in the program and try to fill their needs. 0To invite the facilitators of those schools interested in FUN Camp to have the live wire experience and make changes according to there preferences.

NIILM- Center For Management Studies

Page

51

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 enable Pravah 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.

NIILM- Center For Management Studies

Page

52

Annexure & Bibliography

Pravah
www.pravah.org www.google.com www.bestindiansites.com

www.wikipedia.org www.ngosindia.com

NIILM- Center For Management Studies 53

Page

PDF to Word