AMITY SCHOOL OF ENGINEERING & TECHNOLOGY

SOCIAL RESPONSIBILITY AND COMMUNITY ENGAGEMENT

(SW613)
UNDERTAKEN FOR SEMESTER II ASSESSMENT

FIELDWORK PORTFOLIO

Submitted To: Submitted by:

Dr. Pavika Sharma P. Uday Ashish

(A2315320006)

Hanumant Kumar Yugank

(A2315320004)

Hafsa Rafiqi
(A2326620001)

Abyash Gautam
(A2329420001)

Amit Mankotia
(A2329420002)

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 ACKNOWLEDGEMENT
This Social Responsibility & Community Engagement project wouldn't have been possible

without NGO UPAY & CHILDLINE. We owe them our gratitude for helping us contribute to

society positively and constructively. We were able to access, study and educate the needy

through the programs provided by UPAY. During the COVID pandemic, when such a study

and awareness program seemed impossible, UPAY & CHILDLINE was able to provide all

necessary information through telephonic conversations and accept our help via online means.

We would like to thank Dr. Pavika Sharma, whose guidance ensured we completed this project

successfully, hassle-free, and for her patience during the whole progress of the semester.

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 TABLE OF CONTENTS

Sr. No Topic Page No.

1 Introduction 4-9

Overview of the NGO 10

2 Objectives 11

3 Rationale of study 12-13

4 Area of study 15

5 Methodology of study 16

6 Work done 17-27

7 Observations & Results 28-29

8 Creativity/Innovation in area of study 30

9 Conclusion and Recommendation 31

10 Learning Outcome 32

11 References/Bibliography 33

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 INTRODUCTION
For this semester's OABC work, we collectively chose two topics of interests that were taken
as our goals:

1. Right to education.
2. Child rights.

We searched for NGOs that dealt with this issue based on our selected goal, and then we came
across UPAY. UPAY NGO primarily focuses on providing free-of-cost education to under-
privileged children through open school classroom programs and various recreational and skill
developmental activities aimed at broadening the skill sets of such children.

Their motto is "Every child, no matter rich or poor, from street or Bungalow must have the
Right to Childhood & Right to Education."

Apart from UPAY, some students individually participated in some activities of other NGOs,
e.g., CHILDLINE.

Right to education

Right to Education Act (RTE) provided free and compulsory education to children in 2009 and
enforced it as a fundamental right under Article 21-A.

Why Right to Education?

The Right to Education serves as a building block to ensure that every child has his or her right
to get a quality elementary education.

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The RTE Act provides for the:

 Right of children to free and compulsory education till completion of elementary

education in a neighborhood school.
 It clarifies that 'compulsory education' means the obligation of the appropriate
government to provide free elementary education and ensure compulsory admission,
attendance, and completion of elementary education to every child in the six to fourteen
age group. 'Free' means that no child shall be liable to pay any kind of fee or charges or
expenses that may prevent him or her from pursuing and completing elementary
education.
 It makes provisions for a non-admitted child to be admitted to an age-appropriate class.
 It specifies the duties and responsibilities of appropriate Governments, local authorities,
and parents in providing free and compulsory education and sharing of financial and
other obligations between the Central and State Governments.
 It lays down the norms and standards relating, among other things, to Pupil Teacher
Ratios (PTRs), buildings and infrastructure, school-working days, teacher-working
hours.
 It provides for rational deployment of teachers by ensuring that the specified pupil-
teacher ratio is maintained for each school, rather than just as an average for the State
or District or Block, thus ensuring no urban-rural imbalance in teacher postings. It also
provides for the prohibition of deployment of teachers for non-educational work, other
than the decennial census, elections for the local authority, state legislatures and
parliament, and disaster relief.
 It provides the chance to appoint appropriately trained teachers, i.e., teachers with the
requisite entry and academic qualifications.
 It prohibits (a) physical punishment and mental harassment; (b) screening procedures
for admission of children; (c) capitation fee; (d) private tuition by teachers and (e)
running of schools without recognition,
 It provides for the development of curriculum in accordance with the values enshrined
in the Constitution, and which would ensure the all-round development of the child,

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 building on the child's knowledge, potentiality, and talent and making the child free of
fear, trauma, and anxiety through a system of child-friendly and child-centered
learning.

Child Rights

Children and young people have the same general human rights as adults and specific rights
recognizing their particular needs. Children are neither the property of their parents nor are
they helpless objects of charity. They are human beings and are the subject of their rights.

Why do children need special attention?

 Children are more vulnerable than adults to the conditions under which they live.
 Hence, they are more affected than any other age group by the actions and inaction of
governments and society.
 In most societies, including ours, views persist that children are their parents' property,
are adults in the making, or are not yet ready to contribute to the community.
 Children are not seen as people who have a mind of their own, a view to express, the
capacity to make a choice, and the ability to decide.
 Instead of being guided by adults, their life is decided by adults.
 Children have no votes or political influence and little economic power. Too often, their
voices are not heard.
 Children are particularly vulnerable to exploitation and abuse.

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What are Child Rights?

The UN Convention on Rights of the Child (UNCRC) set out children's rights and how
governments should work together to make them available to all children.

Under the terms of the convention, governments must meet children's basic needs and help
them reach their full potential. Central to this is the acknowledgment that every child has
basic fundamental rights. These include the right to:

 Life, survival, and development

 Protection from violence, abuse, or neglect

 An education that enables children to fulfill their potential

 Be raised by, or have a relationship with, their parents

 Express their opinions and be listened to.

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Child Rights in India

 All people under the age of 18 are entitled to the standards and rights guaranteed by the
laws that govern our country and the international legal instruments we have accepted
by ratifying them.
 The Constitution of India guarantees all children certain rights, which have been
specially included for them. These include:
 Right to free and compulsory elementary education for all children in the 6-14 year age
group (Article 21 A).
 Right to be protected from any hazardous employment till the age of 14 years (Article
24).
 Right to be protected from being abused and forced by economic necessity to enter
occupations unsuited to their age or strength (Article 39(e)).
 Right to equal opportunities and facilities to develop in a healthy manner and conditions
of freedom and dignity and guaranteed protection of childhood and youth against
exploitation and moral and material abandonment (Article 39 (f)).

Besides these, they also have rights as equal citizens of India, just like any other adult male or
female:

 Right to equality (Article 14).

 Right against discrimination (Article 15).
 Right to personal liberty and due process of law (Article 21).
 Right to being protected from being trafficked and forced into bonded labor (Article
23).
 Right of weaker sections of the people to be protected from social injustice and all
forms of exploitation (Article 46).

The State must:

 Make special provisions for women and children (Article 15 (3)).

 Protect the interest of minorities (Article 29).
 Promote educational interests of weaker sections of the people (Article 46).
 Raise the level of nutrition and standard of living of its people and improve public
health (Article 47).
 Besides the Constitution, several laws specifically apply to children. As responsible
teachers and citizens, you should be aware of them and their significance. These have
been described in different sections of this booklet, along with the issues they deal with.

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9
 Overview of the NGO

UPAY- The word which pushes a person to seek solutions even in the most challenging
situations. With a vision to render a solution to the problem of deprived education in our
society, UPAY was born. The journey started from a small village named Kumbhari near
Mauda, some 40kms away from Nagpur, Maharashtra, in the year 2010 by Mr. Varun
Shrivastava, along with a few of his friends.

On 19th September 2011, UPAY got registered under the Society Registration act as an NGO.
The idea, which was rooted due to passion, was now shaping itself into a full-fledged concept.
UPAY was by then established as an organization. The initial two years for UPAY were full
of learning lessons and challenges. The competency with which the initial torch bearers lead
the way made the path easy to be followed.

UPAY maintaining its growth trajectory, expanded to other areas of North and South India.
Walking down these ten years, UPAY has created its mark and carved a path for itself. The
vitality of the team and the tireless efforts have had an everlasting impact on many lives.

Vision - To overcome disparities in education so that every child gets an opportunity to learn,
grow, and succeed.

Mission –
 Reach 3000 children through the Reach & Teach initiative.
 Enroll 1000 street children into school through Footpath Shala.
 Skill development of 500 street youth/women

Objectives -
 To Bridge the gap and make quality education accessible for all.
 Holistic development of the street children to bring them into the mainstream.
 To build a self-sustainable ecosystem by enhancing and promoting vocational skills for
a better livelihood.
 To create a chain of change by developing social leaders within the community.

Core Values
 Sincerity
 Optimism
 Teamwork
 Integrity
 Obligation
 Nobility

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 OBJECTIVES

Right to education-

1. Work with an NGO to know how they work and reach a large number of
underprivileged sections.

2. To study the current trends of children education in Gautam Buddha Nagar,

Uttar Pradesh

3. To understand the perspective of these children towards education and guide

them.

4. To Bridge the gap and make quality education accessible for all.

Child rights-

1. To spread awareness among the society (adults, youths, children) regarding

child rights, their importance, and how it can impact the overall development
of the children.

Online Education-

1. To post articles on the internet about the various aspects of online education
and its effect on students.

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 RATIONALE OF THE STUDY
Right to Education

Today, in India, almost 1 in 4 people are below the age of 14. It is a crucial position to be in,
and the steps taken from here will determine the future of India's education. However, the truth
is far from reality. More than 50% of Grade 5 cannot read a Grade 2 text or solve a simple
subtraction problem. Only 16% of children in Class 1 can read the text at the prescribed level,
while almost 40% cannot recognize letters. More than a quarter of Class 1 students in
government schools are only 4 or 5 years old, younger than the recommended age. These
younger children struggle more than others in all skills. At the same time, 36% in Class 1 are
older than the Right to Education (RTE) Act (2009) -mandated age of 6.

Global research shows that 90% of brain growth occurs by age 5, meaning that the quality of
early childhood education has a crucial impact on a child's development and long-term
schooling. Early childhood education has the potential to be the "greatest and most powerful
equalizer."

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Child Rights

In India, a child has the right to be protected from neglect, exploitation, and abuse at home and
elsewhere. Children have the right to be protected from the incidence of abuse,
exploitation, violence, neglect, commercial sexual exploitation, trafficking, child labor, and
harmful traditional practices, to name a few. Yet, according to a study conducted by the
government in 2007, more than 69% of children aged 5 to 18 years old are victims of abuse.
Many must face humiliation and violence every day.
More than half of the abuses inflicted upon children are committed by a close group of people
who have a relationship of confidence and authority with the child. In Indian families, parents
have absolute control over their children. Furthermore, this strict discipline is also found in
academic areas. A study found that 65% of school-going children have faced corporal
punishment at the hands of academic staff.
A contributing factor to the neglect of children is cultural values that do not have high esteem
and standing for the words and opinions of children. As such, no Indian legislation specifically
mentions this right, and education focuses on the respect children must show to adults.
To fully realize children's right to protection, it is essential to adopt a different attitude towards
children and their needs. It is also necessary to educate and train caregivers on children's
fundamental right to protection and prosecuting those who neglect it.

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14
 AREA OF STUDY

Right to Education

We taught children of the age group 5 to 14 years old. These children varied from class 1 to
10. The primary focus was on the education of children.

Overall development of the street children to bring them into the mainstream and overcome
disparities in education so that every child can learn, grow, and succeed.

Child Rights

We created awareness among people ( adults, youth & children) regarding child rights where
the primary focus was on child sexual abuse and the mental health of a child.

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 METHODOLOGY OF STUDY

Right to Education

 Find a way to reach underprivileged children by identifying the nearby NGOs.

 Participate in UPAY's Open school classroom program where needy, underprivileged
children can get free education varying from class 1 to 10.
 Start with a quiz session to know the present level of knowledge of students.
 Get students' feedback over the quiz (i.e., the level difficulty of question, Area/subject
needed to be more focused).
 Interact with the children and teach them, including Maths, English, Hindi, etc.
 Preparation of the syllabus, according to the level of their present knowledge.
 Contribute by creating awareness of "why child education is necessary" by joining
UPAY's PR department.

Child Rights

Child rights awareness was done remotely due to pandemics. Writings based on child rights
(mental and sexual abuse) were provided to the NGO (CHILDLINE).

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 Work done
By P. Uday Ashish (A2315320006)

Right to Education

1. An introductory session with the underprivileged children and a quiz was organized for
them. The quiz contained 30 basic questions, from mathematics, English & Hindi. Most
of the children were from classes 4nd to 7th, so the level of difficulty of the questions
was set so that all could attempt.
2. In maths, natural numbers, odd numbers, even numbers, whole numbers, integers,
squares, cubes, brackets, modulus, equations, and statement-based questions were
taught to the children.
3. In Hindi, "Sarvanam" & "Kriya," along with their types, were taught.
4. A Baal Sabha was also organized in which a few of the students showed their dancing
and storytelling skills.
5. Contributed to preparing syllabus of English & Hindi for Level I & II students.
6. A drawing competition was organized, and then revision of maths was done.
Evidence:

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Certificate:

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 Work done
By Hanumant Kumar Yugank (A2315320004)

Right to Education

1. An introductory session with the underprivileged children and a quiz was organized for
them. The quiz contained 30 basic questions, from mathematics, English & Hindi. Most
of the children were from classes 4nd to 7th, so the level of difficulty of the questions
was set so that all could attempt.
2. A survey was conducted after the Quiz session to understand the students' present needs
better.
3. In maths, natural numbers, odd numbers, even numbers, whole numbers, integers,
squares, cubes, brackets, modulus, and equations were taught to the children.
4. In Hindi, "Sarvanam" & "Kriya," along with their types, were taught.
5. A Baal Sabha was organized on Sunday in which a few of the students performed
dancing and storytelling.
6. Revision of a few of the topics of maths was also done.
7. The syllabus of Hindi was prepared for Level I & Level II students.
8. A drawing competition was organized, and then revision of maths was done.
Evidence:

Certificate:

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20
 Work done
By Hafsa Rafiqi (A2326620001)

UPAY:

1. In the starting, I joined their classroom program where volunteers can teach children.
The NGO has categorized the children into three different levels irrespective of the
class they are in their schools. These levels are level-I, II & III. After taking few
assessments of the children, according to their scores, the children are assigned to a
level.
2. Later due to the pandemic, I could not physically teach them since I returned to my
hometown. So as an alternative, I joined UPAY's PR department.
3. Our team's main aim was to publicize the need for child education. We created
backlinks of UPAY's blog posts so that people would read them and become aware of
the happenings in this area. It also led to awareness about a child's status, health and
education currently.

Evidence:

1. Backlinks created for UPAY blog post. Several Quora question related to the impact of
online education on children's learning and health was done.

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2. Screenshots of the meeting held

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CHILDLINE:
This NGO focusses on:
1. Child rights
a. What are they?
b. Why is it needed?
c. It's awareness

2. Child abuse
a. What are they?
b. It's awareness
c. Its prevention

Evidence:
Here also, I did writing work. I provided them with data on child rights and child abuse
which they used in their awareness drives.
Screenshot's of my writing work.

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Certificates:

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25
 Work done
By Abyash Gautam (A2329420001)

Underprivileged Education –

1. For my first activity, we held an ice breaker session. I distributed gems to children, and
according to the color of the gems, each kid was asked a question like if the color was
green, then "favorite food," if red, "favorite sport," etc. We got an outstanding response
from the children and had some great answers from them. It was so fascinating to see them
respond in such a manner.

2. For my second activity, a Baal Sabha was organized where the children showcased their talents
like singing, dancing, and drama. I also taught Hindi Sarvanam and its types. I have also
contributed to developing the syllabus of Hindi for the children of Level II.

3. For my third activity, we conducted a music class where I taught string names, basic guitar
chords, and basic chord progression to the children. After the teaching session, the children also
sang many songs with us. It was overwhelming to see such enthusiasm from children. Some of
them sang very nicely, and some children were so much influenced by hip-hop that they sang
and danced to famous hip-hop songs.

Evidence:

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 Work done
By Amit Mankotia (A2329420002)

Underprivileged Education –

 I had an introductory session with the children and an ice breaker session to interact
with the children to know them better and make them outspoken to remove the
hesitation while interacting. We made a flashcard in which some questions were stated
and called the children to answer them. On completion, we were rewarded with
chocolates to make children more enthusiastic in answering the questions to have good
communication.
 Then we have Bal Sabha, in which we let children do any productive activity of their
choice in which they could learn many new things to overcome the barrier or explore
something new. The main aim of Bal Sabha is to perform extra-curricular activities in
which children can do any activity of their choice as it helps in boosting the skills of
the children apart from academics.
 Then we had a music session in which we taught children introductory notes of guitar
playing. We let children get hold of the guitar in the correct posture and help them in
playing it. Everyone was given the opportunity to play the guitar and explore it.
Evidence:

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Observations & Results

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 Creativity/Innovation in the area of study

 Making the learning process easy with some exciting & innovative virtual examples.

 Learning of language by using real-life scenarios

 To make the students more involved by establishing proper eye contact/ interaction
with each student.

 Asking about queries or doubts at regular intervals.

 Teaching at a decent pace so that everyone is comfortable in understanding.

 Starting with the beginning and basics of each topic without making
assumptions/false expectations that everyone must know these things.

 Start the session by revising the previously taught topic so that the old topics could act
as a bridge to the new ones.

 Along with the regular study, organizing an extra-curricular activity session (painting,
dancing, singing, storytelling) for their overall development.

 Encouraging every student to participate actively in all activities along with their
studies.

 Rewarding the best performer and all participants of the activity.

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 Conclusion and Recommendation

 Different students have different learning capabilities. So, we taught anything at

slow/decent speed.

 If the classes go forward with only the academic syllabus, then the interest/efficiency
of students get declining due to overstress.

 Also, education is not restricted to books only. The broader vision of education is to
incorporate the students with diversified skills such as sports, dancing, singing, acting,
storytelling, etc.

 To make children more enthusiastic in answering the questions to have good

communication, events like Baal-Shabha should be conducted regularly. This will
increase not only their skills but also the child's mental health. The events like this allow
them to enhance or showcase their potential by performing any activity of their own
choice. It also provides a stage/opportunity to look under their potential.

 Also, due to the pandemic situation, Students found it difficult to connect to the
volunteers due to the pandemic during the lockdown imposed under Section 144 of the
IPC. Providing subsidized/free tablets and some limited data plans to the children from
the government could help them connect to essential education even in a pandemic
situation.

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 Learning Outcome

 Teaching to the children was a completely new experience. It allows us to share our
knowledge with students who are far away from quality education due to their family
economic background.

 It is unnecessary to be in a higher position or in good economic condition to help the

underprivileged section. You can start at your level by connecting to some NGOs or
reaching directly to the needy ones.

 Even a small contribution to our society makes a positive impact on the life of
everyone. It does not only help the needy or poor people and you in exploring more
purpose & giving more meaning to your lifespan.

 Sharing our schedule with NGOs gives us a chance to closely observe the challenges
faced by underprivileged children and finding a proper and well-mannered method to
resolve them.

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References/Bibliography

1. https://upayngo.wordpress.com

2. https://www.smartlearning.in/demos.php?silverheader=5&Sub=8

3. https://spokenclass.com/parts-of-speech

4. https://www.humanium.org/en/india

5. https://www.savethechildren.org.uk/what-we-do/childrens-rights/united-nations-

convention-of-the-rights-of-the-child.

6. https://www.lawnn.com/childrens-rights/

7. https://www.pennlive.com/

8. https://www.actionaidindia.org/blog/child-protection-laws-in-india/

9. https://vikaspedia.in/education/child-rights/understanding-child-rights

10. https://www.unicef.org/child-rights-convention/child-rights-why-they-matter

11. https://www.smartlearning.in/demos.php?silverheader=5&Sub=8

12. https://spokenclass.com/parts-of-speech/

13. https://www.embibe.com/exams/cbse-class-4-hindi-syllabus/

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